TYRRELL COLLEGE
VCE – YEAR 11
COURSE SELECTION HANDBOOK
2014
This booklet is not intended as a complete comprehensive guide.
It provides summaries of the Victorian Certificate of Education (VCE)
and the Victorian Certificate of Applied Learning (VCAL) as well as the range of
Vocational Education and Training (VET) courses offered at Tyrrell College in 2014.
More detailed information can be obtained from various
Victorian Curriculum & Assessment Authority (VCAA) Publications
and the following people:
Mr Damien Leo (Year 11-12 Coordinator)
Mrs Patricia Amos (VCAL Coordinator)
Mr John Wright / Mrs Lee-Anne Sherwell (VET Coordinator)
Mrs Danni Ryan (Careers Advisor and MIPS Coordinator)
or subject teachers
VCE Course Selection Handbook 2014
TABLE OF CONTENTS
...................................................................................................................................................................................................
VCE Administrative Guidelines .............................................................................................................. 1
Organisational Structure of the VCE .......................................................................................................................... 1
VTAC Requirements and the ATAR .......................................................................................................................... 1
Choosing Units ............................................................................................................................................................... 1
The GAT ......................................................................................................................................................................... 2
Study Score ...................................................................................................................................................................... 2
Learning via Distance Education ................................................................................................................................. 2
VCAL .......................................................................................................................................................3
VET .........................................................................................................................................................4
School Based Apprenticeships ..................................................................................................................................... 4
VCE Unit 1 & 2 Subjects .........................................................................................................................5
Accounting ...................................................................................................................................................................... 7
Agriculture and Horticultural Studies.......................................................................................................................... 9
Art ...................................................................................................................................................................................11
Biology............................................................................................................................................................................13
Business Management..................................................................................................................................................15
Chemistry .......................................................................................................................................................................17
English............................................................................................................................................................................19
General Mathematics ...................................................................................................................................................21
Health and Human Development .............................................................................................................................23
History (Twentieth Century).......................................................................................................................................25
Information Technology .............................................................................................................................................27
Legal Studies ..................................................................................................................................................................29
Mathematical Methods (CAS) ....................................................................................................................................31
Physical Education .......................................................................................................................................................33
Physics ............................................................................................................................................................................35
Product Design and Technology ...............................................................................................................................37
Psychology .....................................................................................................................................................................39
Studio Arts .....................................................................................................................................................................41
Systems Engineering ....................................................................................................................................................43
Visual Communication Design ..................................................................................................................................45
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VCE Course Selection Handbook 2014
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VCE Course Selection Handbook 2014
VCE ADMINISTRATIVE GUIDELINES
Organisational Structure of the VCE
The Victorian Certificate of Education (VCE) involves two or more years of continual study and assessment.
It ensures that every student has to meet the same assessment requirements: a combination of externally
marked exams and tasks, together with individual student projects. It emphasises independent learning
through research, investigation and problem solving tasks.
VCE Requirements:
For students to satisfactorily complete their VCE they need to:

Complete a minimum of 16 units which must include at least 3 units of English.

Complete three sequences of Units 3 and 4 studies other than English. This can include VCE VET
Unit 3 and 4 sequences.
VTAC Requirements and the ATAR
The Australian Tertiary Admissions Rank (ATAR) is not issued by the Victorian Curriculum & Assessment
Authority (VCAA), but by the Victorian Tertiary Admissions Centre (VTAC). It will only be issued to
students who lodge an application for entry into a tertiary course and who satisfactorily complete Units 3 and
4 of English.
Students will be issued with an Australia wide ATAR which will be derived from the VCE study scores.
These scores are adjusted by a comparison process (scaling) to ensure that students in a study that attracts
academically excellent students are not disadvantaged in comparison with similar students in a study which
attracts academically weak students.
The ATAR will not be reported on the VCE Statement of Results because it is not generated by the VCAA.
However, the students will receive it from the VTAC on the same day as their results from the VCAA.
To calculate the ATAR, VTAC uses your study scores from English Units 3 and 4 as well as from your next
three best study scores. You can also include 10 percent of two more Unit 3 and 4 study scores.
Choosing Units
After English, the remaining units are determined by each individual student. The choice of these units is
made in consultation with parents, the Year Level Coordinator, the Careers Advisor and any other person
from whom the student may wish to seek advice. Subjects will relate to students’ interests, capacities and
intended career paths.
Don’t choose units just because you believe they will give you an advantage in the VTAC scaling process or
because your friends are doing them.
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VCE Course Selection Handbook 2014
The GAT
The VCAA (Victorian Curriculum & Assessment Authority) requires students to complete the General
Achievement Task (GAT) as a means of confirming school assessment. All Year 11 and 12 students taking
any VCE Unit 3 and 4 sequence will be required to sit the GAT.
The GAT, as its name suggests, is a general test – it is not a test of knowledge about a particular subject or
topic. It will measure the level of general achievement students have accomplished across three broad areas:

Written communication

Mathematics, science, technology

Humanities, arts and social sciences
The VCAA will use the results from the GAT to:

Review school assessment of School-assessed Tasks

Statistical moderation of School-Assessed Coursework (SAC)

Check the accuracy of students’ scores in examinations

Request authentication checks by schools for particular students’ School-assessed Tasks

Calculate Derived Examination Scores
Study Score
In addition to the detailed reporting of grades achieved in individual assessments in each VCE study, there will
be an overall study score out of 50 which sums up the student’s total achievement in each study. This only
applies to Unit 3 and 4 studies.
Learning via Distance Education
Learning via Distance Education allows students to participate in a class taught from the Distance Education
Centre of Victoria (DECV). This option is available to our students when there is only a small numbers of
students wishing to take the class or due to a lack of the required teacher expertise at the College.
Learning via Distance Education places some extra demands on students. Students must be willing to learn
independently and they must work without direct supervision. Students need to honestly appraise their
understanding and performance and actively seek help from their teacher when required.
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VCAL
The Victorian Certificate of Applied Learning (VCAL) is a 'hands-on' option for students in Years 11 and 12.
Like the VCE, the VCAL is a recognised senior secondary qualification. Unlike the VCE, which is widely
used by students as a pathway to university, the VCAL focuses on 'hands-on learning'. Students who do
VCAL are more likely to be interested in going on to training at TAFE, doing an apprenticeship, or getting a
job after completing Year 12.
There are four compulsory strands

Literacy and Numeracy Skills

Work Related Skills

Industry Specific Skills

Personal Development Skills
VCAL has three levels – Foundation, Intermediate and Senior. At Tyrrell College, students generally
complete the Intermediate level over two years, where the focus is on knowledge and employability skills
development that leads to independent learning, confidence and a higher level of transferable skills.
A student is awarded a Certificate when they gain credits for 10 units of study that fulfil the minimum
requirements for a student’s learning program. A unit of study can be:

1 VCAL unit

1 VCE unit

90 hours for VET modules/units of competence
A student’s VCAL learning program must include:

a minimum of two VCAL units

at least one literacy unit

at least one numeracy unit

at least one unit from the Industry Specific Skills strand. At the intermediate level this must include a
unit of study from a VET qualification.

at least one unit from the Work Related Skills strand

at least one unit from the Personal Development Skills strand

at least six credits at the level or above, of which one must be literacy and one VCAL Personal
Development Skills unit.
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VCE Course Selection Handbook 2014
At Tyrrell College, this program will be based on the following:
Literacy
Numeracy
Personal
Development
Skills
Work Related
Skills
Industry Specific
Skills
Remaining units
Year 11
VCE English Units 1 & 2 or
VCAL Intermediate Literacy –
Reading and Writing
VCE General Mathematics
Units 1 & 2 or
VCAL Intermediate Numeracy
PDS Intermediate Unit 2 (2014)
Year 12
VCAL Intermediate Literacy –
Reading and Writing
WRS Intermediate Unit 2 (2014)
– completed in conjunction with
PDS Unit 2
VET – may include placement
WRS Intermediate Unit 2 (2014)
– completed in conjunction with
PDS Unit 2
WRS Intermediate Unit 1 (2015)
– completed in conjunction with
PDS Unit 1
VET – may include placement
Any VCE units
Additional VET units
Additional VCAL units
Any VCE units
Additional VET units
Additional VCAL units
VCAL Intermediate Numeracy or
VCE Further Mathematics
PDS Intermediate Unit 2 (2014)
PDS Intermediate Unit 1 (2015)
VET
Vocational Education and Training (VET) programs may be undertaken as part of VCE or VCAL certificates.
In some VET subjects, students are given extra credit towards their ATAR score through scored assessment
or block credit. Other programs may be available through negotiation with the VET coordinator. VET
programs often involve a component of structured workplace learning. Agriculture, Engineering, Information
Technology and Retail are VET subjects currently offered by the College.
School Based Apprenticeships
School-based apprenticeships (SBAs) are available to students over the age of 15 years. They can be
undertaken as part of either a VCE or VCE VET program. Students undertake a negotiated training program
leading to a nationally recognised qualification. Paid work of an average 10-15 hours per week is an integral
part of the program. SBAs are designed to be completed in two years.
Students may receive a scored assessment or block credit towards their ATAR score after successful
completion. For information about the industries in which SBA are currently available, speak to the VET
coordinator.
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VCE
UNIT 1 & 2
SUBJECTS
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ACCOUNTING
Accounting is the process of recording, reporting, analysing and interpreting financial data and accounting
information, which is then communicated to internal and external users of this information. It plays an
integral role in the successful operation and management of businesses.
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 and recording financial data and the
reporting and analysing of accounting information by internal and external users. The cash basis of recording
and reporting is used throughout this unit. Using single entry recording of financial data and analysis of
accounting information, students examine the role of accounting in the decision-making process for a sole
proprietor of a service business.
Area of Study 1: Going into business
Students describe the resources required, and explain and discuss the knowledge and skills
necessary, to set up a small business.
Area of Study 2: Recording financial data and reporting accounting information
Students identify and record the financial data, and report and explain accounting information,
for a sole proprietor of a service business.
Assessment Tasks:

Selected from: a folio of exercises (manual and ICT-based); a test (manual and/or ICT-based); an
assignment (manual and/or ICT-based); a case study (manual and/or ICT-based); a classroom
presentation (oral or multimedia); a report (written, oral or multimedia). At least two of the selected
assessment tasks must use ICT.

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – Accounting for a Trading Business
This unit extends the accounting process from a service business and 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. Students develop their
understanding of the importance of ICT in the accounting process by using a commercial accounting software
package to establish a set of accounts, record financial transactions and generate accounting reports.
Area of Study 1: Recording financial data and reporting accounting information
Students record financial data and report accounting information for a sole trader.
Area of Study 2: ICT in accounting
Students 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.
Area of Study 3: Evaluation of business performance
Students select and use financial and non-financial information to evaluate the performance of a
business and discuss strategies that may improve business performance.
Assessment Tasks:

Selected from: exercise/s using a commercial accounting software package; a folio of exercises
(manual and ICT-based); a test (manual and/or ICT-based); an assignment (manual and/or ICTbased); a case study (manual and/or ICT-based); a classroom presentation (oral or multimedia); a
report (written, oral or multimedia). At least two of the selected assessment tasks must use ICT.

Examination
Recommended Prerequisite Subject – VCE Accounting Unit 1
.
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AGRICULTURE AND HORTICULTURAL STUDIES
Australia is reliant on its primary industries. The sustainable management of Australia’s finite land and water
resources is vital for the continued production and supply of food and fibre to local, national and global
markets. VCE Agricultural and Horticultural Studies is designed to develop students’ understanding of the
operations and practices involved with sustainable agricultural and horticultural systems within an economic,
social and environmental context.
Unit 1 - Agricultural and Horticultural Operations
In this unit students study local agricultural and horticultural operations and the economic, social,
environmental and historical factors that influence these operations. Students develop an understanding of
how the biological and physical components of the environment and human resources influence the type of
agribusinesses undertaken at particular locations. They consider the importance of using scientific
methodology when investigating agricultural and horticultural systems.
Area of Study 1: Influences on agricultural and horticultural systems
Students describe a range of biological, physical and human resources and their influence on
agricultural and/or horticultural systems in the local area, and explain the importance of the
application of scientific principles in production.
Area of Study 2: Agricultural and horticultural operations
Students plan, implement and evaluate management and production activities to operate a small
agricultural and/or a horticultural business project involving the care and monitoring of living
plants or animals.
Assessment Tasks:

Selected from: annotated visual displays; website presentations; multimedia presentations; tests (short
answer, open book); short written reports (including case study report where appropriate); oral
reports; practical demonstrations; production plan, costing, production records, including visual
material, evaluation report; media response; scientific investigation and report

Examination
Recommended Prerequisite Subject – Year 10 Science Elective
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VCE Course Selection Handbook 2014
Unit 2 - Production
This unit focuses on plant and animal nutrition, and growth and reproduction and their relationships within
agribusiness systems. Students analyse agricultural and/or horticultural production systems in terms of
timelines for production, taking into account physical, biological, economic, social and environmental factors.
They consider the impacts of climate extremes on plant and animal production and use a scientific approach
to investigating aspects of production.
Area of Study 1: Biological and environmental factors
Students describe the nutritive and reproductive processes of plants and animals, their
application to agricultural and/or horticultural production systems, and specific biological and
environmental factors that influence production systems.
Area of Study 2: Production systems and processes
Students plan, implement, monitor and evaluate the production processes and marketing for a
small agricultural and/or horticultural business project, demonstrating how the business adds
value to the product and manages risk.
Assessment Tasks:

Selected from: annotated visual displays; website presentations; multimedia presentations; tests (short
answer, open book); short written reports; oral reports; research reports; practical demonstrations;
business plan, including budgets; evidence of production, including visual material (for example,
photographs); business report, including production and financial evaluation; media response;
scientific investigation and report

Examination
Recommended Prerequisite Subject – VCE Agriculture and Horticultural Studies Unit 1
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ART
Art is a potent and dynamic visual language through which we are able to communicate personal experiences,
ideas, cultural values and beliefs. In both the process of making and examining art, students can realise the
power to inspire change through imagination, creativity and innovation.
Unit 1
This unit focuses on artworks as objects and examines how formal qualities such as art elements, materials and
techniques communicate meaning.
Area of Study 1: Art and meaning
Students analyse and interpret a variety of artworks using the Formal Framework and the
Personal Framework.
Area of Study 2: Artmaking and personal meaning
Students present visual creative responses that demonstrate their personal interests and ideas
through trialling techniques, materials and processes.
Assessment Tasks:

Assessment tasks for Area of Study 1 are selected from: an extended written response; short-answer
responses supported by visual references; an annotated visual report; a multimedia presentation

The assessment task for Area of Study 2 is: a developmental folio of visual responses to a selection of
set tasks

Examination
Recommended Prerequisite Subject – Year 10 Art and/or Year 10 Visual Communication
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VCE Course Selection Handbook 2014
Unit 2
In this unit, students become aware that artworks can be created as forms of cultural expression for specific
contexts, such as street art, public art, art produced for festivals, newspaper cartoons, art prizes, curated
exhibitions and performance art.
Area of Study 1: Art and culture
Students analyse, interpret, compare and contrast artworks from different cultures using the
Formal Framework and the Cultural Framework.
Area of Study 2: Artmaking and cultural expression
Students 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.
Assessment Tasks:

Assessment tasks for Area of Study 1 are selected from: an extended written response; short-answer
responses supported by visual references; an annotated visual report; a multimedia presentation

The assessment task for Area of Study 2 is: a folio of visual responses including at least one finished
work

Examination
Recommended Prerequisite Subject – VCE Art Unit 1
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BIOLOGY
Biology is the study of living things from familiar, complex multicellular organisms that live in the many
different habitats of our biosphere to single celled micro-organisms that live in seemingly inhospitable
conditions. It is a study 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.
The study of biology prepares students for continuing studies in bioscience and entry into the workforce in a
wide range of careers, including those not normally thought of as depending on bioscience.
Unit 1 – Unity and Diversity
Students will examine the cell as the structural and functional unit of the whole organism, how cells transport
materials, common requirements of living things, waste removal processes, fundamental biological processes
organisms share in common and taxonomic systems.
Area of Study 1: Cells in action
Students design, conduct and report on a practical investigation related to cellular structure,
organisation and processes.
Area of Study 2: Functioning organisms
Students describe and explain the relationship between features and requirements of functioning
organisms and how these are used to construct taxonomic systems.
Assessment Tasks

A student-designed and/or adapted and/or extended practical investigation

At least three tasks selected from: practical activity reports; multimedia or web page presentation;
response to a media article; annotated poster; data analysis; problem solving; oral presentation; test
(multiple choice and short answer)

Examination
Recommended Prerequisite Subject – Year 10 Science Elective
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VCE Course Selection Handbook 2014
Unit 2 – Organisms and their Environment
Students will examine the relationships between living things and their environment, structural, physiological,
behavioral adaptations, reproductive adaptations, plant tropisms techniques used to monitor environmental
change and species distribution, components of ecosystems, relationships between organisms, flow of energy,
cycling of matter, population dynamics, changes to ecosystems over time and techniques for monitoring and
maintaining ecosystems.
Area of Study 1: Adaptations of organisms
Students explain and analyse the relationship between environmental factors, and adaptations
and distributions of living things.
Area of Study 2: Dynamic ecosystems
Students design, conduct and report on a field investigation related to the interaction between
living things and their environment, and explain how ecosystems change over time.
Assessment Tasks:

A written report on fieldwork

At least three tasks selected from: practical activity reports; multimedia or web page presentation;
response to a media article; oral presentation; annotated poster; data analysis; test (multiple choice and
short answer)

Examination
Recommended Prerequisite Subject – VCE Biology Unit 1
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BUSINESS MANAGEMENT
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. In studying VCE Business Management, students
develop knowledge and skills that enhance their confidence and ability to participate effectively, as socially
responsible and ethical members of the business community, and as informed citizens, consumers and
investors.
Unit 1 – Small Business Management
Small rather than large businesses make up the large majority of all businesses in the Australian economy. It is
the small business sector that provides a wide variety of goods and services for both 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 Australia. Small
businesses are tangible to students as they are visible and accessible in daily life. This unit provides an
opportunity for students to explore the operations of a small business and its likelihood of success.
Area of Study 1: Introducing business
Students explain a set of generic business characteristics and apply them to a range of businesses.
Area of Study 2: Small business decision-making, planning and evaluation
Students apply 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.
Area of Study 3: Day-to-day operations
Students discuss one or more of the day-to-day operations associated with an ethical and a
socially responsible small business, and apply the operation/s to a business situation.
Assessment Tasks:

Selected from: case study analysis; business research (print and online); development of a business
plan; interview and report on contact with business; business simulation exercise; school-based, shortterm business activity; essay; test; computer applications and simulations; business survey and analysis;
analytical exercises; media analysis; investigation and report (written, visual, oral)

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – Communication and Management
This unit focuses on the importance of effective communication in achieving business objectives. Students
investigate communication both 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 the ultimate success of a business.
Area of Study 1: Communication in business
Students explain, apply and justify a range of effective communication methods used in businessrelated situations.
Area of Study 2: Managing the marketing function
Students analyse effective marketing strategies and processes and apply these strategies and
processes to business-related situations.
Area of Study 3: Managing the public relations function
Students apply public relations strategies to business-related situations and analyse their
effectiveness.
Assessment Tasks:

Selected from: case study analysis; business research (print and online); development of a marketing
plan and/or public relations plan; interview and report on contact with business; business simulation
exercise; essay; test; computer applications and simulations; business survey and analysis; analytical
exercises; media analysis; report (written, visual, oral)

Examination
Recommended Prerequisite Subject – VCE Business Management Unit 1
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CHEMISTRY
Chemistry is a key science in explaining the workings of our universe through an understanding of the
properties and interaction of substances that make up matter. Chemistry permeates numerous fields of
endeavour, including agriculture, art, biochemistry, dietetics, engineering, environmental studies, food,
forensic science, forestry, horticulture, law, medicine, oceanography, pharmacy, sports science and
winemaking. Through the study of chemistry, students become more informed, responsible decision-making
citizens, able to use chemical knowledge and scientific arguments in their everyday lives and to evaluate and
debate important contemporary issues such as the future of our environment and its management.
Unit 1 - The Big Ideas of Chemistry
The story of chemistry begins with the building of the Periodic Table from speculation, debate and
experimental evidence. The Periodic Table provides a unifying framework for studying the chemistry of the
elements using their chemical and physical properties to locate their position. The electron configuration of
an element, its tendency to form a particular bond type and its ability to behave as an oxidant or reductant can
all be linked to its position in the Periodic Table.
Area of Study 1: The Periodic Table
Students explain how evidence is used to develop or refine chemical ideas and knowledge.
Area of Study 2: Materials
Students use models of structure and bonding to explain the properties and applications of
materials.
Assessment Tasks:

An extended experimental investigation or a summary report including annotations of three practical
activities

At least one task selected from: a response to stimulus material in written, oral, visual, or multimedia
format; an analysis of first and/or second-hand data using structured questions; a written, oral, visual
or multimedia presentation of a new material/s, or new use/s of an existing material.

Examination
Recommended Prerequisite Subject – Year 10 Science Elective
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VCE Course Selection Handbook 2014
Unit 2 – Environmental Chemistry
Students investigate how chemistry is used to respond to the effects of human activities on our environment.
Unit 2 focuses on environmental chemistry and relates to green chemistry, desalination processes and
protocols relevant to greenhouse gases. There is an emphasis on chemical reactions and processes that help to
sustain life.
Area of Study 1: Water
Students write balanced equations and apply these to qualitative and quantitative investigations of
reactions involving acids and bases, the formation of precipitates and gases, and oxidants and
reductants.
Area of Study 2: The atmosphere
Students explain how chemical reactions and processes occurring in the atmosphere help to
sustain life on earth.
Assessment Tasks:

An extended experimental investigation or a summary report including annotations of three practical
activities. If the extended experimental investigation is completed in Unit 1, the summary report
including annotations of three practical activities must be completed in Unit 2. If the summary report
including annotations of three practical activities is completed in Unit 1, the extended experimental
investigation must be completed in Unit 2.

At least one task selected from: a response to stimulus material in written, oral, visual, or multimedia
format; an analysis of first and/or second-hand data using structured questions; a written, oral,
annotated, visual or multimedia presentation related to green chemistry

Examination
Recommended Prerequisite Subject – VCE Chemistry Unit 1
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ENGLISH
The English language is central to the way in which students understand, critique and appreciate their world,
and to the ways in which they participate socially, economically and culturally in Australian society. The study
of English encourages the development of literate individuals capable of critical and imaginative thinking,
aesthetic appreciation and creativity. The mastery of key English knowledge and skills underpins effective
functioning in the contexts of study and work as well as productive participation in a democratic society in the
twenty-first century.
Unit 1
The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order
to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will
develop competence and confidence in creating written, oral and multimodal texts.
Area of Study 1: Reading and responding
Students identify and discuss key aspects of a set text, and to construct a response in oral or
written form.
Area of Study 2: Creating and presenting
Students create and present texts taking account of audience, purpose and context.
Area of Study 3: Using language to persuade
Students identify and discuss, either in writing and/or orally, how language can be used to
persuade readers and/or viewers.
Assessment Tasks:

A collection of three to five texts created for the selected Area of Study 2 Context.

At least two tasks selected from: responses to text in written, oral or multimodal form; personal,
imaginative, informative, instructional, argumentative or persuasive texts; role-play; an oral
presentation, with or without datashow; a web page; a video with accompanying written text; a
newspaper article; a feature magazine article; a radio program; discussion of the use of language and
point/s of view in a persuasive text. One assessment task, but no more than one task, must be in oral
form.

Examination
Recommended Prerequisite Subject – Year 10 English
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VCE Course Selection Handbook 2014
Unit 2
The focus of this unit is on reading and responding to an expanded range of text types and genres in order to
analyse ways in which they are constructed and interpreted, and on the development of competence and
confidence in creating written, oral or multimodal texts.
Area of Study 1: Reading and responding
Students discuss and analyse how texts convey ways of thinking about characters, ideas and
themes and construct a response in oral or written form.
Area of Study 2: Creating and presenting
Students create and present texts taking account of audience, purpose and context.
Area of Study 3: Using language to persuade
Students identify and analyse how language is used in persuasive text and present a reasoned
point of view in oral or written form.
Assessment Tasks:

A collection of three to five texts created for the selected Area of Study 2 Context.

At least two tasks selected from: responses to text in written, oral or multimodal form; personal,
imaginative, informative, instructional, argumentative or persuasive texts; role-play; an oral
presentation, with or without datashow; a web page; a video with accompanying written text; a
newspaper article; a feature magazine article; a radio program; discussion of the use of language and
point/s of view in a persuasive text. One assessment task, but no more than one task, must be in oral
form.

Examination
Recommended Prerequisite Subject – VCE English Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
GENERAL MATHEMATICS
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 precise.
Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving,
applying, investigating, modelling, and problem posing and solving.
General Mathematics Units 1 & 2 are designed for a wide range of students. When taken alone, General
Mathematics Units 1 & 2 are used as preparation for Further Mathematics Units 3 & 4. When taken in
conjunction with Mathematical Methods Units 1 & 2, General Mathematics Units 1 & 2 are used as
preparation for Mathematical Methods Units 3 & 4 and Specialist Mathematics Units 3 & 4.
Units 1 and 2 are to be constructed to suit the range of students entering the study by selecting material from
the six areas of study using the following rules:

for each unit, material covers four or more topics selected from at least three different areas of study;

courses intended to provide preparation for study at the Units 3 and 4 level should include selection
of material from areas of study which provide a suitable background for these studies;

selected material from an area of study provide a clear progression in key knowledge and key skills
from Unit 1 to Unit 2.
Units 1 & 2
Area of Study 1: Arithmetic
This area of study includes natural numbers, integers, rational numbers, real numbers and
complex numbers, matrices and sequences and series.
Area of Study 2: Data analysis and simulation
This area of study includes the display, summary, and interpretation of univariate and bivariate
data, and the design, construction and evaluation of probability simulation models.
Area of Study 3: Algebra
This area of study includes the sketching and interpretation of linear and non-linear graphs,
modelling with linear and non-linear graphs, variation and a numerical and graphical approach to
rectilinear motion.
Area of Study 4: Graphs of linear and non-linear relations
This area of study includes linear and non-linear relations and equations and algebra and logic.
Area of Study 5: Decision and business mathematics
This area of study includes definitions and applications of undirected graphs, linear programming
and financial arithmetic.
Area of Study 6: Geometry and trigonometry
This area of study includes shape and measurement, coordinate geometry, trigonometry, vectors
and geometry in two dimensions and three dimensions.
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VCE Course Selection Handbook 2014
For each unit, the student is required to demonstrate achievement of three outcomes:
1. Define and explain key concepts in relation to the topics from the selected areas of study, and apply a
range of related mathematical routines and procedures.
2. Apply mathematical processes in non-routine contexts, and analyse and discuss these applications of
mathematics in at least three areas of study.
3. Use technology to produce results and carry out analysis in situations requiring problem-solving,
modelling or investigative techniques or approaches in at least three areas of study.
Assessment Tasks:

Demonstration of achievement of Outcome 1 must be based on a selection of the following tasks:
assignments; tests; summary or review notes

Demonstration of achievement of Outcome 2 must be based on a selection of the following tasks:
projects; short written responses; problem-solving tasks; modelling tasks

Demonstration of achievement of Outcome 3 must be based on the student’s effective and
appropriate use of technology in contexts related to topics in the selected material from the areas of
study

Examination
Recommended Prerequisite Subject – Year 10 Maths or Year 10 Maths Advanced
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
HEALTH AND HUMAN DEVELOPMENT
VCE Health and Human Development provides students with the skills and knowledge to make informed
decisions about their own health and to recognise the importance of health in society. VCE Health and
Human Development offers students a range of pathways and caters to those who wish to pursue further
formal study in areas such as health promotion, community health research and policy development,
humanitarian aid work, allied health practices, education, and the health profession.
Unit 1 – The Health and Development of Australia’s Youth
Individual human development is a lifelong continuous process beginning at conception and ending with
death and is perceived as involving a series of orderly and predictable changes, which can be classified as
physical, social, emotional and intellectual. This unit focuses on the health and individual human development
of Australia’s youth. Students will identify the issues that impact on the health and individual human
development of Australia’s youth. Students will also investigate one health issue in detail and analyse personal,
community and government strategies or programs that affect youth health and individual human
development.
Area of Study 1: Understanding youth health and human development
Students describe the dimensions of, and the interrelationships within and between, youth health
and individual human development.
Area of Study 2: Youth issues
Students describe and explain the factors that impact on the health and individual human
development of Australia’s youth, outline health issues relevant to Australia’s youth and, in
relation to a specific health issues, analyse strategies or programs that have an impact on youth
health and development.
Assessment Tasks:

Selected from: a case study analysis; a data analysis; a visual presentation, such as a concept/mind
map, poster or presentation file; • a multimedia presentation, using more than two data types (for
example, text, still or moving images, sound or numeric) and involving some form of interaction such
as hyperlinks; an oral presentation, such as a debate or podcast (audio or visual); a blog; a test; a
written response, such as a research assignment or written report

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – Individual Human Development and Health Issues
This unit focuses on the health and human development for the lifespan stages of prenatal, childhood and
adulthood. Issues are identified that affect the health and individual human development of Australia’s
mothers and babies, children and adults.
Area of Study 1: Prenatal health and individual development
Students describe and explain the factors that affect the health and individual human
development during the prenatal stage.
Area of Study 2: Child health and individual development
Students describe and explain the factors that affect the health and individual human
development of Australia’s children.
Area of Study 3: Adult health and individual development
Students describe and explain the factors that affect the health and individual human
development of Australia’s adults.
Assessment Tasks:

Selected from: a case study analysis; a data analysis; a visual presentation, such as a concept/mind
map, poster or presentation file; • a multimedia presentation, using more than two data types (for
example, text, still or moving images, sound or numeric) and involving some form of interaction such
as hyperlinks; an oral presentation, such as a debate or podcast (audio or visual); a blog; a test; a
written response, such as a research assignment or briefing paper

Examination
Recommended Prerequisite Subject – VCE Health and Human Development Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
HISTORY (TWENTIETH CENTURY)
History is the practice of understanding and making meaning of the past, drawing upon most elements of
knowledge and human experience. Students learn about their historical past, their shared history and the
people, ideas and events that have created present societies and cultures, developing the skills necessary to
analyse visual, oral and written records. VCE History is relevant to students with a wide range of
expectations, including those who wish to pursue formal study at tertiary level, as well as providing valuable
knowledge and skills for an understanding of the underpinnings of contemporary society.
Unit 1 – 1900-1945
The first half of the twentieth century was marked by significant change. From the late nineteenth century up
to World War I there was still a sense of a certain and natural order of society. This order was challenged and
overturned. Old certainties were replaced by new uncertainties as new movements and organisations emerged
in response to economic, social and political crises and conflicts. Revolution, civil war and international
conflict overshadowed the first fifty years of the twentieth century. Many of the recurring conflicts of the
twentieth century had their origins in the post-World War I political treaties and agreements..
Area of Study 1: Crisis and conflict
Students analyse and explain the development of a political crisis and conflict in the period 1900
to 1945.

The Russian Revolution
Area of Study 2: Social life
Students analyse and discuss patterns of social life and the factors which influenced changes to
social life in the first half of the twentieth century.

The Zeitgeist (Weimar Germany)
Area of Study 3: Cultural expression
Students analyse the relationship between the historical context and a cultural expression of the
period from 1900 to 1945.

Hitler’s Germany
Assessment Tasks:

Selected from: analytical exercises; annotated maps; short reports; essays; oral presentations;
multimedia presentations; film reviews; biographical studies; tests; responses to literature. At least
one of the assessment tasks must be presented in a written form and one must involve an analysis of
visual evidence, preferably a film.

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – 1945-2000
This unit considers some of the major themes and principal events of post-World War II history, and the ways
in which individuals and communities responded to the political, economic, social and technological
developments in domestic, regional and international settings.
Area of Study 1: Ideas and political power
Students analyse and discuss how post-war societies used ideologies to legitimise their worldview
and portray competing systems.

The Cold War
Area of Study 2: Movements of the people
Students evaluate the impact of a challenge(s) to established social, political and/or economic
power during the second half of the twentieth century.

The Civil Rights Movement
Area of Study 3: Issues for the Millennium
Students analyse issues faced by communities arising from political, economic and/or
technological change.

Globalisation
Assessment Tasks:

Selected from: analytical exercises; annotated maps; short reports; essays; oral presentations;
multimedia presentations; film reviews; biographical studies; tests; responses to literature. At least
one of the assessment tasks must be presented in a written form and one must involve an analysis of
visual evidence, preferably a film.

Examination
Recommended Prerequisite Subject – VCE History (Twentieth Century) Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
INFORMATION TECHNOLOGY
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. VCE Information Technology focuses on the processing of data and the management of information
and information systems.
Unit 1 – IT in Action
This unit focuses on how individuals and organisations use, and can be affected by, information and
communications technology (ICT) in their daily lives. Students acquire and apply a range of knowledge and
skills to manipulate different data types such as numeric, text, sound and images (still and moving) to create
solutions that can be used to persuade, educate, inform and entertain. In Area of Study 2, students examine
how networked information systems allow data to be exchanged locally and within a global environment, and
explore how mobile devices, such as phones, are used within these networks. In Area of Study 3, students
also explore how their lives are affected by ICT, and consider strategies for managing how ICT is applied.
Area of Study 1: From data to information
Students select data from data sets, design solutions and use a range of spreadsheet functions to
develop solutions that meet specific purposes.
Area of Study 2: Networks
Students recommend a networked information system for a specific use and explain possible
security threats to this networked information system.
Area of Study 3: ICT in a global society
Students contribute collaboratively to the design and development of a website that presents an
analysis of a contemporary ICT issue and substantiates the team’s point of view.
Assessment Tasks:

Selected from: using ICT tools and techniques, produce a solution in response to an identified need;
visual presentations such as multimedia presentations; oral presentations supported by a visual
presentation; a written report using ICT; a test

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – IT Pathways
This unit focuses on how individuals and organisations use ICT to meet a range of purposes. Students apply a
range of knowledge and skills to create solutions, including those that have been produced using a
programming or scripting language, to meet users’ needs.
Area of Study 1: Data analysis and visualisation
Students apply the problem-solving methodology and use appropriate software tools to create
data visualisations that meet users’ needs.
Area of Study 2: Programming and pathways
Students design, and develop using a programming or scripting language, limited solutions,
record the learning progress electronically, and explain possible career pathways that require the
use of programming or scripting skills.
Area of Study 3: Tools, techniques and procedures
Students work collaboratively and apply the problem-solving methodology to create an ICT
solution, taking into account client feedback.
Assessment Tasks:

Selected from: using ICT tools and techniques, produce a solution in response to an identified need;
visual presentations such as multimedia presentations; oral presentations supported by a visual
presentation; an electronic learning journal, such as a blog, to record learning progress; a written
report using ICT; a test.

Examination
Recommended Prerequisite Subject – VCE Information Technology Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
LEGAL STUDIES
VCE Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals
and the community. This knowledge is central to understanding the workings of contemporary Australian
society. The study provides students with an appreciation of how individuals can be involved in decisionmaking within the legal system, encouraging civic engagement and helping them to become more informed
and active citizens.
Unit 1 – Criminal Law in Action
This unit focuses on the need for laws in society. They investigate the key features of criminal law, how it is
enforced and adjudicated and possible outcomes and impacts of crime. Through a consideration of
contemporary cases and issues, students learn about different types of crimes and explore rights and
responsibilities under criminal law. Students also consider the role of parliament and subordinate authorities
in law-making, as well as the impact of the Victorian Charter of Rights and Responsibilities on law
enforcement and adjudication in Victoria. Students investigate the processes and procedures followed by
courts in hearing and resolving criminal cases. They explore the main features and operations of criminal
courts and consider the effectiveness of the criminal justice system in achieving justice.
Area of Study 1: Law in society
Students explain the need for effective laws and describe the main sources and types of law in
society.
Area of Study 2: Criminal law
Students explain the key principles and types of criminal law, apply the key principles to relevant
cases, and discuss the impact of criminal activity on the individual and society.
Area of Study 3: The criminal courtroom
Students describe the processes for the resolution of criminal cases, and discuss the capacity of
these processes to achieve justice.
Assessment Tasks:

Selected from: structured assignment; essay; mock court or role-play; folio and report; case study; test;
report (written, visual, oral or multimedia)

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – Issues in Civil Law
Students examine the rights that are protected by civil law, as well as obligations that laws impose. They
investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil law
in society and how it affects them as individuals. The unit also focuses on the resolution of civil disputes
through judicial determination and alternative methods in courts, tribunals and independent bodies. Students
examine these methods of dispute resolution and evaluate their effectiveness. Individuals can influence a
change in the law by taking a case to court. Students focus on cases that have had a broader impact on the
legal system and on the rights of individuals. Students develop an appreciation of the role played by such
cases and undertake an analysis of relevant legal issues.
Area of Study 1: Civil law
Students explain the principles of civil law, law-making by courts, and elements of torts, and
apply these to relevant cases.
Area of Study 2: The civil law in action
Students explain and evaluate the processes for the resolution of civil disputes.
Area of Study 3: The law in focus
Students 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.
Area of Study 4: A question of rights
Students describe an Australian case illustrating rights issues, and discuss the impact of the case
on the legal system and the rights of individuals.
Assessment Tasks:

Selected from: structured assignment; essay; mock court or role-play; folio and report; case study; test;
report (written, visual, oral or multimedia)

Examination
Recommended Prerequisite Subject – VCE Legal Studies Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
MATHEMATICAL METHODS (CAS)
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 precise.
Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving,
applying, investigating, modelling, and problem posing and solving.
Mathematical Methods (CAS) Units 1 and 2 have a closely sequenced development of material intended as
preparation for Mathematical Methods (CAS) Units 3 and 4.
Unit 1
Area of Study 1: Functions and graphs
This area of study covers the graphical representation of functions of a single real variable and
the study of key features of graphs of functions such as axis intercepts, domain (including
maximal domain) and range of a function, asymptotic behaviour and symmetry.
Area of Study 2: Algebra
This area of study supports material in the ‘Functions and graphs’, ‘Rates of change and calculus’
and ‘Probability’ areas of study and this material is to be distributed between Units 1 and 2. In
Unit 1 the focus is on the algebra of polynomial functions to degree 4.
Area of Study 3: Rates of change and calculus
This area of study covers constant and average rates of change and an informal treatment of
instantaneous rate of change of a function in familiar contexts, including graphical and numerical
approaches to the measurement of constant, average and instantaneous rates of change.
Area of Study 4: Probability
This area of study covers introductory probability theory, including the concept of events,
probability and representation of event spaces using various forms such as lists, grids, Venn
diagrams, Karnaugh maps, tables and tree diagrams. Impossible, certain, complementary,
mutually exclusive, conditional and independent events involving one, two or three events (as
applicable), including rules for computation of probabilities for compound events.
Recommended Prerequisite Subject –Year 10 Maths Advanced
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VCE Course Selection Handbook 2014
Unit 2
Area of Study 1: Functions and graphs
This area of study covers graphical representation of functions of a single real variable and the
study of key features of graphs of functions such as axis intercepts, domain (including maximal
domain) and range of a function, asymptotic behaviour, periodicity and symmetry
Area of Study 2: Algebra
This area of study provides an opportunity for the revision and further development of content
prescribed in Unit 1, as well as the study of related algebra material introduced in the other areas
of study in Unit 2 including circular functions, exponential functions and logarithmic functions.
Area of Study 3: Rates of change and calculus
This area of study covers first principles approach to differentiation, formal differentiation and
anti-differentiation of polynomial functions and power functions and related applications,
including graph sketching
Area of Study 4: Probability
This area of study covers introductory counting principles and techniques and their application to
probability, the law of total probability in the case of two events, and the application of transition
matrices to conditional probabilities.
Recommended Prerequisite Subject – VCE Mathematical Methods Unit 1
Unit 1 & 2
For each unit, the student is required to demonstrate achievement of three outcomes. As a set, these
outcomes encompass all of the areas of study for the unit:
1. Define and explain key concepts as specified in the content from the areas of study, and apply a range
of related mathematical routines and procedures.
2. Apply mathematical processes in non-routine contexts, and analyse and discuss these applications of
mathematics.
3. Select and use a computer algebra system and other technology to develop mathematical ideas,
produce results and carry out analysis in situations requiring problem-solving, modelling or
investigative techniques or approaches.
Assessment Tasks:
32

Demonstration of achievement of Outcome 1 must be based on a selection of the following tasks:
assignments; tests; summary or review notes

Demonstration of achievement of Outcome 2 must be based on a selection of the following tasks:
projects; short written responses; problem-solving tasks; modelling tasks

Demonstration of achievement of Outcome 3 must be based on the student’s effective and
appropriate use of computer algebra system technology in contexts related to content of the areas of
study

Examination
V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
PHYSICAL EDUCATION
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.
This VCE study is suitable for students with a wide range of aspirations, including those who wish to pursue
further formal study at tertiary level or in vocational education and training settings. The study prepares
students for such fields as the health sciences, exercise science and education, as well as providing valuable
knowledge and skills for participating in their own sporting and physical activity pursuits to develop as critical
practitioners and lifelong learners.
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. Through practical activities students explore the relationships
between the body systems and physical activity. They are introduced to the aerobic and anaerobic pathways
utilised to provide the muscles with the energy required for movement and the basic characteristics of each
pathway.
Area of Study 1: Body systems and human movement
Students 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.
Area of Study 2: Biomechanical movement principles
Students 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.
Area of Study 3:
One of two detailed studies:

Technological advancements from a biomechanical perspective

Injury prevention and rehabilitation.
Assessment Tasks:

Selected from: 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,
presentation file; 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

Examination
Recommended Prerequisite Subject – Year 10 Physical Education elective
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VCE Course Selection Handbook 2014
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. The approach a coach uses, the methods applied and the skills used will have an
impact on the degree of improvement experienced by an athlete. Students will also explore physical activity
and the role it plays in the health and wellbeing of the population. Through a series of practical activities,
students gain an appreciation of the level of physical activity required for health benefits and investigate how
participation in physical education varies across the lifespan.
Area of Study 1: Effective coaching practices
Students 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.
Area of Study 2: Physically active lifestyles
Students 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.
Area of Study 3:
One of two detailed studies:

Decision making in sport

Promoting active living
Assessment Tasks:

Selected from: 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,
presentation file; 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

Examination
Recommended Prerequisite Subject – VCE Physical Education Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
PHYSICS
Physics is a theoretical and empirical science, which contributes to our understanding of the physical world
from the minute building blocks of matter to the unimaginably broad expanses of the Universe. Knowledge
of Physics plays a major role in industrial, medical, engineering and technical applications, and has led to many
innovations in medicine, electronics, energy use, telecommunications and materials science.
Unit 1
This unit focuses on the study of physics as a human endeavour. Observations and ideas about the physical
world related to aspects of energy are organised and explained through the use of conceptual models.
Area of Study 1: Nuclear physics and radioactivity
Students explain and model relevant physics ideas to describe the sources and uses of nuclear
reactions and radioactivity and their effects on living things, the environment and in industry
Area of Study 2: Electricity
Students investigate and apply a basic DC circuit model to simple battery operated devices, car
and household (AC) electrical systems, and describe the safe and effective use of electricity by
individuals and the community
Area of Study 3:
One of six detailed studies:

Astronomy,

Astrophysics,

Energy from the nucleus,

Investigation: Flight,

Investigation: Sustainable energy sources,

Medical physics
Assessment Tasks:

A student designed or adapted practical investigation

At least two tasks selected from: annotated folios of practical activities; data analyses; multimedia or
web-page presentations; responses to media articles; summary reports of selected practical
investigations including maintenance of a logbook and written reports; tests (short answer and
extended response)

Examination
Recommended Prerequisite Subject – Year 10 Science Elective
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VCE Course Selection Handbook 2014
Unit 2
This unit focuses on the application of models to more complex phenomena – motion and light – developed
within contexts that are familiar to students and relevant to their experiences.
Area of Study 1: Motion
Students investigate, analyse and mathematically model motion of particles and bodies in terms
of Aristotelian, Galilean and Newtonian theories
Area of Study 2: Wave-like properties of light
Students describe and explain the wave model of light, compare it with the particle model of light
and apply it to observed light phenomena in practical investigations
Area of Study 3:
One of six detailed studies:

Astronomy,

Astrophysics,

Energy from the Nucleus,

Investigation: Flight,

Investigation: Sustainable energy sources,

Medical Physics
The detailed study chosen in Unit 2 must be different from that chosen in Unit 1.
Assessment Tasks:

A student designed, adapted or extended practical investigation

At least two tasks selected from: annotated folios of practical activities; data analyses; multimedia or
web-page presentations; responses to media articles; summary reports of selected practical
investigations including maintenance of a logbook and written reports; tests (short answer and
extended response)

Examination
Recommended Prerequisite Subject – VCE Physics Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
PRODUCT DESIGN AND TECHNOLOGY
Designers play an important part in our daily lives. They determine the form and function of the products we
use. They transform ideas into drawings and plans for the creation and manufacture of useful products that
fulfil human needs and wants. In recent history the use of resources to create an ever-increasing array of
products has given designers an increased responsibility to think sustainably.
VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial,
product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic
design at both professional and vocational levels. Moreover, VCE Product Design and Technology can
inform sustainable behaviours and develop technical skills to present multiple solutions to everyday life
situations. It contributes to creating confident and unique problem solvers and project managers well
equipped to deal with the multi-disciplinary nature of modern workplaces.
Unit 1 – Product Re-design and Sustainability
This unit focuses on the analysis, modification and improvement of a product design with consideration of
the materials used and issues of sustainability. Finite resources and the proliferation of waste require
sustainable product design thinking. Many products in use today have been redesigned to suit the changing
needs and demands of users but with little consideration of their sustainability.
Area of Study 1: Product re-design for improvement
Students re-design a product using suitable materials with the intention of improving aspects of
the product’s aesthetics, functionality or quality, including consideration of sustainability.
Area of Study 2: Producing and evaluating a re-designed product
Students use and evaluate materials, tools, equipment and processes to make a re-designed
product or prototype, and compare the finished product or prototype with the original design.
Assessment Tasks:

Selected from: design folio that contains a design brief, evaluation criteria, research, visualisations and
design; options, working drawings, production plan, and evaluation report; prototype or product and
records of production and modifications; multimedia presentation supported by speaker’s notes; short
written report that includes materials testing or trialling activities, industry visits, technical reports;
case study analysis; oral report supported by notes and/or visual materials

Examination
Recommended Prerequisite Subject – Year 10 Design and Technology
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VCE Course Selection Handbook 2014
Unit 2 – Collaborative Design
In this unit students work in teams to design and develop an item in a product range or contribute to the
design, planning and production of a group product. They focus on factors including: human needs and
wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the
impact of these factors on a design solution.
Area of Study 1: Designing within a team
Students design and plan a product, a product range or a group product with component parts in
response to a design brief based on a common theme, both individually and within a team.
Area of Study 2: Producing and evaluating a collaboratively designed product
Students justify, manage and use appropriate production processes to safely make a product and
evaluate, individually and as a member of a team, the processes and materials used, and the
suitability of a product or components of a group product against the design brief.
Assessment Tasks:

Selected from: design folio that contains a design brief, evaluation criteria, research, visualisations and
design; options, working drawings, production plan, and evaluation report; product and records of
production and modifications; multimedia presentation supported by speaker’s notes; short written
report that includes materials testing or trialling activities, industry visits, technical; reports; oral report
supported by notes and/or visual materials

Examination
Recommended Prerequisite Subject – VCE Product Design and Technology Unit 1
** Note: Students who require specialist materials and equipment
will be expected to provide these for their own use.
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PSYCHOLOGY
Psychology is the scientific study of mental processes and behaviour in humans. 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.
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.
Unit 1 – Introduction to Psychology
In this unit students are introduced to the development of psychology from its philosophical beginnings to a
scientific study of the human mind and behaviour. Students explore the scope of psychology, its specialist
disciplines such as neuropsychology, cognitive, social and human developmental psychology, and its fields of
application. Students consider influences on perception and human behaviour from biological, behavioural,
cognitive and socio-cultural perspectives. They examine the contribution of classic and contemporary studies
have made to the development of different psychological theories used to predict and explain the human
mind, and behaviours associated with particular stages of development over a lifespan. Students analyse
research methodologies associated with classic and contemporary theories, studies and models, consider
ethical issues associated with the conduct of research and the use of findings and apply appropriate research
methods when undertaking their own investigations.
Area of Study 1: What is psychology?
Students describe how research has informed different psychological perspectives used to explain
human behaviour, and explain visual perception through these perspectives.
Area of Study 2: Lifespan psychology
Students describe a range of psychological development theories and conduct an investigation
into one stage in the lifespan of an individual.
Assessment Tasks:

Selected from: research investigation; annotated folio of practical activities; media response; oral
presentation using two or more data types, for example still or moving images, written text, sound;
visual presentation, for example concept map, graphic organiser, poster; test; essay; debate; data
analysis; evaluation of research

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – Self and Others
Students learn what influences the formation of attitudes of individuals and how behaviours of groups can
inform and contribute to explanations of individual aggression or altruism, the positive and negative power of
peer pressure and responses to group behaviour. Differences between individuals can also be ascribed to
differences in intelligence and personality, but conceptions of intelligence and personality and their methods
of assessment are contested. Differences between individuals, groups and cultures can be analysed in varied
ways through different psychological perspectives informed by both classic and contemporary theories. In
this unit students analyse research methodologies associated with classic and contemporary theories, studies
and models, consider ethical issues associated with the conduct of research and the use of findings, and apply
appropriate research methods when undertaking their own investigations.
Area of Study 1: Interpersonal and group behaviour
Students explain how attitudes are formed and changed, and discuss the factors that affect the
behaviour of individuals and groups
Area of Study 2: Intelligence and personality
Students compare different theories of intelligence and personality, and compare different
methodologies used in the measurement of these.
Assessment Tasks:

Selected from: research investigation; annotated folio of practical activities; media response; oral
presentation using two or more data types, for example still or moving images, written text, sound;
visual presentation, for example concept map, graphic organiser, poster; test; essay; debate; data
analysis; evaluation of research

Examination
Recommended Prerequisite Subject – VCE Psychology Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
STUDIO ARTS
The creative nature of visual art provides individuals with the opportunity for personal growth, the expression
of ideas and a process for examining identity. Engagement with visual art facilitates creative thinking and the
development of new ideas, it also supports connection and exchange within communities and beyond.
VCE Studio Arts encourages and supports students to recognise their individual potential as art makers and
presents a guided process to assist their understanding and development of artmaking. The study establishes
effective art practices through the application of an individual design process to assist the student’s production
of a folio of artworks.
The theoretical component of this study is an important basis for studio practice as it offers students a model
for inquiry that can support their artmaking practices. Students’ research focuses on the visual analysis of
artworks and investigates how artists have interpreted sources of inspiration and influences in their artmaking.
Students examine how artists have used materials, techniques and processes to create aesthetic qualities. They
study how artists have developed styles and explored their cultural identity in their artwork. Students use this
knowledge to inform their own processes to support their artmaking.
Unit 1 - Artistic Inspiration and Techniques
This unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and
exploring a wide range of materials and techniques as tools for communicating ideas, observations and
experiences through artmaking.
Area of Study 1: Developing art ideas
Students source inspiration, identify individual ideas and use a variety of methods to translate
these into visual language.
Area of Study 2: Materials and techniques
Students explore and use a variety of materials and techniques to support and record the
development of individual ideas to produce artworks.
Area of Study 3: Interpretations of art ideas and use of materials and techniques
Students discuss how artists from different times and cultures interpret sources of inspiration and
used materials and techniques in the production of artworks.
Assessment Tasks:

A selection of exploratory work showing sources of ideas and inspiration translated into visual form
through the use of a variety of materials and techniques

An extended response (should include visual material)

Short-answer responses (should include visual material)

Examination
Recommended Prerequisite Subject – Year 10 Art or Year 10 Visual Communication
** Note: Students who require specialist materials and equipment
will be expected to provide these for their own use.
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VCE Course Selection Handbook 2014
Unit 2 – Design Exploration and Concepts
This unit focuses on students establishing and using a design process to produce artworks. The design
process includes the formulation and use of an individual approach to locating sources of inspiration,
experimentation with materials and techniques, and the development of aesthetic qualities, directions and
solutions prior to the production of artworks.
Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times
and cultures are analysed to understand the artists’ ideas and how they have created aesthetic qualities and
identifiable styles.
Area of Study 1: Design exploration
Students develop an individual design process, including visual research and inquiry, in order to
produce a variety of design explorations to create a number of artworks.
Area of Study 2: Ideas and styles in artworks
Students analyse and discuss the ways in which artists from different times and cultures have
created aesthetic qualities in artworks, communicated ideas and developed styles.
Assessment Tasks:

A folio including design explorations and artworks

An extended response (should include visual material)

Short-answer responses (should include visual material)

Examination
Recommended Prerequisite Subject – VCE Studio Art Unit 1
** Note: Students who require specialist materials and equipment
will be expected to provide these for their own use.
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
SYSTEMS ENGINEERING
VCE Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which
mediate and control many aspects of human experience. Integral to Systems Engineering is the identification
and quantification of systems goals, the development of alternative system designs concepts, trial and error,
design trade-offs, selection and implementation of the best design, testing and verifying that the system is well
built and integrated, and evaluating how well the completed system meets the intended goals.
Unit 1 – Introduction to Mechanical Systems
This unit focuses on engineering fundamentals as the basis of understanding underlying principles and
the building blocks that operate in simple to more complex mechanical devices.
Area of Study 1: Fundamentals of mechanical system design
Students describe and use basic engineering concepts, principles and components, and using
selected relevant aspects of the Systems Engineering Process, design and plan a mechanical or an
electro-mechanical system
Area of Study 2: Producing and evaluating mechanical systems
Students make, test and evaluate a mechanical or an electro-mechanical system using selected
relevant aspects of the Systems Engineering Process
Assessment Tasks:

Selected from: documentation of the Systems Engineering Process (multimedia presentation, folio,
brochure, poster, report); production work; practical demonstrations; test; oral presentation.

Examination
Recommended Prerequisite Subject – any
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VCE Course Selection Handbook 2014
Unit 2 – Introduction to Electrotechnology Systems
In this unit students study fundamental electrotechnology engineering principles. Through the application of
their knowledge and the Systems Engineering Process, students produce operational systems that may also
include mechanical components. In addition, students conduct research and produce technical reports.
Area of Study 1: Fundamentals of electrotechnology system design
Students investigate, represent, describe and use basic electrotechnology and basic control
engineering concepts, principles and components, and using selected relevant aspects of the
Systems Engineering Process, design and plan an electrotechnology system.
Area of Study 2: Producing and evaluating electrotechnology systems
Students make, test and evaluate an electrotechnology system, using selected relevant aspects of
the Systems Engineering Process
Area of Study 3: Applying the design process
Students engage in stages of the design process to create a visual communication appropriate to a
given brief
Assessment Tasks:

Selected from: documentation of the Systems Engineering Process (multimedia presentation, folio,
brochure, poster, report); production work; practical demonstrations; test; oral presentation.

Examination
Recommended Prerequisite Subject – VCE Systems Engineering Unit 1
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V C E & V C A L C o u r s e S e le c t i o n H an d bo o k 2 0 1 4
VISUAL COMMUNICATION DESIGN
Visual communication design can inform people’s decisions about where and how they live and what they buy
and consume. The visual presentation of information influences people’s choices on what they think they
need or want. The study provides students with the opportunity to develop an informed, a critical and a
discriminating approach to understanding and using visual communications, and nurtures their ability to think
creatively about design solutions. Design thinking, which involves the application of creative, critical and
reflective techniques, processes and dispositions, supports skill development in areas beyond design, including
science, business, marketing and management.
The rapid acceleration of the capabilities and accessibility of digital design technologies has brought new
challenges to visual communication design practices. The study of Visual Communication Design can provide
pathways to training and tertiary study in design and design-related studies, including graphic design, industrial
and architectural design and communication design.
Unit 1 – Introduction to Visual Communication Design
This unit focuses on using visual language to communicate messages, ideas and concepts. This involves
acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts
visible and tangible. Students practise their ability to draw what they observe and they use visualisation
drawing methods to explore their own ideas and concepts. Students develop an understanding of the
importance of presentation drawings to clearly communicate their final visual communications.
Area of Study 1: Drawing as a means of communication
Students create drawings for different purposes using a range of drawing methods, media and
materials
Area of Study 2: Design elements and design principles
Students select and apply design elements and design principles to create visual communications
that satisfy stated purposes
Area of Study 3: Visual communication design in context
Students describe how a visual communication has been influenced by past and contemporary
practices, and by social and cultural factors
Assessment Tasks:

Selected from: folio of observational, visualisation and presentation drawings created using manual
and/or digital methods; final presentations created using manual and/or digital methods; written
report of a case study; annotated visual report of a case study; oral report of a case study supported by
written notes and/or visual materials

Examination
Recommended Prerequisite Subject – Year 10 Visual Communication or Year 10 Art
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VCE Course Selection Handbook 2014
Unit 2 – Applications of Visual Communication Design
This unit focuses on the application of visual communication design knowledge, design thinking skills and
drawing methods to create visual communications to meet specific purposes in designated design fields.
Area of Study 1: Technical drawing in context
Students create presentation drawings that incorporate relevant technical drawing conventions
and effectively communicate information and ideas for a selected design field
Area of Study 2: Type and imagery
Students manipulate type and images to create visual communications suitable for print and
screen-based presentations, taking into account copyright
Area of Study 3: Applying the design process
Students engage in stages of the design process to create a visual communication appropriate to a
given brief
Assessment Tasks:

Selected from: folio of typography and image ideas and concepts created using manual and digital
methods; folio of technical drawings created using manual and/or digital methods; written and/or
oral descriptions and analysis of historical and contemporary design examples; folio demonstrating
the design process created using manual and/or digital methods; final presentations of visual
communications

Examination
Recommended Prerequisite Subject – VCE Visual Communication Unit 1
46