Senior School Programs 2014
2015 VCE
Course Information
1
Charles La Trobe College
ADDRESS:
Kingsbury Drive, Macleod West, 3085
TELEPHONE
9223 1400
FACSIMILE:
9223 1499
HEARING IMPAIRED FACILITY
9223 1414
TTY
9223 1415
EMAIL:
charles.la.trobe.p12@edumail.vic.gov.au
WEB
www.charleslatrobecollege.vic.edu.au
COLLEGE PRINCIPAL
Mr Jason Bek
CAMPUS PRINCIPAL
Mr Linda Arthurson
COLLEGE BUSINESS MANAGER
Mrs Katrina Petersen
VCE MANAGER
Ms Pam Nelson
CAREERS / VET / VASS CORDINATOR
Ms Jill Dixon
MIP’s COORDINATOR
Ms Angie Tenace
STUDENT WELLBEING OFFICER
Ms Adrienne Harris
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Table of Contents
VCE Subjects for 2015 ............................................................................................................................. 4
VCE – An Overview ................................................................................................................................. 5
VCE Graduation....................................................................................................................................... 5
Assessment Tasks for Units 1 & 2 ........................................................................................................... 5
Statement of Results .............................................................................................................................. 6
Assessment for Units 3 & 4 ..................................................................................................................... 6
School Assessed Coursework (SAC) ........................................................................................................ 6
School Assessed Tasks (SAT) ................................................................................................................... 7
External Examinations & The GAT .......................................................................................................... 7
Statement of Results .............................................................................................................................. 7
VET & SBAT Programs ............................................................................................................................. 8
VCAL & Succeeding in Senior Programs.................................................................................................. 9
Accounting – Units 1 & 2 ...................................................................................................................... 11
Accounting – Units 3 & 4 ...................................................................................................................... 12
Biology – Units 1 & 2............................................................................................................................. 13
Biology – Units 3 & 4............................................................................................................................. 14
Business Management – Units 1 & 2 .................................................................................................... 15
Business Management – Units 3 & 4 .................................................................................................... 16
Chemistry – Units 1 & 2 ........................................................................................................................ 17
Chemistry – Unit 3 & 4 .......................................................................................................................... 18
English / ESL – Units 1 & 2 ................................................................................................................... 19
English / ESL – Units 3 & 4 .................................................................................................................... 20
Food & Technology – Units 1 & 2 ......................................................................................................... 21
Food & Technology – Units 3 & 4 ......................................................................................................... 22
Health & Human Development – Units 1 & 2....................................................................................... 23
Health & Human Development – Units 3 & 4....................................................................................... 24
Legal Studies – Units 1 & 2 ................................................................................................................... 25
Legal Studies – Units 3 & 4 ................................................................................................................... 26
LOTE – Auslan – Units 1 - 4 ................................................................................................................... 27
Mathematics – General – Units 1 & 2................................................................................................... 28
Mathematics – Methods – Units 1 & 2 ................................................................................................. 29
Mathematics – Further – Units 3 & 4 ................................................................................................... 30
Mathematics – Methods – Units 3 & 4 ................................................................................................. 31
Mathematics – Specialist – Units 3 & 4 ................................................................................................ 32
Media – Units 1 & 2 .............................................................................................................................. 33
Media - Units 3 & 4 ............................................................................................................................... 34
Physics – Units 1 & 2 ............................................................................................................................. 35
Physics – Units 3 & 4 ............................................................................................................................. 36
Product Design & Technology – Units 1 & 2 ........................................................................................ 37
Product Design & Technology - Units 3 & 4 ......................................................................................... 38
Psychology – Units 1 & 2....................................................................................................................... 39
Psychology – Units 3 & 4....................................................................................................................... 40
Studio Arts – Units 1 & 2....................................................................................................................... 41
Studio Arts - Units 3 & 4 ....................................................................................................................... 42
VET Chinese – Certificate III in Applied Language …………………………………………………………………………….43
Visual Communication – Units 1 & 2 .................................................................................................... 44
Visual Communication - Units 3 & 4 ..................................................................................................... 45
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VCE Subjects for 2015
VCE Subjects available at Charles La Trobe College
Year 11
Year 12
Subject
English
EAL
Subject
English
EAL
General Maths
Maths Methods
Further Maths
Maths Methods
Specialist Maths (Distance Ed)
Biology
Chemistry
Physics
Psychology
Biology
Chemistry
Physics
Psychology
Health & Human Development
Health & Human Development
Accounting
Business Management
Legal Studies
Accounting
Business Management
Legal Studies
Product Design & Tech (Wood)
Food Technology
Product Design & Tech (Wood)
Food Technology
Studio Art
Visual Communication
Studio Art
Visual Communication
Auslan
Chinese VET Certificate III
Media
Auslan
Media
VET – External
The College is able to organise a VET course placement in numerous areas of interest – this may require
independent travel to and from a venue and course fees which are required to be paid in advance.
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V.C.E. - An Overview
Your VCE program is the complete list of VCE units you usually do over two years; this will consist of 20-24 units.
That translates into five or six studies, each of four units. Regardless of how many units you do altogether, you
must attempt 4 Units of English/EAL and successfully complete at least 3 Units of English/EAL. To obtain the
V.C.E. students must satisfactorily complete at least 16 Units in all. These 16 Units must include at least: Three
Units of English, and three pairs of Unit 3 and 4 sequences in studies other than English. For example, Units 3
and 4 of Accounting, Physics and Studio Art.
At Charles La Trobe College students will be required to attempt a minimum of: 12 Units in the first year, ie. 6
Units each semester - 6 periods per cycle. These could include a combination of Unit 1-4 subjects and VET units;
and 10 Units in their second year, ie. 5 Units each semester - 6 periods per cycle. These units would normally
consist of Unit 3-4 subjects. The selection of an ‘Enhancement’ study should be seen as a fifth subject. See
possible Program Selections suggested later in this Handbook.
VCE Graduation
Graduation in the VCE depends on the satisfactory completion of the units which make up each of your studies.
A Unit of study within the V.C.E. is the equivalent of 100 hours of study. Students are expected to complete 5060 hours of formal class time for each unit of study.
A unit is designed to be completed in one semester or half the school year. Satisfactory completion will be
determined by whether a student has met the learning outcomes listed in the Study Design of the particular unit.
Learning Outcomes describe the knowledge and skills you should have by the time you have completed a unit.
Each unit of study has between two and four outcomes.
‘S’ means that, The student has demonstrated the necessary knowledge and skills as described in the learning
outcomes and has therefore completed the unit in a satisfactory manner, ie. in a way which meets the
specifications stated in the Study Design.
‘N’ means that, Students receiving ‘N’ will not be credited with completion of that unit.
Assessment Tasks for Units 1 & 2
For all studies, the school decides whether you have satisfactorily completed a unit by assessing whether you
achieved the learning outcomes. In order to make this decision, the school will set assessment tasks to see how
you are going. Any such tasks would be set and marked within the school. Work will be assessed and graded
from A+ to E; or if the work is below a minimum standard, UG (ungraded).
Early each semester your teachers will give you a list of the work and the deadlines for handing it in.
You would need to give a very good reason for a deadline to be extended, so if you have more than one deadline
within a short time you’ll need to plan to get all your work done by the time it is due. Failing to meet the stated
deadline may mean failing the unit.
In addition, all Year 11 students will sit exams at the end of Unit 1 subjects (semester One) and at the end of Unit
2 subjects (semester Two). These act as excellent practice for the Examinations in Year 12 – which are held in
every subject.
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Statement of Results
VCAA will provide students with a: Statement of Satisfactory Completion: A list of all units attempted, with S or
N shown and the year obtained.
Charles La Trobe College will provide students with a:
 Written report on Unit 1 (Semester One), which will include comments on both the Assessment Tasks
and the end of unit examination.
 Written report on Unit 2 (Semester Two), which will include comments on both the Assessment Tasks as well as end-of-year examination results.
Assessment for Units 3 & 4
There are 3 major types of assessment:
School-assessed Coursework (SAC’s),
School-assessed Tasks (SAT’s),
External examinations.
Coursework assessment is an assessment of each student’s level of achievement based on a selection of the
assessment tasks designated in the study design. For each coursework component, the study design specifies a
range of assessment tasks for assessing achievement of the unit outcomes.
Assessment tasks designated for coursework assessment must be part of the regular teaching and learning
program and must be completed mainly in class. VCE Assessment Guides provide advice on the scope of the
assessment tasks, the conditions under which they are completed, the timeframe for completion and the criteria
to be used for assessment.
Schools are responsible for administering and assessing school-assessed coursework. Work will be assessed and
graded from A+ to E; or if the work is below a minimum standard, UG (ungraded). Work submitted after the due
date, or not submitted, will be given an NA (not assessed). Schools are responsible for the initial assessment of
coursework. Schools will then provide to the VCAA a score representing the teacher’s assessment of each
student’s level of achievement on the set tasks. Each study design specifies the marks to be allocated to each
task. Teachers may give students their marks on individual coursework tasks, but must advise their students
that their total coursework scores may change following VCAA moderation.
School Assessed Coursework (SAC)
Coursework assessment is an assessment of each student’s level of achievement based on a selection of the
assessment tasks designated in the study design. For each coursework component, the study design specifies a
range of assessment tasks for assessing achievement of the unit outcome.
Schools are responsible for administering and assessing school-assessed coursework. Work will be assessed and
graded from A+ to E; or is the work is below a minimum standard, UG (ungraded). Work submitted after the due
date, or not submitted, will be given an NA (not assessed).
Schools are responsible for the initial assessment of coursework. Schools will then provide to the Victorian
Curriculum and Assessment Authority a score representing the teacher’s assessment of each student’s level of
achievement on the set tasks. Each study design specifies the marks to be allocated to each task.
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School Assessed Tasks (SAT)
These are related to subjects with practical components and are set by the Victorian Curriculum and Assessment
Authority (VCAA). Assessment of students’ levels of achievement on school-assessed tasks will be on the basis of
teacher ratings on criteria specified by the VCAA.
Schools are responsible for the initial assessment of school-assessed tasks. The sole basis for this assessment is
the set of criteria for the award of grades published each year by the Victorian Curriculum and Assessment
Authority.
Schools may communicate to students their grades for school-assessed tasks, but emphasise that these grades
are subject to review by VCAA, and the schools’ grades may change as a result of VCAA’s moderation.
External Examinations
External examinations are set and marked by the VCAA and are held in November each year.
Student results for each exam will be reported as a grade from A+ to E.
The final marks given by the VCAA for each of these THREE assessment types – SAC’s, SAT’s, and exams – will be
used to calculate the Study Score, which is then used to calculate the student’s ATAR.
You can graduate with the VCE without completing examinations, but you cannot get an ATAR.
THE GAT
All students attempting a 3 or 4 unit will be expected to sit the General Achievement Test (GAT) in June. The GAT
is a test that assesses writing ability, general knowledge, basic mathematics and problems, and analytical ability.
The results of sections of this test are used by VCAA to check the general range of results of SACs in each unit as
well as student’s exam results. If results on the GAT are markedly different from the relevant SAC or exam
scores, the school’s SACs and the student’s exam may be remarked.
Statement of Results
The VCAA will provide students with the following statements of results:
1. Statement of Satisfactory Completion: A list of all units attempted, with S or N shown and the year obtained.
2. Your School Assessment Grades: A statement of each Unit 3 & 4 sequence taken, the grade obtained and the
grade descriptor will all be included.
3. Your Examination Grades: A list of each Unit 3 & 4 sequences taken and the grade obtained in its specific
examination.
4. Study Score (Relative Position): This is a score on a scale of zero to 50 showing your achievement relative to
that of all other students doing that particular study.
5. GAT Results: Will be reported both individually to students and to schools.
6. Certificate: stating that the student has satisfied the requirements and gained their Victorian Certificate of
Education.
The school will provide a written report on Unit 3 (Semester 1) which will include comments on the outcomes
covered.
Please Note: Year 12 students do not receive a school report at the end of the year, as they receive their VCE
Certificate and Statement of Results. Year 12 students will receive a reference from a nominated teacher at the
end of the year, in their Graduation Package.
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VET & SBAT Programs
VET (Vocational Education Training) and SBAT (School Based Apprenticeship Training) in schools program
combines general VCE studies with vocational training and experience in the workforce. VET and SBNA programs
have become fully integrated into the VCE. This means that they have been developed as independent studies
at the Units 1, 2, 3 and 4 levels. All VET and SBAT programs have full VCE study status. VET and SBAT provides
additional breadth to the VCE and gives students a nationally recognized training credential endorsed by industry
and an ability to articulate into further education and training courses.
Charles La Trobe College aims to offer a broad curriculum to students. This enables students to select from a
range of V.C.E. programs and subjects. VET (Vocational Education & Training) subjects is an example of the
breadth of curriculum choices to which the college is committed.
Through our membership of the Northern Melbourne VET Cluster, students have access to a range of VET
subjects as part of their VCE. Examples of subjects offered include: Automotive, Building and Construction,
Business, Electronics, Engineering, Hairdressing, Hospitality, Multimedia, Music Industry, Sport and Recreation.
Please refer to the VET Handbook for a full list of VET subjects offered for next year.
Students can choose a VET program as part of their VCE and VET and is offered to Year 10 students as an
extension study. This means that students will be undertaking training in a specific vocation and the VET
program will give them credit at VCE Units 1-4. VCE VET programs can contribute to the ATAR. As part of the
training, students may complete Structured Workplace Learning that provides them with the opportunity to put
their knowledge and skills into practice.
This training will contribute towards satisfactory completion of their VCE and it will give you a nationally
recognized vocational qualification.
There are fees associated with each VET course, which must be paid in full prior to the beginning of the
school year. A deposit must be paid by early December, with the balance paid before school starts back in
February.
Advantages of VCE VET
The College strongly believes that VCE VET subjects offer students a distinct advantage if incorporated into
their VCE program. VCE VET subjects:
 Are challenging for a broad range of students.
 Provide alternative pathways to work and further study.
 Provide understandings and skills that are vocationally relevant.
 Are an effective preparation for entry to the workforce.
 Provide students with a qualification fully recognised by industry.
 Provide learning that exposes students to other adults, locations and ways of working.
 Create opportunities for students to combine work and study.
 Are a nationally recognised certificate that employers recognise and value.
 Provide a pathway within the VCE, for example, Office Administration Units 1-2 leading to Business
Management Units 3-4.
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VCAL
VCAL is not offered at Charles La Trobe College but is available through the precinct.
The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for Year 11 and 12 students. The VCAL
gives you practical work-related experience, as well as literacy and numeracy skills and the opportunity to build
personal skills that are important for life and work. Like the VCE it is a recognized qualification.
VCE is widely used by students as a pathway to university. VCAL students are more likely to be interested in
going on to training at TAFE, doing an apprenticeship, or getting a job after completing their schooling.
Succeeding in Senior Programs
Advice for Students & Parents
While there is a considerable amount of work to complete, the results you achieve will greatly determine your
future in terms of tertiary entrance. Efficient time management should enable you to succeed and still leave
time available to enjoy a balanced life of school, work, sport and leisure.
(a) Strive for Excellence
Charles La Trobe College promotes excellence in what we do and what we expect. This expectation of
excellence incorporates emphasizing that students achieve their personal best through strategies for developing
high quality work. The College promotes and celebrates student excellence through newsletters, senior school
assemblies, college assemblies and the end-of-year Awards Ceremony.
The College encourages its students to set goals and targets that will allow them to achieve their personal best
results.
(b) Commitment Required
Many students undertaking the VCE regard it as an academic course which prepares them for tertiary study and
is the means by which they can qualify for entrance to tertiary institutions. This is, of course, a very worthwhile
reason for doing it. However, students may also do the V.C.E. because it can help them find employment or for
the satisfaction of undertaking studies which interest them and from which they will benefit.
For this reason, while the likelihood of gaining the VCE Certificate is a very important criterion for entry, it is not
the sole determinant. What the College requires most of students studying for their VCE, is that they recognise
that attempting the two year course is very demanding and requires a lot of hard work if they are to be
successful.
Other students may see their pathway more in the direction of applied learning through completion of VCAL,
studying at TAFE or seeking employment. You should discuss the different options with your parents, the 11/12
VCE Manager, the Career’s Coordinator or MIPs Coordinator.
Students must be committed to hard work to achieve their particular level of success in their selected course and
to undertake to make the best possible use of the educational resources provided by the College and teaching
staff. If that commitment is lacking, then the student is unlikely to achieve their best in the VCE.
The College will support you by providing:
 VCE Excellence Program for all VCE students. This program focusses on developing study skills, exam
preparation and career options.
 Tutor Group teacher. Your tutor group teacher is there to support you and will meet with you each
morning to check in on how you are going.
 Careers and MIPs Coordinators. Our Careers and Pathways team are available to discuss your VCE, VET
and career options.
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(c) Time Management
To obtain an S (satisfactory completion) for each unit of study, you MUST complete every assessment task in the
subject and demonstrate a satisfactory understanding of the key ideas/concepts for each Outcome in the Unit.
Each teacher will give you a calendar of dates for these assessment tasks so that you can PLAN for the semester.
Remember, most of the work will be completed in class. They are not designed to be ‘additional assignments’.
You are being asked to complete class work and submit it on the particular date specified. Sound planning will
minimize having to rush to complete work at the last minute.
(d) Assessment Tasks
Each unit has a number of assessment tasks. For satisfactory completion of a unit, a student must demonstrate
achievement of each of the outcomes for the unit. This decision will be based on the teacher’s judgment of the
student’s performance on assessment tasks designated for the unit. These will be graded A+ to E, UG (ungraded,
meaning it did not meet the requirements of the task) and NA (not assessed, meaning it either was not done or
was not accepted for reasons such as late submission).
(e) Deadlines & Authenticity
When the dates for SAC’s and SAT’s are given, the final responsibility for meeting the deadlines is YOURS. If an
assessment task is missed a medical certificate must be produced immediately upon the student’s return to
school. You must also contact the VCE Manager if you are absent for a SAC.
Authenticity: When work is submitted for assessment the teacher must be able to verify that it is the student’s
own work. If the teacher is in any doubt, that student’s work may be graded as NA (not assessed). To ensure
that this does not happen to you, make sure the teacher can see you working on the task in class, and that you
acknowledge all sources and assistance received. If a teacher is not able to verify the work, a meeting will be set
up with the VCE Manager, the classroom teacher and the student to discuss the work submitted.
(f) Taking Days Off and Missing Classes
Students may receive an N for a unit because they were absent from class too often. Absenteeism has proven
to be a problem state-wide. In response the VCAA and Charles La Trobe College, have introduced a minimum
attendance requirement. If a student is absent from class for more than 10% of normal class time, and without
valid reasons (eg. medical certificate) they will not be eligible to receive a satisfactory completion and will fail the
Unit. Such students will receive an N result for the unit on their end of unit report provided by the VCAA. So, it
is clear that the student must make every attempt to ensure this does not happen. Parents will be informed on a
periodical basis if their son/daughter’s absences are becoming a concern.
(g) Special Provision
It is essential that if you feel you are not coping at any time during the year it is important to tell someone, such
as the VCE Manager, your Tutor Group Teacher, or a teacher you feel comfortable approaching. If teachers are
aware that you are having genuine difficulties they may be able to give extensions of time to complete work,
alter the work to suit your capabilities, or help you get on top of your workload.
To successfully complete your VCE:
 Plan your time and effectively
 Meet all deadlines
 Revise for all assessment tasks
 Submit all work to enable you to act on the teacher’s advice
 Don’t miss classes
 Seek help if you are not coping.
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Accounting – Units 1 & 2
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 analysing financial
data and information used by internal and external users. Recording and reporting is restricted to the cash basis.
Students examine the role of accounting in the decision-making process using single entry recording of financial
data and information for the owner of a service business.
Areas of Study:
1. Going into business
2. Recording financial data and reporting accounting information
Outcomes
On completion of this unit the student should be able to:
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, for a sole proprietor of a
service business
Assessment
 Satisfactory demonstration of these outcomes will be assessed by a variety of tasks which reflect the key
knowledge and skills of the unit.
 End of semester examination
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.
Areas of Study
1. Recording financial data and reporting accounting information
2. Information & Communications Technology (ICT) in accounting
3. Evaluation of business performance
Outcomes
On completion of this unit the student should be able to –
1. Record and report financial data and information for a sole trader.
2. Record and report financial data and information using a commercial accounting software package for a
single activity sole trader, 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
Assessment
 Satisfactory demonstration of these outcomes will be assessed by a variety of tasks which reflect the key
knowledge and skills of the unit.
 End of semester examination
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Accounting – Units 3 & 4
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 used.
Areas of Study
1. Recording financial data
2. Balance Day adjustments, reporting and interpreting accounting information
Outcomes
On completion of this unit the student should be able to –
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.
Assessment
• Unit 3 school-assessed coursework: 25 %
• End of semester examination
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. The unit is based on the
double entry accounting system and the accrual method of reporting for a single activity trading business using
the perpetual inventory recording system. 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 representations, and analyse the results
to suggest strategies to the owner on how to improve the performance of the business.
Areas of Study
1. Extension of recording and reporting
2. Financial planning and decision-making
Outcomes
On completion of this unit the student should be able to –
1. Record financial data using double entry accounting and report accounting information using an accrualbased 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 for a single activity sole trader. Students evaluate this information and suggest
strategies to the owner on how to improve the profitability & liquidity of the business.
Assessment
• Unit 4 school-assessed coursework: 25%
• End-of-year examination: 50% This exam covers all Areas of Study for Units 3 and 4.
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Biology – Units 1 & 2
Unit 1: Unity and diversity
This unit examines the cell as the structural and functional unit of the whole organism. Students investigate the
needs of individual cells, how specialised structures carry out cellular activities and how the survival of cells
depends on their ability to maintain a dynamic balance between their internal and external environments.
Technological applications and implications of bioscientific knowledge are also considered.
Areas of Study
1. Cells in action
2. Functioning organisms
Outcomes
On completion of this unit the student should be able to –
1. Design, conduct and report on a practical investigation related to cellular structure, organisation and
processes.
2. Describe and explain the relationship between features and requirements of functioning organisms and
how these are used to construct taxonomic systems.
Assessment
Course-work will be assessed by means of:
- Practical activities
- Response to a media article
- Oral presentation
- Presentation of practical reports
- Test, multiple choice and/or short answer
An end-of-semester examination will assess students on their understanding of all aspects of the unit.
Unit 2: Organisms and their environment
This unit examines the rich diversity of Australian ecosystems and provides a variety of contexts for students to
study the relationships between living things and their environments. Students investigate particular sets of
biotic and abiotic factors that operate in different places in the biosphere, and how these factors influence the
kinds of organisms that live there. Students examine how organisms in their particular habitats are part of
integrated and naturally self-sustaining systems.
Areas of Study
1. Adaptations of organisms
2. Dynamic ecosystems
Outcomes
On completion of this unit the student should be able to –
1. Explain and analyse the relationship between environmental factors, and adaptations and distribution of
living things.
2. Design, conduct and report on a field investigation related to the interactions between living things and
their environment, and explain how ecosystems change over time.
Assessment
Course-work will be assessed by means of:
- Practical activities
- Response to a media article
- Data analysis
- Test, multiple choice and/or short answer
- An end-of-semester examination will assess students on their understanding of all aspects of the units 1 & 2
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Biology – Units 3 & 4
Unit 3: Challenge to Survival
This unit examines the molecules and biochemical processes that are indicators of life. Students investigate the
synthesis of biomolecules and biochemical processes that are common to autotrophic and heterotrophic life
forms. Students consider the universality of DNA and investigate its structure; the genes of an organism, as
functional units of DNA and code for the production of a diverse range of proteins in an organism. The significant
role of proteins in cell functioning is also considered, and students investigate how cells communicate with each
other at molecular level in regulating cellular activities.
Areas of Study
1. Molecules of life
2. Detecting and responding
Outcomes
On completion of this unit the student should be able to –
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.
Assessment
 School-assessed course work for Unit 3 will contribute 20% to final assessment for Units 3 & 4.
 An end of semester examination
Unit 4: Continuity and change
This unit examines evidence for evolution of life forms over time. Students study how genes are transmitted
from generation to generation by examining meiosis and patterns of inheritance including pedigree analysis.
Students investigate how the study of molecular genetics has expanded into genomics – the study of whole sets
of genes possessed by an organism. The relationship between heritable variations and the environment in
accounting for changes to species over time, and for speciation and extinction are also considered. Students also
examine the interrelationships between biological, cultural and technological evolution.
Areas of Study
1. Heredity
2. Change over time
Outcomes
On completion of this unit the student should be able to –
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 applications of biotetechnology.
Assessment
 School-assessed course work for Unit 4 will contribute 20% to final assessment for Units 3 & 4.
 An end-of-year examination contributes 60% to final assessment for Units 3 & 4. This exam covers all Areas
of Study from Units 3 and 4.
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Business Management - Units 1 & 2
Unit 1
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.
Areas of Study:
1. Introducing Business
2. Small Business Decision-Making, Planning & Evaluation
3. Day to Day Operations
Outcomes:
1. Students should be able to explain a set of generic business characteristics and apply them to a range of
businesses.
2. Students should be able to 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.
3. Students should be able to 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.
4. This provides the unique opportunity for students to operate a profit-generating business in or outside
of the school with their peers. This will really let students ‘get their hands dirty’ and see what it’s like to
run their very own business.
Assessment:
Assessment of this Unit comes in the form of tests, practical activities – running your own business and case
studies. There is also an exam at the end of Unit 1.
Unit 2
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.
Areas of Study:
1. Communication in Business
2. Managing the Marketing Function
3. Managing the Public Relations Function
Outcomes:
1. Students should be able to explain, apply and justify a range of effective communication methods used
in business-related situations.
2. Students should be able to analyse effective marketing strategies and processes and apply these
strategies and processes to business-related situations.
3. Student should be able to apply public relations strategies to business related situations and analyse
their effectiveness.
Assessment:
Assessment of this Unit comes in the form of tests, practical activities – presentation of Marketing Plan to the La
Trobe University Marketing Faculty and case studies. There is also an exam at the end of Unit 2.
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Business Management - Units 3 & 4
Unit 3
In this unit students investigate how large-scale organisations operate. Students examine the
environment (both internal and external) in which large-scale organisations conduct their business,
and then focus on aspects of individual business’ internal environment and how the operations of the
business are managed. Students develop an understanding of the complexity and challenge of
managing large-scale organisations and have the opportunity to compare theoretical perspectives with
practical applications.
Areas of Study:
1. Large Scale Organisations in context
2. Internal Environment of Large Scale Organisations
3. The Operations Management Function
Outcomes:
1. Students should be able to discuss and analyse the context in which large-scale organisations
operate.
2. Students should be able to discuss and analyse major aspects of the internal environment of
large-scale organisations.
3. Students should be able to discuss and analyse strategies related to operations management.
Assessment:
Assessment of this Unit comes in the form of case studies with questions which is the same format of
the exam, and a formal business report and presentation. Students have the opportunity to attend an
excursion to the Carlton United Brewery and the Yakult Factory and complete a business report and
presentation on the information gathered during the excursion.
Unit 4
This unit continues the examination of corporate management. It commences with a focus on the
human resource management function. Students learn about the key aspects of this function and
strategies used to most effectively manage human resources. The unit concludes with analysis of the
management of change. Students learn about key change management processes and strategies and
are provided with the opportunity to apply these to a contemporary issue of significance.
Area of Study:
1. The Human Resource Management Function
2. The Management of Change
Outcomes:
1. Students should be able to analyse and evaluate practices and processes related to human
resource management.
2. Students should be able to analyse and evaluate the management of change in a large-scale
organisation, and evaluate the impact of change on the internal environment of a large-scale
organisation.
Assessment:
Assessment of this Unit comes in the form of case studies with questions which is the same format of
the exam.
There is an end of year exam worth 50% of students’ final study score.
The exam covers both Units 3 & 4.
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Chemistry - Units 1 & 2
Unit 1: The Big Ideas of Chemistry
This unit begins with an examination of the structure of the Periodic Table and how its structure
reflects the way atoms react and behave. Through the study of a range of materials the different
models for metallic, ionic and covalent bonding are investigated. In particular the chemistry of
polymers will be studied and their varied roles in everyday life will be investigated. Students will be
introduced to the development and application of ‘smart’ materials such as nanoparticles and other
new materials.
Areas of Study
1. The Periodic Table
2. Materials
Outcomes
On completion of this unit the student should be able to 1. Explain how evidence is used to develop or refine chemical ideas and knowledge.
2. Use models of structure and bonding to explain the properties and applications of materials.
Assessment
Course-work will be assessed in relation to the following areas:
 Practical work and short reports
 A summary report on the development of the Periodic Table
 Tests on the Periodic Table, materials and bonding
 A presentation on a new material
 An end of semester examination
Unit 2: Environmental Chemistry
Water plays a critical role in living things and the environment. This unit examines a wide range of
chemical reactions, particularly those involving water, with an emphasis on the writing of chemical
equations and performance of calculations based on them. Chemical concepts such as solubility,
concentration and pH are introduced and students are encouraged to evaluate the environmental
impact of human activity on the biosphere related to these ideas. Students will also investigate the
roles and properties of gases and the human impact on the atmosphere.
Areas of Study
1. Water
2. The atmosphere
Outcomes
On completion of this unit the student should be able to –
1. 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.
2. Explain how chemical reactions and processes occurring in the atmosphere help to sustain life
on earth.
Assessment
Course-work will be assessed in relation to the following areas:
 Practical work and short reports
 An extended practical investigation into the chemistry of Acids and Bases
 Tests on chemical reactions & equations and gases
 End of semester examination
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Chemistry - Units 3 & 4
Unit 3: Chemical Pathways
A variety of analytical techniques used in research and industry are investigated and students conduct
a series of experiments using many of the techniques studied. The structure and bonding of organic
molecules is studied and the significance of organic chemistry in the production of biofuels and
medicines, is discussed.
All areas of study in this unit involve the design and performance of experiments, including the
generation, collection and evaluation of experimental data.
Before attempting this unit, it is advised that students have satisfactorily completed both Unit 1 and
Unit 2 in Chemistry.
Areas of Study
1. Chemical Analysis
2. Organic Chemical Pathways
Outcomes
On completion of this unit the student should be able to 1. Evaluate the suitability of techniques and instruments used in chemical analyses.
2. Identify and explain the role of functional groups in organic reactions and construct reaction
pathways using organic molecules.
Assessment
 School-assessed course work for Unit 3 will contribute 20% to final assessment for Units 3 & 4.
 End of semester exam
Unit 4: Chemistry at Work
This unit examines the large scale industrial production of some chemicals. The work of chemists in
these industries is considered. Factors that affect the rate and extent of reactions are studied and
experiments are conducted to emphasize the effect these factors have on chemical reactions. Energy
transformations during chemical reactions are measured and the production and use of energy in
redox reactions, in batteries and electrolytic cells, is investigated.
All areas of study in this unit involve the design and performance of experiments, including the
generation, collection and evaluation of experimental data.
Areas of Study
1. Industrial Chemistry (Sulphuric Acid)
2. Supplying and using energy
Outcomes
On completion of this unit the student should be able to –
1. Analyse the factors that affect the extent and rate of chemical reactions and apply this analysis
to evaluate the optimum conditions used in the industrial production of the selected chemical.
2. Analyse chemical and energy transformations occurring in chemical reactions.
Assessment
 School-assessed course work for Unit 4 will contribute 20% to final assessment for Units 3 & 4.
 An end-of-year examination contributes 60% to final assessment for Units 3 & 4. This exam covers
all Areas of Study from Units 3 and 4.
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English/ESL - Units 1 & 2
Unit 1
The focus of this unit is on the reading of a range of texts, particularly narrative, dramatic 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 for a variety of purposes.
Areas of study:
1. Reading and Responding
2. Creating and Presenting
3. Using Language to Persuade
Outcomes
On completion of this unit the student should be able to –
1. Analyse, either orally or in writing, how a selected text constructs meaning and conveys ideas.
2. Create a series of writing pieces on a selected Context, exploring a variety of modes and
forms.
3. Analyse how written and visual language in current media texts persuade an audience.
Assessment
Course work will be assessed in relation to the following areas:
 Text response
 Writing Folio
 Language analysis (Oral Presentation)
 End of semester exam
Unit 2
The focus of this unit is on reading and responding to an expanded range of text types and genres
including non-print texts, 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.
Areas of study:
1. Reading and Responding
2. Creating and Presenting
3. Using Language to Persuade
Outcomes
On completion of this unit the student should be able to –
1. Analyse, either orally or in writing, how a selected text constructs meaning and conveys ideas.
2. Create one extended or three shorter writing pieces on a selected Context, exploring a variety
of modes and forms.
3. Demonstrate how written and visual language can be used to persuade an audience.
Assessment
Course work will be assessed in relation to the following areas:
 Text response
 Writing Folio
 Language analysis presentation
 End of semester exam
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English/ESL – Units 3 & 4
Unit 3
The focus of this unit is on consolidating students’ skills in responding critically to both literary and
non-literary texts and the use of oral language to interact positively, analytically and confidently with
audiences in formal and informal settings.
Areas of study
1. Reading and Responding 2. Creating and Presenting 3. Using Language to Persuade
Outcomes
On completion of this unit the student should be able to –
1. Respond to a selected text, demonstrating the ability to analyse how a selected text constructs
meaning, conveys ideas and values, and is open to a range of interpretations.
2. Explore, within the chosen Context, the interconnection between reading and writing by
reading the works of others and producing their own texts, making clear choices about form,
purpose, language, audience and context.
3. Demonstrate an understanding of how written and visual language is used to convey ideas and
to persuade an audience.
Assessment
 Text response.
 Create one extended or three shorter writing pieces, with a Statement of the writer’s intentions,
focused on the set Context.
 2 tasks: Language analyses of 3 articles on a selected issue and an oral presentation of a point of
view on a current media issue.
VCE ESL students will not be assessed on the Language Analysis written task, but present a persuasive
oral presentation on an issue that is currently in the media.
Results for Unit 3 Coursework contribute 25% to the student’s study score.
Unit 4
The focus of this final Unit is on refining skills in responding critically to texts, analysing the ideas,
characters and themes they present and how authors use structures, features and conventions to
construct meaning. Students will also continue their exploration of the ideas in the chosen Context to
create their own written texts, justifying their decisions with regard to structural and linguistic choices.
Time will also be spent on examination preparation.
Areas of study
1. Reading and Responding, 2. Creating and Presenting
Outcomes
On completion of this unit the student should be able to –
1. Develop and justify a detailed written interpretation of a selected text.
2. Demonstrate an understanding of the interconnections between reading and writing, based
on texts and ideas explored in the chosen Context, by creating texts in expository and / or
persuasive and / or imaginative mode(s).
Assessment
 Extended text response
 Written piece or pieces, with Statement of Intentions, focused on the set Context
Results for Unit 4 Coursework contribute 25% to the student’s study score.
The end of year examination contributes the remaining 50% to the student’s study score.
All SAC marks are moderated by the team of Year 12 English teachers and are subject to further
moderation by the VCAA.
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Food and Technology - Units 1 & 2
Unit 1: Food Safety & Properties of Food
In this unit students study safe and hygienic food handling and storage practices to prevent food
spoilage and food poisoning, and apply these practices in the preparation of food. Students examine
the links between classification of foods and their properties, and examine changes in properties of
food when different preparation and processing techniques are used. They investigate quality and
ethical considerations in food selection.
Areas of Study
1. Keeping food safe
2. Food properties and preparation
Outcomes
On completion of this unit the student should be able to 1. Explain and apply safe and hygienic work practices to maximise quality when handling and
storing food.
2. Analyse the physical, sensory, chemical and functional properties of key foods and prepare
foods to optimise these priorities.
Assessment
Demonstration of achievement of Outcomes 1 and 2 based on performance in a selection of:
 Records of production
 Designing and developing a solution in response to a design brief
 Tests / Practical tests
 Short written reports
 Oral reports with visual presentations
 Production work
 End of semester exam
Unit 2: Planning and Preparation of Food
In this unit students investigate the most appropriate tools and equipment to produce optimum
results, including the latest developments in food technology. They research, analyse and apply the
most suitable food preparation, processing and cooking techniques to optimise the physical, sensory
and chemical properties of food.
They use the design process to respond to challenges for a range of contexts, taking into account
nutritional considerations, social and cultural influences, and resource access and availability. Students
also explore environmental considerations when planning and preparing meals.
Areas of Study
1. Tools, equipment, preparation and processing
2. Planning and preparing meals
Outcomes
On completion of this unit the student should be able to 1. Use skills and implement processes in the preparation of key foods.
2. Individually and as a team member, plan, prepare and evaluate meals for a range of contexts
Assessment
Demonstration of achievement of Outcomes 1 and 2 based on performance in a selection of:
 Records of planning and production
 Designing and developing a solution in response to a design brief
 Tests / Short written reports
 Oral reports with visual presentations
 Production work
 End of semester exam
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Food and Technology - Units 3 & 4
Unit 3: Food preparation, processing and food controls
This unit explores the development, analysis and marketing of food products, including the
development of new and modified foods. The products may be the result of new technology, meeting
changing needs, the creation of new demands, or simply to improve on the characteristics or
specifications of the original product.
Areas of Study
1. Maintaining food safety in Australia
2. Food preparation and processing
3. Developing a design plan
Outcomes
On completion of this unit the student should be able to 1. Explain the roles and responsibilities of and the relationship between national, state and local
authorities in ensuring and maintaining food safety within Australia.
2. Analyse preparation, processing and preservation techniques for key foods, and prepare foods
safely and hygienically using these techniques.
3. Develop a design brief, evaluation criteria and a design plan for the development of a
Food product
Assessment
 School assessed coursework for Unit 3 contributes 30% to the final assessment
 End of semester exam
Unit 4: Food Product development and emerging trends
This unit will enable students to study the production of food in industry and commercial settings, the
different methods of preparing and processing food and the reasons for processing food. Students will
also study the controls on food supply and production that influence the type, nature and quality of
food available to Australian consumers.
Areas of Study
1. Implementing a design plan
2. Food product development
Outcomes
On completion of this unit the student should be able to 1. safely and hygienically implement the production plans for a set of four to six food items that
comprise the product, evaluate the sensory properties of the food items, evaluate the product
using the evaluation criteria, and evaluate the efficiency and effectiveness of production
activities.
2. Analyse driving forces related to food product development, analyse new and emerging food
products, and explain processes involved in the development and marketing of food products.
Assessment
 School assessed course work for Unit 4 contributes 12% to the final assessment
 The school-assessed task for Unit 4 contributes 40% to the final assessment
 An end-of-year examination contributes 30% to the final assessment
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Health and Human Development - Units 1 & 2
Unit 1: The Health and Development of Australia’s Youth
In this unit students are introduced to the concepts of health and individual human development. This
unit focuses on the health and individual human development of Australia’s youth. Students identify
issues that have an impact on the health and individual human development of Australia’s youth.
Students investigate one health issue in detail and analyse personal, community and government
strategies or programs that affect youth health and individual human development.
Areas of Study:
1. Understanding youth health and human development
2. Youth Issues
Outcomes:
On completion of this unit the students should be able to:
1. Describe the dimensions of, and the interrelationships within and between, youth health and
individual human development, and analyse the health status of Australia’s youth using appropriate
measurements.
2. Develop an understanding of a range of determinants and their ability to influence youth health
and individual human development, and explore the importance of nutrition and the developmental
functions it performs in the body, including the consequences of nutritional imbalance on the health
and individual human development of youth.
Assessment:
Course work will be assessed on the basis of the following: Data analysis, written reports, case studies
and structured questions.
There will be an end of semester examination.
Unit 2: Individual Human Development and Health Issues
This unit focuses on the health and individual human development for the lifespan stages of prenatal,
childhood and adulthood. In this unit students identify issues that affect the health and individual
human development of Australia’s mothers and babies, children and adults. Students investigate
health issues in detail and analyse personal, community and government strategies and programs that
affect the health and individual human development of mothers and babies, children and adults.
Areas of Study:
1. Prenatal health and individual development
2. Child health and individual development
3. Adult health and individual development
Outcomes:
On completion of this unit the student should be:
1. Describe and explain factors that affect the health and individual human development during the
prenatal stage.
2. Describe and explain factors that affect the health and individual human development of
Australia’s children.
3. Describe and explain the factors that affect the health and individual human development of
Australia’s adults.
Assessment:
Course work will be assessed on the basis of the following: data analysis, written reports, case study
analysis and structured questions.
There will be an end of semester examination
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Health and Human Development - Units 3 & 4
Unit 3: Australia’s Health
Australians generally enjoy good health and are among the healthiest people in the world. This unit
examines the health status of Australian’s and the incidence and prevalence of disease. This unit also
looks at the National Health Priority Areas (NHPA’s) initiatives which provides a national approach that
aims to improve health status in the areas that contribute most of the burden of disease.
There are no prerequisites for Unit 3
Areas of Study:
1. Understanding Australia’s Health
2. Promoting health in Australia
Outcomes:
On completion of this unit the student should be able to:
1. Compare the health status of Australia’s population with that of other developed countries,
compare and explain the variations in health status of population groups within Australia and
discuss the role of the National Health Priority Areas in improving Australia’s health status.
2. Discuss and analyse approaches to health and health promotion, and describe Australia’s
health system and the different roles of government and non-government organisations in
promoting health.
Assessment:
School course work for Unit 3 will contribute 25% to the final mark
End of semester exam
The level of achievement for Unit 3 and 4 will be assessed by the end of year examination, which
will contribute 50%
Unit 4: Global Health and Human Development
This unit takes a global perspective on achieving sustainable improvements in health and human
development.
Areas of Study:
1. Introducing global health and human development
2. Promoting global health and human development
Outcomes:
On completion of this unit the student should be able to:
1. Analyse factors contributing to variations in health status between Australia and developing
countries, and evaluate progress towards the United Nations’ Millennium Development Goals.
2. Describe and evaluate programs implemented by international and Australian government
and non-government organisations, and analyse the interrelationships between health,
human development and sustainability.
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.
Assessment
School-assessed Coursework for Unit 4 will contribute 25 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will
contribute 50 per cent.
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Legal Studies - Units 1 & 2
Unit 1: Criminal law in action
In this unit, students develop an understanding of the role of the law and the need for effective laws,
as well as the concept that the law confers rights and responsibilities on members of society in their
dealings with each other. Students investigate the difference between legal and non-legal rules
through a consideration of who makes, interprets and enforces rules and to whom they apply.
Students gain an understanding of the role of parliament and subordinate authorities in law-making,
and the types of laws each creates.
Areas of Study:
1. Law in society
2. Criminal law
3. The criminal courtroom
Outcomes
On completion of this unit the student should be able to 1. Explain the need for effective laws and describe the main sources and types of law in society.
2. 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.
3. Describe the processes for the resolution for the resolution of criminal cases, and discuss the
capacity of these processes to achieve justice.
Assessment
 Satisfactory demonstration of these outcomes will be assessed by a variety of tasks that reflect the
key knowledge and skills of the unit.
 There will also be an end-of-semester exam.
Unit 2: Civil law and the law in focus
In this unit, students gain an insight into the importance of civil law in their lives and learn to
distinguish between civil and criminal law. They also examine how a situation can result in both
criminal and civil action. Students develop an understanding of the process of law-making by judges
and courts through the operation of the doctrine of precedent and through statutory interpretation.
They explore torts and their related defences. Throughout this area of study students apply civil law
principles to relevant cases and issues.
Areas of Study:
1. Civil disputes
2. Civil law in action
3. The law in focus
4. A question of rights
Outcomes
On completion of this unit the student should be able to 1. Explain the principles of civil law, law-making by courts, and elements of torts, and apply these
to relevant cases.
2. Be able to explain and evaluate the processes for the resolution of civil disputes.
3. Explain 1 or more areas of civil law, and discuss the legal system’s capacity to respond to
issues and disputes related to the selected area/s of law
4. Describe an Australian case illustrating rights issues and discuss the impact of the case on the
legal system and the rights of individuals
Assessment
 Satisfactory demonstration of these outcomes will be assessed by a variety of tasks that reflect
the key knowledge and skills of the unit.
 There will also be an end-of-semester exam.
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Legal Studies - Units 3 & 4
Unit 3: Law-making
Students develop an understanding of the institutions that determine our laws, and their
powers. They evaluate the effectiveness of law-making bodies and examine the need for the law to
keep up with changes in society. Students investigate the key features and operation of parliament,
and influences on law-making. Students develop an understanding of the importance of the
Constitution and undertake a comparative analysis with another country. They learn of the
importance of the role played by the High Court of Australia in interpreting and enforcing the
Constitution, and ensuring that parliaments do not abuse their powers. Students investigate the
importance of courts as law-makers and evaluate their effectiveness as law-making bodies. They also
investigate the relationships that exist between parliaments and courts.
Areas of Study:
1. Parliament and the citizen
2. The Constitution and the protection of rights
3. Role of the courts in law-making
Outcomes
On completion of this unit the student should be able to 1. Explain the structure and role of parliament, including its processes and effectiveness as a lawmaking 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 lawmaking bodies and discuss their relationship with parliament.
Unit 4: Dispute resolution
Students examine the institutions that adjudicate criminal cases and civil disputes. They also
investigate methods of dispute resolution that can be used in civil law. Students investigate the
processes and procedures followed in courtrooms, develop an understanding of the adversary system,
as well as pre-trial and post-trial procedures that operate in the Victorian legal system. Students
consider the extent to which the courts contribute to the effective operation of the legal system. They
also consider changes that could further improve its effective operation.
Areas of Study
1. Dispute resolution methods
2. Court processes and procedures, and engaging in justice
Outcomes
On completion of this unit the student should be able to 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.
Assessment
Percentage contributions to the study score in Legal Studies are as follows:
 Unit 3 school-assessed coursework: 25 %
 Unit 4 school-assessed coursework: 25 %
 End-of-year examination: 50 %
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LOTE – Auslan - Units 1- 4
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. The study promotes understanding of
different attitudes and values within the wider Australian community and beyond, and promotes the
language and cross-cultural understanding of a unique Australian cultural community.
The ability to communicate in Auslan facilitates communication between deaf and hearing
communities, and in conjunction with other skills, may provide opportunities for employment in the
fields of interpreting, social services, education, etc.
Unit 1 - Outcomes
On completion of this unit the student should be able to:
1. Establish and maintain a signed exchange relating to areas of personal experience.
2. View signed texts, extract and use information.
3. Respond personally to real or imaginary experiences relating to everyday situations.
Unit 2 – Outcomes
On completion of this unit the student should be able to
1. Participate in a signed exchange related to negotiating and reaching agreement in everyday
personal and social situations.
2. View signed texts and extract and use information.
3. Express and convey real or imaginary experiences relating to a range of situations.
Unit 3 – Outcome
On completion of this unit the student should be able to:
1. Exchange information, opinions and experiences informal contexts.
2. Analyse and use information from a range of signed texts to create an original informal signed
text.
3. Express and convey ideas through informal signed texts.
Unit 4 – Outcome
On completion of this unit the student should be able to
1. Exchange information, opinions and experiences in formal contexts.
2. Analyse and use information from a range of signed texts to create an original formal signed
text.
3. Express and convey ideas through formal signed texts.
Assessment – All Tasks will be digitally recorded
Unit 1 and 2
Demonstrated achievement of the set of outcomes specified for the unit. Students respond in Auslan
to all assessment tasks selected.
Unit 3 and 4.
School assessed coursework and end of year examinations.
 Unit 3 school assessed coursework: 25 per cent
 Unit 4 school assessed coursework: 25 per cent
 Examinations: interactive component: 15 per cent
 Sign comprehension and sign production exam: 35 per cent
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General Mathematics Units 1 & 2
General Mathematics provides courses of study for a broad range of students and may be
implemented in a number of ways.
Outcome 1
 On completion of this unit the students should be able to define and explain key concepts in
relation
to the topics from the selected areas of study, and apply a range of related mathematical routines and
procedures.
Outcome 2
 On completion of this unit the student should be able to apply mathematical processes in nonroutine contexts, and analyse and discuss these applications of mathematics in at least three
areas of study.
Outcome 3
 On completion of this unit the student should be able to 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
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.
These tasks may also have relevance to the assessment of Outcome 1.
For each unit, demonstration of achievement of Outcome 3 must be based on the student’s
performance on a selection of tasks completed in demonstrating achievement of Outcomes 1 and 2,
which incorporate the effective and appropriate use of technology in contexts related to topics in the
selected material from the areas of study.
 End of semester exams
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Mathematical Methods (CAS) - Units 1 & 2
Mathematical Methods 1 & 2 is designed as preparation for Mathematical Methods 3 & 4. It may be
taken alone or in conjunction with General Mathematics 1 & 2. However, it is recommended that
students intending to study Mathematical Methods 3 & 4 complete both Mathematical Methods 1 & 2
and General Mathematics 1 & 2. Students wishing to attempt Specialist Mathematics 3 & 4 must
complete both Mathematical Methods 1 & 2 and General Mathematics 1 & 2. Mathematical Methods
1 followed by General Mathematics 2 or Mathematical Methods 2 can also lead into Further
Mathematics 3 & 4.
Students are required to purchase and become familiar with a graphing calculator.
Unit 1
Areas of Study:
1. Functions and Graphs
2. Algebra
3. Calculus
4. Probability
Unit 2
Areas of Study:
1. Functions and Graphs
2. Algebra
3. Calculus
4. Probability
Outcomes
On completion of this unit the student should be able to 1. Define and explain key concepts as specified in each area of study and apply to a range of
related mathematical routines and procedures.
2. Apply mathematical processes in non-routine contexts and analyse and discuss these
applications.
3. Use technology to produce results and carry out analysis in situations requiring problem solving,
modelling or investigative techniques or approaches.
Assessment
 Demonstration of achievement of Outcome 1 will be based on the student’s performance on a
selection of the following tasks: Assignments, tests, examination, summary or review notes.
 Demonstration of achievement of Outcome 2 will be based on the student’s performance on a
selection of the following tasks: Projects, short written responses, problem solving tasks,
modelling tasks, examination.
 Demonstration of achievement of Outcome 3 will be based on the student’s performance on the
tasks selected for Outcomes 1 and 2.
 End of semester examinations
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Further Mathematics - Units 3 & 4
Further Mathematics consists of a compulsory area of study ‘Data Analysis’ and then a selection of
three from five modules in the ‘Applications’ area of study. The ‘Data Analysis’ area of study in Unit 3
incorporates a statistical applications task, and one of the modules form the area of study
‘Applications’ is to be covered. In Unit 4 the other two selected modules from the area of study
‘Applications’ will be covered.
The appropriate use of technology to support and develop the teaching and learning of mathematics is
to be incorporated throughout the course. This will include the use of some of the following
technologies for various areas of study or topics: graphing calculators, spreadsheets, graphing
computer packages, statistical analysis systems, dynamic geometry systems, and computer algebra
systems
Prerequisites: Students atempting Further Maths are encouraged to do Mathematical Methods 1 & 2
or have achieved very good results in General Maths B, Units 1 & 2
Areas of Study
Course material will be taken from broad areas of: Arithmetic, Statistics and Probability, Functions and
Graphs, Algebra, Geometry and Trigonometry.
Topics may include:
1. Univariate data, Bi-variate Data, Sampling, Probability
2. Applications of arithmetic, financial arithmetic, sequences and series
3. Linear graphs, Linear programming,
4. Linear equations
5. Shape and measurement
6. Right-angled triangles.
Outcomes
On completion of this unit the student should be able to –
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 of the 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 of the areas of
study.
Assessment
 Demonstration of achievement of Outcome 1 will be based on the student’s performance on a
selection of the following tasks: Assignments, tests, examination, summary or review notes, end
of unit examination
 Demonstration of achievement of Outcome 2 will be based on the student’s performance on a
selection of the following tasks: projects, short written responses, problem solving tasks,
modelling tasks, end of unit examination
 Demonstration of achievement of Outcome 3 will be based on the student’s performance on the
tasks selected for Outcomes 1 and 2.
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Mathematical Methods (CAS) - Units 3 & 4
Mathematical Methods 3 and 4 may be taken alone or in conjunction with Specialist Mathematics Unit
3 and 4, and is intended to provide an appropriate background for further study in, for example,
science, economics or medicine.
Pre- Requisites - Students attempting Mathematical Methods 3 and 4 must have satisfactorily
completed at least Mathematical Methods 1 and 2. The completion of General Mathematics 1 and 2 is
also considered advantageous for most students.
Unit 3 - Areas of Study
1. Functions and Graphs
2. Algebra
3. Calculus
Unit 4 - Areas of Study
1. Functions and Graphs
2. Algebra
3. Calculus
4. Probability
Outcomes
On completion of these units the student should be able to 1. Define and explain key concepts as specified in each area of study and apply to a range of
related mathematical routines and procedures.
2. Apply mathematical processes in non-routine contexts and analyse and discuss these
applications.
3. Select and appropriately use technology to develop mathematical ideas, produce results and
carry out analysis in situations requiring problem solving, modelling or investigative
techniques or approaches.
Assessment
 School-assessed course work for Unit 3 will contribute 20% to the final assessment for Units 3 & 4.
 School-assessed course work for Unit 4 will contribute 14% to the final assessment for Units 3 & 4.
 Two end-of-year examinations contribute 66% to final assessment for Units 3 & 4
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Specialist Mathematics - Units 3 & 4
Pre- Requisites –
- Mathematical Methods Unit 1 and 2 and General Mathematics 1 and 2.
- Specialist Mathematics Unit 3 and 4 are normally taken in conjunction with Mathematical
Methods Unit 3 and 4, and the areas of study extend and develop material from Mathematical
Methods Units 3 and 4.
- Specialist Mathematics Units 3 and 4 are intended for students with strong interests in
mathematics who wish to subsequently undertake further study in mathematics and related
disciplines e.g. engineering.
Unit 3 & 4 - Areas of Study
1. Coordinate geometry
2. Circular (trigonometric) functions
3. Algebra
4. Calculus
5. Vectors in two and three dimensions
6. Mechanics
Outcomes
On completion of this unit the student should be able to 1. Define and explain key terms and concepts as specified and to apply a range of related
mathematical routines and procedures.
2. Apply mathematical processes, with an emphasis on general cases, in non-routine contexts,
and to analyse and discuss these applications of mathematics.
3. Select and appropriately use technology to develop mathematical ideas, produce results and
carry out analysis in situations requiring problem-solving, modelling or investigative
techniques or approaches.
Assessment
 School-assessed coursework for Unit 3 will contribute 14% to the final assessment for Units 3 & 4.
 School-assessed course work for Unit 4 will contribute 20% to the final assessment for Units 3 & 4.
 The two end-of-year external examinations will contribute 66% to the final assessment for Units
3 & 4.
In 2015 this subject is offered through Distance Education.
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Media- Units 1 & 2
Unit 1
The purpose of this unit is to enable students to develop an understanding of the relationship
between the media, technology and the representations present in media forms. The unit involves the
study of the implications of media technology for the individual 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, and the creative and cultural implications of new media technologies.
Areas of Study
1. Representation
2. Technologies of representation
3. New media
Outcomes
On completion of this unit the student should be able to –
1. Describe the construction of specific media representations and explain how the process of
representation reproduces the world differently from direct experience of it.
2. Produce and compare media representations in two or more media forms and compare the
representations produced by the application of different media technologies.
3. Discuss the creative and cultural implications of new media technologies for the production
and consumption of media products.
ASSESSMENT
Course-work will be assessed in relation to the following areas:
• radio or audio sequences;
• audiovisual or video sequences;
• photographs;
• print layouts;
• multimedia sequences or presentations
• posters;
• tests;
• written responses;
• oral reports.
• end of semester exam
Unit 2
This unit will enable students to develop their understanding of the specialist production stages and
roles within the collaborative organisation of media production. Students develop practical skills
through undertaking assigned roles during their participation in specific stages of a media production
and analyse issues concerning the stages and roles in the media production process. Areas of Study
1. Media production
2. Media industry production 3. Australian media organisations
Outcomes
On completion of this unit the student should be able to –
1. Explain the media production process and demonstrate specialist production skills within
collaborative media productions.
2. Discuss media industry issues and/or developments relating to the production stages of a
media production and specialist roles within the media industry.
3. Describe characteristics of Australian media organisations and discuss the social and industrial
framework within which such organisations operate.
ASSESSMENT
Course-work will be assessed in relation to the following areas:
• radio or audio sequences;
• audiovisual or video sequences;
• photographs;
• print layouts;
• multimedia sequence(s) or presentations
• posters;
• tests / end of semester examination
• written responses;
• oral reports.
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Media- Units 3 & 4
Unit 3
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. In this context students also consider how production and story elements
structure narratives to engage an audience. 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.
Areas of Study
1. Narrative
2. Media production skills 3. Media production design
Outcomes
On completion of this unit the student should be able to –
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.
Assessment
 School-assessed coursework for Unit 3 will contribute 8% to the study score.
 The level of achievement for Units 3 and 4 is also assessed by a school-assessed task, which
will contribute 35% to the study score
 End of semester examination
Unit 4
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 ways in which media texts are
shaped by social values and the influence of social values in the representations and structure of a
media text. The role and influence of the media is also critically analysed in this unit.
Areas of Study
1. Media process
2. Social Values
3. Media Influence
Outcomes
On completion of this unit the student should be able to –
1. Produce a media product for an identified audience from the media production design plan
prepared by the student in Unit 3.
2. Discuss the ways in which social values shape the content of media texts and analyse how
social values are reflected in a text.
3. Discuss theories of media influence and analyse debates about the nature and extent of media
influence.
Assessment
 School-assessed coursework for Unit 4 will contribute 12% to the study score.
 End-of-year examination, which will contribute 45%to the study score.
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Physics - Units 1 & 2
In each unit of physics, students study three topics, two prescribed and one detailed study chosen on a
class basis from a set list. Pre-Requisites - A reasonably good understanding of mathematics is
essential. Therefore it is highly recommended that any student undertaking Physics Unit 1 is also
enrolled in Mathematical Methods Unit 1.
Unit 1
The unit promotes the development of students’ ability to use Physics to explain phenomena and
events, and technological and social applications.
Areas of Study
1. Nuclear physics and radioactivity
2. Electricity
3. Detailed study – the class will study one of the following topics - astronomy, astrophysics,
energy from the nucleus, flight, sustainable energy sources or medical physics.
Outcomes
On completion of this unit the student should be able to 1. 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.
2. Analyse electrical phenomena and undertake practical investigations of circuit components.
Concepts of electrical safety are developed through the study of safety mechanisms and the
effect of current on humans. Mathematical models are applied and critically assessed during
experimental investigation of DC circuits. Students will use electrical circuits in the contexts of
simple battery operated DC devices, household electricity, and car electrical systems.
3. Determined by the choice of detailed study
Assessment
Assessment is based on the following tasks:
 Short reports, oral, poster or multimedia presentations.
 Preparation of web pages.
 Demonstrations.
 Practical work, including written reports.
 Topic tests and semester examination.
Unit 2
Pre-Requisites - It is highly recommended that any student undertaking Physics Unit 2 is also enrolled
in Mathematical Methods Unit 2. A good understanding of Unit 2 Physics is required for Physics Units
3 & 4.
Areas of Study
1. Motion
2. Wavelike properties of light
3. Detailed study – the class will study another of the following topics - astronomy, astrophysics,
energy from the nucleus, flight, sustainable energy sources or medical physics.
Outcomes
On completion of this unit the student should be able to 1. Investigate, analyse and mathematically model motion of particles and bodies in terms of
Aristotelian, Galilean and Newtonian theories.
2. 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.
3. Determined by the choice of detailed study
Assessment
 The methods of assessment for Unit 2 are identical to those for Unit 1.
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Physics - Units 3 & 4
Unit 3 and 4 Physics promotes the development of student ability to use physics to explain
phenomena and events, and technological and social applications. In studying these units, students
should gain an understanding of the ways in which knowledge in physics advances and is applied. As
with units 1 and 2, students study two prescribed topics and a choice of one detailed study.
Unit 3
Pre-Requisites - It is strongly advised that students have completed Unit 2 or equivalent preparation,
prior to undertaking Unit 3. It is also highly recommended that any student undertaking Physics Unit 3
is also enrolled in Mathematical Methods Unit 3.
12 hours of class time will be devoted to practical activities in the semester.
Areas of Study
1. Motion in one and two dimensions
2. Electronics and Photonics
3. Detailed study – the class will study one of the six following topics - Einstein’s special relativity,
Materials and structures, Further electronics, Synchrotron, Photonics or Sound.
Outcomes
On completion of this unit the student should be able to 1. Investigate motion and related energy transformations experimentally, and use the
Newtonian model in one and two dimensions to analyse motion in the context of transport
and related aspects of safety, and motion in space.
2. Investigate, describe, compare and explain the operation of electronic and photonic devices,
and analyse their use in domestic and industrial systems.
3. Complete an Extended Practical Investigation.
Assessment
 School-assessed course work for Unit 3 will contribute 16% to the final assessment for Units 3 &
 Internally assessed end of semester exam
Unit 4
Pre-Requisites - It is strongly advised that students have completed Unit 3 or equivalent preparation,
prior to undertaking Unit 4. It is also highly recommended that any student undertaking Physics Unit 4
is also enrolled in Mathematical Methods Unit 4.
At least 12 hours of class time will be devoted to practical activities in the semester. This includes at
least six hours of student-designed experimental investigations.
Areas of Study
1. Electricity
2. Interactions of light and matter
Outcomes
On completion of this unit the student should be able to 1. Investigate and explain the operation of electric motors, generators and alternators, and the
generation, transmission, distribution and use of electric power.
2. Use wave and photon models to analyse, interpret and explain interactions of light and matter
and the quantised energy levels of atoms.
3. Complete a Summary Report of selected practical activities.
Assessment
• School-assessed course work for Unit 4 will contribute 24% to final assessment for Units 3 & 4.
• An end-of-year examination contributes 60% to final assessment for Units 3 & 4. This will cover all
Areas of Study from Units 3 and 4.
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Product Design and Technology - Units 1 & 2
Unit 1: Product Redesign and Sustainability
This unit focuses on the Product design process. Students examine how existing products fulfil the
needs of the user and consider how the product could be improved by altering the original design.
They learn about Design Factors and use the knowledge to design and manufacture a re-designed
product.
Areas of Study
1. Product re-designs for improvement.
2. Producing and evaluating a re-designed product.
Outcomes
On completion of this unit the student should be able to1. Re-design a product using suitable materials with the intention of improving the aesthetics,
functionality or quality.
2. Use appropriate materials, tools to make a re-designed product, evaluate the outcomes and
compare the finished product with the original design.
Assessment
 Design folio
 Production Tasks
 Evaluation report
 End of semester examination
Unit 2: Collaborative Design
In this unit students work in teams to design and develop an item in a product range or contribute the
design, planning and production of a group product. They focus on factors including function, context
and purpose for product design; aesthetics; materials and sustainability and and the impact of these
factors on a design solution.
Areas of Study
1. Designing within a team
2. Producing and evaluating a collaboratively designed product
Outcomes
On completion of this unit the student should be able to1. Design and plan a product, or component parts in response to a design brief, both individually
and within a group.
2. Use appropriate production processes to safely make a product, or product parts while
working as part of a team and evaluate both their individual efforts and the overall success of
the team.
Assessment
 Design Folio
 Completed product
 Short written & oral reports.
 End of semester examination
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Product Design and Technology - Units 3 & 4
Unit 3: Applying the Product Design Process
This unit focuses on the design and development of a product for a client. It covers client
requirements, social and economic trends, availability of resources and technological developments in
industry. It also addresses design and production in an industrial setting.
Areas of Study:
1. Designing for others
2. Product development in industry
Outcomes
On completion of this unit the student should be able to 1. Explain the role of a designer and how products are designed and produced to meet the needs
of a client.
2. Explain how products are designed and produced within an industrial/commercial setting.
3. Design a product for a client.
Assessment
 School-assessed coursework for Unit 3 will contribute 12% to the final assessment.
 End of semester examination
Unit 4: Product Development and Evaluation
This unit focuses on how judgements of the success of products can be informed by a comparison of
products in terms of their quality, usefulness and appeal. The role and influence of product promotion
and marketing are also considered.
Areas of Study:
1. Product comparison
2. Marketing products
Outcomes
On completion of this unit the student should be able to 1. Explain the relationship between aesthetic appeal, function of products and user needs.
2. Explain the role of marketing in design and product development.
3. Evaluate the outcomes of the design and production activities in relation to the client’s needs.
Assessment
 School-assessed coursework for Unit 4 will contribute 8% to the final assessment.
 The school-assessed tasks for Unit 3 & 4 will contribute 50% to the final assessment.
 The level of achievement for Units 3 & 4 is also assessed by an end-of-year examination, which will
contribute 30% to the final assessment.
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Psychology - Units 1 & 2
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 human
behaviour from biological, behavioural, cognitive and socio-cultural perspectives. They examine the
contribution classic and contemporary 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.
Outcomes
On completion of this unit the student should be able to 1. Describe how research has informed different psychological perspectives used to explain
human behaviour, and explain visual perception through these perspectives.
2. Describe a range of psychological development theories and conduct an investigation into one
stage in the lifespan of an individual.
Assessment
 Empirical research activities, tests, classroom presentations, essays, comprehension questions and
analysis of research design.
 An end of semester examination will assess students on their understanding of all aspects of the
unit.
Unit 2: Self and Others
A person’s attitudes and behaviours affect the way they view themselves and affect their relationship
with others. Understanding what influences the formation of attitudes of individuals and 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.
Students research the differences between individuals which can be ascribed to differences in
intelligence and personality. Differences between individuals, groups and cultures can be analysed in
varied ways through different psychological perspectives informed by both classic and contemporary
theories.
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.
Outcomes
On completion of this unit the student should be able to 1. Explain how attitudes are formed and changed, and discuss the factors that affect the
behaviour of individuals and groups.
2. Compare different theories of intelligence and personality, and compare different
methodologies used in the measurement of these.
Assessment
 Empirical research activities, tests, classroom presentations, essays, comprehension questions and
analysis of research design.
 An end of semester examination will assess students on their understanding of all aspects of the
unit.
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Psychology - Units 3 & 4
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.
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.
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.
Outcomes
On completion of the unit the student should be able to 1. Explain the relationship between the brain, states of consciousness including sleep, and
behaviour, and describe the contribution of selected studies 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.
Assessment
 School-assessed course work for Unit 3 will contribute 20% to final assessment for Units 3 & 4.
 An end of semester examination
Unit 4 : Brain, Behaviour and Experience
This unit focuses on the interrelationship between learning, the brain and its response to experiences,
and behaviour. Students investigate learning as a mental process that leads to the acquisition of
knowledge, development of new capacities and changed behaviours.
They consider different concepts of normality, and learn to differentiate between normal responses
such as stress to external stimuli, and mental disorders. Students explore the nature of stress, simple
phobia 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.
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.
Outcomes
On completion of the unit the student should be able to 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.
Assessment
 School-assessed course work for Unit 4 will contribute 20% of final assessment for Units 3 & 4.
 An end-of-year examination contributes 60% to final assessment for Units 3 & 4. This exam covers
all Areas of Study from Units 3 and 4.
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Studio Arts - Units 1 & 2
Unit 1: Artistic Inspiration and Techniques
This unit focuses on using of sources of inspiration and ideas as the basis for artworks and exploring a
wide range of materials and techniques as tools for translating ideas, observations and experiences
into visual forms.
Students also explore the ways in which artists from different times have interpreted ideas.
Areas of Study
1. Developing art ideas
2. Materials and techniques
3. Interpretation of art ideas and use of materials and techniques
Outcomes
On completion of the unit the student should be able to 1. Generate ideas and identify sources of inspiration
2. Investigate materials and techniques appropriate to particular art forms to produce artworks
3. Identify and describe sources of inspiration for artist’s ideas and art production
Assessment
 A folio of exploratory works showcasing ideas, materials and techniques
 Short answer responses
 End of semester examination
Unit 2: Design Exploration and Concepts
This unit focuses on establishing and using a design process to produce artworks. Students also
develop skills in the visual analysis of artworks.
Areas of Study
1. Design exploration
2. Ideas and styles in artworks
Outcomes
On completion of the unit the student should be able to 1. Develop a design process methodology in order to explore sources of inspiration and produce
art works.
2. Examine and discuss the ways in which design elements and principles, symbols and images
are used in a variety of art works to communicate ideas and develop style.
Assessment
 A folio including design explorations and art works
 Short answer responses
 End of semester examination
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Studio Arts - Units 3 & 4
Unit 3: Studio production and professional art practices
This unit focuses on the implementation of the design process leading to the production of a range of
potential solutions. Students use a work brief to define an area of exploration and apply a design
process to explore and develop their ideas and produce a range of potential solutions. Art forms can
be drawing, painting, printmaking, collage, mixed media, photography or multi-media.
This unit also explores professional art practices in relation to particular art form(s) and the
development of distinctive styles in artworks.
Areas of Study:
1. Exploration and proposal
2. Design Process
3. Professional art practices and styles
Outcomes
On completion of the unit the student should be able to 1. Prepare a exploration proposal that formulates the content and parameters of the design
process and plan how this will be undertaken.
2. Present a design process that produces a range of potential solutions to the aims and ideas
documented in the exploration proposal.
3. Discuss art practices in relation to particular art form(s) and analyse ways in which artists
develop distinctive styles in their artwork.
Assessment
 School-assessed course work for Unit 3 will contribute 33% to final assessment for Units 3 & 4.
 End of semester examination
Unit 4: Studio production and art industry contexts
This unit focuses on the production of a cohesive folio of finished art works.
This unit also explores aspects of artists’ involvement in the current art industry focusing on the role of
galleries.
Areas of Study:
1. Folio of art works
2. Focus statement
3. Art industry contexts
Outcomes
On completion of the unit the student should be able to 1. Present a cohesive folio of finished artworks
2. Present a focus statement in visual and written form that documents and evaluates how
potential solutions were used to produce a cohesive folio of finished art works.
3. Analyse and discuss roles and methods involved in the presentation of art works and discuss
current art industry issues.
Assessment:
 School-assessed course work for Unit 4 will contribute 33% to the final assessment for Units 3&4.
 An end-of-year examination contributes 34% to final assessment for Units 3 & 4.
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VET Chinese – Certificate III in Applied Language
Note: Students will complete Certificate III in Applied Language (Chinese) across two years.
There is also a charge for VET of $300 per year.
VU20604 Conduct routine oral communication for social purposes in a language other than English
This unit covers routine speaking and listening skills in social and community contexts where the
common language is not English.
Areas of Study
1. Participate in oral interactions in a range of social settings in a culturally appropriate manner.
2. Give and follow everyday directions and instructions in a range of social settings.
Outcomes
To be considered competent in this unit, the learner must be able to demonstrate all of the elements
of the competency to the level defined by the associated performance criteria, using the required skills
and knowledge. Specifically they must be able to:
1. demonstrate the ability to use appropriate resources to facilitate the development and
delivery of routine communications
2. demonstrate participating in routine social communication based on the needs of the target
language, including the application of relevant social and cultural conventions
3. demonstrate ability to use non-verbal communication or visual techniques, routinely in
delivering a meaning or communication.
Assessment
Assessment must include demonstration of practical skills and may also include a range of other
assessment strategies, including:
- mates, guest speakers, visitors and/or volunteers
- simulations and role plays
- direct questioning
- participation in class and group work activities.
VU20606 Read and write routine texts for social purposes in a language other than English
This unit covers reading and writing skills used to communicate in social settings with people who use
a language other than English.
Areas of Study
3. Read routine texts for social purposes.
4. Write for social purposes.
Outcomes
To be considered competent in this unit, the learner must be able to demonstrate all of the elements
of the competency to the level defined by the associated performance criteria, using the required skills
and knowledge. Specifically they must be able to:
1. demonstrate reading, interpreting and applying written texts for the given social context
2. demonstrate writing and applying routine written texts for the given social context
3. demonstrate using a range of routine social written materials for the given context
4. demonstrate the ability to use appropriate resources to facilitate the development and
delivery of a routine communications where required.
Assessment
Assessment must include demonstration of practical skills and may also include a range of other
assessment strategies, including:
- direct observations by teacher, class mates, guest speakers, visitors and/or volunteers
- simulations and role plays
- direct questioning
- participation in class and group work activities.
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Visual Communication Design - Units 1 & 2
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.
Areas of Study:
1. Drawing as a means of communication
2. Design elements and design principles
3. Visual communication design in context
Outcomes
On completion of the unit the student should be able to 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.
Assessment
 Coursework will be assessed on the basis of:
- folio of practical work, based on Outcomes 1, 2 and 3
- written analysis of existing examples of visual communication and research work into design
practices
 There will be an end-of-semester examination, to assess students in relation to the following:
- The appropriate use of graphic devices, techniques and drawing systems.
- Written analysis of visual communications using the design elements and principles.
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.
Areas of Study:
1. Technical drawing in context
2. Type and imagery
3. Applying the design process
Outcomes
On completion of the unit the student should be able to 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 screenbased presentations, taking into account copyright.
3. Engage in stages of the design process to create a visual communication to meet a given brief.
Assessment
 Coursework will be assessed on the basis of:
- Folio of practical work, based on Outcomes 1, 2 and 3.
- Written analysis of existing examples of visual communication and research work into design
practices.
 There will be an end of semester examination to assess students in relation to the following:
- The appropriate use of graphic devices, techniques and drawing systems.
- Written analysis of visual communications using the design elements, principles and the
identification of historical and contemporary influences.
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Visual Communication Design - Units 3 & 4
Unit 3: Design Thinking and Practice
In this unit students gain an understanding of the process designers employ to structure their thinking
and communicate ideas with clients, target audiences, other designers and specialists. Students apply
the design process to satisfy specific communication needs. The unit has an emphasis on producing a
folio of drawings, demonstrating a range of skills in instrumental and freehand drawing and the use of
ICT techniques in order to develop a finished piece of visual communication. Students will investigate
the production of visual communications in a professional setting, and evaluate examples of visual
communications produced.
Areas of Study:
1. Analysis and practice in context
2. Design industry practice
3. Developing a brief and generating ideas
Outcomes
On completion of the unit the student should be able to 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.
Assessment
 School-assessed course work for Unit 3 will contribute 20% to the final assessment.
Unit 4: Design Development and Presentation
Students will prepare a brief, design and produce development work and two final presentations
based on the brief. Students are encouraged to prepare a design in an area they are interested in
and/or an area in which they feel they may pursue further study. Topic choice is open, providing it
enables the student to fulfil the outcomes for the course.
Areas of Study:
1. Development of design concepts
2. Final presentations
3. Evaluation and explanation
Outcomes
On completion of the unit the student should be able to 1. To develop distinctly different design concepts for each need, and select and refine for each
need a concept that satisfies each of 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.
Assessment
 School-assessed coursework for Unit 4 will contribute 5% to final assessment.
 School-assessed task for Units 3 & 4 will contribute 40% to final assessment for Units 3&4.
 An end-of-year year examination contributes 35% to final assessment for Units 3&4.
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