VCE Subject
Selection
Handbook
2017
Table of Contents
TABLE OF CONTENTS .................................................................................................................................................... 1
GLOSSARY OF KEY TERMS............................................................................................................................................. 3
WELCOME .................................................................................................................................................................... 4
KEY PERSONNEL ........................................................................................................................................................... 5
ACADEMIC REVIEW BOARD ................................................................................................................................................... 5
HEADS OF FACULTY/DEPARTMENT ......................................................................................................................................... 5
CURRENT HEADS OF YEAR LEVEL ............................................................................................................................................ 5
OVERVIEW OF YEAR 10 CURRICULUM .......................................................................................................................... 6
YEAR 10 PROGRAM STRUCTURE ............................................................................................................................................. 7
YEAR 10 SUBJECTS AND PATHWAYS......................................................................................................................................... 8
ENGLISH ............................................................................................................................................................................. 8
MATHEMATICS .................................................................................................................................................................... 8
SCIENCE ............................................................................................................................................................................. 9
HUMANITIES ..................................................................................................................................................................... 10
LANGUAGES (JAPANESE)...................................................................................................................................................... 11
HEALTH AND PERSONAL DEVELOPMENT ................................................................................................................................. 11
INFORMATION TECHNOLOGY ................................................................................................................................................ 13
VISUAL ARTS ..................................................................................................................................................................... 13
PERFORMING ARTS ............................................................................................................................................................ 14
TECHNOLOGY .................................................................................................................................................................... 15
VCE AT NEWHAVEN COLLEGE ..................................................................................................................................... 17
REPORTING AND INTERVIEWS ............................................................................................................................................... 24
ATTENDANCE POLICY .................................................................................................................................................... 25
VCE 2015 PRELIMINARY SUBJECT OPTIONS ................................................................................................................ 27
ACCOUNTING UNITS 1-4 ..................................................................................................................................................... 27
BIOLOGY UNITS 1-4 ........................................................................................................................................................... 27
BUSINESS MANAGEMENT UNITS 3-4 ..................................................................................................................................... 28
CHEMISTRY UNITS 1-4 ........................................................................................................................................................ 29
COMPUTING AND INFORMATICS UNITS 1-4............................................................................................................................. 29
DANCE UNITS 1-4 .............................................................................................................................................................. 30
DRAMA UNITS 1-4 ............................................................................................................................................................. 31
ECONOMICS UNITS 1-2 ....................................................................................................................................................... 32
ENGLISH UNITS 1-4 ............................................................................................................................................................ 32
ENGLISH LANGUAGE UNITS 1-4 ............................................................................................................................................ 33
ENVIRONMENTAL SCIENCE 1-4 ............................................................................................................................................. 33
FOOD STUDIES UNITS 1-4 ................................................................................................................................................... 34
FURTHER MATHEMATICS UNITS 3-4 ...................................................................................................................................... 35
GENERAL MATHEMATICS UNITS 1-2...................................................................................................................................... 35
GEOGRAPHY UNITS 1-2 ...................................................................................................................................................... 36
GLOBAL POLITICS UNITS 3-4 ................................................................................................................................................ 36
HEALTH AND HUMAN DEVELOPMENT UNITS 1-4 ..................................................................................................................... 36
HISTORY UNITS 1-4............................................................................................................................................................ 37
LANGUAGES: JAPANESE (SECOND LANGUAGE) UNITS 1-4 .......................................................................................................... 38
LEGAL STUDIES UNITS 1-4 ................................................................................................................................................... 38
LITERATURE UNITS 1-4 ....................................................................................................................................................... 39
MATHEMATICAL METHODS UNITS 1-4 .................................................................................................................................. 39
MEDIA UNITS 1-4 .............................................................................................................................................................. 40
MUSIC UNITS 1-4 .............................................................................................................................................................. 40
OUTDOOR & ENVIRONMENTAL STUDIES UNITS 1-4.................................................................................................................. 41
PHYSICAL EDUCATION UNITS 1-4 .......................................................................................................................................... 42
PHYSICS UNITS 1-4 ............................................................................................................................................................ 43
PRODUCT DESIGN AND TECHNOLOGY UNITS 1-4...................................................................................................................... 44
1
PSYCHOLOGY UNITS 1-4 ..................................................................................................................................................... 44
SPECIALIST MATHEMATICS UNITS 1-4 .................................................................................................................................... 45
STUDIO ARTS UNITS 1-4 ..................................................................................................................................................... 46
SYSTEMS ENGINEERING UNITS 1-4 ........................................................................................................................................ 46
VISUAL COMMUNICATION DESIGN (GRAPHICS) UNITS 1-4 ........................................................................................................ 47
VET IN THE VCE ................................................................................................................................................................ 48
VET BUILDING AND CONSTRUCTION (CARPENTRY) ................................................................................................................... 49
VET MUSIC ...................................................................................................................................................................... 50
LIST OF APPENDICES ................................................................................................................................................... 51
2
Glossary of Key Terms
Assessment
In Units 3 and 4 the student’s level of achievement is determined
by a combination of School-Assessed Coursework (SACs),
School-Assessed Tasks (SATs) and Examinations.
Semester
One half of the academic year. Most units are completed in one
semester.
Sequence
Units 3 and 4 are designed to be taken as a sequence at Year
12 level.
Assessment task
A task set by the teacher to assess students’ achievements of
unit outcomes (see also Outcomes).
Special Provisions
Special arrangements that are made to allow students who are
experiencing significant hardship the maximum opportunity to
demonstrate both what they know and what they can do.
Australian Tertiary Admission Rank (ATAR)
The overall ranking on a scale of 0 – 100 that a student receives,
based on his or her Study Scores. The ATAR is calculated by
VTAC and used by universities and TAFE institutes to select
students for courses. Formerly known as Equivalent National
Tertiary Entrance Rank (ENTER).
Statement of Marks
For each examination including the GAT, students can apply to
the Victorian Curriculum and Assessment Authority for a
statement showing the marks they obtained for each
question/criteria and the maximum mark available.
Authentication
The process of ensuring that the work submitted by students for
assessment is their own.
Statement of Marks – Study Score
A Statement is also available containing the scores for each of
the graded assessments and describing the calculation of the
Study Score. See also Statement of Results.
Chief Assessor
An expert appointed by the Victorian Curriculum and
Assessment Authority in each study to supervise the marking of
the external examination(s) in that study.
Statement of Results
The document(s) issued by the Victorian Curriculum and
Assessment Authority showing the results a student achieved in
the VCE, and whether he or she has graduated. See also VCE
Certificate.
Coursework Assessment
See School-Assessed Coursework.
Equivalent Qualification
For applicants who have recognised qualifications at Year 12
level or above, obtained either interstate or overseas, the
Victorian Curriculum Assessment Authority issues Statements
of Equivalent Qualification to the VCE. The VCAA also assesses
interstate and overseas qualifications for their equivalency to
Year 11.
Statistical Moderation
The process used to ensure that schools’ assessments are
comparable throughout the State. It involves adjusting each
school’s coursework scores for each study to match the level
and spread of the combined examination and GAT scores for
the students in that school doing that study.
Examinations
Unit 3 and 4 external assessments set and marked by the
Victorian Curriculum and Assessment Authority. All studies have
at least one examination. Written examinations, Performance
and Oral examinations are held in October and November.
General Achievement Test (GAT)
The test that is done by all students doing a Unit 3 and 4
sequence. It is used by the Victorian Curriculum and
Assessment Authority to check that schools are marking schoolassessed tasks to the same standard and as part of statistical
moderation of coursework. It doesn’t count towards students’
VCE graduation, but students’ GAT results are reported to them
with their Statement of Results.
Studies
The subjects available in the VCE.
Study Design
A study design for each VCE study is published by the Victorian
Curriculum and Assessment Authority. It specifies the content
for the study and how students’ work is to be assessed. Schools
and other VCE providers must adhere to the study designs.
Study Score
A score from zero to 50 which shows how a student performed
in a study, relative to all other students doing the same study. It
is based on students’ results in school assessments and
examinations.
Graded Assessment
All VCE studies have three graded assessments for each Unit 3
and 4 sequence. Each study includes at least one examination,
most have Coursework, and some have School-Assessed
Tasks.
Units
The components of a study. There are usually four units in a
study, numbered 1, 2, 3 and 4.
Outcomes
What a student must know, or be able to do, in order to
satisfactorily complete a unit as specified in the study design.
VCE Certificate
The Certificate awarded to students who meet the requirements
for graduation of the VCE. See also Statement of Results.
Satisfactory Completion
The school’s decision that a student has demonstrated
achievement of outcomes for a unit. Students receive an ‘S’ for
the satisfactory completion of a unit. If they do not satisfactorily
complete a unit, they receive an ‘N’ for it.
Victorian Curriculum and Assessment Authority (VCAA)
The Victorian Government Authority responsible to the Minister
of Education for conducting the VCE, among other things.
Vocational Education and Training (VET)
Nationally recognised vocational certificates now integrated
within the VCE.
School-Assessed Coursework (SAC)
A school-based assessment which is reported as a grade for
either a Unit 3 and 4 sequence or Unit 3 and Unit 4 individually.
Coursework assessment consists of a set of assessment tasks
that assess students’ achievement of Unit 3 and 4 outcomes.
VTAC
Victorian Tertiary Admissions Centre acts on behalf of
universities and TAFEs coordinating the application process. It
calculates and distributes the Australian Tertiary Admission
Rank (ATAR)
School-Assessed Task (SAT)
A school-based assessment for a Unit 3 and 4 sequence and
reported as a grade. A School-Assessed Task is set by the
Victorian Curriculum and Assessment Authority and assessed
by teachers in accordance with published criteria. Tasks are
subject to review by a panel appointed by the VCAA.
Return to Contents Page
3
Welcome
Welcome to The VCE Subject Selection Handbook, which is designed as a resource for current and
prospective students and parents of students in the Senior School of Newhaven College. At Newhaven
College, students commence their education in the Senior School with the opportunity to personalise
their study program.
The VCE itself is a two year certificate that is fair and equitable for all students. Most students complete
their VCE during years 11 and 12. Students select their VCE program within the VCE guidelines for the
satisfactory completion of VCE. At Year 11 level, students select an English subject and five other
subjects. At Year 12 level, students select an English subject and four other subjects.
The VCE Subject Selection Handbook provides information about each VCE subject offered. To ensure
that students are well informed when they come to make a decision on which subjects to pursue in
Years 11 and 12, Newhaven College organises information evenings/presentations for all Year 10 and
Year 11 students and their parents/guardians. However, it is also the responsibility of all students to do
their own research into the subjects that will most suit their interests and needs. The Senior School
Handbook is also an important reference for students, parents and teachers. Not only does it contain
subject specific information but also school policies. For example, the school attendance policy,
important dates, procedures for applying for an extension or to reschedule an assessment task, to name
a few. The key staff in assisting students with this process are Ms Elizabeth Hall Director of Studies,
Mrs Kym Plant VCE Coordinator and Mr Hugh Wilson Careers Advisor.
At Newhaven College we base our VCE subject offerings on student choice and the subject selection
process is a two-step process;
 Firstly, students will select from the list of subjects available and from this the final subject
offerings and subject blocking are decided, based upon student interest. It is essential that at
this first stage, all students submit their preference form. If a subject does not have enough
student interest it will not be offered in the final subject blocking.
 The second step occurs after the final subject blocking has been determined. Students will
either confirm their original subject choices or choose from the subjects offered. This process
will take place during Term 3 and students will have a confirmed course of study for 2016
prior to the end of Term.
Newhaven College does its best to cater for all of the students in its care. Under special circumstances,
some students may need adjustments to their programs. Reasons for these could include elite sports
practice, accelerated study or learning difficulties. Please speak to me and I will convene an Academic
Board Meeting if you believe you may be eligible.
We encourage both students and parents to speak to staff regarding any aspect of the VCE or the Year
10 and VCE subject selection process if you have any questions.
Mr Jason Scott
Vice Principal & Head of Senior School
Return to Contents Page
4
Key Personnel
College Principal
Mrs Gea Lovell
gea.lovell@newhavencol.vic.edu.au
Head of Senior School
Mr Jason Scott
jason.scott@newhavencol.vic.edu.au
Director of Studies
Ms Elizabeth Hall
elizabeth.hall@newhavencol.vic.edu.au
VCE Coordinator
Mrs Kym Plant
kym.plant@newhavencol.vic.edu.au
Careers Advisor
Mr Hugh Wilson
hugh.wilson@newhavencol.vic.edu.au
RTO Manager
Mr David Hynes
david.hynes@newhavencol.vic.edu.au
Acting VCE Coor 2016
Mrs Elaine Epifano
elaine.epifano@newhavencol.vic.edu.au
Academic Review Board
Head of Senior School
Mr Jason Scott
jason.scott@newhavencol.vic.edu.au
VCE Coordinator
Mrs Kym Plant
kym.plant@newhavencol.vic.edu.au
Student Support Services
Mrs Moragh Tyler
moragh.tyler@newhavencol.vic.edu.au
Careers Advisor
Mr Hugh Wilson
hugh.wilson@newhavencol.vic.edu.au
Heads of Faculty/Department
English
Mrs Megan Thompson
megan.thompson@newhavencol.vic.edu.au
Mathematics
Mrs Carolyn Lancaster
carolyn.lancaster@newhavencol.vic.edu.au
Science
Mr Nathan Leys
nathan.leys@newhavencol.vic.edu.au
Humanities
Ms Karyn Scott
karyn.scott@newhavencol.vic.edu.au
Languages
Ms Mitsuko Horiguchi
mitsuko.horiguchi@newhavencol.vic.edu.au
Drama
Mr Will Hanley
william.hanley@newhavencol.vic.edu.au
Health and PE
Ms Sue Mitchell
sue.mitchell@newhavencol.vic.edu.au
Technology
Mr Chris Appleby
chris.appleby@newhavencol.vic.edu.au
Music
Mr Kirk Skinner
kirk.skinner@newhavencol.vic.edu.au
Visual Arts
Mrs Fiona Anastasi
fiona.anastasi@newhavencol.vic.edu.au
Current Heads of Year Level
Head of Year 10
Mrs Elaine Epifano
elaine.epifano@newhavencol.vic.edu.au
Head of Year 11
Mrs Carmel Roberts
carmel.roberts@newhavencol.vic.edu.au
Head of Year 12
Mr Michael Dear
michael.dear@newhavencol.vic.edu.au
Return to Contents Page
5
OVERVIEW OF YEAR 10 CURRICULUM
The Year 10 Curriculum reflects the beginning of Senior School Program. It consists of compulsory core
units and a range of elective choices, all leading to VCE Units. The core units, within the Australian
Curriculum are designed to provide students with a solid foundation for future studies. The central premise
of the Australian Curriculum underpins the Year 10 program; every student is entitled to the opportunity of
acquiring skills in each of the core domains. The program also ensures that VCE options for 2018-19 are
broad. Both the core and elective units are modelled on a VCE structure and provide opportunity for
enhancement, enrichment, enjoyment and of course, essential development of skills.
The elective blocks contain subjects with a variety of content and skill requirements. There is also an option
for students to promote their study program, and select VCE Units whilst in Year 10. The decision to
undertake a VCE subject will be made in conjunction with your current teachers, who will advise on your
readiness for this step. A Promotion Statement from your current teachers must be completed before a
VCE enrolment is accepted. A grade average of B+ is a pre-requisite for this application.
Students in Year 9 2016 are encouraged to read this handbook carefully and discuss the contents with
parents and teachers during the selection process. Mr Hugh Wilson (Careers Advisor) and Miss Elizabeth
Hall (Director of Studies) will meet with all Year 9 students to ensure that all pathways for maximum
success have been explored and explained. Mr Wilson will also be conducting information sessions on the
VET (Vocational Education and Training) program. Information will continue to come home during the
subject selection process.
For Year 10 students, the handbook course descriptions are organised by key learning areas: English,
Mathematics, Humanities, Science, Health and Personal Development, Performing Arts, Visual Arts and
Technology. The pathways illustrated in each section are to help students see where their course
selections may take them through to VCE; they are not designed to be prescriptive. The Handbook is
designed to be viewed online and is hyperlinked throughout.
Please do not hesitate to contact staff during the subject selection process. A list of Key Personnel is
provided on the preceding pages. The Senior School Staff look forward to welcoming you back to the Boys
Home Road campus or to Newhaven College if you are joining us as a new student in 2017.
Return to Contents Page
6
Year 10 Program Structure
Click on each subject listed to find out more about the course.
Core subjects to be studied by
every student
Mathematics is compulsory
Highlight preferred option
Science is compulsory
Highlight preferred option
English
Mathematics Advanced
Core Science
Humanities
Mathematics Core
Life Science
Physical Education
Mathematics Foundation
Sport or Music Ensembles (SM)
Electives – Number from 1 to 6. (1 being first choice)
Electives - Year 10
Subjects
Students complete four
electives for the year.
Each elective runs for 5
periods per cycle, with the
exception of Japanese
which runs for 10 periods.
A student studying
Japanese can only do two
other electives.
Electives – Year 11
subjects
Art
Information Technology
Commerce
Languages - Japanese
Product Design Technology – Wood
Media
Product Design TechnologyTextiles
Music
Drama
Music Performance
Environmental Science
Outdoor Recreation
Food Studies
Physical Education
Graphics
Systems Engineering
These VCE subjects are offered subject to Academic Selection Criteria
being met.
VCE Block 2
Only one advanced study can
be chosen unless approval
has been given by the
Academic Board to study
two.
VCE Block 3
Unit 1 & 2 Environmental Science
Unit 1 & 2 Biology
Unit 1 & 2 History
Unit 1 & 2 Dance
Unit 1 & 2 Physical Education
Unit 1 & 2 Outdoor and Environmental
Studies
VCE subjects run for ten
periods per cycle, so
students choosing a VCE
subject can only do two Year
10 electives.
Unit 1 & 2 System Engineering
Unit 1 & 2 Visual Communication
Design
VET Music
Elective – Year 11
Subject
This program is offered at the
Trade Skills Centre on day
per week.
VET Building and Construction
Please note: The offer of some subjects could be withdrawn depending on student choices and numbers.
Return to Contents Page
7
Year 10 Subjects and Pathways
English
Year 10 English (Core)
Units 1-2 English
Units 3-4 English
Units 1-2 Literature
Units 3-4 Literature
Units 1-2 English Language
Units 3-4 English Language
Year 10 English (Core)
In this subject students continue to consolidate, develop and extend their written and oral communication
skills as well as their skills of comprehension and analysis. The subject centres on literary and media texts,
which are supplemented with other material.
In 2016 text study will form the basis for developing the skill of analytical essay writing. It is likely that the
texts used for this purpose will be Night by Elie Wiesel and Macbeth by William Shakespeare. A thematic
unit will also draw on texts – particularly short stories, newspaper articles and film – to develop the ability
to explore a concept and then create original pieces of writing. These original pieces will be imaginative,
expository and persuasive in form. Spelling tests will be conducted on a weekly basis and grammar will be
built into the single text units as well as the thematic unit.
There are four main areas included in the study: Speaking (social interactions, instructions, vocabulary
building); Reading and Responding (reading texts and identifying ideas); Listening and responding (cross
language identification) and Writing (sentence construction, grammar, complex linguistic forms and
vocabulary building).
Mathematics
Year 10 Mathematics
(Advanced)
Units 1-2 Specialist Mathematics
Units 3-4 Specialist Mathematics
Year 10 Mathematics (Core)
Units 1-2 Mathematical Methods
Units 3-4 Mathematical Methods
Year 10 Mathematics
(Foundation)
Units 1-2 General Mathematics
Units 3-4 Further Mathematics
Year 10 Mathematics Core (Option 1)
This course is designed to meet the needs of students who are intending to study Further Mathematics in
Year 12 (see flow chart above). Students will focus on the following topics: Linear Relations (Algebra and
Graphing); Geometry; Indices and Scientific notation; Trigonometry; Measurement; Statistics; Quadratic
Equations; Probability; Parabolas & Other Graphs. The appropriate use of CAS (Computer Algebra
Systems) technology using the TI-Nspire Calculator is incorporated throughout this course.
Year 10 Mathematics Advanced (Option 2)
This course is intended for students who require more content to enrich their mathematical study whilst
completing the common Year 10 content (as above). It is essential for students intending to pursue
Mathematical Methods or Specialist Mathematics in the senior secondary years. The appropriate use of
CAS technology using the TI-Nspire Calculator is incorporated throughout this course.
Return to Contents Page
8
Foundation Mathematics Units 1 - 2 (Option 3)
For students who will finalise their studies of mathematics at the end of Year 10 we offer a Foundation
Mathematics course. This VCE unit focuses on real world experiences and the mathematics associated
with them. Four different areas are explored and will be developed using contexts present in students’
other studies, work and personal or other familiar situations. The areas of study are: Patterns and Number;
Data; Measurement; Space, Shape and Design.
The appropriate use of a Scientific Calculator is incorporated throughout the unit.
Science
Units 1-2 Biology
Units 3-4 Biology
Units 1-2 Chemistry
Units 3-4 Chemistry
Units 1-2 Physics
Units 3-4 Physics
Units 1-2 Psychology
Units 3-4 Psychology
Units 1-2 Environmental Science
Units 3-4 Environmental Science
Year 10 Science (Core)
Year 10 Environmental
Science (Elective)
Year 10 Science (Life)
Year 10 Science (Core)
The Year 10 Science program has been developed to refine and extend skills, concepts and experiences
formulated in the first three years at the College. Student involvement in their own learning will be strongly
encouraged in this year, with a great deal of classroom participation expected.
This year should not only lay a solid foundation for those students continuing with any science in the future,
but also provide enough background knowledge for students to feel comfortable living in this modern age
of Science and Technology.
In Year 10 students will prepare for VCE Science and as a result an emphasis will be on Chemistry,
Physics and Biology in Years 11 and 12, topics include:
Semester One
 The Periodic Table
 Forensic Science
Semester Two
 DNA and Genetics
 Evolution and Natural Selection
 Earth and Space Science
Year 10 Life Science (Core Option 2)
For students who prefer the Life Sciences, we offer an alternative Year 10 Science course. The program
strongly focuses on cooperative work practices enabling students to gain or regain confidence in their own
abilities and competencies. Year 10 Life Science provides students with useful skills and hands-on
experiences inside and outside a classroom environment.
Components of the Life Science course will assist students who may have an interests in pursuing further
studies in VCE Biology, Environmental Science and Psychology. This course does not include Chemistry
or Physics concepts.
In Semester One studies include Photosynthesis/Respiration, Nutrition, Pathogens and Disease,
Experimental Design, Body Systems – circulatory and immune.
Return to Contents Page
9
Environmental Science (Elective)
Environmental Science provides the opportunity for students to explore and understand the function and
diversity of natural ecosystems. Students will also evaluate the impacts of human activities on these natural
systems and consider a range of different environmental management strategies aimed at minimising
these impacts. Their studies will focus on topics such as biodiversity, endangered species, energy use
and efficiency, global warming, climate change, environmentally sustainable development and other
challenging environmental issues. While undertaking this study, students will develop skills in practical
scientific investigations, environmental fieldwork techniques, report writing, research and analysis.
This unit will be an excellent foundation to those considering undertaking VCE Environmental Science.
Newhaven College Science Club
The Science Club is a lunchtime activity group open to all Year 7-12 students, where the
emphasis is on having fun.
Previous activities have included alka seltzer rockets, cornflour slime, chocolate science,
chemical experiments, messing with DNA, investigating dry ice, electrostatic badminton,
elephant’s toothpaste, make-and-take microscopes, cola/mentos fountains….and many more!
At the beginning of the year, students can plan the year’s activities from a list of suggestions,
and put forward their own ideas. After that we will do an activity.
Come along and tell us what you would like to do in your Science Club.
Questions? Contact Mrs. Fieldew (Science Laboratory Technician) at the Science Office, or ask
your Science Teacher.
Humanities
Units 1-2 Accounting
Units 3-4 Accounting
Units 1-2 Geography
Units 3-4 Geography
Units 1-2 History
Units 3-4 History: Revolutions
Units 1-2 Economics
Units 3-4 Economics
Units 1-2 Legal Studies
Units 3-4 Legal Studies
Year 10 Humanities
Year 10 Commerce(Elective)
Unit 3-4 Global Politics
Unit 3-4 Business Management
Year 10 Humanities (Core)
The Year 10 Humanities Course consists of studies in both History and Geography. Australian Curriculum:
History provides a study of the modern world and Australia from 1914 to the present, with an emphasis on
Australia. The transformation of the modern world during a time of political turmoil, global conflict and
international cooperation provides a necessary context for understanding Australia’s development, its
place within the Asia-Pacific region, and its global standing. Students investigate wartime experiences
through an in depth study of World Wars I and II. Students will also investigate the ongoing struggles for
human rights.
Return to Contents Page
10
In the Australian Curriculum: Geography component students will study two units. The first “Environmental
Change and Management”, focuses on a detailed study of a specific environment such as coasts, urban
areas or inland waterways. The second unit the “Geography of Wellbeing” explores the global, national
and local differences in human wellbeing and standard of living. The range and effectiveness of programs
to reduce the gap in human wellbeing will also be considered. Using key geographic ideas such as location,
spatial distribution and change over time, students will explore each unit using a range of data including
primary data sourced from fieldwork activities. This study of Geography aims not only to equip students
for their studies in VCE Geography, but also encourages them to consider their place in the world.
Year 10 Commerce – Money, Markets and the Law (Elective)
Through the study of Commerce students learn how economic forces impact upon their world and how our
resources can be used effectively and efficiently to ensure that economic benefits are maximized. This
study also allows students to understand the way that political systems operate and how the laws that
govern our society help us to function better as a nation. Students will develop skills in managing their
personal finances and gain a basic understanding of how markets operate through the study of the
Australian economy. Students will also receive an introduction to the processes and functions of the
Australian legal system. Key topics include: Managing Credit; Market Forces; the Role of Government in
the Australian Economy and the Australian Legal System. Through the study of Commerce Year 10
students will be prepared for further studies in the areas of Economics, Legal Studies and Politics,
Accounting and Business Management.
Languages (Japanese)
Year 10 Japanese
Units 1-2 Japanese
Units 3-4 Japanese
Year 10 Japanese (Elective)
The study of Japanese is available to students who choose to develop their language skills beyond the
introductory Years 7, 8 and 9. The subject provides an ongoing exploration of familiarity with the language
as an academic and social skill. Students have the chance to develop a greater understanding of our world
and the opportunity for a richer experience of life culturally and in possible career areas. Students build
their skills and confidence to enable them to study VCE Japanese.
Health and Personal Development
Year 10 Physical Education
Year 10 Outdoor Recreation
Year 10 Physical
Education(Elective)
Units 1-2 Health and Human
Development
Units 1-2 Outdoor and Environmental
Studies
Units 3-4 Health and Human
Development
Units 3-4 Outdoor and
Environmental Studies
Units 1-2 Physical Education
Units 3-4 Physical Education
Year 10 Physical Education
Through involvement in various activities, students develop physical and social skills, which enable them
to participate in activities in the wider community, as well as providing an opportunity for leadership, peer
teaching and umpiring. Students will undertake fitness tests, which enable them to monitor their own fitness
level. Students will have considerable input into the course content. They will have the opportunity to
participate in activities such as:
Return to Contents Page
11






Soccer
Touch football
Hockey
Australian Rules football
Tennis
Volleyball












Netball
Basketball
Sofcrosse
Badminton
Bat tennis
Archery
Yoga
Circuit Fitness
Croquet
Pilates
Golf
Lawn Bowls
Year 10 Physical Education (Elective)
For students interested in Physical Education pathways, this subject introduces students into many of the
concepts they will come across in further studies in subjects like Physical Education and Health and
Human Development. It has both practical and theoretical components to the study of human movement.
Students investigate the various components of fitness such as Cardio Respiratory Endurance, Power,
Muscular Endurance, Flexibility, Agility, Muscular strength and Motor Skill. How these components lend
themselves to certain activities; how to test each component; and how to train each component are all
investigated.
Students are also familiarised with human biology. Students learn the names of each of the major bones
in the human body. They also examine the main function of the skeleton, along with the different types of
bones, are also investigated. Students are introduced to the types of joints (fibrous, cartilaginous and
synovial with particular attention being paid to the freely movable synovial joint). Students also learn the
name of all major muscles and muscle groups in the human body. They also consider the main functions
of the muscular system. The types of muscle and muscle contractions are also dealt with in some detail.
Lastly, the students study the structure and function of the heart and circulatory system including blood,
heart and vessels, the types and major functions of the red and white blood cells and platelets.
Students then consider a range of issue pertinent to the Sport and Recreation industry. Drugs in Sport
considers a variety of drugs used in sporting situation (both sanctioned and illegal) are investigated. The
types of athletes which would most benefit, side effects and penalties involved are all considered. Fitness
Myths investigates how the fitness industry is filled with promises of magic potions and wonder products.
The many myths associated with this industry are explored and dispelled from a scientific viewpoint.
Year 10 Outdoor Recreation (Elective)
Year 10 Outdoor Recreation is an ideal entry course for students interested in VCE Physical Education or
Outdoor & Environmental Studies. It is also an active, practical based stand-alone Year 10 subject which
provides students with skills, experience and qualifications relevant to the Sport and Recreation Industry.
Practical involvements are mostly aquatic based, including Surfing, Snorkelling and Sea Kayaking, all from
beginner level. The student entry requirement is basic swimming and water safety competence, which will
be tested at the start of the course. Students in this course will assist with the planning and delivery of a
number of Inter-House and Inter-School Sporting events, including the House and SEISA Surfing and
Grade 5/6 Water Safety Days. Students will complete Nationally recognised Level One Judging, Coaching
and First Aid qualifications. A logbook of practical reports will comprise the major part of the written
component for each semester.
Return to Contents Page
12
Information Technology
Year 10 Information
Technology
Units 1-2 Computing
Units 3-4 Informatics
Year 10 Information Technology (Elective)
The Year 10 Information and Communications Technology course focuses both of on the use of technology
for developing creative products, while learning the underpinning theory of how the Internet and other
computer networks work and how images and audio are encoded into digital formats. Topics covered in
the course include website development using Adobe Dreamweaver, music and digital audio production
using Audacity, photo editing using Adobe Photoshop and using Wikis for online collaboration. During
Semester One of Year 10 Information and Communications Technology (ICT), students investigate the
workings of the world's largest network; the Internet. They learn to create digital audio “mashups” and
other audio products to complement their own multimedia productions. Finally students study the concept
of "information problems" within organisations and communities and how to create ICT solutions to solve
them.
During Semester Two of Year 10 Information and Communications Technology (ICT), students learn to
create information systems using Microsoft programs, they are introduced to Adobe Photoshop and are
finally given the task of building a fully functional website using Adobe Dreamweaver. Students learn to
use to use Photoshop so they can edit digital images and produce banners in preparation for their final
project. The final project requires students to create a fully functional website that will fulfil the
communications requirements of an organisation. The skills learned in this subject will help to prepare
students for VCE Computing subjects in following years, but will also enable students to demonstrate their
understanding in more technological ways in other studies.
Visual Arts
Year 10 Art
Units 1-2 Studio Arts
Units 3-4 Studio Arts
Year 10 Media
Units 1-2 Media
Units 3-4 Media
Year 10 Graphic Design
Units 1-2 Visual Communication and
Design
Units 3-4 Visual Communication
and Design
Year 10 Art (Elective)
The Art program sees students further developing their skills and knowledge through the experimentation
of materials used in painting, drawing and construction. Emphasis is on the understanding and use of a
variety of materials and the combination of more than one material to create depth and volume within their
Artworks. Students will also study past and present artists, highlighting their styles, preferred mediums
and their sources of inspirations that set them apart from other artists.
Year 10 Media Studies (Elective)
The subject Media looks at a variety of fields such as Film-Making, Social Media, Fashion, Advertising,
Gaming and Graphic Design. This subject is intended to assist students in the understanding, use and
interpretation of a range of visual communicators and models used in contemporary society. Students will
master production and practical skills relevant to the mass media, including skills in photography and filmmaking. The course is a combination of three main subject areas: Media, Photography and Digital Imaging.
Return to Contents Page
13
Year 10 Graphic Design (Elective)
Graphic design uses images and text to communicate with an audience. Design is all around us and
influences us daily. Design is influenced by the values and beliefs of the developer and user. It needs to
appeal to a "target audience." Good design uses common principles and elements. Graphic Designers
often work independently and often use their initiative. Students learn to Meet design challenges, develop
design solutions, use graphic design software and acquire a knowledge of graphic design trends and
technologies.
This course provides the essential skills for a graphic designer in the communications-media industries.
The course develops skills and knowledge across broad and interrelated areas such as design, pre-press,
web development, photography, production, interpretation of briefs, marketing and project management.
The course recognises that to be creative is to be individual. Creativity, original thinking and the ability to
see things differently lies at the heart of the program. The course would suit students that have a genuine
interest in design or photography.
During the course you will produce multiple examples of graphic design work that respond effectively to
different design challenges. Engage with the design process by developing design solutions through
research, reflection and the generation and refinement of ideas. Produce basic typography that supports
the overall design solution. Develop examples of computer skills using graphic design industry software,
which may include multi-page Layout and digital manipulation. Apply basic knowledge of graphic design
trends and technologies. Apply knowledge of the photo imaging industry, its trends and traditions. Apply
technical photo imaging knowledge and skills.
Performing Arts
Units 1-2 Drama
Units 3-4 Drama
Units 1-2 Dance
Units 3-4 Dance
Year 10 Drama
Units 3-4 Music (Solo)
Performance
Year 10 Music
Units 1-2 Music Performance
Units 3-4 Music Investigations
Year 10 Music Performance
VET Music
VET Music Performance
Year 10 Drama (Elective)
Drama at Year 10 provides students with a strong grounding for VCE Drama. Students explore both
naturalistic and non-naturalistic performance techniques, are introduced to the practices of known
practitioners, and are given the opportunity to create and perform solo and ensemble performances in
response to a range of stimuli. Students analyse and evaluate devised work and professional
performances.
Year 10 Music (Elective)
The main purpose of this course is to further develop skills in practical music in both solo and group
contexts. Students will present prepared program/s of solo and group works, demonstrate prepared
technical work, compose and develop skills in aural comprehension. Selected works are analysed to
enhance performance interpretation and to understand their context, influences, characteristics and styles.
This unit also focuses on music language that is relevant to performance and used to analyse, compose
and improvise music.
Return to Contents Page
14
Year 10 Music Performance (Elective)
The course would provide students with the opportunity to explore the unique relationships musicians have
in shared music groups. Students develop a repertoire for performances through a prepared program/s of
solo and group works, exploring different styles of music and arranging pieces of music in different styles.
This allows students to explore the process of recording music, and see the benefits recording has on selfreflection of performance.
Technology
Year 10 Food Studies
Units 1-2 Food Studies
Units 3-4 Food Studies
Year 10 Systems Engineering
Units 1-2 Systems Engineering
Units 3-4 Systems Engineering
Year 10 Product Design
Technology - Wood
Year 10 Product Design
Technology - Textiles
Units 1-2 Product Design Technology
- Wood
Units 1-2 Product Design Technology
- Textiles
Units 3-4 Product Design
Technology – Wood
Units 3-4 Product Design
Technology - Textiles
Year 10 Food Studies (Elective)
This course is designed to give the students practical skills in food preparation, which enables them to
focus on the technology process of investigating, designing, producing and evaluating foods as a material.
The course includes a study of nutrition, menu planning, food safety, the design process and food
presentation and marketing. Students undertake a number of assessment tasks that include a design brief
and production report, including critical evaluation of the finished product.
Students gain confidence using knowledge, skills and aptitude to produce food products to meet people’s
needs and desires. This course places a large emphasis on the necessary skills required to prepare and
produce food to an excellent standard. Practical sessions are designed to support and reinforce topics
studied in theory sessions.
Year 10 Product Design Technology (Metal/Wood/Plastics)
(Elective)
Technology (metal/wood/plastics) is a hands-on subject where students produce different products they
have designed. In this course students investigate different materials as well as different design standards
and they produce a useable product. Initial projects introduce the use of metals and further studies allow
scope for wood based projects or combinations of materials. They are given a design brief and research
methods of achieving their brief. They then represent their design diagrammatically or on computer. The
students produce their design using a range of tools. They evaluate their final product and identify possible
improvements in their product or production process.
Year 10 Product Design Technology (Textiles) (Elective)
Students experiment with preliminary concepts in design and production of textile products. They develop
skills in surface decoration through dyeing and printing, along with the construction of garments and soft
furnishings. Students are introduced to the techniques of machine and hand sewing as required by
individual projects. The use of the Design Process is a core skill in this subject, as students learn to follow
a brief, investigate options and design elements, then finally create their product.
Return to Contents Page
15
Year 10 Systems Engineering (Elective)
The Year 10 Systems Engineering elective covers two key areas; Mechanics and Electronics. Mechanics
is a practical based component where students will have the opportunity to use a range of appropriate
tools to disassemble and reassemble a 4-stroke engine.
The following topics are covered:



Workshop safety and safety around engines.
Internal combustion engine.
2-stroke and 4-stroke cycles




Fuel and ignition systems
Cooling and lubrication systems
Engine cylinder and head configuration.
Electronics component allows students to build an Infra-Red Remote Control Buggy. Students also learn
how to solder and to use multimeters to diagnose faults that may occur throughout their build.
The following topics are covered:



Voltage, Current, Resistance & Ohms Law
Electronic Components
Infrared signal transmission



Semiconductors
Multimeter use
Diagnostic Procedures
Return to Contents Page
16
VCE at Newhaven College
This handbook outlines the way the VCE is administered at Newhaven College. It should be regularly
consulted and is an essential guide for all VCE teachers and students.
Successful Completion of the VCE
The Victorian Certificate of Education (VCE) is a senior secondary certificate of education recognised
within the Australian Qualifications Framework (AQF). It is designed to be completed over a minimum of
two years, and includes general education curriculum components (VCE studies) and programs from
Vocational Education and Training (VET) qualifications.
Each VCE study is designed to provide a two-year program. Studies at Unit 1 and Unit 2 level are nationally
and internationally benchmarked to a Year 11 standard, and studies at Unit 3 and Unit 4 level are
benchmarked to a Year 12 standard. In many studies there are multiple options for students to choose
from, such as mathematics and history. Units 1 and 2 can be completed as single units and Units 3 and 4
in each study are designed to be undertaken as a sequence.
Each VCE unit involves 50 hours of scheduled classroom instruct ion normally over the duration of a
semester. In addition, it is expected that students will undertake up to 50 hours of self-directed learning
for each unit.
Satisfactory completion of a VCE unit is based on successful completion of outcomes. Each VCE unit
comprises a set of two to four outcomes. Satisfactory completion of units is determined by the school, in
accordance with Victorian Curriculum and Assessment Authority (VCAA) requirements. The learning
outcomes and associated assessment tasks are specified in accredited VCE study designs.
Levels of achievement for Units 1 and 2 are determined by schools and not reported to the VCAA. Levels
of achievement for Unit 3 and 4 sequences are assessed using School-based Assessment and external
assessments (including examinations). Each VCE study has three graded assessment components: either
one School-based Assessment and two external assessments, or two School-based Assessments and
one external assessment. Each of the three graded assessment components contributes to a study score.
Scored VCE VET studies have only two graded assessment components, comprising one School-based
Assessment and one external examination. Graded assessments are reported on an 11-point scale
ranging from grade A+ to E, or as UG (Ungraded).
Minimum requirements
The minimum requirement is satisfactory completion of 16 units, which must include:
 Three units from the English group, with at least one unit at Unit 3 and 4 level. VTAC advises
that for the calculation of a student’s ATAR, satisfactory completion of a scored Units 3 and 4 of
an English sequence is required.
 At least three sequences of Unit 3 and 4 studies other than English, which may include any
number of English sequences once the English requirement has been met.
At Newhaven College students undertake the following:
 Year 11 - 6 subjects, which includes at least one study from the English group of units (English,
English Language, Literature)
 Year 12 - 5 subjects, which includes at least one study from the English group of units (English,
English Language, Literature)
The VCE may include an unlimited number of units of Vocational Education and Training (VET). A SchoolBased New Apprenticeship (SBNA) also provides the opportunity for two or more units to go towards the
VCE. Students may sometimes be given permission by the Academic Board to study less or more units to
enable them to negotiate the challenge of the VCE. Year 11 students may study Units 3 and 4 with the
approval of the Director of Studies or the VCE Coordinator.
Return to Contents Page
17
Mature Age Students - Newhaven College welcomes discussion on the enrolment of adult/mature age
students on either a part-time or a full-time basis.
VCE Curriculum
The Studies offered by Newhaven College will depend on student numbers. Subjects offered are determined
by the Director of Studies in consultation with the Head of Senior School and the Principal and will cover a
variety of interests and academic rigour. The selections are reviewed annually to ensure that we offer courses
that reflect student needs and where possible, we endeavour to fulfil student programs.
Selecting VCE Units
Each VCE study or subject is divided into four units: Units 1, 2, 3 and 4. In most cases students are able
to enter particular studies at the commencement of Units 1, 2 or 3. Units 3 and 4 form a consecutive
sequence. Once a student has selected Unit 3 of a particular study, he or she must also select Unit 4.
When choosing subjects students should consider their:

Interests

Abilities

Possible career paths

Qualifications required for those careers

The prerequisites for particular tertiary courses.
Students considering a Unit 3-4 study in Year 11 must have achieved strong academic grades in Year 10,
particularly in key learning areas relevant to the particular Year 12 subject under consideration. Each
request to undertake a Unit 3-4 study at Year 11 will be considered on its merits. Please contact the
Director of Studies or VCE Coordinator for more information.
Please note: There are a number of studies where, should a student have not studied and successfully
completed a particular sequence of Units 1-2, entry to Unit 3 will be prevented. Such subjects include:




Mathematical Methods
Specialist Mathematics
Chemistry
LOTE (Japanese)
In the case of Accounting and Physics, it is highly recommended that students have studied and
successfully completed at least Unit 2 before choosing Units 3-4. Prior knowledge is also appropriate with
Music and VET Music. With respect to other studies it is highly recommended to have studied either Unit
1 or 2 before selecting Unit 3, however, this is not imperative.
Special note regarding Mathematics:




General Mathematics (1-2) leads to Further Mathematics (3-4).
Mathematical Methods (1-2) may lead to Units 3-4 in Further Mathematics, Mathematical
Methods and/or Specialist Mathematics.
Specialist Mathematics (3-4) can only be undertaken if Mathematical Methods (3-4) is also
being studied.
Only two Unit 3-4 sequences of Mathematics count towards the ATAR (Australian Tertiary
Admissions Rank).
When a student begins VCE they sign a VCE enrolment form; the signing of the VCE enrolment form by
individual students and their parents in a VCE course shall be binding. Such signing indicates that the
student understands that they are undertaking to meet the College and the Victorian Curriculum and
Assessment Authority’s rules and requirements. Therefore, it is essential that the material in this handbook
be fully understood.
Return to Contents Page
18
Each student:

Can expect to receive an outline of assessment tasks and learning outcomes as well as grade
criteria for assessment tasks

Shall be given a list of due dates and an assessment schedule (note that this may be revised)

Shall be given the opportunity to undertake specific training in examination techniques and
revision practices

Shall sign and update his/her enrolment form as required by the College on behalf of the VCAA
Policy Making
The VCE Coordinator, in consultation with the Head of Senior School and Director of Studies, is responsible
for the smooth and efficient implementation of the VCE at Newhaven College. The school’s VCE Subject
Administrative Handbook is reviewed annually and, in accordance with VCAA guidelines, decisions relating
to the VCE are final after approval by the Principal.
Administration of the VCE
The VCE Coordinator is responsible for liaising with the VCAA, monitoring the implementation of the VCE,
overseeing the performance of VCE students (in conjunction with the Head of Senior School and Director of
Studies) and approving all VCE academic related activities. The Personal Assistant to the Head of Senior
School is responsible for communicating with the VCAA via the VASS system. A VCE Administrative Panel
is responsible for hearing appeals or adjudicating disputes in respect of the VCE. The Principal will determine
the membership of this panel.
Satisfactory Completion
For satisfactory completion of a unit, a student must demonstrate achievement of each of the outcomes for
that unit as specified in the Study Design. This decision will be based on the teacher's judgment of the
student's performance on assessment tasks and class work designated for the unit. The key knowledge and
skills and the Advice for Teachers included in the Study Design will assist teachers in making this judgment.
The judgment of satisfactory completion is a school responsibility.
To achieve an outcome the student must:

Produce work that meets the required standard

Submit work on time or under negotiated timelines

Submit work that is clearly his or her own

Observe the VCAA and school rules

The teacher judges that all outcomes are achieved, the student satisfactorily completes the
unit.
Please Note: Examinations do not determine an ‘S’ or ‘N’ grade.
At Year 11 level examinations are extremely important as part of preparation for Unit 3 and 4 studies,
however, it is work undertaken during the semester which determines whether learning outcomes have
been achieved. (Similarly Trial examinations are held in the September Holidays for all Unit 3 & 4 VCE
Studies, as part of their examination preparation.).
Changing or Withdrawing From Courses
Students wishing to change their courses must first collect a Change of Course form (Appendix 1) from the
VCE/VET Coordinator and then discuss their plans with the subject teacher and the Director of Studies. A
student will not be able to change courses until the form is complete and submitted to the VCE/VET
Coordinator. The completed form is then kept in the student's VASS file. The VASS Coordinator will then
submit a Change of Entry Information to the VCAA. Heads of Year Level will be informed of all course
changes. Late changes or changes that may affect a student’s pathways may require a meeting with the
Academic Review Board.
Return to Contents Page
19
Deadlines
A deadline is a due date when a task shall be completed and submitted. Teachers should avoid altering
deadlines after they have been announced. If a deadline cannot be met, a student must seek an extension.
Extensions will not be given orally.
Extensions
Students seeking extensions are bound by the following rules:

The application for an extension must be in writing on the standard form (Appendix 2). This
form must be collected from and returned to the VCE/VET Coordinator.

Applications will be judged on their merits.

The maximum extension that may be given is two weeks. (unless circumstances warrant
longer).

Late work must be personally submitted to the teacher or submitted at the student access
window to be date stamped and placed in the teacher’s pigeonhole.
If a student applies for a high number of extensions, the Head of Senior School, Head of Year Level and
parents will be informed. Review by the Academic Review Board may be applicable.
Resubmission
Units 1- 2:
Students may be permitted to resubmit unsatisfactory work up until the end of the semester. This can be
negotiated individually for satisfactory completion of a unit to occur. At times a student’s circumstances
warrant extending the timeline beyond the end of the semester. The decision to allow a student to resubmit
work is a serious one. It is not a right of the student’s and occurs in exceptional circumstances. Subject
teachers, the Head of House, the Head of the Student Support Services and the Head of Senior School all
have an important role to play in keeping communication current and frequent in these exceptional
circumstances.
Units 3-4:
If, in the judgment of the teacher, work submitted by a student for the assessment of an outcome does not
meet the required standard for satisfactory completion, the teacher may take into consideration work
previously submitted by the student provided it meets the requirements set out in Satisfactory Completion,
or allow the student to submit further work. A teacher may permit a student to submit further work to meet
satisfactory completion requirements of a unit. Students may not resubmit tasks for the reconsideration of
coursework scores awarded by the school. Normally, students complete work for a unit during the semester
in which the unit is undertaken. The school may decide to delay the decision about satisfactory completion
to allow for a student to complete or resubmit work.
Lost or Damaged Work
It is the responsibility of students to see that work is handed to the teacher and that the work submitted has
been recorded as being received. Work must not be left on teachers' desks but handed in during class time
in accordance with deadline requirements. If the teacher is unavailable, the work should be personally
delivered to staff at reception to be date stamped and placed in the teacher’s pigeonhole. Where work is lost
or damaged it must be reported to the VCE coordinator. A student who has lost or damaged work will need
to complete a standard form (Units 1 and 2 – Appendix 3 or Units 3 and 4 [for SATs only] - Appendix 7). The
Academic Board acting on advice from the VCE Coordinator and the teacher, shall determine an assessment
for the student. Disputes about lost or damaged work unable to be resolved by the above process will be
referred to the VCE Administrative Panel.
Note that none of this applies to work lost or damaged due to computer misuse or malfunction. Students are
responsible for proper management of computer material by ensuring that:

there is an alternate system available in case of computer or printer malfunction or
unavailability

hard copies of the work in progress are produced regularly

each time changes are made the work is saved onto a back-up file. The back-up file should
not be stored with the computer
Return to Contents Page
20
Special Provision (for Curriculum Delivery)
Special provision will be made by arrangement with the Head of Senior School, the Head of Student Support
Services and the VCAA to accommodate certain VCE students:

students experiencing significant hardship (physical or psychological) during their VCE

students with disabilities or impairments, including learning disabilities
A VCE support group would be set up which may include an aide, using the flexibility of the VCE in setting
tasks, or other arrangements. Students applying for Special Provision are to complete the form in Appendix
8.
Supporting documents are required when applying for Special Provision. This documentation may take the
form of medical certificates, reports from Youth Workers, etc.
Special Provision (for school-based assessment) Units 3-4
A student may be is eligible for Special Provision for:

Coursework

School-assessed Tasks


Examinations
the GAT.
If during the completion of any of these tasks, he or she is adversely affected by Illness (either acute and/or
chronic), Impairment (long term) and Personal circumstances.
Students do not have grounds for Special Provision if they:

take on leadership positions in the school or in the community (including work opportunities)

are absent from school or study for prolonged periods without evidence of significant hardship

are comparatively unfamiliar with the English language as their only disadvantage

are affected by teacher absence and other teacher-related difficulties

are affected by faulty technology in the preparation of work or when undertaking tuition (i.e.
classes by video link)

misread an examination timetable or an examination paper

are affected by time-tabling difficulties within the school

are affected by issues related to distance.
Students must either complete the form in Appendix 8 (for longer term Special Provision) or Appendix 5 (for
re-scheduling of tasks). Special provision may take one or more of the following forms:

provision of facilities and technology

appropriate assistance to complete set tasks

sit a substitute task

re-scheduling of an assessment task

extra time to complete the task

rest breaks within the task period

use of estimated grades (exceptional circumstances)

using another planned task to assess more outcomes or aspects of outcomes than originally
intended

Special Examination arrangements

GAT exemption
Special Provision (external assessment)
Special Provision and estimation of grades at the school level will compensate for any disadvantage on
internal assessment. A single score for all school-assessed work will be provided to VCAA.
External examinations have different arrangements. If a student experiences illness, personal trauma or
other circumstances occurring immediately before or during the examination period, which affects their
performance, they can apply for a Derived Examination Score. This involves a separate form from the VCE
Return to Contents Page
21
Coordinator and is forwarded directly to the VCAA. The application must reach VCAA no later than seven
days after the student’s last scheduled examination. An external panel determines whether the application
is successful and students have a 7-day right of appeal. Please note that a DES cannot be granted for the
GAT.
A two-week period prior to the examination is considered to be “immediately before”. The application must
have documentation supporting the application (Appendix 8). If a student is granted a Derived Examination
Score (DES) by the VCAA they will receive an estimated score derived statistically from the student’s other
assessments. The school does not provide the estimate.
Consideration of Disadvantage (Units 1 and 2 only)
For Units 1 and 2, students seeking consideration must apply to the VCE Coordinator on the standard form.
(Appendix 4). Some corroborating evidence must accompany the application for Special Consideration, e.g.
Medical Certificate. Applications must be submitted before the last day of the Semester. If a learning
outcome has not been satisfied and there are sufficient grounds for consideration, the VCE Coordinator will
decide in consultation with the student's teacher whether an ‘S’ will be awarded.
Authentication
In order to meet the requirements for satisfactory completion of a unit, students must submit work that is
clearly their own. Apart from reference to, and incorporation of appropriate texts and source material, no
part of a student's work may be copied from any other person's work. Students are advised to keep rough
notes or some evidence that the final product is the result of the students' research and drafting.
Authentication is only possible if teachers review the students' progress within class time. Learning outcome
tasks/SACs are fundamental to the course and must be substantially completed within class time.
A student may not accept undue assistance from any other person in the preparation and submission of
work. Plagiarism will not be tolerated. Teachers should explain to their students how to reference material
with footnotes and bibliographies. The teacher will monitor the development of the task. The teacher will
keep a record of this process.
The teacher may consider it appropriate to ask the student to demonstrate his or her understanding of the
outcome task at or about the time of submission of the work. If the teacher is not satisfied that the work is
the student's own then the student may be required to:

provide evidence of the development of the work

discuss the content of the work with the teacher and answer questions to demonstrate their
knowledge and understanding of the work

provide samples of other work

complete, under supervision, a supplementary assessment task related to the original task

attend an interview or complete a test to demonstrate an understanding of the work.
Evidence required to be kept by Teacher
The evidence required to substantiate a breach of authentication should include the following:

a record of student attendance

the teacher's Authentication Record (for School-assessed Tasks)

a record of the teacher(s) judgment about the authenticity of particular work

the piece of work identified as breaching authentication requirements

work of other student(s) work which is similar or identical to that presented by the student in
question

samples of other work produced by the student to provide a comparison of work which the
school has been able to authenticate with that which it is unable to authenticate

a copy of relevant source material from which unacknowledged work was obtained

a record of the outcome of any interview, discussion, supplementary assessment task or
written test where the student has been asked to demonstrate his/her understanding of the
work

any admission from the student that work submitted was not his or her own.
Return to Contents Page
22
If the subject teacher is satisfied that a student has submitted work that is not his or her own, or that a student
is in breach of other rules relating to school assessment, then the Head of Senior School acting on advice
from the Academic Review Board shall determine what action should be taken.
The following penalties for a substantive breach of the rules are to:

reprimand a student

make other arrangements for the re-submission of the outcome task

cancel the result for a specific task or cancel the total assessment for the unit concerned.
If such a decision is made (Unit 3-4):

The VCE Coordinator shall report to the VCAA the details of cases in which the school has
determined that a breach of discipline has occurred and the penalty, which has been applied

In all cases in which a satisfactory completion decision for a unit, or a learning outcome, has
been cancelled by the school as a result of school discipline procedures, the student shall
have a right of appeal to the VCAA Discipline Committee, provided that the student, within 14
days after the date on which the Head of Senior School written decision was given to the
student, gives written notice to the VCAA of his or her intention to appeal

The VCAA Discipline Committee, after taking advice and after giving the student an
opportunity to be heard and after receiving a report from the Head of Senior School concerning
the matter, may recommend to the VCAA or its delegate that it confirm, quash or vary the
determination of the school.
In varying the determination of the school, the VCAA Discipline Committee may direct that the Principal
impose an appropriate penalty from those listed above. Teachers must monitor all School Assessed Tasks
and any Coursework undertaken outside class time closely. A standard form must be signed by all students.
Each SAT must be accompanied by the appropriate Authentication record (distributed by the VCE
Coordinator) monitoring a student's work in progress. This form is the responsibility of the teacher.
SACs (Authentication)
As Coursework tasks are done mainly in class and within a limited timeframe, the policy in relation to drafting
for these tasks is different to those concerning School-Assessed Tasks. Authentication records by the
teacher are not officially required for Coursework assessment in class, however, records kept of sightings of
work is advantageous. In cases of a possible breach of rules, a student may be required to provide evidence
of the development of work, for example drafts. The teacher will not have signed these drafts. Otherwise,
the procedures for breach of rules should be followed.
Students must not submit the same piece of work for completion of more than one outcome task. Students
must not submit the same piece of work for assessment in more than one AT.
Assessment
Newhaven College is committed to preparing our students for Tertiary Studies. Given that entrance to
Universities will be based on the aggregate of Unit 3-4 AT scores, it is important that our students experience
Assessment Tasks in Year 11 units.
In Units 1 and 2, teachers must set Assessment Tasks of which at least one is an examination. Teachers
must set similar tasks to those, which students will encounter in Units 3 and 4. These tasks need not be
daunting and should flow naturally out of the set learning outcomes. It is essential that students be given the
criteria for assessing these Assessment tasks before attempting them. An Examination week is held at the
end of each semester for Year 11 students. These assessment tasks do not determine whether or not a
student satisfactorily completes the unit (See Satisfactory Completion above).
Return to Contents Page
23
Assessment Tasks
Students may successfully complete their VCE by completing all class and coursework but not sitting external
examinations. Some students may consider this option for Units 1-2 but approval must be given by the Head
of Senior School on advice from the Academic Review Board (Appendix 6). For Unit 3-4 studies, students
must apply for Special Provision (Appendix 8), which is assessed by the VCAA. We are happy to assist
students with this process, however students should note that the VCAA employs independent assessment,
and students may be required to present substantiating documentation. Most students will attempt the ATs
because, on the basis of their AT results, an Australian Tertiary Admissions Rank (ATAR) will be calculated
which will determine eligibility for Tertiary and TAFE Courses.
Units 3 and 4 Studies comprise of internal tasks as well as at least one AT under examination conditions.
There is one major examination period during the year in October/November. The General Achievement
Test (GAT) will occur on 10 June 2015. There will be a study time before the October/November
examinations, as well as trial examinations in the final week of the Term 3 holidays. The VCAA’s appointed
assessors correct examination papers and conduct assessment for oral and performance examinations. All
students enrolled in a Unit 3-4 sequence (including VET scored sequences) must sit the General
Achievement Test (GAT) in June.
Classes which have less than five students, are encouraged to combine with a class from another school for
the requisite assessment. Initial contact is made to a school. Once partnership is agreed, the details must
be given to the VCE Coordinator and entered on VAS.
Points to Know Regarding Assessment Tasks:

Teachers are able to release SAC results to students before the VCAA releases the results.

Teachers may not release SAT results as they are statistically moderated against
examinations.

It is vital that students are aware that the total results of all SACs and SATs are statistically
moderated against examination results therefore making initial school results subject to
change.

Teachers are encouraged to provide feedback to students with relation to SACs and SATs
in the following ways:
 advice on particular problem areas
 advice on where and how improvements can be made for further learning

All students must sign a letter acknowledging the possibility of changes to SAC/SAT scores
before teachers are able to release the scores to students.

Students are permitted to resubmit work to meet satisfactory completion requirements of a
unit. Students may not resubmit tasks for the reconsideration of coursework scores awarded
by teachers (see Resubmission of Work).
Reporting and Interviews
Newhaven College has introduced Continuous Reporting, meaning that both Students and Parents can
access student results and feedback as the year progresses. This can be accessed through the Online Portal
SEQTA Learn and SEQTA Engage (for Parents) and is designed to help facilitate up-to-date feedback and
improvement strategies for students. Although the statement of results from the VCAA simply indicates when
a student has passed (‘S’), our Year 11 reports will include Grades (A+ to E) and ‘S’ (Satisfactory) or ‘N’
(unsatisfactory completion). A ‘J’ result will be given where the student withdrew late and did not complete
outcomes due to exceptional circumstances.
Parent/Teacher Interviews are also held twice yearly, in Term 1 and Term 3. Newhaven College Staff
welcome dialogue with Parents on student progress and are happy to meet with parents by arrangement.
Please contact Reception to arrange a time.
Whilst students studying Unit 3-4 Subjects get internal results, these are used to provide a ranking of
students, with the final results determined by the VCAA. Final results for VCE 3-4 Subjects form part of the
ATAR and are released by the VCAA in December. Students may access results in Unit 3-4 studies via the
Internet, phone or SMS text messaging. Results are also posted out to students. Return to Contents Page
24
Withdrawal from VCE
Students who wish to completely withdraw from their VCE studies must complete a VCE Withdrawal form
(Appendix 9). Withdrawal without penalty must be done in accordance with VCAA guidelines and adhere to
their published deadlines. Withdrawal after these dates will result in the student receiving an result of ‘N’
(Not Satisfactory) for that Unit and this result in recorded on their overall VCE.
Course Auditing
Each year the VCAA will audit schools' Coursework assessments in each study in a number of schools.
The audit material requested will be supporting documentation from teachers which should include:
 details of each task set by the teacher
 details of the assessment criteria and marking scheme used by the teacher for each task.
 A sample of student work may be required
ATTENDANCE POLICY
The correlation between school attendance and student achievement levels is well established. The more
time students spend at school, the more likely they are to experience school success. Conversely,
according to a report for the Victorian Auditor General, students who are regularly absent from school are
at the greatest risk of dropping out of school early and experiencing long term unemployment. Students
will also be competing with those from other school who have attended 100% of their classes and are at
an obvious disadvantage. Our Attendance Policy is designed to give students the fairest possible
circumstances under which to complete their VCE.
The aims of the attendance policy are:
1. To ensure a high standard of education at Newhaven College and the achievement of the best possible
results by students undertaking their VCE
2. To ensure that students attend class time in order to undertake the required coursework and to
complete assessment tasks
3. To provide enable judgements of authentication to be made through observations of students at work
4. To ensure that the rules and regulations of the VCE are satisfied as required by the VCAA.
Guidelines
1.
Students are expected to attend ALL scheduled lessons of a unit (excluding absences due to
excursions, sports carnivals or other school requirements).
2. Students who do not attend 95% of the scheduled lessons will be required to meet with the Academic
Review Board and may receive an ‘N’ for the Unit if the absences are unexplained.
3. It is expected and required that personal appointments will be made out of class time.
4. Teachers will monitor the attendance of students in their classes and rolls will be marked every lesson.
5. The Office will maintain records of attendance and these will be monitored by the Home Group
Teachers, Heads of Year Level and Head of School.
6. Students are required to stay on campus for the entire school day.
7. Students who arrive late must sign in at the Student Access Window with a signed a note from a
parent/guardian.
8. Students who have a legitimate reason for leaving the school early must supply an appropriate written
note from the parent/guardian and sign out at the Student Access Window. Failure to provide a
satisfactory written note will require phone contact to be made with a parent/guardian and may result
in departure being delayed or denied.
9. During study periods, students must be working in the study rooms in the Year 12 Centre or in the
library.
10. Attendance at home group meetings, year level meetings and school assemblies is compulsory.
11. Under VCAA guidelines, there is no appeal to the VCAA if you are penalised for breaching school
attendance rules.
Return to Contents Page
25
When a student is absent:
1. A parent or guardian must ring the College on 03 5956 7505 or email
reception@newhavencol.vic.edu.au on the morning of the absence.
2. A medical certificate or an absence note written and signed by a parent/guardian must be submitted
directly to the Student Access Window on the student’s return to school.
3. Absence notes must be considered to be satisfactory by the College meaning that the reason for
absence is acceptable and that the note and signature is genuine.
When is a medical certificate required?
1. A medical certificate is required for absences of more than two consecutive days
2. A medical certificate is required for absences on days when SACs or SATs are due.
3. The medical certificate must be attached to a note from the parent/guardian and submitted to the
Student Access Window.
4. A grade of zero will be awarded to SATs and SACs when absences due to illness are not
supported by a medical certificate.
Unauthorised absences
1. Unauthorised absences are absences not related to illness or unavoidable and extenuating
circumstances. Examples of unauthorised absences include hair appointments, driving lessons,
missing the bus and shopping.
2. Absences from class which are unauthorised will result in an after school detention.
3. After three unauthorised absences from school or class the parent/guardian will be contacted by the
Head of House or Head of School to determine the consequences.
Assessment
Students should bear in mind the nature of the assessment within a subject. For example, some subjects,
such as Dance or Music are performance based and assessment will be based on some prior learning.
Similarly, some art and technology subjects require the development of a folio, Students are advised to
undertake no more than two ‘folio subjects’. Many other studies require students to develop skills in
producing sustained pieces of writing based on research or knowledge of the texts or other content
material. Please speak to the Director of Studies or your subject teacher for more information.
Distance Education
A small number of students have studied VCE and VET subjects via Distance Education, however, this
alternative is not encouraged due to the challenges students have experienced.
To tackle VCE or VET units of study by Distance Education, a student will need to have a history of being
a motivated, independent learner and have no possible alternative to the subject wishing to be studied
within the school's curriculum. In 2016 the study of a subject via Distance Education cost approximately
$2000.
Studies previously completed under these circumstances have included VCE French, VCE Italian, VET
Equine Studies. Please speak to the VCE Coordinator and Careers Advisor for further information.
Return to Contents Page
26
VCE 2015 Preliminary Subject Options
Accounting Units 1-4
Unit 1: Establishing and Operating a Service Business
This unit focuses on the establishment of a small business and the accounting and financial management
of the business. Students are introduced to the processes of gathering and recording financial data and
the reporting and analysing of accounting information by internal and external users. The cash basis of
recording and reporting is used throughout this unit. Using single entry recording of financial data and
analysis of accounting information, students examine the role of accounting in the decision-making
process for a sole proprietor of a service business.
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.
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.
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.
Biology Units 1-4
Unit 1: How do living things stay alive?
In this unit students explain what is needed by an organism to stay alive. They are introduced to some of
the challenges for organisms in sustaining life. Students examine the cell as the structural and functional
unit of life and the requirements for sustaining cellular processes in terms of inputs and outputs. Types of
adaptations that enhance the organism’s survival in a particular environment are analysed, and the role
that homeostatic mechanisms play in maintaining the internal environment is studied. Students consider
how the planet’s biodiversity is classified and investigate the factors that affect population growth. A
student investigation related to the survival of an organism or species is undertaken in Area of Study 3.
The investigation draws on content from Area of Study 1 and/or Area of Study 2.
Return to Contents Page
27
Unit 2: How is continuity of life maintained?
In this unit students focus on asexual and sexual cell reproduction and the transmission of biological
information from generation to generation. The role of stem cells in the differentiation, growth, repair and
replacement of cells in humans is examined, and their potential use in medical therapies is considered.
Students explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree
charts and predict outcomes of genetic crosses. They consider the role of genetic knowledge in decisionmaking about the inheritance of various genetic conditions. In this context the uses of genetic screening
and its social and ethical issues are examined. A student investigation into, and communication of, an
issue related to genetics and/or reproductive science is undertaken in Area of Study 3. The investigation
draws on content from Area of Study 1 and/or Area of Study 2.
Unit 3: How do cells maintain life?
In this unit students investigate the workings of the cell from several perspectives. They explore the
importance of the insolubility of the plasma membrane in water and its differential permeability to specific
solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in
and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates,
the response of receptors to signalling molecules and reactions between antigens and antibodies to
highlight the importance of molecular interactions based on the complementary nature of specific
molecules.
Unit 4: How does life change and respond to challenges over time?
In this unit students consider the continual change and challenges to which life on Earth has been
subjected. They investigate the relatedness between species and the impact of various change events on
a population’s gene pool. The accumulation of changes over time is considered as a mechanism for
biological evolution by natural selection that leads to the rise of new species. Students examine change in
life forms using evidence from palaeontology, biogeography, developmental biology and structural
morphology. They explore how technological developments in the fields of comparative genomics,
molecular homology and bioinformatics have resulted in evidence of change through measurements of
relatedness between species.
Business Management Units 3-4
Unit 3: Managing a business
In this unit students explore the key processes and issues concerned with managing a business efficiently
and effectively to achieve the business objectives. Students examine the different types of businesses and
their respective objectives. They consider corporate culture, management styles, management skills and
the relationship between each of these. Students investigate strategies to manage both staff and business
operations to meet objectives.
Unit 4: Transforming a business
Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students
consider the importance of reviewing key performance indicators to determine current performance and
the strategic management necessary to position a business for the future. Students study a theoretical
model to undertake change, and consider a variety of strategies to manage change in the most efficient
and effective way to improve business performance. They investigate the importance of leadership in
change management. Using a contemporary business case study from the past four years, students
evaluate business practice against theory.
Return to Contents Page
28
Chemistry Units 1-4
Unit 1: How can the diversity of materials be explained?
The development and use of materials for specific purposes is an important human endeavour. In this unit
students investigate the chemical properties and practical applications of a range of materials including
metals, crystals, polymers, nanomaterials and giant lattices. They explore and explain the relationships
between properties, structure and bonding forces within and between particles that vary in size from the
visible through to nanoparticles, molecules and atoms. Students are introduced to quantitative concepts
in chemistry.
Unit 2: What makes water such a unique chemical?
Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical
properties of water, the reactions that occur in water and various methods of water analysis. Students
examine the structure and bonding within and between water molecules in order to investigate solubility,
concentration, pH and reactions in water including precipitation, acid-base and redox. They are introduced
to stoichiometry and to analytical techniques and instrumental procedures analysis, and apply these to
determine concentrations of different species in water samples, including chemical contaminants. Students
explore the solvent properties of water in a variety of contexts and analyse selected issues associated with
substances dissolved in water.
Unit 3: How can chemical processes be designed to optimise efficiency?
The global demand for energy and materials is increasing with world population growth. In this unit
students explore energy options and the chemical production of materials with reference to efficiencies,
renewability and the minimisation of their impact on the environment. Students compare and evaluate
different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. Students
consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. In
this context they use the electrochemical series to predict and write half and overall redox equations, and
apply Faraday’s laws to calculate quantities in electrolytic reactions.
Unit 4: How are organic compounds categorised, analysed and used?
The carbon atom has unique characteristics that explain the diversity and number of organic compounds
that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the
materials we use in everyday life. In this unit students investigate the structural features, bonding, typical
reactions and uses of the major families of organic compounds including those found in food. Students
study the ways in which organic structures are represented and named. They process data from
instrumental analyses of organic compounds to confirm or deduce organic structures, and perform
volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider
the nature of the reactions involved to predict the products of reaction pathways and to design pathways
to produce particular compounds from given starting materials. Students investigate key food molecules
through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down
and the condensation reactions in which they are rebuilt to form new molecules. In this context the role of
enzymes and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an
investigative tool to determine the energy released in the combustion of foods.
Computing and Informatics Units 1-4
In 2017 and beyond, there will be more data available about human societies – as well as our personal
daily habits - than in any other time during human history. While anonymous census data about us is
already publically available on the web, social networking sites, our mobile devices and search engines
are already generating data capable of diagnosing patterns in our behaviour. The Computing VCE Study
Design reflects this monumental shift in the way that “Big Data” is changing our world. Students learn about
the underlying technology of Big Data, as well as its benefits and risks. Still, the full potential of Big Data
is yet to be realised, and the decisions of governments, our understanding of society, education, medicine,
psychology, entertainment and business will increasingly rely on Big Data into the future.
Return to Contents Page
29
Unit 1: Computing
Unit 1 Computing Area of Study One focuses on collecting authentic data from online databases and other
resources such as surveys and questionnaires and presenting it in useable and accessible forms. Area of
Study Two focuses on the technology and the design of computer networks that support its collection
(including the Internet itself). Area of Study Three requires students to investigate the potential and the
dangers of Big Data and our increasingly interconnected world.
Unit 2: Computing
In Unit 2 Computing, Area of Study One, students learn the principles and concepts behind computer
programming and eventually code their own “app” to resolve an information problem. Area of Study Two
refocuses students on manipulating reliable data and presenting it in an easy to read form that helps the
user to identify patterns, relationships, connections and to extrapolate new meanings; these data
“visualisations” may be dynamic, animated or in a more static visual forms such as graphs, charts, spatial
relationships, maps, histograms and network diagrams. In Area of Study Three, students learn about the
methods, issues and complexities associated with designing databases capable of storing foreverincreasing amounts of data.
Unit 3: Informatics
In this unit, students firstly study the methods that companies, organisations and governments use to
acquire data from customers, citizens and other Internet users. Students then develop a web-based app
that uses a database as a “back-end” to store data. Students learn to use database management systems
to support apps and websites that help organisations to make smart, informed and profitable decisions.
Students also learn how to back up and protect data from malicious threats such as hackers and
espionage, technical hardware failures and from accidental threats like natural disasters.
Unit 4: Informatics
In this area of study students draw on the conclusions from Unit 3, and develop a website that presents
their research. Students learn to produce effective website designs that communicate their findings.
Students generate two or three alternative design ideas and select one based on their own criteria to be
transformed into their final product. In Area of Study Two, students learn to implement hardware, software
and security procedures, and evaluate the effectiveness of organisations’ data management practices in
regards to keeping data safe from malicious and accidental threats, in instances ranging from small
hacking attacks through to catastrophic events.
Dance Units 1-4
Unit 1
In this unit students explore the potential of the body as an instrument of expression. Students discover
the diversity of expressive movement by exploring body actions, and commence the process of developing
a personal movement vocabulary. They also begin to develop skills in documenting and analysing
movement and develop understanding of how choreographers use these processes. They discuss
influences on their own dance backgrounds and on the expressive intentions and movement vocabulary
in their own dances.
Unit 2
This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through
the exploration of the elements of movement: time, space and energy and the study of form. Students
study dance traditions, styles and works of indigenous cultures or other culturally specific dance through
to the works of ballet choreographers, modern dance, early musical theatre/ film choreography and the
work of tap/jazz or street performers. Students describe the movement vocabulary in their own and others’
dances by identifying expressive body actions and ways the elements of movement have been
manipulated. Students analyse and discuss the communication of their own and other choreographers’
intentions, through the structuring of form, and the choreographic and expressive use of the elements of
movement.
Return to Contents Page
30
Unit 3
This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the
execution of a diverse range of body actions and use of performance skills. Students also learn a group
dance work created by another choreographer. The dance-making and performance processes involved
in choreographing, rehearsing and performing the solo dance work, and learning, rehearsing and
performing the learnt group dance work are analysed. This analysis connects each student’s own work as
a choreographer to the work of professional choreographers. Students analyse the dance design and use
of movement vocabulary of selected works, as well as consider influences on the choreographers’ choice
of expressive intention, and production aspects of the dance works.
Unit 4
This unit focuses on choreography, rehearsal and performance of a unified solo dance work. When
rehearsing and performing this work students focus on expressive and accurate execution of
choreographic variations of spatial organisation and demonstration of artistry in performance. Students
also document and analyse the dance-making and performance processes involved in the choreography,
rehearsal and performance of the solo dance work. Students’ understanding of choreographic skills is also
developed and refined through an analysis of ways in which the choreographers’ intention can be
expressed through the manipulation of different types of group structures. Students also analyse the use
of the elements of spatial organisation – direction, level, eye/body focus and dimension – in a group dance
work by a twentieth and/or twenty-first century choreographer. Influences on choices made by
choreographers in these works are also studied.
Drama Units 1-4
Unit 1: Dramatic Storytelling
This unit focuses on creating, presenting and analysing a devised performance that includes real or
imagined characters, based on personal, cultural and/or community experiences and stories. Students
examine storytelling through the creation of an ensemble devised performance and manipulate expressive
skills in the creation and presentation of characters. This unit also involves analysis of a student’s own
performance work and analysis of a performance by professional practitioners.
Unit 2: Non-Naturalistic Australian Drama
This unit focuses on the use and documentation of the processes involved in constructing a devised solo
and ensemble performance. Students create, present and analyse a performance based on a person, an
event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian
context. Students use a range of stimulus material in creating performance and examine performance
styles from a range of Australian contexts. Theatrical conventions appropriate to the selected performance
styles are also explored. Student's knowledge of how dramatic elements are enhanced or manipulated
through performance is further developed in this unit. This unit also involves analysis of a student’s own
performance work as well as a professional production.
Unit 3: Devised Non-Naturalistic Ensemble Performance
This unit focuses on non-naturalistic drama from a diverse range of traditions. Non-naturalistic
performance styles and associated theatrical conventions are explored in the development of ensemble
performance. The processes involved in the development and realisation of the ensemble performance
are developed and evaluated. A non-naturalistic work selected from the prescribed play list will also be
analysed.
Unit 4: Non-Naturalistic Solo Performance
This unit focuses on the use of stimulus material and resources from a variety of sources to create and
develop character/s within a solo performance. Students complete two solo performances. For a short solo
performance they develop practical skills of researching, creating, presenting, documenting and analysing
a solo performance work. In the development of a second solo performance, they devise, rehearse and
perform an extended solo performance in response to a prescribed structure published by the Victorian
Curriculum and Assessment Authority. The processes involved in the creation and presentation of
character/s in solo performance are analysed and evaluated.
Return to Contents Page
31
Economics Units 1-2
Unit 1: The behaviour of consumers and businesses
Economics is a dynamic and constantly evolving field. As a social science, Economics is interested in the
way humans behave and the decisions made to meet the needs and wants of society. In this unit students
explore their role in the economy, how they interact with businesses and the way economic models and
theories have been developed to explain the causes and effects of human action. Students explore some
fundamental economic concepts. They examine basic economic models where consumers and
businesses engage in mutually beneficial transactions and investigate the motivations and consequences
of both consumer and business behaviour. They examine how individuals might respond to incentives and
how technology may have altered the way businesses and consumers interact. Students are encouraged
to investigate contemporary examples and case studies to enhance their understanding of the introductory
economic concepts.
Unit 2: Contemporary economic issues
As a social science, economics often looks at contemporary issues where there are wide differences of
opinion and constant debate. In most instances the decisions made by consumers, businesses and
governments may benefit some stakeholders but not others. Trade-offs, where the achievement of one
economic or public policy goal may come at the expense of another, are the subject of much debate in
economic circles. Students focus on the possible trade-off between the pursuit of growth in incomes and
production and the goal of environmental sustainability and long-term economic prosperity. They
investigate the importance of economic growth in terms of raising living standards and evaluate how
achievement of this goal might result in degradation of the environment and the loss of key resources.
Students examine whether the goals of economic growth and environmental sustainability can be
compatible and discuss the effect of different policies on the achievement of these important goals.
English Units 1-4
Unit 1
The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in
order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted.
Students will develop competence and confidence in creating written, oral and multimodal texts. They will
also learn to compare and contrast texts of different forms that address similar core themes, considering
the various ways authors create meaning.
Unit 2
The focus of this unit is on reading and responding to an expanded range of text types and genres in order
to analyse the ways in which they are constructed and interpreted, and on the development of competence
and confidence in creating written, oral and multimodal texts. This unit will also focus on both creating and
analysing persuasive texts.
Unit 3
In this unit students identify, discuss and analyse how the features of selected texts create meaning.
Students prepare sustained analytical interpretations of selected texts in the form of text response essays.
Students present sustained creative responses to selected texts, demonstrating their understanding of the
world of the texts and how texts construct meaning. They also analyse and compare the use of argument
and language in texts that debate a topical issue and present this understanding in written analyses of the
use of argument and language in written, spoken, and/or multimodal texts.
Unit 4
In this unit students produce a detailed comparison essay which analyses how two selected texts present
ideas, issues and themes. They also construct a sustained and reasoned point of view in the form of an
oral presentation on an issue currently debated in the media.
Return to Contents Page
32
English Language Units 1-4
English Language has proven to be a valuable addition to the range of English Studies on offer as it is a
subject that traditionally appeals to students strong in Mathematics and Science, who are interested in a
methodical and analytical study of the English language. The subject takes a rigorous linguistic approach,
focusing on the structure of the language as a complex system of signs.
Unit 1: Language and Communication
Language is an essential aspect of human behaviour and it is the means by which individuals relate to the
world, to each other, and to the communities of which they are members. In this unit, students consider
the way language is organised so that its users have the means to make sense of their experiences and
to interact with others. Students explore the various functions of language and the nature of language as
a highly elaborate system of signs. The relationship between speech and writing as the dominant modes
of language and the impact of situational and cultural contexts on language choices are also considered.
Students investigate children’s ability to acquire language, and the stages of language acquisition across
a range of subsystems.
Unit 2: Language Change
In this unit, students focus on language change. Languages are dynamic and change is an inevitable and
a continuous process. Students consider factors contributing to change over time in the English language
and factors contributing to the spread of English. In addition to developing an understanding of how English
has been transformed over the centuries, students explore the various possibilities for the future of English.
They consider how the global spread of English has led to a diversification of the language, and to English
now being used by more people as an additional or a foreign language than as a first language. Contact
between English and other languages has led to the development of geographical and ethnic varieties, but
has also hastened the decline of indigenous languages. Students consider the cultural repercussions of
the spread of English.
Unit 3: Language Variation and Social purpose
In this unit students investigate English language in the Australian social setting, along a continuum of
informal and formal registers. They consider language as a means of societal interaction, understanding
that through written and spoken texts we communicate information, ideas, attitudes, prejudices and
ideological stances. Students examine the stylistic features of formal and informal language in both spoken
and written modes: the grammatical and discourse structure of language; the choice and meanings of
words within texts; how words are combined to convey a message; the purpose in conveying a message;
and the particular context in which a message is conveyed.
Unit 4: Language Variation and Identity
This area of study enables students to understand the range of language varieties that exist in
contemporary Australian society and the contributions these varieties make to a shared national identity.
Australian English has much in common with Englishes from other continents, but the language has also
developed features across all subsystems of language that distinguish it from other Englishes. Increasing
global contact and other social changes are shaping contemporary Australian English, and attitudes
towards Australian language continue to evolve.
Environmental Science 1-4
Unit 1: How are Earth’s systems connected?
In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere,
hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical
requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced
changes in ecosystems. They investigate the physical environment and its components, the function of
local ecosystems and the interactions that occur in and between ecological components over different
timescales. Students consider how the biotic and abiotic components of local ecosystems can be
monitored and measured.
Return to Contents Page
33
Unit 2: How can pollution be managed?
In this unit students explore the concept of pollution and associated impacts on Earth’s four systems
through global, national and local perspectives. They distinguish between wastes, contaminants and
pollutants and examine the characteristics, measurement and management of pollution. They analyse the
effects of pollutants on the health of humans and the environment over time. Students consider the rules
for use, treatment and disposal of pollutants and evaluate the different perspectives of those who are
affected by pollutants. They explore the significance of technology, government initiatives, communities
and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect
environmental decision making.
Unit 3: How can biodiversity and development be sustained?
In this unit students focus on environmental management through the examination and application of
sustainability principles. They explore the value and management of the biosphere by examining the
concept of biodiversity and the services provided to all living things. They analyse the processes that
threaten biodiversity and apply scientific principles in evaluating biodiversity management strategies for a
selected threatened endemic species. Students use a selected environmental science case study with
reference to the principles of sustainability and environmental management to explore management at an
Earth systems scale, including impact on the atmosphere, biosphere, hydrosphere and lithosphere.
Unit 4: How can the impacts of human energy use be reduced?
In this unit students analyse the social and environmental impacts of energy production and use on society
and the environment. They explore the complexities of interacting systems of water, air, land and living
organisms that influence climate, focusing on both local and global scales, and consider long-term
consequences of energy production and use. Students examine scientific concepts and principles
associated with energy, compare efficiencies of the use of renewable and non-renewable energy
resources, and consider how science can be used to reduce the impacts of energy production and use.
They distinguish between natural and enhanced greenhouse effects and discuss their impacts on living
things and the environment, including climate change.
Food Studies Units 1-4
Unit 1: Food origins
This unit focuses on food from historical and cultural perspectives. Students investigate the origins and
roles of food through time and across the world. In Area of Study 1 students explore how humanity has
historically sourced its food, examining the general progression from hunter-gatherer to rural-based
agriculture, to today’s urban living and global trade in food. Students consider the origins and significance
of food through inquiry into particular food-producing regions of the world. In Area of Study 2 students
focus on Australia. They look at Australian indigenous food prior to European settlement and how food
patterns have changed since, particularly through the influence of food production, processing and
manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary
identity today and reflect on the concept of an Australian cuisine.
Unit 2: Food makers
In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on
commercial food production industries, while Area of Study 2 looks at food production in small-scale
domestic settings, as both a comparison and complement to commercial production. Students gain insight
into the significance of food industries to the Australian economy and investigate the capacity of industry
to provide safe, high-quality food that meets the needs of consumers.
Return to Contents Page
34
Unit 3: Food in daily life
This unit investigates the many roles and everyday influences of food. Area of Study 1 explores the science
of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students
investigate the physiology of eating and appreciating food, and the microbiology of digestion. They also
investigate the functional properties of food and the changes that occur during food preparation and
cooking. They analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian
Guide to Healthy Eating (see www.eatforhealth.gov.au) and develop their understanding of diverse nutrient
requirements. Area of Study 2 focuses on influences on food choice: how communities, families and
individuals change their eating patterns over time and how our food values and behaviours develop within
social environments. Students inquire into the role of food in shaping and expressing identity and
connectedness and the ways in which food information can be filtered and manipulated. They investigate
behavioural principles that assist in the establishment of lifelong, healthy dietary patterns.
Unit 4: Food issues, challenges and futures
In this unit students examine debates about global and Australian food systems. Area of Study 1 focuses
on issues about the environment, ecology, ethics, farming practices, the development and application of
technologies, and the challenges of food security, food safety, food wastage, and the use and management
of water and land. Students research a selected topic, seeking clarity on current situations and points of
view, considering solutions and analysing work undertaken to solve problems and support sustainable
futures. Area of Study 2 focuses on individual responses to food information and misinformation and the
development of food knowledge, skills and habits to empower consumers to make discerning food choices.
Students consider how to assess information and draw evidence-based conclusions. They apply this
methodology to navigate contemporary food fads, trends and diets. They practise and improve their food
selection skills by interpreting food labels and analysing the marketing terms used on food packaging.
Further Mathematics Units 3-4
Please note that Unit 3-4 Further Mathematics is the following sequence for Unit 1-2 General
Mathematics.
Unit 3
This unit focuses on the study of Data Analysis which includes Data Display and Summary Statistics,
Correlation and Regression, Transformations, Residual Analysis, Time Series and Seasonality. Students
also complete studies in Recursion and Financial modelling. Students use Computer Algebra System
technology (CAS) to assist them.
Unit 4
In this unit students will study two modules: Matrices and Graphs and Relations. Matrices involves different
matrix operations, transition matrices and the use of first-order linear matric recurrence relations, to model
a range of situations and solve related problems. Graphs and Relations covers the use of linear and nonlinear relations to model a range of practical situations and solve related problems.
General Mathematics Units 1-2
Please note that Unit 1-2 General Mathematics is the prior sequence for Unit 3-4 Further
Mathematics.
Units 1-2
These units are designed to prepare students who intend to study Units 3-4 Further Mathematics. They
include studies from the following list of topics: Computational and Practical Arithmetic, Matrices, Linear
Graphs and Models, Measurement, Trigonometry, Number Patterns and Recursion, Inequalities and
Linear Programming. Students will also investigating and comparing Data Distributions, including the
relationships between two mathematical variables. The appropriate use of CAS technology using the TINspire Calculator is incorporated throughout the units.
Return to Contents Page
35
Geography Units 1-2
Unit 1: Hazards
In this area of study students examine hazards and hazard events before engaging in a study of at least
two specific hazards at a range of scales. They study one from at least two different types of hazards from
the list provided, for example, coastal hazards and an alien animal invasion, or floods and oil spills. The
selection of hazards should allow students to use visual representations and topographical maps at various
scales and undertake fieldwork. Students also explore the nature and effectiveness of specific measures
such as prediction and warning programs, community preparedness and land use planning, as well as
actions taken after hazards become harmful and destructive disasters. They study natural and human
factors influencing the nature of human responses, considering the scale of the hazard, levels of risk due
to hazards, past experiences and perceptions of similar hazards and hazard events, the economic choices
available to government organisations and communities to take action, available technological resources
and the ability to plan and develop effective prevention and mitigation measures.
Unit 2: Tourism
In this area of study students examine the characteristics of tourism, the location and distribution of
different types of tourism and tourist destinations and the factors affecting different types of tourism.
Students support this investigation with contrasting examples from within Australia and elsewhere in the
world. They investigate in detail at least one tourism location using appropriate fieldwork techniques, and
one other location elsewhere in the world. The selection of examples should allow students to work with a
range of information sources, for example statistical data, digital images, streamed video and a variety of
maps at various scales, as well as undertake fieldwork. They also explore the environmental, economic
and socio-cultural impacts of different types of tourism. They investigate at least one tourism location,
using appropriate fieldwork techniques, and another elsewhere in the world. Students evaluate the
effectiveness of measures taken to enhance the positive impacts and/or to minimise the negative impacts
at these locations.
Global Politics Units 3-4
Unit 3: Global Actors
In this unit students investigate the key global actors in twenty-first century global politics. They use
contemporary evidence to analyse the key global actors and their aims, roles and power. They develop an
understanding of the key actors through an in-depth examination of the concepts of national interest and
power as they relate to the state, and the way in which one Asia-Pacific state uses power within the region
to achieve its objectives. This unit is concerned with contemporary issues and events. While these may
have antecedents in issues and events before the twenty-first century, that students need to understand
to contextualise contemporary global situations, focus needs to be on the twenty-first century when
choosing particular examples and case studies.
Unit 4: Global Challenges
In this unit students investigate key global challenges facing the international community in the twenty-first
century. They examine and analyse the debates surrounding two ethical issues, which are underpinned
by the contested notion of global citizenship. They then evaluate the effectiveness of responses to these
issues. Students also explore the context and causes of global crises, and consider the varying
effectiveness of responses and challenges to solving them. This unit is concerned with contemporary
issues and events. While these may have antecedents in issues and events before the twenty-first century,
that students need to understand to contextualise contemporary global situations, focus needs to be on
the twenty-first century when choosing particular examples and case studies.
Health and Human Development Units 1-4
Unit 1: The Health and Development of Australia’s Youth
This unit focuses on the health and individual human development of Australia’s youth which involves
physical, social, emotional and intellectual changes. Students examine the factors that influence health
and development including the importance of nutrition as well as food behaviours. Australian youth
generally enjoy good health but their experiences with a range of health issues that impact on their
immediate and longer term health are investigated.
Return to Contents Page
36
Unit 2: Individual Human Development and Health Issues
In this unit, students focus on the lifespan stages of childhood and adulthood. The study of health is
constantly changing with many emerging issues that have impacts on Australia’s health and development.
An ageing population, new advances in technology, use of alternative health services, the impact of
environmental change and acknowledgement of human rights are considered.
Unit 3: Australia’s Health
This unit examines different ways to measure the health status of Australians including burden of disease,
adjusted life expectancy and mortality rates. Students learn about the National Health Priority Areas
initiative, funding of the Australian health system and government involvement in programs designed to
promote health.
Unit 4: Global Health and Human Development
This unit takes a global perspective on achieving sustainable improvements in health and human
development. Students examine the United Nations’ Sustainable Development Goals for combating
poverty, hunger, disease, illiteracy, environmental degradation and discrimination against women.
Students also learn about agencies that play a role in promoting sustainable human development.
History Units 1-4
Unit 1: Twentieth Century History 1900-1939
Unit 1 focuses on the political and economic dynamics of the early Twentieth Century. The period after
World War One was characterised by significant social and cultural change in the contrasting decades of
the 1920s and 1930s. New fascist governments used the military, education and propaganda to impose
controls on the way people lived, to exclude particular groups of people and to silence criticism. In
Germany, the persecution of the Jewish people became intensified. In the USSR, millions of people were
forced to work in state-owned factories and farms and had limited personal freedom. Japan became
increasingly militarised and anti-western. In the USA, the consumerism and material progress of the 1920s
was tempered by the Great Crash of 1929. Writers, artists, musicians, choreographers and filmmakers
reflected, promoted or resisted political, economic and social changes.
Unit 2: Twentieth Century History 1945-2000
In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing
political, economic and social arrangements in the second half of the twentieth century. The establishment
of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare,
resolving political tensions and addressing threats to human life and safety. The Universal Declaration of
Human Rights adopted in 1948 was the first global expression of human rights. Despite internationalist
moves, the second half of the twentieth century was dominated by the competing ideologies of democracy
and communism, setting the backdrop for the Cold War.
Unit 3 & 4: Revolutions
In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of
political revolution. Revolutions represent great ruptures in time and are a major turning point which brings
about the collapse and destruction of an existing political order resulting in a pervasive change to society.
Revolutions are caused by the interplay of ideas, events, individuals and popular movements, having a
profound effect on the political and social structures of the post-revolutionary society. Revolution is a
dramatically accelerated process whereby the new order attempts to create political and social change
and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed
or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by
foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme
measures of violence, oppression and terror. Students consider how perspectives of the revolution give
an insight into the continuity and change experienced by those who lived through dramatic revolutionary
moments. Students evaluate historical interpretations about the causes and consequences of revolution
and the effects of change instigated by the new order.
At Newhaven College in 2017, the VCE History Revolutions course will focus on the events, ideologies
and key figures of the two significant revolutions; These will be either the French Revolution (1781-1795)
or the 20th Century socialist/communist revolutions of either Russia or China.
Return to Contents Page
37
Languages: Japanese (Second Language) Units 1-4
Units 1-2
In these units students are to further their knowledge and ability about Japanese. They engage in longer
conversations, take notes in Japanese, and express objects and ideas in Japanese. Both oral and written
skills are practised and students also learn how to cope with different text types and audiences (formal
and informal). Through a variety of topics students have opportunities to know more about Japan and
Japanese people.
Units 3-4
Through these units, students are to extend their knowledge and ability gained in Unit 1-2. They are
required to perform oral and written tasks and they also undertake a detailed study where students focus
on one specific topic for approximately 15 hours of class time. They are required to take external oral and
written examinations held by the Board of Studies and a certain amount of class time will be devoted to
the preparation.
Legal Studies Units 1-4
Unit 1: Criminal Law in Action
Following an overview of the law in general, this unit focuses on criminal law. Students investigate the key
features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime.
Through a consideration of contemporary cases and issues, students learn about different types of crimes
and explore rights and responsibilities under criminal law. Students also consider the role of parliament in
law-making. Students investigate the processes and procedures followed by court; explore the main
features and operations of criminal courts and consider the effectiveness of the criminal justice system in
achieving justice.
Unit 2: Issues in Civil Law
Students examine the rights that are protected by civil law, as well as obligations that laws impose. They
investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil
law in society and how it affects them. The unit also focuses on the resolution of civil disputes through
judicial determination and alternative methods in courts, tribunals and independent bodies. Students focus
on cases that have had a broader impact on the legal system and on the rights of individuals. Students
develop an appreciation of the role played by such cases and undertake an analysis of relevant legal
issues.
Unit 3: Law-Making
In this unit students develop an understanding of the institutions that determine our laws, and their lawmaking powers and processes. Students develop an appreciation of the complex nature of law-making by
investigating the key features and operation of parliament, and influences on law-making, with a focus on
the role of the individual. Students develop an understanding of the importance of the Constitution in their
lives and on society as a whole, and undertake a comparative analysis with another country. They learn
of the importance of the role played by the High Court of Australia and investigate the relationships that
exist between parliaments and courts.
Unit 4: Resolution and Justice
Students examine the institutions that adjudicate criminal cases and civil disputes. They also investigate
methods of dispute resolution that can be used as an alternative to civil litigation. Students develop an
understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial
procedures that operate in the Victorian legal system. They consider the extent to which court processes
and procedures contribute to the effective operation of the legal system. They also consider reforms or
changes that could further improve its effective operation.
Return to Contents Page
38
Literature Units 1-4
Students of VCE Literature will experience a rewarding, challenging and amazing journey. They will
examine the work of some incredibly talented authors writing classic literature and/or more modern texts,
and the genres studied may include poetry, novels, plays, film, non-fiction and short stories. In past years
students have studied Shakespeare, Capote, Bronte, Ionesco, Donne, Funder, Aristophanes and Wilde,
to name a few. Students will almost certainly learn something about themselves during the journey. This
subject is a great choice for anyone who loves to read, discuss and write about great texts. Love, sex,
death, betrayal, disillusionment, joy, honour, guilt, loyalty, human relationships, cruelty and the frailty of
the human condition are just some of the thematic concerns students will encounter during this subject.
VCE Literature addresses humanity and inspires students to seek out depth and meaning in every
experience. Students of Literature approach all texts with an open mind and a willingness to confront and
be confronted.
Units 1-2
These units encourage students to recognise the ways that literary texts can explore human experience.
Students will develop their ability to read a text closely to reach a deeper understanding of the central
ideas. Students respond to texts in a number of ways, with an emphasis on; the thematic preoccupations
of the text; the social and historical context in which texts are both produced and received; conventions of
genre; stylistic features; and the language used to construct narrative. Assessment in Units 1-2 consists
of similar tasks to those in Units 3-4, with examinations at the end of each semester.
Unit 3
In this unit students consider how the form of a text affects meaning, and how writers construct their texts.
They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted
and transformed. They consider how the perspectives of those adapting texts may inform or influence the
adaptations. Students draw on their study of adaptations and transformations to develop creative
responses to texts.
Unit 4
In this unit students develop critical and analytic responses to texts. They consider the context of their
responses to texts as well as the ideas explored in the texts, the style of the language and points of view.
They investigate literary criticism, such as reviews, which inform both the reading and writing of texts.
Mathematical Methods Units 1-4
Units 1-2
These units are designed to prepare students who intend to study Units 3-4 Mathematical Methods or
Units 3-4 Specialist Mathematics. They provide a course of study for students who wish to take an in-depth
study of mathematics, with an emphasis on concepts, skills and processes related to mathematical
structure, modelling, problem-solving and reasoning. The areas of study include Algebra and Structure;
Arithmetic and Number; Discrete Mathematics; Geometry, Measurement and Trigonometry; Graphs of
Linear and Non-Linear Relations; and Statistics. The appropriate use of CAS (Computer Algebra System)
technology using the TI-Nspire Calculator is incorporated throughout the unit.
Unit 3
Students cover a selection of content from the Functions and Graphs, Algebra, Calculus, Probability and
Statistics as areas of study. This includes applications of derivatives and differentiation, and identifying
and analysing key features of functions (polynomial, exponential, logarithmic and circular) and their
graphs. Students use Computer Algebra System technology (CAS) to assist them.
Unit 4
This unit consists of the remaining content from Functions and Graphs, Calculus and Algebra as well as
the study of Random Variables and Discrete and Continuous Probability and the Distribution of Sample
Proportions. Students use Computer Algebra System technology (CAS) to assist them.
Return to Contents Page
39
Media Units 1-4
Unit 1: Representation and Technologies of Representation
In this unit students develop an understanding of the relationship between the media, technology and the
representations present in media forms. They study the relationships between media technologies,
audiences and society. Students develop practical and analytical skills, including an understanding of the
contribution of codes and conventions to the creation of meaning in media products, the role and
significance of selection processes in their construction, the role audiences play in constructing meaning
from media representations, and the creative and cultural impact of new media technologies.
Unit 2: Media Production and the Media Industry
In this unit students develop their understanding of the specialist production stages and roles within the
collaborative organisation of media production. Students participate in specific stages of a media
production, developing practical skills in their designated role. Students also develop an understanding of
media industry issues and developments relating to production stages and roles and the broader
framework within which Australian media organisations operate.
Unit 3: Narrative and Media Production Design
In this unit students develop an understanding of film, television or radio drama production and story
elements, and learn to recognise the role and significance of narrative organisation in fictional film,
television or radio drama texts. Students examine how production and story elements work together to
structure meaning in narratives to engage audiences. Students also develop practical skills through
undertaking exercises related to aspects of the design and production process. They complete a media
production design plan for a specific media form and audience. They present the relevant specifications
as a written planning document, with visual representations that employ media planning conventions
appropriate to the media form in which the student chooses to work.
Unit 4: Media: Process, Influence and Society’s Values
In this unit, students further develop practical skills in the production of media products to realise the
production design plan completed during Unit 3. Organisational and creative skills are refined and applied
throughout each stage of the production process. Students analyse the relationship between media texts,
social values and discourses in the media. The nature and extent of media influence, the relationship
between the media, media audiences and media regulation are also critically analysed in this unit.
Music Units 1-4
VCE Music offers students opportunities to engage in the practice of performing, creating and studying
music that is representative of diverse genres, styles and cultures. There are two main ways to pursue
Music at Newhaven College:
Music Performance
Units 1–2
Music Performance
Units 3–4
Music Investigations
Units 3–4
Music Performance
Unit 1-2
This unit focuses on building performance and musicianship skills. Students present performances of
selected group and solo music works using one or more instruments. They study the work of other
performers and explore strategies to optimise their own approach to performance. They identify technical,
expressive and stylistic challenges relevant to works they are preparing for performance and practise
technical work to address these challenges. They also develop skills in performing previously unseen
Return to Contents Page
40
music. Students study aural, theory and analysis concepts to develop their musicianship skills. In Unit 2
students continue to build their performance and musicianship skills. They also study strategies for
developing technical and expressive performance skills. They identify technical, expressive and stylistic
challenges relevant to works they are preparing for performance and practice related technical work.
Students also devise an original composition or improvisation.
Unit 3
This unit prepares students to present convincing performances of group and solo works. In this unit
students select a program of group and solo works representing a range of styles and diversity of character
for performance. They develop instrumental techniques that enable them to interpret the works and
expressively shape their performances. They also develop an understanding of performance conventions
they can use to enhance their performances. Students develop skills in unprepared performance, aural
perception and comprehension, transcription, music theory and analysis. The focus for analysis in Area of
Study 3 is works and performances by Australian musicians.
Unit 4
In this unit students refine their ability to present convincing performances of group and solo works.
Students select group and solo works that complement works selected in Unit 3. They further develop and
refine instrumental and performance techniques that enable them to expressively shape their performance
and communicate their understanding of the music style of each work. Students continue to develop skills
in aural perception and comprehension, transcription, theory, analysis and unprepared performance.
Students continue to study ways in which Australian performers interpret works that have been created
since 1910 by Australian composers/songwriters.
Music Investigations
Unit 3
In this unit students select a work from a prescribed list as the basis for an investigation of a Focus Area.
They explore the Focus Area through three complementary areas of study: Investigation,
Composition/arrangement/improvisation and Performance. Investigation involves research into
background contextual issues relevant to performance practice, critical listening to recordings of
performances and examination of texts such as musical scores. Composition/arrangement/improvisation
involves applying these research findings to create a folio of exercises, sketches or recorded
improvisations that demonstrate understanding of the characteristics of the Focus Area. Together, these
areas of study require students to apply extensive skills in performance, aural awareness, transcription,
music theory and analysis.
Unit 4
In this unit students continue the exploration within the Focus Area they began in Unit 3. In Unit 4 the
Investigation involves the preparation of program notes to accompany their end-of-year performance
program. This involves creating and performing a composition, improvisation or arrangement that draws
on musical characteristics of the Focus Area. This composition, arrangement or improvisation builds on
and extends exercises completed in Unit 3. Students rehearse and perform works for inclusion in a
program of works that relates to the Focus Area. They develop mastery of relevant instrumental techniques
and apply advanced performance conventions to realise their intended interpretations of each work. They
continue to use skills in aural awareness, transcription, music theory and music analysis to support their
work.
Outdoor & Environmental Studies Units 1-4
Unit 1: Exploring Outdoor Experiences
This unit examines some of the ways in which humans understand and relate to nature through
experiences of outdoor environments. The focus is on individual’s responses to and experiences of outdoor
environments. Students are provided with the opportunity to explore the many ways in which nature is
understood and perceived. They develop a clear understanding of the range of motivations for interacting
with outdoor environments and the factors that affect an individual’s access to outdoor experiences and
relationships with outdoor environments. Through outdoor experiences, students develop practical skills
and knowledge to help them live sustainably in outdoor environments.
Return to Contents Page
41
Unit 2: Discovering Outdoor Environments
In this unit students study nature’s impact on humans, as well as the ecological, social and economic
implications of human impact on outdoor environments. Students develop a clear understanding of the
impact of technologies and changing human lifestyles on outdoor environments. Students examine a
number of case studies of specific outdoor environments, including areas where there is evidence of
human intervention. They develop the practical skills required to minimise human impact on outdoor
environments. Students are provided with practical experiences as the basis for comparison between
outdoor environments and reflection to develop theoretical knowledge about natural environments.
Unit 3: Relationships with Outdoor Environments
The focus of this unit is the ecological, historical and social contexts of relationships between humans and
outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the
context of the changing nature of human relationships with outdoor environments in Australia. Students
consider a number of factors that influence contemporary relationships with outdoor environments and
examine the dynamic nature of relationships between humans and their environment. Students are
involved in one or more experiences in outdoor environments, including in areas where there is evidence
of human interaction. Through these practical experiences students are provided with the basis for
comparison and reflection, and opportunities to develop theoretical knowledge and skills about specific
natural environments.
Unit 4: Sustainable Outdoor Relationships
In this unit students explore the sustainable use and management of outdoor environments. They examine
the contemporary state of environments in Australia, consider the importance of healthy outdoor
environments, and examine the issues in relation to the capacity of outdoor environments to support the
future needs of the Australian population. Students consider the importance of developing a balance
between human needs and the conservation of outdoor environments and consider the skills needed to
be environmentally responsible citizens.
They investigate current agreements and environmental legislation, as well as management strategies and
policies for achieving and maintaining healthy and sustainable environments in contemporary Australian
society. Students engage in one or more related experiences in outdoor environments. They learn and
apply the practical skills and knowledge required to sustain healthy outdoor environments, and evaluate
the strategies and actions they employ. Through these practical experiences students are provided with
the basis for comparison and reflection, and opportunities to develop and apply theoretical knowledge.
Physical Education Units 1-4
Unit 1: Bodies in Motion
In this unit students explore how the body systems work together to produce movement and analyse this
motion using biomechanical principles. Through practical activities students explore the relationships
between the body systems and physical activity. They are introduced to the aerobic and anaerobic
pathways utilised to provide the muscles with the energy required for movement and the basic
characteristics of each pathway. Students apply biomechanical principles to improve and refine movement.
They use practical activities to demonstrate biomechanical principles and how the correct application of
biomechanics can lead to improved performance in sport and physical activity.
Unit 2: Sports Coaching - Physically Active Lifestyles
This unit explores a range of coaching practices. The approach a coach uses, the methods applied and
the skills used will have an impact on the degree of improvement experienced by an athlete. By studying
various approaches and applying this knowledge to a practical session, students gain a practical insight
into coaching. Through a series of practical activities, students gain an appreciation of the level of physical
activity required for health benefits and investigate how participation in physical activity varies across the
lifespan. They explore a range of factors that influence participation in regular physical activity, and collect
data to identify perceived barriers and the ways in which these barriers can be overcome.
Return to Contents Page
42
Unit 3: Physical Activity Participation - Physiological Performance
In this unit students apply various methods to assess physical activity and sedentary levels, and analyse
the data in relation to adherence to the National Physical Activity Guidelines. Students study and apply the
social-ecological model to identify a range of Australian strategies that are effective in promoting
participation in some form of regular activity. Students investigate the contribution of energy systems and
they investigate the characteristics of each system and the interplay of the systems during physical activity.
Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and
manage fatigue and to promote recovery.
Unit 4: Enhancing Performance
Students undertake an activity analysis. Using the results of the analysis, they then investigate the required
fitness components and participate in a training program designed to improve or maintain selected
components. Students learn to critically evaluate different techniques and practices that can be used to
enhance performance, and look at the rationale for the banning or inclusion of various practices from
sporting competition.
Physics Units 1-4
Unit 1: What ideas explain the physical world?
In this unit students explore some of the fundamental ideas and models used by physicists in an attempt
to understand and explain the world. They consider thermal concepts by investigating heat and assessing
the impact of human use of energy on the environment. Students evaluate common analogies used to
explain electricity and investigate how electricity can be manipulated and utilised. They examine current
scientifically accepted theories that explain how matter and energy have changed since the origins of the
Universe. Students undertake quantitative investigations involving at least one independent, continuous
variable.
Unit 2: What do experiments reveal about the physical world?
This unit requires that students undertake a core study related to motion, one option from a choice of
twelve options, and a student-designed investigation related to motion and/or one of the twelve options. In
this unit, students explore the power of experiments in developing models and theories. They make direct
observations of physics phenomena and examine the ways in which phenomena that may not be directly
observable can be explored including through indirect observations. They choose one of twelve options
related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics,
nuclear energy, nuclear physics, optics, sound and sports science.
Unit 3: How do fields explain motion and electricity?
In this unit students explore the importance of energy in explaining and describing the physical world. They
examine the production of electricity and its delivery to homes. Students consider the field model as a
construct that has enabled an understanding of why objects move when they are not apparently in contact
with other objects. Applications of concepts related to fields include the transmission of electricity over
large distances and the design and operation of particle accelerators. They explore the interactions, effects
and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate
motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very
fast objects. They consider how developing technologies can challenge existing explanations of the
physical world, requiring a review of conceptual models and theories. Students design and undertake
investigations involving at least two continuous independent variables.
Unit 4: How can two contradictory models explain both light and matter?
A complex interplay exists between theory and experiment in generating models to explain natural
phenomena including light. Wave theory has classically been used to explain phenomena related to light;
however, continued exploration of light and matter has revealed the particle-like properties of light. On very
small scales, light and matter – which initially seem to be quite different – have been observed as having
similar properties. In this unit, students explore the use of wave and particle theories to model the
properties of light and matter. Students further investigate light by using a particle model to explain its
behaviour. Students learn to think beyond the concepts experienced in everyday life to study the physical
world from a new perspective. Students design and undertake investigations involving at least two
continuous independent variables.
Return to Contents Page
43
Product Design and Technology Units 1-4
Design Technology is offered at Units 1-4 in Wood/Metal/Plastics, and Units 1-4 in Textiles.
Unit 1: Product Re-Design and Sustainability
This unit focuses on the analysis, modification and improvement of a product design with consideration of
the materials used and issues of sustainability. Knowledge of material use and suitability for particular
products is essential in product design. Students consider the use of materials from a sustainable
viewpoint. They are introduced to the Product Design Process and Product Design Factors. Students learn
about intellectual property (IP), its implications related to product design and the importance of
acknowledging the IP rights of the original designer. Students produce a re-designed product safely using
tools, equipment, machines and materials, compare it with the original design and evaluate it against the
needs and requirements outlined in their design brief.
Unit 2: Collaborative Design
In this unit students work in teams to design and develop an item in a product range or contribute to the
design, planning and production of a group product. They focus on factors including: human needs and
wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the
impact of these factors on a design solution. Students examine the use of ICT to facilitate teams that work
collaboratively but are spread across the globe. They are able to gain inspiration from an historical and/or
a cultural design movement or style and its defining factors. Students work both individually and as
members of a small design team to address a problem, need or opportunity and consider the associated
human-centred design factors. They design a product within a range, based on a theme, or a component
of a group product. They research and the product produced individually or collectively is evaluated.
Unit 3: Applying the Product Design Process
In this unit students are engaged in the design and development of a product that meets the needs and
expectations of a client and/or an end-user, developed through a design process and influenced by a range
of complex factors including function and context of the product; human-centred design factors; innovation
and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal
responsibilities; material characteristics and properties; and technology. This unit examines different
settings of design and manufacture and takes students through the Product Design Process. Students
examine how a design brief is structured, how it addresses particular Product Design Factors and how
evaluation criteria are developed from the constraints and considerations in the brief. Students examine
how a range of factors, including new and emerging technologies, and international and Australian
standards, influence the design and development of products. Students commence the application of the
Product Design Process for a product design for a client and/or an end-user, including writing their own
design brief which will be completed and evaluated in Unit 4.
Unit 4: Product Development and Evaluation
In this unit students learn that evaluations are made at various points of product design, development and
production. Students use comparative analysis and evaluation methods to make judgments about
commercial product design and development. Students continue to develop and safely manufacture the
product designed in Unit 3 and evaluate the effectiveness and efficiency of techniques they used and the
quality of their product with reference to evaluation criteria and client and/or end-user feedback. Students
make judgments about possible improvements. They produce an informative presentation to highlight the
product’s features to the client and/or an end-user and explain its care requirements.
Psychology Units 1-4
Unit 1: How are behaviour and mental processes shaped?
In this unit students investigate the structure and functioning of the human brain and the role it plays in the
overall functioning of the human nervous system. Students explore brain plasticity and the influence that
brain damage may have on a person’s psychological functioning. They consider the complex nature of
psychological development, including situations where psychological development may not occur as
expected.
Return to Contents Page
44
Unit 2: How do external factors influence behaviour and metal processes?
A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and
social factors. In this unit students investigate how perception of stimuli enables a person to interact with
the world around them and how their perception of stimuli can be distorted. They evaluate the role social
cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students
explore a variety of factors and contexts that can influence the behaviour of an individual and groups.
Unit 3: How does experience affect behaviour and mental processes?
The nervous system influences behaviour and the way people experience the world. In this unit students
examine both macro-level and micro-level functioning of the nervous system to explain how the human
nervous system enables a person to interact with the world around them. They explore how stress may
affect a person’s psychological functioning and consider the causes and management of stress.
Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the
development of new capacities and changed behaviours. They consider the limitations and fallibility of
memory and how memory can be improved. Students examine the contribution that classical and
contemporary research has made to the understanding of the structure and function of the nervous
system, and to the understanding of biological, psychological and social factors that influence learning
and memory.
Unit 4: How is wellbeing developed and maintained?
Consciousness and mental health are two of many psychological constructs that can be explored by
studying the relationship between the mind, brain and behaviour. In this unit students examine the nature
of consciousness and how changes in levels of consciousness can affect mental processes and
behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a
person’s functioning. Students explore the concept of a mental health continuum and apply a
biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use
specific phobia to illustrate how the development and management of a mental disorder can be
considered as an interaction between biological, psychological and social factors. Students examine the
contribution that classical and contemporary research has made to the understanding of consciousness,
including sleep, and the development of an individual’s mental functioning and wellbeing.
Specialist Mathematics Units 1-4
Units 1-2
These Units are designed to prepare students who intend to study Units 3-4 Specialist Mathematics.
Although not compulsory, they are highly recommended for these students. Concurrent or previous studies
of Mathematical Methods (CAS) Units 1-2 are assumed. The areas of study include: Algebra and Structure;
Arithmetic and Number; Discrete Mathematics; Geometry, Measurement and Trigonometry; Graphs of
Linear and Non-Linear Relations; Simulation, Sampling and Sampling Distributions.
Units 3-4
Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a
framework for thinking and a means of symbolic communication that is powerful, logical, concise and
precise. It also provides a means by which people can understand and manage their environment.
Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving,
applying, investigating, modelling, and problem posing and solving.
Specialist Mathematics consists of the following areas of study: Functions and graphs; Algebra; Calculus;
Vectors; Mechanics; Probability and Statistics. Students apply techniques, routines and processes,
involving rational, real and complex arithmetic, algebraic manipulation, diagrams and geometric
constructions, solving equations, graph sketching, differentiation and integration related to the areas of
study, as applicable, both with and without the use of technology. Specialist Mathematics Units 3 - 4
assumes concurrent or previous study of Mathematical Methods Units 3 - 4.
Return to Contents Page
45
Studio Arts Units 1-4
Unit 1: Studio Inspiration and Techniques
In this unit students focus on developing an individual understanding of the stages of studio practice and
learn how to explore, develop, refine, resolve and present artworks. Students explore sources of
inspiration, research artistic influences, develop individual ideas and explore a range of materials and
techniques related to specific art forms. Using documented evidence in a visual diary, students
progressively refine and resolve their skills to communicate ideas in artworks.
Unit 2: Studio Exploration and Concepts
In this unit students focus on establishing and using a studio practice to produce artworks. The studio
practice includes the formulation and use of an individual approach to documenting sources of inspiration,
and experimentation with selected materials and techniques relevant to specific art forms. Students
explore and develop ideas and subject matter, create aesthetic qualities and record the development of
the work in a visual diary as part of the studio process
Unit 3: Studio Practices and Processes
In this unit students focus on the implementation of an individual studio process leading to the production
of a range of potential directions. Students develop and use an exploration proposal to define an area of
creative exploration. They plan and apply a studio process to explore and develop their individual ideas.
Analysis of these explorations and the development of the potential directions is an intrinsic part of the
studio process to support the making of finished artworks in Unit 4.
Unit 4: Studio Production and Art Industry Contexts
In this unit students focus on the planning, production and evaluation required to develop, refine and
present artworks that link cohesively according to the ideas resolved in Unit 3. The development of these
artworks should reflect refinement and skilful application of materials and techniques, and the resolution
of ideas and aesthetic qualities discussed in the exploration proposal in Unit 3. Once the artworks have
been made, students provide an evaluation about the cohesive relationship between the artworks.
Systems Engineering Units 1-4
Unit 1: Introduction to Mechanical Systems
This unit focuses on engineering fundamentals as the basis of understanding underlying principles and
the building blocks that operate in simple to more complex mechanical devices. Students apply their
knowledge to design, construct, test and evaluate operational systems. The focus of the system should be
mechanical; however, it may include some electronic components. Through research, students explore
and quantify how systems use or convert the energy supplied to them. In this unit, students are introduced
to the Systems Engineering Process. They are introduced to the fundamental mechanical engineering
principles, including recognition of mechanical subsystems and devices, their motions, the elementary
applied physics, and the related mathematical calculations that can be applied to define and explain the
physical characteristics of these systems.
Unit 2: Introduction to Electrotechnology Systems
In this unit students study fundamental electrotechnology engineering principles. Through the application
of their knowledge and the Systems Engineering Process, students produce operational systems that may
also include mechanical components. In addition, students conduct research and produce technical
reports. While this unit contains fundamental physics and theoretical understanding of electrotechnology
systems and how they work, student focus remains on the construction of electrotechnology systems.
Students study fundamental electrotechnology principles including applied electrical theory, representation
of electronic components and devices, elementary applied physics in electrical circuits, and mathematical
calculations that can be applied to define and explain electrical characteristics of circuits. The unit offers
opportunities for students to apply their knowledge in the design, construction, testing and evaluation of
an operational system. The system should be predominately electrotech based, but would generally have
electro-mechanical components within the system.
Return to Contents Page
46
Unit 3: Integrated Systems Engineering and Energy
In this unit students study the engineering principles that are used to explain the physical properties of
integrated systems and how they work. Through the application of their knowledge, students design and
plan an operational, mechanical-electrotechnology integrated and controlled system. Students commence
work on the design, planning and construction of one substantial controlled integrated system. Students
learn about sources and types of energy that enable engineered technological systems to function.
Comparisons are made between the impacts of the use of renewable and non-renewable energy sources.
Students learn about the technological systems developed to capture and store renewable energy and
technological developments to improve the credentials of non-renewables.
Unit 4: Systems Control and New and Emerging Technologies
In this unit students complete the production work and test and evaluate the integrated controlled system
they designed in Unit 3. Students investigate new and emerging technologies, consider reasons for their
development and analyse their impacts. Students use their investigations, design and planning to continue
the fabrication of their mechanical electrotechnology integrated and controlled system using the Systems
Engineering Process. They use project and risk management methods through the construction of the
system and use a range of materials, tools, equipment, and components. They evaluate their processes
and the system. They also analyse a specific new or emerging innovation, including its impacts.
Visual Communication Design (Graphics) Units 1-4
Unit 1: Introduction to Visual Communication Design
This unit focuses on using visual language to communicate messages, ideas and concepts. This involves
acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and
concepts visible and tangible. Students practise their ability to draw what they observe and they use
visualisation drawing methods to explore their own ideas and concepts. Students develop an
understanding of the importance of presentation drawings to clearly communicate their final visual
communications.
Unit 2: Applications of Visual Communications 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.
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. Through practical
investigation and analysis of existing visual communications, students gain insight into how the selection
of methods, media, materials and the application of design elements and design principles can create
effective visual communications for specific audiences and purposes. They investigate and experiment
with the use of manual and digital methods, media and materials to make informed decisions when
selecting suitable approaches for the development of their own design ideas and concepts.
Unit 4: Design development and presentation
The focus of this unit is the development of design concepts and two final presentations of visual
communications to meet the requirements of the brief. This involves applying the design process twice to
meet each of the stated needs.
Return to Contents Page
47
VET in the VCE
(Vocational Education and Training in Schools Programs)
Students in Years 10, 11 and 12 have the opportunity, whilst they are studying for their VCE, to complete
a VET subject. VET in the VCE offers a range of programs that allow students to complete nationally
accredited TAFE (Technical and Further Education) certificates whilst still at school. VET certificates are
also recognised by the Victorian Curriculum and Assessment Authority (VCAA) and as such, contribute
to the attainment of the VCE.
VET in the VCE programs are vocationally based and provide students with very specific skills and
knowledge applicable to the workplace. Newhaven College is a Registered Training Organisation who
offers 22216VIC Certificate II in Building and Construction (Carpentry Pre-Apprenticeship). Newhaven
College also works closely with each of the regional TAFE providers and local Registered Training
Organisations, and we have also developed links with some Melbourne based TAFE institutions to further
the range of choices for students.
Students need to be committed to their VET studies as some programs will take place outside of normal
school hours, or away from the Newhaven College campus. Most courses have a Work Placement
component where students go into the workplace and learn skills and competencies "on the job". While
Newhaven College subsidises the cost of VET programs, extra costs are also usually involved. These
include TAFE tuition fees, books and additional materials, and transport costs involved in getting to the
TAFE College.
In 2017 any number of the 16 units required to satisfactorily complete the VCE can be achieved through
completing VCE VET Units. However, students are advised to discuss their Tertiary pre-requisites and
overall program to ensure they maximise their opportunity to attain an ATAR Score. Students wishing to
participate in VET Programs need to see Mr David Hynes, RTO (Registered Training Organisation)
Manager or Mrs Kym Plant, VCE Coordinator, before the end of the subject selection process.
Return to Contents Page
48
VET Building and Construction (Carpentry)
22216VIC Certificate II
The VCE VET Building and Construction program aims to:
 provide participants with the knowledge and skills to achieve competencies that will enhance
their employment prospects in the building and construction or related industries
 enable participants to gain a recognised national qualification and make an informed choice
of vocation or career path.
Career opportunities

Carpentry apprenticeship

Various apprenticeships in building and construction

Traineeships in designing, drafting and architectural fields

Complementary training for regulated trades within the construction industry such as
plumbing and electrical.
Course structure
The course will be delivered at the Trade Skills Centre in a simulated work place environment for one full
school day per week over a two year period. Assessment may be a combination of observation,
discussion, written assignments, tests and/or practical applications and work related projects. To
successfully achieve 22216VIC Certificate II in Building and Construction (Carpentry) Pre-apprenticeship
students will be required to complete all units of competency listed below.
Unit of competency module code and name
CPCCOHS1001A
Work safely in the construction industry
VU20955
Workplace safety and site induction`
HLTAID002
Provide basic emergency life support
VU20956
Building structures
VU20957
Calculation for the construction industry
VU20958
Prepare for work in the construction industry
VU20959
Communication skills for the construction industry
VU20960
Introduction to scaffolding and working platforms
VU20961
Levelling
VU20962
Quality principles for the construction industry
VU20963
Safe handling & use of selected portable power tools
VU20964
Workplace documents and plans
VU20971
Carpentry hand tools
VU20972
Carpentry power tools
VU20973
Basic setting out
VU20974
Sub-floor framing
VU20975
Wall framing
VU20976
Roof framing
VU20977
External cladding
VU20978
Install windows and door frames
VU20979
Interior fixings
VU20980
Introduction to demolition
VU20981
Formwork for concrete
VU20982
Basic environmental sustainability in carpentry
6 hours
34 hours
8 hours
8 hours
20 hours
16 hours
20 hours
24 hours
8 hours
8 hours
16 hours
20 hours
80 hours
64 hours
24 hours
36 hours
48 hours
40 hours
24 hours
24 hours
40 hours
16 hours
40 hours
16 hours
Return to Contents Page
49
VET Music
CUA20615 Certificate II in Music Industry
(Units 1-2 Equivalent)
VCE VET Music provides participants with knowledge, skills, qualifications and experiences that will
enhance their employment prospects in the music and related industries.
Musicians working in performance, music education, production, composition, arts and event
management, sound design, music therapy, retail, promotions and many other industry roles require a
solid grounding in the creative and collaborative processes that take a musical idea from formation to
professional presentation.
Units 1 and 2 focus on foundations for effective performance, composition/song writing, industry
awareness and the recording process.
CUA30915 Certificate III in Music (Performance)
(Units 3-4 Equivalent)
Certificate III in Music Industry (Performance) focuses on developing effective skills for preparing and
targeting live performances towards specific markets and performance contexts. Students prepare solo
or ensemble programs for performance at school events, public venues and their final performance
examination.
The Units 3 and 4 sequences of VCE VET Music are not designed as stand-alone studies. Students are
strongly advised against undertaking the Units 3 and 4 sequence without first completing Units 1 and 2.
Return to Contents Page
50
LIST OF APPENDICES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Change of Course Form
Application for Extension
Statement about Lost or Damaged Work (Units 1-2)
Application for Consideration of Disadvantage for Units 1-2
Application to Reschedule an Assessment Task
Application for Exemption from Assessment (Unit 3-4)
Statement about Lost or Damaged Work (Units 3-4)
Application for Special Provision
Withdrawal from VCE Studies
Important Dates for 2017 Subject Selection
Year 10 Subject Selection Form
VCE Subject Promotion Form
51
Appendix 1
VCE Change of Course Form
Name: _________________________________
Block
Units currently enrolled in
Subject
Year: __________________
Proposed subject change
Subject
Teacher
1
2
3
4
5
6
Reason for Application:
Careers Counsellor:
Exit Subject: Teacher’s Signature:
New Subject: Teacher’s Signature:
Parent’s Signature:
Academic Board Meeting Required
Yes
No
SPECIAL CONDITIONS:
Approved by:
VCE Coordinator
_____________________________
VASS notified
Date: _______________
Teacher
Appendix 2
Application for Extension
PART A: (To be completed by the student)
Applications must be submitted to the subject teacher. The maximum extension granted will be two
weeks. Late work may be penalised. Full details on Extensions may be found in the Student VCE
Handbook.
Name: _______________________________Year: ___________Date: _____________
Unit: ________________________________Teacher: ___________________________
Outcome/Assessment Task: ________________________________________________
Set Deadline Date: _______________________
Reason for Seeking an Extension:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
IF EXTENSION IS GRANTED:
Length of Extension: ______________________________
__________________________________
Student Signature
Due Date: ________________
____________________________________
Teacher Signature
VCE Coordinator ________________________ Date: _________
Once work is completed this application should be stapled to the late work.
CONDITIONS OF THE EXTENSION
PART B: (To be completed by Teacher)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix 3
Statement about Lost or Damaged Work
(Units 1 and 2)
Student Name: _________________________________ Date: ______________
Unit: _______________________________
Teacher: ______________________
Outcome Task: _____________________________________________________
OR
Assessment Task:_____________________________________________________
Statement Explaining Circumstances:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Student Signature: ____________________________________
Date:________________
Parent Signature: _____________________________________
Date: _______________
OFFICE USE:
The school has decided to award the following result in this unit: __________________________
Received by: ________________________________________
Teacher
Date: _______________
Approved by: _______________________________________
VCE Coordinator
Date: _______________
Appendix 4
Application for Consideration of
Disadvantage for Units 1 and 2
PART A: (To be completed by student)
Name: ________________________________________________
Date: __________
Units you wish to be considered for Special Consideration.
Units
Teacher
___________________________________
__________________________________
___________________________________
__________________________________
___________________________________
__________________________________
In the space provided, state clearly your reasons for applying for consideration of disadvantage. Please
attach any evidence or documentation which may support your case (e.g. medical certificate).
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________
Student Signature
____________________________________
Parent Signature
PART B: to be completed by the Head of Senior School
EITHER:
Your Application for Consideration of Disadvantage has NOT been successful
for the following reasons:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
OR:
Your Application for Consideration of Disadvantage HAS been successful and
will be applied in the following manner:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________
Head of Senior School
_________________
Date
$SSHQGL[
$SSOLFDWLRQWR5HVFKHGXOHDQ
$VVHVVPHQW7DVN
Name: _______________________________
Year: ___________
Date: ____________
Unit: ________________________________
Teacher: ___________________________
Assessment Task: ___________________________________________________________
5HDVRQ (Tick a box below):
Evidence Required (To be attached
when form returned
Illness
ƒ Medical Certificate/Doctor's letter
Family/Personal issue
ƒ Letter from Guardian/Parent
Original Date: _____________________
Time required: ______________
$SSURYHG: Yes / No
Teacher's signature: _____________________
Alternative Date: ________________________
Time: _____________________
Parent's signature: ______________________
VCE Coordinator/Head of Senior School signature: ___________________________
Appendix 6
Application for Exemption
from Assessment
Dear Parent,
Your son/daughter has applied to be exempted from assessment. To qualify for the Victorian
Certificate of Education, a student must satisfactorily complete 16 units including at least three
English units and three other Year 12 (Units 3 and 4) studies. To satisfactorily complete a unit, a
student must achieve the set of Learning Outcomes.
As well as achieving these learning outcomes, students normally attempt the externally assessed
Assessment Tasks. These ATs are graded and an Australian Tertiary Admissions Rank (ATAR)
Score is calculated on the basis of performance in these ATs.
The decision not to undertake ATs should not be taken lightly. Students should discuss the
implications of their decision with parents, relevant teachers and the Deputy Principal – Teaching
and Learning. Not attempting ATs will generally disqualify a student from University studies.
APPLICATION FOR EXEMPTION
Student’s Name: __________________________________________
Unit(s) ______________________________
________________________________
Assessment Tasks not attempted:
_________________________________________________________________________
_________________________________________________________________________
Reasons for seeking exemption:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Parent: ____________________________________________ Date: ________________
Student: ___________________________________________ Date: ________________
Teacher: ___________________________________________ Date: ________________
Head of Senior School ________________________ Date: _________
VCE Coordinator ________________________ Date: _________
Report on Lost/Stolen/Damaged (LSD)
School-assessed Tasks and the Externally-assessed Task
School name
VCAA school code
Address (postal)
Suburb
Contact person
Position of responsibility
Postcode
PhoneFax
VCAA Student Number
Student family name
Student first name
Study name
Study code
School-assessed Task
Lost
Stolen Damaged Strike out whichever is not applicable
Initial School Assessment
Score
The principal acting on advice from the teacher and on the basis of records kept, will determine an initial assessment for the Schoolassessed Task. The initial assessment for the School-assessed Task may require adjustment.
Description of circumstances:
Principal’s or delegate’s name
Principal’s or delegate’s signature
VICTORIAN CURRICULUM
AND ASSESSMENT AUTHORITY
Level 1, 2 Lonsdale Street, Melbourne VIC 3000, Australia
TELEPHONE +61 3 9032 1700 FASCSIMILE +61 3 9032 1799
EMAIL vcaa@edumail.vic.gov.au WEB www.vcaa.vic.edu.au
Application for Special Provision for School-based Assessment and unit completion
Collection notice
The Victorian Curriculum and Assessment Authority (VCAA) is a statutory authority established under the Education and Training Reform Act 2006. The collection of the personal information on this form
is required to facilitate your application for Special Provision with your school. The personal information you supply in this application may be required by the VCAA for internal use only and will not be
disclosed to any third party unless required by law.
This form is to be used and retained by the school, together with the supporting evidence, to record applications for Special Provision for School-based
Assessment. Refer to the Special Provision section of the VCE and VCAL Administrative Handbook for advice.
School name
VCAA School code
SECTION A
This section is to be completed by the student.
1. Student details
Family name
First name
Date of application D D / M M / Y Y Y Y
VCAA Student number
Outline your illness/condition and how it would effect your ability to complete School-based Assessment and/or meet VCE or VCAL unit requirements.
2. Application details
2.1
I am applying for the following (more than one box may be marked):
additional time to complete work
use of an aid
use of technology to complete and present work
support group
other (please specify):
2.2
Period the application covers: from D D / M M / 2 0 1
6 to
D D / M M / 2
0
1
6
3. Studies
List the studies in this application.
STUDENT TO COMPLETE
DATA\FORMS\AdminHandbook\AppSpecProvSchAss2.indd
VCE or VCAL Study
Student’s signature
Unit
OFFICE USE ONLY – SCHOOL TO COMPLETE
Assessment
Task
Approved
Y/N
Provision granted
If not approved, why?
Date / / Page 1 of 2
SECTION B
Schools should first complete the Office Use Only section in the table on the previous page.
4. Number of days absent from school
Note: The absence is not reported to the VCAA
Term 1
Term 2
Semester 1
Semester 2
OR Term 3
Term 4
Please comment on student’s condition and level of effect and justification for your decision/s. Include any other additional information you believe is relevant.
5. Has the student been advised of the application outcome?
Yes
No
6. Checklist of the student’s supporting documents
Confidential teacher/coordinator’s report
Student’s signed statement of reasons for application
Qualified medical practitioner report/letter (if necessary)
Psychologist report/letter (if necessary)
Other reports/letters (if necessary)
Number of ‘other’ documents
Date / / Principal’s signature
Date / / DATA\FORMS\AdminHandbook\AppSpecProvSchAss2.indd
Teacher/coordinator’s signature
Page 2 of 2
Student Exit form
Please print clearly and in CAPITAL LETTERS.
I hereby authorise the entire withdrawal of my enrolment.
Exit date ____/____/____
Student name
Student’s signature
VCAA Student Number
DATA/FORMS/AdminHandbook/StuExitForm.indd – page 1 of 1
This form may be appended to your school’s standard exit form.
Important Dates for VCE 2017 Subject Selection
Tuesday 7 June
Friday 10 June
Wednesday 15 June
Friday 22 July
Friday 19 August
Friday 21 October
Monday 14 November
Thursday 17 November
Wednesday 7 December
VCE 2017 Information Evening
VCE 2017 Subject Selection forms due
Proposed 2017 blocks distributed; Subject offers to students
Confirmation of each student’s Rollover and 2017 subjects
VCE Rollover booklists available online
VCE Rollover booklists due
VCE Rollover Book Collection at Boys Home Road Campus
VCE Rollover commences
Final Day of Term for VCE Students
Important Dates for Year 10 2017 Subject Selection
Tuesday 19 July
Friday 22 July
Monday 15 August
Monday 3 October
Friday 2 December
Friday 9 December
Year 10 Information Evening
Year 10 Subject Selection forms due
Confirmation of Subject Selection for 2017
Main Booklists available online
Main Booklists due
Final Day of School for Year 9 Students
Year 9 Parents please note; If your child is undertaking a Year 11 VCE Subject in Year 10, then
their books are available for early order. Please see the above VCE Booklist information.
YEAR TEN SUBJECT PREFERENCE FORM 2017
Electives – Number from 1 to 6. (1 being first choice)
Electives - Year 10
Subjects
Students complete four
electives for the year.
Each elective runs for 5
periods per cycle, with the
exception of Japanese
which runs for 10 periods.
A student studying
Japanese can only do two
other electives.
Electives – Year 11
subjects
Art
Information Technology
Commerce
Languages - Japanese
Product Design Technology
– Wood
Product Design TechnologyTextiles
Media
Music
Drama
Music Performance
Environmental Science
Outdoor Recreation
Food Studies
Physical Education
Graphics
Systems Engineering
These VCE subjects are offered subject to Academic Selection Criteria
being met.
VCE Block 2
Only one advanced study
can be chosen unless
approval has been given
by the Academic Board to
study two.
VCE Block 3
Unit 1 & 2 Environmental
Science
Unit 1 & 2 Biology
Unit 1 & 2 History
Unit 1 & 2 Dance
Unit 1 & 2 Physical
Education
Unit 1 & 2 Outdoor and
Environmental Studies
VCE subjects run for ten
periods per cycle, so
students choosing a VCE
subject can only do two
Year 10 electives.
Unit 1 & 2 System Engineering
Unit 1 & 2 Visual
Communication Design
VET Music
Elective – Year 11 Subject – VET Building and Construction
VET Building and Construction is offered outside the blocks at the Trade Skills Centre on day per week.
Mathematics
Science
Tick preferred option
Tick preferred option
Mathematics
Advanced
Mathematics Core
Mathematics
Foundation
Core Science
I have approved the selections attached as
my preferences for subjects in 2017.
Student Signature:
__________________________________
Life Science
Parent Signature:
___________________________________
Please return to the MS Student Access
Window
Due: 22 July 2016
Subject Promotion Statement
Year 10, 2017
Student Name: ____________________________
Any student wishing to undertake a Year 11 (VCE) subject in Year 10 must
complete the following application form with all relevant signatures and return to Miss Hall with
your subject selection sheet. Please note that all applications must be reviewed and
approved by the Academic Review Board.
1) Please tick the subject you are applying for and include a reason for your
application:
2) Please fill in your Grades
Please
Tick
Proposed VCE 2017 Subject:
Reason:
VCE 1-2 Biology
VCE 1-2 Environmental Science
VCE 1-2 Dance
VET 1-2 History
VCE 1-2 Outdoor and
Environmental Studies
VCE 1-2 Physical Education
VCE 1-2 System Engineering
VCE 1-2 Visual Communication
Design
VET Music
VET Building and Construction
2016 Year 9 Results (Mid-Year Report and Indicative Grades)
Y9 English
i)
ii)
Y9 IDEAS
i)
ii)
Y9 Science
i)
ii)
Y9 Mathematics
i)
ii)
For each subject:
i:
Coursework and Examination Grades awarded in Semester One (B+ average
required)
ii:
Indicative Grades for Semester Two (from your teacher)
3) Gather comments from Year 9 teacher/s:
Year 9 Teacher signature: ___________________________
Parent/Guardian signature: ___________________________
Please note that places in Year 11 classes are offered to Year 11 students first.