This table provides detailed information about proposed changes to the VCE Psychology study design.
General changes
Feature Current study design Proposal for revised study design
Biopsychosocial framework

Biopsychosocial framework included specifically in Unit 4, with reference to biological, behavioural, cognitive and sociocultural perspectives in Unit 1

Biopsychosocial framework used across Units 1 to 4 to examine how biological, psychological and social factors are interrelated when considering human thought, emotions and behaviour
Brain and nervous system

Structure and function of brain and nervous system introduced in
Unit 3

Structure and function of brain and nervous system included across Units 3 and 4
Specific changes
Section Current study design
Scope of study A single Rationale covers both proposed Scope of study and
Rationale
Aims
Key science skills
Rationale
Includes a set of ten VCE
Psychology aims
Proposal for revised study design
Explains aspects of the broad discipline of psychology that is included in VCE Psychology
Explains the importance of studying
VCE Psychology, including postsecondary pathways
Proposes a set of two VCE
Psychology-specific aims and a set of seven generic aims which apply to all VCE sciences (Biology,
Chemistry, Environmental Science,
Physics and Psychology)
A set of key skills is described under three general headings
A set of key science skills is described under seven general headings which apply to all VCE sciences, with elaborations specific to VCE Psychology
©VCAA, August 2014

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit questions Unit titles

Unit 1: Introduction to psychology

Unit 2: Self and others

Unit 3: The conscious self

Unit 4: Brain, behaviour and experience
Unit questions designed to link concepts and ideas across the unit and to reflect the inquiry nature of science

Unit 1: Are people programmed for life?

Unit 2: What makes individuals individual?

Unit 3: Does experience change thinking?

Unit 4: All in the mind?
Area of study questions
Area of study has short phrases as titles
Key knowledge sub-headings
Key knowledge is listed as a set of dot points
Area of study has questions as titles which are designed to enable exploration of the concepts and ideas related to the topics within the area of study
Key knowledge dot points are listed under sets of sub-headings
Unit 1
Area of Study 1
What is psychology?

scope of psychology

classical and contemporary theories in the development of psychology

research methods in psychology

major perspectives (biological, behavioural, cognitive and sociocultural) in psychological research

visual perception
How does the brain work?
Topics:

role of brain

areas of the brain

brain damage and brain function
Content includes some elements of the current Unit Area of Study 1 related to the development of psychological ideas and research methods in psychology.
New content areas include:

structure and function of the brain and nervous system, which includes some content from the current Unit 3 Area of Study 1

brain damage through a study of frontal lobe damage, Korsakoff’s syndrome, aphasia and
Parkinson’s disease
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VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit 1
Area of Study 2
Unit 1
Area of Study 3
Lifespan psychology

stages of lifespan

nature-nurture influences on behaviour

theories related to psychological development

mental illness across the lifespan

cognitive and psychological changes in the very old
Is everyone’s psychological development the same?
Topics:

nature and nurture

thoughts and behaviours

development and abnormality
Content is similar to the current Unit
Area of Study 2 except that:

number of psychological theories have been reduced

lifespan psychology has greater focus on infancy and adolescence

new content includes role of the nervous system in development of psychological problems including foetal alcohol syndrome and Down’s syndrome, and the
‘two-hit’ hypothesis as an explanation for onset of schizophrenia

Not included Research investigation related to one of six options: biopsychology; brain and use of technology; psychological development; intelligence and IQ testing; personality; cognition

new area of study with a skills focus, including communication

student selected question for investigation

investigation question relates to content in Unit 1 Areas of Study 1 and/or 2

intelligence and personality are proposed as options and are currently core elements of Unit 2
Area of Study 2
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VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit 2
Area of Study 1
Interpersonal and group behaviour

attitude formation

attitudes, prejudice and discrimination

social influences on the individual

pro- and anti-social behaviour of the individual

measurement of attitudes and behaviours
Do individuals perceive the world differently?
Topics:

sensation and perception

distortion of perception
Mostly new area of study, which builds on visual perception content in current Unit 1 Area of Study 1 by:

distinguishing between sensation and perception

including biopsychosocial aspects related to visual and gustatory perception

including psychological explanations for perceptual distortions
Unit 2
Area of Study 2
Intelligence and personality

concept of intelligence and factors that influence intelligence

classic and contemporary approaches to intelligence

strengths and limitations of intelligence measures

personality

classic and contemporary approaches to personality

use of personality and aptitude inventories in vocational settings

strengths and limitations of classifications of personality
What influences behaviour?
Topics:

social cognition

external influences on behaviour

anti-social behaviour
Content is similar to the current Unit
2 Area of Study 1 except that:

there has been a reduction in the number of psychological theories

new inclusions include aggression, bullying behaviour, criminal offending and/or reoffending

prejudice is not an explicit inclusion
©VCAA, August 2014 4

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Section
Unit 2
Area of Study 3
Current study design

Not included
Proposal for revised study design
Practical investigation related to internal and/or external influences on behaviour

new Area of Study with a skills focus

investigation question relates to content in Unit 2 Areas of Study 1 and/or 2

student designed and conducted practical work which may involve laboratory work, surveys, questionnaires, observational studies and/or the use of rating scales

includes collection of primary qualitative and/or quantitative data
Unit 3
Area of Study 1
Mind, brain and body

normal waking consciousness and altered states of consciousness

sleep

methods of measuring levels of alertness and sleep

effects of total and partial sleep deprivation

cognitive processes of the brain and brain structure

studies of aphasia, spatial neglect and split-brain studies
What does the nervous system do?
Topics:

nervous system

malfunction of the nervous system

stress
Content focuses on nervous system function and includes content in current Unit 3 Area of Study 1 related to roles of the central and peripheral nervous systems
Content from current Unit 4 Area of
Study 2 related to stress is included in this area of study but has been strengthened in terms of specified neurological processes
New content includes nervous system malfunction with respect to
Parkinson’s disease, Tourette’s syndrome and Huntington’s disease
©VCAA, August 2014 5

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit 3
Area of Study 2
Memory

mechanism of memory formation

models for explaining human memory

strengths and limitations of theories of forgetting

manipulation and improvement of memory
How do people learn and remember?
Topics:

neural basis of learning and memory

models to explain learning

models to explain memory

reliability of memory
This unit combines the content of the current Unit 3 Area of Study 2
(Memory) and Unit 4 Area of Study 1
(Learning) except that

number of learning theories have been reduced

scope of neural basis of learning and memory has been specified, including reference to particular neurotransmitter actions
Unit 4
Area of Study 1
Learning

behaviours not dependent on learning

neural basis of learning

applications and comparisons of learning theories

application of ethical principles to classical psychological experiments
What are the effects of different levels of consciousness?
Topics:

consciousness

altered states of consciousness

sleep

sleep disturbances
Content includes a significant component of the current Unit 3 Area of Study 1 with respect to consciousness and sleep:

includes drug-induced altered states of consciousness through a study of the action of stimulants and depressants

new content relates to circadian rhythms, and sleep disturbances,
©VCAA, August 2014 6

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit 4
Area of Study 2
Mental health

concepts of normality and differentiation of mental health from mental illness

use of a biopsychosocial framework in considering physical and mental health

stress

mental disorder and its management (one of specific phobia, major depression, gambling or schizophrenia
What is mental health?
Topics:

mental health

mental illness

maintenance of mental health
Content is similar to current Unit 4
Area of Study 2 except that:

stress in current Unit 4 Area of
Study 2 has been moved to Unit
3 Area of Study 1 in the proposed study design

specific classification systems are not listed

study of major depressive disorder and schizophrenia are included

study of phobia and gambling have been deleted

predisposing, precipitating, perpetuating and protective factors have been listed in applying a biopsychosocial framework to mental disorders
Unit 4
Area of Study 3

Not included Practical investigation related to mental processes and psychological functioning

new Area of Study with a skills focus

investigation question relates to content in Units 3 and/or 4

may be undertaken in either Unit
3, Unit 4 or across both Units 3 and 4

student designed and conducted

may involve collection of primary qualitative and/or quantitative data

results presented as a scientific poster
©VCAA, August 2014 7

VCE PSYCHOLOGY
Section
Practical logbook
Schoolassessed
Course
Current study design
Units 3 and/or 4 scientific poster template
Not included
Not included
School-assessed Coursework is weighted across four outcomes
SUMMARY OF PROPOSED CHANGES
Proposal for revised study design
Scientific poster template provided which includes identified sections and suggested marking scheme
Students are required to maintain a practical logbook for record, authentication and assessment purposes
Proposed School-assessed
Coursework is equally weighted across 5 outcomes
©VCAA, August 2014 8

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Units 1 and 2
Assessment tasks in the current and proposed study designs are similar although some have been updated to reflect current assessment practice and the nature of the discipline. Specified reports of an investigation into brain function and/or development in Unit 1 and internal and/or external influences on behaviour in Unit 2 strengthen assessment of scientific skills.
Current Unit 1 assessment tasks Proposed Unit 1 assessment tasks
Assessment tasks for this unit are selected from the following:

research investigation

annotated folio of practical activities

media response

oral presentation using two or more data types, for example still or moving images, written text, sound

visual presentation, for example concept map, graphic organiser, poster

test

essay

debate

data analysis

evaluation of research.
For Outcomes 1 and 2:
A selection from the following:

report of a practical activity involving the collection of primary data

research investigation involving the collection of secondary data

brain structure modelling activity

logbook of practical activities

analysis of data/results including generalisations/conclusions

media analysis/response

problem solving involving psychological concepts, skills and/or issues

test comprising multiple choice and/or short answer and/or extended response

reflective learning journal/blog related to selected activities or in response to an issue
The assessment tasks may be written, oral or multi-modal. and
For Outcome 3:

a report of an investigation into brain function and/or development that can be presented in various formats, for example, digital presentation, oral presentation, or written report.
©VCAA, August 2014 9

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Current Unit 2 assessment tasks Proposed Unit 2 assessment tasks
Assessment tasks for this unit are selected from the following:

research investigation

annotated folio of practical activities

media response

oral presentation using two or more data types, for example still or moving images, written text, sound

visual presentation, for example concept map, graphic organiser, poster

test

essay

debate

data analysis

evaluation of research.
For Outcomes 1 and 2:
A selection from the following:

report of a practical activity involving the collection of primary data

research investigation involving the collection of secondary data

logbook of practical activities

analysis of data/results including generalisations/conclusions

media analysis/response

problem solving involving psychological concepts, skills and/or issues

test comprising multiple choice and/or short answer and/or extended response

reflective learning journal/blog related to selected activities or in response to an issue
The assessment tasks may be written, oral or multi-modal. and
For Outcome 3:

a report of an investigation into internal and/or external influences on behaviour that can be presented in various formats, for example, digital presentation, oral presentation, scientific poster or written report.
©VCAA, August 2014 10

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Proposed Unit 3 assessment
Assessment tasks in the current and proposed study designs are similar although some have been updated to reflect current assessment practice and the nature of the discipline. It is proposed that there is a reduction from three to two mandated tasks. An indication of time for the task is intended to provide greater comparability in the scope of the task across classes and schools, and to reduce School-assessed Coursework load for teachers and students.
Outcomes
Outcome 1
Explain how the structure and function of the human nervous system enables a person to interact with the external world, describe the effects of damage to the nervous system, and discuss the causes, effects and management of stress.
Marks allocated*
30
Assessment tasks
At least one task selected from:
 annotations of at least two practical activities from a practical logbook
 evaluation of research
 report of a student investigation
 analysis of data including generalisations and conclusions
 media analysis/response
 extended response questions
 reflective blog related to the function of the nervous systems and/or the management of stress
(approximately 50 minutes)
Outcome 2
Apply both neural and psychological factors to explain how new information can be learnt and stored in memory, and outline biological and psychological factors that can exp lain a person’s inability to remember information.
30
Total marks 60
*School-assessed Coursework for Unit 3 contributes 16 per cent.
Reflection related to at least two practical activities from a practical logbook on the significance of biological and psychological factors on learning and memory
(approximately 50 minutes)
©VCAA, August 2014 11

VCE PSYCHOLOGY SUMMARY OF PROPOSED CHANGES
Proposed Unit 4 assessment
Assessment tasks in the current and proposed study designs are similar for Outcomes 1 and 2 although some have been updated to reflect current assessment practice and the nature of the discipline. An indication of time for the task is intended to provide greater comparability in the scope of the task across classes and schools, and to reduce School-assessed Coursework load for teachers and students.
The proposed Outcome 3 task may be undertaken in Unit 3, Unit 4, or across Unit 3 and Unit 4, but will be reported as part of Unit 4 School-assessed Coursework and is a new assessment inclusion. A template has been constructed for production of the associated scientific poster task to assist in staged completion and authentication of student work.
Outcomes
Outcome 1
Compare different states of consciousness, explain the purpose and nature of sleep, and discuss the effects of sleep disrup tion on a person’s functioning.
Marks allocated*
30
Assessment tasks
At least one task selected from:
 annotations of at least two practical activities from a practical logbook
 report of a student investigation
 analysis of data including generalisations and conclusions
 media analysis/response
 extended response questions
 reflective learning journal/blog related to consciousness and/or sleep
(approximately 50 minutes)
Outcome 2
Explain the concepts of mental health and mental illness, apply a biopsychosocial framework to explain the causes and management of major depressive disorder and schizophrenia, and critically examine strategies proposed to maintain mental health.
30
At least one task (which is different from the task/s for Outcome 1) selected from:
 annotations of at least two practical activities from a practical work folio
 report of a student investigation
 analysis of data including generalisations and conclusions
 media analysis/response
 extended response questions
 reflective learning journal/blog related to mental health and/or mental illness
(approximately 50 minutes)
Outcome 3
Design and undertake an investigation related to mental processes and psychological functioning, and present their methodologies, findings and conclusions as a scientific poster.
30
Total marks 90
*School-assessed Coursework for Unit 4 contributes 24 per cent.
Structured scientific poster according to VCAA template
(maximum 1000 words)
©VCAA, August 2014 12