VCE Environmental Science
Implementation Frequently Asked Questions
Question: In Units 3 and 4, do all students in the class need to study the same selected threatened animal,
pollutant (other than mercury or sulfur) and environmental science project?
Answer. No. Although all students in the class may study the same selected threatened animal, pollutant
(other than mercury or sulfur) and environmental science project, teachers may allow each student - or
group of students - to choose their own threatened animal and/or pollutant (other than mercury or sulfur)
and/or environmental science project. It is expected that suitable case studies and projects will be selected
such that students develop an understanding of the underlying principles related to threatening processes
on biodiversity, the characteristics and management of pollutants in general, and the general principles of
ecologically sustainable development and environmental management strategies. Teachers are reminded
that where optional assessment tasks are used, teachers must ensure that they are comparable in scope and
demand.
Question: With the discontinuation of mid-year examinations, are we now able to rearrange the content
of Units 3 and 4 so that some content in Unit 4 is taught in Semester 1 and some content in Unit 3 is
taught in Semester 2?
Answer: Results for School-assessed Coursework and satisfactory completion of Unit 3 outcomes must
be reported early in Semester 2, as per the Important Administrative Dates for each year which are
published on the VCAA website: www.vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx.
However, teachers may wish to draw on relevant conceptual links from Unit 4 in the delivery of Unit 3
outcomes. Similarly, drawing on Unit 3 concepts when delivering Unit 4 outcomes serves to strengthen
conceptual understanding and make links between different concepts.
© VCAA, July 2013