Flinders Christian Community College
TYABB CAMPUS
Guide to Courses 2016
Years 11 and 12 (VCE)
“Building character; unfolding the future.”
Flinders Christian Community College
TYABB CAMPUS
Guide to Courses 2016
Years 11 and 12
Victorian Certificate of Education
Our Purpose
We bring hope and purpose to our community through Christian Education.
TABLE OF CONTENTS
Introduction to VCE in the Senior School
1
VCE Curriculum – Details and Explanation
3
English
13
Promotion in the Senior School
4
Literature
15
VCE Provision by Inter Campus Studies
5
Vocational Education and Training (VET)
5
Art
18
VCE Studies by Distance Education
6
Studio Arts (Digital Photography)
21
University Enhancement Program
6
Food and Technology
23
VCE Study in the Senior School
6
Product Design and Technology (Textiles)
25
Graduating with a VCE Certificate
7
Product Design and Technology (Wood/Plastics)
27
Australian Tertiary Admission Rank (ATAR)
7
Visual Communication and Design
29
School Assessed Coursework
8
Business Faculty
31
General Achievement Test (GAT)
8
Accounting
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9
Business Management
34
Legal Studies
37
Assessment and Reporting
Acceleration Program
10
Selecting a VCE Program
11
Key Dates
11
English Faculty
Art, Design and Technology Faculty
Health and Physical Education Faculty
12
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39
Health and Human Development
40
Physical Education
42
Sport and Recreation–Outdoor Recreation (VCE VET) – Units 1 & 2 44
Sport and Recreation–Sport & Recreation (VCE VET) – Units 3 & 4
Humanities Faculty
46
48
Geography
49
History (Twentieth Century)
52
History (Australian) – Units 3 & 4
53
History (Revolutions) – Units 3 & 4
54
Philosophy
55
Religion and Society – Units 3 & 4
57
Texts and Traditions – Units 3 & 4
59
LOTE Faculty
60
German
61
Indonesian
63
Mathematics Faculty
Mathematics Possible Courses
65
66
Foundation Mathematics – Units 1 & 2
67
General Mathematics (Further) & Further Mathematics
68
General Mathematics (Specialist) & Specialist Mathematics
70
Mathematical Methods (CAS)
72
Performing Arts Faculty
74
Drama
75
Music Performance
77
Music Investigation – Units 3 & 4
79
Science and Information Technology Faculty
80
Agricultural and Horticultural Studies
81
Biology
85
Chemistry
87
Computing and Informatics
90
Physics
92
Psychology
95
INTRODUCTION TO VCE
IN THE SENIOR SCHOOL
Welcome to Years 11 and 12!
“Building character; unfolding the future” – the vision statement of our Senior School – becomes a target foremost in
our minds throughout the VCE years of senior schooling at Flinders. After building on character formation through
earlier years of education, the focus shifts to character formation through relationships and through developing
resilience as young adulthood issues and the decisions needed to attain goals for career and/or tertiary studies become
stronger. Here our strong pastoral program delivered through the House system, together with a strong support of our
Student Welfare team, Chapel and morning devotions, plays their role in “building character”, while our various
education programs put into effect the “unfolding of the future”
Students entering Year 11 will be choosing, for the most part, the first of their two year VCE program. Some students
may already have taken the opportunity to accelerate in one VCE subject and will be completing in 2016 their first Unit 3
and 4 combinations.
Students entering into Year 12 will last year have chosen their subject and courses that build toward the prerequisite
needs for an ATAR which will gain them entry to their preferred University or Tertiary career pathway. They will now
choose subjects which will allow them to achieve their goals and complete their VCE.
Throughout our Year 11 and12 programs we will continue to utilise academic support programs such as involving guest
presenters from outside institutions to enable our VCE students to develop resilience, build upon study skills and
prepare for examinations. During VCE some students take up the opportunity for International Overseas Exchange
programs. We encourage all students to seek support from ex-Flinders students as Tutors, to attend our Wednesday
after school program XLR8 (an extension of the middle school program), and our high achievers may choose to explore
University Enhancement courses. Various VET studies will also become available. We strongly encourage students to
make use of the advice and support from our Careers teacher and to attend Exam Lecture programs and University
Open days to help strengthen their career direction and exam preparation.
Students and parents are strongly urged to read through our VCE Policy handbook so that they are clear as to our
expectations on issues regarding School Assessed Coursework, applications for Special Consideration and maintaining a
healthy and productive balance to study.
Remain Focussed
We encourage students to keep their end goal in mind. In order to achieve their best, sacrifices may need to be made.
As students near the end of their VCE, they are asked to focus on their studies and reduce the number of extracurricular activities in which they participate. Students are discouraged from participating in too much part-time work
and too many sporting activities or other ventures. In order to achieve high academic scores, students must be
committed to achieving their best.
Extra reading, small group tutorials, study groups, lectures and regular exam practice are examples of the sorts of things
that are encouraged.
Be Organised
Organisation is a significant key to academic success in Years 11 and 12. We encourage each student to use a diary and a
weekly study planner. In this age of technological wizardry there are also a range of Apps for laptop, tablet and smart
phones that assist in the organisation of time. Students should learn to make these tools work for them as they will
enable a more productive use of their time. Being organised is vital to the success of each student.
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INTRODUCTION TO VCE IN THE SENIOR SCHOOL
Flinders Christian Community College Senior School:
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provides a distinctive Christian education
delivers strong academic and vocational pathways
values excellence over mediocrity
believes that relationships are based on mutual respect, Christian love, and the acceptance of responsibility
has an effective pastoral care program operated through a contemporary House structure, providing a welcoming,
safe, caring, positive and respectful environment for learning, games, community and service
provides all students with the opportunity to become confident and successful learners as they prepare themselves
to meet the challenges of the future.
“So teach us to number our days that we may apply our hearts to wisdom.” Psalm 90:12
Our Senior School will encourage students to:
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develop their Christian faith
achieve their potential (academic and personal)
take advantage of the broad range of opportunities provided
develop a sense of personal pride and self confidence
obtain a global perspective
value and respect the needs of others
contribute to a community
experience and celebrate success
develop leadership skills.
Our hope is that you as parents will feel:
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supported and listened to
that your child is being well prepared for his or her future.
We hope that as students journey through life they will in their own time, whether here at Flinders Christian Community
College or elsewhere, come to appreciate and understand that there is a God who loves and cares for them.
“prepare your minds for action…” 1 Peter 1: 13
“…be transformed by the renewing of your mind…” Romans 12: 1 – 2
Mr T Kuc
Head of Senior School
Flinders Christian Community College – Tyabb Campus
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VCE CURRICULUM – DETAILS AND EXPLANATION
Each subject is developed from a Christian framework so that the teaching reinforces the basic Christian values and
principles that are necessary for the development of Christian integrity and character.
Learning Outcomes
The Learning Outcomes expressed in each subject outline specify the aims for the unit. These should be recognised as
realistic and attainable aims for students at the particular level. Parents, students and teachers should take active roles
in monitoring student performance and if a problem arises the Head of House should be alerted. It is our intention that
parents, students and teachers work together to ensure all students develop to their full potential.
Assessment Tasks
Assessment Tasks are the means by which a student's level of performance is determined. These tasks may include
Tests, Assignments, Essays, Presentations, Reports, Examinations or other specified tasks. The specific information
regarding Assessment Tasks will be documented in the Student Course Planning Document which is distributed to
students, and also accessible on the School Learning Management System – “Moodle”, at the beginning of each
semester.
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PROMOTION IN THE SENIOR SCHOOL
Guidelines for determining the eligibility of a student to be promoted.
1. Promotion to the next year level is not automatic. In order to be promoted, a Year 10 student would be expected to
obtain a passing grade (60%) in each of the Year 10 Core subjects: English, Mathematics, Science, Religion and
Society, History and Physical Education. Similarly a Year 11 student would need to obtain a passing grade (60%) in
English or Literature and a majority of their other subjects. Each student in the Senior School will have their
academic performance regularly reviewed throughout the year and parents will be contacted when concerns
become evident.
2. Students who do not meet this minimum requirement will undergo an individual review. This review may include
the following:
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the grades scored in the subjects that the student wishes to pursue at VCE level
the student’s future pathway in education and training
any special circumstances related to the student’s performance
the concerns of parents.
3. The review will have one of the following outcomes:
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the student is not permitted to proceed to the next year level and may be offered the option of repeating
the student is permitted to proceed to the next level on probation. For students on probation, special
requirements will be established regarding the student’s conduct and performance. This will be followed by a
further review during Term 1 of the following year
the student is permitted to proceed to the next year level.
Parents who are concerned about their child’s performance should contact the relevant teachers and discuss measures
to assist the student to maintain an appropriate performance level. Support for students and families is available
through the Head of House and House Mentor, Careers Teacher, VCE Coordinator, School Counsellor and Head of the
Senior School.
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VCE PROVISION BY INTER CAMPUS STUDIES
“Inter Campus Studies” is an innovative opportunity that combines face-to-face teaching, video conferencing and online
course material with a teacher based at the Carrum Downs, Tyabb or Latrobe City campuses. This style of learning is
now becoming commonplace at tertiary institutions. It encourages students to become responsible for their own
learning and develops self-reliance and independence. The subjects offered in the Inter Campus Studies program can
vary from year to year depending on student numbers and staffing.
Since 2007 Flinders Christian Community College has offered a number of courses through Inter Campus Studies, serving
students across our three campuses through the College Learning Management System – Moodle. The College has
pursued this leading-edge initiative for a number of reasons, including our desire to:
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incorporate digital learning technologies to enhance our approach to teaching and learning so that it reflects best
practice in contemporary school education.
enhance the effectiveness of the communication between teachers and students to improve student learning
outcomes.
harness the increasingly rich Internet based media that students use as a ‘matter of course’ outside the College.
extend the number of subjects the Tyabb campus can offer by including students from the Carrum Downs and
Latrobe City campuses in the student cohort.
We are very excited about what has already been achieved in Inter Campus Studies and look forward to future
developments in 2016.
VOCATIONAL EDUCATION AND TRAINING (VET)
Students have the opportunity to study Vocational Education and Training (VET) programs as part of their VCE studies.
Vocational Education and Training (VET) Courses and can be studied at school or through another Registered Training
Organisation such as TAFE. These Vocational courses form part of the Australian Qualifications Framework. This is the
national standard of training and means that a qualification you receive here, is recognised anywhere in Australia.
Further information is available from the VCAA website at http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx
Students who undertake Vocation Education and Training qualifications that are not included in the VCE VET list of VCAA
approved programs may be eligible for credit towards their VCE.
Families should consider the following when deciding if VET is an appropriate option:
1. VET studies incur costs additional to College Fees.
2. Students are expected to liaise with staff at the College to ensure VCE studies are not impacted due to attendance
at VET classes.
3. Transportation to VET studies is the responsibility of families.
If you are interested in a particular area of VET please contact Ms McLoughlin for assistance with regard to program
content and availability, contribution to ATAR and the associated costs.
VET WITHDRAWALS
The cut-off date for the withdrawal from VET programs is the first Friday in March of the year in which the study is
undertaken. Families will be charged a $70 administration fee if withdrawal is completed by this date (The
administration fee is waived for students continuing after this date). After this date the FULL cost of the program will be
charged to families. Written notification from parents of a student withdrawal from a VET program is required and
should be addressed to the VET Coordinator. This applies to all VET programs delivered by Registered Training
Organisations (RTOs) at Flinders Christian Community College, external providers such as TAFEs and other Secondary
Colleges.
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VCE STUDIES BY DISTANCE EDUCATION
Where there are insufficient numbers for a subject to be taught at the College, or if there is a clash of subjects in the
VCE blocks, it may be possible to undertake a subject through Distance Education, providing Education Department
Regional Approval can be obtained. Selection of a subject by Distance Education incurs an additional cost of
approximately $810 per year – based upon 2015 figures.
Students who wish to undertake a Distance Education subject must first discuss the matter with the VCE Coordinator.
UNIVERSITY ENHANCEMENT PROGRAM
If you are an exceptionally able student, you may be able to add to your VCE studies with a first year university subject
through an extension studies program. Extension studies build on VCE studies to first year university level and are
available in a wide range of subjects at several Universities. Selection for any extension program must receive the
approval of the Principal, who must adhere to strict guidelines. A key requirement is that you must have achieved a
study score of at least 41 in a ‘preparatory study’ of a Unit 3 and 4 sequence study in Year 11.
VCE STUDY IN THE SENIOR SCHOOL
Academic ability and aptitude, while significant, are not the only keys to success in your VCE studies. What will matter
most will be your commitment and application to home study. Your aim should be to develop efficient and systematic
study techniques as soon as possible in the first year of VCE studies. Many students regret later that they did not build a
solid study foundation early in their VCE. It is recommended that students aim to study at least twenty hours weekly in
the first year and at least twenty-five hours in the second year of VCE studies. Students who do not spend this amount
of time studying generally find that they get behind in coursework and as a result they cannot put their best effort into
the assessment tasks.
Your first task is to establish a suitable study environment at home. You must find a quiet, well-lit and comfortable room
with a suitable desk and chair. Try to avoid all sources of distraction and keep your desk tidy. There is no hope of serious
study in front of the television, lying in bed, at the noisy kitchen table or with one ear to the radio. Draw up a home
study timetable and be sure to allocate adequate time for each study.
The emphasis should be on quality rather than quantity of study. Hours at your desk do not necessarily equal productive
use of your study time. Before each study session, set yourself simple attainable goals. During that session keep
checking that you are really concentrating and that you have grasped the new material studied. Be critical of your study
methods until you are really getting value for the hours spent in study. When you are confronted with a problem make a
note of it and ask your teacher for help the following day. Keep refining your notes and arrange your summaries into
clear and concise learning guides. The process of summarisation enables the material covered to be consolidated. A
good rule of thumb is to update summaries every three to four weeks. By progressively completing summaries you will
be more able to link the associated concepts and to see the “big picture”.
During the course of your VCE studies you will be given guidance about study techniques. There are some excellent
books on “How to Study” in most libraries that are well worth consulting. However, the real challenge is whether you
want to dedicate yourself to the life of a full time student. At this level of your education you should never be able to
say that you have no study to do. Possibly you may have no set homework to do. Homework is your teacher’s attempt
to organise your study program. If no homework is set, you must then determine how best to organise your study time.
Most students discover much to their surprise that systematic and efficient study is enjoyable and challenging. It also
happens to be the infallible recipe for success in your VCE studies. With God’s help we trust that students will study
diligently and realise their full potential.
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GRADUATING WITH A VCE CERTIFICATE
To graduate with a Victorian Certificate of Education (VCE) students must satisfactorily complete at least sixteen (16) of
the units for which they have studied. These must include all of the following:
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Three units from the English group, with at least one unit at Unit 3 or 4 level.
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Three sequences of Units 3 and 4 studies other than English, including VCE VET Unit 3 and 4 sequences.
AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)
In 2012 the Australian Tertiary Admission Rank (ATAR) replaced the Equivalent National Tertiary Entrance Rank (ENTER).
All Australian states and territories (except Queensland) will be adopting this nationally agreed name for their tertiary
ranks. This is change in name only, there will be no change to the method of calculation. For full information on this
change, please refer to the VTAC Website: www.vtac.edu.au.
Students completing Units 3 and 4 studies will receive a criteria-based letter grade from the VCAA and a study score
(maximum 50) for each study attempted. An applicant’s ATAR is the percentile ranking of that applicant in the
population of VCE candidates applying for tertiary study in that year. The ATAR will take into account an applicant’s
scaled study score in English (or a study from the English studies group) and the applicant’s best three other scaled
study scores, and 10% of the applicant’s next two best scaled study scores.
The Victorian Tertiary Admissions Centre (VTAC) administers a joint selection system on behalf of Universities and TAFE
colleges. VTAC use the ATAR in conjunction with the tertiary institutions to determine student placement into tertiary
courses. Refer to Senior School Policies for further details.
The table below indicates the percentage ranking of students at each of the study score levels:
Study Score Reference Table
VCE Guide to Courses Handbook 2016
Study Score
Percentage Ranking
25
top 76%
30
top 50%
35
top 34%
40
top 8%
45
top 2%
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SCHOOL ASSESSED COURSEWORK
As part of the assessment of Unit 3 and 4 studies, students are required to complete either School Assessed Coursework
(SAC) or School Assessed Tasks (SAT). After the completion of these tasks, teachers will provide feedback to students
indicating the score they have obtained. However, it is important to note that the total scores for School Assessed
Coursework or School Assessed Tasks may change as a result of Statistical Moderation carried out by the Victorian
Curriculum and Assessment Authority.
School Assessed Coursework and School Assessed Tasks will be conducted during timetabled classes. If students are
absent for any reason (illness, sport, excursion, holidays, or other personal reasons) they will be required to reschedule
the task. Please refer to the Senior School Policies.
GENERAL ACHIEVEMENT TEST (GAT)
Students undertaking any Units 3 and 4 studies will complete a General Achievement Test (GAT). As the name suggests,
this is a general test – it is not a test of knowledge about a particular subject area or topic. The GAT is designed to
measure the level of general achievement a student has accomplished across three broad areas:
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written communication
mathematics, science, technology
humanities, arts, social sciences.
The results from the GAT will be used to monitor school assessment and to gauge whether schools are marking student
work on a fair and uniform basis. It is important to realise that the GAT results will not be used to determine students’
grades and will not be reported to tertiary selection authorities or employer groups. However, they will be used in the
calculation of Derived Examination Scores in the event that a student requires a Derived Examination Score.
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ASSESSMENT AND REPORTING
Flinders by Design (FbD) Reporting is continuous, dynamic, purposeful and accessible. Parents and students will have
continuous access to reports via the Moodle portal. They will be able to log in at any time to see the most up to date
results for the following: Subject Attainment (Grades), Course Work Progress, Learning Disposition, Leadership and
Participation, Attendance and Lateness, and Organisation and Uniform.
Teachers will update reports frequently. As the marks are entered, the results will be automatically adjusted and be
available to students and parents when they log in. Parents can print copies of these reports whenever they choose
during the year or access them electronically at the school office.
At the end of each semester, an electronic printable snapshot of the report will be stored in our records. The End of
Semester Report will be considered the final and official report. All past reports will also be accessible to parents
electronically.
Parent-Student-Teacher Interviews will also be held at regular intervals throughout the year so that the student’s
progress can be discussed.
The End of Semester Report for each subject will include the following:
Units 1 and 2 subjects:
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a statement of satisfactory completion “S” or unsatisfactory completion “N” of each of the Learning Outcomes as
specified by the Victorian Curriculum and Assessment Authority (VCAA)
a statement of satisfactory completion “S” or unsatisfactory completion “N” of the Unit.
a grade for each of the school-based Assessment Tasks
an overall grade
a rating for Coursework Progress and for each of the Learning Dispositions: Persistence and Application,
Communication and Social Competence, and Thinking and Reflection.
Units 3 and 4 subjects:
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a statement of satisfactory completion “S” or unsatisfactory completion “N” of each of the Learning Outcomes as
specified by the Victorian Curriculum and Assessment Authority (VCAA)
a statement of satisfactory completion “S” or unsatisfactory completion “N” of the Unit
a percentage for each of the School Assessed Coursework (SAC) tasks or School Assessed Tasks (SAT). Please note
that marks for School Assessed Coursework and School Assessed Tasks are initial school results and are subject to
change as a result of Statistical Moderation by the Victorian Curriculum and Assessment Authority
a rating for Coursework Progress and for each of the Learning Dispositions: Persistence and Application,
Communication and Social Competence, and Thinking and Reflection.
The Victorian Curriculum and Assessment Authority (VCAA) will provide:
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a statement of results indicating satisfactory completion “S” or unsatisfactory completion “N” for each unit
attempted
a statement of results for School Assessed Coursework, School Assessed Tasks, and Examinations. Results are
reported using a graded 10 point scale A+ - E, UG (ungraded), NA (not assessed) and a numerical study score
a statement of results for the General Achievement Test (GAT).
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ACCELERATION PROGRAM
At Flinders Christian Community College it is possible to “accelerate” in the VCE. Acceleration is where a student
chooses to undertake a subject more advanced than their current year level. For example: a Year 11 student may
choose to complete a subject at Unit 3 and 4 (Year 12) level. There are restrictions in the subjects that are available for
acceleration due to the arrangement of the subjects in the VCE blocks and the other subjects that a student wishes to
undertake. Students are expected to have maintained a 70% grade average across all subjects to be considered eligible
to accelerate. Students will also be required to complete an application process that details their reasons and desire to
accelerate. Each application will then be reviewed by a Senior School Panel.
If you are an exceptionally able student, you may be able to add to your VCE studies with a first year university subject
through an extension studies program. Extension studies build on VCE studies to first year university level and are
available in a wide range of subjects at several Universities. Selection for any extension program must receive the
approval of the Principal, who must adhere to strict guidelines. A key requirement is that you must have achieved a
study score of at least 41 in a ‘preparatory study’ of a Unit 3 and 4 sequence study in Year 11.
When choosing an acceleration subject it is important to be clear about the reasons for the acceleration. Students are
encouraged to think carefully about the subjects in which they apply to accelerate. It is also important that they discuss
the matter fully with the Careers teacher and the Head of Teaching & Learning – Senior School. While efforts are made
to ensure that there is continuity between units, it is not always possible to guarantee that the blocking arrangements
will permit acceleration in the same subject in consecutive years.
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SELECTING A VCE PROGRAM
Before completing the VCE Course Selection Sheet, the study outlines should be consulted.
Many of the decisions made about subject choices at the end of Year 10 can affect access to study and career options in
later years. It is extremely important that wise and informed decisions are made.
General Guidelines
1. Find out if there are any pre-requisites for your chosen career or intended future Course of Study. Universities and
TAFE Colleges publish the list of pre-requisites of both Units 1 and 2 and Units 3 and 4 for all tertiary courses.
Students should ensure that these pre-requisite studies are included in their program at the appropriate level.
2. The VCE is a minimum two-year program and some studies are best attempted at Units 3 and 4 by completing some
preparatory studies at Units 1 and 2. For example, if you wish to pursue Physics Units 3 and 4, it would be sensible
to plan on completing Physics Units 1 and 2.
3. A number of Universities and TAFE Colleges have specified that some units must be taken at Unit 1 and 2 level in
addition to taking the same study at Unit 3 and 4 level to gain tertiary entrance.
4. Students should aim to have a balanced course. Many students wish to change direction even in the last two years
of schooling and this may not be possible if a narrow range of options has been chosen. The best idea is to keep as
many options open for as long as possible.
5. Students should be realistic in their choices. There is a major jump in the quality and quantity of work associated
with VCE studies.
The best advice is for students to choose studies:
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that they have researched and which meet their future goals
which they enjoy. These are generally the areas where the most success is had
in which they achieve to a high standard. Success is generally a positive motivating factor
that they may need for future study or work. It is vital that pre-requisite studies are completed
which maintain and develop their special skills and talents.
Please refer to this link http://www.vcaa.vic.edu.au/pages/vce/studies/index.aspx for further information regarding the
VCE Study Designs.
KEY DATES
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Monday 1st June 2015
Friday 12th June 2015
Thursday 23rd July 2015
Thursday 23rd July 2015
Thursday 30th July 2015
Monday 3rd August 2015
Monday 10th August 2015
Thursday 13th August 2015
Monday 17th August 2015
Monday 24th August 2015 to Thursday 3rd September 2015
Monday 23rd November 2015 to Friday 4th December 2015
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2016 Year 12 Subject Selections Open
2016 Year 12 Subject Selections Close
2016 VCE Expo and Information Night
2016 Year 11 Subject Selections Open
2016 Year 11 Course Advice Interviews
2016 Year 11 Subject Selections Close
2016 Year 10 Subject Selections Open
2016 Year 10 Course Advice Interviews
2016 Year 10 Subject Selections Close
2016 Year 10 Acceleration Interviews
2016 VCE Kick Start
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ENGLISH FACULTY
English
Literature
The English requirement for the award of the VCE
English units may be selected from Foundation English Units 1 and 2, English Units 1
to 4, English (ESL) Units 3 and 4, English Language Units 1 to 4, and Literature Units 1
to 4.
Units 1 and 2 (Year 11)
No more than two units at Units 1 and 2 level selected from the English group may
count towards the English requirement. The English group at this level comprises
English Units 1 and 2, English Language Units 1 and 2, Foundation English Units 1 and
2 and Literature Units 1 and 2.
Units 3 and 4 (Year 12)
English Units 3 and 4 and English (ESL) Units 3 and 4 are equivalent sequences and a
student may not count both towards the award of the VCE.
Units from the English group may also contribute to the sequences other than the
English requirement. In calculating whether students meet the minimum
requirements for the award of the VCE, the VCAA first calculates the student’s
English units. Once students have met the English requirement, or have satisfied an
English sequence, any additional sequences from the English group will be credited
towards the sequences other than English requirement.
Please note: Currently, Flinders Christian Community College offers studies in English
and Literature.
The Victorian Tertiary Admissions Centre (VTAC) has advised that the tertiary
entrance requirements and ATAR calculations will be as follows:
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For calculations of a student’s ATAR, satisfactory completion of both Units 3 and
4 of an approved sequence in the English group is required.
Any of the approved Unit 3 and 4 sequences within the English Group will be
counted in the ATAR but no more than two will be permitted in the primary four.
The current policy of not allowing more than one of English and English (ESL) will
continue.
In the beginning was the Word,
and the Word was with God,
and the Word was God. He was
with God in the beginning.
John 1: 1-2
How can a young man keep his
way pure? By living according to
your word. I will seek you with
all of my heart; do not let me
stray from your commands.
Psalm 119: 9-10
Your word is a lamp unto my
feet and a light unto my path.
Psalm 119: 105
VCE Guide to Courses Handbook 2016
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ENGLISH
UNIT 1
In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive
language in texts and create their own texts intended to position audiences.
Students develop their skills in creating written, spoken and multimodal texts.
Areas of Study
1. Reading and Creating Texts: explore how meaning is created in a text by identifying, discussing and analysing decisions authors
have made. They explore how authors use structures, conventions and language to represent characters, settings, events,
explore themes, and build the world of the text for the reader.
2. Analysing and Presenting Argument: focus on the analysis and construction of texts that attempt to influence an audience.
They explore the use of language for persuasive effect and the structure and presentation of argument.
Outcomes
On completion of this unit students should be able to:
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•
produce analytical and creative responses to texts
analyse how argument and persuasive language can be used to position audience, and create their own texts intended to
position and audience.
UNIT 2
In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use
of persuasive language in texts and create their own texts intended to position audiences.
Students develop their skills in creating written, spoken and multimodal texts.
Areas of Study
1.
2.
Reading and comparing texts: explore how comparing texts can provide a deeper understanding of ideas, issues and themes.
Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that
reflect and explore the world and human experiences, including historical and social contexts.
Analysing and Presenting Argument: build on their understanding of argument and the use of persuasive language in texts that
attempt to influence an audience.
Outcomes
On completion of this unit students should be able to:
•
Compare the presentation of ideas, issues and themes in two texts
•
Identify and analyse how argument and persuasive language are used in text/s
•
Create a text which presents a point of view.
UNIT 3
The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors
of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts
by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as
authors.
Areas of Study
1.
Reading and Responding: focuses on reading a range of texts with comprehension, enjoyment and discrimination. It
encourages the development of critical responses to both literary and non-literary texts, including media texts.
2.
Creating and Presenting: focuses on the achievement of competence and confidence in writing for different purposes and
audiences and in a variety of forms.
3.
Using Language to Persuade: focuses on the use of, and response to, oral language in different contexts to enable students to
interact positively, critically and confidently with audiences in formal and informal settings, achieve a variety of purposes in
speech, and develop an understanding of the power of oral communication.
Outcomes
On completion of this unit students should be able to:
•
•
analyse how a selected text constructs meaning, conveys ideas and values, and is open to range of interpretations
•
analyse the use of language in texts that present a point of view on an issue currently debated in the Australian media, and to
draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose;
and to discuss and analyse their decisions about form, purpose, language, audience and context
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construct orally a sustained and reasoned point of view on the selected issue.
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UNIT 4
The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an
interpretation. Students create written or multimodal texts suggested by their reading within the chosen Context and explain
creative choices they have made as authors in relation to form, purpose, language, audience and context.
Areas of Study
1.
Reading and Responding: focuses on reading a range of texts with comprehension, enjoyment and discrimination. It
encourages the development of critical responses to both literary and non-literary texts. The term ‘text’ encompasses print,
visual and oral materials.
2.
Creating and Presenting: focuses on the achievement of competence and confidence in writing for different purposes and
audiences and in a variety of forms.
Outcomes
On completion of this unit students should be able to:
•
develop and justify a detailed interpretation of a selected text
•
draw on ideas and arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and
to discuss and analyse in writing their decisions about form, purpose, language, audience and context.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: All outcomes in Units 3 and 4 will be examined. All of the key knowledge and skills that underpin the
outcomes in Units 3 and 4 are examinable. The examination paper may include questions which refer to stimulus material such
as newspaper articles, extracts from reports or case study material. All questions are compulsory. Students will complete the
examination using a question and answer booklet.
This task contributes 50% to the final study score.
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LITERATURE
UNIT 1 – Approaches to Literature
In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the
features and conventions of texts helps them develop increasingly discriminating responses to a range of literary forms and styles.
Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as
representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further
studies in literature. They develop an awareness of how the views and values that readers hold may influence the reading of a text.
It is strongly recommended that students have undertaken the year 10 Literature elective and have maintained a B average.
Where this is not met, it is recommended that a conversation is had between the students and the subject teacher.
Areas of Study
1.
Reading Practices: consider how language, structure and stylistic choices are used in different literary forms and types of text.
They consider both print and non-print texts, reflecting on the contribution of form and style to meaning and engaging with
other views about texts and develop an awareness of how these views may influence and enhance their own reading of a text.
2.
Ideas and Concerns in Texts: investigate the ideas and concerns raised in texts and the ways social and cultural contexts are
represented, consider how texts may reflect or comment on the interests of individuals and particular groups in society and
how texts may support or question particular aspects of society.
Outcome
On completion of this unit students should be able to:
•
Respond to a range of texts and reflect on influences shaping these responses
•
Analyse the ways in which texts reflect or comment on the ideas and concerns of individuals and particular groups in society.
UNIT 2 - Context and Connections
In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of
the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings.
Students analyse the similarities and differences across texts and establish connections between them. They engage in close reading
of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features,
students understand how imaginative texts are informed by close analysis.
Areas of Study
1.
2.
The Text, the Reader and their Contexts: focuses on the interrelationships between the text, readers and their social and
cultural contexts.
Exploring Connections between Texts: focus on the ways that texts relate to and influence each other and consider how the
reading of a text can change according to the form of the text and its context.
Outcomes
On completion of this unit students should be able to:
•
analyse and respond critically and creatively to the ways a text from a past era and/or difference culture reflects the ideas and
concerns of individuals and groups in that context
•
compare texts considering the dialogic nature of texts and how they influence each other produce a comparative piece of
interpretive writing with a particular focus.
UNIT 3
This unit focuses on the ways writers construct their work and how meaning is created for and by the reader. Students consider how
the form of text (such as poetry, prose, drama, non-print or combinations of these) affects meaning and generates different
expectations in readers, the ways texts represent views and values and comment on human experience, and the social, historical
and cultural contexts of literary works.
Although not a pre-requisite, it is strongly recommended that students undertake Unit 1 and 2 Literature elective before Unit 3
and 4. It is also recommended that students have maintained a B average in either English or Literature in order to undertake this
subject.
Students contemplating doing only Literature 3 and 4 will need to apply through the VCE office.
Areas of Study
1. Adaptations and Transformations: focuses on how the form of text is significant in the making of meaning.
2.
Views, Values and Contexts in Literature: focuses on consideration of the views and values in texts and the ways in which these
are expressed to create particular perspectives of the world.
3.
Considering Alternative Viewpoints: focuses on how various interpretations and judgements about a text can contribute to the
students’ interpretations.
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Outcomes
On completion of this unit students should be able to:
• analyse how meaning changes when a text is performed
•
analyse views and values in a text
•
evaluate a review of a text and make comparisons with their own interpretation.
UNIT 4
This unit focuses on students’ creative and critical responses to texts. Students consider the context of their responses to texts as
well as the concerns, the style of the language and the point of view in their re-created or adapted work. In their responses,
students develop an interpretation of a text and learn to synthesise the insights gained by their engagement with various aspects of
a text into a cogent, substantiated response.
Areas of Study
1.
Creative Responses to Texts: focuses on the imaginative techniques used for creating and recreating a literary work.
2.
Close Analysis: focuses on detailed scrutiny of the style, concerns and construction of a text.
Outcomes
On completion of this unit students should be able to:
•
respond imaginatively to a text and be able to comment on that response
•
analyse aspects of a text, relating those aspects to an interpretation of the text as a whole.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: under examination conditions students will produce two pieces of writing in response to questions that
require critical analysis and interpretation of two texts studied.
This contributes 50% to the final study score.
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ART, DESIGN AND TECHNOLOGY
FACULTY
Art
Studio Arts (Digital Photography)
Food and Technology
Product Design and Technology – Textiles
Product Design and Technology – Wood/Plastics
Visual Communication and Design
Yet, O Lord, you are our Father.
We are the clay, you are the
potter; we are all the work of
your hand.
Isaiah 64:2
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ART
UNIT 1
This unit focuses on artworks as objects and examines how formal qualities such as art elements, materials and techniques
communicate meaning. Students examine artists in different societies and cultures, and historical periods, and develop their own
points of view about the meanings and messages of the studied artwork. In this unit, students will study at least three artists and at
least one artwork from each of the selected artists. Students apply the Formal Framework and the Personal Framework to interpret
the meanings and messages of artworks and to document the reflection of their own ideas and art making.
Areas of Study
1.
Art and Meaning: this unit introduces the Analytical Frameworks that aid in interpreting the meanings and messages of art.
They will study both contemporary and historical artworks from a range of societies and cultures.
2.
Artmaking and Personal Meaning: in this area of study students are encouraged to explore a range of experiences, techniques
materials and processes, to create a range of visual responses to selected set tasks. They will be encouraged to develop their
own areas of personal interest, utilising both observational and imaginative skills. Students must learn to document their
thinking and working practices in a visual language throughout their folio.
Outcomes
On completion of this unit students should be able to:
•
analyse and interpret a variety of artworks using the Formal and Personal Framework
•
display appropriate art language for discussion and research
•
present a folio of visually creative responses
•
demonstrate their personal interests and ideas through trialing techniques, materials and processes.
UNIT 2
In this unit students become aware that artworks can be created as forms of cultural expression for specific contexts, such as street
art, public art, art produced for festivals, newspaper cartoons, art prizes, curated exhibitions and performance art. Artworks can
celebrate specific events, ideas or beliefs or they can commemorate people, institutions and social movements. They can reinforce a
social group’s sense of its own power and importance or they can challenge social attitudes and assumptions.
Students identify ways in which art expresses and reflects culture. They explore how art is manifested across cultures and examine
how art is influenced by time, place, beliefs and traditions. Students study at least one artwork from at least four artists. In their
practical work, students continue to explore techniques and develop personal and creative responses in their art making.
Areas of Study
1.
Art and Culture: this area of study focuses on art reflecting beliefs and values for the society in which it was created. Students
explore the way the world and the artist have changed over time. Students employ the cultural framework in their responses.
2.
Art Making and Cultural Expression: in this area of study students explore personal areas of interest relating to their cultural
identification and experiment with visual language to present their ideas. They will document their experimentation and
trialling using Formal Framework in attempt to refine and analyse their work. They will spend time reflecting on their work,
analysing the success of their visual language in examining cultural aspects in their work.
Outcomes
On completion of this unit students should be able to:
•
analyse and interpret a variety of artworks using the Formal and Cultural Framework
•
display appropriate art language for discussion and research
•
present visual responses to personal and cultural ideas
•
explore media and techniques to create artworks
•
apply their knowledge of the Formal and Cultural Framework through reflective annotation
•
present one finished artwork.
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UNIT 3
In this unit, students study selected artists who have produced works before 1970 and selected artists who have produced works
since 1970. Students use all the Analytical Frameworks for interpreting and analysing the meaning of artworks. Applied together,
these Analytical Frameworks help students to appreciate how an artwork may contain different aspects and layers of meaning and
to acknowledge the validity of diverse interpretations. They explore ways in which ideas and issues can influence the making and
interpretation of art.
Students link their growing theoretical understanding of art in Area of Study 1 to their own practice in Area of Study 2. Students
apply imagination and creativity to develop their ideas through a visual language. Their art making is supported through
investigation, exploration and application of a variety of materials and techniques. Students develop confidence in using the
language and content of the Analytical Frameworks in their reflection of the formal, personal, cultural and contemporary aspects of
their own developing artworks.
Areas of Study
1.
Interpreting Art: focuses on exploring the meanings and messages of art through interpretation of selected artworks with
reference to commentaries on art. It focuses on the continued development and resolution of an innovative and sustained body
of work.
2.
Investigation and Interpretation through Art Making: focuses on the continued development and resolution of an innovative
and sustained body of work.
Outcomes
On completion of this unit students should be able to:
•
present evidence of a conceptual and practical investigation, the trialling of materials and techniques and the documentation of
thinking and working practices in their body of work. They complete at least one finished artwork
•
interpret the meaning and messages and formal qualities employed in a range of pre 1970 and post 1970 artworks. The
students will be able to employ a range of interpretive frameworks when analysing the works.
UNIT 4
In Unit 4 students continue to develop personal points of view and informed opinions about art ideas or issues and support them
with evidence. They build their learning and conceptual understanding around the discussion and debate of broad themes or issues,
such as the role of art in society, and consider how themes and issues are communicated through artworks. They discuss and debate
how art may affect and change the way people think. They examine and analyse their own viewpoints and those of others through
commentaries and use this information to formulate and support their own developing points of view. Students select artworks of
at least one artist not previously studied in Unit 3, and use these artworks and selected related commentaries to discuss the chosen
art issue. In relation to their developing artwork students continue to build upon ideas and concepts begun in Unit 3. At the end of
this unit, students present a body of work and at least one finished artwork accompanied by documentation of thinking and working
practices. Students select appropriate Analytical Frameworks as a structure for the reflection and documentation of their artworks.
Areas of Study
1.
Discussing and Debating Art: students discuss and debate art issues such as the varying interpretations of the role of art in
society. They research, analyse and interpret artworks related to their discussion. They refer to a range of resources and
commentaries to examine and debate opinions and arguments, and refer to artists and artworks to support their points of view.
2.
Realisation and Resolution: students continue to develop the body of work begun in Unit 3 and work toward resolved ideas and
concepts leading to at least one finished artwork other than the work that was completed for Unit 3. They reflect on personal
concepts and ideas as they progressively develop and refine their artworks. They continue to use the Analytical Frameworks to
reflect on the formal and personal, cultural and contemporary qualities and aspects as appropriate to their artworks. They
document their thinking and working practices, reflecting exploration, experimentation and skill.
Outcomes
On completion of this unit students should be able to:
•
explore ideas, directions and individual concepts leading to a sustained and resolved body of work
•
identify ideas, issues and arguments expressed in commentaries on art and apply interpretive frameworks to analyse and
develop personal points of view about the meaning of selected artworks.
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Assessment
•
School Assessed Coursework: Unit 3 – 10%, Unit 4 – 10%.
•
School Assessed Task: Students will complete a minimum of one final resolution in Unit Three and a folio of responses to
support the work. Students will complete a minimum of one final resolution in Unit Four and a folio of responses to support the
work.
This task will be subject to external review and contributes 50% to the final study score.
•
Written Examination: Students will answer a series of questions under examination conditions based on Outcome 1 in Unit 3
and Outcome 1 in Unit 4.
This task contributes 30% to the final study score.
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STUDIO ARTS (DIGITAL PHOTOGRAPHY)
UNIT 1 – Artistic Inspiration and Techniques
This unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and exploring a wide range
of materials and techniques as tools for communicating ideas, observations and experiences through art making. Students also
explore and research the ways in which artists from different times and cultures have interpreted and expressed ideas, sourced
inspiration and used materials and techniques in the production of artworks.
Areas of Study
1.
Developing Art Ideas: this area of study focuses on the development of individual ideas and the identification of sources of
inspiration to be used as starting points for making art.
2.
Materials and Techniques: this area of study focuses on the use of materials and techniques in the production of artworks.
3.
Interpretation of Art Ideas and Use of Materials and Techniques: this area of study focuses on the way artists from different
times and cultures have interpreted ideas and sources of inspiration and used materials and techniques in the production of
artworks.
Students investigate the way various visual effects and aesthetic qualities can be achieved.
Outcomes
On completion of this unit students should be able to:
•
source inspiration, identify individual ideas and use a variety of methods to translate these into visual language
•
explore and use a variety of materials and techniques to support and record the development of individual ideas to produce
artworks
•
discuss how artists from different times and cultures have interpreted sources of inspiration and used materials and techniques
in the production of artworks.
UNIT 2 – Design Exploration and Concepts
This unit focuses on students establishing and using a design process to produce artworks. The design process includes the
formulation and use of an individual approach to locating sources of inspiration, experimentation with materials and techniques, and
the development of aesthetic qualities, directions and solutions prior to the production of artworks. Students also develop skills in
the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand the artists’
ideas and how they have created aesthetic qualities and identifiable styles.
Areas of Study
1.
Design Exploration: this area of study focuses on developing artworks through an individual design process based on visual
research and inquiry, exploring ideas and sources of inspiration.
2.
Ideas and Styles in Artworks: this area of study focuses on an analysis of artworks. Artworks by artists and/or groups of artists
from different times and cultures are analysed in order to understand how art elements and principles are used to communicate
artists’ ideas, and create aesthetic qualities and identifiable styles.
Outcomes
On completion of this unit students should be able to:
•
develop an individual design process, including visual research and inquiry, in order to produce a variety of design explorations
to create a number of artworks
•
analyse and discuss the ways in which artists from different times and cultures have created aesthetic qualities in artworks,
communicated ideas and developed styles.
UNIT 3 – Studio production and professional art practices
Unit 3 focuses on the implementation of an individual design process leading to the production of a range of potential directions and
solutions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a design
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 design process to support the making of finished artworks in Unit 4.
For this study, the exploration proposal supports the student to identify a direction for their design process. The design process is
individually determined by the student. It records trialling, experimenting, analysing and evaluating the extent to which their art
practices successfully communicate their aims and ideas.
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Areas of Study
1.
Exploration proposal: this area of study focuses on the development of an exploration proposal that creates a framework for the
individual design process. The exploration proposal is prepared prior to the design process, and may be expanded upon during
the initial stages of the design process.
2.
Design process: this area of study focuses on an individual design process that has been documented in the exploration proposal
in Area of Study 1. The design process is developed in sufficient breadth and depth to support the student to produce a range of
creative potential directions.
Professional art practices and styles: This area of study focuses on professional art practices in relation to particular art form/s
3.
and the development of styles in artworks. Students investigate the ways in which artists have interpreted subject matter,
influences, cultural contexts, and communicated ideas and meaning in making artworks.
Outcomes
On completion of this unit students should be able to:
•
prepare an exploration proposal that formulates the content and parameters of an individual design process
•
discuss the sources of inspiration to be investigated and analyse in relation to individual ideas
•
plan the design process using art language and terminology.
UNIT 4 – Studio production and art industry contexts
Unit 4 focuses on the production of a cohesive folio of finished artworks. To support the creation of the folio, students present visual
and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio
of finished artworks. These artworks should reflect the skilful application of materials and techniques, and the resolution of ideas
and aesthetic qualities.
This unit also investigates aspects of artists’ involvement in the art industry, focusing on a variety of exhibition spaces and the
methods and considerations involved in the preparation, presentation and conservation of artworks. Students examine a range of
environments for the presentation of artworks exhibited in contemporary settings.
Areas of Study
1.
Folio of artworks: this area of study focuses on the production of a cohesive folio of finished artworks developed from the
selected potential directions that have been identified in the individual design process in Unit 3. The production of artworks is
supported by the focus, reflection and evaluation process described in Area of Study 2.
The folio will consist of no fewer than two finished artworks. However, the number of artworks will be determined by the
nature, the scale and complexity of the work undertaken. The completed folio will demonstrate a cohesive relationship between
the final artworks.
2.
Focus, reflection and evaluation: this area of study requires students to reflect on their folio and produce an evaluation of the
finished artworks. Students provide visual and written documentation of the selected potential directions that were used as the
basis for the final artworks in Unit 4 Area of Study 1.
3.
Art industry contexts: this area of study focuses on the analysis of requirements and conditions of environments where artworks
are presented. For exhibition, the artist enters the realm of the art industry where galleries, curators and designers play various
roles to support the presentation and promotion of artworks.
Outcomes
On completion of this unit students should be able to:
•
present a cohesive folio of finished artworks, based on selected potential directions developed through the design process
•
demonstrate skilful application of materials and techniques and that realises and communicates the students’ ideas.
Assessment
•
Unit 3 School Assessed Task: An exploration proposal and developmental folio (including a visual diary) that presents an
individual design process, which explores and develops the concepts and ideas set out in the exploration proposal, and produces
a creative range of visual explorations and potential directions that will form the basis of artworks in Unit 4.
This task contributes 33% to the final study score.
•
Unit 4 School Assessed Task: A cohesive folio of finished artworks and an evaluation of the finished cohesive folio.
This task contributes 33% to the final study score.
•
Written Examination: Students are required to complete a set of short answer questions under examination conditions.
This task contributes 34% to the final study score.
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FOOD AND TECHNOLOGY
UNIT 1
In this unit students study safe and hygienic food handling and storage practices to prevent food spoilage and food poisoning, and
apply these practices in the preparation of food. They consider food preparation practices suitable for use in a small-scale food
operation, such as in the home, a school setting or in a small food business. Students consider the selection and use of a range of
tools and equipment suitable for use in food preparation.
Students examine the links between classification of foods and their properties, and examine changes in properties of food when
different preparation and processing techniques are used. Students apply this knowledge when preparing food. They investigate
quality and ethical considerations in food selection. Students use the design process to meet the requirements of design briefs to
maximise the qualities of key foods.
Areas of Study
1. Keeping Food Safe: this area of study provides students with an understanding of the work practices involved in preparing food
hygienically to prevent food spoilage and food poisoning. Students examine causes of food spoilage and poisoning, and the
requirements for the correct storage of food. They use tools and equipment safely to produce quality outcomes in food
production.
2.
Food Properties and Preparation: in this area of study students develop an understanding of the classification of foods and
explore the physical, sensory and chemical properties of key foods. Students investigate the importance of the functional
properties of foods and their impact on food preparation and processing. They apply this knowledge for optimal results when
preparing food and using the design process. They investigate quality and ethical considerations in food selection such as fair
trade and intensive farming practices
Outcomes
On completion of this unit students should be able to:
•
•
explain and apply safe and hygienic work practices when storing, preparing and processing food
analyse the physical, sensory, chemical and functional properties of key foods, and select, prepare and process foods safely and
hygienically to optimise these properties using the design process.
UNIT 2
In this unit students investigate the most appropriate tools and equipment to produce optimum results, including the latest
developments in food technology. Students research, analyse and apply the most suitable food preparation, processing and cooking
techniques to optimise the physical, sensory and chemical properties of food.
Areas of Study
1.
Tools, Equipment, Preparation and Processing: students investigate various methods used in the preparation, processing,
cooking and presentation of foods for optimum results. Students examine tools and equipment including the latest
technological developments. They examine the effects on the physical, sensory and chemical properties of key foods when
applying different methods of preparation and techniques of cooking.
2.
Planning and Preparing Meals: students examine the impact of social and cultural influences when planning and preparing
meals, and prepare foods to suit specific nutritional needs. They investigate the impact on planning of resource availability and
environmental considerations.
Outcomes
On completion of this unit students should be able to:
•
•
use a range of tools and equipment to demonstrate skills and implement processes in the preparation, processing, cooking and
presentation of key foods to maximise their properties
individually and as a member of a team, to use the design process to plan, safely and hygienically prepare and evaluate meals
for a range of contexts.
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UNIT 3
Through the study of Food and Technology, students will develop an understanding of food safety in Australia and the relevant
national, state and local authorities and their regulations. Students will demonstrate an understanding of key foods and apply that
to food preparation. They investigate cooking techniques and develop an understanding of primary and secondary processing of
food. They will use the design process, critical thinking and problem-solving skills to develop food products to suit specific situations
or to meet the needs of individual consumers and their lifestyles. This unit may also provide a foundation for pathways to food
science and technology, consumer science, home economics, education, the hospitality and food manufacturing industries, and
nutrition and health studies.
Areas of Study
1.
Maintaining Food Safety in Australia: students develop an understanding of the roles and responsibilities of the relationship
between the national, state and local authorities that govern food laws and standards.
2.
Food Preparation and Processing: students will demonstrate understanding of key foods and primary and secondary processes
that are applied to them. They examine functional properties of food, a range of cooking and preparation processes that can be
conducted in a hygienic way.
3.
Developing a Design Plan: students develop a design plan to meet the requirements of a specific design brief.
Outcomes
On completion of this unit students should be able to:
•
describe the role of national, state and local authorities in ensuring and maintaining a safe food supply within Australia
•
analyse food preparation and processing techniques for key foods and prepare foods using these techniques
•
develop a design plan folio that effectively satisfies the requirements of a design brief.
UNIT 4
In this unit students work independently to complete the challenge of implementation of the design plan established in Unit 3. In
completing this task, students apply food safety and hygiene guidelines and evaluate the product planning and processes in the
plan. Students examine food product development, and research and analyse factors that have contributed to product
development. They investigate the process of product development, including packaging, packaging systems and marketing.
Areas of Study
1.
Implementing a Design Plan: students develop individual production plans for four to six food items. They use appropriate tools
and equipment to prepare and preserve those items.
2.
Food Product Development: students investigate the impact of primary food production on the environment and changes being
made to achieve more sustainable farming practices. They also investigate environmental issues in food manufacturing and
packaging, and the development of new food products.
Outcomes
On completion of this unit students should be able to:
•
analyse driving forces related to food product development, analyse new and emerging food products, and explain processes
involved in the development and marketing of food products
•
develop a design brief, evaluation criteria and a design plan for the development of a food product
•
implement the design plan for a set of four to six food items, and evaluate the outcome of the product against the
requirements of the design brief developed in Outcome 3 Unit 3.
Assessment
•
School Assessed Coursework: Unit 3 – 18%, Unit 4 – 12%.
•
School Assessed Task: students are required to develop and implement a design plan that effectively satisfies the requirements
of a design brief.
This task will be subject to external review and contributes 40% to the final study score.
•
Written Examination: students are required to complete a set of short answer questions under examination conditions.
This task contributes 30% to the final study score.
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PRODUCT DESIGN AND TECHNOLOGY –
TEXTILES
UNIT 1
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. Additionally,
knowledge of the source, origin and processing of materials is central to sustainable practices. Students consider the use of
materials from a sustainable viewpoint. Sustainable practices claimed to be used by designers are examined.
Areas of Study
1. Product Re-design for Improvement: students examine how an existing product currently fulfils the needs of the user and
consider how the product could be improved. They plan, execute and evaluate the products modification and improvement by
altering at least three points of the original design, one of them being to improve the product’s sustainability.
2. Producing and Evaluating a Redesigned Product: referring to their working drawings and production plans, students safely apply
a range of techniques and processes to make the re-designed product or a prototype. They use previously developed evaluation
criteria to compare the features of their re-designed product with the original design. They judge the success of their design
improvements and the changed sustainability status.
Outcomes
On completion of this unit students should be able to:
•
redesign a product using suitable materials with the intention of improving aspects of the product’s aesthetics, functionality or
quality, including consideration of sustainability
•
use and evaluate materials, tools, equipment and processes to make a re-designed product or prototype, and compare the
finished product or prototype with the original design.
UNIT 2
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.
Teamwork encourages communication between students and mirrors professional design practice where designers often work
within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams
that work collaboratively but are spread across the globe.
In this unit students are able to gain inspiration from an historical and/or a cultural design movement or style and its defining
factors such as ideological or technological change, philosophy or aesthetics.
Areas of Study
1. Designing within a Team: each student works as a member of a team to design and develop a product range or contribute to the
design and production of a group product. Students investigate an historical or a cultural design movement for inspiration from
a range of movements including but not restricted to Bauhaus, Art Deco, Memphis, Minimalism, Organic Design Style, oriental,
Gothic, music genres and fashion houses.
2. Producing and Evaluating a Collaboratively Designed Product: students apply techniques and processes to manufacture and
assemble their team project/s designed in Outcome 1.
Outcomes
On completion of this unit students should be able to:
•
•
design and plan a product, a product range or a group project with component parts in response to a design brief based on a
common theme, both individually, and within a team
justify, manage and use appropriate production processes to safely make a product and evaluate, individually and as a member
of a team, the processes and materials used, and the suitability of a product or components of a group project against the
design brief.
VCE Guide to Courses Handbook 2016
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UNIT 3
This unit engages students in the design and development of a product that meets the needs and expectations of a client and/or
end user developed through the design process and influenced by a range of complex factors. Students prepare a Design Brief and
explore how a number of factors influence the design and development of products within industrial manufacturing settings.
Areas of Study
1.
The Designer, Client and/or End-user in Product Development: in this area of study, students examine the Product design
process and develop skills in writing a design brief. They focus on the role of the designer and the relationship between a
designer, client and/or end user(s) of an intended product. They identify relevant Product Design factors and write an
annotated design brief outlining the specific requirements of the brief as well as identifying research directions.
2.
Product Development in Industry: this explores the factors that influence the design and development of products within
industrial/commercial settings and how these products are marketed.
3.
Designing for Others: this focuses on the procedures used by the designer to meet the needs of a client or the requirements of
an end user.
Outcomes
On completion of this unit students should be able to:
•
explain the roles of the designer, client and/or end user/s, the Product design process and its initial stages, including
investigating and defining a design problem, and explain how the design process leads to product design development
•
explain and analyse influences on the design, development and manufacture of products within industrial settings
•
present a folio that documents the Product design process used while working as a designer to meet the needs of a client or
end user, and commence production of the designed product.
UNIT 4
In this unit students judge the suitability and viability of design ideas and options referring to their design brief and evaluation
criteria in consultation with their client and/or end user.
They use tools, materials, equipment and machines to develop and safely manufacture their product and use their evaluation
criteria and client feedback to evaluate the effectiveness and efficiency of the techniques they used.
In Units 3 and 4, students will initiate and undertake a substantial and demanding major design and production task. This may be a
single product over Units 3 and 4 or a product range.
Areas of Study
1.
Product Analysis and Comparison: this explores the design factors that are used to determine the success of a commercially
available product in the context of comparison with similar product types.
2.
Product Manufacture: this includes the skills, production techniques and processes used to make a product to suit the needs of
the client and/or end user/s.
3.
Product Evaluation: this explores how evaluation criteria, checks, tests, and client or end user feedback are used to determine
how well the product meets the needs and requirements outlined in the design brief developed in Unit 3.
Outcomes
On completion of this unit students should be able to:
•
compare, analyse and evaluate similar commercial products, taking into account a range of factors and using appropriate
techniques
•
safely apply a range of production skills and processes to make the product designed in Unit 3, and manage time and resources
effectively and efficiently
•
evaluate the outcomes of the design, planning and production activities, explain the product’s design features to the client
and/or an end-user and outline its care requirements.
Assessment
•
School Assessed Coursework: Unit 3 – 12%, Unit 4 – 8%.
•
School Assessed Task: students are required to develop and implement a design plan.
This task will be subject to external review and contributes 50% to the final study score.
•
Examination: students will complete the examination under examination conditions using a question and answer booklet.
This task contributes 30% to the final study score.
VCE Guide to Courses Handbook 2016
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PRODUCT DESIGN AND TECHNOLOGY –
WOOD/PLASTICS
UNIT 1
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. Additionally,
knowledge of the source, origin and processing of materials is central to sustainable practices. Students consider the use of materials
from a sustainable viewpoint. Sustainable practices claimed to be used by designers are examined.
Areas of Study
1.
Product Re-design for Improvement: students examine how an existing product currently fulfils the needs of the user and
consider how the product could be improved. They plan, execute and evaluate the product’s modification and improvement by
altering at least three points of the original design, one of them being to improve the product’s sustainability.
2.
Producing and Evaluating a Redesigned Product: referring to their working drawings and production plans, students safely apply
a range of techniques and processes to make the re-designed product or a prototype. They use previously developed evaluation
criteria to compare the features of their re-designed product with the original design. They judge the success of their design
improvements and the changed sustainability status.
Outcomes
On completion of this unit students should be able to:
•
re-design a product using suitable materials with the intention of improving aspects of the product’s aesthetics, functionality or
quality, including consideration of sustainability
•
use and evaluate materials, tools, equipment and processes to make a re-designed product or prototype, and compare the
finished product or prototype with the original design.
UNIT 2
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.
Teamwork encourages communication between students and mirrors professional design practice where designers often work
within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams
that work collaboratively but are spread across the globe.
In this unit students are able to gain inspiration from an historical and/or a cultural design movement or style and its defining factors
such as ideological or technological change, philosophy or aesthetics.
Areas of Study
1.
Designing within a Team: each student works as a member of a team to design and develop a product range or contribute to the
design and production of a group product. Students investigate an historical or a cultural design movement for inspiration from
a range of movements including but not restricted to Bauhaus, Art Deco, Memphis, Minimalism, Organic Design Style, oriental,
Gothic, music genres and fashion houses.
2.
Producing and Evaluating a Collaboratively Designed Product: students apply techniques and processes to manufacture and
assemble their team project/s designed in Outcome 1.
Outcomes
On completion of this unit students should be able to:
•
design and plan a product, a product range or a group project with component parts in response to a design brief based on a
common theme, both individually, and within a team
•
justify, manage and use appropriate production processes to safely make a product and evaluate, individually and as a member
of a team, the processes and materials used, and the suitability of a product or components of a group project against the
design brief.
VCE Guide to Courses Handbook 2016
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UNIT 3
This unit engages students in the design and development of a product that meets the needs and expectations of a client and/or end
user developed through the design process and influenced by a range of complex factors. Students prepare a Design Brief and
explore how a number of factors influence the design and development of products within industrial manufacturing settings.
Areas of Study
1.
The Designer, Client and/or End User in Product Development: this includes methods used to establish a client’s and/or end
user’s needs and requirements for the development of a solution to a design problem. Students examine the needs and
requirements associated with the intended function and appeal of the product to be designed and how these can be expressed
in a design brief.
2.
Product Development in Industry: this explores the factors that influence the design and development of products within
industrial/commercial settings.
3.
Designing for Others: this focuses on the procedures used by the designer to meet the needs of a client or the requirements of
an end user.
Outcomes
On completion of this unit students should be able to:
•
explain the roles of the designer, client and/or end user/s, the Product design process and its initial stages, including
investigating and defining a design problem, and explain how the design process leads to product design development
•
explain and analyse influences on the design, development and manufacture of products within industrial settings
•
present a folio that documents the Product design process used while working as a designer to meet the needs of a client or end
user, and commence production of the designed product.
UNIT 4
In this unit students judge the suitability and viability of design ideas and options referring to their design brief and evaluation
criteria in consultation with their client and/or end user.
They use tools, materials, equipment and machines to develop and safely manufacture their product and use their evaluation criteria
and client feedback to evaluate the effectiveness and efficiency of the techniques they used.
In Units 3 and 4, students will initiate and undertake a substantial and demanding major design and production task. This may be a
single product over Units 3 and 4 or a product range.
Areas of Study
1.
Product Analysis and Comparison: this explores the factors that are used to determine the success of a commercially available
product in the context of comparison with similar product types.
2.
Product Manufacture: this includes the skills, production techniques and processes used to make a product to suit the needs of
the client or end user/s.
3.
Product Evaluation: this explores how evaluation criteria, checks, tests, and client or end user feedback are used to determine
how well the product meets the needs and requirements outlined in the design brief developed in Unit 3.
Outcomes
On completion of this unit students should be able to:
•
compare, analyse and evaluate similar commercial products, taking into account a range of factors and using appropriate
techniques
•
safely apply a range of production skills and processes to make the product designed in Unit 3, and manage time and resources
effectively and efficiently
•
evaluate the outcomes of the design, planning and production activities, explain the product’s design features to the client
and/or an end-user and outline its care requirements.
Assessment
•
School Assessed Coursework: Unit 3 – 12%, Unit 4 – 8%.
•
School Assessed Task: students are required to develop and implement a design plan.
This task will be subject to external review and contributes 50% to the final study score.
•
Examination: this task contributes 30% to the final study score.
VCE Guide to Courses Handbook 2016
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VISUAL COMMUNICATION AND DESIGN
UNIT 1
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 drawing
from observation, use visualisation drawing methods to explore their own ideas and concepts and complete presentation drawings
to clearly communicate their final visual communications. Design elements and principles are employed to affect the way visual
information is read and perceived.
Areas of Study
1.
Drawing as a means of communication: using observational, visualisation and presentation drawing as the means by which
ideas and concepts are communicated in stages of the design process.
2.
Design elements and design principles: experimentation with design elements and principles when using freehand and imagegeneration methods such as photography, digital photography, printmaking and collage to visualise ideas.
3.
Visual communication design in context: exploring how visual communications have been influenced by social and cultural
factors, as well as past and contemporary visual communication practices.
Outcomes
On completion of this unit students should be able to:
•
create drawings for different purposes using a range of drawing methods, media and materials
•
select and apply design elements and design principles to create visual communications that satisfy stated purposes
•
describe how a visual communication has been influenced by past and contemporary practices, and by social and cultural
factors.
UNIT 2
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. Students use presentation drawing methods
incorporating technical drawing conventions to communicate information and ideas associated with the environmental or industrial
fields of design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate
ideas, develop an understanding of the design process and engage in the stages of research, generation of ideas and development of
concepts to create visual communications.
Areas of Study
1.
Technical drawing in context: the acquisition and application of presentation drawing skills that incorporate the use of technical
drawing conventions for a selected design field.
2.
Type and imagery: develop and apply skills in selecting and manipulating type to evoke different moods and emotions, and use
a range of manual and digital methods when creating and manipulating images.
3.
Applying the design process: the application of specific stages of the design process to organise thinking and to solve design
problems in response to a given brief with a target audience in mind.
Outcomes
On completion of this unit students should be able to:
•
create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information
and ideas for a selected design field
•
manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into
account copyright
•
engage in stages of the design process to create a visual communication appropriate to a given brief.
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UNIT 3
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. Students use observational and visualisation drawings to
generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas.
Areas of Study
1.
Analysis and practice in context: explore a range of existing visual communications in the communication, environmental and
industrial design fields. Draw on the findings from the analysis to inform the creation of visual communications that articulate
these connections.
2.
Design industry practice: investigate how the design process is applied in industry to create visual communications.
3.
Developing a brief and generating ideas: detailed understanding of three stages of the design process: development of a brief,
research and the generation of ideas.
Outcomes
On completion of this unit students should be able to:
•
•
•
create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual
communications
describe how visual communications are designed and produced in the design industry and explain factors that influence these
practices
apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.
UNIT 4
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. Students continue the design process by developing and refining concepts for each need stated in the
brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the
application of design elements and design principles creates different communication messages with their target audience. They
reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual
communications and devise a pitch to communicate their design thinking and decision making to the client.
Areas of Study
1.
Development of design concepts: focus on the design process stages of the development of concepts and refinement. Using
separate design processes, students develop and refine design concepts that satisfy each of the needs of the brief established in
Unit 3.
2.
Final presentations: focuses on the final stage in the design process, the resolution of presentations. Students produce two final
visual communication presentations, which are the refinements of the concepts developed in Outcome 1. This involves selecting
and applying materials, methods, media, design elements and design principles appropriate to the designs and selected
presentation formats.
3.
Evaluation and explanation: devise a pitch to present and explain the visual communications. Their pitch is informed by an
evaluation of the ways that the final visual communications meet the requirements of the brief and the design decisions made
throughout the design process.
Outcomes
On completion of this unit students should be able to:
• develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of
the requirements of the brief
• produce final visual communication presentations that satisfy the requirements of the brief
• devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications
against the brief.
Assessment
•
School Assessed Coursework: Unit 3 – 20%, Unit 4 – 5%.
•
School Assessed Task: The School-Assessed Task for Units 3 and 4 contributes 40% to the final assessment.
•
Examination: All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable.
This examination contributes 35% to the study score.
VCE Guide to Courses Handbook 2016
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BUSINESS FACULTY
Accounting
Business Management
Legal Studies
Keep this Book of the Law always
on your lips; meditate on it day
and night, so that you may be
careful to do everything written
in it. Then you will be prosperous
and successful.
Joshua 1: 8
Your love, O Lord, reaches to the
heavens, your faithfulness to the
skies. Your righteousness is like
the mighty mountains, your
justice like the great deep. O
Lord, you preserve both man
and beat. How priceless is your
unfailing love!
Psalm 36: 5-7
VCE Guide to Courses Handbook 2016
31
ACCOUNTING
UNIT 1
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.
Areas of Study
1.
Going into Business: encompasses the decisions made before commencing operations of a business.
2.
Recording Financial Data and Reporting Accounting Information: generation of financial data and information for the owner
with a focus on single entry recording, using both manual and ICT methods of recording and reporting.
Outcomes
On completion of this unit students should be able to:
•
describe the resources and explain and apply the knowledge and skills necessary to set up a small business
•
identify, record, report and explain accounting information for a sole proprietor of a service business
UNIT 2
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.
Areas of Study
1.
Recording Financial Data and Reporting Accounting Information: students record financial data and report accounting
information for a single activity sole trader using the single entry accounting system. Both manual and ICT methods of recording
and reporting are used.
2.
ICT in Accounting: develop an understanding of the role of ICT in the accounting process.
3.
Evaluation of Business Performance: assist business in the planning and decision-making for the future.
Outcomes
On completion of this unit students should be able to:
•
record and report financial data and information for a sole trader
•
record and report financial data and information using an accounting software package for a single activity sole trader, and to
demonstrate their understanding of the importance of ICT in the accounting process
•
select and use financial and non-financial information to evaluate a business and discuss strategies that may improve business
performance.
UNIT 3
This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasis’s the role of
accounting as an information system. Students are introduced to the double entry system of recording using the accrual basis of
accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method used.
Areas of Study
1.
Recording Financial Data: identification and recording of accounting data for a sole trader.
2.
Balance Day Adjustments and Reporting and Interpreting Accounting Information: preparation of financial reports using accrual
method at the end of the reporting period.
Outcomes
On completion of this unit students should be able to:
•
record financial data for a single activity sole trader using a double entry system, and discuss the function of various aspects of
this accounting system
•
record balance day adjustments and prepare and interpret accounting reports.
VCE Guide to Courses Handbook 2016
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UNIT 4
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 graphic representations,
and analyse the results in order to suggest strategies to the owner on how to improve the performance of the business.
Areas of Study
1.
Extension of Recording and Reporting: collecting, measuring, processing and communication of financial data and accounting
information are important processes for a sole trader. These involve using double entry accounting, accrual-based reporting
system and exploring alternative depreciation methods.
2.
Financial Planning and Decision Making: the owner of a small business must be able to plan and control the activities of the
business. The preparation of budgeted accounting reports, analysing financial and non-financial information enable students to
evaluate and suggest strategies to improve the performance of the business.
Outcomes
On completion of this unit students should be able to prepare budgets, variance reports and evaluate the performance of a business
using financial and non-financial information. They should also be able to discuss strategies to improve the profitability and liquidity
of the business.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: under examination conditions students will be required to apply the knowledge and skills of the
accounting processes undertaken in Units 3 and 4. Students will not be required to calculate ratios used for analysis in the
examination. Students will not be required to use information and communications technology (ICT) in the examination.
This task contributes 50% to the final study score.
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BUSINESS MANAGEMENT
UNIT 1
This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success.
Areas of Study
1.
Introducing Business: examine the characteristics of a range of businesses and their internal and external environments, and
develop an understanding of the nature of business in Australia. Business ethics and socially responsible management are also
important considerations for businesses and will have an impact on the various stakeholders of all businesses. In investigating
these business characteristics, students gain an understanding of the interrelationships that affect, and are affected by,
business activity.
2.
Small Business Decision-Making, Planning and Evaluation: there are many decisions to be made and considerable planning to be
undertaken prior to the commencement or purchase of a small business. Students also examine the ongoing decisions and
planning that must occur throughout the life of the business. Evaluation of the performance of a business is vital; students
examine the performance of a business using a range of measures including key performance indicators. The management
practices of small businesses are also considered with respect to their ethical and socially responsible approach to decisionmaking, planning and evaluation.
3.
Day-to-Day Operations: students examine the essential, ongoing activities which sustain an ethical and a socially responsible
small business and promote its successful growth. To manage a small business, knowledge and skills should be developed in
areas either introductory accounting, management of staff, effective use of information and communications technology or
introduction to legal requirements.
Outcomes
On completion of this unit students should be able to:
•
explain a set of generic business characteristics and apply them to a range of businesses
•
apply decision-making and planning skills to establish and operate a small business, and evaluate the management of an ethical
and a socially responsible small business
•
discuss one or more the day-to-day operations associated with an ethical and socially responsible small business, and apply the
operation(s) to a business situation.
UNIT 2
This unit focuses on the importance of effective communication in achieving business objectives. The vital functions of marketing
and public relations are considered, with students developing an understanding of the important role these functions play in the
ultimate success of a business.
Areas of Study
1.
Communication in Business: introduces students to the concept of communication in business, with an emphasis on its
importance and methods. Communication and its relationship to business objectives and business strategy are considered.
Management should understand that the type and purpose of the information that is to be communicated will depend upon
the intended audience, such as employees, suppliers or customers. Appropriate methods of communication for different
management contexts and situations will be considered. Students learn to evaluate the appropriateness of methods of
communication used in different business-related situations.
2.
Managing the Marketing Function: examination of the planning used by management to position its products and services in
the marketplace. Students consider the fundamental aspects of communication covered in area of study 1 in the context of the
marketing function. Students learn the essential characteristics of effective marketing and apply selected market research
methods to the business environment. Also, issues in marketing will be analysed, including the role of technology, in the global
business context and in the context of ethical and socially responsible management and legal requirements.
3.
Managing the Public Relations Function: involves an examination of the role management plays in creating and maintaining the
image of the business. The public relations function can be considered as an application of fundamental communication
methods. Public relations objectives and strategies are used in a range of planned and unplanned business situations. Students
use relevant performance indicators to analyse the performance of the management of public relations within a business. Also,
issues in public relations will be analysed, including the role of technology, in the global business context and in the context of
ethical and socially responsible management and legal requirements.
VCE Guide to Courses Handbook 2016
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Outcomes
On completion of this unit students should be able to:
•
explain, apply and justify a range of effective communication methods used in business-related situations
•
analyse effective marketing strategies and processes and apply these strategies and processes to business-related situations
•
apply public relations strategies to business-related situations and analyse their effectiveness.
UNIT 3
In this unit, students investigate how large-scale organisations operate. Students develop an understanding of the complexity and
challenge of managing large-scale organisations and have the opportunity to compare theoretical perspectives with practical
applications.
Areas of Study
1.
Large-Scale Organisations in Context: students examine the importance of large-scale organisations to the Australian economy.
They identify and apply a range of performance indicators to evaluate the performance of a large-scale organisation. A wide
range of stakeholders exist for large-scale organisations. Students consider the organisation’s impact on stakeholder interests,
possible conflicts that may arise between different stakeholder interests and related issues of ethical and social responsibility.
2.
Internal Environment of Large-Scale Organizations: large-scale organisations, whether for-profit or not-for-profit, exist to
achieve specific objectives. The success in achieving these objectives will be strongly influenced by the successful management
of the internal business environment. Students investigate key elements of the internal environment such as different
management structures, corporate culture, management roles and policy development. Students apply management styles and
skills to business situations and then evaluate them. They discuss the implications of ethical and socially responsible
management for the internal environment of large-scale organisations.
3.
The Operations Management Function: operations management combines the roles of management in order to transform
inputs into outputs. The production of the product or service is the core objective of the large-scale organisation. The study of
operations management enables students to consider the best and most responsible use of all the available resources for the
production of a quality final good or service in a competitive, global environment.
Outcomes
On completion of this unit students should be able to:
•
describe and analyse the context in which large-scale organisations operate
•
discuss and analyse major aspects of the internal environment of large-scale organisations
•
discuss and analyse strategies related to operations management.
UNIT 4
This unit continues the examination of corporate management. Students learn about key change management processes and
strategies and are provided with the opportunity to apply these to a contemporary issue of significance.
Areas of Study
1.
The Human Resource Management Function: students examine the practices and processes of human resource management in
large-scale organisations in Australia. A general introduction to human resources is followed by an investigation of the two key
aspects of human resource management: the employment cycle and employee relations. Students apply the principles of
human resource management to a practical or simulated situation.
2.
The Management of Change: students examine the importance of change management in large-scale organisations. They
consider ways in which change can be managed effectively in both theoretical and practical contexts. Students evaluate various
strategies to effectively manage change. This knowledge is then applied to one significant change issue for large-scale
organisations. Teachers can select from a range of issues such as social responsibility, business ethics, globalisation, mergers
and acquisitions, technological development, legislative compliance, privatisation or any other significant issue.
Outcomes
On completion of this unit students should be able to:
•
analyse and evaluate practices and processes related to human resource management
•
analyse and evaluate the management of change in large-scale organisations, and evaluate the impact of change on the internal
environment of a large-scale organisation.
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Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: students are required to answer questions under examination conditions on all the key knowledge and
key skills that underpin the outcomes in Units 3 and 4.
This task contributes 50% to the final study score.
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LEGAL STUDIES
UNIT 1
This unit explores the need for laws in society investigating the key features of criminal law, how it is enforced the outcomes and
impact of crime. It explores the operation of criminal courts and considers the effectiveness of the criminal justice system and the
achievement of justice. It also looks at the role of Parliament and subordinate authorities the law-making and its impact on law
enforcement.
Areas of Study
1.
Law in Society: this area of study looks at the role of the law, the need for effective laws, as well as the concept that the law
confers rights and responsibilities on members of society.
2.
Criminal Law: this area of study explores the key principles and types of criminal law, application of these principles to relevant
cases and the impact of criminal activity on the individual and society.
3.
The Criminal Courtroom: this area of study evaluates the processes for the resolution of criminal cases and processes to achieve
justice.
Outcomes
On completion of this unit students should be able to:
•
explain the need for effective laws and describe the main sources and types of law in society
•
explain the key principles and types of criminal law, apply the key principles to relevant cases and discuss the impact of criminal
activity on the individual and society
•
describe the processes for the resolution of criminal cases, and discuss the capacity of these processes to achieve justice.
UNIT 2
This unit examines the rights that are protected by civil law, as well as the obligations that laws impose. Investigation of cases and
issues leads to an understanding of the role of civil law in society and the impact on individuals. The resolution of civil disputes
through the courts and alternative methods is examined and their effectiveness is evaluated.
Areas of Study
1.
Civil Law: this area of study examines the principles of civil law, elements of torts and law-making by the Courts.
2.
Civil Law in Action: this area of study evaluates the processes for the resolution of civil disputes.
3.
The Law in Focus: this area of study explores the legal system’s capacity to respond to issues and disputes.
4.
A Question of Rights: this area of study highlights the rights issues within our society.
Outcomes
On completion of this unit students should be able to:
•
explain the principles of civil law, law-making by courts, and elements of torts, and apply these to relevant cases
•
explain and evaluate the processes for the resolution of civil disputes
•
explain one area of civil law, and discuss the legal system’s capacity to respond to issues and disputes related to the selected
area of law
•
describe an Australian case illustrating rights, issues, and discuss the impact of the case on the legal system and the rights of
individuals.
UNIT 3
This unit focuses on the understanding of the institutions that determine our laws, and their law-making powers and processes. The
role of Parliament and its relationship with the Courts is investigated, as is the importance of the Commonwealth Constitution and
the impact it has in the life of individuals and society.
Areas of Study
1.
Parliament and the Citizen: this area of study focuses on the principles that underpin the Australian parliamentary system as
well as an investigation of parliament as a lawmaking body.
2. The Constitution and the Protection of Rights: students investigate the role of the Commonwealth Constitution in establishing
and restricting the law-making powers of State and Commonwealth Parliaments.
3. Role of the Courts in Law-Making: students develop an understanding of the role that courts play in developing the law.
VCE Guide to Courses Handbook 2016
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Outcomes
On completion of this unit students should be able to:
•
explain the structure and role of parliament, including its processes and effectiveness as a law-making body, describe why legal
change is needed, and the means by which such change can be influenced
•
explain the role of the Commonwealth Constitution in defining law-making powers within a federal structure, analyse the
means by which law-making powers may change, and evaluate the effectiveness of the Commonwealth Constitution in
protecting human rights
•
describe the role and operation of courts in law-making, evaluate their effectiveness as law-making bodies and discuss their
relationship with parliament
UNIT 4
This unit examines the institutions that adjudicate criminal cases and civil disputes. Processes and procedures followed in
courtrooms are investigated, and an understanding of the adversary system of trial and the jury system, as well as pre and post-trial
procedures that operate in the Victorian legal system and how these processes and procedures contribute to the effective operation
of the legal system.
Areas of Study
1.
Dispute Resolution Methods: students investigate the jurisdictions of selected courts in the Victorian court hierarchy, and
develop an understanding of the need for a hierarchy of courts. They examine the methods of dispute resolution used by courts
and the Victorian Civil and Administrative Tribunal (VCAT) as a means of resolving civil disputes.
2.
Court Processes and Procedures, and Engaging in Justice: students investigate the major features of the adversary system of
trial, and aided by a comparison with the inquisitorial system of trial, evaluate the adversarial approach to dispute resolution
and investigate the role of criminal and civil juries, consider their strengths and weaknesses, and suggest reforms and
alternatives.
Outcomes
On completion of this unit students should be able to:
•
describe and evaluate the effectiveness of institutions and methods for the determination of criminal cases and the resolution
of civil disputes
•
explain the processes and procedures for the resolution of criminal cases and civil disputes, and evaluate their operation and
application, and evaluate the effectiveness of the legal system.
Assessment
•
School Coursework Assessment: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: This task contributes 50% to the final study score
VCE Guide to Courses Handbook 2016
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HEALTH AND PHYSICAL EDUCATION
FACULTY
Health and Human Development
Physical Education
Sport and Recreation –
Outdoor Recreation (VCE VET)
Units 1 and 2
Sport and Recreation –
Outdoor Recreation (VCE VET)
Units 3 and 4
Do you not know that your body
is a temple of the Holy Spirit,
who is in you, whom you have
received from God?
1 Corinthians 6: 19
VCE Guide to Courses Handbook 2016
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HEALTH AND HUMAN DEVELOPMENT
UNIT 1
This unit focuses on the many factors that influence the health and individual human development of Australia’s youth, including
the impact of nutrition and food behaviours on youth health and development. The health status of Australia’s youth is good and
continues to improve as demonstrated by reductions in morbidity and mortality from communicable diseases, chronic diseases,
suicide, motor vehicle accidents and other injuries. However, Australia’s youth still experiences a range of health issues that impact
on both their immediate and longer term health and development. In this unit students identify issues that impact on the health
and development of Australia’s youth.
Areas of Study
1.
Understanding Youth Health and Development: students develop an understanding of the concepts of health and individual
human development and explore the interrelationships that exist within and between them. Students become aware of the
differing methods for measuring health status, develop an understanding of the physical, social, emotional and intellectual
changes associated with the developmental stage of youth, and how various factors, including nutrition, influence youth health
development.
2.
Youth Issues: this area of study focuses on a range of health issues for youth. Students investigate in detail one health issue
relevant to youth and explore the impact of this health issue on all dimensions of youth health and individual human
development and form conclusions about personal, community and government strategies and/or programs designed to
influence and promote youth health and individual human development.
Outcomes
On completion of this unit students should be able to:
•
describe the dimensions of, and the interrelationships within and between youth, health and individual human development
•
analyse the health status of Australia’s youth using appropriate measurements
•
describe and explain the factors that impact on the health and individual human development of Australia’s youth
•
outline the issues relevant to Australia’s youth and, in relation to a specific health issue, analyse strategies or programs that
have an impact on youth health and development.
UNIT 2
Individual human development is perceived as involving a series of orderly and predictable changes, which can be classified as
physical, social, emotional and intellectual. Over the lifespan, individuals accumulate life experiences that affect both their health
and individual human development. This unit focuses on the lifespan stages of prenatal childhood and adulthood.
Areas of Study
1.
Pre natal Health and Individual Development: students develop an understanding of the health and development of Australia’s
unborn children. Students investigate how physical environment, biological, behavioural and social determinants influence
prenatal health and individual human development.
2.
Child Health and Individual Development: students develop an understanding of the health and development of Australia’s
children from birth to approximately twelve years. Students investigate how biological and behavioural factors, physical
environments and social environments (including the family and community) influence child health and development.
3.
Adult Health and Individual Development: students gain an understanding of health and development of Australia’s adults,
including the elderly. They explore physical, social, emotional and intellectual changes that occur during adulthood and various
determinants that impact health and development.
Outcomes
On completion of this unit students should be able to:
•
describe and explain factors that affect the health and human development during the prenatal stage
•
describe and explain the factors that affect the health and individual human development of Australia’s children
•
describe and explain the factors that affect the health and individual human development of Australia’s adults.
VCE Guide to Courses Handbook 2016
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UNIT 3
Students learn about the various ways to measure health status in Australia such as consideration of burden of disease, health
adjusted life expectancy, disability adjusted life years (DALYs), life expectancy, under five mortality rate, mortality and morbidity
rates, incidence and prevalence of disease.
The National Health Priority Areas (NHPAs) initiative provides a national approach that aims to improve health in Australia. Different
levels of health are experienced by different groups, which can be attributed to the physical environment, biological, behavioral and
social determinants of health.
Students learn about funding for the Australian health system from government and non-government sources and the role they play
in the implementation of a range of initiatives designed to promote health in Australia.
Areas of Study
1.
Understanding Australia’s Health: this area of study focuses on building understanding of the health status of Australians by
investigating the burden of disease and the health of population groups in Australia. Students compare health in Australia with
other developed countries, and analyse how various determinants of health contribute to variations in health status.
Students examine the development of the NHPAs, their relationship to burden of disease in Australia, and analyse initiatives
designed to promote health relevant to the NHPAs.
2.
Promoting Health in Australia: in this area of study students examine different models of health and health promotion as well as
the roles and responsibilities of governments in addressing health needs and promoting health for all through national health
system and health promotion initiatives. Students examine the role of government and non-government organisations in
promoting healthy eating.
Outcomes
On completion of this unit students should be able to:
•
compare the health status of Australia’s population with other developed countries, explain variations in health status of
population groups in Australia and discuss the role of the National Health Priority Areas in improving Australia’s health status
•
discuss and analyse approaches to health and health promotion, and describe Australia’s health system and the different roles
of government and non-government organisations in promoting health.
UNIT 4
This unit takes a global perspective on achieving sustainable improvements in health and human development.
Students learn about the United Nations (UN) human development work by studying the Millennium Development Goals and
explore the roles of the UN, WHO (World Health Organisation) and The Department of Foreign Affairs and Trade (DFAT) in building a
range of strategies aimed at reducing global burdens of disease and promoting human development through the achievement of
the Millennium Development Goals.
Areas of Study
1.
Introducing Global Health and Human Development: in this area of study students explore global health, human development
and sustainability. They identify similarities and differences in the health status between people living in developing countries
and Australians, and analyse the role of the United Nations Millennium Development Goals.
2.
Promoting Global Health and Human Development: students explore the role of international organisations including the UN
and WHO in achieving sustainable improvements in health and human development. Students consider strategies designed to
promote health and human development globally, as well as Australia’s contribution to international health programs and
contributions to non-government organisations.
Outcomes
On completion of this unit students should be able to:
•
analyse factors contributing to variations in health status between Australia and developing countries, evaluate progress
towards the United Nations’ Millennium Development Goals
•
describe and evaluate programs implemented by international and Australian government and non-government organisations
and analyse the inter relationships between health, human development and sustainability.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: A two hour examination will be held at the end of the year.
All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable.
The task contributes 50% to the final study score.
VCE Guide to Courses Handbook 2016
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PHYSICAL EDUCATION
UNIT 1
In this unit students explore how the body systems work together to produce movement and analyse these motions using
biomechanical principles. They are introduced to the characteristics of anaerobic and aerobic energy pathways for movement as
well as how the correct application of biomechanics can lead to improved performance. In Area of Study 3, students will undertake a
detailed study which expands and builds on the knowledge and skills introduced in Areas of Study 1 and 2.
Areas of Study
1.
Body Systems and Human Movement: this area of study examines the systems of the body and how they translate into
movement. Through practical activities the major components of the musculoskeletal, cardiovascular and respiratory systems
are explored, and how energy systems pathways are utilised in various types of activities.
2.
Biomechanical Movement Principles: this area of study focuses on biomechanical principles that underpin physical activity and
sport. Through practical activities, movement analyses are performed to help develop an understanding of how correct
application of biomechanical principles lead to improved performance.
3.
Injury Prevention and Rehabilitation: students focus on sports injury risk management strategies used to reduce the risk of
injury to the participant/athlete, and the rehabilitation practices and processes used for a return to sport.
Outcomes
On completion of this unit students should be able to:
•
collect and analyse information and participate in practical activities to explain the functions of the musculoskeletal,
cardiovascular, respiratory and energy systems that enable human movement
•
collect and analyse information and participate in practical activities to explain how to develop and refine movement through
the application of biomechanical principles
•
analyse collected research data from practical activities to explain technological advances in sport or observe, demonstrate and
explain strategies and techniques used to prevent and rehabilitate sports injuries.
UNIT 2
This unit explores a range of practices that contribute to effective coaching and improved performance of an athlete. Students are
also introduced to physical activity, the role it plays in the health and wellbeing of the population, as well as identifying perceived
barriers to regular physical activity and how these can be overcome. In Area of Study 3, students will undertake a detailed study
which expands and builds on the knowledge and skills introduced in Areas of Study 1 and 2.
Areas of Study
1.
Effective Coaching Practices: this area of study focuses on the roles, responsibilities and effectiveness of a coach through
looking at coaching pathways, accreditation, skills and behaviours. Students apply these skills by coaching a team.
2.
Physically Active Lifestyles: this area of study focuses on the range of physical activity options available in the community.
Health benefits of participation in regular physical activity and the consequences of inactivity and sedentary behaviour are
explored. The dimensions of the National Physical Activity Guidelines from an Australian perspective are also investigated.
3.
Promoting Active Living: students utilise the measurement devices of surveys and questionnaires to assess community activity
levels and compare their findings to the National Physical Activity Guidelines. Programs promoting physical activity are also
explored.
Outcomes
On completion of this unit students should be able to:
•
demonstrate their knowledge of, and evaluate, the skills and behaviours of an exemplary coach, and explain the application of a
range skill learning principles used by a coach
•
collect and analyse data related to individual and population levels of participation in physical activity, and sedentary behaviour
and create and implement strategies that promote adherence to the activity guidelines
•
interpret game plays incorporating tactics and strategies or assessing physical activity levels in a population and the promotion
of a setting-based program.
VCE Guide to Courses Handbook 2016
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UNIT 3
This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and
physiological perspective. Students study and apply the social-ecological model to identify a range of Australian strategies used to
promote physical activity in conjunction with the National Guidelines. The contribution and interplay of energy systems, fatigue and
promotion of recovery are also studied.
Areas of Study
1.
Monitoring and Promotion of Physical Activity: subjective and objective methods for assessing Physical Activity and sedentary
levels are explored, whereby students analyse the advantages and limitations of each of these methods. Students use the
Social-Ecological model to critique various strategies aimed at increasing Physical Activity within the population.
2.
Physiological Responses to Physical Activity: explores the various systems and mechanisms associated with the energy required
for human movement. The cardiovascular, respiratory and muscular systems are considered. Through practical activities
students explore the relationship between the energy systems, fatigue and oxygen supply to the working muscles.
Outcomes
On completion of this unit students should be able to:
•
analyse individual and population levels of sedentary behaviour and participation in physical activity and evaluate initiative and
strategies that promote adherence to the National Physical Activity Guidelines
•
use collected data from practical activities to analyse how the major body and energy systems work together enabling
movement, and explain the fatigue mechanisms and recovery strategies.
UNIT 4
In this unit, students undertake a selected activity analysis to investigate the essential fitness components. They design and
participate in a training program aimed to improve or maintain these components. Nutritional, physiological and psychological
strategies aimed at gaining an advantage during competition are critically evaluated.
Areas of Study
1.
Planning, Implementing and Evaluating a Training Program: components of fitness and assessment from a physiological
perspective is considered. Students apply physiological training principles, methods and strategies in order to improve fitness
through undertaking a training program.
2.
Performance Enhancement and Recovery Practices: nutritional, physiological and psychological strategies used to enhance
performance and recovery, are explored. Students examine legal and illegal methods of performance enhancement and
develop an understanding of different anti-doping codes.
Outcomes
On completion of this unit students should be able to:
•
plan, implement and evaluate training programs to enhance specific fitness components
•
analyse and evaluate strategies designed to enhance performance or promote recovery.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: students are required to complete a set of multiple choice and short answer questions under
examination conditions. This examination is completed without the use of technology.
This task contributes 50% to the final study score.
VCE Guide to Courses Handbook 2016
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SPORT AND RECREATION –
OUTDOOR RECREATION (VCE VET)
UNITS 1 & 2
Flinders Christian Community College is delivering this course under the auspice of IVET.
Certificate II in Outdoor Recreation provides students with the opportunity to gain an insight into aspects of the industry, while
gaining some basic qualifications. The certificate has a strong practical base in outdoor recreation.
This course is designed as a two year study and students must complete and participate in all units and modules from Unit 1-4 to
gain VET qualifications. Students cannot begin VET studies in Unit 3-4 and must complete Unit 1-2 as a pre-requisite.
Students are required to complete 80 hours of structured workplace learning within the industry as part of the two year course.
Some practical modules may be scheduled on the weekend.
Certificate II in Outdoor Recreation provides students with the opportunity to acquire skills to participate in outdoor recreation
activities under supervision and to assist in conducting those activities. Outdoor Recreation provides multiple activities including
Cycling and Sea Kayaking. Students will complete an aquatic safety unit whilst undertaking the Bronze Medallion Award (or similar),
First Aid Course and participate in an overnight bushwalking trip.
The additional cost to participate in this program in 2016 is estimated to be $1,000.
Unit 1 Modules
•
SISOODR201A:
•
•
HLTFA301B:
SISXIND101A:
•
SISXOHS101A:
•
•
•
•
•
•
SISXEMR201A:
SISOCYT201A:
SISOCYT202A:
SISOMBK201A:
SISCAQU202A:
SISOKYK201A:
Unit 2 Modules
Assist in conducting outdoor recreation
session
Apply First Aid
Work effectively in sport and recreation
environments
Follow occupational health and safety
policies
Respond to emergency situations
Select, set up and maintain a bike
Demonstrate basic cycling skills
Demonstrate basic off-road cycling skills
Perform basic water rescues
Demonstrate simple kayaking skills
•
SISOODR201A:
•
•
SISOOPS201A:
SISXIND101A:
•
SISOBWG201A:
•
SISONAV201A:
•
SISOOPS202A:
•
SISXFAC201A:
•
BSBWOR301A:
•
SISXCCS201A:
Assist in conducting outdoor recreation
sessions
Minimise environmental impact
Work effectively in sport and recreation
environments
Demonstrate bushwalking skills in a
controlled environment
Demonstrate navigation skills in a
controlled environment
Use and maintain a temporary or
overnight site
Maintain sport and recreation
equipment for activities
Organise personal work priorities and
development
Provide customise service officiating
Unit 1 Assessment
Unit 2 Assessment
1.
1.
Environmental Oral Presentation: students complete an Oral
Presentation on Environmental Impact and Awareness on
the Mornington Peninsula.
2.
Bushwalking Route Planning Report: students complete a
bushwalking route planning report.
3.
Outdoor Recreation Practical Activities: students participate
in all practical activities in the semester
4.
Examination: covering all of the topics studied.
2.
Portfolio 1
•
Sea Kayaking Presentation
•
Fishing Group Presentation
•
Emergency Responses Test
Portfolio 2
•
Cycling Logistics Report
•
OHS Test
3.
Outdoor Recreation Practical Activities: students participate
in all practical activities in the semester.
4.
Examination: covering all of the topics studied.
VCE Guide to Courses Handbook 2016
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Assessment Mode
•
both competencies based and grade assessments are used
•
a certificate as well as a VCE study score is granted at the completion of the course (Units 1-4).
Assessment
Unit 1 and 2 involves school based assessment as well as an external first aid certificate examination and on line coach’s education
certificate.
Please note the following:
•
students must complete all four units to successfully complete their Certificate II in Sport and Recreation. Students cannot pick
up Units 3 & 4 in Year 11 or 12. These must be done sequentially
•
students must successfully complete all prescribed units to satisfy the requirements
•
forty hours of work related experience in a Sport and Recreation setting is also an important part of Units 1 & 2 and
Units 3 & 4
•
core and elective modules, due to the nature of VCE VET studies, may be taught across Unit 1 and 2 and not sequential
•
the year will be divided as follows:
Term 1:
Perform basic water rescue, respond to emergency situations, provide First Aid, undertaking the Bronze Medallion
award, simple kayaking skills.
Term 2:
Bike maintenance and basic cycling skills.
Term 3:
Bushwalking/camp craft skills and equipment, AFL Officiating.
Term 4:
Bushwalking skills, navigation skills, maintain overnight site, Implement minimal impact practices.
VET WITHDRAWALS
•
the cut-off date for student withdrawal from VET programs is first FRIDAY in March 2016
•
students will be charged a $70 administration fee if withdrawal is completed by this date
•
after this date the FULL cost of the program will be charged to families
•
written notification of a student withdrawal from a VET program is required from parents and should be addressed to the VET
Coordinator
•
this applies to all VET programs – those delivered at the College and those delivered by external providers such as Chisholm and
other Secondary Colleges.
VCE Guide to Courses Handbook 2016
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SPORT AND RECREATION SPORT & RECREATION (VCE VET)
UNITS 3 & 4
Flinders Christian Community College is delivering this course under the auspice of IVET.
Certificate III in Sport & Recreation provides students with the opportunity to gain an insight into aspects of the industry, while
gaining some basic qualifications. The certificate has a strong practical base in Outdoor Recreation.
This course is designed as a two year study and students must complete and participate in all units and modules from Unit 1-4 to
gain VET qualifications. Students cannot begin VET studies in Unit 3-4 and must complete Unit 1-2 as a pre-requisite.
Students will complete a number of core modules, and then take appropriate stream modules. Students are required to complete
80 hours of structured workplace learning within the industry as part of the course over the two years. Some practical modules may
be scheduled on the weekend.
The additional cost to participate in this program in 2016 is estimated to be $1,000.
Note:
The Units 3 & 4 sequence of VCE VET Sports and Recreation is not designed as a stand-alone study. It is highly
recommended that students first complete Unit 1 & 2.
Unit 3 Modules
Unit 4 Modules
•
•
•
•
•
•
•
•
•
•
BSBWOR301A:
HLTFA301B:
SISXCCS201A:
SISXEMR201A:
SISXOHS101A:
Organise personal work priorities and
Apply first aid
Provide customer service
Respond to emergency situations
Follow occupational health and safety
policies
SISXRES301A: Provide public education on the use of
resources
SISXRSK301A: Undertake risk analysis of activities
SISOSKB201A: Demonstrate snowboard skills on beginner
terrain
SISOSNK201A: Demonstrate snorkelling activities
•
•
•
SISSSPT303A: Conduct basic warm-up and cool-down
programs
SISXCAI303A: Plan and conduct sport and recreation sessions
SISXCAI306A: Facilitate groups
SISOODR302A: Plan Outdoor Recreation activities
Unit 3 Assessment
Unit 4 Assessment
1.
1.
Project (Coaching & Instruction) : including
Completing a planning exercise for the Outdoor Recreation
sessions that will be conducted with junior school students.
2.
Examination: at the completion of the unit all students will
sit for an examination covering all of the topics studied.
2.
Portfolio 1: including
(a) Group Development Report
(b) Conflict Report
(c) Assist Without Equipment Presentation
Portfolio 2: including
(a) Snowboard Risk Analysis
(b) Recreation Activity Report
(c) Safe Use of Resources Presentation
VCE Guide to Courses Handbook 2016
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Assessment Mode
•
both competency-based and grade assessments are used
•
a certificate as well as a VCE study score is granted at the completion of the course.
Assessment
•
unit 3 and 4 includes school based assessment as well as an external examination at the end of the year.
•
a coursework score will be calculated using the assessments recorded for the three coursework tasks.
This score will contribute 66% to the student’s final study score.
•
the written Examination requires students to complete a set of multiple-choice questions and extended answer questions under
examination conditions.
This task contributes to 34% of the final study score.
VET WITHDRAWALS
•
the cut-off date for student withdrawal from VET programs is first FRIDAY in March 2016
•
students will be charged a $70 administration fee if withdrawal is completed by this date
•
after this date the FULL cost of the program will be charged to families.
•
written notification of a student withdrawal from a VET program is required from parents and should be addressed to the VET
Coordinator
•
this applies to all VET programs – those delivered at the College and those delivered by external providers such as Chisholm and
other Secondary Colleges.
VCE Guide to Courses Handbook 2016
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HUMANITIES FACULTY
Geography
History – Twentieth Century
Units 1 and 2
History – Australian
Units 3 and 4
History – Revolutions
Units 3 and 4
Philosophy
Units 3 and 4
Religion & Society
Units 3 and 4
Texts and Traditions
Units 3 and 4
You care for the land and water
it; you enrich it abundantly. The
streams of God are filled with
water to provide the people
with grain, for so you have
ordained it.
Psalm 65: 9
For everything that was written
in the past was written to teach
us, so that through endurance
and the encouragement of the
Scriptures we might have hope.
Romans 15: 4
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GEOGRAPHY
UNIT 1
In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to
them by people. This unit investigates how people have responded to specific types of hazards, including attempts to reduce
vulnerability to, and the impact of, hazard events.
Areas of Study
1.
2.
Characteristics of Hazards
•
the classification of types of hazards by their causes and the interconnections between causes
•
an overview of hazards including their global distribution, location, scale, frequency, sequence and magnitude and their
role in natural systems
•
the nature of at least two selected hazards, including:

physical causes

location, scale, frequency, magnitude, sequence

the role of human activity in initiating and/or compounding the selected hazards and how this has changed over time

factors affecting the risk level for people, places and environments and impacts of the selected hazards and hazard
events on people and environments and how these factors are interconnected

the potential and realised positive and negative impacts on people and environments in the short and long term

comparison with similar hazards in other parts of the world.
•
applications of spatial technologies by agencies in identification and assessment of impacts, and management of hazards
and hazard events
•
analyse maps, data and other geographic information to develop descriptions and explanations
•
collect, sort, process and represent data and other information
•
interpret and analyse maps and other geographical data and information identify contrasting hazards and hazard types, and
describe the characteristics of selected hazards and explain the causes, sequence and impacts of hazards and hazard events
•
explain the role of spatial technologies in identification and assessment of the impacts, and management of hazards and
hazard events.
Response to Hazards and Disasters
•
natural and human factors influencing responses to selected hazards and disasters
•
the nature and importance of interactions between natural processes and human activity in developing responses
to selected hazards and disasters
•
the types of responses to selected hazards and disasters, including prediction of risk and vulnerability, planning protection
and mitigation, recovery and reconstruction
•
specific responses by national and global organisations regarding prediction, planning, recovery and reconstruction to
similar hazards and disasters in other parts of the world
•
human responses to selected hazards and disasters and how their effectiveness can be measured
•
the role of spatial technologies in management of responses to selected hazards and disasters.
Outcomes
On completion of this unit students should be able to:
•
analyse, describe and explain the nature of hazards and impacts of hazard events at a range of scales
•
analyse and explain the nature, purpose and effectiveness of a range of responses to selected hazards and disasters.
UNIT 2
This unit investigates the characteristics of rural and urban environments which are developed by human activities and their In this
unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how
it has changed and continues to change and its impacts on people, places and environments. They select contrasting examples of
tourism from within Australia and elsewhere in the world to support their investigations.
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Areas of Study
1.
Characteristics of Tourism
•
the characteristics of domestic and international tourism
•
the changing characteristics of tourism over time
•
the location and distribution of different types of tourism and tourist destinations
•
factors affecting the different types of tourism at selected locations from two different parts of the world, including:
•
2.

natural and human characteristics of host destinations

development of transport and communication technology

international agreements and national policies

changing income and lifestyles

investment and marketing.

regional occurrences, for example major events, disasters, diseases, and economic and political situations
the use of spatial technologies by the tourism industry for the identification of different types of tourism and tourist
destinations and the factors affecting domestic and international tourism.
Impact of Tourism
•
the environmental and economic impacts of tourism at a range of locations and spatial and temporal scales
•
socio-cultural impacts of tourism at origin and destination
•
the range of management strategies responding to environmental, economic and socio-cultural impacts, and the
consequences of these responses
•
the effectiveness of management strategies in response to the impacts of tourism
•
the environmental sustainability, economic viability and socio-cultural value of tourism at a range of scales
•
the role of planning for sustainable outcomes in tourism.
Outcomes
On completion of this unit students should be able to:
•
analyse, describe and explain the nature of tourism at a range of scales
•
analyse and explain the impacts of tourism on people, places and environments and evaluate the effectiveness of strategies for
managing tourism.
UNIT 3
This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes
biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Land cover is the natural state of
the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms and flora and
fauna and, increasingly, interconnections with human activity. Natural land cover has been altered by many processes such as
geomorphological events, plant succession and climate change. People have modified land cover to produce a range of land uses to
satisfy needs such as housing, resource provision, communication, recreation and so on.
Areas of Study
1.
Land Use Change
In this area of study students select a local area and use appropriate fieldwork techniques and secondary sources to investigate
the processes and impacts of land use change. This change may have recently occurred, is underway or is planned for the near
future.
2.
Land Cover Change
In this area of study students undertake an overview of global land cover and changes that have occurred over time. They
investigate three major processes that are changing land cover: deforestation, desertification and melting glaciers and ice
sheets. They analyse these processes, explain their impacts on land cover and discuss responses to these land cover changes at
three different locations in the world – one location for each process. They also evaluate three different global responses to the
impacts of land cover change, one global response for each process.
Outcomes
On completion of this unit students should be able to:
•
analyse, describe and explain land use change and assess its impacts
•
analyse, describe and explain processes that result in changes to land cover and discuss the impacts and responses resulting
from these changes.
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UNIT 4
In this unit students investigate the geography of human populations. They explore the patterns of population change, movement
and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the
world. Students study population dynamics before undertaking an investigation into two significant population trends arising in
different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental
impacts on people and places.
Areas of Study
1.
In this area of study students undertake an overview of world population distribution and growth before investigating the
dynamics of population change over time and space. Through the study of population dynamics students investigate growth
and decline in fertility and mortality, together with population movements. Students study forced and voluntary, and internal
and external, population movements and how they can be long term or short term. The study is supported with examples from
within and between countries with different economic and political conditions and social structures that illustrate the dynamics
of population. Students develop understanding of the Demographic Transition Model and its applications, and the Malthusian
theory of population.
2. In this area of study students undertake investigations into two significant population trends that have developed in different
parts of the world: a growing population of one country and an ageing population of another country. Students place these
trends and resulting issues and challenges in their world regional context. Issues resulting from these population trends
include, among others, meeting healthcare and social service needs. Students investigate issues arising from each population
trend, the challenges that arise in coping with the issues, and their interconnection with population dynamics. They evaluate
the effectiveness of strategies in response to these issues and challenges. Strategies can be selected from government and/or
non-government organisations. Comparison of strategies is undertaken within each selected country.
Outcomes
On completion of this unit students should be able to:
•
analyse, describe and explain population dynamics on a global scale
•
analyse, describe and explain the nature of significant population issues and challenges in selected locations and evaluate
responses.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: students are required to complete a set of questions under examination conditions.
This task contributes 50% to the final study score.
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HISTORY – TWENTIETH CENTURY
UNIT 1 – 1918 to 1939
The first half of the twentieth century was marked by significant change. . The natural order of society was challenged and
overturned. Old certainties were replaced by new movements and organisations responded to these changes and how they affected
people’s lives.
Areas of Study
1.
Ideology and Conflict
2.
Social and Cultural change
Outcomes
On completion of this unit students should be able to:
•
explain the consequences of the peace treaties which ended World war 1, the impact of ideologies on nations and the events
that led to World War II
•
explain patterns of social life and structural change in one or more contexts, and analyse the factors which influenced changes
to social life and culture.
UNIT 2 – 1945 to 2000
On completion of this unit students will be able to explain the nature and impact of the Cold War and challenges and changes to the
existing political, economic and social arrangements of the second half of the twentieth century.
Areas of Study
1.
Competing Ideologies
2.
Challenge and Change
Outcomes
On completion of this unit students should be able to:
•
explain the ideological divisions in the post-war period and analyse the nature, development and impact of the Cold War on
nations and people, in relation to one or more particular conflicts of the period
•
To explain the causes and nature of challenge and change in relation to two selected contexts in the second half of the
twentieth century and analyse the consequences for nations and people.
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HISTORY – AUSTRALIAN
UNIT 3 – Transformations: Colonial society to nation
On completion of this unit, the student should be able to explain the transformation of Port Philip District from the 1830s to the
1860s and the impact on the Aboriginal population. They should also be able to explain the newly created society at Federation and
the effects of Australia’s involvement in World War 1.
Areas of Study
1.
The re-shaping of Port Philip District/ Victoria 1834 – 1860
2.
Making a people and a nation
Outcomes
On completion of this unit the student should be able to:
•
analyse the nature of change in the Port Philip District/ Victoria in the period 1834 – 1860
•
analyse the visions and actions that shaped the new nation from 1890 to 1920, and the changes and continuities to these
visions that resulted from participation in World War 1.
UNIT 4 – Transformations: Old certainties and new visions
On completion of this unit students will be able to explain the continuing development of the nation in the early twentieth century
and the dramatic changes that occurred in the latter part of the century.
Areas of Study
1.
Crises that tested the nation 1929 – 1945
2.
Voices for change 1965 – 2000
Outcomes
On completion of this unit the student should be able to:
•
analyse the social, economic and political consequences of a crisis on the nation
•
analyse and evaluate two key social, economic and political changes in the late twentieth century Australia.
Assessment
•
School Assessed Coursework: Unit 3 - 25%, Unit 4 - 25%.
•
Written Examination: the examination paper will include questions which refer to written and/or visual representations and/or
historians’ commentaries or interpretations. Students will complete the examination under examination conditions using a
question and answer booklet. This examination is completed without the use of technology.
This task contributes 50% to the final study score.
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HISTORY – REVOLUTIONS
UNIT 3 – American Revolution
Revolutions in History have been reconsidered and debated by historians. The study of a revolution should consider differing
perspectives and the reasons why different groups have made judgements of the history of revolutions.
Areas of Study
1.
Causes of revolution
2.
Consequences of a revolution
Outcomes
On completion of this unit students should be able to:
•
analyse the causes of a revolution and evaluate the contribution of significant ideas, events, individuals and popular movements
1754 - 1776
•
to analyse the consequences of the revolution and to evaluate the extent to which it brought change to society 1776 – 1789.
UNIT 4 – French Revolution
Revolutions in history have been reconsidered and debated by historians. The study of a revolution should consider differing
perspectives and the reasons why different groups have made different judgements of the history of revolutions.
Areas of Study
1.
Causes of revolution
2.
Consequences of a revolution
Outcomes
On completion of this unit students should be able to:
•
analyse the causes of a revolution and evaluate the contribution of significant ideas, events, individuals and popular movements
1774 - 1789
•
analyse the consequences of the revolution and to evaluate the extent to which it brought change to society 1789 – 1795.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: All the key knowledge and skill that underpin the outcomes of Units 3 and 4 are examinable. The
examination lasts for 2 hours and is at the end of the year. The examination is completed without the use of technology.
This task contributes 50% to the final study score.
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PHILOSOPHY
UNIT 1
Existence, knowledge and reasoning
What is the nature of reality? How can we acquire certain knowledge? This unit engages students with fundamental philosophical
questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics.
The emphasis is on philosophical inquiry – ‘doing philosophy’ – and hence the study and practice of techniques of logic are central to
this unit. Students investigate relevant debates in applied epistemology and metaphysics, and consider whether the philosophical
bases of these debates continue to have relevance in contemporary society and our everyday lives.
Areas of Study
1.
Metaphysics
2.
Epistemology
Outcomes
On completion of this unit students should be able to:
•
analyse metaphysical problems, evaluate viewpoints and arguments arising from these, and identify philosophical issues in
relevant contemporary debates
•
analyse epistemological problems, evaluate viewpoints and arguments arising from these, and analyse philosophical problems
in relevant contemporary debates.
UNIT 2
Questions of Value
What are the foundations of our judgments about value? What is the relationship between different types of value? How, if at all,
can particular value judgments be defended or criticised? This unit invites students to explore these questions in relation to different
categories of value judgment within the realms of morality, political and social philosophy and aesthetics. Students also explore
ways in which viewpoints and arguments in value theory can inform and be informed by contemporary debates.
Areas of Study
1.
Ethics and Moral Philosophy
2.
Further problems in value theory
3.
Techniques of reasoning
Outcomes
On completion of this unit students should be able to:
•
analyse problems in ethics and moral theory and related contemporary debates, evaluate viewpoints and arguments in
response to these problems, and discuss the interplay between philosophical thinking and contemporary ethical and moral
debates
•
analyse selected problems in value theory, evaluate viewpoints and arguments in response to these problems, and discuss
philosophical issues in the context of relevant contemporary debates
•
apply methods of philosophical inquiry to the analysis of philosophical viewpoints and arguments, including those in value
theory.
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UNIT 3
Minds, Bodies and Persons
This unit considers basic questions regarding the mind and the self through two key questions: Are human beings more than their
bodies? Is there a basis for the belief that an individual remains the same person over time? Students critically compare the
viewpoints and arguments put forward in set texts from the history of philosophy to their own views on these questions and to
contemporary debates.
Areas of Study
1.
2.
Students will be able to discuss the concepts of mind, body and psyche found in key texts and contemporary debates. Is the
mind another level of consciousness? Can we ever really know who we are?
The current VCE texts for this area are; David Armstrong - “The Nature of the Mind”, Descartes - “Meditations 1 & 2” and Plato
– “Phaedo”.
3.
4.
Students will analyse and evaluate the key ideas of personal identity. Am I just a mind? Am I just a body? Do I have a soul? Can
Artificial Intelligence ever be a reality? Are animals conscious or just machines?
The current VCE texts for this unit are; Hume - “A Treatise on human nature”, The Questions of King Milinda, Locke - “An essay
concerning human understanding and the Bodhicaryavatara.
Outcomes
On completion of this unit students should be able to:
•
discuss concepts relating to the mind, psyche and body, and analyse and evaluate viewpoints and arguments concerning the
relationship between the mind and body, and psyche and body, found within and across the set texts and in contemporary
debates
•
to analyse, compare and evaluate theories of personal identity in the set texts and discuss related contemporary debates.
UNIT 4
The Good Life
This unit considers the crucial question of what it is for a human to live well. What does an understanding of human nature tell us
about what it is to live well? What is the role of happiness in a well lived life? Is morality central to a good life? How does our social
context impact on our conception of a good life? In this unit, students explore texts by both ancient and modern philosophers that
have had a significant impact on contemporary western ideas about the good life.
Areas of Study
1.
Students will discuss, analyse and compare different philosophical views on what it takes to live a good life. Where do morals
come from? Who decides which morals are correct? Should we be concerned for others?
2.
Students will discuss contemporary debates relating to the Good Life, looking at the impact of technology and science on
current arguments. Students will also look at modern ideas of what it takes to lead a good life.
3.
The current VCE texts for this unit are; Plato – “The Gorgias”, Aristotle – “Nicomachean Ethics”, Nietzsche – “Beyond Good and
Evil” and Peter Singer – “Famine, Affluence and Morality”.
Outcomes
On completion of this unit students should be able to:
•
analyse, compare and evaluate the philosophical viewpoints and arguments in the set texts in relation to the good life
•
discuss contemporary debates related to the good life and the interplay between social and technological developments and
conceptions of the good life.
Assessment
•
School Assessed Coursework: School based coursework for Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: All the key knowledge and skill that underpin the outcomes of Units 3 and 4 are examinable. The duration
of the exam is two hours and undertaken at the end of the year.
This task contributes 50% to the final study score.
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RELIGION AND SOCIETY
UNIT 3
The Search for Meaning
Across time and cultures, humanity has sought to understand the why and how of existence. In this quest humans have consistently
posed big questions of life such as: Where did we come from? Is there someone or something greater than us – an ultimate reality?
What is the purpose of our existence?
How should we live? Why do we die? Is there anything beyond death? In response to this quest for meaning, religions have
developed systems of belief that have offered ways of establishing meaning and purpose – not only for human existence but also for
all that exists. Such religious beliefs have also attempted to explain the nature of relationships between humans, between humans
and the rest of the natural world, and between humans and ultimate reality.
Religious tradition/s will be chosen from one or more of the following groups:
•
Primal religions (for example, Australian Aboriginal religions, religions of the Pacific Islands)
•
Asian religions (for example, Buddhism, Hinduism, Chinese religions)
•
Abrahamic religions (for example, Judaism, Christianity and Islam).
Students undertake a general investigation of religious traditions in Unit 3. Within this investigation, they focus on a particular
example from one or more than one religious tradition for each area of study.
The particular examples for investigation should demonstrate many of the characteristics discovered in the general investigation of
religious traditions for each area of study.
Areas of Study
1.
Meaning in Religious Tradition: In this area of study, students examine the nature and purpose of religious beliefs within
religious traditions generally. They then explore specific religious beliefs in one or more than one religious tradition that are
common to members of that tradition. This exploration includes consideration of how each belief is distinctive for that tradition;
that is, traditions may share a common belief but this belief may have a distinctive meaning for each tradition. It is this
distinctiveness that should be explored for the tradition/s under study. Students investigate the expression of these religious
beliefs in the religious tradition/s through the relevant aspects of religion. Students also consider what these religious beliefs
mean for the way in which members of the religious tradition/s are to lead their lives.
2.
Maintaining the continuity of religious beliefs: Students will examine how religions pass on their core beliefs to the following
generation. They will also study why religions change and continue in the modern world, with reference to one specific religious
tradition. Students will use the eight aspects of religion as a framework for their analysis.
3.
Significant life experience and religious belief: This area of study focuses on personal development in religious belief. Students
will investigate how religious belief can lead to profound religious experiences. A case study relating to someone who has
undergone such an experience will form a core part of this outcome. Students also investigate how religious beliefs can have an
impact on the interpretation of significant life experiences, which are characterised by intense experiences such as joy, wonder
(awe), suffering, death, major life choices, love, human relationships, or commitment.
Outcomes
On completion of this unit students should be able to:
•
explain the nature, purpose and expression of religious beliefs generally and for one or more than one religious tradition
•
analyse the maintenance of religious beliefs for continuity in religious traditions
•
explain and draw conclusions about the Inter-play between religious beliefs and significant life experiences.
UNIT 4
Challenge and Response
The focus of Unit 4 is the interaction of religious traditions and the societies of which they are a part.
Religious traditions are dynamic, living institutions that contribute in many ways, both positively and negatively, to wider societies –
stimulating, supporting, as levers for change or resisting changes in those societies. Religious traditions also change over time; this
change may be in the form of growth or decline or both. The eight aspects of religion provide a framework for understanding these
changes that happen as religious traditions respond to the internal challenges arising from the needs and insights of their
membership, and to the external challenges provoked by changes in the wider society. The impetus for these changes in society may
come from religious traditions themselves or from other groups, individuals, events or movements within the wider society.
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Areas of Study
1.
Historical challenges to religious traditions: In this area of study, students will investigate the challenges to religious traditions
and how they have responded to these challenges. These challenges may come from an historical event or events, a movement,
a person, or an issue arising from within the religious tradition/s, or from the wider society or from other religious traditions.
Students begin with a study of a profile of two religious traditions and develop an overview of a range of significant internal and
external challenges faced by the religious traditions during their historical development. Students select one of these historical
challenges from one or more religious traditions for further investigation. The historical challenge should be at a stage where a
range of evaluations have been made by commentators.
2.
Contemporary challenges and their impact: Past societies often had a dominant religion inseparable from the political, legal,
economic and social dimensions of that society, and to which most of the population adhered in some way. Modern societies
that are multicultural, pluralist and democratic, confront religious traditions with types of challenges religions did not have to
face at other times and in other places. In this area of study, students examine the visions for society held by religious traditions
that are confronted by contemporary social or moral issues. They investigate the contributions that religious traditions may
bring to debates on major social and moral issues, and the impact these may have on the religious traditions and the wider
society. Through one contemporary example, students demonstrate the ways that religious tradition is confronted by and
respond to challenges of modern society.
Outcomes
On completion of this unit students should be able to:
•
•
analyse how one or more than one religious tradition/s responded to a significant historical internal or external challenge, and
evaluate the outcome for the religious tradition/s
analyse the interplay between religious beliefs and their developed vision of religious tradition/s for society in response to
contemporary challenge.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: All the key knowledge and skill that underpin the outcomes of Units 3 and 4 are examinable. The duration
of the exam is two hours and undertaken at the end of the year.
This task contributes 50% to the final study score.
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TEXTS AND TRADITIONS
UNIT 3
The texts of a particular religious tradition can be seen to be foundational in that they recount specific events, narratives, laws and
teachings that describe the beginnings and initial development of a religious tradition’s history. In this unit, students explore the
history and culture from which the tradition being studied was formed. They gain an understanding that the historical milieu of
these beginnings lent shape and content to the texts themselves.
Areas of Study
1.
The background of the tradition: In this area of study students undertake a social and historical study of the tradition. This area
of study examines texts relating to the origin and early development of the selected tradition, focusing on events, people and
places important to the development of the religious tradition.
2.
Historical and literary background to the set text: Students examine issues that relate to the writing of texts; for example,
purpose, authorship and intended audience. Students also develop a knowledge of the set text in terms of its literary structure
and major themes.
3.
Interpreting texts – Exegesis (Part 1): Teachings within texts may be presented in different ways. They may be presented in the
form of proverbs, codes of law, rules of behaviour, collections of sayings or accounts of the lives of significant individuals, or
other recognisable literary forms. Texts have been developed in certain historical, political and social contexts. Socio-historical
criticism would understand that these situations affect understanding of the meaning, purpose and teachings of those texts. The
process of searching for and giving expression to the meaning of text is called exegesis.
Outcomes
On completion of this unit students should be able to:
•
identify and explain social and cultural contexts that influenced early development of the religious tradition
•
discuss major themes of the set text, and analyse its literary structure and issues related to the writing of the set text
•
apply exegetical methods to develop an interpretation of some of the passages for special study, and discuss the nature of, and
challenges to, exegetical method.
UNIT 4
In this unit students continue to apply, in greater depth, the exegetical method to the passages for special study begun in Unit 3.
Some texts are regarded as essential for the continuation of a tradition because they function as a means of communicating
teachings or understandings about the relationship between the human and the transcendent. These understandings are often
expressed through religious ideas, beliefs or social themes in the particular texts. With the passing of time, some of the themes
contained in the foundational texts have been reinterpreted at different times in the tradition. In this unit a significant idea, belief or
social theme contained in the set text will be studied, and the interpretation of the text in the light of the idea, belief or theme
considered.
Areas of Study
1.
Interpreting texts – Exegesis (Part 2): This area of study continues with the development of the knowledge and skills required for
students to write competent exegeses of passages from the set texts. It is expected that students will have studied the passages
for special study in the light of their placement within the set texts throughout Interpreting Texts Part 1 in Unit 3 and Part 2 in
Unit 4.
2.
Religious ideas, beliefs and social themes: Foundational texts express major beliefs and issues of significance during the early
periods of a tradition. At the same time, at various periods of its history the later tradition responds to ideas and teachings
arising out of foundational texts associated with the tradition’s early period of development. Students investigate a significant
religious idea, belief or social theme arising out of the passages for special study; this idea, belief or theme is then investigated
over the entire set text.
Outcomes
On completion of this unit students should be able to:
•
apply exegetical methods to develop an interpretation of all the passages for special study.
•
discuss a significant religious idea, belief or social theme in the set text, and analyse and evaluate how related passages from
the set text have been interpreted within the tradition at a later stage in the light of the particular idea, belief or theme.
Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
Written Examination: All the key knowledge and skill that underpin the outcomes of Units 3 and 4 are examinable. The duration
of the exam is two hours and undertaken at the end of the year.
This task contributes 50% to the final study score.
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LOTE FACULTY
German
Indonesian
And this gospel of the kingdom
will be preached in the whole
world as a testimony to all
nations.
Matthew 24: 14
Be still and know that I am God;
I will be exalted among the
nations, I will be exalted in the
earth.
Psalm 46: 10
Sing to the Lord, praise his
name; proclaim his salvation day
after day. Declare his glory
among the nations, his
marvellous deeds among all
peoples.
Psalm 96: 2
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GERMAN
UNIT 1 and 2
The focus of these units is to provide the opportunity to build on what is familiar, as well as develop knowledge and skills in new and
more challenging areas.
Areas of Study
1.
The areas of study for German comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are
common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the
linguistic needs of the student, and the outcomes for the unit.
2.
The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense
that they form the subject of the activities and tasks the student undertakes.
3.
The grammar, vocabulary, text types and kinds of writing are linked, both to each other and to the themes and topics.
Students will study the following themes and topics:
Unit 1
1.
The Individual: Personal Identity, Leisure, Lifestyles
2.
The German Speaking Communities: Past and Present, Arts and Entertainment
3.
The Changing World: Tourism, The World of Work
Outcomes
On completion of this unit students should be able to:
•
hold an informal conversation
•
listen to spoken texts (e.g. extracts, interviews, broadcasts) to obtain information to complete notes, charts or tables in German
or English and read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or
tables in German or English
•
review texts.
Responses to Outcomes 1 and 3 must be in German. One of the responses to Outcome 2 must be in German, the other in English.
Unit 2
1.
The Individual: Leisure and Lifestyles, School and Aspirations
2.
The German Speaking Communities: People and Places
3.
The Changing World: Social Issues
Outcomes
On completion of this unit students should be able to:
•
interview
•
listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganise information and ideas in a different text-type
and read written texts (e.g. extracts, advertisements, letters) and reorganise information and ideas in a different text-type
•
create a Journal entry
•
Responses to all Outcomes must be in German.
UNITS 3 and 4
The focus of these units is to provide the opportunity to build on what is familiar, as well as develop knowledge and skills in new and
more challenging areas.
It is recommended that students will have studied German Units 1 & 2 to complete this course. If you have not, please speak to
the subject teacher in relation to this.
Areas of Study
1.
The areas of study for German comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are
common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the
linguistic needs of the student, and the outcomes for the unit.
2.
The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense
that they form the subject of the activities and tasks the student undertakes.
3.
The grammar, vocabulary, text types and kinds of writing are linked, both to each other and to the themes and topics.
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Unit 3 Outcomes
On completion of this unit students should be able to:
•
express ideas through the production of original texts
•
analyse and use information from spoken texts
•
exchange information, opinions and experiences.
Unit 4 Outcomes
On completion of this unit students should be able to:
•
analyse and use information from written text
•
respond critically to spoken and written texts that reflect aspects of the language and culture of the German speaking
communities.
Assessment
•
School Assessed Coursework: Unit 3 – 25 %, Unit 4 – 25 %.
•
Oral examination: this consists of two sections, Conversation and Discussion.
This task contributes 12.5% of the final study score.
•
Written examination: this consists of three sections, Listening and Responding, Reading and Responding and Writing in
German.
This task contributes 37.5% of the final study score to this subject.
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INDONESIAN
UNITS 1 and 2
The focus of these units is to provide the opportunity to build on what is familiar, as well as develop knowledge and skills in new and
more challenging areas.
Areas of Study
1.
The areas of study for Indonesian comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are
common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the
linguistic needs of the student, and the outcomes for the unit.
2.
The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense
that they form the subject of the activities and tasks the student undertakes.
3.
The grammar, vocabulary, text types and kinds of writing are linked, both to each other and to the themes and topics.
Students will study the following themes and topics:
Unit 1
Careers; Teenagers; The Role of Women.
Outcomes
On completion of this unit students should be able to:
•
establish and maintain a spoken or written exchange related to personal areas of experience
•
listen to, read and obtain information from written and spoken texts
•
produce a personal response to a text focussing on real or imaginary experience.
Unit 2
Short Story Writing; Health and Traditional Medicine; Music.
Outcomes
On completion of this unit students should be able to:
•
participate in a spoken exchange related to making arrangements and completing transactions
•
listen to, read, extract and use information and ideas from spoken and written texts
•
give expression to real or imaginary experience in written form.
UNITS 3 and 4
The focus of these units is to provide the opportunity to build on what is familiar, as well as develop knowledge and skills in new and
more challenging areas.
It is recommended that students will have studied Indonesian Units 1 & 2 to complete this course. If you have not, please speak
to the subject teacher in relation to this.
Areas of Study
1.
The areas of study for Indonesian comprise themes and topics, text types, kinds of writing, vocabulary and grammar.
2.
They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to
the linguistic needs of the student, and the outcomes for the unit.
3.
The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense
that they form the subject of the activities and tasks the student undertakes.
4.
The grammar, vocabulary, text types and kinds of writing are linked, both to each other and to the themes and topics.
Students will study the following themes and topics:
Unit 3
Childhood Memories; Dreams and Ambitions for the Future; Travel; Environment.
Outcomes
On completion of this unit students should be able to:
•
express ideas through the production of original text
•
analyse and use information from spoken texts
•
exchange information, opinions and experiences.
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Unit 4
Ceremonies and Celebrations; Social Issues Related to Living in Big Cities in Indonesia.
Outcomes
On completion of this unit students should be able to:
•
analyse and use information from written texts
•
respond critically to spoken and written texts which reflect aspects of the language and culture of Indonesian- speaking
communities.
Assessment
•
School Assessed Coursework: Unit 3 – 25 %, Unit 4 – 25 %.
•
Oral examination: this consists of two sections, Conversation and Discussion.
This task contributes 12.5% of the final study score.
•
Written examination: this consists of three sections, Listening and Responding, Reading and Responding and Writing in
Indonesian.
This task contributes 37.5% of the final study score to this subject.
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MATHEMATICS FACULTY
Mathematics – Possible Courses
Foundation Mathematics
Units 1 and 2
General Mathematics (Further) and
Further Mathematics
General Mathematics (Specialist) and
Specialist Mathematics
Mathematical Methods (CAS)
He determines the number of
the stars and calls them each by
name. Great is our Lord and
mighty in power; his
understanding has no limit.
Psalm 147: 4
The Mathematics program at Flinders Christian Community College allows us to help
students discover the rational order and harmony which has been imposed on the
world by God and which He revealed to us in the language of Mathematics. We
model and explore our Christian faith together, and promote the realisation of
individual potential. By working as a team to form one vision of mathematical
education, we provide consistency in a Christian environment where we take pride
in the efforts and achievement of our students.
For by him all things were
created: all things in heaven and
on earth; all things were created
by him and for him. He is before
all things and in him all things
hold together.
Colossians 1: 16, 17
For the Lord gives wisdom, and
from his mouth come
knowledge and understanding.
Proverbs 2: 6
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MATHEMATICS – POSSIBLE COURSES
1. Engineering, Science Engineering Courses
UNITS 1 AND 2
MATHEMATICAL METHODS (CAS)
AND
GENERAL MATHEMATICS (SPECIALIST)

UNITS 3 AND 4
MATHEMATICAL METHODS (CAS)
AND
SPECIALIST MATHEMATICS
2. Economics, Accounting, Science Courses
UNITS 1 AND 2
MATHEMATICAL METHODS (CAS)
AND
GENERAL MATHEMATICS (SPECIALIST)

UNITS 3 AND 4
MATHEMATICAL METHODS (CAS)
OR
FURTHER MATHEMATICS
3. Business, Accounting Courses
UNITS 1 AND 2
MATHEMATICAL METHODS (CAS)

UNITS 3 AND 4
MATHEMATICAL METHODS (CAS)
OR
FURTHER MATHEMATICS
4. General Course
UNITS 1 AND 2
GENERAL MATHEMATICS (FURTHER)

UNITS 3 AND 4
FURTHER MATHEMATICS
5. General Course
UNITS 1 AND 2
FOUNDATION MATHEMATICS

UNITS 1 AND 2
GENERAL MATHEMATICS (FURTHER)
6. Terminal Course
UNITS 1 AND 2
FOUNDATION MATHEMATICS
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FOUNDATION MATHEMATICS
UNITS 1 and 2
Foundation Mathematics provides for the continuing mathematical development of students entering VCE and needing
mathematical skills to support their other VCE subjects and who do not intend to undertake Unit 3 and 4 studies in VCE
Mathematics. In Foundation Mathematics there is a strong emphasis on using mathematics in practical contexts relating to everyday
life, personal work and study. Students are encouraged to use technology in all areas of their study. These units will be especially
useful for students undertaking VET studies.
Please note: This course is offered primarily to Year 10 students as a terminal mathematics course. Year 11 students electing to
enrol in this course should consult with the Head of Mathematics to determine whether it is a suitable selection.
Areas of Study
1.
Space, Shape and Design: this area of study covers the geometric properties of lines and curves, shapes and solids and their
graphical and diagrammatic representations.
2.
Patterns and Number: this area of study covers basic number operations and the representation of patterns in number in
different forms.
3.
Handling Data: this area of study covers the collection, presentation and basic analysis of data.
4.
Measurement: this area of study covers the use of the metric system in familiar and everyday measurement activities.
Unit 1 Topics
1.
Fundamental Concepts, Working with Numbers.
2.
Length and Area, Design of Packaging.
3.
Units of Measurement, Conversion of Units.
4.
Business Calculations.
Unit 2 Topics
1.
Managing your Money.
2.
Ratio and Scale Factor.
3.
Home Renovation and Decoration.
4.
Statistics: Tabulating, Graphing and Analysing Data.
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GENERAL MATHEMATICS (FURTHER) & FURTHER MATHEMATICS
UNITS 1 and 2
This is a General Mathematics course designed specifically for those students who intend to complete Further Mathematics Units 3
and 4 in Year 12. The study aims to consolidate the knowledge gained in Years 7 – 10 and provide a sound base for further study.
Extensive use is made of TI-nspire Graphic Calculators, together with the use of spread sheets and graphing packages.
Students should be maintaining at least a 70% grade average in Year 10 Mathematics (General) to consider undertaking this
course.
UNIT 1
Areas of Study
1.
Statistics: covering categorical and numerical data, data displays and their interpretation, measures of central tendency and
spread and boxplots, scatter plots, correlation and regression, categorical and numerical data, and data displays and their
interpretation.
2.
Graphs of Linear and Non-linear Relations: covering solving of linear equations and inequations, graphs and values of gradients
and intercepts, simple applications of linear modelling and lines of best fit.
3.
Discrete Mathematics: covering the representation of information in matrix form and its arithmetic, undirected graphs, Euler
and Hamiltonian paths, network flows, critical path theory and allocation problems
Topics
1.
Univariate Data
2.
Linear Graphs and Models
3.
Bivariate Data
4.
Graphs and Networks
5.
Matrices
UNIT 2
Areas of Study
1.
Geometry, Measurement and Trigonometry: covering mensuration (angle, length, area, surface area and volume), solving of
right-angled triangles with trigonometric ratios, two dimensional applications including angles of elevation and depression,
areas of triangles, and solution of triangles using the sine and cosine rules.
2.
Arithmetic and Number: covering mental, by-hand and technology assisted computation with rational numbers,
1.
Shape and Measurement
2.
Trigonometry
3.
Financial Arithmetic
4.
Sequences and Series
practical arithmetic and financial arithmetic, including estimation, order of magnitude and accuracy.
3. Discrete Mathematics: covering number patterns and recursion, and their use to model practical situations and solve a
range of related problems.
Topics
UNITS 3 and 4
This study is designed for those students with a general interest in mathematics as well as providing a sound base for those students
intending to undertake tertiary studies in the education and health science fields. As this course utilizes Computer Algebra Systems
(CAS), students are required to have a TI-nspire CAS calculator.
Further Mathematics consists of a compulsory core and a selection of three from the six optional modules.
It is recommended that students will have studied General Mathematics (Further) Units 1 & 2, Mathematical Methods (CAS)
Units 1 & 2 or General Mathematics (Specialist) Units 1 & 2 to complete this course. If you have not, please speak to the subject
teacher in relation to this.
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Core Content
Data Analysis: covering univariate and bivariate data, correlation and regression, and time series.
Selected Modules
1.
Geometry and Trigonometry: covering similarity, trigonometry of triangles, and applications of this material to orienteering,
navigation and surveying.
2.
Matrices: using matrices to represent information and their applications.
3.
Network and Decision Mathematics: using networks to help in the analysis of critical paths.
Unit 3 Topics
Core (Data Analysis and Financial Maths)
1.
Univariate Data
2.
Bivariate Data
3.
Correlation and Regression
4.
Time Series
5.
Recursion and Financial Modelling
Unit 4 Topics
1.
Matrices
2.
Geometry and Trigonometry
Assessment
•
School Assessed Coursework: Unit 3 – 20%, Unit 4 – 14%.
•
Written Examination 1: students are required to complete multiple choice questions under examination conditions. This
examination is completed with the use of technology and access to one bound reference or summary book.
This task contributes 33% to the final study score. Duration 1.5 hrs.
•
Written Examination 2: students are required to complete written response questions under examination conditions. This
examination is completed with the use of technology and access to one bound reference or summary book.
This task contributes 33% to the final study score. Duration 1.5 hrs.
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GENERAL MATHEMATICS (SPECIALIST) & SPECIALIST MATHEMATICS
UNITS 1 and 2
This course is intended to provide a solid introduction and grounding in the mathematics required for the combination of
Mathematical Methods (CAS) and Specialist Mathematics in Units 3 and 4. The specific focus of this course will be the application of
mathematics to science and engineering fields.
It is recommended that students will have received a grade of at least 80% in Advanced Maths to complete this course. Where
this is not met, it is recommended that a conversation is had between the students and the subject teacher.
Unit 1
Areas of Study
1.
Arithmetic: covering matrices, integers, rational and irrational number systems.
2.
Algebra: covering linear relations and equations.
3.
Geometry and Trigonometry: covering trigonometric ratios and their applications.
Topics
1.
Algebra
2.
Integer and Rational Number Systems
3.
Trigonometric Ratios and Their Applications
4.
Matrices
Unit 2
Areas of Study
1.
Arithmetic: covering the complex number system.
2.
Graphs of Linear and Non-Linear Relations: covering kinematics and dynamics and graphical representation of circles, ellipses,
parabolas and hyperbolas.
3.
Geometry and Trigonometry: covering vectors and advanced trigonometry.
Topics
1.
Vectors
2.
Real and Complex Number Systems
3.
Kinematics and Dynamics
4.
Advanced Trigonometry
5.
Loci
UNITS 3 and 4
This study is designed for those students with a strong interest in mathematics and those intending to pursue mathematics at
tertiary level. The course has a definite focus towards the mathematics required for engineering and science engineering. As this
course utilizes Computer Algebra Systems (CAS), students are required to have a TI-nspire CAS calculator.
It is recommended that students will have maintained at least an 80% grade in Mathematical Methods (CAS) Units 1 & 2 to
complete this course or completed General Mathematics (Specialist) Units 1 & 2. If you have not, please speak to the subject
teacher in relation to this.
Areas of Study
1.
Functions, Relations and Graphs: covering sums of simple power functions, reciprocal functions of quadratic functions and
circular functions, inverse circular functions, relations representing circles, ellipses and hyperbolas.
2.
Algebra: covering complex numbers and partial fractions.
3.
Calculus: covering differential and integral calculus, integration techniques, applications of integration, differential equations
and kinematics.
4.
Vectors: covering the arithmetic and algebra of vectors, resolution of vectors into components, scalar product and vector
calculus.
5.
Mechanics: covering statics and an introduction to Newtonian mechanics, for both constant and variable acceleration.
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Unit 3 Topics
1.
Coordinate Geometry
2.
Vectors
3.
Trigonometric Functions
4.
Complex Numbers
5.
Differential Calculus
6.
Integral Calculus and Applications
Unit 4 Topics
1.
Differential Equations
2.
Kinematics
3.
Vector Calculus
4.
Mechanics
Assessment
•
School Assessed Coursework: Unit 3 – 17%, Unit 4 – 17%.
•
Written Examination 1: students are required to complete a set of short answer questions under examination conditions. This
examination is completed without the use of technology.
This task contributes 22% to the final study score.
•
Written Examination 2: students are required to complete a set of multiple-choice questions and extended response questions
under examination conditions. This examination is completed with the use of technology.
This task contributes 44% to the final study score.
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MATHEMATICAL METHODS (CAS)
UNITS 1 and 2
This study is designed for those students with a strong interest in mathematics as well as providing a sound base for those students
intending to undertake studies in the science and engineering fields. The concepts of functions and graphs and calculus form the
major part of the material covered. This course also provides a good introduction to Mathematical Methods and Specialist
Mathematics that are taken at Units 3 and 4 level. As this course utilizes Computer Algebra Systems (CAS), students are required to
have a TI-nspire CAS calculator.
It is recommended that students will have received a grade of at least 75% in Advanced Maths to complete this course. Where
this is not met, it is recommended that a conversation is had between the students and the subject teacher.
Unit 1
Areas of Study
1.
Functions and Graphs: this area of study covers the graphical representation of functions and the study of key features of
graphs of functions.
2.
Algebra: the algebra of simple polynomial functions such as linear, quadratic and cubic functions to generalise and analyse
properties of functions and their graphs.
3.
Rates of Change and Calculus: this area of study introduces an intuitive understanding of instantaneous rate of change through
familiar situations, and through a graphical and numerical approach to the measurement of rates of change.
4.
Probability: an introduction to basic probability theory.
Topics
1.
Linear Graphs and Equations
2.
Polynomial and Power Functions
3.
Functions and Relations
4.
Rates of Change
5.
Probability
Unit 2
Areas of Study
1.
Functions and Graphs: this area of study covers the graphical representation of functions. This unit focuses on simple
trigonometric, exponential and logarithmic functions.
2.
Algebra: the algebra of polynomial, trigonometric, exponential and logarithmic functions to generalise and analyse properties of
functions and their graphs.
3.
Rates of Change and Calculus: covering the differentiation and anti-differentiation of polynomial and power functions.
4.
Probability: this area of study covers introductory combinatorics, applications of permutations and combinations to probability
and transition matrices.
Topics
1.
Differential Calculus
2.
Applications of Calculus
3.
Circular Function
4.
Exponential and Logarithmic Functions
5.
Combinatorics and Applications
UNITS 3 and 4
This study is designed for those students with a keen interest in mathematics, and provides a sound base for studies in mathematics
at tertiary level. It is strongly recommended that students wishing to attempt these units have satisfactorily completed
Mathematical Methods (CAS) Units 1 and 2. As this course utilizes Computer Algebra Systems (CAS), students are required to have a
TI-nspire CAS calculator.
It is recommended that students will have studied Mathematical Methods (CAS) Units 1 & 2 or General Mathematics (Specialist)
Units 1 & 2 to complete this course. If you have not, please speak to the subject teacher in relation to this.
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Areas of Study
1.
Functions and Graphs: covering the behaviour of functions of a single real variable.
2.
Algebra: covering the algebra of functions and the solutions of equations.
3.
Calculus: covering the analysis of properties of functions by their rates of change, rules of differentiation, applications of
differentiation, properties of integrals, and the application of integration to finding the area under a curve.
4.
Probability: covering discrete and continuous random variables and their applications.
Unit 3 Topics
1.
Algebraic Techniques
2.
Functions and their Graphs
3.
Differential Calculus
4.
Applications of Calculus
Unit 4 Topics
1.
Integral Calculus
2.
Discrete Random Variables
3.
Continuous Random Variables
4.
Statistical Inferences
Assessment
•
School Assessed Coursework: Unit 3 – 17%, Unit 4 – 17%.
•
Written Examination 1: students are required to complete short answer and extended answer questions. This task will be
completed under examination conditions, without access to Technology or a Summary book. Exam duration, 1hr.
This task contributes 22% to the final study score.
•
Written Examination 2: students are required to complete extended answer questions, and multiple choice questions. This task
will be completed under examination conditions, with access to Technology and one bound reference, Summary or textbook.
Exam duration, 2hr.
This task contributes 44% to the final study score.
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PERFORMING ARTS FACULTY
Drama
Music Performance
Music Investigation
Units 3 and 4
My heart is steadfast, O God, my
heart is steadfast; I will sing and
make music.
Psalm 57: 7
Let us come before him with
thanksgiving and extol him with
music and song. For the Lord is
the great God, the great King
above all gods.
Psalm 95: 2, 3
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DRAMA
UNIT 1
This unit focuses on creating, presenting and analysing a devised performance that includes real and/or imagined characters.
Students examine storytelling through the creation of ensemble devised performances and manipulate expressive skills in the
creation and presentation of characters. They develop an awareness and understanding of how characters are portrayed in
naturalistic and non-naturalistic performance style/s. Students also gain an awareness of how performance is shaped and given
meaning. They investigate a range of stimulus material and learn about stagecraft, theatrical conventions and performance styles
from a range of social and cultural contexts.
This unit also involves analysis of a student’s own performance work and analysis of performances by professional drama
practitioners.
Areas of Study
1. Creating a Devised Performance: play-making techniques are used to devise and develop an ensemble performance based on a
range of stimulus material relevant to the student’s personal cultural and/or community experiences and stories. The playmaking techniques are recorded and documented.
2.
Presenting a Devised Performance: a devised ensemble performance is presented to a live audience based on a range of
stimulus material relevant to the student’s personal cultural and/or community experiences and stories.
3.
Analysing a Devised Performance: the student’s own performance work is observed and analysed. This involves reflection and
articulation of work processes and product/s. Students also demonstrate development of understanding of use of expressive
skills, stimulus material, theatrical conventions, stagecraft, performance style/s and approaches to character development
through use of drama terminology.
4.
Analysing Drama Performances Presented by Other Practitioners: professional performances are observed and analysed by
professional or other drama practitioners. Drama performances by students enrolled at school cannot be analysed for this
outcome. Students use language of drama to describe, analyse and evaluate drama performance.
Outcomes
On completion of this unit students should be able to:
•
use play-making techniques to devise drama works based on experiences and/or stories, as well as describe the dramatic
processes used to shape and develop performance work
•
use expressive skills, conventions and stagecraft to perform stories and characters to an audience
•
analyse the development and performance of ensemble work created and presented
•
identify and evaluate use of performances styles, and describe use of conventions, stagecraft and dramatic elements, as well as
analyse the portrayal of stories and characters in a drama performance.
UNIT 2
This unit involves the workshopping of Australian scripts and the creation, presentation and analysis of ensemble and solo
performance work. Students use a range of stimulus material in creating performance and examine performances styles. Theatrical
conventions appropriate to the selected performance styles are also explored. Students’ knowledge of how dramatic elements are
enhanced or manipulated through performance is further developed in this unit.
Areas of Study
1.
Using Australia as Inspiration: a range of stimulus material is used to create performances based on a person, an event, an issue,
a place, an art work, a text and/or an icon from a contemporary or historical Australian context. The focus is also on
documenting and recording the play-making techniques and dramatic processes used to shape and develop this performance
work.
2.
Presenting a Devised Performance: this involves presenting performances, to an audience, of a devised work based on a person,
an event, an issue, a place, an art work, a text and/or an icon from a contemporary or historical Australian context.
3.
Analysing a Devised Performance: focuses on observation and analysis of a student’s own performance work completed for
Outcomes 1 and 2. It involves reflection on, and articulation of, work processes and the work, and demonstrates continuing
development in the use of drama terminology.
4.
Analysing Australian drama performance: focuses on observation and analysis of a performance by professional or other drama
practitioners. Drama performances by students enrolled at school cannot be analysed for this outcome. Students use drama
terminology to describe, analyse and evaluate the use of conventions, performance style/s, and dramatic elements in a drama
performance. Where possible the selected work should be an Australian work.
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Outcomes
On completion of this unit students should be able to:
•
use a range of stimulus material to create a solo or ensemble performance work as well as document and record the playmaking techniques used to shape and develop this performance work
•
demonstrate the effective use and manipulation of dramatic elements, conventions and stagecraft in the presentation of a
performance work to an audience
•
analyse and evaluate the creation, development and performance of characters, as well as the use and manipulation of
conventions, stagecraft and dramatic elements as applied to the performance styles/s of the student’s own performance work
•
identify use of conventions, describe performance style/s and analyse and evaluate how dramatic elements have been used in a
drama performance.
UNIT 3
Areas of Study
1.
Devising and Presenting Non-Naturalistic Ensemble Performance: involves the development of a devised non-naturalistic
ensemble performance.
2.
Responding to Devised Ensemble Performances: involves describing, reflecting, interpreting, analysing and evaluating the
devised ensemble performance.
3.
Analysing Non-naturalistic Performance: involves analysis of a performance that uses non-naturalistic performance styles
selected from the prescribed VCE Drama Unit 3 Playlist.
Outcomes
On completion of this unit students should be able to:
•
develop and present character/s within a devised non-naturalistic ensemble performance
•
analyse the use of processes, techniques and skills to create and present a devised ensemble performance
•
analyse and evaluate a non-naturalistic performance.
UNIT 4
Areas of Study
1.
Working with Stimulus Material: involves the development of skills in transformation of character, time, place and object.
Students explore playmaking techniques in the development of a short non-naturalistic solo performance.
2.
Devising a Non-Naturalistic Solo Performance: involves the making and development of a solo performance in response to a
prescribed structure.
3.
Analysing Devised Non-Naturalistic Solo Performance: involves analysing and evaluating the creative processes used in the
creation, development and presentation of a devised non-naturalistic solo performance.
Outcomes
On completion of this unit students should be able to:
•
devise a solo performance in response to given stimulus material and describe the non-naturalistic qualities of the performance
•
create, develop and perform a non-naturalistic drama solo in response to a prescribed structure
•
analyse and evaluate the creation development and presentation of a devised non-naturalistic solo performance.
Assessment
•
School Assessed Coursework: Unit 3 – 30%, Unit 4 – 10%.
•
Performance Exam: Students create a seven minute solo performance based on a character from VCAA prescribed structures.
This task contributes 35% to the final study score.
•
Written Examination: Students answer questions concerning Stimulus Material, Dramatic Elements, Performance Styles and
Conventions.
This task contributes 25% to the final study score.
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MUSIC PERFORMANCE
UNIT 1 and 2
The study is designed for students who wish to develop their performance skills in the area of Music and it is achieved in both solo
and group performance contexts. In addition, students study and develop skills for presenting effective performance, develop skills
in aural comprehension, musical analysis and organisation of sound. Students present solo and group performances demonstrate
prepared technical work and perform previously unseen music.
Areas of Study Unit 1
1.
Performance: includes solo and group performance, interpretation, improvisation, studies of other performers.
2.
Performance Technique: includes development and optimisation of technical skills required for performance in both solo and
group contexts.
3.
Musicianship: includes development of students’ skills in recognition and use of music language relevant to performance, such
as interpretation of music notation, written and aural comprehension skills.
Outcomes
On completion of this unit students should be able to:
•
demonstrate developing performance and presentation skills in performing contrasting ranges of work in solo and group
contexts, selected technical exercises and unprepared performance
•
analyse and evaluate selected skills required and influences on works for performance and approaches to optimise performance
of those works
•
recognise, sing and write scales, intervals and chords; transcribe melodies; use conventions in music notation and language;
describe how instruments are used in combination; and analyse music works.
Areas of Study Unit 2
1.
Performance: includes solo and group performance, technical work, interpretation, improvisation and studies of other
performers.
2.
Performance Technique: includes development and optimisation of technical skills required for performance in both solo and
group contexts.
3.
Musicianship: includes development of students’ skills in recognition and use of music language relevant to performance, such
as interpretation of music notation, written and aural comprehension skills.
4.
Organisation of Sound: includes using a variety of processes and structures to create original works as a composition or
improvisation.
Outcomes
On completion of this unit students should be able to:
•
demonstrate developing performance and presentation skills in performing contrasting ranges of works in solo and group
contexts, selected technical exercises and unprepared performance
•
analyse and evaluate selected skills required and influences on works for performance and approaches to optimise performance
of those works
•
recognise, sing and write scales, intervals and chords; transcribe melodies; use conventions in music notation; and describe how
instruments are used in combination
•
devise a composition or improvisation that uses music language drawn from analysis of selected works for performance.
UNITS 3 and 4
This unit focuses on the preparation and performance of solo or group works and a solo or group performance program. Students
use performance techniques to develop understanding of interpretation of a range of styles, musical structures and characteristics.
Areas of Study
1.
Performance: focuses on development of instrumental or vocal skills needed to prepare and perform a variety of works in either
group or solo performance contexts.
2.
Performance Technique: students develop consistency in all technical aspects on their main performance instrument relevant to
the works selected for either solo or group performance.
3.
Musicianship: focuses on application of knowledge and development of aural perception and theory skills that will assist
students to successfully perform and interpret works in a range of styles
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Unit 3 Outcomes
On completion of this unit students should be able to:
•
interpret and perform accurately and artistically selected solo or group works in a range of styles
•
perform a study, technical work and exercises on their main instrument and works that demonstrate unprepared performance
skills
•
write and describe selected musical elements using the language of music, analysing similarities and differences between
interpretations in performance of excerpts from ensemble works.
Unit 4 Outcomes
On completion of this unit students should be able to:
•
interpret and perform, accurately and artistically selected solo or group works in a range of styles
•
perform a study, technical work and exercises on their main instrument and works that demonstrate unprepared performance
skills
•
write and describe selected musical elements using the language of music, analysing similarities and differences between
interpretations in performance of excerpts from ensemble works.
Assessment
•
School Assessed Coursework: Unit 3 – 20%, Unit 4 – 10%.
•
Solo/Group Performance Exam: students perform works in a formal setting either as a soloist or as a member of a group.
•
Aural and Written Exam: students answer a series of aural and theory questions set in a 90 minute exam paper.
This task contributes 50% to the final study score.
This task contributes 20% to the final study score.
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MUSIC INVESTIGATION
Unit 3 and 4
In Music Investigation Units 3–4 students select an Area of Investigation as a focus for their performance program and in-depth
study. These units build on the knowledge and skills developed in Music Performance Units 1–4 and specifically assume that
students have extensive musicianship skills, including aural skills, and the experience of performing music in a range of styles. The
central Investigation involves research, analysis, exploration of performance techniques and conventions and a range of
composition, arrangement and/or improvisation activities.
Areas of Study
1.
Investigation: an investigation of background contextual issues relevant to performance of required works, listen to and analyse
stylistic/structural characteristics, develop knowledge of performance conventions.
2.
Composition/Improvisation/Arrangement: application of findings from Area of Study 1, creating a folio of composition or
arrangement exercises/sketches/recorded improvisations demonstrating the characteristics of Investigation.
3.
Performance: students plan, rehearse and perform a program of works from the Area of Investigation, including the
development of relevant instrumental techniques applied to performance conventions that build performance expertise.
Unit 3 Outcomes
On completion of this unit students should be able to:
•
present a report that defines characteristics of a sample of works chosen for their Area of Investigation, demonstrating a
detailed and comprehensive understanding of relevant context/s and influences
•
present a folio of composition, arrangement and/or improvisation exercises and demonstrate through performance an
understanding of characteristics, performance techniques and conventions relevant to the Area of Investigation
•
perform a program of group or solo works that demonstrates understanding of characteristics relevant to an Area of
Investigation.
Unit 4 Outcomes
On completion of this unit students should be able to:
•
present a report that defines characteristics of a sample of works chosen for their Area of Investigation, demonstrating a
detailed and comprehensive understanding of relevant context/s and influences
•
present a folio of composition, arrangement and/or improvisation exercises and demonstrate through performance an
understanding of characteristics, performance techniques and conventions relevant to the Area of Investigation
•
perform a program of group or solo works that demonstrates understanding of characteristics relevant to an Area of
Investigation.
Assessment
•
School Assessed Coursework: Unit 3 – 25% of study score, Unit 4 – 25% of study score.
•
Performance Examination: Students perform works in a formal setting either as a soloist or as a member of a group.
This task contributes 50% to the final study score.
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SCIENCE AND INFORMATION
TECHNOLOGY FACULTY
Agricultural and Horticultural Studies
Biology
Chemistry
Computing and Informatics
Physics
Psychology
In his hand are the depths of the
earth, and the mountain peaks
belong to him. The sea is his for
he made it, and his hands
formed the dry land. Come, let
us bow down in worship, let us
kneel before the Lord our
Maker.
Psalm 95: 4 – 6
And God said, “Let the land
produce living creatures
according to their kinds:
livestock, creatures that move
along the ground, and wild
animals, each according to its
kind.” And it was so.
Genesis 1: 24
Then God said, “Let us make
man in our image, in our
likeness, and let them rule over
the fish of the sea and the birds
of the air, over the livestock,
over all the earth, and over all
the creatures that move along
the ground.
Genesis 1: 26
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AGRICULTURAL AND HORTICULTURAL STUDIES
UNIT 1
This unit investigates local agricultural and horticultural operations and factors that influence these operations. It investigates how
the biological and physical components of the environment and human resources influence the type of agribusinesses undertaken at
particular locations. Students apply their knowledge and skills in researching the feasibility and establishment of a small agricultural
and/or horticultural business project.
Areas of Study
1.
2.
Influences on Agricultural and Horticultural Systems
•
the components that constitute Australian agricultural and horticultural systems
•
biological aspects: varieties/breeds, structure, function and growth of plants and animals; physical aspects: soils, water,
climate and weather, infrastructure, inputs and outputs; and human resources
•
case study approach demonstrates how components influence the type of agricultural and/or horticultural enterprises
undertaken in their local area
•
the importance of using a scientific approach when investigating aspects of agricultural and horticultural systems.
Agricultural and Horticultural Operations
•
plan and conduct a small business project monitoring and care of plants or animals, using available resources
•
development of a detailed business and operational plan for the small business project
•
consideration of the viability of a business and the requirements for the production of plants and/or animals
•
consideration of the financial aspects and use tools, equipment and production skills
•
record production data and evaluate the progress of the business.
Outcomes
On completion of this unit students should be able to:
•
describe a range of biological, physical and human resources and their influence on agricultural and/or horticultural systems
•
explain the importance of the application of scientific principles in production
•
identify types/varieties, structures, functions and growth of plants and animals and their role in agricultural and/or horticultural
businesses
•
understand the influence of economic, social, environmental and historical factors on the sustainability of agricultural and
horticultural systems
•
plan, implement and evaluate management and production activities to operate a small agricultural and/or a horticultural
business project involving the care and monitoring of living plants or animals.
UNIT 2
This unit focuses on plant and animal nutrition, and growth and reproduction and their relationships within agribusiness systems. It
analyses agricultural and/or horticultural production systems in terms of timelines for production, taking into account physical,
biological, economic, social and environmental factors.
Areas of Study
1.
2.
Biological and Environmental Factors
•
nutrition, reproduction and genetics, and how these relate to agricultural and horticultural systems
•
the influence of biological factors, such as disease causing organisms and pests which impact production
•
impacts of climate extremes such as frost or wind chill
•
the role of scientific research to improve efficiency of plant and/or animal production.
Production Systems and Processes
•
the role of agricultural and horticultural businesses in adding value to primary products
•
plan and conduct a small business project which investigates and reports on factors related to production processes, risk
management and marketing
•
the sustainable production and marketing processes, and how they contribute to the value of a product and are influenced
by and have an impact upon the environment in which they operate.
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Outcomes
On completion of this unit students should be able to:
•
plan, implement, monitor and evaluate the production processes and marketing for a small agricultural and/or horticultural
business project
•
demonstrate how businesses adds value to the product and manage risk
•
factors that influence the operation of the business, including management, financial, production, animal welfare, sustainability
and environmental factors
•
describe principles of plant and animal genetics, the nutritive and reproductive processes, their application, and specific
biological and environmental factors that influence production systems
•
plan, conduct, analyse and report on an experiment involving plant/s and/or animal/s and relate this to plant and/or animal
nutrition and reproduction.
UNIT 3
In this unit, students will focus on the technology and equipment for agriculture, management techniques and processes that can be
used to maintain and/or enhance efficiency and effectiveness of agricultural and horticultural systems in order to achieve socially,
economically and environmentally sustainable agricultural and horticultural systems. Students develop an understanding of the
range of available equipment and processes that may be used in agricultural and horticultural businesses, including the current
commonly used technologies and innovative technologies. They learn how the capabilities of equipment and application of
processes assists decision making and management practices in agricultural and horticultural enterprises.
Areas of Study
1. Current Management Techniques
•
2.
3.
in this area of study students focus on technology and practices commonly used in agriculture and/or horticulture. Using a
case study approach, students explore the technologies and management techniques used by one or two fully commercial
agricultural and/or horticultural business/es.
New or Emerging Technology
•
in this area of study, students focus on new or emerging technology that has been adopted by only a small number of
agricultural and/or horticultural businesses. New technology is defined as having been readily available for fewer than five
years preceding the year of study; emerging technology is still in the development stages and not commercially available
•
they assess the impact of innovative developments in areas selected from biotechnology, biological control, reproduction
manipulation, genetic manipulation, plant or animal breeding, alternative energy sources, chemical pest or disease control,
resource management methods, information and communications innovation, Global Positioning System (GPS) technology,
precision agriculture/horticulture, radiation usage, alternative materials and environment or system modelling
•
analyse the drivers for the adoption of the new and emerging technologies and the impacts on the sustainability of an
agricultural and/or a horticultural business.
Business Design
•
in this area of study each student designs a small business project including aspects of production, marketing and financial
planning, for a small commercial agricultural and/or horticultural business that involves the management of living plants
and/or animals
•
students consider production strategies for local, national and global markets, including value adding within the supply
chain
•
analyse and plan for financial, environmental and occupational health and safety risks, taking into account the quality
standards related to the business. Students begin to implement their plan using appropriate equipment and production
skills.
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Outcomes
•
describe and critique current technologies and management practices used in a specific agricultural and/or horticultural
operation and analyse the drivers that influence the adoption of new or emerging technologies
•
undertake research to analyse new or emerging technologies, compare current with new and emerging technologies and
management practices, and assess their impacts on the sustainability of an agricultural and/or a horticultural business
•
select and justify appropriate new or emerging technologies for a specific agricultural and/or
•
horticultural business and evaluate their likely social, economic and environmental impacts
•
research and analyse potential local, national and/or global markets, and promotional and value
•
research and analyse alternative production technologies related to the small business
•
analyse financial, environmental and occupational health and safety risks, and identify and implement strategies to minimise
these risks
•
research and analyse potential local, national and/or global markets, and promotional and value
•
adding opportunities for the proposed small business.
UNIT 4
This unit focuses on the management of agricultural and horticultural systems within the context of economic, social and
environmental sustainability. The unit takes a holistic ecological approach to issues associated with land, plant and animal
management. Students apply the principles and concepts of such an approach across a range of agricultural and horticultural
situations. Students consider the effects of climate change and how business responds to these effects. They develop an
understanding of the importance of identification, rectification and prevention of environmental degradation for the sustainability
of agribusinesses. Students consider strategies for economic, social and environmentally sustainable resource management within
agriculture and horticulture. The scientific approach is used as an aid in monitoring environmental change.
Areas of Study
1.
Sustainability in Agriculture and Horticulture
•
in this area of study students focus on concepts of environmental sustainability and how they relate to productivity.
Agricultural and horticultural practices have the potential to cause environmental degradation
2.
3.
•
students learn that the ability to identify, rectify and prevent environmental degradation is intrinsic to sustainable practice,
and involves an understanding of how ecological and production management practices work together to create
sustainable businesse.
•
students consider the effects of climate change and the need to adapt management techniques in response to these
effects.
Resource Management and Maintenance
•
consider sustainable resource management practices within agricultural and/or horticultural systems
•
use case studies that explore economic, social and environmental resources, concepts and strategies that apply to
agricultural and/or horticultural businesses
•
development of a property management plan. resources may include but are not limited to government and nongovernment agencies that assist sustainable operations
•
use a scientific approach to aid in environmental management.
Business Plan Implementation and Evaluation
• continue to operate the small business project they commenced in unit 3 including monitoring of progress, modify
operations as required, and record the production skills used in management of the small business
•
evaluate the performance of the business against its business plan and make recommendations to improve the
sustainability of the business.
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Outcomes
On completion of this unit, students should be able to:
•
compare and contrast a natural ecosystem with a managed ecosystem
•
recognise types of and justify techniques for managing degraded land and water
•
describe the effects of agricultural and/or horticultural processes and operations on climate change
•
analyse and evaluate the management options available to an agricultural and/or a horticultural
•
business to adapt in response to the effects of climate change
•
identify and analyse strategies for managing economic, social and environmental sustainability in an agricultural and/or a
horticultural business
•
analyse the purpose and developmental stages of a property management plan to achieve sustainable production operations
•
identify and describe the government policies and regulations that impact on the sustainability of an agricultural and/or a
horticultural business and environmental indicators to determine environmental health of an agricultural and/or a horticultural
business
•
select and safely use appropriate tools, equipment, materials and production skills, and adhere to animal welfare requirements
as appropriate to the business
•
justify the decisions for changes and modifications to the operations of the small business and evaluate the business against its
business plan
•
report on the conduct of the business and its adherence to quality assurance standards, factors influencing productivity,
profitability and sustainability, and make recommendations for improvements.
Assessment
•
School Assessed Coursework: Unit 3 33%, Unit 4 – 33%.
•
Written Examination:
This task contributes 34% to the final study score
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BIOLOGY
UNIT 1
In this unit students study the structure and function of cells, and the requirements for sustaining cellular processes. Students will
analyse types of adaptations that enhance survival and the role of homeostatic mechanisms in maintaining the internal environment.
Students will consider the biodiversity of life through ecosystems, keystone species and classification.
It is recommended that students will have received a grade of at least 70% in Science to complete this course. Where this is not
met, it is recommended that a conversation is had between the student and the subject teacher.
Areas of Study
1.
2.
3.
How do organisms function?: this area of study focuses on the structure and functioning of cells.
How do living systems sustain life?: this area of study focuses on structural, physiological and behavioural adaptations,
homeostatic mechanisms and the organisation and maintenance of biodiversity.
Practical Investigation: this area of study involves developing a question, undertaking investigation, and organising and
interpreting data to reach a conclusion.
Outcomes
On completion of this unit students should be able to:
•
explain how cellular structures and systems function to sustain life
•
explain how adaptations enhance survival, and investigate and analyse the relationships between organisms in a community
•
design and undertake a practical investigation related to the survival of an organism or species and draw conclusions based on
evidence from collected data.
UNIT 2
Students will study cell reproduction, cell division, cell cycle, reproductive strategies and the transmission of biological information
to the next generation. The role of stem cells will be considered. Students will also explain, analyse, predict and interpret patterns of
inheritance, pedigree charts and genetic crosses. Social and ethical issues of genetic screening will be examined.
Areas of Study
1.
How does reproduction maintain the continuity of life?: this area of study focuses on the cell cycle, cell division and
reproduction. The role and nature of stem cells and their potential use is considered.
2.
How is inheritance explained?: this area of study focuses on interpreting patterns of inheritance and predicting outcomes of
genetic crosses. The social and ethical implications of genetic applications will also be considered.
3
Investigation of an issue: this area of study involves students investigating an issue involving reproduction and / or inheritance.
Outcomes
On completion of this unit students should be able to:
•
compare reproductive strategies, explain the impact of changes to the cell cycle, and identify the role of stem cells
•
describe, analyse and predict patterns of genetic inheritance and identify implications of genetic screening
•
substantiate a response to a genetic or reproductive issue.
UNIT 3
In this unit students consider the molecules and biochemical processes that are indicators of life. They investigate the synthesis of
biomolecules and biochemical processes that are common to autotrophic and heterotrophic life forms. Students investigate the
structure and function of DNA and the significance of the role of proteins. They will investigate how cells communicate at a
molecular level; how they recognise “self” and “non-self” in detecting possible agents of attack and advances in proteomics. They
will consider technological advances that contribute to our understanding of molecular biology and the development of
bioinformatics.
It is recommended that students will have studied Biology Units 1 & 2 to complete this course. If you have not, please speak to
the subject teacher in relation to this.
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Areas of Study
1.
Molecules of Life: in this area of study, students investigate the activities of cells at the molecular level; the synthesis of
biomolecules that form components of cells and the role of enzymes in catalysing biochemical processes. Students investigate
energy transformations in cells and photosynthesis and cellular respiration. Students gain an understanding that DNA and
proteins are key molecules of life and they will explore applications of molecular biology in medical diagnosis and the design of
new pharmaceuticals.
2.
Detecting and Responding: this area of study focuses on how cells detect biomolecules that elicit particular responses
depending on whether the molecules are “self” or “non-self”. Students investigate how signalling molecules, such as hormones
and neurotransmitters, assist in the coordination and regulation of cell activities by binding to specific receptors on membranes
of target cells, and initiate a series of molecular changes in response. Students examine barriers and mechanisms of organisms
that protect them from the invasion and infection of pathogens.
On successful completion of the two outcomes, students will have demonstrated key skills in scientific investigation, the application
of knowledge and be able to communicate their understanding of biological information.
Outcomes
On completion of this unit the student should be able to:
•
analyse and evaluate evidence from practical investigations related to biochemical processes
•
describe and explain coordination and regulation of human immune responses to antigens at the molecular level.
UNIT 4
Students will examine the validity of evidence for evolution of life forms over time. They will explore the universality of DNA, and
conservation of genes that have given rise to the present biodiversity of life. They will investigate the study of genomics and how
functional genomics has provided insight into gene expression and regulation, and relationships between species. They will investigate
methods of cell division and consider patterns of heritable variations that occur over time. The ability to apply technology that can
change the genetic composition of individual organisms raises controversial moral and ethical issues and students will consider their
implications from a variety of perspectives.
Areas of Study
1.
Heredity: this area of study focuses on molecular genetics and the investigation not only of individual units of inheritance, but
also of genomes of individuals and species. Students investigate inheritance in asexually reproducing organisms and the
mechanism and patterns of transmission of heritable traits in sexually reproducing organisms. Students investigate the
techniques and technologies that are used to amplify DNA, identify genetic profiles and manipulate and modify the genomes of
organisms. Students undertake practical investigations that involve manipulation of DNA, the inheritance of traits and
inheritance by analysis of pedigrees.
2.
Change Over Time: this area of study focuses on how science tries to explain biodiversity. Science argues that genetic material
changes over time and students look at the reliability of evidence in support of this. Students gain an understanding of the idea
of evolution and the process of natural selection. We compare these thoughts with a biblical approach and consider the
implications of science and that of a creative God who designed us as unique individuals with a purpose and value.
On successful completion of the two outcomes, students will have demonstrated key skills in scientific investigation, the application
of knowledge and be able to communicate their understanding of biological information.
Outcomes
On completion of this unit the student should be able to:
•
analyse evidence for the molecular basis of heredity and patterns of inheritance.
•
analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change
including the effect of human intervention on evolutionary processes through selective breeding and applications of
biotechnology.
Assessment
•
School Assessed Coursework: Unit 3 – 20%, Unit 4 – 20%.
•
Written Examination: students are required to complete a set of short-answer questions and multiple-choice questions under
examination conditions. Students will complete the examination using a question and answer booklet.
This task contributes 60% to the final study score.
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CHEMISTRY
UNIT 1
In this unit students review how the model of the atom has changed over time and consider how spectral evidence led to the Bohr
model and subsequently to the Schrödinger model. Students examine the periodic table as a unifying framework into which
elements are placed based upon similarities in their electronic configurations. In this context students explore patterns and trends
of, and relationships between, elements with reference to properties of the elements including their chemical reactivity. Students
investigate the relationship between the electronic configurations of non-metallic atoms and the resultant structures and properties
of a range of molecular substances and covalent lattices. They investigate the chemical properties of a range of materials from
metals and salts to polymers and nanomaterials and are introduced to quantitative concepts in chemistry, including the mole
concept and percentage composition by mass, and determine the empirical and molecular formulas of given compounds.
Students study a variety of organic compounds and how they are grouped into distinct chemical families and they apply rules of
systematic nomenclature to each of these chemical families.
A research investigation is undertaken from the options outlined in the VCE Chemistry 2016 to 2021 study design
http://www.vcaa.vic.edu.au/Documents/vce/chemistry/ChemistrySD-2016.pdf or students may develop their own research
question relevant to Area of Study 1 and/or Area of Study 2 in conjunction with their teacher. For the selected question, students
outline, analyse and evaluate relevant evidence to support their conclusions.
It is recommended that students will have received a grade of at least 70% in Science A to complete this course. Where this is not
met, it is recommended that a conversation is had between the students and the subject teacher.
Areas of Study
1.
How can knowledge of elements explain the properties of matter?
2.
How can the versatility of non-metals be explained?
4.
Research investigation: a research investigation is undertaken in Area of Study 3 related to one of ten options that draw upon
and extend the content from Area of Study 1 and/or Area of Study 2.
Outcomes
On completion of this unit students should be able to:
•
relate the position of elements in the periodic table to their properties
•
investigate the structures and properties of metals and ionic compounds
•
calculate mole quantities
•
investigate and explain the properties of carbon lattices and molecular substances with reference to their structures and
bonding
•
use systematic nomenclature to name organic compounds
•
explain how polymers can be designed for a purpose
•
investigate a question related to the development, use and/or modification of a selected material or chemical and
communicate a substantiated response to the question.
UNIT 2
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.
They relate the properties of water to the water molecule’s structure, polarity and bonding. Precipitation, acid-base and redox
reactions that occur in water are explored and represented by the writing of balanced equations. Students compare acids with
bases they learn to distinguish between acid strength and acid concentration and the pH scale is examined and students calculate
the expected pH of strong acids and strong bases of known concentration. They focus on the use of analytical techniques, both in
the laboratory and in the field, to measure the solubility and concentrations of solutes in water, and to analyse water samples for
various solutes including chemical contaminants. Students apply the principles of stoichiometry to gravimetric and volumetric
analyses of aqueous solutions and water samples. Instrumental techniques include the use of colorimetry and/or UV-visible
spectroscopy to estimate the concentrations of coloured species in solution, atomic absorption spectroscopy data to determine the
concentration of metal ions in solution and high performance liquid chromatography data to calculate the concentration of organic
compounds in solution.
A practical investigation is designed and conducted into an aspect of water quality. The investigation relates to knowledge and skills
developed in Area of Study 1 and/or Area of Study 2 and are conducted by the student through laboratory work and/or fieldwork.
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Areas of Study
1.
How do substances interact with water?
2.
How are substances in water measured and analysed?
3.
Practical investigation relating to knowledge and Skills developed in Area of Study 1 and/or Area of Study 2.
Outcomes
On completion of this unit students should be able to:
•
relate the properties of water to its structure and bonding
•
explain the importance of the properties and reactions of water in selected contexts
•
Measure amounts of dissolved substances in water
•
Analyse water samples for salts, organic compounds, acids and bases
•
design and undertake a quantitative laboratory investigation related to water quality
•
draw conclusions based on evidence from collected data.
UNIT 3
This unit focuses on techniques of analysis with an emphasis on how properties (structure and bonding) influence choice of analysis.
There is an increased emphasis on the role of functional groups in organic reactions and the design of reaction pathways using
organic molecules. This unit contains new material including IR and NMR techniques of analysis, forensic analysis and the design of
new medicines.
It is recommended that students will have studied Chemistry Units 1 & 2 to complete this course. If you have not, please speak
to the subject teacher in relation to this.
Areas of Study
1.
Chemical Analysis: focuses on a variety of analytical techniques to analyse products in the laboratory. Students are introduced
to instrumental analytical techniques of spectroscopy and chromatography and relate the operation of these analytical
techniques and instruments to the chemical reactions and the chemical structures of the materials which are being analysed.
2.
Organic Chemical Pathways: focuses on systematic organic chemistry including production of starting materials for particular
reaction pathways. Students investigate how forensic analysis relies on the use of organic chemicals (including DNA) and the
role of organic chemicals (including proteins) in the development of medicines.
Outcomes
On completion of this unit students should be able to:
•
evaluate the suitability of techniques and instruments used in chemical analyses
•
identify and explain the role of functional groups in organic reactions and create reaction pathways using organic molecules.
UNIT 4
This unit includes a choice of chemicals selected from a prescribed list to illustrate the factors that affect production and contains
new material on waste management, health and safety and sustainability of energy sources (fuels) generally and in Victoria in
particular. There is an emphasis on energy transformations with a focus on the principles of redox and electrolysis in predicting
reactions and products and future developments in fuels, cells and batteries.
Areas of Study
1.
Industrial Chemistry: focuses on the factors that affect the rate and extent of a chemical reaction. Students explore the
production and uses of a chemical (selected from a list supplied) and explore how knowledge of the factors affecting rate and
equilibrium are applied to achieve the optimum reaction conditions in the industrial production of chemicals.
2.
Supplying and Using Energy: focuses on our use of different energy resources and students evaluate the extent of the reserves
of some of these resources. Students construct and operate simple galvanic and electrolytic cells and use the electrochemical
series to predict and explain their results.
Outcomes
On completion of this unit students should be able to:
•
analyse the factors that determine the optimum conditions used in the industrial production of a selected chemical
•
analyse chemical and energy transformations occurring in chemical reactions.
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Assessment
•
School Assessed Coursework: Unit 3 – 20%, Unit 4 – 20%.
•
Written Examination: students must demonstrate, in this exam, an understanding of all the key knowledge and skills that
underpin the learning outcomes of Units 3 and 4. The examination is of 2.5 hours’ duration, and is externally assessed by
assessors appointed by the Victorian Curriculum and Assessment Authority.
This task contributes 60% to the final study score.
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COMPUTING AND INFORMATICS
UNIT 1
Students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future
needs. Students collect primary data when investigating an issue, practice or event and create a digital solution that graphically
presents the findings of the investigation. They also examine the technical underpinnings of wireless and mobile networks, and
security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity.
They predict the impact on users if the network solution were implemented.
Students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills,
when creating a website to present different viewpoints on a contemporary issue. When creating solutions students need to apply
relevant stages of the problem-solving methodology as well as computational, design and systems thinking skills.
Areas of Study
1.
Data and Graphic Solutions: Students conduct an investigation into an issue, practice or event and through the systematic
collection, interpretation and manipulation of primary data they create a graphic solution.
2.
Networks: Students investigate how networks with wireless capability allow data and information to be exchanged locally and
within the global environment.
3.
Collaboration and communication: Students examine how the use of particular information systems within specified contexts
can cause tensions and conflicts between different stakeholders. Students develop the ability to critically appraise how
information systems are used and how individuals can be empowered to shape their use.
Outcomes
On completion of this unit students should be able to:
•
acquire, secure and interpret data, and design and develop a graphic solution that communicates the findings of an
investigation
•
design a network with wireless capability that meets an identified need or opportunity, explain its configuration and predict
risks and benefits for intended users
•
design and develop a website collaboratively with others that presents an analysis of a contemporary issue and the team’s point
of view on the issue.
UNIT 2
In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation
of solutions that automate the processing of data. They develop their computational thinking skills when using a programming or
scripting language to create solutions and engage in the design and development stages of the problem-solving methodology.
Students develop a sound understanding of data and how a range of software tools can be used to extract data from large
repositories and manipulate it to create visualisations that are clear, usable and attractive, and reduce the complexity of data.
Students also create a solution using database management software and explain how they are personally affected by their
interactions with a database system.
Areas of Study
1.
Programming: Students focus on using a programming or scripting language that can support object-oriented programming to
create working software modules. These languages provide users with greater flexibility than application software, as specific
sets of instructions can be implemented to create solutions that are purpose-designed.
2.
Data Analysis and Visualisation: In this area of study students learn to use software tools to access, select and, where
appropriate, manipulate authentic data from large data repositories, and to present the key aspects of the data in an
appropriate visual form. Appropriate visualisation forms include graphs, charts, spatial relationships, maps, histograms and
network diagrams (nodes and edges).
3.
Data Management: In this area of study students are introduced to the structure of databases and their applicability in a range
of settings.
Outcomes
On completion of this unit students should be able to:
•
design working modules in response to solution requirements, and use a programming or scripting language to develop the
modules
•
apply the problem-solving methodology and use appropriate software tools to extract relevant data and create a data
visualisation that meets a specified user’s needs
•
apply the problem-solving methodology to create a solution using database management software, and explain the personal
benefits and risks of interacting with a database.
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UNIT 3
Students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. They investigate
the way in which organisations acquire data using interactive online solutions, such as websites and applications (apps), and
consider how users interact with these solutions when conducting online transactions. They examine how relational database
management systems (RDBMS) store and manipulate data typically acquired this way, and use software to create user flow diagrams
to depict how users interact with online solutions. They acquire and apply knowledge and skills in the use of an RDBMS to create a
solution. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of a
project.
Areas of Study
1.
Organisations and Data Management: Students investigate why organisations acquire data online for transaction processing and
how they structure their data-gathering processes to support these transactions. Students also develop and apply skills in using
a relational database management system (RDBMS) to manipulate data typically sourced through interactive online solutions,
such as websites and applications (apps). Students examine how value can be added to this data through the careful structuring
of data and the application of functions, such as queries, searches and reports that identify patterns and relationships between
data sets. Interactive online solutions are investigated as to how data is obtained and protected and how transactions are
completed.
2.
Data Analytics - Drawing Conclusions: Students focus on selecting, referencing, organising, manipulating and interpreting
relevant data to draw valid conclusions about a hypothesis.
Outcomes
On completion of this unit students should be able to:
•
design a solution, develop it using a relational database management system, and diagrammatically represent how users
interact with an online solution when supplying data for a transaction create a collaborative web based prototype solution that
can be used for collaborative work on a network
•
use a range of appropriate techniques and processes to acquire, prepare, manipulate and interpret complex data to confirm or
refute a hypothesis, and formulate a project plan to manage progress.
UNIT 4
Students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of
needs. Effective designs and clarity of messages are key features of solutions designed to communicate conclusions and findings
arising from complex data sets. In this area of study students design a multimodal online solution with an educational purpose that
is intended for a world-wide audience. When designing the solution, students generate two or three alternative design ideas and
develop and apply criteria to select the design idea that will be fully detailed and transformed into a solution. Students use software
tools and functions that support the types of data being manipulated to transform the design into a solution.
Students also use their set of criteria to evaluate the effectiveness of their solution in presenting the conclusion and findings. During
these problem-solving methodology stages students use their project plan to monitor and record progress and assess the
effectiveness of this strategy in managing the project.
Areas of Study
1.
Data analytics – Presenting the Findings: Students focus on strategies and techniques for manipulating, managing and securing
data and information to meet a range of needs.
2.
Information Management: This area of study focuses on information management and its importance to organisations.
Students develop knowledge about the components of an information system and the role of these components in managing
information. They investigate how different organisations store and dispose of their data and information.
Students examine the threats to data and information and consider the potential consequences to organisations of ineffective
information management strategies. Students recommend information management strategies to protect the integrity and
security of data and information, taking into account key legal requirements of organisations and any ethical dilemmas faced by
organisations and individuals regarding security of information.
Outcomes
On completion of this unit students should be able to:
•
design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis, and assess the effectiveness of
the project plan in managing progress
•
compare and contrast the effectiveness of information management strategies used by two organisations to manage the
storage and disposal of data and information, and recommend improvements to their current practices.
End of Year Assessment
•
School Assessed Coursework: Unit 3 – 25%, Unit 4 – 25%.
•
End-of-Year Written Examination: Students will complete a two hour multiple choice questions and short answers questions
under VCAA examination conditions.
This task contributes 50% to the final study score.
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PHYSICS
UNIT 1: What ideas explain the physical world?
Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection, description and
explanation of things that cannot be seen. In this unit students explore how physics explains phenomena, at various scales, which
are not always visible to the unaided human eye. They examine some of the fundamental ideas and models used by physicists in an
attempt to understand and explain the world. Students consider thermal concepts by investigating heat, probe common analogies
used to explain electricity and consider the origins and formation of matter.
Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They apply thermal laws when
investigating energy transfers within and between systems, and assess the impact of human use of energy on the environment.
Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore 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.
It is recommended that students will have received a grade of at least 70% in Science A to complete this course. Where this is not
met, it is recommended that a conversation is had between the students and the subject teacher.
Areas of Study
1.
How can thermal effects be explained? In this area of study students investigate the thermodynamic principles related to
heating processes, including concepts of temperature, energy and work. Students examine the environmental impacts of
Earth’s thermal systems and human activities with reference to the effects on surface materials, the emission of greenhouse
gases and the contribution to the enhanced greenhouse effect. They analyse the strengths and limitations of the collection and
interpretation of thermal data in order to consider debates related to climate science.
2.
How do electric circuits work? Modelling is a useful tool in developing concepts that explain physical phenomena that cannot
be directly observed. In this area of study students develop conceptual models to analyse electrical phenomena and undertake
practical investigations of circuit components. Concepts of electrical safety are developed through the study of safety
mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during
experimental investigations of DC circuits.
3.
What is matter and how is it formed? In this area of study students explore the nature of matter, and consider the origins of
atoms, time and space. They examine the currently accepted theory of what constitutes the nucleus, the forces within the
nucleus and how energy is derived from the nucleus.
Outcomes
On completion of this unit the student should be able to:
•
apply thermodynamic principles to analyse, interpret and explain changes in thermal energy in selected contexts, and describe
the environmental impact of human activities with reference to thermal effects and climate science concepts
•
investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply
mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community
•
explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.
UNIT 2: What do experiments reveal about the physical world?
In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena
by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations
of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through
indirect observations.
In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping
objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics,
electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to
pursue an area of interest by investigating a selected question.
Students design and undertake investigations involving at least one independent, continuous variable. A student-designed practical
investigation relates to content drawn from Area of Study 1 and/or Area of Study 2 and is undertaken in Area of Study 3.
Areas of Study
1.
How can motion be described and explained? In this area of study students observe motion and explore the effects of balanced
and unbalanced forces on motion. They analyse motion using concepts of energy, including energy transfers and
transformations, and apply mathematical models during experimental investigations of motion. Students model how the mass
of finite objects can be considered to be at a point called the centre of mass. They describe and analyse graphically, numerically
and algebraically the motion of an object, using specific physics terminology and conventions.
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2.
3.
Options:
Twelve options are available for selection in Area of Study 2. Each option is based on a different observation of the physical
world. One option is to be selected by the student from the following:
• what are stars?
•
is there life beyond earth’s solar system?
•
how do forces act on the human body?
•
how can ac electricity charge a dc device?
•
how do heavy things fly?
•
•
how do fusion and fission compare as viable nuclear energy power sources?
how is radiation used to maintain human health?
•
how do particle accelerators work?
•
how can human vision be enhanced?
•
how do instruments make music?
•
how can performance in ball sports be improved?
•
how does the human body use electricity?
Practical Investigation: Systematic experimentation is an important aspect of physics inquiry. In this area of study students
design and conduct a practical investigation related to knowledge and skills developed in Area of Study 1 and/or Area of
Study 2.
The investigation requires the student to develop a question, plan a course of action that attempts to answer the question,
undertake an investigation to collect the appropriate primary qualitative and/or quantitative data, organise and interpret the data,
and reach a conclusion in response to the question. The student designs and undertakes an investigation involving two independent
variables one of which should be a continuous variable. A practical logbook must be maintained by the student for recording,
authentication and assessment purposes.
Outcomes
On completion of this unit the student should be able to:
•
investigate, analyse and mathematically model the motion of particles and bodies
•
apply concepts of the chosen field of study for Outcome 2 to describe and explain the key knowledge related to the topic area.
Details of material covered in each of the twelve options can be found on pages 22-34 of the Victorian Certificate of Education
Study Design, which is accredited for units 1 and 2 from 2016 – 2021
•
design and undertake an investigation of a physics question related to the scientific inquiry processes of data collection and
analysis, and draw conclusions based on evidence from collected data.
UNIT 3
This unit focuses on the ideas that underpin much of the technology found in areas such as communications, engineering,
commerce and industry. Motion in one and two dimensions is introduced and applied to moving objects on Earth and in space.
Circuit models are applied to further aspects of electricity and electronics, and the operation and use of photonic devices are
introduced. The detailed studies offer examples of theoretical and practical applications of these technologies.
It is recommended that students will have studied Physics Units 1 & 2 or Mathematical Methods (CAS) 1&2 to complete this
course. If you have not, please speak to the subject teacher in relation to this.
Areas of Study
1.
Motion in One and Two Dimensions: Newtonian theories give important insights into a range of motions on Earth, as well as the
motion of the solar system, the achievements of space travel, and satellite technology. Students will use the Newtonian model
in one and two dimensions to describe and explain transport motion and related aspects of safety, and motion in space.
2.
Electronics and Photonics: Photonics is the science of using light to manipulate information and energy and involves all facets of
visible, ultraviolet and infrared radiation. Photonics is the basis of much of modern communication technology. Students will be
able to compare and explain the operation of electronic and photonic devices and analyse their use in domestic and industrial
systems.
Outcomes
On completion of this unit the student should be able to:
•
investigate motion and related energy transformations experimentally, and use the Newtonian model in one and two
dimensions to analyse motion
•
investigate, describe, compare and explain the operation of electronic and photonic devices, and analyse their use in domestic
and industrial systems.
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UNIT 4
Areas of Study
1.
Electric Power: the generation, transmission, distribution and use of electric power are crucial to modern life. Students will use
evidence and models of electrical, magnetic and electromagnetic effects in the contexts of electric motors, alternators and
transformers, and electric power transmission and distribution. They will use safe and responsible practices when working with
electricity and electrical measurement.
2.
Interactions of Light and Matter: light has been described both as a particle and a wave. The electron also has wave-like
properties. This has led to different ways of thinking, not only about light, but also about matter. These ideas are explored using
experimental evidence and conceptual models so that the development of the ideas can be followed alongside developments in
technology.
5.
One detailed study is to be chosen from six detailed studies in Unit 4. The detailed study is to be selected from:
• Einstein’s special relativity
•
materials and their use in structures
•
further electronics
•
synchrotron and its applications
•
•
photonics
sound.
Outcomes
On completion of this unit the student should be able to:
•
investigate and explain the operation of electric motors, generators and alternators, and the generation, transmission,
distribution and use of electric power
•
use wave and photon models to analyse, interpret and explain interactions of light and matter and the quantised energy levels
of atoms
•
analyse and explain the key knowledge related to the chosen Detailed Study. Details of content covered for each Detailed Study
can be found in the Victorian Certificate of Education Study Design on pages 34-40, accreditation period 2013-2016.
Assessment
•
School Assessed Coursework: Unit 3 – 16%, Unit 4 – 24%.
•
Written Examination: this task contributes 60% to the final study score.
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PSYCHOLOGY
UNIT 1: How are behaviour and mental processes shaped?
This unit introduces students to the role of the brain in understanding its influence on thoughts, feelings and behaviour; including
the impact of brain damage on psychological functioning. They examine the contribution classic and contemporary studies have
made to the development of different psychological theories used to predict and explain the human mind and behaviours.
Areas of Study
1.
How does the brain function? This area of study introduces students to the relationship between the mind, brain and
behaviour. They are introduced to how specific areas of the brain co-ordinate various functions involved in both the receiving
of sensory information and the initiation of a response; along with the impact of brain damage on brain function.
2.
What influences psychological development? This area of study focuses on the interaction between biological, psychological
and social factors that contribute to an individual’s psychological development and mental wellbeing. They will examine the
contributions of heredity and environmental influences on typical and disordered emotional, cognitive and social development.
3.
Student directed research investigation. This area of study allows students to extend their understanding of area of study one
or two in investigating and communicating past research findings on the question of interest.
Outcomes
On completion of this unit students should be able to:
•
explain how different areas of the brain co-ordinate different functions and how brain damage impacts psychological
functioning
•
identify how heredity and environmental factors influence and individual’s typical or disordered psychological development
•
investigate and communicate a research question related to brain function or development.
UNIT 2: How do external factors influence behaviour and mental processes?
This unit requires students to explore a wide range of influences on an individual’s perception of external stimuli and its impact on
assessment of self, attitude formation and change, and our interaction with others.
Areas of Study
1.
What influences a person’s perception of the world? This area of study utilises vision and taste to explore the relationship
between sensation and perception.
2.
How are people influenced to behave in particular ways? Students consider the findings of key research on social influences on
behaviour as a means to explaining the formation of attitudes, and individual and group behaviour along with the positive and
negative influences of the media on behaviour.
3.
Student directed practical investigation. This area of study allows students to extend their understanding of area of study one
or two by designing and gathering data on a research topic related to external influences on behaviour.
Outcomes
On completion of this unit students should be able to:
•
compare the sensation and perception of vision and taste and analyse factors that lead to the occurrence of perceptual
distortions
•
identify factors that influence individuals to behave in specific ways and analyse ways in which others can influence individuals
to behave differently
•
design and undertake a practical investigation related to external influences on behaviour and draw conclusions based on
evidence from collected data.
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UNIT 3
This unit focuses on the study of the relationship between the brain and the mind through examining the basis of consciousness,
behaviour, cognition and memory.
Areas of Study
1.
Mind, Brain and Body: this area of study focuses on the role of the functioning brain and nervous system in relation to
awareness of self, the environment and behaviour.
2.
Memory: this area of study incorporates the characteristics of memory as a cognitive process that is essential to our identity,
connecting past experiences to the present and enabling us to adapt to daily changes in our environment.
Outcomes
On completion of this unit students should be able to:
•
explain the relationship between the brain, states of consciousness (including sleep) and behaviours, utilising the contribution
of selected studies to the investigation of brain function
•
compare theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of
techniques for improving and manipulating memory.
UNIT 4
This unit focuses on the interrelationship between learning, the brain and its response to experiences, and behaviour.
Areas of Study
1.
Learning: this area of study explores the neural basis of learning and compares and contrasts the different theories of learning
and their applications.
2.
Mental Health: this area of study investigates how biological, psychological and socio-cultural factors interact to contribute to
the development of an individual’s mental functioning and mental health.
Outcomes
On completion of this unit students should be able to:
•
explain the neural basis to learning, and compare and contrast different theories of learning and their applications
•
differentiate between mental health and mental illness, and use a biopsychosocial framework to explain the causes and
management of stress and a selected mental disorder.
Assessment
•
School Assessed Coursework: Unit 3 – 20%, Unit 4 – 20%.
•
Written Examination: students are required to complete a multiple choice, short answer and extended response paper under
examination conditions.
This task contributes 60% to the final study score.
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