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Introduction 01
VCEStudiesonOffer 02
TheStructureoftheVCECertificate 03
MathsPathways 06
SciencePathways 07
UnitDescriptions 08
Accounting 08
Art 10
Biology 12
BusinessManagement 14
Chemistry 15
Dance 17
Drama 18
Economics 20
English/EnglishAsAnAdditional
Language 22
EnvironmentalScience 24
ExtendedInvestigation 26
FoodStudies 27
Geography 29
HealthandHumanDevelopment 30
History 32
IndustryandEnterprise 34
InformationTechnology-Applied
Computing 36
InformationTechnology-DataAnalytics 37
InformationTechnology-Software 38
Development 38
Languages–Italian 39
Languages–JapaneseSecondLanguage 39
LegalStudies 40
Literature 42
FoundationMathematics(1&2) 44
FurtherMathematics(3&4) 45
SpecialistMathematics(1&2) 45
SpecialistMathematics(3&4) 46
GeneralMathematics (1&2) 46
MathematicalMethods(1&2) 47
MathematicalMethods(3&4) 47
UniversityMathematics(Year12) 48
Media 49
MusicPerformance 51
MusicInvestigation 52
OutdoorandEnvironmentalStudies 53
Philosophy 55
PhysicalEducation 57
Physics 58
ProductDesignandTechnology 60
-Materials
-Textiles
Psychology 62
StudioArts 64
SystemsEngineering 66
TheatreStudies 68
VisualCommunicationDesign 69
UnitCosts 71
Glossary 72
C O N T E N T S
AtRosehillSecondaryCollegeweaimtofosterthetalentsandnurturetheaspirationsofall
seniorstudents.
Choosingyourprogramofstudyisamajorandimportantdecisioninyourlife,andyouneedto
researchyouroptionscarefully.Startbyaskingyourselfquestionssuchas:
•WhatamIgoodat?
•WhatsubjectsdoIenjoymost?
•WhatcareergoalsdoIhave?
•WhatsubjectsandskillswillIneedtoachievethesecareergoals?
•WhatlevelofschooleducationwillIneed?
•WhatfurthereducationortrainingwillIneed?
OverthenextfewweeksyouwillbesupportedbyyourHomeGroupTeachers,theSenior
SchoolStaffandtheCareersAdvisorandyourparents,asyouaddressthesequestionswhilst
investigatingcareeroptionsandpre-requisitesubjectstoenableyoutoconstructacourseof
studywhichwillequipyouforyourfuturepathway.
StudentswhoarevocationallyorientedmayconsiderenrollingintheVCALprogram.More
informationonVCAListobefoundintheVCALHandbook.YoushouldalsotalktotheVCAL
Coordinator.Someparticularlywell-organisedstudentsmayopttoincludeaVETprogramin
theirsubjectchoices.Anapplicationprocessisrequiredforbothoftheseoptions.
ThecourseselectionprocessforYear11studentsisoftenquitesimple,asstudentswillusually
choosetosimplyomittheirleastimportantorleastfavouredYear11subjectfromtheirYear12
program.However,itcannotbestressedhighlyenoughtheneedforallstudentstocheckpre-
requisitesubjectsforfurtherstudyintheVICTERGuide(2019forcurrentYear10students,2018
forcurrentYear11students).
Studentsshouldtakethetimeandmaketheefforttofollowthesubjectselectionprocess
carefully.Remember,therearemanypeopleintheCollegewhocanhelpyouatthisimportant
time.
1
I N T R O D U C T I O N
VCE-2020
V C E S T U D I E S O N O F F E R
2
TheHumanities
•Accounting
•BusinessManagement
•Economics
•ExtendedInvestigation
•Geography
•History
•IndustryandEnterprise
•LegalStudies
•Philosophy
TheArts
•Art
•Dance
•Drama
•Media
•MusicPerformance
•MusicInvestigation
•StudioArts
•TheatreStudies
•VisualCommunicationDesign
English
•English
•EnglishasanAdditionalLanguage(EAL)
•Literature
Technologies
•FoodStudies
•InformationTechnology-AppliedComputing1&2
•InformationTechnology-DataAnalytics3&4
•InformationTechnology-Software
Development3&4
•ProductDesignandTechnology-Materials
•ProductDesignandTechnology-Textiles
•SystemsEngineering
Science
•Biology
•Chemistry
•Physics
•Psychology
•EnvironmentalScience
HealthandPhysicalEducation
•HealthandHumanDevelopment
•OutdoorandEnvironmentalStudies
•PhysicalEducation
Mathematics
•FoundationMathematics1&2
•FurtherMathematics3&4
•GeneralMathematics1&2
•MathematicalMethods1,2,3&4
•SpecialistMathematics1,2,3&4
•UniversityMathematicsYear12
Languages
•Italian
•JapaneseSecondLanguage
VCE-2020
3
RosehillSecondaryCollegeaimstodeliveracomprehensiveVCEprogram,withappropriatespecialisations,thatprovidesallstudentswithapathwayintofurtherstudyortheworkforce.
R O S E H I L L S E N I O R P A T H W A Y S
TheVictorianCertificateofEducation(VCE)isgenerallycompletedoveratwoyearperiod.However,flexibilitywithintheVCEallowsstudentstocompleteitoveranextendedperiodifrequiredbypersonalcircumstancessuchasillness.
Thereare44studiestoselectfromtomakeupyourVCEprogramatRosehillSecondaryCollege.Eachstudyismadeupofatleasttwosemester(orhalf-year)lengthunitsofstudy.
Usually,Units1and2areundertakeninYear11whileUnits3and4areundertakeninYear12.Units1and2maybetakenseparately.Units3and4mustbetakentogetherasasequencewithinoneyear,unlessspecialpermissionisgrantedbytheVictorianCurriculumandAssessmentAuthority(VCAA).
Itistheoreticallypossible,althoughnotalwaysadvisable,toentermanystudiesatUnits2or3withouthavingstudiedthepreviousunit(s).
OverthetwoyearsoftheVCEfull-timestudentsatRosehillSecondaryCollegewillundertaketwenty-twosemester-lengthunits.StudentsattempttwelveunitsinYear11andtenunitsinYear12.
VCERequirements
DuringyourVCEstudiesyoumustundertake:• FourEnglishUnits(twoinYear11andtwoinYear12)• FiveotherstudiesinYear11• FourotherstudiesinYear12(generallyyouwillcontinuewithfourofthefivestudiesundertakeninYear11)Theideaistoselectaprogramthatmeetstheaboverequirements,whilesuitingyourinterestsandaspirationsfortertiarystudy,trainingandemployment.Itisalsoimportanttoselectstudiesthatyouenjoyoraregoodat.
SatisfactoryCompletionoftheVCE
TobeawardedtheVCE,studentsmustachievesatisfactorycompletionofallOutcomesinatleastsixteenunits.Asaminimumthismustinclude:
1.ThreeunitsofEnglishorEnglishasanAdditionalLanguage(EAL)orLiterature,includingaUnit3-4sequence.
Notes:•ThethreeunitsmaybeselectedfromVCEEnglishUnits1–4,VCEEnglishasanAdditionalLanguage(EAL)Units3-4andVCELiteratureUnits1–4.•NomorethantwounitsatUnits1and2levelmaycounttowardstheEnglishrequirement.•StudentsmaynotobtaincreditforbothEnglishUnits3and4andEnglishasanAdditionalLanguage(EAL)Units3and4.
PLUS
2.ThreesequencesofUnits3–4studiesotherthanEnglish.Note:•UptoeightoftheunitsmaybeVCEVETUnitsthatareobtainedacrossuptotwoapprovedVETprograms.
T H E V C E
VCE-2020
4
AssessmentandtheVCE
OutcomesEachunitwillhavesetworkandassignmentscalled‘Outcomes’.AnOutcomeistheknowledgeorskillsthatyoumustknoworbeabletodemonstratewhenyoufinishaunit.
EachVCEunitinvolvesbetweentwoandfourOutcomes.TheawardofsatisfactorycompletionofaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofallOutcomes.
ForUnits1–4,satisfactoryachievementofallOutcomesisthedecisionoftheschool.Outcomesareinternallyassessed.‘S’or‘N’resultsarerecordedontheVictorianAssessmentSoftwareSystem(VASS)forallunits.
SchoolAssessment–Units1&2InUnits1&2levelsofachievementwillbemeasuredaccordingtoperformanceinoneormoremethodsofassessment;i.e.‘AssessmentTasks’.ThesetasksaremodelledonYear12assessmenttasksandarepartiallydesignedtopreparestudentsfortherequirementsofYear12.GradesrangingfromA-UGwillbeawardedforAssessmentTasksatYear11;thesedonot,however,contributetotheATARscore.
SchoolAssessment–Units3&4Therewillbetwoformsofschoolassessmentforlevel3&4sequences:School-AssessedCourseworkandSchool-AssessedTasks(inArtsandTechnologystudies).Eachstudywillhavethreeassessmentcomponents:twoschoolassessmentsandoneexamination.
School-AssessedCoursework(SACs)Thisisbasedonassessmentofeachstudent’soveralllevelofachievementontheassessmenttasksdesignatedintheStudyDesign.School-assessedcourseworkmustbepartoftheregularteachingandlearningprogramandmustbecompletedmainlyinclasstime.
School-AssessedTasks(SATs)ThesearetaskscompletedatschoolinsomestudiestoassessperformanceinUnits3&4.TheyaresetandmarkedbyteachersaccordingtoVictorianCurriculumandAssessmentAuthority(VCAA)specifications.TheywilloccurinMedia,Art,StudioArts,SystemsEngineering,ProductDesignandTechnology,FoodandTechnologyandVisualCommunicationDesign.
VCEReportingForeachsequenceofUnits3&4,students’levelofachievementwillbeassessedusingbothschoolbasedassessmentandexternalexaminations.TheassessmentswillbereportedasgradesAtoE/UG.
VCAAwillissuestudentswitha‘StatementofResults’attheendofeachyear.
TheCollegewillprovidedescriptivereportsforUnits1,2and3.InadditionparentsandcarerswillreceiveresultsinInterimReportsissuedeachterm.
VCAAwillprovideadetaileddescriptionofyourachievementsatthecompletionofUnits2and4.EligiblestudentswillalsoreceiveaprintedstatementcontainingtheirATARscoreattheconclusionofYear12.
S T R U C T U R E O F T H E V C E
VCE-2020
5
TheATARscoreWhenyoucompleteanapprovedsequenceofYear12studiesyouwillreceiveanAustralianTertiaryAdmissionRank(ATAR)score.Thisisacompetitive‘ranking’whichshowshowyouperformedinrelationtoeveryotherYear12studentinthestate.Initssimplestformitisapercentage;forexampleanATARscoreof70showsthatyouperformedaswellas,orbetterthan,70%ofVictorianYear12students.
TheATARisthemain(butnottheonly)entrancerequirementformosthighereducationcourses.ItisimportanttobeawareofthefactthatmanyTAFEcourses,generallyCertificateIVandabove,arerelyingincreasinglyontheATARscoretoselectstudents.
CalculationoftheATARscoreAstudentwillreceiveascaledStudyScoreoutof50foreachYear12studywhichissuccessfullycompleted.TheaggregatescoreiscalculatedbyaddingtheStudyScoresforEnglish(orapprovedYear12Englishsequence)tothenextbestthreestudyscores.Thesebecomethe‘primaryfour’studies.10%ofthescoresforany5thor6thstudiesarethenaddedtotheprimaryfourtogiveanaggregatescore,whichisthenrankedbytheVictorianTertiaryAdmissionsCentre(VTAC)tobecomeanATARscore.
RepeatPenaltyThereisnopenaltyforrepeatingasubject,butitwillbecountedonlyonceincalculationoftheATARscore.
VCE-2020
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VCE-2020
TheaccountingproceduresdevelopedineachareaofstudyshouldincorporatetheapplicationoftheConceptualFramework,financialindicatorstomeasurebusinessperformance,aswellastheethicalconsiderationsofbusinessownerswhenmakingdecisions,includingfinancial,socialandenvironmental.
ICTisanessentialaspectofbusinessoperationsincreasinglyusedtocapture,analyseandconveyinformation.Studentsarerequiredtobeawareoftheuseofspreadsheets,theinternetand
multimediasoftwareinrelationtoaccounting.Unit1-RoleofAccountinginBusiness
Thisunitexplorestheestablishmentofabusinessandtheroleofaccountinginthedeterminationofbusinesssuccessorfailure.Inthis,itconsiderstheimportanceofaccountinginformationtostakeholders.Studentsanalyse,interpretandevaluatetheperformanceofthebusinessusingfinancialandnon-financialinformation.Theyusetheseevaluationstomakerecommendationsregardingthesuitabilityofabusinessasaninvestment.
Studentsrecordfinancialdataandpreparereportsforservicebusinessesownedbysoleproprietors.
Outcome 1Describetheresourcesrequiredtoestablishandoperateabusiness,andselectanduseaccountingreportsandotherinformationtodiscussthesuccessorotherwiseofthebusiness.
Outcome 2Identifyandrecordfinancialdata,reportandexplainaccountinginformationforaservicebusiness,andsuggestandapplyappropriatefinancialandnon-financialindicatorstomeasurebusinessperformance.
Unit2-AccountingandDecision- MakingforaTradingBusiness
Inthisunitstudentsdeveloptheirknowledgeoftheaccountingprocessforsoleproprietorsoperatingatradingbusiness,withafocusoninventory,accountsreceivable,accountspayableandnon-currentassets.StudentsusemanualprocessesandICT,includingspreadsheets,topreparehistoricalandbudgetedaccountingreports.
Studentsanalyseandevaluatetheperformanceofthebusinessrelatingtoinventory,accountsreceivable,accountspayableandnon-currentassets.Theyuserelevantfinancialandotherinformationtopredict,budgetandcomparethepotentialeffectsofalternativestrategiesontheperformanceofthebusiness.Usingtheseevaluations,studentsdevelopandsuggesttotheownerstrategiestoimprovebusinessperformance. Outcome 1Recordandreportforinventoryanddiscusstheeffectofrelevantfinancialandnon-financialfactors,andethicalconsiderations,ontheoutcomeofbusinessdecisions.
Outcome 2Recordandreportforaccountsreceivableandaccounts,andanalyseanddiscusstheeffectofrelevantdecisionsontheperformanceofthebusinessincludingtheinfluenceofethicalconsiderations.Outcome 3Recordandreportfornon-currentassetsanddepreciation.Unit3-FinancialAccountingforaTradingBusiness
Thisunitfocusesonfinancialaccountingforatradingbusinessownedbyasoleproprietor,andhighlightstheroleofaccountingasaninformationsystem.Studentsusethedoubleentrysystemofrecordingfinancialdataandpreparereportsusingtheaccrualbasisofaccountingandtheperpetualmethodofinventoryrecording.
Studentsdeveloptheirunderstandingoftheaccountingprocessesforrecordingandreportingandconsidertheeffectofdecisionsmadeontheperformanceofthebusiness.Theyinterpretreportsandinformationpresentedinavarietyofformatsandsuggeststrategiestotheownertoimprovetheperformanceofthebusiness.
Outcome 1Recordfinancialdatausingadoubleentrysystem;explaintheroleoftheGeneralJournal,GeneralLedgerandinventorycardsintherecordingprocess;anddescribe,discussandanalysevariousaspectsoftheaccountingsystem,includingethicalconsiderations.
Outcome 2Recordtransactionsandprepare,interpretandanalyseaccountingreportsforatradingbusiness.
8
A C C O U N T I N G
VCE-2020
Unit4-Recording,Reporting,BudgetingandDecision-Making
Inthisunitstudentsfurtherdeveloptheirunderstandingofaccountingforatradingbusinessownedbyasoleproprietorandtheroleofaccountingasaninformationsystem.Studentsusethedoubleentrysystemofrecordingfinancialdata,andpreparereportsusingtheaccrualbasisofaccountingandtheperpetualmethodofinventoryrecording.BothmanualmethodsandICTareusedtorecordandreport.
Studentsextendtheirunderstandingoftherecordingandreportingprocesswiththeinclusionofbalancedayadjustmentsandalternativedepreciationmethods.Theyinvestigateboththeroleandimportanceofbudgetingindecision-makingforabusiness.Theyanalyseandinterpretaccountingreportsandgraphicalrepresentationstoevaluatetheperformanceofabusiness.Fromthisevaluation,studentssuggeststrategiestobusinessownerstoimprovebusinessperformance.
Outcome 1Recordfinancialdataandbalancedayadjustmentsusingadoubleentrysystem,reportaccountinginformationusinganaccrual-basedsystemandevaluatetheeffectofbalancedayadjustmentsandalternativemethodsofdepreciationonaccountingreports.
Outcome 2Preparebudgetedaccountingreportsandvariancereportsforatradingbusinessusingfinancialandotherrelevantinformation,andmodel,analyseanddiscusstheeffectofalternativestrategiesontheperformanceofabusiness.
Assessment Atleast30marksmustbeallocatedtoICT-basedassessment.School-assessedCourseworkforUnit3willcontribute25percenttothestudyscore.School-assessedCourseworkforUnit4willcontribute25percenttothestudyscore.End-of-yearexamination,willcontribute50percenttothestudyscore.
9 VCE-2020
Artexploresthelinksbetweenartpracticeandartanalysis.Artallowsstudentstodeveloptheirartskillsthroughtheproductionofacomprehensivefolioandavarietyoffinishedartworks,usingboth2Dand3Dartforms.
Studentslearnhowtodevelopafolio,throughtheexplorationandexperimentationofmaterials,techniquesandconcepts.Theywillalsolearnhowtoincorporatetheinfluencesofotherartistsintotheirownworkwhilstsimultaneouslydevelopingandimplementingtheirownideas.Studentsselectfromoneormoreofthefollowingmediums:painting,drawing,mixedmedia,sculpture,digitalphotography,installationorprintmaking.
InUnits3and4studentsexploreathemeoftheirchoiceandexplorearangeofconceptsandideas,resultingintheproductionoftwomajorfinalpieces.
Artisdesignedtosupportafineartordesignbasedpathwaybyallowingstudentstocreateafoliothatisusefulfortertiaryfolioentrance,includingarchitecture,fineart,fashion,interiordesign,teaching,curatorialstudies,industrialdesignandgraphicdesign.
TheVisualArtsDepartmentalsooffersFolioPreparationtuitionforTertiaryStudies.
Unit1Artworks,experienceand meaning
Inthisunitstudentsfocusonartworksasobjectsandexaminehowartelements,artprinciples,materialsandtechniquesandartisticprocessescommunicatemeaning.Theyexamineartistsindifferentsocietiesandcultures,andhistoricalperiods,anddeveloptheirownviewpointsaboutthemeaningsandmessagesofartworks.Thissubjectinvolvesstudentscreatingacomprehensiveartfoliowheretheylearntouseandexperimentwithanumberofmaterials,techniquesandprocesses.Studentsalsolearnhowtoprofessionallypresentafolioandincorporatetheinfluenceofmajorartistsintotheirwork.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoanalyseandinterpretavarietyofartworksusingtheStructuralFrameworkandthePersonalFramework.2.Oncompletionofthisunit,thestudentshouldbeabletousetheartprocesstocreatevisualresponsesthatdemonstratetheirpersonalinterestsandideas.
Unit2Artworksandcontemporary culture
Thisareafocusesonthewaysinwhichartreflectsandcommunicatesthevalues,beliefsandtraditionsforwhichitwascreated.Studentswillbeexposedtoavarietyofdifferentculturesandrespondtothemusingavarietyofmethods.Thisareafocusesontheexplorationofareasofpersonalinterestrelatedtoculturalexpression.Instudents’ownartisticpractice,theycontinuetousetheartprocessandvisuallanguagetoexploreandexperimentwithmaterialsandtechniquesandtodeveloppersonalandcreativeresponses.Theyexplorethewayculturalcontextsandcontemporaryideasandapproachestoarthaveinfluencedtheirartwork.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletodiscussandcompareartworksfromdifferentculturesandtimesusingtheCulturalFrameworkandtheContemporaryFramework.2.Oncompletionofthisunit,thestudentshouldbeabletousetheartprocesstoproduceatleastonefinishedartworkthatexploressocialand/orpersonalideasorissues.
Assessment•InbothUnits1&2thefirstoutcomewillbeassessedthroughwritten,oralandshortanswerresponsesdiscussingtherequirementsoftheOutcomes.•Thesecondoutcomewillbeassessedthroughasetofvisualsolutionsinarangeofmediaandmethods.•InUnit2assessmentincludesatleastonefinishedartwork.
10
AspartoftheVCEVisualArtsprogram,allArtstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.
A R T
VCE-2020
Unit3Artworks,ideasandvalues
Inthisunit,studentsapplyimaginationandcreativitytodeveloptheirideasthroughtheartprocessandvisuallanguage.Theirartmakingissupportedthroughinvestigation,explorationandapplicationofavarietyofmaterials,techniquesandprocesses.StudentsdevelopconfidenceinusingthelanguageandcontentoftheAnalyticalFrameworksintheirreflectionofthestructural,personal,culturalandcontemporaryaspectsoftheirowndevelopingartworks.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletousetheAnalyticalFrameworkstoanalyseandinterpretartworksproducedbefore1990andsince1990,andcomparethemeaningsandmessagesoftheseartworks.2.Oncompletionofthisunit,thestudentshouldbeabletousetheartprocesstoproduceatleastoneartwork,andusetheAnalyticalFrameworkstodocumentandevaluatetheprogressivedevelopmentandrefinementoftheirartisticpractice.
Unit4Artworks,ideasandviewpoints
Inthisunit,studentsstudyartworksanddevelopandexpanduponpersonalpointsofview.Theybuildtheirlearningandconceptualunderstandingaroundthediscussionofbroadthemes,ideasandissuesrelatedtotheroleofartinsocietyandconsiderhowideasandissuesarecommunicatedthroughartworks.Inrelationtotheirdevelopingartwork,studentscontinuetobuildupontheideasandconceptsbeguninUnit3andfurtherdeveloptheirartisticpractice.Theyfocusonthedevelopmentofabodyofworkusingtheartprocessthatdemonstratescreativityandimagination,theevolutionandresolutionofideasandtherealisationofappropriateconcepts,knowledgeandskills.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoexamineandanalyseanartideaanditsrelatedissuestoinformtheirviewpoint.2.Oncompletionofthisunit,thestudentshouldbeabletoapplytheartprocesstoprogressivelycommunicateideas,directionsandpersonalconceptsinabodyofworkthatincludesatleastonefinishedartworkanduseselectedaspectsoftheAnalyticalFrameworkstounderpinreflectionsontheirartmaking.
Assessment•Units3and4School-assessedCoursework:20%•Units3and4School-assessedTask:50%•End-of-yearexamination:30%
11
AspartoftheVCEVisualArtsprogram,allArtstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.
VCE-2020
Biologyisthestudyoflivingorganisms,oflifeprocessesandofthedifferentlevelsoforganisation.Units1&2Biologyexaminehowlivingthings(plantsandanimals)function,fromtheindividualcellleveltotheirinteractionswithintheecosystem.Studentswillstudyindetailspecificcellularprocessesandtheindividualsystemsinsidethewholeorganismthatmaintainlife.Studentswillalsoexplorethevariousfeaturesandbehavioursthatorganismspossessthatconferasurvivaladvantage.
Unit1:Howdolivingthingsstayalive?Areas of study1.Howdoorganismsfunction?2.Howdolivingsystemssustainlife?3.Practicalinvestigation.
OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Investigateandexplainhoworganismsonbothacellularandsystemlevelmaintaintheirrequirementsforlife.2.Explainhowvariousadaptationsenhancethesurvivalofanindividualorganism,investigatetherelationshipsbetweenorganismsthatformalivingcommunityandtheirhabitat,andanalysetheimpactsoffactorsthataffectpopulationgrowth.3.Designandundertakeaninvestigationrelatedtothesurvivalofanorganismorspecies,anddrawconclusionsbasedonevidencefromcollecteddata.
12
B I O L O G YUnit2:Howiscontinuityoflifemaintained?
Areas of study1.Howdoesreproductionmaintainthecontinuityoflife?2.Howisinheritanceexplained?3.Investigationofanissue.
OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Comparetheadvantagesanddisadvantagesofasexualandsexualreproduction,explainhowchangeswithinthecellcyclemayhaveanimpactoncellularortissuesystemfunctionandidentifytheroleofstemcellsincellgrowthanddifferentiationandinmedicaltherapies.2.Applyanunderstandingofgeneticstodescribepatternsofinheritance,analysepedigreecharts,predictoutcomesofgeneticcrossesandidentifytheimplicationsoftheusesofgeneticscreeninganddecisionmakingrelatedtoinheritance.3.Investigateandcommunicateasubstantiatedresponsetoaquestionrelatedtoanissueingeneticsand/orreproductivescience. AssessmentInUnits1and2,achievementofoutcomes1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Practicalactivities•Scientificreportsonfieldwork•Bioinformaticsexercise•Mediaresponse•Dataanalysis•Problemsolvingchallenges•Tests•Oralpresentations
Achievementofoutcome3willbemeasuredbyperformanceinthefollowingtask:Reportonaninvestigation,presentedinoneofthefollowingformats:•Scientificposter•Practicalreport•Oralpresentation•Digitalpresentation
VCE-2020
Units3and4Biologylookatthecellasadynamicsystemofinteractingmoleculesthatdefinelife.Anunderstandingoftheworkingsofthecellenablesanappreciationofboththecapabilitiesandthelimitationsoflivingorganismswhetheranimal,plant,fungusormicroorganism.Theconvergenceofcytology,geneticsandbiochemistrymakescellbiologyoneofthemostrapidlyevolvingdisciplinesincontemporarybiology.Studentsexaminethestructuralandcognitivetrendsinthehumanfossilrecordandtheinterrelationshipsbetweenhumanbiologicalandculturalevolution.Thebiologicalconsequences,andsocialandethicalimplications,ofmanipulatingtheDNAmoleculeandapplyingbiotechnologiesisexploredforboththeindividualandthespecies.Studentsneedtodevelopandapplytheseskillsinabiologicalcontext.Thesekeyskillsinclude:investigateandinquirescientifically,applybiologicalunderstandingandcommunicatebiologicalinformation.Unit3-Howdocellsmaintainlife?
Areas of study 1.Howdocellularprocesseswork?2.Howdocellscommunicate?
OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Explainthedynamicnatureofthecellintermsofkeycellularprocessesincludingregulation,photosynthesisandcellularrespiration,andanalysefactorsthataffecttherateofbiochemicalreactions.2.Applyastimulus-responsemodeltoexplainhowcellscommunicatewitheachother,outlinehumanresponsestoinvadingpathogens,distinguishbetweenthedifferentwaysthatimmunitymaybeacquired,andexplainhowmalfunctionsoftheimmunesystemcausedisease.
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Unit4-Howdoeslifechangeandrespondtochallengesovertime?
Areas of study1.Howarespeciesrelated?2.Howdohumansimpactonbiologicalprocesses?3.PracticalInvestigation
OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Analyseevidenceforevolutionarychange,explainhowrelatednessbetweenspeciesisdetermined,andelaborateontheconsequencesofbiologicalchangeinhumanevolution.2.DescribehowtoolsandtechniquescanbeusedtomanipulateDNA,explainhowbiologicalknowledgeisappliedtobiotechnicalapplications,andanalysetheinterrelationshipbetweenscientificknowledgeanditsapplicationsinsociety.3.Designandundertakeaninvestigationrelatedtocellularprocessesand/orbiologicalchangeandcontinuityovertime,andpresentmethodologies,findingsandconclusionsinascientificposter
AssessmentSchool-AssessedCourseworkwillcontribute40%ofthefinalassessmentandwillconsistof:
Unit3 Outcome1:Twopracticalreports Outcome2:Onepracticalreportorapresentation,dataanalysis,awrittenresponsetoquestions.
Unit4 Outcome1:Onepracticalreport Outcome2:Onepracticalreportorresponse toanissueOutcome3:Scientificposter
Anend-of-yearexaminationonalloutcomesinUnits3and4willcontribute60%ofthefinalassessment.
VCE-2020
VCEBusinessManagementexaminesthewaysbusinessesmanageresourcestoachieveobjectives.TheVCEBusinessManagementstudydesignfollowstheprocessfromthefirstideaforabusinessconcept,toplanningandestablishingabusiness,throughtotheday-to-daymanagementofabusiness.Italsoconsiderschangesthatneedtobemadetoensurecontinuedsuccessofabusiness.Studentsdevelopanunderstandingofthecomplexityofthechallengesfacingdecisionmakersinmanagingtheseresources.BusinessManagementisrelevanttotertiarystudiesinBusiness,Finance,Commerce,Accounting,Arts,HumanitiesandSocialWork.
Unit1-Planningabusiness
Thisunitisthestudyofhowbusinessesareformedandhowthefosteringofconditionsunderwhichnewbusinessideascanemergearevitalforanation’swellbeing.Takingabusinessideaandplanninghowtomakeitarealityarethecornerstonesofeconomicandsocialdevelopment.Inthisunitstudentsexplorethefactorsaffectingbusinessideasandtheinternalandexternalenvironmentswithinwhichbusinessesoperate,andtheeffectoftheseonplanningabusiness.
Outcomes1.Describehowandwhybusinessideasarecreatedanddeveloped,andexplainthemethodsbywhichacultureofbusinessinnovationandentrepreneurshipmaybefosteredinanation..2.Describetheexternalenvironmentofabusinessandexplainhowthemacroandoperatingfactorswithinitmayaffectbusinessplanning.3.Describetheinternalbusinessenvironmentandanalysehowfactorsfromwithinitmayaffectbusinessplanning.
Unit2-Establishingabusiness
Thisunitfocusesontheestablishmentphaseofabusiness’slife.Establishingabusinessinvolvescomplyingwithlegalrequirementsaswellasmakingdecisionsabouthowbesttoestablishasystemoffinancialrecordkeeping,staffthebusinessandestablishacustomerbase.Inthisunitstudentsexaminethelegalrequirementsthatmustbesatisfiedtoestablishabusiness.Theyinvestigatetheessentialfeaturesofeffectivemarketingandconsiderthebestwaytomeettheneedsofthebusinessintermsofstaffingandfinancialrecordkeeping.Studentsanalysevariousmanagementpracticesinthisareabyapplyingthisknowledgetocontemporarybusinesscasestudiesfromthepastfouryears.
B U S I N E S S M A N A G E M E N TOutcomes1.Explaintheimportancewhenestablishingabusinessofcomplyingwithlegalrequirementsandfinancialrecordkeeping,andestablishingeffectivepoliciesandprocedures.2.Explaintheimportanceofestablishingacustomerbaseandamarketingpresencetoachievetheobjectivesofthebusiness,analyseeffectivemarketingandpublicrelations3.Discussthestaffingneedsforabusinessandevaluatethebenefitsandlimitationsofmanagementstrategiesinthisareafrombothanemployerandanemployeeperspective.AssessmentTheawardofsatisfactorycompletionforaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofthesetofoutcomesspecifiedfortheunit.Thisdecisionwillbebasedontheteacher’sassessmentofthestudent’soverallperformanceonassessmenttasksdesignatedfortheunit.
Assessmenttasksfortheseunitsareselectedfromthefollowing:•Acasestudyanalysis•Abusinessresearchreport•Developmentofabusinessplanand/orfeasibilitystudy•Aninterviewandareportoncontactwithbusiness•Aschool-based,short-termbusinessactivity•Abusinesssimulationexercise•Anessay•Abusinesssurveyandanalysis•Amediaanalysis.•Structuredquestions
Unit3-Managingabusiness
Inthisunitstudentsexplorethekeyprocessesandissuesconcernedwithmanagingabusinessefficientlyandeffectivelytoachievethebusinessobjectives.Studentsexaminethedifferenttypesofbusinessesandtheirrespectiveobjectives.Theyconsidercorporateculture,managementstyles,managementskillsandtherelationshipbetweeneachofthese.Studentsinvestigatestrategiestomanagebothstaffandbusinessoperationstomeetobjectives.
Outcomes1.Discussthekeycharacteristicsofbusinessesandstakeholders,andanalysetherelationshipbetweencorporateculture,managementstylesandmanagementskills.2.Explaintheoriesofmotivationandapplythemtoarangeofcontexts,andanalyseandevaluatestrategiesrelatedtothemanagementofemployees.3.Analysetherelationshipbetweenbusinessobjectivesandoperationsmanagement,andproposeandevaluatestrategiestoimprovetheefficiencyandeffectivenessofbusinessoperations.
Unit4-Transformingabusiness
Inthisunitstudentsstudyatheoreticalmodeltoundertakechange,andconsideravarietyofstrate-giestomanagechangeinthemostefficientandef-fectivewaytoimprovebusinessperformance.Theyinvestigatetheimportanceofleadershipinchangemanagement.Usingacontemporarybusinesscasestudyfromthepastfouryears,studentsevaluatebusinesspracticeagainsttheory.
Outcomes1.Explainthewaybusinesschangemaycomeabout,usekeyperformanceindicatorstoanalysetheperformanceofabusiness,discussthedrivingandrestrainingforcesforchangeandevaluatemanagementstrategiestopositionabusinessforthefuture.2.Evaluatetheeffectivenessofavarietyofstrategiesusedbymanagerstoimplementchangeanddiscusstheeffectofchangeonthestakeholdersofabusiness.
AssessmentSchool-assessedCourseworkforUnit3(acasestudyorstructuredquestions)willcontribute25percenttothestudyscore.School-assessedCourseworkforUnit4(acasestudyorstructuredquestions)willcontribute25percenttothestudyscore.Anend-of-yearexaminationheldinNovemberwillexaminethekeyknowledgeandkeyskillsthatunderpintheoutcomesinUnits3and4.Theexaminationwillcontribute50%tothestudyscore.
ChemistryexploresandexplainsthecompositionandbehaviourofmatterandthechemicalprocessesthatoccuronEarthandbeyond.Chemicalmodelsandtheoriesareusedtodescribeandexplainknownchemicalreactionsandprocesses.Chemistryunderpinstheproductionanddevelopmentofenergy,themaintenanceofcleanairandwater,theproductionoffood,medicinesandnewmaterials,andthetreatmentofwastes.
Unit1–Howcanthediversityofmaterialsbeexplained?
Areas of study 1.Howcanknowledgeofelementsexplainthepropertiesofmatter?–Inthisareaofstudystudentsfocusonthenatureofchemicalelements,theiratomicstructureandtheirplaceintheperiodic
table.Studentsinvestigatethenatureofmetalsandtheirproperties,includingmetallicnanomaterials.Fundamentalquantitativeaspectsofchemistryareintroduced.2.Howcantheversatilityofnon-metalsbeexplained?–Studentsexploreawiderangeofsubstancesandmaterialsmadefromnon-metalsincludingmolecularsubstances,covalentlattices,carbonnanomaterials,organiccompoundsandpolymers.3.ResearchInvestigation–InthisareaofstudystudentsapplyandextendtheirknowledgeandskillsdevelopedinAreaofStudy1and/or2toinvestigateaselectedquestionrelatedtomaterials.
Outcomes Oncompletionofthisunitstudents:1.Willbeabletorelatethepositionofelementsintheperiodictabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.2.Willbeabletoinvestigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.3.Willhaveappliedandextendedtheirknowledgeandskillstoinvestigateaselectedquestionrelatedtomaterials.Theywillhaveappliedcriticalandcreativethinking,scienceinquiryandcommunicationskillstoconductandpresentthefindingsofanindependentinvestigation.
Unit2:Whatmakeswatersucha uniquechemical?
Areas of study 1.Howdosubstancesinteractwithwater?–Thisareaofstudyfocusesontheuseofanalyticaltechniques,bothinthelaboratoryandinthefield,tomeasurethesolubilityandconcentrationsofsolutesinwater,andtoanalysewatersamplesforvarioussolutesincludingchemicalcontaminants.2.Howaresubstancesinwatermeasuredandanalysed?–Thisareafocusesontheinteractionbetweenlivingthingsandgasesoftheatmosphere.Studentsusekinetictheorytoexplainandpredictthebehaviourofgasesandexplorestate,nationalandglobalissuesassociatedwiththeimpactofhumanactivitiesontheatmosphere.3.PracticalInvestigation–Thistaskrequiresthestudenttodevelopaquestion,planacourseofactionthatattemptstoanswerthequestion,undertakeaninvestigationtocollecttheappropriateprimaryqualitativeand/orquantitativedata(whichmayincludingcollectingwatersamples),organiseandinterpretthedataandreachaconclusioninresponsetothequestion.
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Outcomes Oncompletionofthisunitthestudentshouldbeableto:1.Relatethepropertiesofwatertoitsstructureandbonding,andexplaintheimportanceofthepropertiesandreactionsofwaterinselectedcontexts.2.Measureamountsofdissolvedsubstancesinwaterandanalysewatersamplesforsalts,organiccompoundsandacidsandbases.
AssessmentInUnits1and2,achievementofalloutcomeswillbemeasuredbyperformanceinaselectionofthefollowing:•SchoolAssessmentTasks•Tests•Exam
Unit3:Howcanchemicalprocessesbedesignedtooptimisetheirefficiency?
Areas of study 1.Whataretheoptionsforenergyproduction?–Studentsfocusonanalysingandcomparingarangeofenergyresourcesandtechnologies,includingfossilfuels,biofuels,galvaniccellsandfuelcells,withreferencetotheenergytransformationsandchemicalreactionsinvolved,energyefficiencies,environmentalimpactsandpotentialapplications.2.Howcantheyieldofachemicalproductbeoptimised?–Studentsexplorethefactorsthatincreasetheefficiencyandpercentageyieldofachemicalmanufacturingprocesswhilereducingtheenergydemandandassociatedcosts.Homogeneousequilibriumsystemsandelectrolyticcellsareexamined.3.PracticalInvestigation–Relatedtoenergyand/orfoodisundertakeneitherinUnit3orUnit4withthefindingsoftheinvestigationpresentedinascientificposterformat.
Outcomes Oncompletionofthisunitthestudentshouldbeableto:1.Comparefuelsquantitativelywithreferencetocombustionproductsandenergyoutputs,applyknowledgeoftheelectrochemicalseriestodesign,constructandtestgalvaniccells,andevaluateenergyresourcesbasedonenergyefficiency,renewabilityandenvironmentalimpact.2.Applyrateandequilibriumprinciplestopredicthowtherateandextentofreactionscanbeoptimised,andexplainhowelectrolysisisinvolvedintheproductionofchemicalsandintherechargingofbatteries.
Unit4:Howareorganiccompoundscategorised,analysedandused?
Areas of study 1.Howcanthediversityofcarboncompoundsbeexplainedandcategorised?–Studentsinvestigatetrendsinthephysicalandchemicalpropertiesofvariousorganicfamiliesofcompounds.Theystudytypicalreactionsoforganicfamiliesandsomeoftheirreactionpathways,andwritebalancedchemicalequationsfororganicsyntheses.2.Whatisthechemistryoffood?–Studentsfocusonthemajorcomponentsoffoodwithreferencetotheirstructures,propertiesandfunctions.Theyexaminethehydrolysisreactionsinwhichfoodsarebrokendown,thecondensationreactionsinwhichnewbiomoleculesareformedandtheroleofenzymes,assistedbycoenzymes,inthemetabolismoffood.
OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Comparethegeneralstructuresandreactionsofthemajororganicfamiliesofcompounds,deducestructuresoforganiccompoundsusinginstrumentalanalysisdata,anddesignreactionpathwaysforthesynthesisoforganicmolecules.2.Distinguishbetweenthechemicalstructuresofkeyfoodmolecules,analysethechemicalreactionsinvolvedinthemetabolismofthemajorcomponentsoffoodincludingtheroleofenzymes,andcalculatetheenergycontentoffoodusingcalorimetry.
AssessmentSchool-AssessedCourseworkforUnits3and4willcontribute40%ofthefinalassessmentandwillconsistoffiveassessmenttasksselectedfromthefollowing:areportonalaboratoryinvestigation,aresponsetoasetofstructuredquestions,andastructuredscientificposteraccordingtotheVCAAstandardtemplate.
Anend-of-yearexaminationwillcontribute60%ofthefinalassessment.
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Outcome1–Danceperspectives-Oncompletionofthisunitthestudentshouldbeabletoanalyseuseofthemovementcategoriesandelementsofmovementinselecteddancetraditions,stylesand/orworks.
Outcome2–Choreographyandperformance.Oncompletionofthisunitthestudentshouldbeabletocompletestructuredimprovisationsandchoreographandperformasolo,duoorgroupdancework.
Outcome3–Dancetechniqueandperformance.Oncompletionofthisunitthestudentshouldbeabletosafelyandsecurelyperformalearntsolo,duoorgroupdanceworkwithartistry,andreportontherealisationofthedancework.
AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeoftasksselectedfromthefollowinglist:1.Writtenreport.2.Soloorgroupdanceworkcomposedandperformedbythestudent.3.Oralpresentation. 4.Performanceofagroupdanceworklearntfromanother.
Unit3
Inthisunitstudentschoreograph,rehearseandperformasolodanceworkthatallowsthemtoexecuteadiverserangeofphysicalskillsandactionsdrawnfromallmovementcategories.Studentscontinueregularandsystematicdancetraining,andlearnandperformaduoorgroupdanceworkcreatedbyanotherchoreographer.Theycontinuetodeveloptheirabilitytosafelyexecutemovementvocabularyandperformwithartistry.Studentsanalysetherealisationoftheirsoloandthelearntduoorgroupdancework,focusingontheprocessesofchoreographingorlearning,rehearsing,preparingforperformanceandperforming.Thisanalysisconnectseachstudent’sworkasachoreographertotheworkofprofessionalchoreographers.Outcome1–Danceperspectives.Oncompletionofthisunitthestudentshouldbeabletoanalysetwoselecteddanceworks.
Outcome2–Choreography,performanceandanalysisofaskills-basedsolodanceworkOncompletionofthisunitthestudentshouldbeabletochoreograph,rehearseandperformaskills-basedsolodanceworkandanalysetheprocesses
Unit1
Inthisunitstudentsexplorethepotentialofthebodyasaninstrumentofexpressionandcommunicationinconjunctionwiththeregularandsystematicdevelopmentofphysicaldanceskills.Studentsdiscoverthediversityofexpressivemovementandpurposesfordancingindancesfromdifferenttimes,places,cultures,traditionsand/orstyles.Theycommencetheprocessofdevelopingapersonalmovementvocabularyandbeginthepracticesofdocumentingandanalysingmovement.Throughthiswork,theydevelopunderstandingofhowotherchoreographersusethesepractices.
Outcome1–Danceperspectives-Oncompletionofthisunitthestudentshouldbeabletodescribeanddocumentfeaturesofotherchoreographers’danceworks.
Outcome2–Choreographyandperformance.Oncompletionofthisunitthestudentshouldbeabletochoreographandperformasolo,duoand/orgroupdanceworkandcompletestructuredimprovisations.
Outcome3–Dancetechniqueandperformance.Oncompletionofthisunitthestudentshouldbeabletosafelyandexpressivelyperformalearntsolo,duoorgroupdancework.
Outcome4–Thebody:physiologyandmaintenance.Oncompletionofthisunitthestudentshouldbeabletodescribekeyapproachestowellbeingandhealthpracticesfordancersandessentialaspectsofphysiology,anddemonstratethesafeuseandmaintenanceofthedancer’sbody.
Unit2
Inthisunitstudentsextendtheirpersonalmovementvocabularyandskillinusingachoreographicprocessbyexploringelementsofmovement(time,spaceandenergy),themanipulationofmovementthroughchoreographicdevicesandthetypesofformusedbychoreographers.Studentsusethechoreographicprocesstodevelopandlinkmovementphrasestocreateadancework.Theyapplytheirunderstandingoftheprocessesusedtorealiseasoloorgroupdancework–choreographingand/orlearning,rehearsing,preparingforperformanceandperforming.
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Outcome3–Dancetechnique,performanceandanalysisofaLearntWork-Oncompletionofthisunitthestudentshouldbeabletolearn,rehearseandprepareforperformance,andperformaduoorgroupdanceworkbyanotherchoreographerand
analysetheprocessesused.Unit4
Inthisunitstudentschoreograph,rehearseandperformasolodanceworkwithacohesivestructure.Whenrehearsingandperformingthisdanceworkstudentsfocusoncommunicatingtheintentionwithaccurateexecutionofchoreographicvariationsofspatialorganisation.Theyexplorehowtheycandemonstrateartistryinperformance.Studentsdocumentandanalysetherealisationofthesolodanceworkacrosstheprocessesofchoreographing,rehearsing,preparingtoperformandperformingthedancework.Studentscontinuetodeveloptheirunderstandingofthechoreographicprocessthroughanalysisofagroupdanceworkbyatwentiethortwenty-firstcenturychoreographer.Thisanalysisfocusesonwaysinwhichtheintentionisexpressedthroughthemanipulationofspatialrelationships.Studentsanalysetheuseofgroupstructures(canon,contrast,unison,andasymmetricalandsymmetricalgroupingsandrelationships)andspatialorganisation(direction,level,focusanddimension)andinvestigatetheinfluencesonchoicesmadebychoreographersintheseworks.
Outcome1–Danceperspectives.Oncompletionofthisunitthestudentshouldbeabletoanalyseaselectedgroupdancework.
Outcome2–Choreography,performanceanddance-makinganalysis.Oncompletionofthisunitthestudentshouldbeabletochoreograph,rehearse,performandanalysetheirrealisationofasolodancework.
Assessment•Unit3school-assessedcoursework:15%•Unit4school-assessedcoursework:10%•End-of-yearperformanceexamination:50%•End-of-yearwrittenexamination:25%
Unit1-IntroducingPerformanceStyles
Inthisunitstudentsstudythreeormoreperformancestylesfromarangeofsocial,historicalandculturalcontexts.Theyexaminedramatraditionsofritualandstorytellingtodeviseperformancesthatgobeyondre-creationand/orrepresentationofreallifeasitislived.Thisunitfocusesoncreating,presentingandanalysingadevisedsoloand/orensembleperformancethatincludesrealorimaginedcharactersandisbasedonstimulusmaterialthatreflectspersonal,culturaland/orcommunityexperiencesandstories.Thisunitalsoinvolvesanalysisofastudent’sownperformanceworkandaworkbyprofessionaldramaperformers.
Outcomes1.Deviseanddocumentsoloand/orensembledramaworksbasedonexperiencesand/orstoriesinafolioorjournalformat.2.Performdeviseddramaworkstoanaudience.3.Analysethedevelopment,andtheperformancetoanaudience,oftheirdevisedworkinshortanswerquestions.4.Analysethepresentationofideas,storiesandcharactersinadramaperformancebyprofessionalorotherdramapractitionersinaperformanceanalyseessayformat.
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Unit2-AustralianIdentity
InthisunitstudentsstudyaspectsofAustralianidentityevidentincontemporarydramapractice.Thismayalsoinvolveexploringtheworkofselecteddramapractitionersandassociatedperformancestyles.Thisunitfocusesontheuseanddocumentationoftheprocessesinvolvedinconstructingadevisedsoloorensembleperformance.Studentscreate,presentandanalyseaperformancebasedonaperson,anevent,anissue,aplace,anartwork,atextand/oraniconfromacontemporaryorhistoricalAustraliancontext.Increatingtheperformance,studentsusestimulusmaterialthatallowsthemtoexploreanaspectoraspectsofAustralianidentity.Theyexamineselectedperformancestylesandexploretheassociatedconventions.Studentsfurtherdeveloptheirknowledgeoftheconventionsoftransformationofcharacter,timeandplace,theapplicationofsymbol,andhowtheseconventionsmaybemanipulatedtocreatemeaninginperformanceandtheuseofdramaticelementsandproductionareas.
Outcomes1.DeviseanddocumenttheprocessesusedtocreateasoloorensembleperformancethatreflectsanaspectoraspectsofAustralianidentityandcontemporarydramapracticeeitherinfolioorjournalformat.2.PresentadevisedperformancethatreflectsaspectsofAustralianidentityandcontemporarydramapractice.Performancetoanaudience.3.Analysethedevelopment,andperformancetoanaudience,oftheirdevisedworkinshortanswerquestions.4.AnalyseandevaluateaperformanceofadramaworkbyAustralianpractitionersinaperformanceanalysisessay.
Assessment AlloutcomesinUnit1and2willbeassessedbyarangeoftakstakenfromthislist•Folio/Journal•Performance•ShortAnswerQuestions•Essays•WrittenExam
Unit3-DevisedEnsemblePerformance
Inthisunitstudentsexploretheworkofdramapractitionersanddrawoncontemporarypracticeastheydeviseensembleperformancework.Studentsexploreperformancestylesandassociatedconventionsfromadiverserangeofcontemporaryand/ortraditionalcontexts.Theyworkcollaborativelytodevise,developandpresentanensembleperformance.Studentscreateworkthatreflectsaspecificperformancestyleoronethatdrawsonmultipleperformancestylesandisthereforeeclecticinnature.Theyuseplay-makingtechniquestoextractdramaticpotentialfromstimulusmaterial,thenapplyandmanipulateconventions,dramaticelements,expressiveskills,performanceskillsandproductionareas.Throughoutdevelopmentoftheworktheyexperimentwithtransformationofcharacter,timeandplace,andapplicationofsymbol.Studentsdeviseandshapetheirworktocommunicatemeaningortohaveaspecificimpactontheiraudience.Inaddition,studentsdocumentandevaluatestagesinvolvedinthecreation,developmentandpresentationoftheensembleperformance.
Outcomes1.Developandpresentcharacterswithinadevisedensembleperformancethatgoesbeyondarepresentationofreallifeasitislived.Performworktoanaudience.2.Analysetheuseofprocesses,techniquesandskillstocreateandpresentadevisedensembleperformanceinashortanswertask.3.Analyseandevaluateaprofessionaldramaperformanceinaperformanceanalysisessay.
Unit4-Devisedsoloperformance
Thisunitfocusesonthedevelopmentandthepresentationofdevisedsoloperformances.Studentsexplorecontemporarypracticeandworksthatareeclecticinnature;thatis,theydrawonarangeofperformancestylesandassociatedconventionsfromadiverserangeofcontemporaryandtraditionalcontexts.Studentsdevelopskillsinextractingdramaticpotentialfromstimulusmaterialanduseplay-makingtechniquestodevelopandpresentashortsoloperformance.Theyexperimentwithapplicationofsymbolandtransformationofcharacter,timeandplace.Theyapplyconventions,dramaticelements,expressiveskills,performanceskillsandperformancestylestoshapeandgivemeaningtotheirwork.Studentsfurtherdevelop
VCE-2020
Economicsisthestudyofhowresourcesareallocatedtomeettheneedsandwantsofsociety.Itattemptstoexplainhowandwhyindividualsbehavethewaytheydoandtheconsequencesoftheirdecisionmaking.StudyingEconomicsasasocialscienceenablesstudentstogainvaluableinsightintotheeconomicproblemsthattheymayfaceonanindividualbasisandcollectivelyasasocietytomeettheneedsandwantsofcitizens,andmaythereforeassisttheminmakingmoreinformedandresponsibledecisions.EconomicsisrelevanttotertiarystudiesinBusiness,Finance,Commerce,Accounting,Arts,HumanitiesandSocialWork.
Unit1-TheBehaviourofConsumersandBusinessesThisunitisthestudyofthewayhumansbehaveandthedecisionsmadetomeettheneedsandwantsofsociety.Inthisunitstudentsexploretheirroleintheeconomy,howtheyinteractwithbusinessesandthewayeconomicmodelsandtheorieshavebeendevelopedtoexplainthecausesandeffectsofhumanaction.Studentsexploresomefundamentaleconomicconcepts.
Outcomes1.Describethebasiceconomicproblem,discusstheroleofconsumersandbusinessesintheeconomyandanalysethefactorsthatinfluencedecisionmaking.2.Explaintheroleofrelativepricesandothernon-pricefactorsintheallocationofresourcesinamarket-basedeconomy.
Unit2-ContemporaryEconomicIssues
Thisunitisastudyofeconomicsasasocialscienceandlooksatcontemporaryissueswheretherearewidedifferencesofopinionandconstantdebate.Inmostinstancesthedecisionsmadebyconsumers,businessesandgovernmentsmaybenefitsomestakeholdersbutnotothers.Trade-offs,wheretheachievementofoneeconomicorpublicpolicygoalmaycomeattheexpenseofanother,arethesubjectofmuchdebateineconomiccircles.Studentsfocusonthepossibletrade-offbetweenthepursuitofgrowthinincomesandproductionandthegoalofenvironmentalsustainabilityandlong-termeconomicprosperity.
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andrefinetheseskillsastheycreateaperformanceinresponsetoaprescribedstructure.Theyconsidertheuseofproductionareastoenhancetheirperformanceandtheapplicationofsymbolandtransformations.Studentsdocumentandevaluatethestagesinvolvedinthecreation,developmentandpresentationoftheirsoloperformance.
Outcomes1.Demonstrate,inresponsetogivenstimulusmaterial,applicationofsymbolandtransformationofcharacter,timeandplace,anddescribethetechniquesusedinashortanswertask.2.Create,developandperformasoloperformanceinresponsetoaprescribedstructure.3.Analyseandevaluatethecreation,developmentandpresentationofasoloperformancedevisedinresponsetoaprescribedstructureinanessayformat.
AssessmentSchool-assessedcourseworkforUnit3–30%School–assessedcourseworkforUnit4–10%FinalPerformance–SoloExamination–35%FinalWrittenExam–25%
Outcomes1.Explainthefactorsandpoliciesthatmayinfluenceeconomicgrowthandenvironmentalsustainability,andanalysethepotentialtrade-off.2.Explainthefactorsandpoliciesthatmayinfluenceequityinthedistributionofincomeandefficiencyofresourceallocation,andanalysethepotentialtrade-off.3.Explainthefactorsthatmayinfluenceaglobaleconomicissue/sandevaluatepotentialconsequencesassociatedwithactionstoaddresstheissue/s.
AssessmentTheawardofsatisfactorycompletionforaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofthesetofoutcomesspecifiedfortheunit.Thisdecisionwillbebasedontheteacher’sassessmentofthestudent’soverallperformanceonassessmenttasksdesignatedfortheunit.
Assessmenttasksfortheseunitsareselectedfromthefollowing:•Ananalysisofwritten,visualandstatisticalevidence•Afolioofappliedeconomicexercises•Problem-solvingtasks•Ablogofmediacommentariesusingprintorelectronicmaterials•Areportofaninvestigationoraninquiry•Casestudies•Adebate•Mediaanalyses•Anessay/astructuredreport•Structuredquestions•Apresentation(oral,multimedia,visual)•Awebpage•Economicsimulationactivities.
Unit3-Australia’sEconomicProsperity
Inthisunitstudentsdevelopanunderstandingofthemacroeconomy.TheyinvestigatethefactorsthatinfluencethelevelofaggregatedemandandaggregatesupplyintheeconomyandusemodelsandtheoriestoexplainhowchangesinthesevariablesmightinfluencetheachievementoftheAustralianGovernment’sdomesticmacroeconomicgoalsandaffectlivingstandards.
Outcomes1.Explainhowmarketsoperatetoallocateresources,anddiscusstheeffectofgovernmentinterventiononmarketoutcomes.2.AnalysekeycontemporaryfactorsthatmayhaveinfluencedtheAustralianGovernment’sdomesticmacroeconomicgoalsoverthepasttwoyearsanddiscusshowachievementofthesegoalsmayaffectlivingstandards.3.ExplainthefactorsthatmayinfluenceAustralia’sinternationaltransactionsandevaluatehowinternationaltransactionsandtradeliberalisationmayinfluencethecurrentaccountbalance,theAustralianGovernment’sdomesticmacroeconomicgoalsandlivingstandardsinAustralia.
Unit4-ManagingtheEconomy
InthisunitstudentsdevelopanunderstandingofhowtheAustralianGovernmentcanalterthecompositionandlevelofgovernmentoutlaysandreceiptstodirectlyandindirectlyinfluencethelevelofaggregatedemandandtheachievementofdomesticmacroeconomicgoals.
Outcomes1.DiscussthenatureandoperationofaggregatedemandpoliciesandanalysehowthepoliciesmayinfluencetheAustralianGovernment’sdomesticmacroeconomicgoalsandlivingstandards.2.DiscussthenatureandoperationofaggregatesupplypoliciesandanalysehowthepoliciesmayinfluencetheAustralianGovernment’sdomesticmacroeconomicgoalsandlivingstandards.
AssessmentSchool-assessedCourseworkforUnit3(afolioofappliedeconomicexercises,acasestudyorstructuredquestions)willcontribute25percenttothestudyscore.School-assessedCourseworkforUnit4(afolioofappliedeconomicexercisesorstructuredquestions)willcontribute25percenttothestudyscore.Anend-of-yearExaminationheldinNovemberwillexaminethekeyknowledgeandkeyskillsthatunderpintheoutcomesinUnits3and4.Theexaminationwillcontribute50%tothestudyscore.
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Unit1-English
Inthisunitstudentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.
Area Of Study 1: Reading and Creating TextsInthisareaofstudystudentsexplorehowmeaningiscreatedinatext.Studentsidentify,discussandanalysedecisionsauthorshavemade.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletoproduceanalyticalandcreativeresponsestotexts.
Area Of Study 2: Analysing and Presenting ArgumentInthisunitstudentsfocusontheanalysisandconstructionoftextsthatattempttoinfluenceanaudience.Studentsreadarangeoftextsthatattempttopositionaudiencesinavarietyofways.Theyexploretheuseoflanguageforpersuasiveeffectandthestructureandpresentationofargument.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysehowargumentandpersuasivelanguagecanbeusedtopositionaudiences,andcreatetheirowntextsintendedtopositionaudiences.
AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
ForEALstudentsatleastonetextprovidedfortheassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.
Unit2-English
Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theyanalyseargumentspresentedandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.
Area Of Study 1: Reading and Comparing TextsInthisareaofstudystudentsexplorehowcomparingtextscanprovideadeeperunderstandingofideas,issuesandthemes.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletocomparethepresentationofideas,issuesandthemesintwotexts.
Area Of Study 2: Analysing and Presenting ArgumentInthisareaofstudystudentsbuildontheirunderstandingofargumentandtheuseofpersuasivelanguageintextsthatattempttoinfluenceanaudience.Studentsconsiderarangeoftextswheretheprimarypurposeistoconvinceanaudiencetoshareapointofview.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletoidentifyandanalysehowargumentandpersuasivelanguageareusedintext/sthatattempttoinfluenceanaudience,andcreateatextwhichpresentsapointofview.
AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
ForEALstudentsatleastonetextprovidedforassessmentofOutcome2shouldbeinspokenformorhaveaspokencomponenttoallowfortheassessmentoflisteningskills.
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E N G L I S H / E N G L I S H A S A N A D D I T I O N A L L A N G U A G EItisessentialthatallstudentsbegineachsemesterhavingreadallthesettexts
VCE-2020
Unit4-English
Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.
Area Of Study 1: Reading and Comparing TextsInthisareaofstudystudentsexplorethemeaningfulconnectionsbetweentwotexts.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletoproduceadetailedcomparisonwhichanalyseshowtwoselectedtextspresentideas,issuesandthemes.
Area Of Study 2: Presenting ArgumentInthisareaofstudystudentsbuildtheirunderstandingofboththeanalysisandconstructionoftextsthatattempttoinfluenceaudiences.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletoconstructasustainedandreasonedpointofviewonanissuecurrentlydebatedinthemedia.
AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
AssessmentSchoolAssessedCourseworkforUnit3willcontribute25%tothetotalstudyscore.SchoolAssessedCourseworkforUnit4willcontribute25%tothetotalstudyscore.Theend-of-yearthree-hourexaminationexternallymarkedbyassessorsappointedbyVCAAwillcontributeto50%tothetotalstudyscore.
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Unit3-English
Inthisunitstudentsreadandrespondtotextsanalyticallyandcreatively.Theyanalyseargumentsandtheuseofpersuasivelanguageintexts.
Area Of Study 1: Reading and Creating TextsInthisareaofstudystudentsidentify,discussandanalysehowthefeaturesofselectedtextscreatemeaningandhowtheyinfluenceinterpretation.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletoproduceananalyticalinterpretationofaselectedtext,andacreativeresponsetoadifferentselectedtext.
Area Of Study 2: Analysing ArgumentInthisareaofstudystudentsanalyseandcomparetheuseofargumentandlanguageintextsthatdebateatopicalissue.ThetextsmusthaveappearedinthemediasinceSeptember1ofthepreviousyear.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalyseandcomparetheuseofargumentandpersuasivelanguageintextsthatpresentapointofviewonanissuecurrentlydebatedinthemedia.
EAL STUDENTS ONLYArea Of Study 3: Listening to TextsInthisareaofstudyEALstudentsdevelopandrefinetheirlisteningskills.Theylistentoarangeofspokentextsanduseactivelisteningstrategiestounderstandinformation,ideasandopinionspresentedintexts.
Outcome 3OncompletionofthisunittheEALstudentshouldbeabletocomprehendaspokentext.
Assessment Theawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
VCE-2020
Unit1:HowareEarth’ssystemsconnected?
InthisunitstudentsexamineEarthasasetofinteractingsystemsandexplorethephysicalrequirementsforlife.Theyinvestigatethephysicalenvironmentanditscomponents,theinteractionsthatoccurinecosystemsandtheeffectsofnaturalandhuman-inducedchangesinecosystems.Astudentpracticalinvestigationrelatedtoecosystemmonitoring(abioticandbioticfactors)and/orecosystemchangeisundertakeninthisunit.
Outcomes1.ComparetheprocessesandtimeframesforobtaininglifeonEarthandexplainhowEarth’sfoursystemsinteracttosustainlife.2.Describetheflowofmatterandenergy,nutrientexchangeandenvironmentalchangesinecosystems.3.Designandundertakeaninvestigationrelatedtoecosystemmonitoringand/orchange,anddrawaconclusionbasedonevidencefromcollecteddata.
Unit2:Howcanpollutionbemanaged?
InthisunitstudentsexploretheconceptofpollutionandassociatedimpactsonEarth’sfoursystemsthroughglobal,nationalandlocalperspectives.Theyexplorethesignificanceoftechnology,governmentinitiatives,communitiesandindividualsinredressingtheeffectsofpollutants,andconsiderhowvalues,beliefsandevidenceaffectenvironmentaldecisionmaking.Studentsundertakeanin-depthcasestudyofthemanagementstrategiesthatapplytoapollutantoflocalconcernrelatedtoecosystemmonitoringand/orchange.
Outcomes1.Compareaselectedpollutantthatresultsinbioaccumulationwithanair-orwater-bornepollutant,explainhowtheycanbemeasuredandmonitored,anddescribetreatmentoptions.2.Comparethreeselectedpollutants,withreferencetotheiractionsintheatmosphere,biosphere,hydrosphereandlithosphere.3.Investigateandcommunicateasubstantiatedresponsetoanissueinvolvingthemanagementofaselectedpollutantoflocalinterest.
Students are expected to attend all field trips, which will cost approximately $200 for the year.
AssessmentAchievementofalloutcomesforbothUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Afieldworkreport•Areportofastudent-designedand/orextendedinvestigation•Areportofacasestudy•Acomparativestudyofthreeselectedpollutants•Areportofapracticalactivityinvolvingthecollectionofprimarydata•Aresearchinvestigationinvolvingthecollectionofsecondarydata•AmodelofanaspectofEarthsystems•Analysisofdata/resultsincludinggeneralisations/conclusions•Mediaanalysis/response•Atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse•Areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue
Unit3-Howcanbiodiversityanddevelopmentbesustained?
Inthisunitstudentsfocusonenvironmentalmanagementthroughtheexaminationandapplicationofsustainabilityprinciples.Theyexplorethevalueandmanagementofthebiospherebyexaminingtheconceptofbiodiversityandtheservicesprovidedtoalllivingthings.Theyanalysetheprocessesthatthreatenbiodiversityandapplyscientificprinciplesinevaluatingbiodiversitymanagementstrategiesforaselectedthreatenedendemicspecies.
Outcomes1.ExplaintheimportanceofEarth’sbiodiversity,analysethethreatstobiodiversity,andevaluatemanagementstrategiestomaintainbiodiversityinthecontextofoneselectedthreatenedendemicspecies.2.Explaintheprinciplesofsustainabilityandenvironmentalmanagementandanalyseandevaluateaselectedenvironmentalsciencecasestudy.
E N V I R O N M E N T A L S C I E N C E
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Unit4-Howcantheimpactsofhumanenergyusebereduced?
Outcomes1.Comparetheadvantagesanddisadvantagesofarangeofenergysources,evaluatethesustainabilityoftheiruse,andexplaintheimpactsoftheiruseonsocietyandtheenvironment.2.ExplainthecausesandeffectsofchangestoEarth’sclimate,comparemethodsofmeasuringandmonitoringatmosphericchanges,andexplaintheimpactsofatmosphericchangesonlivingthingsandtheenvironment.3.AstudentpracticalinvestigationrelatedtobiodiversityorenergyusefromanenvironmentalmanagementperspectiveisundertakenineitherUnit3orUnit4,oracrossbothUnits3and4,andisassessedinUnit4,Outcome3.
AssessmentSchool-AssessedCourseworkforUnits3and4willcontribute50%ofthefinalassessmentandwillinclude:Writtenreportdrawingondatacollectedfromfieldworkorothersources;multimodalpresentation;writtenresponsetoasetofquestions;annotationsofatleasttwopracticalactivitiesfromapracticallogbook;reflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue.Studentswillalsodesignandundertakeapracticalinvestigationrelatedtobiodiversityorenergyusefromanenvironmentalmanagementperspective,andpresentmethodologies,findingsandconclusionsinascientificposter.
Anend-of-yearexaminationwillcontribute50%ofthefinalassessment.
Students are expected to attend all field trips, which will cost approximately $200 for the year.
VCE-2020
E X T E N D E D I N V E S T I G A T I O NVCEExtendedInvestigationisofferedonlyasaUnit3&4subjectbyVCAA.ExtendedInvestigationenablesstudentstocarryoutaninvestigationthatfocusesonarigorousresearchquestionoftheirchoosing.Theinvestigationmaybeanextensionofanareaofcurriculumalreadyundertakenbythestudentoritmaybecompletelyindependentofanyotherstudyinthestudent’sVCEprogram.Theclasswillallowthemtodevelop,refineandextendknowledgeandskillsinindependentresearch.
ExtendedInvestigationdevelopsstudents’understandingofwhatconstitutesagoodresearchquestion.Theydevelopanethical,robust,disciplinedandrationalapproachtogathering,interpretingandevaluatingevidenceinordertoanswertheresearchquestion.Inthisstudy,studentsconsiderhowresearchquestionsaredevelopedandrefinedtoenabletheresearchertoaddressthekeyissuesproposedbytheresearchwithinthelimitsthattimeandresourcesimpose.Studentsconductareviewofrelevantliterature,developresearchprojectmanagementknowledgeandskills,anddevelopwaysofeffectivelypresentingandcommunicatingresearchfindings.Studentsareintroducedtoabroadrangeofresearchmethodsandexploretheircomparativesuitabilityfortheinvestigationofparticularquestions.Theskillsthatstudentsdevelopinthisstudyaretransferabletoanyhighereducationcourseorvocationaleducationandtrainingprogram.
Studentswillberequiredtobringalaptoptoeachclass.
Unit3–DesigninganExtended Investigation
Inthisunitstudentsdevelopskillsinquestionconstructionanddesign,explorethenatureandpurposeofresearch,andidentifyaspecificresearchquestion.StudentsusetheirExtendedInvestigationJournaltorecordtheprogressiverefinementofaselectedareaofinterestdistilledintoanindividualresearchquestion.
Underpinningthestudent’spreparatoryworkfortheirinvestigationisthedevelopmentandapplicationofcriticalthinkingskills.WhilethecriticalthinkingcomponentofthisstudyislocatedinAreaofStudy3,itisassumedandexpectedthatstudentswilldeveloptheseskillsthroughoutUnit3inthecontextoftheirindividualinvestigation.StudentsundertakeinitialresearchanddocumenttheirprogressintheirExtendedInvestigationJournal.
Outcomes1.Writtenrational(800words)-designandjustifyaresearchquestion.2.Writtenresearchplan(1000words)andoralreport(12–16minutespresentationincludingquestionandanswersegment)-writearesearchplan,beginresearchandpresentanoralreporttoanon-specialistaudiencethatexplainstheinvestigationandjustifiestheselectedresearchmethods.3.CriticalThinkingtest–developandapplytheskillsofcriticalthinking.
Unit4–PresentinganExtendedInvestigation
Thisunitiscomprisedoftwopartsthattogetherconstitutethestudent’scompletionoftheirExtendedInvestigation.TheresultsoftheExtendedInvestigationarepresentedinafinalwrittenreportandinanoralpresentationtoanon-specialistpanel.Thefinalwrittenreportissubmittedandincludesthestudent’sevaluationoftheresearchmethodsandfindings,andprovidestheirresponsetotheresearchquestion.
Studentsalsopresenttheirinvestigationasanoralpresentationtoanon-specialistpanelanddefendtheirfindings,respondingtoquestionsandchallengesfromthepanel.
WhileundertakingUnit4,studentsaresupportedandmonitoredtomaintainthedimensionsandscopeoftheirinvestigationandtomeetthemilestonesestablishedinUnit3.TheExtendedInvestigationJournalisusedtorecordtheprogressoftheirinvestigationandtheassistancetheyreceivefromsupervisingteachers,academicmentorsandothers.
Outcomes1.Writtenreportincludingevaluation(4000words)-completeawrittenreportforanon-specialistaudiencethatpresentsandevaluatestheresultsoftheextendedinvestigation.2.Oralpresentationincludingresponsetopanelquestions(15–20minutes)-explaintheinvestigation,criticallyevaluatetheresearchprocessused,anddefendresearchfindingsinapresentationtoaneducatednon-specialistaudience.
AssessmentSchool-assessedcourseworkforUnit3Outcomes1and2–30%CriticalThinkingTestforUnit3Outcome3–10%Externally-assessedtasksforUnit4Outcomes–60%
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Unit1-FoodOrigins
Studentsfocusonfoodfromhistoricalandculturalperspectives.Theyinvestigatetheoriginsandrolesoffoodthroughtime,andacrosstheworld.Studentswillexplorehowhumanityhashistoricallysourceditsfood,examininggeneralprogressionfromhunter-gatherertorural-basedagriculture,totoday’surbanliving,andglobaltradeinfood.
StudentsexploreAustralianindigenousfoodpriortoEuropeansettlementandhowfoodpatternshavechangedsince,particularlythroughtheinfluenceoffoodproduction,processingandmanufacturingindustriesandimmigration.StudentsinvestigatecuisinesthatarepartofAustralia’sculinaryidentitytodayandreflectontheconceptofanAustraliancuisine.
Throughoutthisunitstudentscompletetopicalandcontemporarypracticaltaskstoenhance,demonstrateandsharetheirlearningwithothers.
OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Identifyandexplainmajorfactorsinthedevelopmentofaglobalizedfoodsupply,anddemonstrateadaptationsofselectedfoodfromearliercuisinesthroughpracticalactivities.2.DescribepatternsofchangeinAustralia’sfoodindustriesandcultures,andusefoodsindigenoustoAustraliaandthoseintroducedthroughmigrationinthepreparationoffoodproducts.
F O O D S T U D I E SUnit2-FoodMakers
StudentsinvestigatefoodsystemsincontemporaryAustralia.Theywillfocusoncommercialfoodproductionindustriesandfoodproductioninsmall-scaledomesticsettings,asbothacomparisonandcomplementtocommercialproduction.StudentsgaininsightintothesignificanceoffoodindustriestotheAustralianeconomyandinvestigatethecapacityofindustrytoprovidesafe,high-qualityfoodthatmeetstheneedsofconsumers.
Studentsusepracticalskillsandknowledgetoproducefoodsandconsiderarangeofevaluationmeasurestocomparetheirfoodstocommercialproducts.Indemonstratingtheirpracticalskills,studentsdesignnewfoodproductsandadaptrecipestosuitparticularneedsandcircumstancesandexplorepotentialentrepreneurialopportunities.
Outcomes Oncompletionofthisunitstudentsshouldbeableto:1.DescribeAustralia’smajorfoodindustries,analyserelationshipsbetweenfoodsuppliersandconsumers,discussmeasuresinplacetoensureasafefoodsupplyanddesignabriefandafoodproductthatdemonstratestheapplicationofcommercialprinciples.2.Compareandevaluatesimilarfoodspreparedindifferentsettings,explaintheinfluencesoneffectivefoodprovisionandpreparationinthehome,anddesignandcreateafoodproductthatillustratespotentialadaptationinacommercialcontext.
AssessmentAssessmentsforUnits1and2areselectedfromthefollowing:•Productionworkandrecordsofproduction•Designinganddevelopingasolutioninresponsetoadesignbrief,includingproductionwork•Tests(shortand/orextendedanswer)•Practicaltests•Shortwrittenreports(forexample,mediaanalysis,reportorcomparativeanalysisonafoodtestingactivity,industryvisits,orproductevaluation)•Oralreportssupportedbyvisualpresentations(forexample,multimedia)•Onlinepublication/communication(forexample,blog/wiki/website/podcast/vodcast)•Designfolio
VCE-2020
Unit4-FoodIssues,ChallengesandFutures
StudentsexaminedebatesaboutglobalandAustralianfoodsystems.Theywillfocusonissuesabouttheenvironment,ecology,ethics,farmingpractices,thedevelopmentandapplicationoftechnologies,andthechallengesoffoodsecurity,foodsafety,foodwastage,andtheuseandmanagementofwaterandland.Studentsresearchaselectedtopic,seekingclarityoncurrentsituationsandpointsofview,consideringsolutionsandanalyzingworkundertakentosolveproblemsandsupportsustainablefutures.
Studentswillfocusonindividualresponsestofoodinformationandmisinformationandthedevelopmentoffoodknowledge,skillsandhabitstoempowerconsumerstomakediscerningfoodchoices.Studentsconsiderhowtoassessinformationanddrawevidence-basedconclusions.Theyapplythismethodologytonavigatecontemporaryfoodfads,trendsanddiets.Theypracticeandimprovetheirfoodselectionskillsbyinterpretingfoodlabelsandanalyzingthemarketingtermsusedonfoodpackaging.
Thepracticalcomponentprovidesstudentswithopportunitiestoapplytheirresponsestoenvironmentalandethicalfoodissues,andtoextendtheirfoodproductionrepertoirereflectingtheAustralianDietaryGuidelinesandtheAustralianGuidetoHealthyEating.
OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Explainarangeoffoodsystemissues,respondtoaselecteddebatewithanalysisofproblemsandproposalsforfuturesolutions,applyquestionsofsustainabilityandethicstotheselectedfoodissueanddevelopandcreateafoodrepertoirethatreflectspersonalfoodvaluesandgoals.2.Explainavarietyoffoodinformationcontexts,analysetheformationoffoodbeliefs,evaluateaselectedfoodtrend,fadordietandcreatefoodproductsthatmeettheAustralianDietaryGuidelines.
AssessmentPercentagecontributionstothestudyscoreinVCEFoodandTechnologyareasfollows:Unit3School-assessedcoursework-30%Unit4school-assessedcoursework-30%End-of-yearexamination-40%
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Unit3-FoodinDailyLife
Studentsexplorethescienceoffood:ourphysicalneedforitandhowitnourishesandsometimesharmsourbodies.Studentsinvestigatethephysiologyofeatingandappreciatingfood,andthemicrobiologyofdigestion.Theyalsoinvestigatethefunctionalpropertiesoffoodandthechangesthatoccurduringfoodpreparationandcooking.TheyanalysethescientificrationalebehindtheAustralianDietaryGuidelinesandtheAustralianGuidetoHealthyEatinganddeveloptheirunderstandingofdiversenutrientrequirements.
Studentswillfocusontheinfluencesonfoodchoice:howcommunities,familiesandindividualschangetheireatingpatternsovertimeandhowourfoodvaluesandbehavioursdevelopwithinsocialenvironments.Theyinvestigatebehaviouralprinciplesthatassistintheestablishmentoflifelong,healthydietarypatterns.
Thepracticalcomponentofthisunitenablesstudentstounderstandfoodscienceterminologyandtoapplyspecifictechniquestotheproductionofeverydayfoodthatfacilitatestheestablishmentofnutritiousandsustainablemealpatterns.
OutcomesOncompletionofthisunitstudentsshouldbeableto:1.Explaintheprocessesofeatinganddigestingfoodandabsorptionofmacronutrients,explaincausesandeffectsoffoodallergies,foodintolerancesandfoodcontamination,analysefoodselectionmodels,andapplyprinciplesofnutritionandfoodscienceinthecreationoffoodproducts.2.Explainandanalysefactorsaffectingfoodsuccessandchoice,analysetheinfluencesthatshapeanindividual’sfoodvalues,beliefsandbehaviours,andapplypracticalskillstocreatearangeofhealthymealsforchildrenandfamilies.
VCE-2020
InGeographystudentsexplore,analyseandunderstandthecharacteristicsofplaces,eventsandprocessesthatmakeupourworld.Studentsexporeandanalyseusingfieldworkandinvestigationofawiderangeofsecondarysources.Thesemethodsenablestudentstoappreciatethecomplexity,thediversityandinteractionofitsenvironments,economiesandcultures,andtheprocessesthat
helpedformandtransformthem.Unit1-HazardsandDisasters
Inthisunitstudentsundertakeanoverviewofhazardsbeforeinvestigatingtwocontrastingtypesofhazardsandtheresponsestothembypeople.Itinvestigateshowpeoplehaverespondedtospecifictypesofhazards,includingattemptstoreducevulnerabilityto,andtheimpactof,hazardevents.
Outcomes1.Analyse,describeandexplainthenatureofhazardsandimpactsofhazardeventsatarangeofscales.2.Analyseandexplainthenature,purposeandeffectivenessofarangeofresponsestoselectedhazardsanddisasters.
Unit2-Tourism
Inthisunitstudentsinvestigatethecharacteristicsoftourism,withparticularemphasisonwhereithasdeveloped,itsvariousforms,howithaschangedandcontinuestochangeanditsimpactsonpeople,placesandenvironments.StudentsselectcontrastingexamplesoftourismfromwithinAustraliaandelsewhereintheworldtosupporttheirinvestigations.
Outcomes1.Analyse,describeandexplainthenatureoftourismatarangeofscales.2.Analyseandexplaintheimpactsoftourismonpeople,placesandenvironmentsandevaluatetheeffectivenessofstrategiesformanagingtourism.
AssessmentAlloftheoutcomesinbothunits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.•Casestudy•Areport•Structuredquestions•Afolioofexercises•Afieldworkreport
StudentsundertakecompulsoryfieldworkinUnits1and2.Studentsproduceafieldworkreportfor
assessmentinbothUnits1and2.Unit3-ChangingtheLand
Thisunitfocusesontwoinvestigationofgeographicalchange:changetolandcoverandchangetolanduse.Landcoverincludesbiomessuchasforest,grassland,tundraandwetlands,aswellaslandcoveredbyiceandwater.Studentsinvestigatethreemajorprocessesthatarechanginglandcoverinmanyregionsoftheworld:deforestation,desertification,andmeltingglaciersandicesheets.
Outcomes1.Analyse,describeandexplainlandusechangeandassessitsimpacts.2.Analyse,describeandexplainprocessesthatresultinchangestolandcoveranddiscusstheimpactsandresponsesresultingfromthesechanges.
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G E O G R A P H Y
VCE-2020
ThestudyofHealthandHumanDevelopmentisbasedonthepremisethathealthandhumandevelopmentneedstobepromotedatanindividuallevel,withinthefamily,communityandatnationallevels.Thestudyalsopromotestheunderstandingthatourbehavioursandenvironmentplayamajorroleininfluencingbothhealthstatusandindividualhumandevelopment.
Unit1-UnderstandingHealthandWellbeing
Thisunitlooksathealthandwellbeingasaconceptwithvariedandevolvingperspectivesanddefinitions.Ittakestheviewthathealthandwellbeingaresubjecttoawiderangeofcontextsandinterpretations,withdifferentmeaningsfordifferentpeople.Asafoundationtotheunderstandingofhealth,studentsshouldinvestigatetheWorldHealthOrganization’s(WHO)definitionandalsoexploreotherinterpretations.Wellbeingisacomplexcombinationofalldimensionsofhealth,characterisedbyanequilibriuminwhichtheindividualfeelshappy,healthy,capableandengaged.Forthepurposesofthisstudy,studentsshouldconsiderwellbeingtobeanimplicitelementofhealth.
Outcomes1.Studentsshouldbeabletoexplainmultipledimensionsofhealthandwellbeing,explainindicatorsusedtomeasurehealthstatusandanalysefactorsthatcontributetovariationsinhealthstatusofyouth.2.Studentsshouldbeabletoapplynutritionknowledgeandtoolstotheselectionoffoodandtheevaluationofnutritioninformation.3.Studentsshouldbeabletointerpretdatatoidentifykeyareasforimprovingyouthhealthandwellbeing,andplanforactionbyanalysingoneparticularareaindetail.
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H E A L T H A N D H U M A N D E V E L O P M E N T
VCE-2020
Unit4-Humanpopulation–TrendsandIssues
Inthisunitstudentsinvestigatethegeographyofhumanpopulations.Theyexplorethepatternsofpopulationchange,movementanddistribution,andhowgovernments,organisationsandindividualshaverespondedtothosechangesindifferentpartsoftheworld.Studentsstudypopulationdynamicsbeforeundertakinganinvestigationintotwosignificantpopulationtrendsarisingindifferentpartsoftheworld.Theyexaminethedynamicsofpopulationsandtheireconomic,social,politicalandenvironmentalimpactsonpeopleandplaces.
Outcomes1.Analyse,describeandexplainpopulationdynamicsonaglobalscale.2.Analyse,describeandexplainthenatureofsignificantpopulationissuesandchallengesinselectedlocationsandevaluateresponses.
AssessmentAllassessmentsatUnits3and4areschool-based.ProceduresforassessmentoflevelsofachievementinUnits3and4areamatterforschooldecision.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%
StudentsundertakefieldworkinUnit3.StudentsproduceafieldworkreportforassessmentinUnit3.
H E A L T H A N D H U M A N D E V E L O P M E N TUnit2-ManagingHealthand Development
Thisunitinvestigatestransitionsinhealthandwellbeing,anddevelopment,fromlifespanandsocietalperspectives.Studentslookatchangesandexpectationsthatarepartoftheprogressionfromyouthtoadulthood.Thisunitpromotestheapplicationofhealthliteracyskillsthroughanexaminationofadulthoodasatimeofincreasingindependenceandresponsibility,involvingtheestablishmentoflong-termrelationships,possibleconsiderationsofparenthoodandmanagementofhealth-relatedmilestonesandchanges.
Outcomes1.Studentsshouldbeabletoexplaindevelopmentalchangesinthetransitionfromyouthtoadulthood,analysefactorsthatcontributetohealthydevelopmentduringprenatalandearlychildhoodstagesofthelifespanandexplainhealthandwellbeingasanintergenerationalconcept.2.StudentsshouldbeabletodescribehowtoaccessAustralia’shealthsystem,explainhowitpromoteshealthandwellbeingintheirlocalcommunity,andanalysearangeofissuesassociatedwiththeuseofnewandemerginghealthproceduresandtechnologies.
AssessmentAlloftheoutcomesforbothunit1and2willbeassessedthroughtasksselectedfrom:•Casestudyanalysis•Dataanalysis•Visualpresentation(concept/mindmap,posterororalpresentation)•Writtenreports•Structuredquestions
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Unit3-Australia’sHealthinaGlobalisedWorldThisunitlooksathealth,wellbeingandillnessasmultidimensional,dynamicandsubjecttodifferentinterpretationsandcontexts.Studentsbegintoexplorehealthandwellbeingasaglobalconceptandtotakeabroaderapproachtoinquiry.Astheyconsiderthebenefitsofoptimalhealthandwellbeinganditsimportanceasanindividualandacollectiveresource,theirthinkingextendstohealthasauniversalright.
Outcomes1.Studentsshouldbeabletoexplainthecomplex,dynamicandglobalnatureofhealthandwellbeing,interpretandapplyAustralia’shealthstatusdataandanalysevariationsinhealthstatus.2.Studentsshouldbeabletoexplainchangestopublichealthapproaches,analyseimprovementsinpopulationhealthovertimeandevaluatehealthpromotionstrategies.
Unit4-HealthandHumanDevelopmentinaGlobalContextThisunitexamineshealthandwellbeing,andhumandevelopmentinaglobalcontext.Studentsusedatatoinvestigatehealthstatusandburdenofdiseaseindifferentcountries,exploringfactorsthatcontributetohealthinequalitiesbetweenandwithincountries,includingthephysical,socialandeconomicconditionsinwhichpeoplelive.
Outcomes1.Studentsshouldbeabletoanalysesimilaritiesanddifferencesinhealthstatusandburdenofdiseasegloballyandthefactorsthatcontribute.todifferencesinhealthandwellbeing2.StudentsshouldbeabletoanalyserelationshipsbetweentheSustainableDevelopmentGoalsandtheirroleinthepromotionofhealthandhumandevelopment,andevaluatetheeffectivenessofglobalaid.
AssessmentThestudent’slevelofachievementwillbedeter-minedbySchool-assessedCoursework(threeSACsperunit)andanEnd-of-yearExamination.ContributiontofinalassessmentUnit3School-assessedCoursework–25%Unit4School-assessedCoursework–25%End-of-yearExamination–50%VCE-2020
Unit1-TwentiethCenturyHistory1918-1939
Inthisareaofstudystudentsexploretheevents,ideologiesandmovementsoftheperiodafterWorldWarOne;theemergenceofconflict;andthecausesofWorldWarTwo.TheyinvestigatetheimpactofthetreatieswhichendedtheGreatWarandwhichredrewthemapofEuropeandbrokeuptheformerempiresofthedefeatednations.Theyconsidertheaims,achievementsandlimitationsoftheLeagueofNations.
Studentsfocusonthesociallifeandculturalexpressioninthe1920sand1930sandtheirrelationtothetechnological,politicalandeconomicchangesoftheperiod.Studentsexploreparticularformsofculturalexpressionfromtheperiodinoneormoreofthefollowingcontexts:Italy,Germany,Japan,USSRand/orUSA.
Outcomes1.ExplaintheconsequencesofthepeacetreatieswhichendedWorldWarOnetheimpactofideologiesonnationsandtheeventsthatledtoWorldWarTwo.2.Explainpatternsofsociallifeandculturalchangeinoneormorecontexts,andanalysethefactorswhichinfluencedchangestosociallifeandculture,intheinter-waryears.
Unit2-TwentiethCenturyHistory1945–2000
InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.
Inthisareofstudystudentsfocusonthewaysinwhichtraditionalideas,valuesandpoliticalsystemswerechallengedandchangedbyindividualsandgroupsinarangeofcontextsduringtheperiod1945to2000.Studentsexplorethecausesofsignificantpoliticalandsocialeventsandmovements,andtheirconsequencesfornationsandpeople.
Outcomes1.Explaintheideologicaldivisionsinthepost-warperiodandanalysethenature,developmentandimpactoftheColdWaronnationsandpeople,inrelationtooneormoreparticularconflictsintheperiod.
2.Explainthecausesandnatureofchallengeandchangeinrelationtotwoselectedcontextsinthesecondhalfofthetwentiethcenturyandanalysetheconsequencesfornationsandpeople.
AssessmentAlloftheoutcomesinbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist.Therewillbeatleastoneassessmenttaskforeachoutcome.AssessmenttasksoverUnits1and2shouldincludethefollowing:•Ahistoricalinquiry•Ananalysisofprimarysources•Ananalysisofhistoricalinterpretations•Anessay
Unit3-Australianhistory:Transformations:ColonialSocietytoNation
InthisunitstudentsexplorethetransformationofthePortPhillipDistrictfromthe1830sthroughtotheendofthegoldrushdecadein1860.StudentsexaminetransformationsinthewayoflifeoftheAboriginalpeoplesandtotheenvironmentastheEuropeansocietyconsolidateditself.StudentsalsoexplorethetypeofsocietyAustraliansattemptedtocreateintheearlyyearsofthenewlyfederatednation.
Outcomes1.AnalysethenatureofchangeinthePortPhillipDistrict/Victoriaintheperiod1834–18602.Analysethevisionsandactionsthatshapedthenewnationfrom1890to1920,andthechangesandcontinuitiestothesevisionsthatresultedfromparticipationinWorldWarOne.
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Unit4-Australianhistory:Transformations:OldCertaintiesandNewVisions
Inthisunitstudentsinvestigatethecontinuingdevelopmentofthenationintheearlypartofthetwentiethcenturyandthedramaticchangesthatoccurredinthelatterpartofthecentury.Studentsalsoexploresocial,economicandpoliticalchangesinthelatterpartofthetwentiethcenturythatcollectivelychallengedand/oroverturnedmuchofAustralia’searliercarefullyconstructedsocialandeconomicfabric.Studentsexaminetwochangesdrawnfrom:Australia’sinvolvementintheVietnamWar,Aboriginallandrights,equalityforwomen,newpatternsofimmigrationand/orglobaleconomy.
Outcomes1.Analysethesocial,economicandpoliticalconsequencesofacrisisonthenation.2.Analyseandevaluatetwokeysocial,economicandpoliticalchangesinlatetwentiethcenturyAustralia.
AssessmentAllassessmentsatUnits1and2areschool-based.ProceduresforassessmentoflevelsofachievementinUnits1and2areamatterforschooldecision.Unit3and4-EachofthefollowingfourassessmenttasksmustbecompletedoverUnits3and4:ahistoricalreport,ananalysisofprimarysources,ananalysisofhistoricalinterpretationsandanessay.Unit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearExamination:interpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4–50%
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VCEIndustryandEnterpriseinvestigatesworkanditsplaceinworksettings,industriesandsociety.Thestudyexploresthevocational,economic,socialandculturalaspectsofworkandencouragesstudentstoundertakeatheoreticalandpracticalinvestigationoftheseaspectsthroughoutthefourunits.StudentsinvestigatetrendsandpatternsinAustralianworkplacesandindustriesandsignificantissuesaffectingAustralianindustries,andanalysetheindustryresponsestotheseissues.AkeyfeatureofVCEIndustryandEnterpriseisthestructuredworkplacelearningthatstudentsarerequiredtoundertake.Integraltothisstudyarework-relatedskills,whichcoverarangeofskillsthatareseenasbeingimportantforentry-levelemployeestodevelopandforlifegenerally.Studentsdevelopwork-relatedskillsacrossarangeofpersonal,communityandworksettings.
Unit1-Workplaceparticipation
Thisunitpreparesstudentsforeffectiveworkplaceparticipation.Theirexplorationoftheimportanceofwork-relatedskillsisintegraltothisunit.Studentsdevelopwork-relatedskillsbyactivelyexploringtheirindividualcareergoalsandpathways.
Outcomes1.Investigatecareerpathwaysandanalysecurrentandfutureworkoptions.2.Explaintheentry-levelrequirementsforobtainingworkinaselectedindustry,anddiscusstheimportanceofdevelopingpersonalwork-relatedskills.3.Explainawork-relatedissueforaselectedoccupationinaspecificworkplace,anddiscusswaysthatwork-relatedskillsmaybeusedtodealwiththisissue.
Unit2-Beingenterprising
Inthisunitstudentsexplorethedevelopmentofenterprisingbehaviour,leadershipandinnovationindifferentsettingswithinindustryandinthecontextofsignificantissuesfacedbyindustry.
Outcomes1.Identifyanddiscussenterprisingbehaviourinindividualsandexplaintherelationshipbetweenenterprisingbehaviourandleadership.2.Describethecharacteristicsofaselectedindustry,evaluatetheextenttowhichenterprisingbehavioursareappliedinselectedworksettingswithinthisindustry,andexplaintheroleofwork-relatedskillsinsupportinginnovationintheindustry.3.Analysetheimpactofoneormoresignificantissue/sonanAustralianindustryanddiscusshowtheindustryhasrespondedtotheissue/sinanenterprisingway.
AssessmentDemonstrationofachievementofOutcomes1,2and3mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.
Assessmenttasksforthisunitareselectedfromthefollowing:•anindustryinvestigationandprofile•aninterviewandapersonalprofile•awork-relatedskillsportfolio•aself-assessment•aworkplaceinvestigation•aworkplacelearningreport•amultimediapresentation•anessay•atest•acasestudy
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Unit3-Enterpriseculture
Inthisunitstudentsfocusonthedevelopmentofenterprisecultureincommunityand/orworksettingsandwithinAustralianindustries.ThefutureofAustralianindustryreliesontheongoingdevelopmentofasuccessfulenterpriseculture.WorksettingswithinAustralianindustriesarecontinuallyaffectedbyongoingforcesforchangeandtosucceedtheyneedtorespondinenterprisingways.Integraltounderstandingenterprisecultureisthestudents’explorationoftheimportanceofwork-relatedskills.
Outcomes1.Describeanddiscussenterprisecultureinacommunityand/orworksetting,andexplainhowthedevelopmentofwork-relatedskillsbyindividualscontributestoanenterpriseculture.2.Discusstheroleofthemanagementofquality,workplaceflexibility,technology,andtrainingandworkplacelearningindevelopinganenterprisecultureinworksettingsinoneormoreindustries.
Unit4-Industrychangeandinnovation
Australianindustryisfacedwithongoingpressuresandopportunitiesforchange:theroleofgovernment;internationalcompetitiveness;changingsocietalvaluesandattitudes;andenvironmentalsustainability.InthisunitstudentsinvestigatetheenterprisingresponsesbyindustrytothesepressuresandopportunitiesandhowthesearetransformingtheAustralianworkplace.
Outcomes1.Describeandanalysepressuresandopportunitiesforchange,evaluateresponsestochangeinanAustralianindustry,anddiscusshowdevelopmentofwork-relatedskillsassiststheindustryinrespondingtochange.2.DiscusstheextenttowhichinnovationisoccurringinaselectedAustralianindustry,evaluatetheextenttowhichinnovationisoccurringinoneormoreworkplaceswithinthatindustry,anddiscusstherelationshipbetweeninnovationandanenterpriseculture.
AssessmentThestudent’slevelofachievementinUnit3&4willbedeterminedbySchool-assessedCoursework.School-assessedCourseworkforUnit3willcontribute25percent.School-assessedCourseworkforUnit4willcontribute25percent.
Thestudent’sperformanceoneachoutcomeisassessedusingoneormoreofthefollowing:•areport(writtenormultimedia)•acasestudy•anessay•atestThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50percent.
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Unit1-AppliedComputing
Inthisunitstudentsareintroducedtothestagesoftheproblem-solvingmethodology.Studentsfocusonhowdatacanbeusedwithinsoftwaretoolssuchasdatabasesandspreadsheetstocreatedatavisualisations,andtheuseofprogramminglanguagestodevelopworkingsoftwaresolutions.InAreaofStudy1,asanintroductiontodataanalytics,studentsrespondtoateacher-providedanalysisofrequirementsanddesignstoidentifyandcollectdatainordertopresenttheirfindingsasdatavisualisations.Theypresentworkthatincludesdatabase,spreadsheetanddatavisualisationssolutions.InAreaofStudy2,studentsselectanduseaprogramminglanguagetocreateaworkingsoftwaresolution.Studentsprepare,documentandmonitorprojectplansandengageinallstagesoftheproblem-solvingmethodology.
Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Databasesoftware,spreadsheetsoftwareanddatavisualisationsoftware.Anappropriateprogramminglanguage.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletointerpretteacher-providedsolutionrequirementsanddesigns,collectandmanipulatedata,analysepatternsandrelationships,anddevelopdatavisualisationstopresentfindings.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletointerpretteacher-providedsolutionrequirementstodesign,developandevaluateasoftwaresolutionusingaprogramminglanguage.
Unit2-AppliedComputing
Inthisunitstudentsfocusondevelopinginnovativesolutionstoneedsoropportunitiesthattheyhaveidentified,andproposestrategiesforreducingsecurityriskstodataandinformationinanetworkedenvironment.InAreaofStudy1studentsworkcollaborativelyandselectatopicforfurtherstudytocreateaninnovativesolutioninanareaofinterest.Theinnovativesolutioncanbepresentedasaproofofconcept,aprototypeoraproduct.Studentsengageinallareasoftheproblem-solvingmethodology.InAreaofStudy2,asanintroductiontocybersecurity,studentsinvestigatenetworksandthethreats,vulnerabilitiesandriskstodataandinformation.Theyproposestrategiestoprotectthedataaccessedusinganetwork.
Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Anysoftwaretoolsusedtocreateaninnovativesolution,forexampleaprogramminglanguage,spreadsheetsoftware,web-authoringsoftware,presentationsoftware,toolforplanningaproject.Asoftwaretooltorepresentanetwork.
Outcome 1Oncompletionofthisunitthestudentshouldbeableto,incollaborationwithotherstudents,analyse,design,developandevaluateaninnovativesolutiontoanidentifiedneedoropportunityinvolvingadigitalsystem.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletorespondtoateacher-providedcasestudytoexaminethecapabilitiesandvulnerabilitiesofanetwork,designanetworksolution,discussthethreatstodataandinformation,andproposestrategiestoprotectthesecurityofdataandinformation.
AssessmentAchievementofOutcomes1and2ineachofUnits1and2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•UsingDigitalSystemsandTechniques•Createasolutioninresponsetoaneedoropportunity•VisualPresentations•OralPresentations•WrittenReports
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Unit3-DataAnalytics
Inthisunitstudentsapplytheproblem-solvingmethodologytoidentifyandextractdatathroughtheuseofsoftwaretoolssuchasdatabase,spreadsheetanddatavisualisationsoftwaretocreatedatavisualisationsorinfographics.Studentsdevelopanunderstandingoftheanalysis,designanddevelopmentstagesoftheproblem-solvingmethodology.InAreaofStudy1studentsrespondtoteacher-providedsolutionrequirementsanddesigns.Studentsdevelopdatavisualisationsanduseappropriatesoftwaretoolstopresentfindings.Appropriatesoftwaretoolsincludedatabase,spreadsheetanddatavisualisationsoftware.InAreaofStudy2studentsproposearesearchquestion,prepareaprojectplan,collectandanalysedata,anddesigninfographicsordynamicdatavisualisations.AreaofStudy2formsthefirstpartoftheSchool-assessedTask(SAT)thatiscompletedinUnit4,AreaofStudy1.
Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Databasesoftware,spreadsheetsoftwareanddatavisualisationsoftware.Atleastonedatamanipulationtoolandonevisualisationtool,forexampledatabasesoftware,spreadsheetsoftware,datavisualisationsoftware,toolforplanningaproject.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletorespondtoteacher-providedsolutionrequirementsanddesignstoextractdatafromlargerepositories,manipulateandcleansedataandapplyarangeoffunctionstodevelopsoftwaresolutionstopresentfindings.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletoproposearesearchquestion,formulateaprojectplan,collectandanalysedata,generatealternativedesignideasandrepresentthepreferreddesignforcreatinginfographicsordynamicdatavisualisations.
Unit4-DataAnalyticsInthisunitstudentsfocusondeterminingthefindingsofaresearchquestionbydevelopinginfographicsordynamicdatavisualisationsbasedonlargecomplexdatasetsandonthesecuritystrategiesusedbyanorganisationtoprotectdataandinformationfromthreats.
InAreaofStudy1studentsapplytheproblem-solvingstagesofdevelopmentandevaluationtodeveloptheirpreferreddesignpreparedinUnit3,AreaofStudy2,intoinfographicsordynamicdatavisualisations,andevaluatethesolutionsandprojectplan.AreaofStudy1formsthesecondpartoftheSchool-assessedTask(SAT).InAreaofStudy2studentsinvestigatesecuritypracticesofanorganisation.Theyexaminethethreatstodataandinformation,evaluatesecuritystrategiesandrecommendimprovedstrategiesforprotectingdataandinformation.
Software Tools UsedThefollowingindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Atleastonedatamanipulationtoolandonevisualisationtool,forexampledatabasesoftware,spreadsheetsoftware,datavisualisationsoftware,toolforplanningaproject.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletodevelopandevaluateinfographicsordynamicdatavisualisationsthatpresentfindingsinresponsetoaresearchquestion,andassesstheeffectivenessoftheprojectplaninmonitoringprogress.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletorespondtoateacher-providedcasestudytoinvestigatethecurrentdataandinformationsecuritystrategiesofanorganisation,examinethethreatstothesecurityofdataandinformation,andrecommendstrategiestoimprovecurrentpractices.
Assessment SchoolAssessedTasks–30%SchoolAssessedCourseworkUnit3-10%SchoolAssessedCourseworkUnit4–10%EndofYearExamination50%
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Unit3-SoftwareDevelopment
Inthisunitstudentsapplytheproblem-solvingmethodologytodevelopworkingsoftwaremodulesusingaprogramminglanguage.Studentsdevelopanunderstandingoftheanalysis,designanddevelopmentstagesoftheproblem-solvingmethodology.
InAreaofStudy1studentsrespondtoteacher-providedsolutionrequirementsanddesignsanddevelopasetofworkingmodulesthroughtheuseofaprogramminglanguage.Studentsexamineasimplesoftwarerequirementsspecificationandarangeofsoftwaredesigntoolsinordertoapplyspecificprocessingfeaturesofaprogramminglanguagetocreateworkingmodules.InAreaofStudy2studentsanalyseaneedoropportunity,selectanappropriatedevelopmentmodel,prepareaprojectplan,developasoftwarerequirementsspecificationanddesignasoftwaresolution.AreaofStudy2formsthefirstpartoftheSchool-assessedTask(SAT)thatiscompletedinUnit4,AreaofStudy1.
Software Tools UsedThefollowingtableindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Anappropriateprogramminglanguage.UnifiedModellingLanguage(UML)andUMLtoolstocreateusecases.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletointerpretteacher-providedsolutionrequirementsanddesigns,andapplyarangeoffunctionsandtechniquesusingaprogramminglanguagetodevelopandtestworkingsoftwaremodules.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalyseanddocumentaneedoropportunity,justifytheuseofanappropriatedevelopmentmodel,formulateaprojectplan,generatealternativedesignideasandrepresentthepreferredsolutiondesignforcreatingasoftwaresolution.
Unit4-SoftwareDevelopment
Inthisunitstudentsfocusonhowtheinformationneedsofindividualsandorganisationsaremetthroughthecreationofsoftwaresolutions.Theyconsidertheriskstosoftwareanddataduringthesoftwaredevelopmentprocess,aswellasthroughouttheuseofthesoftwaresolutionbyanorganisation.
InAreaofStudy1studentsapplytheproblem-solvingstagesofdevelopmentandevaluationtodeveloptheirpreferreddesignpreparedinUnit3,AreaofStudy2,intoasoftwaresolutionandevaluatethesolution,chosendevelopmentmodelandprojectplan.AreaofStudy1formsthesecondpartoftheSchool-assessedTask(SAT).InAreaofStudy2studentsexaminethesecuritypracticesofanorganisationandtheriskstosoftwareanddataduringthedevelopmentanduseofthesoftwaresolutions.Studentsevaluatethecurrentsecuritypracticesanddevelopariskmanagementplan.
Software Tools UsedThefollowingtableindicatesthesoftwaretoolsthatstudentsarerequiredtobothstudyanduseinthisunit.Anappropriateprogramminglanguage.Thefollowingtableindicatesthesoftwaretoolthatstudentsarerequiredtouse,butnotrequiredtostudy,inthisunit.Appropriatetoolfordocumentingprojectplans.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletodevelopandevaluateasoftwaresolutionthatmeetsrequirements,evaluatetheeffectivenessofthedevelopmentmodelandassesstheeffectivenessoftheprojectplan.Outcome 2Oncompletionofthisunitthestudentshouldbeabletorespondtoateacher-providedcasestudytoexaminethecurrentsoftwaredevelopmentsecuritystrategiesofanorganisation,identifytherisksandtheconsequencesofineffectivestrategiesandrecommendariskmanagementplantoimprovecurrentsecuritypractices.
AssessmentSchoolAssessedTasks–30%SchoolassessedCourseworkUnit3-10%SchoolassessedCourseworkUnit4–10%EndofYearExamination-50%
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Unit1-Languages
Studentswilldevelopanunderstandingofthelanguageandculture/sofItalian/Japanese-speakingcommunitiesthroughthestudyofthreeormoretopics.StudentswilluseItalianorJapanesetomeetthreeoutcomes:
Outcomes1.Exchangemeaninginaspokeninteractioninthetargetlanguage.2.InterpretinformationfromtwotextsonthesametopicsandrespondinwritinginthetargetlanguageandinEnglish.3.Presentinformation,conceptsandideasinwritingontheselectedtopicandforaspecificaudienceandpurpose.
Unit2-Languages
ThesecoursesbuildontheknowledgeandskillsdevelopedinUnit1,allowingstudentstogather,interpretandconveyinformation,ideasandopinions.
Outcomes1.Respondinwritinginthetargetlanguagetospoken,writtenorvisualtextspresentedinthetargetlanguage.2.Analyseanduseinformationfromwritten,spokenorvisualtextstoproduceanextendedwrittenresponseinthetargetlanguage.3.Explaininformation,ideasandconceptsorallyinthetargetlanguagetoaspecificaudienceaboutanaspectofculturewithincommunitieswherethetargetlanguageisspoken.
AssessmentTheCollegewillassesslevelsofperformancethroughfourtasksperunitselectedfrom:
•Article•Conversation•Email•Essay•Formalletter•Interview•Journalentry•Personalaccount/blogpost•Personalletter•Report•Review•Role-play•Speech(script)•Story
Unit3-Languages
Units3and4willcontinuetodeveloplistening,speaking,readingandwritingskillsthroughtheprescribedthemesandtopics.InUnit3therearethreeoutcomes:
Outcomes1.Participateinaspokenexchangeinthetargetlanguagetoresolveapersonalissue.2.Interpretinformationfromtextsandwriteresponsesinthetargetlanguage.3.Expressideasinapersonal,informativeorimaginativepieceofwritinginthetargetlanguage.
Unit4-Languages
Inthisunitstudentsalsocompletethreeoutcomes:
Outcomes1.Shareinformation,ideasandopinionsinaspokenexchangeinthetargetlanguage.2.Analyseinformationfromwritten,spokenandviewedtextsforuseinawrittenresponseinthetargetlanguage.3.Presentinformation,conceptsandideasinevaluativeorpersuasivewritingonanissueinthetargetlanguage. AssessmentSchool-assessedCoursework(50%)andtwoend-of-yearexaminations(50%),onewrittenandoneoral,willdeterminestudents’levelofachievement.
NOTES•UponentrytoaVCELanguages,studentsshouldhavesuccessfullycompletedfiveunitsofItalianorJapaneseuptoYear10.•ItisrecommendedthatstudentsenteringaLanguagehavepreviouslystudiedthelanguageinYears7to10orbeabletoread,writeandspeakthelanguageathome.•IfyouwishtostudyalanguagenottaughtattheCollegeyoushouldtalktoMrHayakawaaboutenrollingintheVictorianSchoolofLanguages(VSL)andattendingaVSLCentreonSaturdayorcompletingthestudyonline.•BonuspointsforyourATARmaybeawardedforthecompletionofUnits3and4.
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Unit1-Literature
Thisunitfocusesonthewaysliterarytextsrepresenthumanexperienceandthereadingpracticesstudentsdeveloptodeepentheirunderstandingofatext.Studentsrespondtoarangeoftextspersonally,criticallyandcreatively.Thisvarietyofapproachestoreadinginvitesquestionsabouttheideasandconcernsofthetext.Whiletheemphasisisonstudents’closeengagementwithlanguagetoexploretexts,studentsalsoinformtheirunderstandingwithknowledgeoftheconventionsassociatedwithdifferentformsoftext,forexamplepoetry,prose,dramaand/ornon-printtext.
Outcomes1.Discusshowpersonalresponsestoliteraturearedevelopedandjustifytheirownresponsestooneormoretexts.2.Analyseandrespondbothcriticallyandcreativelytothewaysinwhichoneormoretextsreflectorcommentontheinterestsandideasofindividualsandparticulargroupsinsociety.3.Analysetheconstructionofafilm,television,multimediaorradiotextandcommentonthewaysinwhichitrepresentsaninterpretationofideasandexperiences.
Thecostforthisunitwillbe$10
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Unit1-GuiltandLiability
Thisunitdevelopsanunderstandingoflegalfoundations,suchasthedifferenttypesandsourcesoflawandtheexistenceofacourthierarchyinVictoria.Studentsinvestigatekeyconceptsofcriminallawandcivillawandapplythesetoactualand/orhypotheticalscenariostodeterminewhetheranaccusedmaybefoundguiltyofacrime,orliableinacivildispute.Indoingso,studentsdevelopanappreciationofthewayinwhichlegalprinciplesandinformationareusedinmakingreasonedjudgmentsandconclusionsabouttheculpabilityofanaccused,andtheliabilityofapartyinacivildispute.
Thisunitalsoinvestigateshowcriminallawandcivillawaimtoachievesocialcohesionandprotecttherightsofindividuals.Criminallawisaimedatmaintainingsocialorderandinfringingcriminallawcanresultincharges.Civillawdealswiththeinfringementofaperson’sorgroup’srightsandbreachingcivillawcanresultinlitigation.
Outcomes1.Describethemainsourcesandtypesoflaw,andassesstheeffectivenessoflaws.2.Explainthepurposesandkeyconceptsofcriminallaw,anduselegalreasoningtoarguethecriminalculpabilityofanaccusedbasedonactualand/orhypotheticalscenarios.3.Explainthepurposesandkeyconceptsofcivillaw,andapplylegalreasoningtoarguetheliabilityofapartyincivillawbasedonactualand/orhypotheticalscenarios.
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Unit2-Sanctions,Remediesand Rights
Thisunitfocusesontheenforcementofcriminallawandcivillaw,themethodsandinstitutionsthatmaybeusedtodetermineacriminalcaseorresolveacivildispute,andthepurposesandtypesofsanctionsandremediesandtheireffectiveness.Studentsundertakeadetailedinvestigationoftwocriminalcasesandtwocivilcasesfromthepastfouryearstoformajudgmentabouttheabilityofsanctionsandremediestoachievetheprinciplesofjustice.StudentsdeveloptheirunderstandingofthewayrightsareprotectedinAustraliaandinanothercountry,andpossiblereformstotheprotectionofrights.TheyexamineasignificantcaseinrelationtotheprotectionofrightsinAustralia.
Outcomes1.Explainkeyconceptsinthedeterminationofacriminalcase,anddiscusstheprinciplesofjusticeinrelationtothedeterminationofcriminalcases,sanctionsandsentencingapproaches.2.Explainkeyconceptsintheresolutionofacivildispute,anddiscusstheprinciplesofjusticeinrelationtotheresolutionofcivildisputesandremedies.3.EvaluatethewaysinwhichrightsareprotectedinAustralia,comparethisapproachwiththatadoptedbyanothercountryanddiscusstheimpactofanAustraliancaseontherightsofindividualsandthelegalsystem.
AssessmentDemonstrationofachievementofoutcomesinbothUnits1and2mustbebasedonthestudent’sperformanceonaselectionofassessmenttasks.Assessmenttasksforbothunitsareselectedfromthefollowing:•Structuredquestions•Adebate•Arole-play•Afolioofexercises•Questionandanswersession•Aclassroompresentation•Areport
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Unit3-RightsandJustice
ThepurposeofthisunitistoenablestudentstodevelopanunderstandingoftheVictorianjusticesystem,theinstitutionsthatdeterminelawsandtherolesofkeyparticipantsTheVictorianjusticesystem,whichincludesthecriminalandciviljusticesystems,aimstoprotecttherightsofindividualsandupholdtheprinciplesofjustice:fairness,equalityandaccess.Inthisunitstudentsexaminethemethodsandinstitutionsinthejusticesystemandconsidertheirappropriatenessindeterminingcriminalcasesandresolvingcivildisputes.StudentsconsidertheMagistrates’Court,CountyCourtandSupremeCourtwithintheVictoriancourthierarchy,aswellasotherVictorianlegalinstitutionsandbodiesavailabletoassistwithcases.Studentsexplorematterssuchastherightsavailabletoanaccusedandtovictimsinthecriminaljusticesystem,therolesofthejudge,jury,legalpractitionersandtheparties,andtheabilityofsanctionsandremediestoachievetheirpurposes.Studentsinvestigatetheextenttowhichtheprinciplesofjusticeareupheldinthejusticesystem.Theydiscussrecentreformsfromthepastfouryearsandrecommendedreformstoenhancetheabilityofthejusticesystemtoachievetheprinciplesofjustice.Throughoutthisunit,studentsapplylegalreasoningandinformationtoactualand/orhypotheticalscenarios.
Outcomes1.Explaintherightsoftheaccusedandofvictimsinthecriminaljusticesystem,discussthemeansusedtodeterminecriminalcasesandevaluatetheabilityofthecriminaljusticesystemtoachievetheprinciplesofjustice.2.Analysethefactorstoconsiderwheninitiatingacivilclaim,discusstheinstitutionsandmethodsusedtoresolvecivildisputesandevaluatetheabilityoftheciviljusticesystemtoachievetheprinciplesofjustice.
Unit4-ThePeopleandtheLawThepurposeofthisunitistoenablestudentstodevelopanunderstandingofAustralia’slawsandlegalsystem.Thisinvolvesanunderstandingofinstitutionsthatmakeandreformourlaws,andtherelationshipbetweentheAustralianpeople,theAustralianConstitutionandlaw-makingbodies.Inthisunit,studentsexplorehowtheAustralianConstitutionestablishesthelaw-makingpowersoftheCommonwealthandstateparliaments,andprotectstheAustralianpeoplethroughstructuresthatactasacheckonparliamentinlaw-making.StudentsdevelopanunderstandingofthesignificanceoftheHighCourtinprotectingandinterpretingtheAustralianConstitution.Theyinvestigateparliamentandthecourts,andtherelationshipbetweenthetwoinlaw-making,andconsidertherolesoftheindividual,themediaandlawreformbodiesininfluencinglawreform.Throughoutthisunit,studentsapplylegalreasoningandinformationtoactualscenarios.
Outcomes1.DiscussthesignificanceofHighCourtcasesinvolvingtheinterpretationoftheAustralianConstitutionandevaluatethewaysinwhichtheAustralianConstitutionactsasacheckonparliamentinlaw-making.2.Discussthefactorsthataffecttheabilityofparliamentandcourtstomakelaw,evaluatetheabilityoftheselaw-makerstorespondtotheneedforlawreform,andanalysehowindividuals,themediaandlawreformbodiescaninfluenceachangeinthelaw.
AssessmentSchoolassessedcourseworkwillcontribute50%oftheassessmentforthewholeoftheUnits3and4sequence(25%perunit).Thestudent’sperformanceoneachoutcomewillbeassessedusingoneormoreofthefollowing:acasestudy,structuredquestions,atest,anessay,areportinwrittenformat,areportinmultimediaformatandafolioofexercises.Theend-of-yearexaminationwillfocusontheinterpretationandanalysisofmaterialrelatingtoalloutcomesinUnits3and4andwillcontributeto50%oftheoverallassessmentstudyscore.
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Unit2:ContextsandConnections
Inthisunitstudentsexplorethewaysliterarytextsconnectwitheachotherandwiththeworld.Theydeepentheirexaminationofthewaystheirowncultureandtheculturesrepresentedintextscaninfluencetheirinterpretationsandshapedifferentmeanings.
Area Of Study 1: The Text, The Reader And Their ContextsInthisareaofstudystudentsfocusontheinterrelationshipsbetweenthetext,readersandtheirsocialandculturalcontexts.
Outcome 1Oncompletionofthisunitthestudentshouldbeabletoanalyseandrespondcriticallyandcreativelytothewaysatextfromapasteraand/oradifferentculturereflectorcommentontheideasandconcernsofindividualsandgroupsinthatcontext.
Area Of Study 2: Exploring Connections Between textsInthisareaofstudystudentsfocusonthewaysthattextsrelatetoandinfluenceeachother.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletocomparetextsconsideringthedialogicnatureoftextsandhowtheyinfluenceeachother.
AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
Studentstakingthisstudyatanylevelareexpectedtohaveaninterestinreadingandanabilitytoaccuratelyandfluentlyexpressideasinwriting.
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Unit1-ApproachesToLiterature
Area Of Study 1: Reading PracticesInthisareaofstudystudentsconsiderhowlanguage,structureandstylisticchoicesareusedindifferentliteraryformsandtypesoftexts(bothprintandnon-print).
Outcome 1Oncompletionofthisunitthestudentsshouldbeabletorespondtoarangeoftextsandreflectoninfluencesshapingtheseresponses.
Area Of Study 2: Ideas And Concerns In TextsInthisareaofstudystudentsinvestigatetheideasandconcernsraisedintextsandthewayssocialandculturalcontextsarerepresented.
Outcome 2Oncompletionofthisunitthestudentshouldbeabletoanalysethewaysinwhichaselectedtextreflectsorcommentsontheideasandconcernsofindividualandparticulargroupsinsociety.
AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
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Unit3-FormAndTransformation
Inthisunitstudentsconsiderhowtheformofatextaffectsmeaning,andhowwritersconstructtheirtexts.
Area Of Study 1: Adaptations and Transformations
Inthisareaofstudystudentsfocusonhowtheformoftextcontributestothemeaningofthetext.
Outcome 1 Oncompletionofthisunitthestudentshouldbeabletoanalysetheextenttowhichmeaningchangeswhenatextisadaptedtoadifferentform.
Area Of Study 2: Creative Responses To TextsInthisareaofstudystudentsfocusontheimaginativetechniquesusedforcreatingandrecreatingaliterarywork.
Outcome 2 Oncompletionofthisunitthestudentshouldbeabletorespondcreativelytoatextandcommentontheconnectionsbetweenthetextandtheresponse.
AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
Unit4-InterpretingTextsInthisunitstudentsdevelopcriticalandanalyticresponsestotexts.
Area Of Study 1: Literary PerspectivesInthisareaofstudystudentsfocusonhowdifferentreadingsoftextsmayreflecttheviewsandvaluesofbothwriterandreader.
Outcome 1 Oncompletionofthisunitstudentsshouldbeabletoproduceaninterpretationofatextusingdifferentliteraryperspectivestoinformtheirview.
Area Of Study 2: Close Analysis Inthisareaofstudystudentsfocusondetailedscrutinyofthelanguage,style,concernsandconstructionoftexts.
Outcome 2 Oncompletionofthisunitthestudentshouldbeabletoanalysefeaturesoftextsanddevelopandjustifyinterpretationsoftexts.
AssessmentTheawardforsatisfactorycompletionforaunitisbasedonwhetherthestudenthasdemonstratedthesetofoutcomesspecifiedfortheunit.
ASSESSMENTSchoolAssessedCourseworkforUnit3willcontribute25%tothetotalstudyscore.SchoolAssessedCourseworkforUnit4willcontribute25%tothetotalstudyscore.Theend-of-yeartwo-hourexaminationexternallymarkedbyassessorsappointedbyVCAAwillcontributeto50%tothetotalstudyscore.
VCE-2020
Units1&2
FoundationMathematicsisdesignedforstudentswhoneedmathematicalskillstosupporttheirotherstudies.ItisforstudentswhodonotintendtoundertakeUnit3and4Mathematicsinthefollowingyear.
Thereisastrongemphasisonpracticalmathematicsrelatingtoeverydaylife,personalworkandstudy.TheseunitswillbeespeciallyusefultostudentsundertakingVETstudies.TheareasofstudyareSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.
Outcomes1.ConfidentlyandcompetentlyusemathematicalskillsandconceptsfromtheareasofstudyofSpace,ShapeandDesign,PatternsandNumber,DataandMeasurement.2.Applyanddiscussbasicmathematicalproceduresrelatingtofamiliarsituations,personalworkandstudy.3.Selectandusetechnologytoapplymathematicstoarangeofpracticalcontexts.
Assessment•Topictests•Assignmentsandreports•InvestigationsandProjects•.SummaryorReviewNotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork
F O U N D A T I O N M A T H E M A T I C S
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Units3&4ThiscoursemayonlybechosenbystudentswhohaveobtainedasatisfactorypassinYear11GeneralMathematicsand/orcompletedYear11MathematicalMethods.ThecoursefollowstheareasofstudycompletedinYear11GeneralMathematics.
FurtherMathematicsconsistsoftwoareasofstudy:
AreaofStudy1(Core)–completedinUnit3•DataAnalysis•Recursionandfinancialmodelling
AreaofStudy2(Applications)–completedinUnit4Aselectionoftwofromthefollowingfourmodules:•GraphsandRelations•GeometryandMeasurement•Matrices•NetworksandDecisionMathematics
Outcomes1.Defineandexplainkeytermsandconceptsandusethisknowledgetoapplyrelatedmathematicaltechniquesandmodelsinaroutinemanner.2.Selectandapplythemathematicalconcepts,modelsandtechniquesasspecifiedintheCoreandModulesinarangeofcontextsofincreasingcomplexity.3.Selectandappropriatelyusenumerical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.
Assessment•School-assessedCourseworkwillcontribute34%towardstheStudyScore.School-assessedCourseworkconsistsofOneApplicationTask(completedinUnit3)andthreeModellingorProblemSolvingTasks(completedinUnits3and4)•Examination1(MultipleChoicequestions)willcontribute33%towardstheStudyScore.•Examination2(WrittenResponsequestions)willcontribute33%towardstheStudyScore•TopicTeststhroughouttheunits
F U R T H E R M A T H E M A T I C S
Units1&2
ThiscoursecanonlybechoseninconjunctionwithMathematicalMethods1&2.ThemajorpartofthecourseisdesignedtobestudiedinparallelwithMathematicalMethods1&2.InordertogivestudentsthebestopportunityforsuccessinMathematicalMethodsinYear12.ApartofthecourseisaimedatthosestudentswhohaveshowntheabilitytostudySpecialistMathematicsinYear12.TheseunitscoverLinearRelations,GraphsEquations,Univariate&BivariateData,NumberSystems,ShapeandMeasurement,Trigonometry,SequencesandSeries,CoordinateGeometryandVariation,PolynomialFunctionsandProbability.YourMathematicsTeacherwillhavemadearecommendationastothemostappropriateMathematicschoice/sforyou.CheckwithyourteacherifyouareunsureofwhichMathematicsunitstochoose.
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Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextsandanalyseanddiscusstheseapplicationsinatleastthreeoftheareasofstudy.3.Usetechnologytocarryoutanalysesofsituationsrequiringproblemsolving,modellingorinvestigationinatleastthreeoftheareasofstudy.
Assessment •Topictests•Assignments•Summaryorreviewnotes•Projects–Shortwrittenresponses,problemsolvingtasks,modellingtasks.•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork
S P E C I A L I S T M A T H S
VCE-2020
G E N E R A L M A T H E M A T I C SUnits1&2
ThiscourseisdesignedforstudentswhohaveperformedwellinYear10Mathematics(General)andwhowishtocontinuetheirstudyofMathematicsinyear12.ThesuccessfulcompletionofGeneralMathematicsUnits1&2allowsentryintothestudyofFurtherMathematicsUnits3&4atyear12.
ThiscoursecoversthefollowingsixAreasofStudy:
AlgebraandStructure-Linearrelationsandequations
ArithmeticandNumber-Financialarithmetic
DiscreteMathematics-Recursion
Geometry,MeasurementandTrigonometry-Shapeandmeasurement,Applicationsoftrigonometry
Graphsoflinearandnon-linearrelations-Lineargraphsandmodels,Inequalitiesandlinearprogramming
Statistics-Investigatingandcomparingdatadistributions,Investigatingtherelationshipbetweentwonumericalvariables
Outcomes1.Defineandexplainkeyconceptsinrelationtotopicsfromtheselectedareasofstudyandapplyarangeofrelatedmathematicalroutinesandprocedures.2.Selectandapplymathematicalfacts,concepts,modelsandtechniquestoinvestigateandanalyseextendedapplicationproblemsortasksinarangeofcontexts.3.Selectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytocarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.
Assessment•Topictests•Assignments•Modellingorproblemsolvingtasksandmathematicalinvestigations•.Summaryorreviewnotes•IncorporationofICTintheachievementofOutcomes1&2.•Studentworkbooksmustbekeptuptodate,includinghomeworkandclasswork
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Outcomes1.DefineandexplainkeytermsandconceptsintheCoordinateGeometry,CircularFunctions,Algebra,Calculus,VectorsinTwoandThreeDimensionsandMechanicsareasofstudyandapplyrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocesseswithanemphasisongeneralcases,innon-routinecontextsandanalyseanddiscusstheseapplicationsofmathematics.3.Appropriatelyusetechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysesrequiringproblemsolving.Modellingorinvestigatetechniquesorapproaches.
Assessment•School-assessedCoursework–OneApplicationTask,TwoAnalysisTasks,TwoTests–34%TwoEnd-of-yearExaminations•Examination1–Facts,skillsandapplications–22%•Examination2–Analysistasks-44%•TopicTeststhroughouttheunits
Units3&4
ThisisahighlyacademiccourseandcanonlybeattemptedbystudentswhoarealsostudyingMathematicalMethods3&4.Itisforstudentsrequiringahighlevelofmathematicsforcareersinareassuchasthephysicalsciencesandengineeringfields.Studentsundertakethefollowingareasofstudy:CoordinateGeometry,Circular(Trigonometric)Functions,Algebra,Calculus,VectorsintwoandthreeDimensions,MechanicsandProbability.
VCE-2020
Units1&2
Studentswillneedtobemotivated,determinedandhardworkingtocompletetheseunits.ItisrecommendedthatstudentsalsostudySpecialistMathematicsinordertopreparethemforYear12Mathematics.InorderforstudentstobesuccessfullyenrolledinthiscoursetheyneedtobepartofthetopAdvancedMathematicsgroupandhavecompletedatleastoneoftheTrigonometry&CalculuselectivesduringYear10.
Theseunitsinvolvethefollowingareasofstudy
Function&Graphs-coversgraphicalrepresentationofalgebraicfunctionsandthekeyfeaturessuchasaxisintercepts,domain,range,stationarypoints,asymptoticbehaviourandsymmetry.
Algebra-coversthesolutionprocessesofpolynomialequationsandsimultaneouslinearequationsnumerically,graphicallyandalgebraically.
Calculus-coverstheconstantandaverageratesofchangeandanintroductiontoinstantaneousrateofchangeofafunction.
Probability&Statistics-coverstheconceptsofevent,frequency,probabilityandrepresentationoffinitesamplespacesandeventsusingvariousformssuchaslists,grids,venndiagrams,karnaughmaps,tablesandtreediagrams.Thisincludesconsiderationofimpossible,certain,complementary,mutuallyexclusive,conditionalandindependenteventsinvolvingone,twoorthreeevents,includingrulesforcomputationofprobabilitiesforcompoundevents.
Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.
Assessment•TopicTests•ApplicationTask•Modelling&ProblemSolvingTasks•SummaryNotes•IncorporationofICTintheachievementofOutcomes1&2
Units3&4
ThiscoursecanonlybechosenifstudentshavepassedYear11MathematicalMethodswithanaboveaverageassessmentgrade.
AssumedknowledgeandskillsforMathematicalMethodsUnits3and4arecontainedinMathematicalMethodsUnits1and2,andwillbedrawnon.ForUnit3aselectionofcontentwouldtypicallyincludetheareasofstudy‘Functionsandgraphs’and‘Algebra’,andapplicationsofderivativesanddifferentiation,andfromthe‘Calculus’areaofstudy.ForUnit4,thecontentfromthe‘Calculus’areaofstudywouldincludethetreatmentofanti-differentiation,integration,therelationbetweenintegrationandtheareaofregionsspecifiedbylinesorcurvesdescribedbytherulesoffunctions,andthestudyofrandomvariables,discreteandcontinuousprobabilitydistributionsandthedistributionofsampleproportions.
Outcomes1.Defineandexplainkeyconceptsasspecifiedinthecontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.2.Applymathematicalprocessesinnon-routinecontextstoanalyseanddiscusstheseapplicationsofmathematics.3.Usenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniques.
Assessment•SchoolAssessedCourseworkwillcontribute34%towardsthestudyscore.Itconsistsof(i)oneApplicationTask(Unit3)(ii)twomodellingorproblemsolvingtasks(Unit4)
•TwoendofyearExaminations(i)Exam1Shortanswerstylequestions22%(ii)Exam2Multiplechoiceandapplicationquestions44%•TopicTeststhroughouttheunits
M A T H E M A T I C A L M E T H O D S
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U N I V E R S I T Y O F M E L B O U R N E E X T E N S I O N P R O G R A M A T R O S E H I L L S E C O N D A R Y C O L L E G E ( Y E A R 1 2 )
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TheUniversityofMelbourneExtensionProgramprovidesanopportunityforhighachievingstudentstoundertakefirstyearUniversitystudieswhilecompletingtheirVCE.SuccessfulcompletionoftheExtensionProgramcanaddanincrementof3.0,3.5,4.0,4.5or5.0pointstothestudents’ATARaggregate.SuccessfulstudentscanalsoreceivecreditforsubjectscompletedthroughtheExtensionProgramuponenrolmentinanundergraduatedegreeatTheUniversityofMelbourne.
NextyearRosehillSecondaryCollegewillofferExtensionProgramMathematicsclassesasanExtensionProgramSchoolCentre.ExtensionProgramMathematicsisdesignedforstudentswhoenjoymathematicsandaremathematicallytalentedandassuchminimumentryrequirementsapply.TopicsbuildonthoseinSpecialistMathematicsandprovidestudentswiththeopportunitytoextendtheirknowledge,aswellastoexperienceandappreciatesomeofthedepthandcomplexbeautyofhigherlevelmathematics.
ExtensionProgramMathematicsclassesatRosehillSecondaryCollegewillbeheldafterregularschoolhourstoallowasmanyeligiblestudentsaspossibletoattend.ClasseswillrunduringtheschooltermandwillbedeliveredbyanexperiencedteacherfromRosehillwhohasreceivedtraininginthissubjectfromTheUniversityofMelbourneacademics.ApplicationsforExtensionProgramMathematicsaresubmitteddirectlytoTheUniversityofMelbournebetweenAugust–November.
FormoreinformationonExtensionProgramentryrequirementsandtheapplicationprocessvisittheExtensionProgramwebsite:www.futurestudents.unimelb.edu.au/umep
FormoreinformationonExtensionMathematicsatRosehillpleasecontactMrAbdullahFord.
VCE-2020
Thisstudyprovidesstudentswiththeopportunitytoexaminethemediainbothhistoricalandcontemporarycontextswhiledevelopingskillsinmediadesignandproductioninarangeofmediaforms.VCEMediaprovidesstudentswiththeopportunitytoanalysemediaconcepts,formsandproductsinaninformedandcriticalway.Studentsconsidernarratives,technologiesandprocessesfromvariousperspectivesincludingananalysisofstructureandfeatures.Theyexaminedebatesaboutthemedia’sroleincontributingtoandinfluencingsociety.Studentsintegratetheseaspectsofthestudythroughtheindividualdesignandproductionoftheirmediarepresentations,narrativesandproducts.
Unit1-Mediaforms,representationsandAustralianstories Inthisunit,studentsanalysehowrepresentations,narrativeandmediacodesandconventionscontributetotheconstructionofthemediarealitiesaudiencesengagewithandread.Studentsgainanunderstandingofaudiencesasproducersandconsumersofmediaproducts.Throughanalysingthestructureofnarratives,studentsconsidertheimpactofmediacreatorsandinstitutionsonproduction.Theydevelopresearchskillstoinvestigateandanalyseselectednarrativesfocusingontheinfluenceofmediaprofessionalsonproductiongenreandstyle.StudentsdevelopanunderstandingofthefeaturesofAustralianfictionalandnon-fictionalnarrativesindifferentmediaforms.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoexplainhowmediarepresentationsinarangeofmediaproductsandforms,andfromdifferentperiodsoftime,locationsandcontexts,areconstructed,distributed,engagedwith,consumedandreadbyaudiences.Usethemediaproductionprocesstodesign,produceandevaluatemediarepresentationsforspecifiedaudiencesinarangeofmediaforms.2.Oncompletionofthisunit,thestudentshouldbeabletousethemediaproductionprocesstodesign,produceandevaluatemediarepresentationsforspecifiedaudiencesinarangeofmediaforms.3.Oncompletionofthisunit,thestudentshouldbeabletoanalysehowthestructuralfeaturesofAustralianfictionalandnon-fictionalnarrativesintwoormoremediaformsengage,andareconsumedandreadby,audiences.
Unit2–Narrativeacrossmediaforms
Inthisunit,studentsfurtherdevelopanunderstandingoftheconceptofnarrativeinmediaproductsandformsindifferentcontexts.Studentsanalysetheinfluenceofdevelopmentsinmediatechnologiesonindividualsandsociety,examininginarangeofmediaformstheeffectsofmediaconvergenceandhybridisationonthedesign,productionanddistributionofnarrativesinthemediaandaudienceengagement,consumptionandreception.Studentsundertakeproductionactivitiestodesignandcreatenarrativesthatdemonstrateanawarenessofthestructuresandmediacodesandconventionsappropriatetocorrespondingmediaforms.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoanalysetheintentionsofmediacreatorsandproducersandtheinfluencesofnarrativesontheaudienceindifferentmediaforms.Applythemediaproductionprocesstocreate,developandconstructnarratives.2.Oncompletionofthisunit,thestudentshouldbeabletoapplythemediaproductionprocesstocreate,developandconstructnarratives.3.Oncompletionofthisunit,thestudentshouldbeabletodiscusstheinfluenceofnewmediatechnologiesonsociety,audiences,theindividual,mediaindustriesandinstitutions.Assessment•InbothUnits1&2thefirstoutcomewillbeassessedthroughwritten,oralandshortanswerresponsesdiscussingtherequirementsoftheoutcomes.•Thesecondoutcomewillbeassessedthroughasetofvisualsolutionsinarangeofmediaandmethods.•Thethirdoutcomewillbeassessedthroughanalysistasks.
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Unit3-Medianarrativesandpre-production
Inthisunit,studentsexplorestoriesthatcirculateinsocietythroughmedianarratives.Theyconsidertheuseofmediacodesandconventionstostructuremeaning,andhowthisconstructionisinfluencedbythesocial,culturalandinstitutionalcontextsofproduction,distributionandreception.Studentsassesshowaudiencesfromdifferentperiodsoftimeandcontextsareengagedby,consumeandreadnarrativesusingappropriatemedialanguage.Studentsusethepre-productionstageofthemediaproductionprocesstodesigntheproductionofamediaproductforaspecifiedaudience.Theyinvestigateamediaformthatalignswiththeirinterestsandintent,developinganunderstandingofthemediacodesandconventionsappropriatetoaudienceengagement,consumptionandreceptionwithintheselectedmediaform.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoanalysehownarrativesareconstructedanddistributed,andhowtheyengage,areconsumedandarereadbytheintendedaudienceandpresentdayaudiences.Researchaspectsofamediaformandexperimentwithmediatechnologiesandmediaproductionprocessestoinformanddocumentthedesignofamediaproduction.2.Oncompletionofthisunit,thestudentshouldbeabletoresearchaspectsofamediaformandexperimentwithmediatechnologiesandmediaproductionprocessestoinformanddocumentthedesignofamediaproduction.3.Oncompletionofthisunit,thestudentshouldbeabletodevelopanddocumentamediaproductiondesigninaselectedmediaformforaspecifiedaudience.
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Unit4:Mediaproductionandissuesinthemedia
Inthisunit,studentsfocusontheproductionandpost-productionstagesofthemediaproductionprocess,bringingthemediaproductiondesigncreatedinUnit3toitsrealisation.Theyrefinetheirmediaproductioninresponsetofeedbackandthroughpersonalreflection,documentingtheirproductionastheyworktowardscompletion.Studentsexploretherelationshipbetweenthemediaandaudiences,focusingontheopportunitiesandchallengesaffordedbycurrentdevelopmentsinthemediaindustry.Theyconsiderthenatureofcommunicationbetweenthemediaandaudiences,explorethecapacityofthemediatobeusedbygovernments,institutionsandaudiences,andanalysetheroleoftheAustraliangovernmentinregulatingthemedia.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoproduce,refineandresolveamediaproductdesignedinUnit3.Discussissuesofagencyandcontrolintherelationshipbetweenthemediaanditsaudience.2.Oncompletionofthisunitthestudentshouldbeabletodiscussissuesofagencyandcontrolintherelationshipbetweenthemediaanditsaudience.
Assessment•Units3and4School-assessedCoursework:20%•Units3and4School-assessedTask:40%•End-of-yearexamination:40%
Studentsmusthavepreviouslyhadatleasttwoyearsofinstrumentaltuitionandexperienceontheirchoseninstrument.AnauditionmustbeundertakenifthestudenthasnotundertakenYear10ClassroomMusic.
Unit1–MusicPerformance
Thisunitfocusesonbuildingperformanceandmusicianshipskills.Studentspresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Theystudytheworkofotherperformersandexplorestrategiestooptimisetheirownapproachtoperformance.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractisetechnicalworktoaddressthesechallenges.Studentsstudyaural,theoryandanalysisconceptstodeveloptheirmusicianshipskillsandapplythisknowledgewhenpreparingandpresentingperformances.
Outcomes1.PerformancePrepareandperformapractisedprogramofgroupandsoloworks.2.PreparingforPerformanceDemonstrateinstrumentaltechniquesusedinperformanceofselectedworksanddescribeinfluencesontheirapproachtoperformance.3.MusicLanguageIdentify,re-create,notateandtranscribeelementsofmusic,anddescribewaysinwhichexpressive
elementsofmusicmaybeinterpreted.
Unit2–MusicPerformance
Studentsfurtherbuildontheirperformanceandmusicianshipskills.Theypresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstruments.Studentsstudytheworkoftheirperformersthroughlisteningandanalysisandusespecificstrategiestooptimisetheirownapproachtoperformance.Theyalsostudystrategiesfordevelopingtechnicalandexpressiveperformanceskills.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandpractiserelatedtechnicalwork.Theystudyspecificconceptstobuildtheirmusicianshipknowledgeandskills.Studentsalsodeviseanoriginalcompositionorimprovisation.
M U S I C P E R F O R M A N C EOutcomes1.PerformancePrepareandperformamusicallyengagingprogramofgroupandsoloworks.2.PreparingforPerformanceDemonstrateinstrumentaltechniquesusedinperformanceofselectedworksanddescribeinfluencesontheirapproachtoperformance.3.MusicLanguageIdentify,re-create,notateandtranscribeelementsofmusic,anddescribehowselectedelementsofmusichavebeeninterpretedinperformance.4.Organisationofsound.Deviseacompositionoranimprovisationthatusesmusiclanguageevidentinwork/sbeingpreparedforperformance. Assessment•Performancesofworksinbothgroupandsolo withaccompanimentasappropriate•Ademonstrationofselectedtechnicalworkand exercises•Performancejournalcontainingexplanationsof howselectedtechnicalworksandexercisessupporttheirchosenworks•Aural,writtenandpracticaltasksCompositionand/orimprovisationexercises
Unit3–MusicPerformance
Thisunitpreparesstudentstopresentconvincingperformancesofgroupandsoloworks.Inthisunitstudentsselectaprogramofgroupandsoloworksrepresentingarangeofstylesanddiversityofcharacterforperformance.Theydevelopinstrumentaltechniquesthatenablethemtointerprettheworksandexpressivelyshapetheirperformances.Theyalsodevelopanunderstandingofperformanceconventionstheycanusetoenhancetheirperformances.Studentsdevelopskillsinunpreparedperformance,auralperceptionandcomprehension,transcription,musictheoryandanalysis.ThefocusforanalysisisworksandperformancesbyAustralianmusicians.
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Unit3–MusicInvestigation
InthisunitstudentsselectaworkfromaprescribedlistasthebasisforaninvestigationofaFocusArea.TheyexploretheFocusAreathroughthreecomplementaryareasofstudy:Investigation,Composition/Arrangement/ImprovisationandPerformance.Together,theseareasofstudyrequirestudentstoapplyextensiveskillsinperformance,auralawareness,transcription,musictheoryandanalysis.
Outcomes1.Investigation-Todemonstrateunderstandingofperformancepractices,context/sandinfluencesonmusicworks.2.Composition/Improvisation/ArrangementTocompose,improviseand/orarrangeanddiscussmusiccharacteristicsandperformancepractices.3.Performance-TopresentaperformanceofmusicworksthatcommunicatesunderstandingoftheFocusArea.Unit4–MusicInvestigation
InthisunitstudentscontinuetheexplorationwithintheFocusAreatheybeganinUnit3.InUnit4theInvestigationinvolvesthepreparationofprogramnotestoaccompanytheirend-of-yearperformanceprogram.AreaofStudy2involvescreatingandperformingacomposition,improvisationorarrangementthatdrawsonmusicalcharacteristicsoftheFocusArea.StudentsrehearseandperformworksforinclusioninaperformanceprogramofworksthatrelatestotheFocusArea.Theycontinuetouseskillsinauralawareness,transcription,musictheoryandmusicanalysistosupporttheirwork.
Outcomes1.Investigation-Toevaluateandpresentonesinterpretiveapproachtoaprogramofmusicworks.2.Composition/improvisation/arrangementTocompose/improvise/arrangeandperformamusicworkanddiscusstheuseofmusiccharacteristics,instrumentaltechniques,performancetechniquesandconventionsinthework.3.Performance-DemonstrateartisticintentandunderstandingoftheFocusAreainacohesiveandengagingperformanceofmusicworks.
AssessmentLiveperformanceasamemberofagroupORasasoloist–50%School-assessedCourseworkforUnit3–25%School-assessedCourseworkforUnit4–25%
MusicInvestigationwillonlyruninconsultationwithMs.Bonett.
VCE-2020
Outcomes1.Performance-Topresentaninformed,accurateandexpressiveperformanceofaprogramofgrouporsoloworks.2.PreparingforPerformance-Demonstrateperformancetechniques,technicalworkandexercises,anddescribetheirrelevancetotheperformanceofselectedgroupand/orsoloworks.3.MusicLanguage-Identify,re-create,notateandtranscribeshortexcerptsofmusic,anddiscusstheinterpretationofexpressiveelementsofmusicinpre-recordedworks.
Unit4–MusicPerformance
Studentsrefinetheirabilitytopresentconvincingperformancesofgroupandsolowork.StudentsselectgroupandsoloworksthatcomplementworksselectedinUnit3.Theyfurtherdevelopandrefineinstrumentalandperformancetechniquesthatenablethemtoexpressivelyshapetheirperformanceandcommunicatetheirunderstandingofthemusicstyleofeachwork.Studentscontinuetodevelopskillsinauralperceptionandcomprehension,transcription,theory,analysisandunpreparedperformance.StudentscontinuetostudywaysinwhichAustralianperformersinterpretworksthathavebeencreatedsince1910byAustraliancomposers/songwriters.
Outcomes1.Performance-Toprepareandpresentaccurateandexpressiveperformancesofinformedinterpretationsofaprogram/sofgroupandsoloworks.2.PreparingforPerformance-Todemonstrateperformancetechniques,andtechnicalworkandexercises,anddiscusstheirrelevancetotheperformanceofselectedgroupand/orsoloworks,andpresentanunpreparedperformance.3.MusicLanguage-Identify,re-create,notateandtranscribeshortexcerptsofmusic,andanalysetheinterpretationofexpressiveelementsofmusicinpre-recordedworks.
AssessmentLiveperformanceasamemberofagroupORasasoloist–50%AuralandwrittenExamination–20%School-assessedCoursework–30%
OutdoorandEnvironmentalStudiesisabouttherelationshipshumanshavewithoutdoorenvironments,bothpastandpresent,andthewaytheserelationshipsimpactbothpeopleandoutdoorenvironments.Studentslearnthroughacombinationoftheoryclassesandpracticaltrips.Practicaloutdoorexperiencesprovidestudentswiththeopportunitytoobserveandexperiencevariouswaysofencountering,understandingandmanagingoutdoorenvironments.
Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.
Unit1–ExploringOutdoorEnvironments
Studentsareintroducedtothecharacteristicsofavarietyofoutdoorenvironmentsandinvestigatedifferenttypesofoutdoorenvironmentsfromanumberofperspectives.Studentsundertakecasestudiessotheycanobserveandexperiencehowchangestonatureaffectpeople.Thefocusisthenbroadenedfrompersonalresponsestothewaysinwhichothersrespondto,understandandvalueoutdoorexperiencesandoutdoorenvironments.Throughinvestigationsofspecificoutdoorenvironments,studentsanalysedifferentwaysofexperiencingandknowingoutdoorenvironments.
Outcome 1 – Motivations for Outdoor ExperiencesStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.
Outcome 2 - Experiencing Outdoor EnvironmentsStudentsdescribewaysofknowingandexperiencingoutdoorenvironmentsandevaluatefactorsthatinfluenceoutdoorexperiences,withreferencetospecificoutdoorexperiences.
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Unit2–DiscoveringOutdoorEnvironments
Thisunitfocusesonthecharacteristicsofoutdoorenvironmentsanddifferentwaysofunderstandingthem,aswellasthehumanimpactsonoutdoorenvironments.Studentsalsolookatnature’simpactonhumans,aswellastheecological,socialandeconomicimplicationsofhumanimpactonoutdoorenvironments.Studentsdevelopaclearunderstandingoftheimpactoftechnologiesandchanginghumanlifestylesonoutdoorenvironments,aswellasinvestigatingandmodellingindividualandgroupresponsibilitiesforactivitiesinoutdoorenvironments,includingenvironmentalactiontopromotepositiveimpactsonoutdoorenvironments.
Outcome 1 – Investigating outdoor environmentsStudentsdescribethecharacteristicsofdifferentoutdoorenvironmentsandanalysearangeofunderstandingsoftheseenvironments,withreferencetospecificoutdoorexperiences.
Outcome 2 - Impacts on outdoor environmentsStudentsevaluatehumanimpactsonoutdoorenvironmentsandanalyseproceduresforpromotingpositiveimpacts,withreferencetospecificoutdoorexperiences.
AssessmentTheoutcomesforbothUnits1and2willbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•Journal/reportofoutdoorexperiences•Casestudyanalysis•Oralpresentations•Multimedia,annotatedvisualdisplay•Dataanalysis•Tests•Writtenresponses
VCE-2020
Unit3-RelationshipswithOutdoor Environments
ThisunitexploreshowAustralianshaveunderstoodandinteractedwithoutdoorenvironmentsovertime.StudentsexaminetheuniquenatureofAustralianoutdoorenvironmentsandinvestigatearangeofhumanrelationshipswithoutdoorenvironments,fromvariousIndigenousculturalexperiences,throughtotheinfluenceofanumberofmajoreventsandissuessubsequenttoEuropeansettlement.Casestudiesareusedtoanalysetheroleofenvironmentalmovementsinchanginghumanrelationshipswithoutdoorenvironments.Studentsalsoexaminecurrentrelationshipsbetweenhumansandoutdoorenvironmentsincludingthewaysoutdoorenvironmentsareportrayedindifferentmedia;thedynamicnatureofrelationshipsbetweenhumansandtheirenvironment;andthesocial,cultural,economicandpoliticalfactorsthatinfluencetheserelationships.
Studentswhoselectthissubject,dosoontheunderstandingthattheyarerequiredtoattendallthecamps.Theyalsounderstandthatitisacostlysubjectandagreetopayforthecampsatthebeginningofeachsemester.
Outcome 1 – Historical relationships with outdoor environmentsStudentsexplainandevaluatehowrelationshipswithAustralianoutdoorenvironmentshavechangedovertime,withreferencetospecificoutdoorexperiences.
Outcome 2 - Contemporary relationships with outdoor environmentsStudentsanalyseandevaluatethefactorsinfluencingcontemporarysocietalrelationshipswithoutdoorenvironments,withreferencetospecificoutdoorexperiences.
Assessment of levels of achievementThestudent’slevelofachievementinUnit3willbedeterminedbySchool-assessedCourseworkandanend-of-yearexamination.
Unit4-TheFutureofHuman-Nature Interactions
Inthisunitstudentsexplorethesustainableuseandmanagementofoutdoorenvironments.TheyexaminethecontemporarystateofenvironmentsinAustralia,considertheimportanceofhealthyoutdoorenvironments,andexaminetheissuesinrelationtothecapacityofoutdoorenvironmentstosupportthefutureneedsoftheAustralianpopulation.Studentsexaminetheimportanceofdevelopingabalancebetweenhumanneedsandtheconservationofoutdoorenvironmentsandconsidertheskillsneededtobeenvironmentallyresponsiblecitizens.Theyinvestigatecurrentagreementsandenvironmentallegislation,aswellasmanagementstrategiesandpoliciesforachievingandmaintaininghealthyandsustainableenvironmentsincontemporaryAustraliansociety.
Outcome 1 – Healthy outdoor environmentsStudentsevaluatethecontemporarystateofAustralianoutdoorenvironments,andanalysetheimportanceofhealthyoutdoorenvironmentsandsustainabilityforindividualsandsociety,withreferencetospecificoutdoorexperiences.
Outcome 2 - Sustainable outdoor environmentsStudentsanalyseconflictsofinterestovertheuseofoutdoorenvironments,andevaluatepracticesandstrategiesforsustainingoutdoorenvironments,withreferencetospecificoutdoorexperiences.
AssessmentSchool-assessedCourseworkforeachoutcomeofunit3and4willcontribute25%,itwillbemeasuredbystudentperformanceinarangeoftasksselectedfromthefollowinglist:•acasestudy•amultimediapresentation•writtenanalysisandevaluation•anoralpresentation•atest•dataanalysis•writtenanalysisandevaluation
ThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50%
54VCE-2020
Philosophyistheoldestacademicdiscipline.Itisbroadlyconcernedwithethics,epistemology(philosophyofknowledge)andmetaphysics.Itisthefoundingdisciplineoflogic,andcontinuestodevelopandrefinethetoolsofcriticalreasoning,influencingapproachesinMathematics,ScienceandtheHumanities.
VCEPhilosophyexploressomeofthemostenduringandinfluentialideasthatunderpinsomeofsociety’sgreatestachievementsinethics,scienceandthearts.This,togetherwithlearningtothinkcriticallyandwithanopenmind,fostersthereflectionnecessaryfordeepinsightsandethicaldecision-makingatalllevelsofsociety.
VCEPhilosophyisachallengingandstimulatingstudy,whichnurturescuriosity,problem-solvingskills,open-mindednessandintellectualrigour.Doingphilosophyinvolvesexplicitlydevelopingthehabitsofclarifyingconcepts,analysingproblems,andconstructingreasonedandcoherentarguments.Itencouragesstudentstoreflectcriticallyontheirownthinkingandhelpsthemtodevelopasophisticatedandcoherentworldview.
InPhilosophystudentswillexploreargumentsforandagainsttheexistenceofthedivineandthepossiblenatureofthedivine.Studentswillseektoanswerwhetherhumanshavefreewillorwhetherournatureispredetermined.Additionally,studentswillexplorethenatureofscientificknowledgeandthepossibilityofobjectivetruth.Studentswillfocusonthestudyofethics.Theywillaskwhatisrightandwrong,explorethephilosophyofhumanrightsandstudythephilosophicalunderpinningsofourcurrentpoliticalandlegalsystem.
Unit1:Existence,KnowledgeandReasoning
Inthisunitstudentsfocusonquestionsthathavechallengedhumansformillenniaandunderpinongoingendeavoursinareasasdiverseasscience,justiceandthearts.Thisunitengagesstudentswithfundamentalphilosophicalquestionsthroughactive,guidedinvestigationandcriticaldiscussionoftwokeyareasofphilosophy:epistemologyandmetaphysics.Asstudentslearntothinkphilosophically,appropriateexamplesofphilosophicalviewpointsandarguments,bothcontemporaryandhistorical,areusedtosupport,stimulateandenhancetheirthinkingaboutcentralconceptsandproblems.Studentsinvestigaterelevantdebatesinappliedepistemologyandmetaphysics,andconsiderwhetherthephilosophicalbasesofthesedebatescontinuetohaverelevanceincontemporarysocietyandoureverydaylives.
Outcomes1.Oncompletionofthisunitthestudentshouldbeabletoanalysemetaphysicalproblems,evaluateviewpointsandargumentsarisingfromthese,andidentifyphilosophicalproblemsinrelevantcontemporarydebates.2.Oncompletionofthisunitthestudentshouldbeabletoanalyseepistemologicalproblems,evaluateviewpointsandargumentsarisingfromthese,andanalysephilosophicalproblemsinrelevantcontemporarydebates.3.Oncompletionofthisunitthestudentshouldbeabletoapplymethodsofphilosophicalinquirytotheanalysisofphilosophicalviewpointsandarguments,includingthoseinmetaphysicsandepistemology.
Unit2:QuestionsofValue
Thisunitinvitesstudentstoexplorequestionsinrelationtodifferentcategoriesofvaluejudgmentwithintherealmsofmorality,politicalandsocialphilosophyandaesthetics.Studentsalsoexplorewaysinwhichviewpointsandargumentsinvaluetheorycaninformandbeinformedbycontemporarydebates.
Outcomes1.Oncompletionofthisunitthestudentshouldbeabletoanalyseproblemsinethicsandmoraltheoryandrelatedcontemporarydebates,evaluateviewpointsandargumentsinresponsetotheseproblems,anddiscusstheinterplaybetweenphilosophicalthinkingandcontemporaryethicalandmoraldebates.2.Oncompletionofthisunitthestudentshouldbeabletoanalyseselectedproblemsinvaluetheory,evaluateviewpointsandargumentsinresponsetotheseproblems,anddiscussphilosophicalissuesinthecontextofrelevantcontemporarydebates.3.Oncompletionofthisunitthestudentshouldbeabletoapplymethodsofphilosophicalinquirytotheanalysisofphilosophicalviewpointsandarguments,includingthoseinvaluetheory.
Assessments for Unit 1•AssignmentonLogicandReasoning•AssignmentonGodandTime•AssignmentonKnowledgeandTruth•Exam
Assessments for Unit 2•AssignmentonRightsandFreedoms•AssignmentonEthics•Exam
P H I L O S O P H Y
Unit3:Minds,bodiesandpersons
Thisunitconsidersbasicquestionsregardingthemindandtheself.Studentscriticallycomparetheviewpointsandargumentsputforwardinsettextsfromthehistoryofphilosophytotheirownviewsonthesequestionsandtocontemporarydebates.Studentslearnthatargumentsmakeaclaimsupportedbyreasonsandreasoning,whereasaviewpointmakesaclaimwithoutnecessarilysupportingitwithreasonsorreasoning.Philosophicaldebatesencompassphilosophicalquestionsandassociatedviewpointsandargumentswithinotherspheresofdiscoursesuchasreligion,psychology,sociologyandpolitics.
Outcomes1.Oncompletionofthisunitthestudentshouldbeabletodiscussconceptsrelatingtothemind,psycheandbody,andanalyseandevaluateviewpointsandargumentsconcerningtherelationshipbetweenthemindandbody,andpsycheandbody,foundwithinandacrossthesettextsandincontemporarydebates.2.Oncompletionofthisunitthestudentshouldbeabletoanalyse,compareandevaluatetheoriesofpersonalidentityinthesettextsanddiscussrelatedcontemporarydebates.
Unit4:Thegoodlife
Thisunitconsidersthecrucialquestionofwhatitisforahumantolivewell.Whatdoesanunderstandingofhumannaturetellusaboutwhatitistolivewell?Whatistheroleofhappinessinawelllivedlife?Ismoralitycentraltoagoodlife?Howdoesoursocialcontextimpactonourconceptionofagoodlife?Inthisunit,studentsexploretextsbybothancientandmodernphilosophersthathavehadasignificantimpactoncontemporarywesternideasaboutthegoodlife.
Outcomes1.Oncompletionofthisunitthestudentshouldbeabletoanalyse,compareandevaluatethephilosophicalviewpointsandargumentsinthesettextsinrelationtothegoodlife.2.Oncompletionofthisunitthestudentshouldbeabletodiscusscontemporarydebatesrelatedtothegoodlifeandtheinterplaybetweensocialandtechnologicaldevelopmentsandconceptionsofthegoodlife.
AssessmentThestudent’slevelofachievementforUnit4willbedeterminedbySchool-assessedCourseworkandanend-of-yearexamination.School-assessedCourseworkforUnit4willcontribute25percent.ThelevelofachievementforUnits3and4isalsoassessedbyanend-of-yearexamination,whichwillcontribute50percent.
56VCE-2020
Unit1-TheHumanBodyinMotion
Inthisunitstudentsexplorehowthemusculoskeletalandcardiorespiratorysystemsworktogethertoproducemovement.Throughpracticalactivitiesstudentsexploretherelationshipsbetweenthebodysystemsandphysicalactivity,sportandexercise,andhowthesystemsadaptandadjusttothedemandsoftheactivity.
Outcomes1.Explainhowthemusculoskeletalsystemfunctions,andevaluatetheethicalandperformanceimplicationsoftheuseofpracticesandsubstancesthatenhancehumanmovement.2.Explainhowthecardiovascularandrespiratorysystemsfunctionanddiscusstheethicalandperformanceimplicationsoftheuseofpracticesandsubstancestoenhancetheperformanceofthesetwosystems.
Unit2-PhysicalActivity,SportandSociety
Thisunitdevelopsstudents’understandingofphysicalactivity,sportandsocietyfromaparticipatoryperspective.Studentsareintroducedtotypesofphysicalactivityandtheroleparticipationinphysicalactivityandsedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.
Outcomes1.Studentscollectandanalysedatarelatedtoindividualandpopulationlevelsofparticipationinphysicalactivityandsedentarybehaviourtocreate,undertakeandevaluateanactivityplanthatmeetsthephysicalactivityandsedentarybehaviourguidelinesforanindividualoraspecificgroup.2.Studentsapplyasocial-ecologicalframeworktoresearch,analyseandevaluateacontemporaryissueassociatedwithparticipationinphysicalactivityand/orsportinalocal,nationalorglobalsetting.
AssessmentAlloftheoutcomesforbothunit1and2willbeassessedthroughtasksselectedfrom:•Writtenreports•Structuredquestions•Laboratoryreports•Tests•Oralreports•Casestudyanalysis
Unit3-MovementSkillsandEnergyforPhysicalActivity
Thisunitintroducesstudentstothebiomechanicalandskillacquisitionprinciplesusedtoanalysehumanmovementskillsandenergyproduction.Studentsuseavarietyoftoolsandtechniquestoanalyseandrefinemovementinphysicalactivity,sportandexercise.
Outcomes1.Studentscollectandanalyseinformationfrom,andparticipatein,avarietyofphysicalactivitiestodevelopandrefinemovementskillsfromacoachingperspective,throughtheapplicationofbiomechanicalandskillacquisitionprinciples.2.Studentsusedatacollectedinpracticalactivitiestoanalysehowthemajorbodyandenergysystemsworktogethertoenablemovementstooccur,andexplainthefactorscausingfatigueandsuitablerecoverystrategies.
Unit4-TrainingtoImprove Performance
Inthisunitstudentsanalysemovementskillsfromaphysiological,psychologicalandsocioculturalperspective,andapplyrelevanttrainingprinciplesandmethodstoimproveperformance.Inparticular,principlesrelatingtofitnessandtheabilityofthecoachtogain,applyandevaluateknowledgeandunderstandingoftraining.
Outcomes1.Studentsanalysedatafromanactivityanalysisandfitnessteststodetermineandassessthefitnesscomponentsandenergysystemrequirementsoftheactivity.2.Studentsparticipateinavarietyoftrainingmethods,anddesignandevaluatetrainingprogramstoenhancespecificfitnesscomponents.
AssessmentSchool-assessedcourseworkforUnit3contributes25%tothestudyscore,asdoesthecourseworkforUnit4.Thiswillconsistofanumberofresponsesinthefollowingformats:writtenreports,acasestudyanalysis,multimediapresentation,tests,laboratoryreport,structuredquestionsoramediaanalysis.
TherewillbeanEnd-of-yearExaminationrelatingtothecontentofUnits3and4.Thiswillaccountfor50%ofthefinalassessment.
56
P H Y S I C A L E D U C A T I O N
VCE-201757 VCE-2020
Physicsisthestudyofthenaturallawsoftheuniverseandthewayinwhichtheygovernthestructure,behaviourandinteractionofmatterandenergy.Itisabasicscience,thefoundationuponwhichengineeringandtechnologyisbuilt.Itisconcernedwiththefarthestreachesofspaceandtheincredibletinyworldofatomsandmolecules.VCEPhysicsprovidesstudentswithopportunitiestoexplorequestionsrelatedtothenaturalandconstructedworld.Unit1-Whatideasexplainthephysicalworld?
Areas of study 1.Howcanthermaleffectsbeexplained?2.Howdoelectriccircuitswork?3.Whatismatterandhowisitformed?
OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Applythermodynamicprinciplestoanalyse,interpretandexplainchangesinthermalenergyinselectedcontexts,anddescribetheenvironmentalimpactofhumanactivitieswithreferencetothermaleffectsandclimatescienceconcepts.2.InvestigateandapplyabasicDCcircuitmodeltosimplebattery-operateddevicesandhouseholdelectricalsystems,applymathematicalmodelstoanalysecircuits,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity.3.Explaintheoriginsofatoms,thenatureofsubatomicparticlesandhowenergycanbeproducedbyatoms.
Unit2-Whatdoexperimentsrevealaboutthephysicalworld?
Areas of study 1.Howcanmotionbedescribedandexplained?2.Twelveoptionsareavailableforselection.Eachoptionisbasedonadifferentobservationofthephysicalworld.Optionsare:•Whatarestars?•IstherelifebeyondEarth’sSolarSystem?•Howdoforcesactonthehumanbody?•HowcanACelectricitychargeaDCdevice?•Howdoheavythingsfly?•Howdofusionandfissioncompareasviablenuclearenergypowersources?•Howisradiationusedtomaintainhumanhealth?•Howdoparticleacceleratorswork?•Howcanhumanvisionbeenhanced?•Howdoinstrumentsmakemusic?•Howcanperformanceinballsportsbeimproved?•Howdoesthehumanbodyuseelectricity?3.Practicalinvestigation
OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Investigate,analyseandmathematicallymodelthemotionofparticlesandbodies.2.Thisoutcomevarieswiththeoptionselectedforareaofstudy2.3.Designandundertakeaninvestigationofaphysicsquestionrelatedtothescientificinquiryprocessesofdatacollectionandanalysis,anddrawconclusionsbasedonevidencefromcollecteddata.
AssessmentAchievementofeachoutcomeinUnit1,andoutcomes1and2inUnit2willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Anannotatedfolioofpracticalactivities•Dataanalysis•Design,building,testingandevaluationofadevice•Anexplanationoftheoperationofadevice•Areportofaselectedphysicsphenomenon•Amodellingactivity•Amediaresponse•Asummaryreportofselectedpracticalinvestigations•Atestcomprisingmultiplechoiceand/orshortanswerand/orextendedresponse.•End-of-semesterexaminations
Achievementofoutcome3inUnit2willbemeasuredbyperformanceinastructuredscientificposternotexceeding1000words.
P H Y S I C S
58VCE-2020
59 VCE-2020
Physicsseekstounderstandandexplainthephysicalworld.Itexaminesmodelsandideasusedtomakesenseoftheworldandwhicharesometimeschallengedasnewknowledgedevelops.Bylookingatthewaymatterandenergyinteractthroughobservations,measurementsandexperiments,physicistsgainabetterunderstandingoftheunderlyinglawsofnature.Unit3:Howdofieldsexplainmotionandelectricity?
Areas of study 1.Howdothingsmovewithoutcontact?2.Howarefieldsusedtomoveelectricalenergy?3.Howfastcanthingsgo?
OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Analysegravitational,electricandmagneticfields,andusethesetoexplaintheoperationofmotorsandparticleacceleratorsandtheorbitsofsatellites.2.Analyseandevaluateanelectricitygenerationanddistributionsystem.3.Investigatemotionandrelatedenergytransformationsexperimentally,analysemotionusingNewton’slawsofmotioninoneandtwodimensions,andexplainthemotionofobjectsmovingatverylargespeedsusingEinstein’stheoryofspecialrelativity.
Unit4:Howcantwocontradictorymodelsexplainbothlightandmatter?
Areas of study 1.Howcanwavesexplainthebehaviouroflight?2.Howarelightandmattersimilar?3.PracticalInvestigation.
OutcomesOncompletionofthisunitthestudentshouldbeableto:1.Applywaveconceptstoanalyse,interpretandexplainthebehaviouroflight.2.Provideevidenceforthenatureoflightandmatter,andanalysethedatafromexperimentsthatsupportsthisevidence.3.Designandundertakeapracticalinvestigationrelatedtowavesorfieldsormotion,andpresentmethodologies,findingsandconclusionsinascientificposter.AssessmentSchool-assessedCourseworkwillcontribute40%ofthefinalassessment.AchievementofeachoutcomeinUnit3andoutcomes1and2inUnit4willbemeasuredbyperformanceinaselectionofthefollowingtasks:•Annotationsofatleasttwopracticalactivitiesfromapracticallogbook•Areportofastudentinvestigation•Areportofaphysicsphenomenon•Dataanalysis•Mediaanalysis/response•Design,building,testingandevaluationofadevice•Anexplanationoftheoperationofadevice•Aproposedsolutiontoascientificortechnologicalproblem•Aresponsetostructuredquestions•Areflectivelearningjournalorblogrelatedtoselectedactivitiesorinresponsetoanissue•Atest(shortanswerandextendedresponse)Achievementofoutcome3inUnit4willbemeasuredbyperformanceinastructuredscientificposternotexceeding1000words.
Anend-of-yearexaminationwillcontribute60%ofthefinalassessment.
Thisstudyisforstudentswishingtostudydesignandproductdevelopment,manufacturingmethodsandtheuseofprocessedandunprocessedmaterialsinthedesignandplanningprocess,usingavarietyofmaterials.Studentswillapplypracticalskillsrelatedtodesign,safeuseofequipmentandmachinery.
Studentscanchoosefrom:ProductDesignandTechnology-Materials
OR
ProductDesignandTechnology-Textiles
Unit1-ProductRe-Designand Sustainability Thisunitfocusesonthetools,processes,techniques,knowledgeandskillsthedesignersusetodevelopasolutiontoaproblem.Studentsinvestigatemethodsandprocessesusedtoexaminetheneedanddefinetheproblembygeneratinganappropriatedesignbrief.Theyconsidermethodsandinformationthedesignerusestogenerateandcommunicateideasanddeterminethesuitabilityofappropriatematerialsandprocesses.Studentslearnabouttheproductiontechniquesusedtomaketheproductandhowitisevaluatedagainsttheneedsandrequirementsoutlinedinthedesignbrief.Usingthisprocessasamodel,thestudentmodifiesthedesignofasimilarproduct.Considerationisgiventoprotectionofintellectualpropertyimplicationsrelatedtodesign.
Outcomes1.Describethemethodsusedbyadesignertodesignaproduct,andapplysimilarprocessestodocumentthere-designingofanexistingproduct.2.Useandevaluatematerials,tools,equipmentandprocessestomaketheproductdesignedinOutcome1,andcomparethefinishedproductwiththeoriginaldesign.
Unit2-CollaborativeDesign
Inthisunit,thestudentworksbothindividuallyandasamemberofasmalldesignteamtoaddressaproblem,needoropportunitythatrequiresaproductwithinaproductrangeorbasedonatheme,orcomponentofagroupproduct.Thisprovidesthestudentwiththeopportunitytoworkwithotherswhiletakingresponsibilityforparticularaspectsofthedesignandproductionprocesses.
Outcomes1.Individuallyandasamemberofateam,identifyaneedandcollaborativelydevelopdesignoptionsandproductionplanninginaresponsetoadesignbriefforaproductrangebasedonacommonthemeoragroupproductwithcomponentparts.2.Justify,manageanduseappropriateproductionprocessestomakeaproductandevaluate,individuallyandasamemberofateam,theprocessesandmaterialsused,andthesuitabilityofaproductorcomponentsofagroupprojectagainstthedesignbrief.
AssessmentAlloftheOutcomesforbothUnits1and2willbeassessedthroughtasksselectedfrom:•DesignFolios•Tests(shortandopenbook)•ProductionPlans•ShortWrittenReports(materialstestingproductevaluation)•ProductionTasks•OralReports•AnnotatedVisualDisplays•PracticalDemonstrations
P R O D U C T D E S I G N A N D T E C H N O L O G Y
60VCE-2020
61 VCE-2020
Unit3-Design,TechnologicalInnovationandManufacture
Inthisunit,studentsinvestigateanend-user’sneeds,prepareadesignbrief,deviseevaluationcriteria,carryoutresearchandproposeaseriesofdesignoptions.Theyjustifythechoiceofapreferreddesignoptionanddevelopaworkplan,andcommenceproductionoftheproduct,whichwillbecompletedandevaluatedinUnit4.Thisunitalsoexamineshowarangeoffactorsinfluencethedesignanddevelopmentofproductswithinindustrial/commercialsettings.
Outcomes1.Explaintheroleofadesignerbywritingadesignbrief,evaluationcriteriaandidentifyingandexplainingareasforresearchandmethodsthatwouldbeusedtodevelopdesignideas.2.Explainthefactorsthatinfluencethedesign,developmentandmanufactureofproductswithinindustrial/commercialsettings.3.Presentafoliothatdocumentstheprocedureanddecisionmakingprocessesusedwhileworkingasadesignertomeettheneedsofaclientorenduserandcommenceproductionofthedesignedproduct.
Unit4-ProductDevelopment,EvaluationandPromotion
StudentscontinuetodevelopandmanufacturetheproductdesignedinUnit3–Outcome3andrecordtheproductionprocessesandmodificationstotheworkplanandproduct.Theyevaluatetheeffectivenessandefficiencyoftechniquestheyusedandthequalityoftheirproductwithreferencetoevaluationcriteria.Studentsmakejudgementsaboutpossibleimprovements.Theypromotetheirworkbyhighlightingtheproduct’sfeaturestotheclientand/orenduser.
Outcomes1.Analyseproducttypesthroughacomparisonofinnovativefeatures,function,aestheticandvisualappearance,andexamineeconomic,socialandenvironmentalbenefitsandcosts.2.Competentlyandsafelyapplyarangeofproductionskillsandprocessestoimplementtheproductionplan,maketheproductdesignedinOutcome3andmanagetimeandresourcesefficiently.3.Evaluatetheoutcomesofthedesignandpromotetheproduct’sdesignfeaturestotheclientorenduser.
AssessmentDesignandTechnologythestudent’slevelofachievementwillbedeterminedbySchool-assessedCoursework,aSchool-assessedTaskandanEnd-of-yearExamination.PercentagecontributionstothestudyscoreinDesignandTechnologyareasfollows:Unit3School-assessedCoursework–12%Unit4School-assessedCoursework–8%School-assessedTask–50%End-of-yearExamination–30%
Unit1:Howarebehaviouralandmentalprocessesshaped?
Areas of study1.Howdoesthebrainfunction?2.Whatinfluencespsychologicaldevelopment?3.Student-directedresearchinvestigation.
Outcomes1.Describehowunderstandingofbrainstructureandfunctionhaschangedovertime,explainhowdifferentareasofthebraincoordinatedifferentfunctions,andexplainhowbrainplasticityandbraindamagecanchangepsychologicalfunctioning.2.Identifythevaryinginfluencesofnatureandnurtureonaperson’spsychologicaldevelopment,andexplaindifferentfactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.3.Investigateandcommunicateasubstantiatedresponsetoaquestionrelatedtobrainfunctionand/ordevelopment,includingreferencetoatleasttwocontemporarypsychologicalstudiesand/orresearchtechniques.
Unit2:Howdoexternalfactorsinfluencebehaviourandmentalprocesses?
Areas of study1.Whatinfluencesaperson’sperceptionoftheworld?2.Howarepeopleinfluencedtobehaveinparticularways?3.Student-directedpracticalinvestigation.
Outcomes1.Comparethesensationsandperceptionsofvisionandtaste,andanalysefactorsthatmayleadtotheoccurrenceofperceptualdistortions.2.Identifyfactorsthatinfluenceindividualstobehaveinspecificways,andanalysewaysinwhichotherscaninfluenceindividualstobehavedifferently.3.Designandundertakeapracticalinvestigationrelatedtoexternalinfluencesonbehavioranddrawconclusionsbasedonevidencefromcollecteddata.
AssessmentInUnits1and2,achievementofalloutcomeswillbemeasuredbyperformanceinatleastthreeofthefollowing:•Areportofapracticalactivityinvolvingcollectionofdata•Researchinvestigationinvolvingcollectionofsecondarydata•Abrainstructuremodellingactivity•Analysisofdataresults
•Mediaanalysis/response•Atestcomprisingofmultiplechoiceand/orshortanswerand/orextendedresponse•Areflectivelearningjournal/blogrelatedtoselectedactivitiesorinresponsetoanissue•Reportofaninvestigationintothebrainfunctionand/ordevelopmentthatcanbepresentedinvariousformatse.g.digitalpresentation,writtenreport.
Unit3:Howdoesexperienceaffect behaviourandmentalprocesses?Inthisunitstudentsexaminefunctioningofthenervoussystemtoexplainhowthehumannervoussystemenablesapersontointeractwiththeworldaroundthem.Theyexplorehowstressmayaffectaperson’spsychologicalfunctioningandconsiderthecausesandmanagementofstress.Studentsinvestigatehowmechanismsofmemoryandlearningleadtotheacquisitionofknowledge,thedevelopmentofnewcapacitiesandchangedbehaviours.Theyconsiderthelimitationsandfallibilityofmemoryandhowmemorycanbeimproved.Studentsexaminethecontributionthatclassicalandcontemporaryresearchhasmadetotheunderstandingofthestructureandfunctionofthenervoussystem,andtotheunderstandingofbiological,psychologicalandsocialfactorsthatinfluencelearningandmemory.
Outcomes1.Explainhowthestructureandfunctionofthehumannervoussystemenablesapersontointeractwiththeexternalworldandanalysethedifferentwaysinwhichstresscanaffectnervoussystemfunctioning.2.Applybiologicalandpsychologicalexplanationsforhownewinformationcanbelearntandstoredinmemory,andprovidebiological,psychologicalandsocialexplanationsofaperson’sinabilitytorememberinformation.
P S Y C H O L O G Y
62VCE-2020
63 VCE-2020
Unit4:Howiswellbeingdeveloped andmaintained?
Inthisunitstudentsexaminethenatureofconsciousnessandhowchangesinlevelsofconsciousnesscanaffectmentalprocessesandbehaviour.Theyconsidertheroleofsleepandtheimpactthatsleepdisturbancesmayhaveonaperson’sfunctioning.Studentsexploretheconceptofamentalhealthcontinuumandapplyabiopsychosocialapproach,asascientificmodel,toanalysementalhealthanddisorder.Theyusespecificphobiatoillustratehowthedevelopmentandmanagementofamentaldisordercanbeconsideredasaninteractionbetweenbiological,psychologicalandsocialfactors.Studentsexaminethecontributionthatclassicalandcontemporaryresearchhasmadetotheunderstandingofconsciousness,includingsleep,andthedevelopmentofanindividual’smentalfunctioningandwellbeing.
Outcomes1.Explainconsciousnessasacontinuum,comparetheoriesaboutthepurposeandnatureofsleep,andelaborateontheeffectsofsleepdisruptiononaperson’sfunctioning.2.Explaintheconceptsofmentalhealthandmentalillnessincludinginfluencesofriskandprotectivefactors,applyabiopsychosocialapproachtoexplainthedevelopmentandmanagementofspecificphobia,andexplainthepsychologicalbasisofstrategiesthatcontributetomentalwellbeing.3.Designandundertakeapracticalinvestigationrelatedtomentalprocessesandpsychologicalfunctioning,andpresentmethodologies,findingsandconclusionsinascientificposter.
StudioArtsaimstoencourageandsupportstudentstorecognisetheirindividualpotentialasartmakers.Intheirartpractices,studentsapplyanindividualstudioprocesstoproduceafolioofartworks.Studentslearntouseresearchandindependentenquiryintheanalysisofarangeofartworks;andinvestigatehowartistssourceideasanddevelopstyles.Studentswillalsoexploreartists’useofmaterials,techniquesandprocessesaswellasmethodsofpresentationinthemakingofartworks.
Studentsselectfromoneormoreofthefollowingstudioforms:painting,drawing,mixedmedia,sculpture,digitalphotographyandprintmaking.StudioArtsisdesignedtosupportavisualartorindustrybasedpathwaybyallowingstudentstocreateafoliothatisusefulfortertiaryfolioentry.Thissubjectsupportspathwaystodomainssuchasarchitecture,finearts,graphicdesignandcuratorialstudies.
TheVisualArtsDepartmentalsooffersFolioPreparationtuitionforTertiaryStudies.
Unit1-StudioInspirationand Techniques
Inthisunit,studentsfocusondevelopinganindividualunderstandingofthestagesofthestudiopractice,usingsourcesofinspirationsuchas:personalexperiences,ideas,issuesandobservationstodevelopindividualartworks.Studentsalsoexploreandresearchthewaysinwhichartistsfromdifferenttimesandcultureshaveinterpretedideas,sourcesofinspirationanduseofmaterialsandtechniquestoproduceartworks.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoidentifysourcesofinspirationandartisticinfluencesandoutlineindividualideas,artformsandaestheticqualities,andtranslatetheseintovisuallanguage.2.Oncompletionofthisunit,thestudentshouldbeabletoproduceatleastonefinishedartworkandprogressivelyrecordthedevelopmentoftheirstudiopractice,conveyingindividualideasthroughtheexplorationofmaterialsandtechniquesintheselectedartforms.3.Oncompletionofthisunit,thestudentshouldbeabletodiscusstheartisticpracticeofartistsfromdifferenttimesandcultures,theirsourcesofinspiration,materialsandtechniquesforatleasttwoartworksbyeachartist.
Unit2-StudioExplorationand Concepts
Inthisunit,studentsfocusonestablishingandusingastudiopracticetoproduceartworks.Theyundertakeanindividualapproachtoinvestigateideas,directionsandsolutionsandexperimentwithmaterialsandtechniques.Studentsstudyhistoricalandcontemporaryartmovementsandstylestounderstanddevelopmentsinstudiopractice.Studentsexploreandinterprethowartistsdevelopideas,createaestheticqualitiesandsubjectmatter.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletodevelopanindividualexplorationproposaltoformthebasisofastudioprocess,andfromthisproduceanddocumentavarietyofpotentialdirectionsinavisualdiaryforatleastoneartwork.2.Oncompletionofthisunit,thestudentshouldbeabletocomparearangeofhistoricalandcontemporaryartperiods,stylesormovements,andanalysethewaysinwhichartistscommunicateideas,developstylesanddemonstrateaestheticqualitiesinartworks.
AssessmentAssessmenttasksforbothUnit1and2focusonthedevelopmentoffolios,researchworkandexams.
AspartoftheVCEVisualArtsprogram,allStudioArtsstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.
S T U D I O A R T S
64VCE-2020
65 VCE-2020
Unit3-StudioPracticesand Processes
Inthisunit,studentsfocusontheimplementationofanindividualstudioprocessleadingtotheproductionofarangeofpotentialdirections.Studentsdevelopanduseanexplorationproposaltodefineanareaofcreativeexploration.Theyplanandapplyastudioprocesstoexploreanddeveloptheirindividualideas.AnalysisoftheseexplorationsandthedevelopmentofthepotentialdirectionsisanintrinsicpartofthestudioprocesstosupportthemakingoffinishedartworksinUnit4.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletoprepareanexplorationproposalthatformulatesthecontentandparametersofanindividualstudioprocessincludingaplanofhowtheproposalwillbeundertaken.2.Oncompletionofthisunit,thestudentshouldbeabletoprogressivelypresentanindividualstudioprocessrecordedinwrittenandvisualformthatproducesarangeofpotentialdirections,andreflectstheconceptsandideasdocumentedintheexplorationproposalandworkplan.3.Oncompletionofthisunit,thestudentshouldbeabletoexaminethepracticeofatleasttwoartists,withreferencetotwoartworksbyeachartist,referencingthedifferenthistoricalandculturalcontextofeachartwork.
Unit4-StudioPracticeandArt IndustryContexts
Inthisunit,studentsfocusontheplanning,productionandevaluationrequiredtodevelop,refineandpresentartworksthatlinkcohesivelyaccordingtotheideasresolvedinUnit3.Tosupportthecreationofartworks,studentspresentvisualandwrittenevaluationthatexplainswhytheyselectedarangeofpotentialdirectionsfromUnit3toproduceatleasttwofinishedartworksinUnit4.Thedevelopmentoftheseartworksshouldreflectrefinementandskilfulapplicationofmaterialsandtechniques,andtheresolutionofideasandaestheticqualitiesdiscussedintheexplorationproposalinUnit3.Oncetheartworkshavebeenmade,studentsprovideanevaluationaboutthecohesiverelationshipbetweentheartworks.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletopresentatleasttwofinishedartworksbasedonselectedandevaluatedpotentialdirectionsdevelopedthroughthestudioprocess,whichdemonstraterefinementandapplicationofmaterialsandtechniques,andthatrealiseandcommunicatethestudent’sideasexpressedintheexplorationproposal.2.Oncompletionofthisunit,thestudentshouldbeabletoprovidevisualandwrittendocumentationthatidentifiesandevaluatestheextenttowhichtheartworksreflecttheselectedpotentialdirections,andeffectivelydemonstratesacohesiverelationshipbetweentheworks.3.Oncompletionofthisunit,thestudentshouldbeabletocomparethemethodsusedbyartistsandconsiderationsofcuratorsinthepreparation,presentation,conservationandpromotionofspecificartworksinatleasttwodifferentexhibitions.
AssessmentUnit3and4SchoolassessedCoursework:10%Unit3and4SchoolassessedcourseworkTask:60%Endofyearexamination:30%
AspartoftheVCEVisualArtsprogram,allStudioArtsstudentswillneedtopurchaseaVCEARTSKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies
Thisstudyprovidesanopportunitytodevelopcapabilitiesinandknowledgeofdesign,operation,construction,assembly,maintenance,repairandevaluationofelectrical/electronicormechanicalsystems.Itprovidesasound,systemsorientatedbasisfortertiarytechnologycoursesandforemploymentintechnologicalenterprises.Itisdesignedforstudentsinterestedinelectronicsorautomotiveareasofstudy.
Unit1-MechanicalEngineering Fundamentals
Thisunitfocusesonmechanicalengineeringfundamentalsasthebasisofunderstandingtheunderlyingprinciplesandthebuildingblocksthatoperateinthesimplesttomorecomplexmechanicaldevices.Thisunitcontainsthefundamentalphysicsandtheoreticalunderstandingofmechanicalsystemsandhowtheywork,butthemainfocusisontheconstructionofasystemwhichdrawsheavilyupondesignandinnovationwithintheinterrelatedappliedlearningactivities.
Studentsstudyfundamentalmechanicalengineeringprinciples.Theunitallowsforahands-onapproach,asstudentsapplytheirknowledgeandconstructfunctionalsystemswhichcanbepurelymechanicalorhavesomelevelofintegrationwithelectro-technologysystems.Studentsexplorehowthesesystemsuseorconverttheenergysuppliedtothem,andrelatedwiderenvironmentalandsocialissues.
Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofmechanicalsystems.2.Useappropriateprocessesindesigning,planning,manufacturing,documenting,performancetesting,faultdiagnosisandevaluationofafunctionalsystem.3.Analysetheoperation,function,energyuseandsocialandenvironmentalimplicationsofatechnologicalsystem.
Unit2-Electrotechnology EngineeringFundamentals
Thisunitfocusesonbuildingunderstanding,ofthefundamentalprinciplesofelectricalandelectroniccircuits,collectivelyandcommonlyreferredtoaselectrotechnology.
Studentsstudyfundamentalengineeringprinciplesaimingtoproducebasicoperationalsystemsandtechnicalreportswhichemployalevelofintegrationbetweenmechanicalandelectroniccomponents.Themainfocusremainsontheconstructionofelectrotechnologysystems.Studentsstudyfundamentalelectrotechnologyprinciplesincludingappliedelectricaltheory,representationofelectroniccomponentsanddevices,elementaryappliedphysicsinelectricalcircuits,andmathematicalcalculationsthatcanbeappliedinordertodefineandexplainelectricalcharacteristicsofcircuits.
Outcomes1.Recognise,identify,illustrateandusetheoreticalprinciplesofelectro-technologysystems.2.Design,plan,produceandevaluateafunctionalintegratedsystemwithreferencetorelevantAustralianStandards,andapplydiagnosticfaultfinding,repairandmaintenancetechniquesinproductionactivities.3.Explainhownewandemergingtechnologiesinfluencetheselectionanddevelopmentofaprocess,materialorcomponent,andimpactonthedesignandultimatefunctionoftechnologicalsystems.
AssessmentAssessmentofalltheoutcomesofbothUnits1&2willbebasedonaselectionfromthefollowingtasks:•ProductionWork•Planning/ProductionRecords•Tests•ShortWrittenReports(materialstesting,productevaluation)
S Y S T E M S E N G I N E E R I N G
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Unit3-SystemsEngineeringand Energy
Inthisunit,studentsstudytheengineeringprinciplesthatareusedtoexplainthephysicalpropertiesofintegratedsystemsandhowtheywork.Thisisunderpinnedbythestudyofhumanendeavourinwhichobservationsandideasaboutthephysicalworldareorganisedandexplained.Throughtheapplicationoftheirknowledge,studentsproduceanintegratedoperationalsystem.Studentsalsoapplytheirknowledgeandskillstoresearch,produceandpresenttechnicalreports.
Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesofcontrolledintegratedtechnologicalsystems.2.Design,plan,constructanddocumentanintegratedsystemandeffectivelyusediagnosticproceduresforthesystem.3.Analyseandcomparetheenvironmentalbenefitsandimplicationsofusingdifferentenergysourcesandhowsuchenergysourcesaffectthedesign,performanceanduseoftechnologicalsystems.
Unit4-IntegratedandControlled SystemsEngineering
Thisunitcombinesthecontemporaryfocusofsystemscontrolandprovidesopportunitiesforstudentstobuildontheirunderstandingandapplyittopracticalsolutionsthroughtheconstructionofcontrolledintegratedsystems.Inrecenttimes,commercialintegratedsystemshaveincreasedfunction,controlandinternalmonitoringsubsystemswithinthem.
Outcomes1.Recognise,identify,represent,describeandexplaintheprinciplesandfunctioningofcontrolledintegratedtechnologicalsystems.2.Selectcomponentsfor,construct,diagnose,adjustandrepairthetechnologicalsystemanditscontroldevicescommencedinUnit3,andprovideanevaluationofthesystem,itsperformanceandthemanagementoftheproject.
AssessmentUnit3School-assessedCoursework–10%Unit4School-assessedCoursework–10%School-assessedTask–50%End-of-yearExamination–30%
Unit1-TheatricalStylesofthe Pre-ModernEra
Thisunitfocusesontheapplicationofactingandotherstagecraftinrelationtotheatricalstylesofthepre-modernera.Studentsworkwiththeplay-scriptsfromthepre-moderneraoftheatre,focusingonworkspriortothe1880’sinboththeirwrittenformandinperformance.Theyalsostudytheatricalandperformanceanalysisandapplytheseskillstotheanalysisofaplayfromthepre-modernerainperformance.
Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthepre-modernera.2.Applyactingandotherstagecrafttointerpretplay-scriptsfromthepre-modernera.3.Analyseaperformanceofaplay-scriptfromthepre-modernerainperformance.
Unit2-TheatricalStylesofthe ModernEra
Thisunitfocusesonstudyingtheatricalstylesandstagecraftthroughworkingwithplay-scriptsinboththeirwrittenformandinperformancewithanemphasisontheapplicationofstagecraft.Studentsworkwithplay-scriptsfromthemodernerafocusingonworksfromthe1880’stothepresent.Studentsstudytheatricalanalysisandproductionevaluationandapplytheseskillstotheanalysisofaplayinperformancefromthemodernera.
Outcomes1.Identifyanddescribethedistinguishingfeaturesofplay-scriptsfromthemoderneraoftheatre.2.Applystagecrafttointerpretplay-scriptsfromthemodernera.3.Analyseandevaluatestagecraftinaperformanceofaplay-scriptfromthemodernera.
AssessmentAlloutcomesinUnits1and2willbemeasuredfromarangeofselectedtasksfromthefollowinglist:•Essays •MultimediaProductions •TheatreHistoryReports•OralPresentations•Tests•AnalyticalExercises•AnnotatedVisualReports •InterpretationandPerformanceofPlay-scripts
Unit3-ProductionDevelopment
Thisunitfocusesonaninterpretationofaplay-scriptthroughthefourdesignatedstagesofproduction:planning,productiondevelopment,productionseason,andproductionevaluation.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluatetheinterpretationoftheplay-scriptintheperformance.
OutcomesStudentsshouldbeableto:1.Applystagecrafttointerpretaplay-scriptforperformanceanddemonstrateunderstandingoftheproductionprocess.2.Analyseuseofstagecraftinthedevelopmentofaplay-scriptforproduction,incorporatingthespecificationsappropriateforeachstageoftheproductionprocess.3.Analyseandevaluatewaysinwhichawrittenplay-scriptselectedfromtheprescribedplay-listisinterpretedinitsproductiontoanaudience.
Unit4-PerformanceInterpretation
InthisunitstudentsstudyasceneandassociatedmonologuefromtheTheatreStudiesPerformanceExamination(monologuelist)anddevelopatheatricalbriefthatincludesthecreationofacharacterbyanactor,stagecraftpossibilities,andappropriateresearch.Studentsalsoattendaperformancefromtheprescribedplay-listandanalyseandevaluateactingintheproduction.
Outcomes1.Abletoperformaninterpretationofamonologuefromaplay-script.2.Developatheatricalbriefthatpresentsaninterpretationofascene.3.Analyseandevaluateactinginaproductionfromtheprescribedplay-list.
AssessmentAllOutcomesinUnits3and4willbeassessedfromarangeofselectedtasksfromthefollowing:School-assessedCourseworkUnit3–30% FinalPerformance(Solo)Examination–25%School-assessedCourseworkUnit3–15% FinalWrittenExamination–30%
T H E A T R E S T U D I E S
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TheVisualCommunicationDesignstudyexaminesthewayvisuallanguagecanbeusedtoconveyideas,informationandmessagesinthefieldsofcommunication,environmentalandindustrialdesign.Designerscreateandcommunicatethroughvisualmeanstoinfluenceeverydaylifeforindividuals,communitiesandsocieties.VisualCommunicationDesignisdesignedtosupportavisualartorindustrybasedpathwaysbyrequiringstudentstocreateafoliothatisusefultotertiaryfolioentrycourses.Thissubjectsupportspathwaysindomainsincluding:communication,multimedia,web,industrialdesign,interiordesign,finearts,architectureandfashion.
TheVisualArtsDepartmentalsooffersFolioPreparationtuitionforTertiaryStudies.Unit1–IntroductiontoVisual CommunicationDesign
Thisunitfocusesonusingvisuallanguagetocommunicatemessages,ideasandconcepts.Thisinvolvesacquiringandapplyingdesignthinkingskillsaswellasdrawingskillstocreatemessages,ideasandconcepts,bothvisibleandtangible.Studentspractisetheirabilitytodrawwhattheyobserveandtheyusevisualisationdrawingmethodstoexploretheirownideasandconcepts.Studentsdevelopanunderstandingoftheimportanceofpresentationdrawingstoclearlycommunicatetheirfinalvisualcommunications.
Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletocreatedrawingsfordifferentpurposesusingarangeofdrawingmethods,mediaandmaterials.2.Oncompletionofthisunit,thestudentshouldbeabletoselectandapplydesignelementsanddesignprinciplestocreatevisualcommunicationsthatsatisfystatedpurposes.3.Oncompletionofthisunit,thestudentshouldbeabletodescribehowvisualcommunicationsinadesignfieldhavebeeninfluencedbypastandcontemporarypractices,andbysocialandculturalfactors.
Unit2–ApplicationofVisualDesign withinDesignFields.
Thisunitteachesstudentstousetechnicaldrawingstocommunicateinformationandideasassociatedwiththeenvironmentalorindustrialfields.Studentsinvestigatehowtypeandimageryareusedincommunicationdesign.Studentsdevelopanunderstandingofhowthedesignprocessisusedasameansoforganisingtheirthinkingaboutapproachestosolvingdesignproblemsandpresentingideas.
Outcomes1.Oncompletionofthis,unitthestudentshouldbeabletocreatepresentationdrawingsthatincorporaterelevanttechnicaldrawingconventionsandeffectivelycommunicateinformationandideasforaselecteddesignfield.2.Oncompletionofthisunit,thestudentshouldbeabletomanipulatetypeandimagestocreatevisualcommunicationssuitableforprintandscreen-basedpresentations,takingintoaccountcopyright.3.Oncompletionofthisunit,thestudentshouldbeabletoapplystagesofthedesignprocesstocreateavisualcommunicationappropriatetoagivenbrief.
AssessmentFoliooffinalpresentationdrawings,typographyandtechnicaldrawings,writtenand/ororaldescriptionsofanalysisincludingannotations.
V I S U A L C O M M U N I C A T I O N D E S I G N
AspartoftheVCEVisualArtsprogram,allVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.
Unit4–VisualCommunication,DesignDevelopment,Evaluation&Presentation
Thisunitfocusesonthedevelopmentofdesignconceptsandtwofinalpresentationsofvisualcommunicationsthatmeetthebrief.HavingcompletedtheirbriefandgeneratedideasinUnit3,studentscontinuethedesignprocessbydevelopinganddesigningconceptswithintheparametersofthebrief.Theyevaluatetheirvisualcommunicationsanddeviseapitchtocommunicatetheirdesignthinkinganddecisionmaking.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletodevelopdistinctlydifferentconceptsforeachcommunicationneedanddeviseapitchtopresentconceptstoanaudience,evaluatingtheextenttowhichtheseconceptsmeettherequirementsofthebrief.2.Oncompletionofthisunit,thestudentshouldbeabletoproduceafinalvisualcommunicationpresentationforeachcommunicationneedthatsatisfiestherequirementsofthebrief.
Assessment•Unit3School-assessedCoursework:25%•Units3and4School-assessedTask:40%•End-of-yearexamination:35%
AspartoftheVCEVisualArtsprogram,allVisualCommunicationDesignstudentswillneedtopurchaseaVCEDesignKIT.ThekitisacompulsoryandessentialtoolneededforthesuccessfulcompletionoftheprogramandcanbepurchasedviaCompassorthegeneraloffice.Thisisinadditiontothelevies.
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Unit3–VisualCommunicationDesign PracticesThisunitenablesstudentstodevelopanunderstandingofVisualCommunicationproductionthroughtheapplicationofthedesignprocesstosatisfyspecificcommunicationneeds.StudentsconsiderexistingVisualCommunicationsandusethesetoinformtheirownwork.TheyinvestigatetheproductionofVisualCommunicationinaprofessionalsettingandexaminethenatureofprofessionalpracticeinthedesignandproduction.Outcomes1.Oncompletionofthisunit,thestudentshouldbeabletocreatevisualcommunicationsforspecificcontexts,purposesandaudiencesthatareinformedbytheiranalysisofexistingvisualcommunicationsinthethreedesignfields.2.Oncompletionofthisunit,thestudentshouldbeabletodiscussthepracticesofacontemporarydesignerfromeachofthedesignfieldsandexplainfactorsthatinfluencethesepractices.3.Oncompletionofthisunit,thestudentshouldbeabletoapplydesignthinkinginpreparingabriefwithtwocommunicationneedsforaclient,undertakingresearchandgeneratingarangeofideasrelevanttothebrief.
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U N I T C O S T S Subject Unit1&2Charges Unit3&4Charges
Accounting $10 $10
Art $100 $100
Art-ArtKit $100 $100
Biology $25 $25
BusinessManagement $10 $10
Chemistry $30 $30
Dance $30 $30
Drama $30 $30
Economics $10 $10
English $30 $30
EnglishAsAnAdditionalLanguage(EAL) $30 $30
EnvironmentalScience $30 $30
ExtendedInvestigation - $50
FoodStudies $120 $120
Geography $20 $20
HealthandHumanDevelopment $20 $20
History $10 $10
IndustryandEnterprise $10 $10
InformationTechnology-Computing $10
InformationTechnology-SoftwareDevelopment/DataAnalytics - $10
Languages–Italian $20 $20
Languages–JapaneseSecondLanguage $20 $20
LegalStudies $10 $10
Literature $30 $30
-GuestSpeaker - $20
FoundationMathematics (1&2) $20 -
FurtherMathematics(3&4) - $20
SpecialistMathematics $20 $20
GeneralMathematics(1&2) $20 -
MathematicalMethods $20 $20
UniversityMathematics(Year12) - $20
Media $50 $50
MusicPerformance $30 $30
MusicInvestigation $30 $30
InstrumentalMusic $225 $225
OutdoorandEnvironmentalStudies $20 $20
EquipmentHire,ExcusrsionandCamps +$500 +$500
Philosophy $15 $15
PhysicalEducation $20 $20
Physics $25 $25
ProductDesignandTechnology/Textiles/Materials $80 $80
Psychology $10 $10
StudioArts $100 $100
StudioArts-ArtKit $100 $100
SystemsEngineering $50 $50
TheatreStudies $30 $30
VisualCommunicationDesign $100 $100
VisualCommunicationDesign-DesignKit $100 $100
Australian Youth Allowance–FinancialsupportprovidedbytheFederalGovernmenttostudents16yearsandover,enrolledinfulltimestudy,toencourageandassistthemtocontinuetheirstudies.
Campus–Mosttertiaryinstitutionshavemorethanoneteachingsite.Eachsiteiscalleda‘campus’eg.VictoriaUniversityhascampusesatMelton,Footscray,WerribeeandStAlbans.
Credit Transfer–ThisisasystemwherepartsofyourVCEworkcanbecountedaspartofyourstudiestowardsaVETCertificateandviceversa.
Degree–ACourseofStudy,usuallyofthreeorfouryearsfulltimestudy,completedafterVCE,ataCollegeorUniversity.
ATAR–StandsforAustralianTertiaryAdmissionRank.Theoverallrankingonascaleofzeroto99.95thatastudentreceivesbasedonhis/herstudyscores.TheATARiscalculatedbyuniversitiesandTAFEinstitutestoselectstudentsforcourses.FormerlyknownasEquivalentNationalTertiaryEntranceRank(ENTER).
GAT–GeneralAchievementTest.AllstudentsundertakingoneormoreLevel3/4subjectsmustsitforthistestinJuneeveryyear.Itspurposeistoprovideameasureofhowwellyourteachersareassessingyourworkinschoolbasedassessment.ItmayalsobeusedtohelpinthestatisticalmoderationofcourseworkinLevel3/4units.Itisnotmeanttomeasureyourability,unlessyouneedtoapplyforaDerivedExaminationScore.
Commonwealth Supported Place (CSP)–referstothepaymenttertiarystudentsmaketowardsthecostofatertiarycourse.Paymentcanbedeferreduntilaftergraduation.
Open Days–MostColleges,UniversitiesandTAFEInstitutesareopentothepublicforinspectiononatleastonedayoftheyear.Manyconductguidedtours,havepubliclecturesanddisplays.
Outcome–ShortforLearningOutcome,thisiswhatyoumustknoworbeabletodowhenyoufinishaunit.Tosatisfactorilycompleteaunityoumustsatisfactorilyachieveallofitsoutcomes.
G L O S S A R YPrerequisite–Thisisaunitorunitsyoumustpassinordertobeeligibleforadmissiontoacourse.
School-assessed Coursework–ThisisworkthatisprescribedbyVCAAtobecompletedinUnit3/4LevelUnits.Itisassessedbyyourteachersbutis‘moderated’byastatisticalmethodthatcomparesthestudents’schoolresultswiththeirindividualassessment.School-assessedTasksarecompletedinTechnologyandStudioArtssubjects.
TAFE–StandsforTechnicalandFurtherEducationandtherearemanyTAFEInstitutesthroughoutVictoria.TAFEoffersshortcourses,apprenticeshiportraineeshiptraining,andarangeofcoursesrangingfromCertificate1toAdvancedDiplomaCourses.
VCAA–VictorianCurriculumandAssessmentAuthority.TheorganisationresponsibleforthecurriculumandadministrationoftheVCE–http://www.vcaa.vic.eud.au/
VICTER–ThisisshortforVictorianTertiaryEntranceRequirements.TheVictorianTertiaryAdmissionsCentreprintsalistoftheseeachyear.Thelistsetsouttheentrancerequirementsforhighereducationtwoyearsinadvance.InJuly,2017theyprintthe2018VictorianTertiaryEntranceRequirements.
VTAC–StandsforVictorianTertiaryAdmissionsCentre,whichorganisestheprocessbywhichstudentsapplyandareselectedfortertiaryandTAFEDiplomaCourses–http://www.vtac.edu.au/
VTAC Guide–ThisisabookletforYear12VCEstudentsandcontainsadescriptionofeachVictorianUniversityandTAFEInstitutesDiplomaCourse.ItispublishedinAugustofeachyear.
VET–VocationalEducationandTraining–AsetofcertificatecoursesthatcanbecompletedalongwiththeVCE.VETcoursesgenerallyinvolvespendingonedayeachweekataTAFEInstitute.
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Some Non-School Courses
Advanced Certificates–Thesepreparestudentsforsupervisorypositionsinlargerorganisations,runningsmallbusinesses,assistingprofessionalsoroperatinginahighleveltechnicalcapacity.TheyareusuallycompletedintwoyearspostYear11oroneyearpostYear12viafull-timeorequivalentpart-timestudy.
Apprenticeships–Theseareawaytolearnatradeorvocationandtobepaidwhilelearning.Theyareusuallyofthreetofouryearduration,combiningonthejobandTAFEtraining.
Certificate Courses–Theseareskillsbasedandqualifypeopletoundertakeworkthatoftenrequirescomplexskills.TheyareusuallycompletedinsixmonthstooneyearpostYear10study,orequivalentpart-timestudy.
Traineeships–TheGovernmentsubsidisesthetrainingofanumberofyoungpeopletoenablethemtobepart-timeemployedandtrainedonthejob;andpart-timetostudyinaTAFEInstitute.PreferenceisgiventopeoplewhohavenotsuccessfullycompletedYear12.ThetotalleadstotheawardofaCertificateofVocationalStudies.Theyareoftwelvemonthsduration.