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CONT ENT S Welcome to theVCE 3
WhorunstheVCE? 3
ThestructureoftheVCE 3
VCEcourserequirements 4
Satisfactorycompletion 4
VCEAssessment 4
ATAR 4
Constructing your course 5
Readinglist 6
Who toask forhelp 6
VCE Subjects offered at Mullauna 7
SubjectDescriptions 8
Practice VCE unit selections 48
VETInformation 49
This edition published June 2017
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WEL COMETOTHEV CETheVictorianCertificateofEducationisachallenging experience. It is also an enjoyable andmaturingexperience.Mostpeoplewhoattemptitsucceedinsatisfactorilycompletingitsrequirements.Thishandbook isdesignedtohelpyoumakeagoodstart. It introducesyoutothestructure/requirementsoftheVCEandsubjects/coursesoffered atMullauna so that you candesigntherightcourseforyourneeds.Thehandbookisasmallbutimportantpartoftheinformationyou’llreceivethisyear-so readitcarefully.Donotbeafraidtoaskquestions.Goodluckwithyourdecision-makingandwelcometotheVCE.
WHO RUNS THE V CE ?WhiletheCollegeadministerstheVCEattheschoollevel, atthestateleveltheVictorianCurriculumandAssessment Authority(VCAA)isthebodythatsetsdownallthe requirementsfortheVCE.TheCollegecannotvarythese requirements.WhenyouenrolintheVCEatMullaunayou willalsoenrolwiththeVCAAandindoingsoyouwill agreetofollowallof itsregulations,aswellasthoseofthe College.StudentswillreceiveaVCEStudentHandbook outliningtheseregulations.
THEST R UCTUR EOFT HEV CETheVCEisatwo-yearcourseofstudy:Year11
InYear11studentsatMullaunamustattempt12unitsofstudyovertheyearasfollows:•SixUnit1studiesinSemester1•SixUnit2*studiesinSemester2
*While it ispossibletochangestudiesat theendofUnit1itisexpectedthatstudentswillfollowthroughtoUnit2ineachstudy.
Year12InYear12,studentsmaydo12unitsbutmostattempt10unitsovertheyearasfollows:
• FiveUnit3studiesinSemester1• FiveUnit4studiesinSemester2• YoumustdoUnits3+4ofanEnglishplus4other3+4studies,ie.FiveUnit3+4sequences.• TheminimumnumberofstudiesyoucandoinYear12isanEnglishUnits3+4plusthreeotherUnit
3+4studies,ie.FourUnit3+4sequences.AnylessandyoucannotgettheVCEoranAustralianTertiaryAdmissionRanking(ATAR).
• AllUnit3+4studiesaresequential(ie.youcannotdothemindividually)
ThismeansthatmoststudentsatMullaunawillattempt22unitsover the twoyears.
AcceleratedVCESubjects
Year11studentsmayattemptoneUnit3+4studyinYear11.Year10studentsmayattemptoneUnit1+2studyinYear10.Thereisanapplicationprocessthatstudentsneedtocomplete.
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VCECOUR SER EQU I R EMENT SThecourseovertwoyearsmustincludefourunitsofEnglishorEAL.Theremainingchoicesareuptoyou.
SAT I SFACT ORYCOMPL ET I ONInordertogainyourVCEyoumustmeetthefollowingrequirementsovertwoyears:
• Obtainan“S”in16unitsofstudy(rememberyouwillattempt22unitsofstudy)
• Obtainan“S”in3unitsofanEnglish(includinganEnglishUnit3+4ifyouwantanATAR)• Obta in an “S”inatleastthreesequencesofUnits3+4inadditiontoEnglish.
Thedecisions toawardan“S”or“N”aretotallyschoolbased.
VCEA SSE SSMENTUnits1and2Outcomesareassessedat school levelbyyour teachers,usingassessment tasksandmarkingsystemsdecidedonbytheschool(usingadvicefromtheVCAA).ItisCollegepolicytohave internalexaminations atYear 11.
Units3and4SchoolAssessmentOutcomesareassessedat school levelbyyour teachers,usingdesignatedSchoolAssessedCourseworkandSchoolAssessedTaskswhicharesetdownbytheVCAA.OutcomesandtheSchoolAssessedCourseworkusedtoassessthemareallocatedmarksby theVCAAaddingupto100formostunits(3+4).
Unit3and4ExaminationsExternalExamsareanimportantpartoftheVCE. Eachstudyincludesoneexamination.Examinationsmaycontributeatleast50%tothestudyscore.Aswellasbeingapartofyourstudyscore,examswillbeusedtomoderateyour subject’sschoolresultsalongwiththeGAT.
General Achievement Test (GAT)TheGATisatestofgeneralabilitywhichallUnit3+4studentsareexpectedtodo.TheVCAAissuesabookletforUnit3+4studentsexplainingthedetailsoftheGATeachyear.YouwillreceiveGATpracticeatschoolpriortothetest.TheCollegealsotimetablesapracticeGATforallstudentsundertakingaUnit3/4subject.
ATAR
TheVictorianTertiaryAdmissionsCentre(VTAC)calculatesthe ATAR, and it is used by universities and TAFECollegestoselectstudentsforcourses. It isanumberbetween0and100basedonUnit3+4studyscoresafterscalingbyVTAC.Itiscomplextoexplainhowitiscalculatedbutifyou’re interestedtheVTACwebsiteprovidesmoreinformation.
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CONSTRUCTINGYOURCOURSE NowyouhaveanunderstandingoftheVCEyoucanstart constructingyourownVCEcourse.
1. BeginwithYourself
Your InterestsWhichstudieshaveyouenjoyedthemost inthepast,whathobbiesdoyouhavewhichmightbereflectedinVCEstudiesandwhatstudiesdoyouthinkwouldmatchyourinterests?YourabilitiesWhichstudieshaveyouperformedbestat?Yourresultsare agoodindicatorhere.Itisusefultodrawupalistofstudiesyouhavedonewell inandconsiderwhether theseare theonesyouwishtogofurtherwith.YourneedsWhichstudiesdoyouneedforjobsand/oruniversityorTAFEcoursesthatyouhopetogoontoafterleavingschool?Ifyoudonotknowwhatyouwanttodoyoushoulddosomethinkingandsomeresearchinordertomakeyourmindup.Onceyouhavemadeabroaddecisionthenyoucanfindouttheprerequisites, or compulsorystudies you need to get intoyourchosenarea.Ifyouarestillnotsurethengowiththosestudieswhichreflectyourinterestsandabilities.
2. What theCollegeOffersExaminethelistofstudiesthatMullaunaoffersonpage7. Selectfromthelistthestudiesyouareinterestedinandthen turntopages8to57(theyareinalphabeticalorder)tofindmoredetailoneachone.Nowuseahighlighterpentomark thestudiesthatyoumightconsideraspartofyourVCEcourse. Inthiswayyouwilldesignyourowncourseorprogramsubjectbysubject.
3. VocationalEducationandTraining(VET)CoursesOneofthemajorchangesinrecentyearsintheVCEistheincorporationofVETintothemainstreamVCE.MullaunaCollegeisofferingsomeVCE/VETcoursesandaccesstoothersintheMullumCluster. Seepage60foralistoftheprogramsoffered.Theseprogramsofferstudents:
• StudywhichcancounttowardscompletingtheVCE
• Anationally accredited Certificate in theparticularvocationalarea.• Scored VET studies may be included in the best four component of the ATAR. Unscored VET
studiesmayprovide10%of thebest four average.
4. OtherVitalInformation4.1There are some studieswiththesametitle thatusedifferentmaterials. Forthesestudiesyoucangetcreditonceonly in theVCE.4.2 as you select your studiesbeaware thatmanyTertiarycoursesgivebonusesorincrementsforcertainstudies.Therearesomanyandtheyvarysomuchthatitis impossibletolistthemhere.SimplybeawareofthesestudieswhenyouinvestigatetheTertiarydestinationsyouareaimingat.InformationrelatingtobonusesorincrementsisavailablefromtheCareersOffice.4.3 able studentsare encouraged to takesixUnit 3+4StudiestomaximisetheirATAR.Thebestwaytodothisis totakeoneUnit3+4StudyinYear11.InadditiontoenhancingyourATARthisalsointroducesyoutotheassessmentprocessesrelatedtoUnit3+4Studies.4.4 able students in Year 10areencouraged toattemptoneUnit1+2study.Thereisaselectionprocess forthisattheendofyear9.InadditiontointroducingtheassessmentprocessesrelatedtotheVCE,thisoptionalsopreparesstudents for takingaUnit3+4study inYear11, thusenhancingtheirATARscoreinYear12.
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5. Information for the CollegePromotionPolicy
PromotiontoYear11InordertogainpromotionfromYear10to11,astudentmust satisfactorilycompleteaminimumof12unitsoutofthetotalof14semesterunitsundertakeninYear10.Units satisfactorily completed must include:
• TwounitsofEnglish• OneunitofMathematics
PromotiontoYear12InordertogainpromotionfromYear11toYear12,studentsmustsuccessfullycompleteaminimumof8ofthetotalof12semesterunitsundertaken inYear11.
R EADI NG LI STThefollowingresourcesprovidemoreinformationontertiarycourseprerequisites
• 2015JobGuide.• 2016VTACGuide.• ComputerPrograms:JAC,OZJAC,COURSELINK(available on-line at www.vcaa.vic.edu.au)• TertiaryEntranceRequirementsasprintedindailynewspapers:• Year10published late July for3yearshence.• Year11published late July for2yearshence.
WHOTOASKFORHEL P1. TherewillbeplannedactivitiessuchastheYear10 Information Night,VCEInformation
NightandCounselling sessionsinwhichyouwillreceivehelptodesign your course.2. Classroomteachersshouldbe the firstpeopleyou talktoaboutyourpotential in
particularstudies. 3. Thefollowingstaffareavailableforanyspecifichelpyou need:
• Years10,11,12Coordinators.• JennyCollins-VETcoordinator• SusanneMorelli – Careers Coordinator.
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V CE AT MUL L AUNA COL L EGE
VCERequirementsThefollowingconditionsmustbemetwhenstudentsselecttheirVCEsemesterunitsforYears11(Units1+2)and12 (Units3+4):
• Studentsmustdo4unitsofEnglishorEAL
• StudentsmusthaveaUnit3&4EnglishorEALsequence
• Studentsmusthave3othersequencesofunits3+4intheirVCE.ThefollowingVCEsubjects*areoffered:AccountingBiologyBusinessManagementChemistry Computing(1+2) FoodStudiesGerman(viaDistanceEducation)Health & Human DevelopmentHistory -TwentiethCentury (1+2)LegalStudiesMathematics (1+2)- FoundationMathematics- GeneralMathematicsor- MathematicalMethods(CAS)Mathematics (3+4)- FurtherMathematics- MathematicalMethods(CAS)- SpecialistMathematics(deliveredbyVVLN) MediaPhysicalEducationPhysicsPsychologyStudioArtsVisualCommunication&Design
*Pleasenotesubjectswillonlyrunifselectedbyenoughstudents.
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ACCOUNTI NG Units1+2
CourseDescriptionThissubjectfocuseson:
• Theproceduresaccountants followtooperateasmallbusinesssuccessfully.• Howtheydealwiththefinancesofasmallbusiness.• Howtransactionsarerecorded.• Howtheperformanceandfinancialstandingsofthebusinessarereportedtointerestedusers.• Howbusinessesneedtoplanforthefutureandtheimportanceofeffectivedecision-making.• ICTisutilised inallunitsofAccounting.(QuickBooksandXLbeing the focus)
Unit1-FinancialManagementIntroduceshowServicefirmsstartout,howtheymonitortheir revenues andexpenses and takes into accounthow topricethecommoditiestheydealin. Considerationisgiventotheneedtoclassifywithintheaccountingprocess–focusingessentially on recording and reporting.Other areas covered includecashcontrol,investmentopportunities,sourcesof finance and taxation.OutcomesInthissubjectyouwill:
• Completeavarietyofexercises/teststodisplayyourunderstandingoftherecordingandreportingprocessofaTradingfirm.
• CompletearesearchprojectontherecordingandreportingprocessofaTradingfirmusingICT.• Complete a folioof exercises/classpresentations inrelation toevaluating theprofit/lossperformance
of aTradingfirm.Unit2-FinancialoperationsExpandsontheknowledgeacquiredinUnit1,introducingTradingfirms,howtheyrecordforthestocktheydealin,whattheyhavetodowhentheyenterintocredittransactions.Otherareasconsideredinclude:whathappensattheendofreportingperiods,howbusinessesevaluatetheirprofit/lossperformance,financialstandingandintroducestheYear12 considerationofdoubleentry.OutcomesInthissubjectyouwill:
• Completeavarietyofexercises/teststodisplayyourunderstandingoftherecordingandreportingprocessofaTradingfirm.
• CompletearesearchprojectontherecordingandreportingprocessofaTradingfirmusingICT.• Complete a folioof exercises/classpresentations inrelation toevaluating theprofit/lossperformance
of aTradingfirm.
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ACCOUNTI NG Units3+4
CourseDescriptionThissubjectfocuseson:
• Theproceduresaccountantsfollowtooperateasmallbusinesssuccessfully.• Howtheydealwiththefinancesofasmallbusiness.• Howtransactionsarerecorded.• Howtheperformanceandfinancialstandingsofthebusinessarereportedto
interestedusers.• Howbusinessesneedtoplanforthe futureandtheimportanceofeffectivedecision-
making.• ICTisutilised inallunitsofAccounting.(QuickBooksandXLbeing the focus)• SingleentryrecordingversusDoubleentryrecording.
Unit3-FinancialDecisionMakingIntroducesDoubleentryrecordingfortradingfirmsusing theaccrualbasisofAccounting.Thisincludesperpetualstock, stock valuation and balance day adjustments.Considerationisgiventotheneedtoclassifywithinthe accountingprocess – focusing essentially onrecording and reporting.Other areas covered include credit transactions, complicationsintheaccountingsystem,assessmentof performanceandbudgeting.
OutcomesInthissubjectyouwill:
• Completestructuredquestions,testsandcasestudiesonrecordingfinancialdataintoadoubleentryaccrualbasedsystem. BothmanuallyandusingICT.
• Completeavarietyofexercises/tests/reportstodisplayunderstandingoftherecordingandreportingprocessrelatedtoBalanceDayAdjustments(BDA).
Unit4-FinancialIssuesDevelopfurther,therecordingandreportingprocedures forasingleactivity,soletrader,requiringexplanationofcomplicationswhicharise.PrepareandanalyseBudgetsasatooltoimprovingtheperformanceofabusinessandevaluateperformance,suggestingwaystoachievefuturegoals.OutcomesInthissubjectyouwill
• Completestructuredquestions,testsandcasestudiesonrecordingfinancialdataintoadoubleentryaccrualbasedsystem. BothmanuallyandusingICT.
• Completeavarietyofexercises/tests/reportstodisplayunderstandingoftherecordingandreportingprocessrelatedtoBalanceDayAdjustments(BDA).
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BI OL OGY Units1+2CourseDescriptionContentBiologyUnit1+2explorestheprocessesoflife,fromthemolecularworldofthecelltothatofthewholeorganismandhowlifeismaintained.Itcoversthedynamicrelationshipsbetweenorganismsandtheirinteractionswiththenon-livingenvironment.Unit1-Howdolivingthingsstayalive?Thisunitfocuseson:
• Cellsize,structureandfunction• Crossingtheplasmamembrane• Energytransformations• Astudyofaselectedfunctioningsysteminamammalandinaplant• Survivalthroughadaptationsandregulation• Organizingbiodiversity• Relationshipsbetweenorganismswithinanecosystem
OutcomesInthisunityouwill:
• Useappropriatebiologicallanguagetocommunicatetheirideas• Describethestructuresandprocessesinvolvedincellularfunctioning• Detailthefunctionsofaselectedmammaliansystemandaplantsystem• Planandundertakebiologicalinvestigations• Explaintherelationshipbetweenthefeaturesoforganismsandtheirfunctions• Analyseandevaluatedata,methodsandscientificmodels• Designandundertakeaninvestigationrelatedtothesurvivalofanorganismorspecies,anddrawconclusions
basedonevidencefromcollecteddata.Unit2:Howiscontinuityoflifemaintained?Thisunitfocuseson:
• Asexualandsexualreproduction• Cellgrowthandcelldifferentiation• Genomes,genesandchromosomes• Genotypesandphenotypes• Geneticinheritanceandgeneticdecision-making
OutcomesInthisunityouwill:
• Useappropriatebiologicallanguagetocommunicatetheirideas• Describehowgenesareresponsibleforcharacteristicsobserved• Planandundertakebiologicalinvestigations• Outlinehowgeneticcharacteristicsareinherited• Analyseandevaluatedata,methodsandscientificmodels• Investigateindetailageneticissue
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BI OL OGY Units3+4CourseDescriptionUnit3+4Biologydrawsonincreasinglyspecialisedfieldsofbiosciencesuchasbiochemistry,neuroscience,genetics,evolutionarybiology,andmolecularbiology.Unit3:Howdocellsmaintainlife?Thisunitfocuseson:
• Theworkingsofthecellfromseveralperspectivestounderstandthecapabilitiesandthelimitationsoflivingorganismswhetheranimal,plant,fungusormicroorganism.
• Keymoleculesandbiochemicalpathwaysinvolvedincellularprocessesbothwithinthecellandbetweencells.• Thehumanimmunesystemandtheinteractionsbetweenitscomponentstoprovideimmunitytoaspecific
antigen.OutcomesInthisunityouwill:
• Explainthedynamicnatureofthecellintermsofkeycellularprocessesincludingregulation,photosynthesisandcellularrespiration,andanalysefactorsthataffecttherateofbiochemicalreactions.Thisoutcomeincudes2practicalexperimentsandreports.
• Applyastimulus-responsemodeltoexplainhowcellscommunicatewitheachother,outlinehumanresponsestoinvadingpathogens,distinguishbetweenthedifferentwaysthatimmunitymaybeacquired,andexplainhowmalfunctionsoftheimmunesystemcausedisease.
• Carryoutaninvestigationrelatedtobiologicalchangeand/orcontinuity.Thefindingsoftheinvestigationarepresentedinascientificposterformat.
Unit4:Howdoeslifechangeandrespondtochallengesovertime?Thisunitfocuseson:
• ThecontinualchangeandchallengestowhichlifeonEarthhasbeensubjectedbyexaminingchangeinlifeforms,investigatingtherelatednessbetweenspeciesandconsidertheimpactofvariouschangeeventsonapopulation’sgenepool.
• Thestructuralandcognitivetrendsinthehumanfossilrecordandtheinterrelationshipsbetweenhumanbiologicalandculturalevolution.
• Thebiologicalconsequences,andsocialandethicalimplications,ofmanipulatingtheDNAmoleculeandapplyingbiotechnologiesforboththeindividualandthespecies.
OutcomesInthisunityouwill:
• Analyseevidenceforevolutionarychange,explainhowrelatednessbetweenspeciesisdetermined,andelaborateontheconsequencesofbiologicalchangeinhumanevolution.
• DescribehowtoolsandtechniquescanbeusedtomanipulateDNA,explainhowbiologicalknowledgeisappliedtobiotechnicalapplications,andanalysetheinterrelationshipbetweenscientificknowledgeanditsapplicationsinsociety.
• Carryoutaninvestigationrelatedtobiologicalchangeand/orcontinuity.Thefindingsoftheinvestigationarepresentedinascientificposterformat.
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BUSI NESS MANAGEMENT Units1+2CourseDescriptionInstudyingVCEBusinessManagement,studentsdevelopknowledgeandskillsthatenhancetheirconfidenceandabilitytoparticipateeffectivelyassociallyresponsibleandethicalmembers,managersandleadersofthebusinesscommunity,andasinformedcitizens,consumersandinvestors.ThestudyofBusinessManagementleadstoopportunitiesacrossallfacetsofthebusinessandmanagementfieldsuchassmallbusinessowner,projectmanager,humanresourcemanager,operationsmanagerorexecutivemanager.Unit1–PlanningaBusinessThisunitfocuseson:
• Howbusinessideasarecreated• Howconditionscanbefosteredfornewbusinessideastooccur• Gapsinthemarket,technologicaldevelopmentsandchangingcustomerneeds
OutcomesInthisunityouwill:
• Completeawrittentesttoexplainhowandwhybusinessideasarecreated• Investigatehowtheinternalenvironmentrelatestotheexternalenvironmentandtheeffectsofthis
relationshiponplanningabusiness.• Explorethefactorswithintheinternalenvironmentandconsiderhowplanningdecisionsmayhaveaneffecton
theultimatesuccessofabusiness.Unit2–EstablishingaSmallBusinessThisunitfocuseson:
• Thelegalandfinancialconsiderationsthatarevitaltoestablishingabusiness• Theimplicationsforthebusinessiftheserequirementsarenotmet• Theessentialfeaturesofeffectivemarketing• Applyingkeyknowledgetocontemporarybusinesscasestudies
OutcomesInthisunityouwill:
• Explaintheimportanceofestablishingabusinessthatcomplieswithalllegalandfinancialrequirements• Developamarketingplan.• Undertakeananalysisofthestaffingneedsofabusinessandevaluatethebenefitsandlimitationsof
managementstrategiesinthisarea.
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BUSI NESS MANAGEMENT Units3+4CourseDescriptionInstudyingVCEBusinessManagement,studentsdevelopknowledgeandskillsthatenhancetheirconfidenceandabilitytoparticipateeffectivelyassociallyresponsibleandethicalmembers,managersandleadersofthebusinesscommunity,andasinformedcitizens,consumersandinvestors.ThestudyofBusinessManagementleadstoopportunitiesacrossallfacetsofthebusinessandmanagementfieldsuchassmallbusinessowner,projectmanager,humanresourcemanager,operationsmanagerorexecutivemanager.Unit3–ManagingaBusinessThisunitfocuseson
• Thekeycharacteristicsofbusinessesandtheirstakeholders• Thepotentialconflictsbetweenandthedifferentdemandsofstakeholdersonabusiness• Arangeofmanagementstylesandmanagementskillsthatmaybeused• Applyingtheseconceptstocontemporarybusinesscasestudies
OutcomesInthisunityouwill:
• Answerstructuredquestionsthatwilltestyourknowledgeofvariousbusinessesandtheirstakeholders• Betestedonyourabilitytorecallinformationaboutmanagingemployeesaffectively,includingvarious
motivationfactors• Analysearealbusinesstoassesshoweffectiveitsoperationsmanagementfunctionis.
Unit4–TransformingaBusinessThisunitfocuseson:
• TheuseofKeyPerformanceIndicators(KPIs)• Models&strategiestoundertakeandmanagechange• Theimportanceofleadershipinchange• Arecentcasestudyandapplyingtheorytothepracticalexample
OutcomesInthisunityouwill:
• Answerstructuredquestionsthatwilltestyourknowledgeofwhychangeoccurs,useKPIstoevaluateperformanceasaresultofchange
• Betestedonyourabilitytorecallinformationabouttheeffectivenessofavarietyofstrategiesusedbymanagerstoimplementchangeandtheeffectofchangeonstakeholdersofabusiness
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CHEMI ST RY Units 1+2 CourseDescriptionThissubjectfocuseson:
• Whatmakesuptheworldaroundus,andthechemicalprocessesinvolved.• Chemicaltheoriesandmodelsareusedtoexplainchemicalreactions.• Theproductionanddevelopmentofenergy,clearairandwater,food,medicineandnewmaterials.
Unit1–Howcanthediversityofmaterialsbeexplained?Thisunitfocuseson:
• Elements,matterandthePeriodicTable• Covalentmolecules• ResearchInvestigation
OutcomesInthisunityouwill:
• Studentsshouldbeabletorelatethepositionofelementsintheperiodictabletotheirproperties,investigatethestructuresandpropertiesofmetalsandioniccompounds,andcalculatemolequantities.
• Studentsshouldbeabletoinvestigateandexplainthepropertiesofcarbonlatticesandmolecularsubstanceswithreferencetotheirstructuresandbonding,usesystematicnomenclaturetonameorganiccompounds,andexplainhowpolymerscanbedesignedforapurpose.
• Studentsshouldbeabletoinvestigateaquestionrelatedtothedevelopment,useand/ormodificationofaselectedmaterialorchemicalandcommunicateasubstantiatedresponsetothequestion.
Unit2–Whatmakeswatersuchauniquechemical?Thisunitfocuseson:
• Water• PracticalInvestigation
OutcomesInthisunityouwill:
• Studentsshouldbeabletorelatethepropertiesofwatertoitsstructureandbondingandexplaintheimportanceofthepropertiesandreactionsinwaterinselectedcontexts.
• Studentsshouldbeabletomeasuretheamountofdissolvedsubstancesinwaterandanalysewatersamplesforsalt,organiccompounds,acidsandbases.
• Studentswilldesignandundertakeaquantitativelaboratoryinvestigationrelatedtowaterqualityanddrawconclusionsbasedonevidencefromcollecteddata.
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CHEMI ST RY Units3+4CourseDescriptionThissubjectfocuseson:
• Theoptionsforenergyproduction• Optimisingtheyieldofachemicalproduct.• Explainingandcategorisingcarboncompounds• Thechemistryoffood
Unit3:Howcanchemicalprocessesbedesignedtooptimiseefficiency?Thisunitfocuseson:
• Chemicalenergyresources• Electrolyticreactions• Analysisofmanufacturingprocesses
OutcomesInthisunityouwill:
• Analyseandcomparefuelsquantitativelywithreferencetocombustionproductsandenergyoutputs.• Applyknowledgeoftheelectrochemicalseriestodesign,constructandtestgalvaniccells.• Applyrateandequilibriumprinciplestopredicthowtherateandextentofreactionscanbeoptimised.• Explainhowelectrolysisisinvolvedintheproductionofchemicalsandtherechargingofbatteries.
Unit4:Howareorganiccompoundscategorised,analysedandused?Thisunitfocuseson:
• Organiccompounds• Foodmolecules• Astudentdesignedpracticalinvestigation
OutcomesInthisunityouwill:
• Comparethestructuresandreactionsofthemajororganicfamiliesofcompoundsanddesignreactionpathwaysforthesynthesisoforganicmolecules.
• Deducethestructureoforganiccompoundsusinginstrumentalanalysisdata• Distinguishthechemicalstructuresofkeyfoodmolecules,analysethechemicalreactionsinvolvedintheir
metabolismandcalculatetheirenergycontentusingcalorimetry.
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COMPUTING Units1+2Unit1CourseDescriptionThefocusofthisunitisonhowdata,informationandnetworkeddigitalsystemscanbeusedtomeetarangeofusers’currentandfutureneeds.OutcomesInthisunityouwill:
• Beabletoacquire,secureandinterpretdata,anddesignanddevelopagraphicsolutionthatcommunicatesthefindingsofaninvestigation.
• Beabletodesignanetworkwithwirelesscapabilitythatmeetsanidentifiedneedoropportunity,explainitsconfigurationandpredictrisksandbenefitsforintendedusers.
• Beabletodesignanddevelopawebsitecollaborativelywithothersthatpresentsananalysisofacontemporaryissueandtheteam’spointofviewontheissue.
Unit2CourseDescriptionThefocusofthisunitisondataandhowtheapplicationofcomputational,designandsystemsthinkingskillssupportthecreationofsolutionsthatautomatetheprocessingofdata.OutcomesInthisunityouwill:
• Beabletodesignworkingmodulesinresponsetosolutionrequirements,anduseaprogrammingorscriptinglanguagetodevelopthemodules.
• Beabletoapplytheproblem-solvingmethodologyanduseappropriatesoftwaretoolstoextractrelevantdataandcreateadatavisualisationthatmeetsaspecifieduser’sneeds.
• Beabletoapplytheproblem-solvingmethodologytocreateasolutionusingdatabasemanagementsoftware,andexplainthepersonalbenefitsandrisksofinteractingwithadatabase.
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E NGL I SH Units 1+2 CourseDescriptionThestudyofEnglishcontributestothedevelopmentofliterateindividualscapableofcriticalandcreativethinking.Studentsengagewithtextsfromthecontemporaryworldandfromthepast,andusingtextsfromAustraliaandfromothercultures,studentsfurtherdevelopasenseofthemselves,theirworldandtheirplacewithinit.Englishhelpsequipstudentsforparticipationinademocraticsocietyandtheglobalcommunity.Thisstudyalsodevelopsstudents’abilitytocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.Unit1Oncompletionofthiscoursestudentsareableto:
• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.
OutcomesInthisunitstudentswill:
• Readandcreatetexts:oneanalyticalandonecreativeresponsetosettexts.• Analyseandpresentanargument:awrittenanalysisoftheuseofargumentandpersuasivelanguageintexts
aswellasanoralpresentationintendedtopositionanaudience.
Unit2Oncompletionofthiscoursestudentsareableto:
• Comparethepresentationofideas,issuesandthemesintexts• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts• Createtheirowntextsintendedtopositionaudiences• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.
OutcomesInthisunitstudentswill:
• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Analyseandpresentanargument:awrittenanalysisoftheuseofargumentandpersuasivelanguageintexts
aswellasawrittenpersuasivetextthatpresentsanargumentorviewpoint.
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E NGL I SH Units 3+4 CourseDescriptionTheEnglishlanguageiscentraltothewayinwhichstudentsunderstand,critiqueandappreciatetheirworld.InthesubjectofEnglish,studentsrefinetheirlanguageskillsthroughthinking,reading,writing,speakingandlistening.StudentsextendtheircompetenceinusingStandardAustralianEnglishtomeetthedemandsoffurtherstudy,theworkplace,andtheirownneedsandinterests.Theycommunicateideas,feelings,observationsandinformationeffectively,bothorallyandinwriting,toarangeofaudiences.Unit3Oncompletionofthiscoursestudentsareableto:
• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Explainchoicestheyhavemadeasauthors;• Analysehowtheauthorsoftextscreatemeaningandunderstandthedifferentwaysinwhichtextscanbe
interpreted;• Applytheconventionsoforalpresentationinthedeliveryofspokentexts;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.
OutcomesInthisunitstudentswill:
• Readandcreatetexts:oneanalyticalandonecreativeresponsetosettexts.• Analyseandcomparetheuseofargument:awrittenanalysisoftheuseofargumentandpersuasive
languageintextsthatpresentapointofviewonacurrentmediaissue.Unit4Oncompletionofthiscoursestudentsareableto:
• Comparethepresentationofideas,issuesandthemesintexts• Understandthefeaturesofcomparativeanalysis:structure,conventionsandlanguage,includingrelevant
metalanguage• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts• Createtheirowntextsintendedtopositionaudiences• Developtheirskillsincreatingwritten,spokenandmultimodaltexts.
OutcomesInthisunitstudentswill:
• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Constructasustainedandreasonedpointofview:anoralpresentationusingsoundargumentand
persuasivelanguageonacurrentissuewithawrittenstatementarticulatingtheintentionofdecisionsmadeintheplanningprocess.
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ENGL I SH AS AN ADDI T I ONAL L ANGUAGE Units1+2CourseDescriptionEALrecognisesandvaluesthesocialandculturaldiversityofstudentswhocomefromalanguagebackgroundotherthanEnglish.Thissubjectextendsthekeyskillsofreading,writing,creativeandcriticalthinking,andspeakingandlistening.Thecoursesupportsafocusonlearningsituationsinwhichstudentstakeanincreasingresponsibilityfortheirownlearning.TheEALcurriculumenablesstudentstodrawontheirlanguageproficiencytomeetthedemandsoffurtherstudy,theworkplace, and their ownneeds and interests.Thisstudyalsodevelopsstudent’sabilitytocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.Unit1Oncompletionofthiscoursestudentsareableto:
• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts;• Developlisteningskillsandcomprehensionofspokentexts.
OutcomesInthisunitstudentswill:
• Readandcreatetexts:oneanalyticalandonecreativeresponsetosettexts.• Analyseandpresentanargument:shortresponseanswersandawrittenanalysisoftheuseofargumentand
persuasivelanguageintexts,includingspokentext,aswellasanoralpresentationintendedtopositionanaudience.
Unit2Oncompletionofthiscoursestudentsareableto:
• Comparethepresentationofideas,issuesandthemesintexts;• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts;• Developlisteningskillsandcomprehensionofspokentexts.
OutcomesInthisunitstudentswill:
• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Analyseandpresentanargument:awrittenanalysisoftheuseofargumentandpersuasivelanguageintexts,
includingspokentext,aswellasawrittenpersuasivetextthatpresentsanargumentorviewpoint.
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ENGL I SH AS AN ADDI T I ONAL L ANGUAGE Units3+4 CourseDescriptionEALrecognisesandvaluesthesocialandculturaldiversityofstudentswhocomefromalanguagebackgroundotherthanEnglish.Thissubjectextendsthekeyskillsofreading,writing,creativeandcriticalthinking,andspeakingandlistening.EALsupportsafocusonlearningsituationsinwhichstudentstakeanincreasingresponsibilityfortheirownlearning.Thecurriculumenablesstudentstodrawontheirlanguageproficiencytomeetthedemandsoffurtherstudy,theworkplace, and their ownneeds and interests.Theycommunicateideas,feelings,observationsandinformationeffectively,bothorallyandinwriting,toarrangeofaudiences.Unit3Oncompletionofthiscoursestudentsareableto:
• Readandrespondtotextsanalyticallyandcreatively;• Analyseargumentsandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Explainchoicestheyhavemadeasauthors;• Analysehowtheauthorsoftextscreatemeaningandunderstandthedifferentwaysinwhichtextscanbe
interpreted;• Applytheconventionsoforalpresentationinthedeliveryofspokentexts;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts• Developlisteningskillsandcomprehensionofspokentexts.
OutcomesInthisunityouwill:
• Readandcreate:oneanalyticalandonecreativeresponsetosettexts.• Analyseandcomparetheuseofargument:shortresponsequestions,noteformsummariesandawritten
analysisofargumentandpersuasivelanguage.• Comprehendaspokentext:shortresponseanswersandnoteformsummariesinresponsetospokentexts.
Unit4Oncompletionofthiscoursestudentsareableto:
• Comparethepresentationofideas,issuesandthemesintexts;• Understandthefeaturesofcomparativeanalysis:structure,conventionsandlanguage,includingrelevant
metalanguage;• Analyseargumentspresentedandtheuseofpersuasivelanguageintexts;• Createtheirowntextsintendedtopositionaudiences;• Developtheirskillsincreatingwritten,spokenandmultimodaltexts;
OutcomesInthisunitstudentswill:
• Readandcomparetexts:awrittencomparativeanalyticalresponsetosettexts.• Constructasustainedandreasonedpointofview:anoralpresentationusingsoundargumentand
persuasivelanguageonacurrentissuewithawrittenstatementarticulatingtheintentionofdecisionsmadeintheplanningprocess.
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FOOD STUDIES Units1+2
CourseDescriptionThissubjectfocusesonfoodfromhistoricalandculturalperspectives.Studentswillinvestigatetherolesoffoodthroughtimeandacrosstheworld.PracticalworkisintegraltoFoodStudiesandincludescooking,demonstrations,creatingandrespondingtodesignbriefs,dietaryanalysis,foodsampling,tastetesting,sensoryanalysis,productanalysisandscientificexperiments.Unit1–FoodoriginsThisunitfocuseson:
• Exploringfoodfromaroundtheworld.• Theoriginsandculturalrolesoffood,fromearlycivilizationsthroughtomoderntimes.• Exploringfactorsthatinfluencefoodavailability.• ThehistoryandcultureoffoodinAustralia.
OutcomesOncompletionofthisunitstudentsshouldbeableto:
• Identifyandexplainmajorfactorsinthedevelopmentofglobalfoodsupply.• Demonstrateadaptationsofselectedfoodfromearliercuisines.• DescribepatternsofchangeinAustralia’sfoodindustriesandcultures.• UsefoodsindigenoustoAustraliaandthoseintroducedthroughmigration.
Unit2–FoodmakersThisunitfocuseson:
• CommercialfoodproductioninAustralia,encompassingprimaryproductionandfoodprocessingandmanufacturing.
• Exploringfoodproductiononadomesticandsmallscale.
OutcomesOncompletionoftheunitsstudentsshouldbeableto:
• DescribeAustralia’smajorfoodindustriesandanalyserelationshipsbetweenfoodsuppliersandconsumers.• Compareandevaluatesimilarfoodspreparedindifferentsettings.• Designandcreateafoodproductthatillustratespotentialadaptationinacommercialcontext.
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FOOD STUDIES Units3+4
CourseDescriptionThissubjectfocusesonthemanyrolesandeverydayinfluencesoffood.Studentswillinvestigatethefunctionalpropertiesoffood,thephysiologyofeatingandappreciatingfoodandthemicrobiologyofdigestion.Theywillalsostudyinfluencesoffoodchoicesandhowindividualsrespondtofoodtrends.Challengesregardingfoodproductionandfeedingtheworld’spopulationareexamined.PracticalworkisintegraltoFoodStudiesandincludescooking,demonstrations,creatingandrespondingtodesignbriefs,dietaryanalysis,foodsampling,tastetesting,sensoryanalysis,productanalysisandscientificexperiments.Unit3–FoodindailylifeThisunitfocuseson:
• Thescienceoffoodduringfoodpreparationanddigestion.• ThescientificrationalebehindtheAustralianGuidetoHealthyEating.• Howoureatingpatternsdevelopandhowtheycanbepositivelyinfluenced.
OutcomesOncompletionofthisunitstudentsshouldbeableto:
• Explaintheprocessesofeatinganddigestingfoodandtheabsorptionofmacronutrients.• Explainthecausesandeffectsoffoodallergies,intolerancesandfoodcontamination.• Applyprinciplesofnutritionandfoodscienceinthecreationoffoodproducts.• Explainandanalysefactorsaffectingfoodaccessandchoice.• Analysetheinfluencesthatshapeanindividual’sfoodvalues,beliefsandbehaviours.• Applypracticalskillstocreatearangeofhealthymealsforchildrenandfamilies.
Unit4–Foodissues,challengesandfuturesThisunitfocuseson:
• DebatesaboutglobalandAustralianfoodsystems.• Issuesabouttheenvironment,ecology,ethics,farmingpractices,thechallengesoffoodsecurity,foodsafety,
foodwastage,theuseandmanagementofwaterandland.• Foodinformationandmisinformation.• Thedevelopmentoffoodknowledge,skillsandhabits.
OutcomesOncompletionofthisunitstudentsshouldbeableto:
• Explainarangeoffoodsystems.• Respondtoaselecteddebatewithanalysisofproblemsandproposalsforfuturesolutions.• Applyquestionsofsustainabilityandethicstotheselectedfoodissue.• Createafoodrepertoirethatreflectspersonalfoodvaluesandgoals.• Explainavarietyoffoodinformationcontexts• Analysetheformationoffoodbeliefs• Evaluateaselectedfoodtrend,fadordiet• CreatefoodproductsthatmeettheAustralianDietaryGuidelines.
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FOUNDATION MATHEMATI CS Unit1&2CourseDescription FoundationMathematicsprovidesforthecontinuingmathematicaldevelopmentofstudentsenteringVCEandwhodonotnecessarilyintendtoundertakeUnit3and4studiesinVCEMathematicsinthefollowingyear.ThiscourseisdesignedtocomplementGeneralMathematicsandMathematicalMethods.StudentscompletingthiscoursewouldneedtoundertakeadditionaltargetedmathematicalstudyinordertoattemptFurtherMathematicsUnits3and4.InFoundationMathematicsthereisastrongemphasisontheuseofmathematicsinpracticalcontextsencounteredineverydaylifeinthecommunity,atworkandatstudy.OutcomesOncompletionofthisunit:
• Studentsshouldbeabletouseandapplyarangeofmathematicalconcepts,skillsandproceduresfromselectedareasofstudytosolveproblemsbasedonarangeofeverydayandreal-lifecontexts.
• Studentsshouldbeabletoapplymathematicalprocedurestosolvepracticalproblemsinbothfamiliarandnewcontexts,andcommunicatetheirresults.
• Shouldbeabletoselectandusetechnologytosolveproblemsinpracticalcontexts.Unit1Thisunitfocuseson:
• Space,shapeanddesign• Patternsandnumber
Unit2Thisunitfocuseson:
• Data• Measurement
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FURTHER MATHEMATI CS Unit3&4CourseDescriptionEntrytothiscourserequiresstudentstohavesuccessfullycompletedGeneralMathematicsorMathematicalMethodsUnit1&2.ThiscoursemaybetakenbyitselforinconjunctionwithMathematicalMethods.Thissubjectfocuseson:
• Developinganunderstandingoffunctionalmathematicsincludingfinancialarithmeticanddataanalysis.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.
OutcomesOncompletionofthisunit:
• Studentsshouldbeabletodefineandexplainkeyconceptsandapplyrelatedmathematicaltechniquesandmodelsinroutinecontexts.
• Studentsshouldbeabletoselectandapplythemathematicalconcepts,modelsandtechniquesinarangeofcontextsofincreasingcomplexity.
• Studentsshouldbeabletoselectandappropriatelyusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.
Unit3Thisunitfocuseson:
• Dataanalysis• Financialmodeling
Unit4Thisunitfocuseson:
• Geometryandmeasurement• NetworksandDecisionMathematics
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GENERAL MATHEMATICS Unit1&2CourseDescription
• ThiscourseisforstudentswhorequireareallifeunderstandingofMathematics.• EntrytothiscourserequiresstudentstohavesuccessfullycompletedYear10Mathematics.• ThiscoursemaybetakenbyitselforinconjunctionwithMathematicalMethods.
Thissubjectfocuseson:
• Developinganunderstandingoffunctionalmathematicsincludingfinancialarithmetic,dataanalysis,measurementandgraphing.
• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytosolveproblems.
OutcomesOncompletionofthisunit:
• Studentsshouldbeabletodefineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.
• Studentsshouldbeabletoselectandapplymathematicalfacts,concepts,modelsandtechniquesfromthetopicscoveredintheunittoinvestigateandanalyseextendedapplicationproblemsinarangeofcontexts.
• Studentsshouldbeabletoselectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.
Unit1Thisunitfocuseson:
• ComputationalArithmetic• DataAnalysisandStatistics• FinancialArithmetic• Sequences• Algebra
Unit2Thisunitfocuseson:
• Shapeandmeasurement• ApplicationsofTrigonometry• Bivariatedata• GraphsandNetworks• InequalitiesandLinearProgramming
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GERMAN (via Distance Education) Units1+2
CourseDescriptionThestudyofGermancomprisesthemesandtopics,grammar, texttypes,vocabularyandkindsofwritingacrossallfour units.Thethemesinvolvedare“TheIndividual”,“TheGerman-SpeakingCommunities”and“TheChangingWorld”.The studyofGermandevelopsstudents’abilitytounderstandandusealanguagewhichhaslongbeenrecognizedasaworldlanguageofculture,music,theologyandphilosophy, aswellasakeylanguageinthefieldsofscience,medicine,economicsandtechnology.Thisstudyisdesignedtoenablestudentsto:
• UseGermantocommunicatewithothers;• Understandandappreciate the cultural contexts inwhichGerman isused;• Understandtheirownculture(s)throughthestudyofothercultures;• Understandlanguageasasystem• MakeconnectionsbetweenGermanandEnglish,and/or other languages;• ApplyGermantowork,furtherstudy,training orleisure.
Unit1–outcomesInthisunityouwill
• Establishandmaintainaspokenorwrittenexchangerelatedtopersonalareasofexperience.• Listento,readandobtaininformationfromwrittenandspokentexts.• Produceapersonalresponsetoatextfocusingonrealorimaginaryexperience.
Unit2-outcomesInthisunityouwill
• Participateinaspokenorwrittenexchangerelatedtomakingarrangementsandcompletingtransactions.
• Listen to, readandextract anduse informationand ideasfromspokenandwrittentexts.• Giveexpression to realor imaginaryexperience inwrittenorspokenform.
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GERMAN (via Distance Education) Units3+4
CourseDescriptionThestudyofGermancomprisesthemesandtopics,grammar, texttypes,vocabularyandkindsofwritingacrossallfour units.Thethemesinvolvedare“TheIndividual”,“TheGerman-SpeakingCommunities”and“TheChangingWorld”.The studyofGermandevelopsstudents’abilitytounderstandandusealanguagewhichhaslongbeenrecognizedasaworldlanguageofculture,music,theologyandphilosophy, aswellasakeylanguageinthefieldsofscience,medicine,economicsandtechnology.Thisstudyisdesignedtoenablestudentsto:
• UseGermantocommunicatewithothers;• Understandandappreciate the cultural contexts inwhichGerman isused;• Understandtheirownculture(s)throughthestudyofothercultures;• Understandlanguageasasystem• MakeconnectionsbetweenGermanandEnglish,and/or other languages;• ApplyGermantowork,furtherstudy,training orleisure
Unit3-outcomesInthisunityouwill
• Express ideas throughtheproductionoforiginal texts.• Analyseanduseinformationfromspokentexts.• Exchangeinformation,opinionsandexperiences.
Unit4-outcomesInthisunityouwill
• Analyseanduseinformationfromwrittentexts.• Respondcriticallytospokenandwrittentextswhichreflectaspectsof the languageand
cultureofGerman-speaking communities.
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HEALTH AND HUMAN DEVELOPMENT Un i t s 1 +2 CourseDescriptionThisstudyenablesstudentsto:
• understandthecomplexnatureofhealthandwellbeing,andhumandevelopment• developabroadviewofhealthandwellbeing,incorporatingphysical,social,emotional,mentalandspiritual
dimensions,andbiological,socioculturalandenvironmentalfactors• examinehowhealthandwellbeingmaybeinfluencedacrossthelifespanbytheconditionsintowhichpeople
areborn,grow,live,workandage• develophealthliteracytoevaluatehealthinformationandtakeappropriateandpositiveactiontosupport
healthandwellbeingandmanagerisks• developunderstandingoftheAustralianhealthcaresystemandthepoliticalandsocialvaluesthatunderpinit
Unit1–UnderstandinghealthandwellbeingThisunitfocuseson:
• abroad,multidimensionalapproachtohealthandwellbeing• factors,suchas,age,culture,religion,genderandsocioeconomicstatuswhichinfluencehealthandwellbeing• measurableindicatorsofpopulationhealth,andthehealthstatusofAustralians• variationsandinequalitiesinthehealthstatusofyouth
OutcomesStudentswillbeableto:
• Respondtoaseriesofstructuredquestionsthatexplainthemultipledimensionsofhealthandwellbeing,explainindicatorsusedtomeasurehealthstatusandanalysefactorsthatcontributetovariationsinhealthstatusofyouth
• Completeacasestudyinwhichnutritionalknowledgeandtoolsareusedtoselectfoodandevaluatenutritionalinformation
• Createavisualpresentationbasedondetailedresearchofaparticularfocusareaforimprovingyouthhealthandwellbeing
Unit2–ManaginghealthanddevelopmentThisunitfocuseson:
• changesandexpectationsthatarepartoftheprogressionfromyouthtoadulthood• theapplicationofhealthliteracyskillsthroughtheexaminationofadulthoodasatimechange• theAustralianhealthcaresystemandtheabilitytoaccessandanalysehealthinformation
OutcomesStudentswillbeableto:
• Respondtoaseriesofstructuredquestionsthatexplaindevelopmentalchanges,analysefactorsthatcontributetohealthydevelopmentandexplainhealthandwellbeingasanintergenerationalconcept
• CreateavisualpresentationdescribinghowtoaccessAustralia’shealthcaresystem,explaininghowitpromoteshealthandwellbeinginthelocalcommunityandoutliningissuesassociatedwiththeuseofnewhealthproceduresandtechnologies
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HEALTH AND HUMAN DEVELOPMENT Units3+4CoursedescriptionThisstudyenablesstudentsto:
• understandthecomplexnatureofhealthandwellbeing,andillness• developabroadviewofhealthandwellbeing,incorporatingphysical,social,emotional,mentalandspiritual
dimensions,andbiological,socioculturalandenvironmentalfactors• applysocialjusticeprinciplestoidentifyhealthandwellbeinginequitiesandanalysehealthandwellbeing
interventions• applytheobjectivesoftheUnitedNations’SustainableDevelopmentGoalstoevaluatetheeffectivenessof
healthandwellbeinginitiativesandprograms• proposeandimplementactiontopositivelyinfluencehealthandwellbeing,andhumandevelopment,outcomes
atindividual,local,nationaland/orgloballevels.Unit3–Australia’shealthinaglobalizedworldThisunitfocuseson:
• health,wellbeingandillnessasamultidimensionalanddynamicglobalconcept• thefundamentalconditionsrequiredforhealthimprovement• variationsinthehealthstatusofAustralians• healthpromotionandimprovementsinpopulationhealthovertimeinAustraliaandwithinaglobalcontext
OutcomesStudentswillbeableto:
• Respondtoaseriesofstructuredquestionsthatexplainthecomplex,dynamicandglobalnatureofhealthandwellbeing,interpretandapplyAustralia’shealthstatusdataandanalysevariationsinhealthstatus
• Completeacasestudyinwhichchangestopublichealthapproachesareexplained,improvementsinpopulationhealthovertimeareanalysedandhealthpromotionstrategiesareanalysed
Unit4–HealthandhumandevelopmentinaglobalcontextThisunitfocuseson:
• healthandwellbeing,andhumandevelopmentinaglobalcontext• changesinburdenofdiseaseovertime• theimpactofsustainabilityandhumandevelopmentonglobalhealth• globalactiontoimprovehealthandwellbeingandhumandevelopment
OutcomesStudentswillbeableto:
• Respondtoaseriesofstructuredquestionsthatanalysesimilaritiesanddifferencesinhealthstatusandburdenofdiseasegloballyandthefactorsthatcontributetodifferencesinhealthandwellbeing
• CompleteacasestudyinwhichtherelationshipbetweentheSDGsandtheirroleinthepromotionofhealthandhumandevelopmentisanalysedandtheeffectivenessofglobalaidprogramsisevaluated
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HISTORY – 20t h CENTURY Units1+2
CourseDescriptionHistory is thepracticeofunderstandingandmakingmeaningofthepast.Studentslearnabouttheirhistoricalpast,their shared history and the people, ideas and events that have createdpresentsocietiesandcultures.Thisstudybuildsonahistoricalframeworkwherestudentsdevelopanunderstandingoftheirowntimeandplace.Itseekstoextendstudents’cultural,economic,socialandpoliticalunderstanding.Thestudyofhistoryfosterstheabilitytoasksearchingquestions,toengageinindependentresearch,andtoconstructargumentsaboutthepastbasedonevidence.Unit1-Twentieth-CenturyHistory(1918-1939)InUnit1studentsexplorethenatureofpolitical,socialandculturalchangeintheperiodbetweentheworldwars.WorldWarOneisregardedbymanyasmarkingthebeginningoftwentiethcenturyhistorysinceitrepresentedsuchacompletedeparturefromthepastandheraldedchangesthatweretohaveanimpactfordecadestocome.Thepost-wartreatiesusheredinaperiodwheretheworldwas,toalargedegree,reshapedwithnewborders,andideologies.ThesechangesaffecteddevelopmentsinEurope,theUSAandtheworld.EconomicinstabilitycausedbytheGreatDepressionalsocontributedtothedevelopmentofpoliticalmovementsTheperiodafterWorldWarOnewascharacterisedbysignificantsocialandculturalchangeinthecontrastingdecadesofthe1920sand1930s.Newfascistgovernmentsusedthemilitary,educationandpropagandatoimposecontrolsonthewaypeoplelived,toexcludeparticulargroupsofpeopleandtosilencecriticism.InGermany,thepersecutionoftheJewishpeoplebecameintensifiedOutcomesInthisunitstudentswillundertaketwoAreasofStudy:
• IdeologyandConflict• SocialandCulturalChangeAssessmentisbasedon:• Ahistoricalinquiry,• Ananalysisofprimarysources,• Ananalysisofhistoricalrepresentation,• Anessay
Unit2–TwentiethCenturyHistory(1945-2000)InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.TheestablishmentoftheUnitedNationsin1945wasintendedtoavoidwarfare,resolvepoliticaltensionsandaddressthreatstohumanlifeandsafety.Thesecondhalfofthetwentiethcenturywasdominatedbythecompetingideologiesofdemocracyandcommunism,settingthebackdropfortheColdWar.Theperiodalsosawchangesinmanycountries.Newcountrieswerecreatedandindependencewasachievedthroughbothmilitaryanddiplomaticmeans.Oldconflictsalsocontinuedandterrorismbecameincreasinglyglobal.Thesecondhalfofthetwentiethcenturyalsosawtheriseofsocialmovementsthatchallengedexistingvaluesandtraditions,suchasthecivilrightsmovement,feminismandenvironmentalmovements.OutcomesInthisunitstudentswillundertaketwoAreasofStudy:
• CompetingIdeologies• ChallengeandChange
Assessmentisbasedon:• Ahistoricalinquiry,• Ananalysisofprimarysources,• Ananalysisofhistoricalrepresentation,• Anessay
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L EGAL STUD I ES Units1+2
CourseDescriptionLegalStudiesUnit1&2focusesonwhylawsareneededandwherelawscomefrom.Studentsalsoexaminethevariouskeyconceptssurroundingcriminalandcivillaw.Unit1:GuiltandliabilityThisunitfocuseson:
• legal foundations, such as the different types and sources of law and the existence of a court hierarchy inVictoria.
• keyconceptsofcriminallawandcivillawandapplythesetoactualand/orhypotheticalscenarios• anappreciationofthewayinwhich legalprinciplesandinformationareusedinmakingreasonedjudgments
andconclusionsabouttheculpabilityofanaccused,andtheliabilityofapartyinacivildispute.OutcomesOncompletionofthisunitstudentswillbeableto:
• describethemainsourcesandtypesoflaw,andassesstheeffectivenessoflaws• explainthepurposesandkeyconceptsofcriminallaw• uselegalreasoningtoarguethecriminalculpabilityofanaccusedbasedonscenarios.• explainthepurposesandkeyconceptsofcivillaw,and• applylegalreasoningtoarguetheliabilityofapartyincivillawbasedonactualand/orhypotheticalscenarios.
Unit2:Sanctions,remediesandrightsThisunitfocuseson:
• theenforcementofcriminal lawandcivil law, themethodsand institutions thatmaybeused todetermineacriminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and theireffectiveness.
• adetailedinvestigationoftwocriminalcasesandtwocivilcasesfromthepastfouryearstoformajudgmentabouttheabilityofsanctionsandremediestoachievetheprinciplesofjustice.
• theway rights are protected in Australia and in another country, and possible reforms to the protection ofrights.TheyexamineasignificantcaseinrelationtotheprotectionofrightsinAustralia.
OutcomesOncompletionofthisunitstudentswillbeableto:
• explainkeyconceptsinthedeterminationofacriminalcase• discusstheprinciplesofjusticeinrelationtothedeterminationofcriminalcases,sanctionsandsentencing
approaches• explainkeyconceptsintheresolutionofacivildispute• discusstheprinciplesofjusticeinrelationtotheresolutionofcivildisputesandremedies• evaluatethewaysinwhichrightsareprotectedinAustralia• comparethisapproachwiththatadoptedbyanothercountryand• discusstheimpactofanAustraliancaseontherightsofindividualsandthelegalsystem.
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L EGAL STUD I ES Units3+4
CourseDescriptionLegalStudiesUnit3&4focusesonhumanrightsinthejusticesystemandvariousprocessesandsystemthatareusedtoprotectthese.StudentsalsoexaminevariousaspectsoftheAustralianParliamentarysystem.Unit3:RightsandjusticeThisunitfocuseson:
• examinethemethodsandinstitutionsinthejusticesystemandconsidertheirappropriatenessindeterminingcriminalcasesandresolvingcivildisputes.
• rights available to anaccusedand tovictims in the criminal justice system, the rolesof the judge, jury, legalpractitionersandtheparties,andtheabilityofsanctionsandremediestoachievetheirpurposes.
• theextenttowhichtheprinciplesofjusticeareupheldinthejusticesystem.OutcomesOncompletionofthisunitstudentswillbeableto:
• explaintherightsoftheaccusedandofvictimsinthecriminaljusticesystem• discussthemeansusedtodeterminecriminalcases• evaluatetheabilityofthecriminaljusticesystemtoachievetheprinciplesofjustice• analyzethefactorstoconsiderwheninitiatingacivilclaim• discusstheinstitutionsandmethodsusedtoresolvecivildisputesand• evaluatetheabilityoftheciviljusticesystemtoachievetheprinciplesofjustice.
Unit4:ThepeopleandthelawThisunitfocuseson:
• how the Australian Constitution establishes the law-making powers of the Commonwealth and stateparliaments,andprotectstheAustralianpeople.
• thesignificanceoftheHighCourtinprotectingandinterpretingtheAustralianConstitution.• parliamentandthecourts,andtherelationshipbetweenthetwoinlaw-making• therolesoftheindividual,themediaandlawreformbodiesininfluencinglawreform
OutcomesOncompletionofthisunitstudentswillbeableto:
• discussthesignificanceofHighCourtcasesinvolvingtheinterpretationoftheConstitution• evaluatethewaysinwhichtheConstitutionactsasacheckonparliamentinlaw-making• discussthefactorsthataffecttheabilityofparliamentandcourtstomakelaw• evaluatetheabilityoftheselaw-makerstorespondtotheneedforlawreformanalyzehowindividuals,themediaandlawreformbodiescaninfluenceachangeinthelaw.
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MATHEMATI CAL METHOD S (CAS) Unit1&2CourseDescriptionThiscourseisforstudentswhorequireahighlevelunderstandingofabstractMathematics.EntrytothiscourserequiresstudentstohavesuccessfullycompletedYear10MathematicswithhighscoresinAlgebra.ThiscoursemaybetakenbyitselforinconjunctionwithGeneralMathematics.Thissubjectfocuseson:
• Developinganabilitytosolveproblemsalgebraically.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.
OutcomesOncompletionofthisunit:
• Studentsshouldbeabletodefineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.
• Studentsshouldbeabletoapplymathematicalprocessesinnon-routinecontexts,includingsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches,andanalyseanddiscusstheseapplicationsofmathematics.
• Studentsshouldbeabletoselectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.
Unit1Thisunitfocuseson:
• Functionsandgraphs• Algebra• Calculus• Probabilityandstatistics
Unit2ThisunitfocusesonthesametopicsasUnit1buttoagreaterdegreeofunderstanding.
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MATHEMATI CAL METHOD S (CAS) Unit3&4CourseDescriptionEntrytothiscourserequiresstudentstohavesuccessfullycompletedMathematicalMethodsUnit1&2.ThiscoursemaybetakenbyitselforinconjunctionwithFurtherMathematics.Thissubjectfocuseson:
• Developinganabilitytosolveproblemsalgebraically.• Developinganabilitytoworkandcommunicatemathematically.• Developinganabilitytoproblemsolve.
OutcomesOncompletionofthisunit:
• Studentsshouldbeabletodefineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.
• Studentsshouldbeabletoapplymathematicalprocessesinnon-routinecontexts,includingsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches,andanalyseanddiscusstheseapplicationsofmathematics.
• Studentsshouldbeabletoselectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.
Unit3Thisunitfocuseson:
• Functionsandgraphs• Algebra• Calculus
Unit4ThisunitfocusesonthesametopicsasUnit3buttoagreaterdegreeofunderstanding.
• Functionsandgraphs• Algebra• Calculus• Probabilityandstatistics
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MED IA Units1+2CourseDescriptionVCEMediaprovidesstudentswiththeopportunitytoanalysemediatextsandconceptsinaninformedandcriticalway.Studentsexplorethestructure,contentandtechniquesusedinmediatextsandintegratethisknowledgeintopracticalwork,producingarangeofcreativemediaproductsandrepresentationsforanintendedpurposeandaudience.Unit1–Mediaforms,representationsandAustralianstoriesThisunitfocuseson:
• Theanalysisofmediarepresentationsinarangeofmediaformsandtexts;• Practicalskillsandcreativetechniquesintheuseofmediaequipmentandapplicationstocreatemedia
productsforspecificaudiences;and,• TheanalysisofAustralianfictionandnon-fictionnarrativesandhowtheyarestructuredtoengageaudiences.
OutcomesInthisunitstudentswill:
• Usemediaterminologytoanalyzeand exp la in howmedia representationsareconstructedtocommunicateideas;
• Learnhowtousearangeofmediaequipmentandapplicationstocreatemediarepresentations;• Followmediaprocessestoproduce andcomparearangeofmediaproducts;and,• ExplorearangeofAustralianmedianarratives.
Unit2–NarrativeacrossmediaformsThisunitfocuseson:
• Analyzingtheintentionsofmediacreatorsandproducersandtheinfluenceofnarrativesonaudiences• Understandingmediaproductionprocesses andtherolesandresponsibilitiesrequiredindifferent
stagesoftheproductionprocess;• Thecreationofacollaborativemediaproduct;• Developingpracticalskillsandcreativetechniquesinarangeofmediaforms;and• Exploringtheinfluenceofnewmediatechnologiesonindividuals,audiencesandsociety
OutcomesInthisunitstudentswill:
• Analysethedistinctivestyleofmediacreatorsandproducersindifferentmediaforms;• Undertakeroleswithintheproductionprocesstocreate,developandconstructnarratives;• Exploretheinfluenceofnewmediatechnologiesonindividuals,audiencesandsociety
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MED IA Units3+4
CourseDescriptionVCEMediaprovidesstudentswiththeopportunitytoanalysemediaproductsandconceptsinaninformedandcriticalway.Studentsintegratethisknowledgeintopracticalwork,producingarangeofmediaproductsandrepresentations.Unit3–Medianarrativesandpre-productionThisunitfocuseson:
• Therelationshipbetweenthemediaanditsaudience;• Examiningfictionalandnon-fictionalnarrativesinarangeofmediaforms• Thefunctionofmediacodesandconventionsandhowtheyconveymeaning;• Exploringmediaequipment,technologiesandprocessesappropriatetoaselectedmedia
formandproposedproduct;• Developinganddocumentingamediaproductiondesigninaselectedmediaformfora
specifiedaudience.OutcomesInthisunitstudentswill:
• Analysehownarrativesareconstructedandhowtheyarereadbyintendedaudiences• Experimentwithmediatechnologiesandproductionprocessestoinformthedesignofa
mediaproduction• DocumentamediaproductiondesignplanforamediaproducttobemadeinUnit4
Unit4–MediaproductionandissuesinthemediaThisunitfocuseson:
• Making theproduct the studentdesigned inUnit3 ;• Refining and applying organisational and creativeskillsinthisprocess• Criticallyanalyzingtheissuesandchallengesrelatingtoregulationandcontrolofthemedia
andtherelationshipbetweenthemediaanditsaudienceOutcomesInthisunitstudentswill:
• Produce amediaproduct from themediaproductiondesignplanpreparedby thestudent inUnit3;
• Discussissuesofagencyandcontrolintherelationshipbetweenthemediaanditsaudience;and
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PHYSI CAL EDUCAT I ON Units1+2CourseDescriptionThisunitfocuseson:
• Theinterrelationshipsbetweenanatomical,biomechanical,physiologicalandskillacquisitionprinciplesandtheirroleinproducingandrefiningmovement
• Examiningbehavioural,psychological,environmentalandsocioculturalinfluencesonperformanceandparticipationinphysicalactivity
• Practicalactivitiesexaminingthecoreconceptsthatunderpinmovementandthatinfluenceperformanceandparticipationinphysicalactivity,sportandexercise
Unit1–ThehumanbodyinmotionInthisunitstudentsexplorehowthemusculoskeletalandcardiorespiratorysystemsworktogethertoproducemovementandhowtheyadapttothedemandsofphysicalactivity.Studentsevaluatethesocial,culturalandenvironmentalinfluencesonmovement,whileconsideringtheimplicationsoftheuseoflegalandillegalpracticestoimproveathlete’sperformance.Studentsalsorecommendandimplementstrategiestominimisetheriskofillnessorinjurytoeachsystem.OutcomesInthisunityouwill:
• Collectandanalyseinformationfrom,andparticipatein,avarietyofpracticalactivitiestoexplainhowthemusculoskeletal,cardiovascularandrespiratorysystemsfunctiontogether
• ExplorelegalandillegalpracticesandsubstancesthatimproveathleticperformanceUnit2–Physicalactivity,sportandsocietyInthisunitstudents’areintroducedtotypesofphysicalactivityandtheroleparticipationinphysicalactivityandsedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.Studentsinvestigatehowparticipationinphysicalactivityvariesacrossthelifespan.Studentsinvestigateindividualandpopulation-basedconsequencesofphysicalinactivityandsedentarybehaviourandcreateandparticipatein,anactivityplanthatmeetsthephysicalactivityandsedentarybehaviourguidelinesrelevanttotheparticularpopulationgroupbeingstudied.OutcomesInthisunityouwill:
• Collectandanalysedatarelatedtoindividualandpopulationlevelsofparticipationinphysicalactivityandsedentarybehaviourtocreate,undertakeandevaluateanactivityplan.
• Applyasocial-ecologicalframeworktoresearch,analyseandevaluateacontemporaryissueassociatedwithparticipationinphysicalactivity
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PHYSI CAL EDUCAT I ON Units3+4CourseDescriptionThisunitfocuseson:
• developinganunderstandingoftheanatomical,biomechanical,physiologicalandskillacquisitionprinciples,andofbehavioural,psychological,environmentalandsocioculturalinfluencesonperformanceandparticipationinphysicalactivityacrossthelifespan
• applyingrelevanttrainingprinciplesandmethodstoimproveperformancewithinphysicalactivityatanindividual,clubandelitelevel.
Unit3–MovementskillsandenergyforphysicalactivityThisunitintroducesstudentstothebiomechanicalandskillacquisitionprinciplesusedtoanalysehumanmovementskillsandenergyproductionfromaphysiologicalperspective.Studentsinvestigatetherelativecontributionandinterplayofthethreeenergysystemstoperformanceinphysicalactivity,sportandexercise.Inparticular,theyinvestigatethecharacteristicsofeachsystemandtheinterplayofthesystemsduringphysicalactivity.Studentsexplorethecausesoffatigueandconsiderdifferentstrategiesusedtopostponefatigueandpromoterecovery.OutcomesStudentswillbeableto:
• Completestructuredquestionsthatdrawonprimarydatatoanalyseamovementskillusingbiomechanicalandskillacquisitionprinciples
• Completealaboratoryreportandseriesofstructuredquestionsonenergysysteminterplay,acuteresponsestoexercise,fatigueand/orrecovery
Unit4–TrainingtoimproveperformanceInthisunitstudentsanalysemovementskillsfromaphysiological,psychologicalandsocioculturalperspective,andapplyrelevanttrainingprinciplesandmethodstoimproveperformance.Studentsanalyseskillfrequencies,movementpatterns,heartratesandworktorestratiostodeterminetherequirementsofanactivity.Studentsparticipateinavarietyoftrainingsessionsdesignedtoimproveormaintainfitnessandevaluatetheeffectivenessofdifferenttrainingmethods.OutcomesStudentswillbeableto:
• Completeawrittenreportanalyzingdatafromanactivityanalysis• Completeareflectivefolio,writtenreportandseriesofstructuredquestionsbasedonthedesignandevaluation
oftrainingprogramstoenhancespecificfitnesscomponents.
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PHYSI CS Units1+2
CourseDescriptionThissubjectfocuseson:
• Understandingandexplainingthephysicalworld• Examiningmodelsandideasusedtomakesenseoftheworld• Lookingatthewaymatterandenergyinteractthroughobservations,measurementsandexperiments
Unit1:Whatideasexplainthephysicalworld?Thisunitcoverstheareaofhowphysicsexplainsphenomena,atvariousscales,whicharenotalwaysvisibletotheunaidedhumaneye.Theareasofstudyare:Howcanthermaleffectsbeexplained?,Howdoelectriccircuitswork?,Whatismatterandhowisitformed?Outcomes:Inthisunityouwill:
• Applythermodynamicprinciplestoanalyse,interpretandexplainchangesinthermalenergy• InvestigateandapplyabasicDCcircuitmodeltosimplebattery-operateddevicesandhouseholdelectrical
systems,applymathematicalmodelstoanalysecircuits,anddescribethesafeandeffectiveuseofelectricitybyindividualsandthecommunity
• Explaintheoriginsofatoms,thenatureofsubatomicparticlesandhowenergycanbeproducedbyatoms.Unit2:Whatdoexperimentsrevealaboutthephysicalworld?Thisunitcoverstheareaofhowphysicsexploresthepowerofexperimentsindevelopingmodelsandtheories.Outcomes:Inthisunityouwill:
• Investigate,analyseandmathematicallymodelthemotionofparticlesandbodies.• Applyphysicsconceptstooneoftwelveoptionsbasedonadifferentobservationofthephysicalworld• DesignandconductapracticalinvestigationrelatedtoknowledgeandskillsdevelopedinAreaofStudy1
and/orAreaofStudy2
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PHYSI CS Units3+4
CourseDescriptionThissubjectfocuseson:
• Gravitational,electricandmagneticfields• Theproduction,distributionanduseofelectricity• Motion• Wavetheory• Howlightandmatteraresimilar
Unit3:Howdofieldsexplainmotionandelectricity?Inthisunitstudentsexploretheimportanceofenergyinexplaininganddescribingthephysicalworld.Outcomes:Inthisunityouwill:
• Analysegravitational,electricandmagneticfields,andusethesetoexplaintheoperationofmotorsandparticleacceleratorsandtheorbitsofsatellites
• Useempiricalevidenceandmodelsofelectric,magneticandelectromagneticeffectstoexplainhowelectricityisproducedanddeliveredtohomes
• Investigatemotionandrelatedenergytransformationsexperimentally,analysemotionusingNewton’slawsofmotioninoneandtwodimensions,andexplainthemotionofobjectsmovingatverylargespeedsusingEinstein’stheoryofspecialrelativity
Unit4:Howcantwocontradictorymodelsexplainbothlightandmatter?Inthisunit,studentsexploretheuseofwaveandparticletheoriestomodelthepropertiesoflightandmatter.Outcomes:Inthisunityouwill:
• Applywaveconceptstoanalyse,interpretandexplainthebehaviouroflight• Explorethedesignofmajorexperimentsthathaveledtothedevelopmentoftheoriestodescribethemost
fundamentalaspectsofthephysicalworld–lightandmatter• Designapracticalinvestigationrelatedtowaves,fieldsormotion
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PSYCHOL OGY Units1+2CourseDescriptionThissubjectfocuseson:
• Understandingthecontributionsthatthestudyofpsychologyhasmadetoourlives.• Understanding,evaluatingandcomparingdifferentpsychologicalconceptsandtheories.• Skillsincreatingandcarryingoutpsychologicalexperimentsandresearchonhumans.• Understandingandapplyingethicalprincipleswhenconductingresearch.
Unit1Thisunitfocuseson:
• Thestructureandfunctionofthebrainandnervoussystems.• Theimpactoftraumaoncognitivefunction.• Theuseofneuroimagingtechniques.• Theimpactofgeneticsandenvironmentonpsychologicaldevelopment.• Atypicaldevelopmentanditseffectsontheindividual.
OutcomesInthissubjectyouwill:
• Describehowourunderstandingofbrainfunctionhaschangedovertime.• Explaintheinteractionbetweenthebrainandnervoussystemsandpsychologicalfunctioning.• Discussthefactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.• Student-directedmajorresearchinvestigationandreport.
Unit2Thisunitfocuseson:
• Sensationandperceptionofsensorystimuli.• Theinfluenceofdifferentfactorsonperception.• Therelationshipbetweenprejudice,attitudesanddiscrimination.• Socialinfluencesonindividualbehaviour.• Factorssuchasbullyingandmediaonindividualbehaviour.
OutcomesInthissubjectyouwill:
• Compareanddiscusssensationsandperceptionsofvisionandtaste.• Analysepossibledistortionsofsuchsensationssuchasvisionandtaste.• Identifyfactorsthatinfluenceindividualstobehaveincertainways.• Student-directedmajorpracticalinvestigationandreport.
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PSYCHOL OGY Units3+4CourseDescriptionThissubjectfocuseson:
• Thedevelopmentofmajorideasinpsychologyrelatingtoindividualhumanbehaviour.• Understandingthecontributionsthatthestudyofpsychologyhasmadetoourlives.• Understanding,evaluatingandcomparingdifferentcontemporarypsychologicalconceptsandtheories.• Skillsincreatingandcarryingoutpsychologicalexperimentsrelatingtomentalprocessesandpsychological
functioning.• Understandingandapplyingethicalprincipleswhenconductingresearch.
Unit3Thisunitfocuseson:
• Thestructureandfunctionofthehumannervoussystem.• Thepositiveandnegativeeffectsofstress.• Theroleofcopingmechanismsinrelationtostress.• Theneuralbasisoflearningandmemory.• Comparisonsofmodelsexplaininglearningandmemory.• Thereliabilityanddeclineofmemoryoverthelifespan.
OutcomesInthissubjectyouwill:
• Usescientificlanguagewhenrespondingorpresenting.• Presentfindingsonthestructureandfunctionofthenervoussysteminrelationtohumanbehaviour.• Compareandevaluatedifferentcopingmechanismsforstress.• Conductandreportonresearchrelatingtolearningandmemory.• Examinebiological,psychologicalandsocialfactorsrelatingtomemorydecline.
Unit4Thisunitfocuseson:
• Thepsychologicalconstructofconsciousnessandlevelsofawareness.• Theimportanceofsleepandeffectsofsleepdeprivation.• Definingmentalhealthandmentaldisorders.• Investigatingfactorsthatcontributetothedevelopmentandmaintenanceofmentaldisorders.• ApplicationoftheBiopsychosocialmodeltoexplainphobias.
OutcomesInthissubjectyouwill:
• Usescientificlanguagewhenrespondingorpresenting.• Conductananalysisofdatarelatingtosleepandconsciousness.• Respondtoasetofstructuredquestions.• Produceafolioofpracticalactivitiesrelatingtoconsciousnessandsleep.• Designandundertakescientificresearchandpresentfindingsinastructuredposter.
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SPECI AL I ST MATHEMATI CS (VVLN) Units3+4
CourseDescriptionEntrytothiscourserequiresstudentstohavecompletedMathematicalMethodsUnit1&2toahighstandard.ThiscourseshouldbetakeninconjunctionwithMathematicalMethods.Therewillbesomepriorlearningneededbeforestudentscanundertakethissubject.ThissubjectisrunthroughtheVictorianVirtualLearningNetwork.Studentsundertakingthissubjectshouldhavehigh-levelskillsoforganizationandself-regulation.Thissubjectfocuseson:
• Developinganabilitytosolveproblemsalgebraicallyandabstractly;• Developinganabilitytoworkandcommunicatemathematically;• Developinganabilitytoproblemsolve.
OutcomesOncompletionofthisunit:
• Studentsshouldbeabletodefineandexplainkeyconceptsasspecifiedintheselectedcontentfromtheareasofstudy,andapplyarangeofrelatedmathematicalroutinesandprocedures.
• Studentsshouldbeabletoapplymathematicalprocessesinnon-routinecontexts,includingsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches,andanalyseanddiscusstheseapplicationsofmathematics.
• Studentsshouldbeabletoselectandusenumerical,graphical,symbolicandstatisticalfunctionalitiesoftechnologytodevelopmathematicalideas,produceresultsandcarryoutanalysisinsituationsrequiringproblem-solving,modellingorinvestigativetechniquesorapproaches.
Unit3Thisunitfocuseson:
• Functionsandgraphs• Algebra• Calculus• Vectors• Mechanics• Probabilityandstatistics
Unit4ThisunitfocusesonthesametopicsasUnit3buttoagreaterdegreeofunderstanding.
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ST UD IO ART S
Units1+2
CourseDescriptionThissubjectfocuseson:
• Experimentationwith2D/3Dmaterialsandtechniquesrelatedtospecificartforms.• The investigation and exploration of a design process including exploring sources of
inspirationanddevelopingindividualideas.• Theproductionandevaluationof yourownartwork.• Thestudyandinvestigationofartistsfromdifferenttimesandcultures.
Unit1–StudioInspirationandTechniquesThisunitfocuseson:
• Theinvestigationofavarietyofsourcesofinspiration-from specificartists to images inthemedia.
• Theexplorationofarangeofartmaterialsandtechniques.• Thework of specific artists from differenttimesandlocations.
OutcomesInthissubjectyouwill:
• Identifysourcesof inspirationandartisticinfluences,outlineindividualideasanduseavariety ofmethodstotranslatetheseintoavisuallanguage.
• Progressively record thedevelopment of studiopractice and convey individual ideas through theexplorationofmaterialsandtechniquesinselectedartformstoproducefinishedartworks.
• Discusstheartisticpracticeofartistsfromdifferenttimesandcultures,theirsourcesofinspirationanduseofmaterialsandtechniques
Unit2–StudioExplorationandConceptsThisunitfocuseson:
• Establishingandusingstudiopracticetoproduceartworks• Explorationanddevelopmentofideasandsubjectmatterandcreationofaestheticqualities• Thestudyofartmovementsandstylesanddevelopmentofskillsinvisualanalysisofartworks• Theexhibitionofartworksincludingdifferentenvironmentsandhowartworksarepresented
toanaudienceOutcomesInthissubjectyouwill:
• Developanindividualexplorationproposalanddocumentavarietyofpotentialdirectionsinavisualdiary
• Comparearangeofhistoricalandcontemporaryartperiods,stylesormovementsandanalysethewayartistscommunicateideas,developstylesanddemonstrateaestheticqualitiesinartworks
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ST UD IO ART S Units3+4
CourseDescriptionThissubjectfocuseson:
• Thestudyandinvestigationofartistsandartworksfromdifferenttimesandcultures,includingtheirworkingmethods,communicationofideasanddevelopmentofaestheticqualities.
• Thedevelopmentofspecialisedskillsinspecificartforms.• Explorationofarangeofmaterialsandtechniquesinartpractice• Theproductionandevaluationof studentsown artwork.
Unit3–StudioPracticesandProcessesThisunitfocuseson:
• The development anduse of an exploration proposaltodefineanareaofcreativeexploration.
• Collatinginspirationfromavarietyofsources includingrelevantartists.• Trialingavarietyof materialsandtechniques.• Refininganddevelopingaselectionof ‘PotentialDirections’• Thestudyandinvestigationofartistsandtheirworkpracticesandprocesses
OutcomesThestudentshouldbeableto:
• Prepareanexplorationproposaltheindividualstudioprocessincludingaplanofhowtheproposalwillbeundertaken.
• Presentanindividualstudioprocessrecordedbothvisuallyandinwrittenformthatproducesarangeofpotentialdirections.
• Examinethepracticeofartistsreferencingtheirdifferenthistoricalandculturalcontexts.
Unit4–StudioPracticeandArtIndustryContextsThisunitfocuseson:
• TheproductionofafolioofartworksthatlinkcohesivelyaccordingtotheideasresolvedinUnit3.
• Refinementandskillfulapplicationofmaterialsandtechniquesandaestheticqualities.• Artists’involvementintheartindustryfocusingonatleast2differentexhibitions
visitedduringtheyearandconsiderations relating tothepresentationandconservationofartworks
OutcomesInthissubjectyouwill
• Presentatleast2finishedartworks based on selected potential directionsdevelopedthroughthestudioprocess
• Providevisualandwrittendocumentationthatidentifiesandevaluatestheextenttowhichtheartworksreflecttheselectedpotentialdirections
• Comparethemethodsusedbyartistsandconsiderationsofcuratorsinthepreparation,presentation,conservationandpromotionofspecificartworksinatleasttwodifferentexhibitions
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VI SUAL COMMUNI CAT I ON AND D ESI GN Units1+2CourseDescriptionThisstudyfocusesoncommunicatingmessages,ideasandconceptsthroughvisualdesign.Studentsdevelopskillsinbothfreehandandtechnicaldrawingasameansofcommunicatingideas.Theyapplydesignthinkingskillsthroughoutthedesignprocesstodevelopdesignsappropriatefordifferentpurposesandaudiences.Studentsexploretheapplicationofdesignelements,designprinciplesandarangeofmaterialsandtechniquesthroughtheproductionofboththreedimensionalandgraphicdesigns.Theyareintroducedtotheimportanceofcopyrightandintellectualproperty.Studentsconsiderthewaydesignhaschangedthroughtime,exploringculturalandhistoricalinfluencesinvisualcommunication.Unit1–IntroductiontoVisualCommunicationDesignThisunitfocuseson:
• Observational,visualizationandpresentationdrawingskills.• Technicaldrawingskills.• Renderingtechniquesusingarangeofmediaandmethods• Theapplicationofdesignelementsanddesignprinciples• Thedevelopmentofvisualcommunicationsforspecificpurposes• Culturalandhistoricalinfluencesinvisualcommunication
OutcomesInthisunityouwill:
• Completeadrawingfoliofocusingontechnicalandfreehanddrawingandrendering• Applydesignelementsandprinciplestocreatevisualcommunicationsforapurpose• Analysehistoricalandcontemporaryexamplesofvisualcommunications
Unit2–ApplicationsofVisualCommunicationWithinDesignFieldsThisunitfocuseson:
• Thefieldsofenvironmental,industrialandproductdesign• Technicaldrawingtechniques• Theroleoftypeandimagesincommunicationdesign• Theapplicationofthevisualcommunicationdesignprocess• Thedevelopmentofvisualcommunicationstomeetsetbriefs
OutcomesInthisunityouwill:
• Completeadrawingfoliooftechnicaldrawings• Applytypeandimagerytocreatearangeofvisualcommunications• Followthedesignprocesstodevelopvisualcommunicationsappropriatetoasetbrief
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VI SUAL COMMUNI CAT I ON AND D ESI GN Units3+4CourseDescriptionThisstudyexplorestheprocessdesignersusetocommunicatewithclients,targetaudiencesandotherdesigners,andtoproduceeffectivevisualcommunications.Studentsanalyseexistingvisualcommunicationsandstudythepracticesofprofessionaldesigners,toexploredesignsinthecommunication,industrialandenvironmentaldesignfields.Studentsusethisunderstandingtoapplythedesignprocessanddeveloptheirownvisualcommunicationsappropriatetoasetbrief.Unit3–VisualCommunicationDesignPracticesThisunitfocuseson:
• Thecommunication,environmentalandindustrialdesignfields• Analysisofexistingvisualcommunications• Thedesignprocessfollowedbyprofessionalpractitionersinthedesignindustry• Thevisualcommunicationdesignprocess• Developmentofbriefs• Researchmethodsandsources• Designthinkingskills• Freehanddrawing,renderinganddesignskills
OutcomesInthisunityouwill:
• Analysevisualcommunicationsinthecommunication,environmentalandindustrialdesignfields• Discussthedesignprocessfollowedbyprofessionalpractitionersinthedesignindustry• Developafoliothatappliesdesignthinkingtoconductresearchandgenerateideasrelevanttoabrief.
Unit4–VisualCommunicationDesignDevelopment,EvaluationandPresentationThisunitfocuseson:
• Theapplicationofthevisualcommunicationdesignprocess• Applicationofmanualandfreehandimagegenerationmethods• Thedevelopmentandrefinementofdesignideas• Developmentoffinalpresentationsthatmeetasetbrief• Evaluationandexplanationofdesignwork
OutcomesInthisunityouwill:
• Develop,refineandevaluateideasgeneratedintheUnit3folio• Resolvefinalpresentationsthatmeettherequirementsofthebrief
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P R A CT I CE SE L E CT I ONS P R A CT I CE SE L E CT I ONS
UNIT
UNIT
UNIT
UNIT
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MULTI PLY YOUR OPPORTUNITES Vocational Education and Training (VET)CertificateCoursesVETcoursesatMullaunaCollegeaimtohelpyoudevelopcompetenciesandskills toobtainacredential that isrecognisedthroughoutAustralia. ThiscanbeachievedthroughschoolandTAFE.
Manyofthecompetenciescanbetransferredtoworkplaces, schools, TAFE and industries, so that you arenotlocking yourself into one industry: you could transfer the competenciesintoanothervocationorareaoflearning.VETcoursesatMullaunaCollegearepartofyourVCE.TheVCE/VETcoursesofferedatMullaunaCollegemaygivedirectscoresorbonusincrementstoyourAustralianTertiaryAdmissionRank(ATAR)andthusimproveyourchancestogainentryintouniversityorTAFE.EntryintoaVETcourseatMullaunaCollegeisnotautomatic.You may have to attend an interview,and if successful, applicants are required toparticipate inanOrientationProgram. ConsideryouroptionsandfindoutwhichVCE/VETstudiesbestequipyouforyourfuturecareer.FormoreinformationseetheVCE/VETCo-ordinatororCareersTeacher.FeesandCosts:TherewillbeanEnrolmentFeeandMaterialsFeewhichvariesbetweencourses;theremayalsobeaTAFEService Feewhichwill dependon studenthours andmaterials/equipmentcosts.Note:WhenstudentsareinattendanceataVETprogramtheywillberecordedasattendingVETbyclassroomteachersandwillnotaffecttheirattendancerecordattheCollege.AustralianQualificationsandTrainingFramework:Thequalificationgained is a certificate at level II or IIIwithin theAustralianQualificationFramework (AQTF).It ispossibletoprogress throughpartof thisnationallyrecognisedqualificationsystemwhileyouarestillatMullaunaCollegeandobtainyourVCEatthesametime.Note:StudentsundertakingaVETcoursearerequiredtoattainthefullsequence-Unit1-4
VETsubjects2018TheCluster’s2018programisyettobereleased,howeveritisanticipatedthatthefollowingVETsubjectswillbeavailableforMullaunastudentstoundertakein2018
• AppliedFashion(Unit1&2)• BuildingandConstruction–Carpentry(Unit1&2/Unit3&4)• HospitalityOperations(Unit1&2/Unit3&4)• KitchenOperations(Unit1&2/Unit3&4)• MusicTechnicalProduction(Unit1&2/Unit3&4)
VETenrolmentApplicationsforVETprogramsmustbeindicatedonyourVCEsubjectselectionform;youmustalsosubmitaseparateVETapplicationso thatyourapplicationcanbeprocessedthroughtheMullumClusterportal.Lateapplicationswillbeprocessed only if there a re places available.
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