Fintona VCE Handbook

VCE HANDBOOK 2027

CONTENTS ACCOUNTING .................................................. 3

JAPANESE .....................................................45

ART CREATIVE PRACTICE............................. 5

LATIN..............................................................47

BIOLOGY ....................................................... 10

LEGAL STUDIES ............................................49

CHEMISTRY ................................................... 14

MATHEMATICS ..............................................52

ECONOMICS .................................................. 18

GENERAL MATHEMATICS ............................53

ENGLISH AND EAL ....................................... 23

MATHEMATICAL METHODS .........................54

ENGLISH LANGUAGE ................................... 27

SPECIALIST MATHEMATICS ........................55

LITERATURE ................................................. 31

MUSIC PERFORMANCE ................................57

FRENCH ......................................................... 35

PHYSICS.........................................................59

GEOGRAPHY ................................................. 37

PSYCHOLOGY ...............................................63

POLITICS ....................................................... 38

DRAMA AND THEATRE .................................67

HEALTH AND HUMAN DEVELOPMENT ....... 39

DRAMA ...........................................................70

PHYSICAL EDUCATION ................................ 41

VISUAL COMMUNICATION DESIGN .............72

HISTORY ........................................................ 43

APPENDIX ......................................................77

INTRODUCTION This handbook is for students commencing VCE studies and is relevant until the end of Year 12.

Structure and requirements of the Victorian Certificate of Education Each VCE unit is numbered 1, 2, 3 or 4. Units 1 & 2 are usually studied in Year 11, although some students may have already completed some Units 1 & 2 in Year 10. Units 3 & 4 are normally studied in Year 12; however, some Units 3 & 4 may be studied by students in Year 11.

Units 1 & 2 of a subject may be done separately or as a sequence. Units 3 & 4 of all subjects must be done as a sequence and completed in the same year in order for the student to be awarded a study score.

The minimum requirement for the award of the VCE is satisfactory completion of 16 units, which must include at least three units from the English group, including a Unit 3/4 sequence. These units may be selected from English, English (EAL), English Language or Literature.

Students must also satisfactorily complete at least three other Unit 3/4 sequences.

Year 11 Students in Year 11 will complete an English study (English 1/2, English Language 1/2, Literature 1/2 or English (EAL) 1/2) and 5 other subjects. In general, it is considered a good idea to include one Unit 3/4 sequence in Year 11 as a means of getting used to the format of Unit 3/4 subjects and graded SACs (School Assessed Coursework).

Year 12 Students in Year 12 will complete an English study (English 3/4, English Language 3/4 (2027), Literature 3/4 or English (EAL) 3/4) and four other subjects. Higher Education Studies offered by the universities may be available for some students. These may incur an extra cost.

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Fintona Girls’ School

Choice of studies

Tertiary entry requirements

Care should be taken to ensure that students entering Year 11 select studies for which they have an adequate foundation, which are within their capabilities and which form part of a two year VCE plan. Students should include, in their choice, any subjects which are prerequisites for tertiary courses in which they may be interested. At Fintona, we try very hard to arrange subjects so that students’ selections can be accommodated; however, it is not always possible for every student to do her first choice and some flexibility may be necessary.

Each Unit 3/4 study will receive a result out of 50. The score which determines university entry, the ATAR, is arrived at by the addition of the scores for English, English (EAL), English Language or Literature plus the next best three Unit 3/4 scores plus 10% of up to another two Unit 3/4 studies. A Higher Education Study may only count as the sixth subject. The prerequisite requirements for specific courses must also be met. Students are encouraged to discuss possible subject choices and tertiary courses with the School’s Careers Coordinator and to access the wide range of information available on the various tertiary institutions’ websites and the VTAC site – www.vtac.edu.au.

Tania Christiansen VCE Coordinator tchristiansen@fintona.vic.edu.au 03 9830 1388

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Fintona Girls’ School

ACCOUNTING Unit 3 Financial accounting for a trading business This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording.

Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework, financial indicators to measure business performance, as well as the ethical considerations, including financial, social and environmental considerations, faced by business owners when making business decisions.

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Areas of Study –

Recording and analysing financial data

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Preparing and interpreting accounting reports

Learning Outcomes On completion of this unit the student should be able to: Record financial data using a double entry system; explain the role of the General Journal, General Ledger and inventory cards in the recording process; and describe, discuss and analyse various aspects of accounting reports and the system, including ethical considerations Record transactions and prepare, interpret and analyse accounting reports for a trading business

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework. Schoolassessed Coursework for Unit 3 will contribute 25% to the study score.

Fintona Girls’ School

ACCOUNTING Unit 4 Recording, reporting, budgeting and decision making In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report.

Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance.

Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework and financial indicators to measure business performance, as well as the ethical considerations including financial, social and environmental considerations, faced by business owners when making business decisions.

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Areas of Study –

Extension of recording and reporting

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Budgeting and decision making

Learning Outcomes On completion of this unit the student should be able to: Record financial data and balance day adjustments using a double entry system, report accounting information using an accrual-based system and evaluate the effect of balance day adjustments and alternative methods of depreciation on accounting reports Prepare budgeted accounting reports and variance reports for a trading business using financial and other relevant information, and model, analyse and discuss the effect of alternative strategies on the performance of a business

Assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework. Schoolassessed Coursework for Unit 4 will contribute 25% to the study score and the end of year examination covering both Units 3 and 4 will contribute 50%.

Fintona Girls’ School

ART CREATIVE PRACTICE Overview

Aims This study enables students to:

Art is an integral part of life and contributes to a progressive society. Artworks and visual language are a potent and dynamic means to communicate personal experiences and ideas, and cultural values, beliefs and viewpoints on experiences and issues in contemporary society.

In the study of VCE Art Creative Practice, research and investigation inform art making. Through the study of artworks, the practices of artists and their role in society, students develop their individual art practice and communicate ideas and meaning using a range of materials, techniques and processes.

In the practice of Making and Responding, students develop their skills in critical and creative thinking, innovation, problem-solving and risk-taking. By combining a focused study of artworks, art practice and practical art making, students recognise the interplay between research, art practice and the analysis and interpretation of art works.

This study provides students with an informed context to support an awareness of art as a tool for cultural, social and personal communication, and the stimulus and inspiration to develop their art practice.

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Understand how the practices of artists and artworks reflect the values, beliefs and traditions of their own and other cultures

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Analyse, interpret and respond to artworks and ideas, both in their own work and in the work of others, using the support of the Interpretive Lenses

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Critically evaluate ideas and issues explored by historical and contemporary artists from different cultures and societies

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Develop personal ideas and expression through Making and Responding in art practice

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Employ practical skills in art making and develop conceptual understanding to inform aesthetic awareness and art practice

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Develop creative and critical thinking skills in individual responses to artworks and art practice

Fintona Girls’ School

ART CREATIVE PRACTICE Unit 1 Interpreting artworks and exploring the Creative Practice In Unit 1 students use Experiential learning in Making and Responding to explore ideas using the Creative Practice.

As the artist and audience, students consider their connection to artworks, and how their communication of ideas and presentation of artworks challenge, shape and influence viewer or audience perspectives.

They focus on the making of art and examine how artists communicate ideas and meaning in artworks. They examine artists in different societies, cultures and historical periods and develop their own interpretations and viewpoints about the meanings and messages of artworks.

They explore how artists create new ways of thinking and representation, while developing their own art practice.

Students explore the practices of artists who have been inspired by ideas relating to personal identity. They study at least three artists and at least one artwork from each of the selected artists. Through their analysis and interpretation students learn how to formulate and substantiate personal opinions about artworks. Students apply the Structural Lens and the Personal Lens to analyse and interpret the meanings and messages of artworks and to document the reflection of their own ideas throughout their art practice.

Students learn about the components of the Creative Practice and explore areas of personal interest to develop a series of visual responses. They use a range of materials, techniques, processes and art forms to create a body of experimental work in response to their research of the practices of artists and their personal observations of artworks. They experiment with a range of approaches to develop technical skills and promote creative thinking through the study of both traditional and contemporary art practices. They are guided through an Experiential learning process to research, explore, experiment and develop, and to evaluate and reflect upon their use of the Creative Practice.

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Areas of Study –

Artists, artworks and audiences

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Creative Practice

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Documenting and reflecting on the Creative Practice

Learning outcomes On completion of this unit the student should be able to: –

Interpret and discuss the practices of a number of artists from a personal and formal perspective.

Consideration will also be given to cultural and historical contexts.

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Use the Creative Practice to develop and make visual responses informed by their exploration of personal interests and ideas

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Document and evaluate the components of the Creative Practice used to make personal visual responses

Assessment –

A series of extended and short written responses supported by visual references

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Produce a range of personal visual responses to a selection of set tasks, showing the exploration of ideas, materials and techniques in at least three art forms. Finished artworks are not an expectation of this outcome but can be considered in the student’s use of the Creative Practice

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Document their use of the Creative Practice, including annotated personal visual responses to a selection of set tasks.

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Examination

Fintona Girls’ School

ART CREATIVE PRACTICE Unit 2 Interpreting artworks and developing the Creative Practice In Unit 2 students use Inquiry learning to investigate the artistic and collaborative practices of artists. They use the Cultural Lens, and the other Interpretive Lenses as appropriate, to examine artworks from different periods of time and cultures, and to explore the different ways that artists interpret and communicate social and personal ideas in artworks Students explore the collaborative practices of artists and use the Creative Practice to make and present artworks.

They develop visual responses based on their investigations, exploring the way historical and contemporary cultural contexts, ideas and approaches have influenced the artworks and the practices of the artists they investigate, as well as their own art practice.

Artworks can acknowledge specific ideas or beliefs, or commemorate people, institutions, social movements and events. They can reinforce the intentions and purpose of a social, cultural or community group, or they can challenge social or cultural attitudes and assumptions. Throughout Unit 2, students examine the importance of the social and cultural contexts of artworks and analyse the varying social functions that art can serve. They also investigate how artworks can be created as forms of expression for specific social and cultural contexts. Students research historical and contemporary artworks and explore diverse and alternative approaches to making and presenting artworks.

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Areas of study –

The artist, society and culture

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The collaborative Creative Practice

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Documentation of collaboration using the Creative Practice

Learning outcomes On completion of this unit the student should be able to –

Use the Cultural Lens, and the other Interpretive Lenses as appropriate, to analyse and compare the practices of artists and artworks from different cultures and times

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Use the Creative Practice to explore social and cultural ideas or issues to make and present at least one finished artwork using collaborative approaches

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Critically reflect on, evaluate and document their use of the Creative Practice to develop and make collaborative visual responses

Assessment –

A series of extended and short written responses supported by visual references

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Visual responses that demonstrate the use of the Creative Practice, collaboration and the exploration of personal ideas related to social and cultural contexts. Included in this is the presentation of finished artworks that realises the intentions of the student and demonstrates the refinement of materials, techniques and processes

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Visual and written documentation and evaluation of the Creative Practice, in the form of critical annotations, that presents explorations in selected art forms, and demonstrates the development of the student’s collaborative practice

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Examination

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ART CREATIVE PRACTICE Unit 3 Investigation, ideas, artworks and the Creative Practice In this unit students use Inquiry and Project-based learning as starting points to develop a Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice.

The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation. Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist. Unit 3 commences with students researching the practice of a selected artist as the starting point to develop a finished artwork. The finished artwork will contribute to the Body of Work developed over Units 3 and 4.

In Unit 3, the Interpretive Lenses are used in Making and Responding throughout the students’ art practice. Students apply the Interpretive Lenses to researched artworks and in their reflective analysis and evaluation of their use of the Creative Practice. They use critical and creative thinking skills to explore and develop ideas, and experiment with materials, techniques and processes.

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Areas of study –

Research and exploration

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Resolution, presentation and critique

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Personal investigation using the Creative Practice

Learning Outcomes On completion of this unit the student should be able to –

Develop personal ideas using research that examines one artwork and the practice of an artist, and produce at least one finished artwork using the Creative Practice.

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Apply and explore ideas and an area of personal interest using the Creative Practice

Assessment A combination of folio based artistic response in the form of a School-assessed Task. The School-assessed Task made up of the Unit 3 Outcomes 1 and 2 and Unit 4 Outcomes 1 and 2. The assessed School-assessed Task will contribute to 60% towards the study score An end of year examination covering the content of Units 3 and 4. The end-of-year examination which will contribute 30% towards the study score

Fintona Girls’ School

ART CREATIVE PRACTICE Unit 4 Interpreting, resolving and presenting artworks and the Creative Practice In Unit 4 students continue to develop their art practice through Project-based and Inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice.

They use the Interpretive Lenses to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study. Students also apply the Interpretive Lenses throughout the Creative Practice to resolve and refine their Body of Work.

Students continue to build upon the ideas begun in Unit 3 and present a critique of their use of the Creative Practice.

They reflect on the feedback from their critique to further refine and resolve a Body of Work that demonstrates their use of the Creative Practice and the realisation of their personal ideas. The students present their Body of Work to an audience accompanied by documentation of their use of the Creative Practice.

In Unit 4, Areas of Study 1 and 2 are taught concurrently.

The critique in Area of Study 1 takes place before the resolution and presentation of the Body of Work.

Documentation of the Creative Practice is carried throughout Areas of Study 1 and 2 in the refinement, resolution and presentation of the student’s Body of Work.

The students’ use of the Creative Practice involves both Making and Responding and is underpinned by the Interpretive Lenses. Students use the Interpretive Lenses to analyse and interpret the meanings and messages of artworks created by the artists they study and to investigate the practices used to create them. Applied together, these Interpretive Lenses enable students to appreciate how an artwork may contain different aspects and layers of meaning and to acknowledge the validity of diverse interpretations. Students view a range of artworks in different contexts and interpret the ideas and meanings communicated in the artworks.

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Areas of Study –

Documentation and critique of the Creative Practice

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Resolution and presentation of a Body of Work

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Comparison of artists, their practice and their artworks

Learning Outcomes On completion of this unit the student should be able to –

Document their use of Creative Practice and present a critique to inform the refinement and resolution of a Body of Work

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Use the Creative Practice to resolve and present a Body of Work

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Compare the practices of historical and contemporary artists, and use the Interpretive Lenses to analyse and interpret the meanings and messages of selected artworks

Assessment –

A combination of folio based artistic response in the form of a School-assessed Task. The Schoolassessed Task made up of the Unit 3 Outcomes 1 and 2 and Unit 4 Outcomes 1 and 2. The assessed School-assessed Task will contribute to 60% towards the study score

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A comparative response the practices of historical and contemporary artist in the form of a Schoolassessed Coursework. The School-assessed Coursework for Unit 4 Outcome 3 will contribute 10% to the study score

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An end of year examination covering the content of Units 3 and 4. The end-of-year examination which will contribute 30% towards the study score

Fintona Girls’ School

BIOLOGY Unit 1 How do organisms regulate their functions?

In this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.

A student-adapted or student-designed scientific investigation is undertaken involving the generation of primary data and is related to the function and/or the regulation of cells or systems.

Areas of Study –

How do cells function?

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How do plant and animal systems function?

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How do scientific investigations develop understanding of how organisms regulate their functions?

Learning Outcomes On completion of this unit the student should be able to: –

Explain and compare cellular structure and function and analyse the cell cycle and cell growth, death and differentiation

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Explain and compare how cells are specialised and organised in plants and animals, and analyse how specific systems in plants and animals are regulated

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Adapt or design and then conduct a scientific investigation related to function and/or regulation of cells or systems, and draw a conclusion based on evidence from generated primary data

Assessment

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Test and Semester Examination

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Practical work including a student-designed investigation related to regulation of cells or systems

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Structured Scientific Poster

Fintona Girls’ School

BIOLOGY Unit 2 How does inheritance impact on diversity?

In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity.

They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.

Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies, including the use of reproductive cloning technologies. They study structural, physiological and behavioural adaptations that enhance an organism’s survival. Students explore interdependences between species, focusing on how keystone species and top predators structure and maintain the distribution, density and size of a population. They also consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems.

Areas of Study –

How is inheritance explained?

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How do inherited adaptations impact on diversity?

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How do humans use science to explore and communicate contemporary bioethical issues?

Learning Outcomes On completion of this unit the student should be able to –

Explain and compare chromosomes, genomes, genotypes and phenotypes, and analyse and predict patterns of inheritance

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Analyse advantages and disadvantages of reproductive strategies, and evaluate how adaptations and interdependencies enhance survival of species within an ecosystem

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Identify, analyse and evaluate a bioethical issue in genetics, reproductive science or adaptations beneficial for survival

Assessment –

Test and semester examination

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Practical work

A student-directed research investigation into a contemporary ethical issue is to be undertaken in Area of Study 3. The investigation relates to the application of genetic knowledge, reproductive science, inheritance or adaptations and interdependencies beneficial for survival.

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BIOLOGY Unit 3

Areas of Study –

What is the role of nucleic acids and proteins in maintaining life?

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How are biochemical pathways regulated?

How do cells maintain life?

In this unit students investigate the workings of the cell from several perspectives. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules.

They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies.

Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. They explore how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices.

Students apply their knowledge of cellular processes through investigation of a selected case study, data analysis and/or a bioethical issue.

The application of ethical understanding in VCE Biology involves the consideration of approaches to bioethics and ethical concepts.

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Learning Outcomes On completion of this unit the student should be able to –

Analyse the relationship between nucleic acids and proteins, and evaluate how tools and techniques can be used and applied in the manipulation of DNA

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Analyse the structure and regulation of biochemical pathways in photosynthesis and cellular respiration, and evaluate how biotechnology can be used to solve problems related to the regulation of biochemical pathways

Assessment –

School-assessed Coursework

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End of year examination

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Students will maintain their own record of practical work, including a clear, concise report of each experiment. School-assessed Coursework for Unit 3 will contribute 20% of the final assessment.

Fintona Girls’ School

BIOLOGY Unit 4 How does life change and respond to challenges?

In this unit students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. They study the human immune system and the interactions between its components to provide immunity to a specific pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease.

Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time using evidence from palaeontology, structural morphology, molecular homology and comparative genomics. Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence.

Students demonstrate and apply their knowledge of how life changes and responds to challenges through investigation of a selected case study, data analysis and/or bioethical issue.

The application of ethical understanding in VCE Biology involves the consideration of approaches to bioethics and ethical concepts.

A student-designed scientific investigation involving the generation of primary data related to cellular processes and/or how life changes and responds to challenges is undertaken. The design, analysis and findings of the investigation are presented in a scientific poster format.

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Areas of Study –

How do organisms respond to pathogens?

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How are species related over time?

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How is scientific inquiry used to investigate cellular processes and/or biological change?

Learning Outcomes On completion of this unit the student should be able to: –

Analyse the immune response to specific antigens, compare the different ways that immunity may be acquired and evaluate challenges and strategies in the treatment of disease

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Analyse the evidence for genetic changes in populations and changes in species over time, analyse the evidence for relatedness between species, and evaluate the evidence for human change over time

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Design and conduct a scientific investigation related to cellular processes and/or how life changes and responds to challenges, and present an aim, methodology and methods, results, discussion and a conclusion in a scientific poster

Assessment –

School-assessed Coursework

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End of year examination

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Students will maintain their own record of practical work, including a clear, concise report of each experiment. School-assessed Coursework for Unit 4 will contribute 30% of the final assessment. The end of year examination covers both Units 3 & 4 and will contribute 50% of the final assessment.

Fintona Girls’ School

CHEMISTRY Unit 1 How the diversity of materials can be explained?

This unit has three areas of study within which students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers.

They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy.

Students conduct practical investigations involving the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds, determination of empirical formulas, and synthesis of polymers.

Throughout this unit students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from their own investigations and to evaluate the chemistrybased claims of others.

A research investigation is undertaken in Area of Study 3 on a response to a question involving the production or use of a selected material, including reference to sustainability.

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Areas of Study –

How do the chemical structures of materials explain their properties and reactions?

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How are materials quantified and classified?

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How can chemical principles be applied to create a more sustainable future?

Learning Outcomes On completion of this unit the student should be able to: –

Explain how elements form carbon compounds, metallic lattices and ionic compounds, experimentally investigate and model the properties of different materials, and use chromatography to separate the components of mixtures

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Calculate mole quantities, use systematic nomenclature to name organic compounds, explain how polymers can be designed for a purpose, and evaluate the consequences for human health and the environment of the production of organic materials and polymers

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Investigate and explain how chemical knowledge is used to create a more sustainable future in relation to the production or use of a selected material

Assessment –

Practical work and written reports

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Topic tests and assignments

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Report of an independent investigation with a research question focusing on the production or use of a selected material, including reference to sustainability, produced in an appropriate format, for example digital presentation, oral communication or written report

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Mid-year examination

Fintona Girls’ School

CHEMISTRY Unit 2 How do chemical reactions shape the natural world?

In this unit, students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society.

Areas of Study –

How do chemicals interact with water?

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How are chemicals measured and analysed?

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How do quantitative scientific investigations develop our understanding of chemical reactions?

Learning Outcomes On completion of this unit the student should be able to:

Students conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve.

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Explain the properties of water in terms of structure and bonding, and experimentally investigate and analyse applications of acid-base and redox reactions in society

Throughout the unit students use chemistry terminology, including symbols, formulas, chemical nomenclature and equations, to represent and explain observations and data from their own investigations and to evaluate the chemistrybased claims of others.

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Calculate solution concentrations and predict solubilities, use volumetric analysis and instrumental techniques to analyse for acids, bases and salts, and apply stoichiometry to calculate chemical quantities

A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and is related to the production of gases, acid-base or redox reactions, or the analysis of substances in water. It draws on the key science skills and key knowledge from Unit 2 Area of Study 1 and/or Area of Study 2.

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Draw an evidence-based conclusion from primary data generated from a student-adapted or studentdesigned scientific investigation related to the production of gases, acid-base or redox reactions or the analysis of substances in water

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Assessment –

Practical work and written reports

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Topic tests and assignments

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Report on a student-designed scientific investigation

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End of year examination

Fintona Girls’ School

CHEMISTRY Unit 3 How can design and innovation help to optimise chemical processes?

The global demand for energy and materials is increasing with world population growth. In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment.

Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and byproducts. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.

Throughout the unit students use chemistry terminology, including symbols, formulas, chemical nomenclature, and equations, to represent and explain observations and data from their own investigations and to evaluate the chemistrybased claims of others.

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Areas of Study –

What are the current and future options for supplying energy?

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How can the rate and yield of chemical reactions be optimised?

Learning Outcomes On completion of this unit the student should be able to: –

Compare fuels quantitatively with reference to combustion products and energy outputs, apply knowledge of the electrochemical series to design, construct and test primary cells and fuel cells, and evaluate the sustainability of electrochemical cells in producing energy for society

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Experimentally analyse chemical systems to predict how the rate and extent of chemical reactions can be optimised, explain how electrolysis is involved in the production of chemicals, and evaluate the sustainability of electrolytic processes in producing useful materials for society

Assessment –

There are two pieces of School-assessed Coursework in Unit 3 which contribute 20 % to the final assessment. The types of assessment tasks will be chosen from:

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Comparison and evaluation of chemical concepts, methodologies and methods, and findings from at least two practical activities

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Analysis and evaluation of primary and/or secondary data, including identified assumptions or data limitations, and conclusions

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Problem-solving, including calculations, using chemistry concepts and skills applied to real-world contexts

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Analysis and evaluation of a chemical innovation, research study, case study, socio-scientific issue, or media communication.

Fintona Girls’ School

CHEMISTRY Unit 4

Learning Outcomes On completion of this unit the student should be able to:

How are carbon-based compounds designed for purpose?

Carbon is the basis not only of the structure of living tissues but is also found in fuels, foods, medicines, polymers, and many other materials that we use in everyday life. In this unit students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body.

They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds to identify them and to ensure product purity.

Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction, and distillations.

Throughout the unit students use chemistry terminology including symbols, formulas, chemical nomenclature, and equations to represent and explain observations and data from their own investigations and to evaluate the chemistrybased claims of others.

A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format.

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Analyse the general structures and reactions of the major organic families of compounds, design reaction pathways for organic synthesis, and evaluate the sustainability of the manufacture of organic compounds used in society

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Apply qualitative and quantitative tests to analyse organic compounds and their structural characteristics, deduce structures of organic compounds using instrumental analysis data, explain how some medicines function, and experimentally analyse how some natural medicines can be extracted and purified

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Design and conduct a scientific investigation related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds, and present an aim, methodology and method, results, discussion, and conclusion in a scientific poster

Assessment –

There are three pieces of School-assessed Coursework in Unit 3 which contribute 30% to the final assessment. The types of assessment tasks will be chosen from:

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Comparison and evaluation of chemical concepts, methodologies and methods, and findings from at least two practical activities

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Analysis and evaluation of primary and/or secondary data, including identified assumptions or data limitations, and conclusions

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Problem-solving, including calculations, using chemistry concepts and skills applied to real-world contexts

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Analysis and evaluation of a chemical innovation, research study, case study, socio-scientific issue, or media communication

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Communication of the design, analysis, and findings of a student-designed and studentconducted scientific investigation through a structured scientific poster and logbook entries.

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An end of year examination covering Units 3 and 4 will contribute 50% to the study score.

Areas of Study

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How are organic compounds categorised and synthesised?

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How are organic compounds analysed and used?

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How is scientific inquiry used to investigate the sustainable production of energy and/or materials?

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ECONOMICS Unit 1 Economic decision-making Economics is a dynamic and constantly evolving field of social science, which looks at the way humans behave and the decisions made to meet the needs and wants of society.

In this unit students explore their role in the economy, how they interact with businesses, and the role of the government in the economy. Students are introduced to and explore fundamental economic concepts. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions, and investigate the motivations behind both consumer and business behaviour. They examine how individuals might respond to incentives. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economics concepts.

Students use demand and supply models to explain changes in prices and quantities traded. Through close examination of one or more markets, they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards.

Students consider the insights of behavioural economics and how those insights contrast with the traditional model of consumer behaviour. They investigate at least one behavioural economics experiment, and analyse how the theories and observations of behavioural economics have been used by government in planning and implementing policy, and by businesses in managing their relationships with consumers.

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Areas of Study –

Thinking like an economist

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Decision making in markets

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Behavioural Economics

Learning Outcomes On completion of this unit the student should be able to: –

Describe the basic economic problem, discuss the role of consumers, businesses and the government in the economy, and analyse the factors that affect economic decision-making

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Explain the role of relative prices and other nonprice factors in the allocation of resources in a market-based economy and analyse the extent of competition in markets

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Explain how behavioural economics complements traditional understandings of decision-making, and analyse the effects of behavioural economics insights on consumers and other economic agents

Assessment –

The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

–

School based assessment tasks will be designed to measure the performance of each outcome and an end of semester examination.

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ECONOMICS Unit 2 Economic issues and living standards A core principle of economics is maximising the living standards of society. This is done through economic decisions that optimise the use of resources to produce goods and services that satisfy human needs and wants.

Economic activity is therefore a key consideration for economics. Students consider the link between economic activity and economic growth and investigate the importance of economic growth in raising living standards.

They evaluate the benefits and costs of continued economic growth and consider the extent to which our current measurements of living standards are adequate.

Economics provides useful tools for investigating contemporary issues that inspire debate and wide differences in opinion. Students undertake an applied economic analysis of two contemporary economics issues from a local, national and international perspective. They use the tools of data collection, analysis, synthesis and evaluation to examine the issue through an economics lens.

They do this through investigation of the economic factors influencing the issue and via examination of its economic importance at a local, national and international level.

Students consider the perspectives of relevant economic agents and evaluate the validity and effectiveness of individual and collective responses to the issue.

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Areas of Study –

Economic Activity

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Applied economic analysis of local, national and international economic issues

Learning Outcomes On completion of this unit the student should be able to: –

Explain the purpose of economic activity, the distinction between material and non-material living standards and the factors that may affect levels of economic activity and growth, discuss the costs and benefits of economic growth and examine the impact of economic activity on living standards using alternative measures

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Explain the factors that affect two economic issues at a local, national and international level and evaluate actions to address the issues

Assessment –

The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

–

School based assessment tasks will be designed to measure the performance of each outcome and an end of semester examination.

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ECONOMICS Unit 3

Areas of Study –

An introduction to microeconomics: the market system, resource allocation and government intervention

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Domestic Macroeconomics goals

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Australia and the international economy

Australia’s living standards The Australian economy is constantly evolving. The main instrument for allocating resources is the market, but government also plays a significant role in resource allocation. In this unit students investigate the role of the market in allocating resources and examine the factors that affect the price and quantity traded for a range of goods and services. Students develop an understanding of the key measures of efficiency and how market systems might result in efficient outcomes. Students consider contemporary issues to explain the need for government intervention in markets and why markets might fail to maximise society’s living standards. As part of a balanced examination, students also consider unintended consequences of government intervention in the market.

Students develop an understanding of the macroeconomy.

They investigate the factors that affect the level of aggregate demand and aggregate supply in the economy and apply theories to explain how changes in these variables might affect achievement of domestic macroeconomic goals and living standards. Students assess the extent to which the Australian economy has achieved these macroeconomic goals during the past two years.

Australia’s living standards depend, in part, on strong economic relationships with its major trading partners.

Students investigate the importance of international economic relationships and the effect of these on Australian living standards. Students analyse how international transactions are recorded, and examine how economic factors might affect the value of the exchange rate, the terms of trade and Australia’s international competitiveness.

Students also analyse how changes in the value of the exchange rate, the terms of trade and international competitiveness affect the domestic macroeconomic goals.

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Learning Outcomes On completion of this unit the student should be able to: –

Analyse how markets operate to allocate resources and evaluate the role of markets and government intervention in achieving efficient outcomes

–

Analyse key contemporary factors that may have affected domestic macroeconomic goals over the past two years, evaluate the extent to which the goals have been achieved and discuss the effects on living standards

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Analyse the factors that may affect the exchange rate, terms of trade and Australia’s international competitiveness, and discuss their impact on Australia’s international transactions and the achievement of the domestic macroeconomic goals and living standards

Assessment –

The student’s level of achievement will be determined by School assessed Coursework and an end of year examination. School assessed Coursework for Unit 3 will contribute 25% to the study score.

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ECONOMICS Unit 4

Areas of Study –

Aggregate demand policies and domestic economic stability

–

Aggregate supply policies

Managing the economy The ability of the Australian economy to achieve its domestic macroeconomic goals has a significant effect on living standards in Australia. Policymakers, including the Australian Government and the Reserve Bank of Australia (RBA), can utilise a wide range of policy instruments to affect these goals and to affect living standards.

This unit focuses on the role of aggregate demand policies in stabilising the business cycle to achieve the domestic macroeconomic goals. Students develop an understanding of how the Australian Government can alter the composition of budgetary outlays and receipts to directly and indirectly affect the level of aggregate demand, the achievement of domestic macroeconomic goals and living standards.

Students also examine the role of the RBA with a focus on its responsibility to conduct monetary policy. Students consider how the tools of monetary policy can affect interest rates, the transmission mechanism of monetary policy to the economy and how this contributes towards the achievement of the domestic macroeconomic goals and living standards.

Learning Outcomes On completion of this unit the student should be able to: –

Discuss the operation of aggregate demand policies and analyse their intended effects on the achievement of the domestic macroeconomic goals and living standards

–

Discuss the operation of aggregate supply policies and analyse the effect of these policies on the domestic macroeconomic goals and living standards

Assessment –

The student’s level of achievement will be determined by School assessed Coursework and an end of year examination. School assessed Coursework for Unit 3 will contribute 25% to the study score. The end of year examination covering both Units 3 and 4, will contribute 50%.

Students consider and evaluate the strengths and weaknesses of the aggregate demand policies in achieving the domestic macroeconomic goals and living standards.

Expanding the productive capacity of the economy and improving Australia’s international competitiveness is critical to ensuring that economic growth, low inflation and employment opportunities can be maintained both now and into the future. Students consider how the Australian Government utilises selected aggregate supply policies to pursue the achievement of the domestic macroeconomic goals and living standards over the long term.

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ENGLISH, ENGLISH AS AN ADDITIONAL LANGUAGE (EAL), ENGLISH LANGUAGE AND LITERATURE English, EAL, Literature Overview

Overview English and EAL (One Only) and/or Literature In Units 1 and 2, and in Units 3 and 4, students may study a combination of English, English Language and Literature or make a choice between studying only English or Literature.

In Years 11 and 12, students must complete a minimum of four units comprised of a combination of Units 1 – 4.

For example, a student may study Units 1 and 2 Literature followed by Units 3 and 4 English. If a student wishes to study only Units 3 and 4 Literature in Year 12, it is advisable that she consults with the English Learning Leader first.

English Language The study of VCE English Language enables students to consider their understanding and application of English using a set of metalinguistic tools informed by the discipline of linguistics. This focus provides students with fresh insights into their language choices, the values and assumptions constructed when considering the language use of others, and the power of language to control, shape and disrupt our lives.

Throughout their learning, students engage with the ways in which language is structured, the history of English and its variations both geographically and temporally, theories of language acquisition, variations of language created by social and cultural difference, the nexus between language and power, and the ways in which language can be used to construct and deconstruct identity. Students consider their own language use and the language use immediately surrounding them, as well as examples of language use locally, nationally and internationally. They explore the ways in which language use is adapted in consideration of formality, situational and cultural contexts, purpose and function.

contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community. Rationale, Study Design, VCE English/EAL Units 1 and 2: 2023 - 2027 LITERATURE: The study of VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of stories and storytelling, and enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high-order thinking to express and develop their critical and creative voices.

Throughout this study, students deepen their awareness of the historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices.

Students immerse themselves in challenging fiction and non-fiction texts, discovering and experimenting with a variety of interpretations in order to develop their own responses. Rationale, Study Design, VCE Literature 20232027

ENGLISH and EAL: The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Through engagement with texts from the

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ENGLISH AND EAL Unit 1 Area of Study 1: Reading & Exploring Texts In this area of study, students engage in reading and viewing texts with a focus on personal connections with the story. They discuss and clarify the ideas and values presented by authors through their evocations of character, setting and plot, and through investigations of the point of view and/or the voice of the text. They develop and strengthen inferential reading and viewing skills, and consider the ways a text’s vocabulary, text structures and language features can create meaning on several levels and in different ways.

Students’ exploration of texts involves understanding and appreciating the role of vocabulary, text structures and language features in creating story and meaning. They contemplate the ways a text can present and reflect human experiences, and how stories or aspects of stories resonate with their own memories and lives. Students are encouraged to share their experience and understanding of the world, and make connections with key ideas, concerns and tensions presented in a text. They also explore the cultural, social and historical values embedded in the text, and can compare these values with their own. It is through these moments of connection that students engage more closely with the reading experiences and draw parallels with their own observations of the world.

Students employ and experiment with the qualities of effective writing in their own work. Considering clear purpose, context (including mode) and audiences for their writing, and through engaging with and expanding on ideas drawn from mentor texts and other reading, they extend their creativity, fluency and range. As they craft their texts, students explore text structures and language features, and ideas. They build a varied vocabulary, which can include abstract and technical language, and apply standard and/or non-standard conventions of language, including syntax and spelling, as appropriate. They are also able to explore other forms of non-standard or informal language including colloquial and idiomatic language such as slang or dialects, where appropriate.

Learning Outcomes On completion of this unit the student should be able to: –

Produce analytical and creative responses to texts

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Students are required to complete a variety of oral and written assessments and a written examination at the end of the semester.

Area of study 2: Crafting Texts In this area of study, students engage with and develop an understanding of effective and cohesive writing. They apply, extend and challenge their understanding and use of imaginative, persuasive and informative text through a growing awareness of situated contexts, stated purposes and audience.

Students read and engage imaginatively and critically with mentor texts that model effective writing. Through guided reading of mentor texts, students develop an understanding of the diverse ways that vocabulary, text structures, language features and ideas can interweave to craft compelling texts. They consider these texts through knowledge of the ways purpose, context (including mode) and audience influence and shape writing.

Both individual and shared reading of mentor texts provides students with opportunities for rich discussion about what constitutes effective writing. Students collaborate through classwork to cultivate their understandings of cohesive and successful texts.

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ENGLISH AND EAL Unit 2

Learning Outcomes On completion of this unit the student should be able to:

Area of Study 1: Reading & Exploring Texts In this area of study students explore how meaning is created within a text. Students identify, discuss and analyse authorial decisions. They explore how authors use structures, conventions and language to represent characters, settings, events, explore thematic ideas and create the world of the text for the reader. Students investigate how the meaning of a text is affected by the contexts in which it is created and read.

Area of Study 2: Exploring Argument In this area of study, students consider the way arguments are developed and delivered in many forms of media.

Through the prism of a contemporary and substantial local and/or national issue, students read, view and listen to a range of texts that attempt to position an intended audience in a particular context. They explore the structure of these texts, including contention, sequence of arguments, use of supporting evidence and persuasive strategies. They closely examine the language and the visuals employed by the author, and offer analysis of the intended effect on the audience. Students apply their knowledge of argument to create a point of view text for oral presentation.

–

Produce analytical response/s to a set text

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Identify and analyse how argument and persuasive language can be used to position audiences, and create their own texts intended to position audiences

Assessment –

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Students are required to complete a variety of oral and written assessments and a written examination at the end of the semester.

Suitable texts for study should reflect a variety of persuasive texts. Appropriate texts could be drawn from print, digital, audio and audio visual sources. These texts may include speeches, digitally presented texts, opinion and comment pieces, and other texts designed to position audiences in relation to an issue. In selecting these texts, teachers should reflect on what students choose to read, view and listen to.

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ENGLISH AND EAL Unit 3 Area of Study 1: Reading & Responding to Texts In this area of study, students apply reading strategies to critically engage with a text, considering its dynamics and complexities and reflecting on the motivations of its characters. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas.

They are provided with opportunities to understand and explore the historical context, and the social and cultural values of a text, and recognise how these elements influence the way a text is read or viewed, is understood by different audiences, and positions its readers in different ways.

Sustained analytical writing about a text provides students with opportunities to further develop skills to engage with and challenge ideas, to refine their application of appropriate metalanguage, to integrate evidence from a text to support key points, and to improve their use of organisational structures such as formal essays.

All students are provided with opportunities to practise and extend their writing about texts, and EAL students are provided with a contextual framing of the text through a listening task that explores historical, cultural and/or social values relevant to the text.

examples of text, including extracts, to stimulate structural innovation and to inspire ideas when developing individual writing. They also make connections with experiences and events in their own lives, observing and recording to enrich their writing, and to extend their ideas.

Learning Outcomes On completion of this unit, the student should be able to:

Students work with mentor texts to inspire their own creative processes. They experiment with adaptation and individual creation, and demonstrate insight into ideas and effective writing strategies in their texts. They reflect on the deliberate choices they have made through their writing processes in their commentaries.

Students participate in collaborative class work and discuss the ways that vocabulary, text structures and language features can enliven ideas. They read, explore and revisit 25

Analyse ideas, concerns and values presented in a text, informed by the vocabulary, text structures and language features and how they make meaning

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EAL: Listen to and discuss ideas, concerns and values presented in a text, informed by selected vocabulary, text structures and language features and how they make meaning

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Demonstrate effective writing skills by producing their own texts, designed to respond to a specific context and audience to achieve a stated purpose; and to explain their decisions made through writing processes

EAL only On completion of this unit, the student should be able to: –

Produce an analytical response to text in written form

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Comprehend an audio/audio visual text focused on historical, cultural and/or social values in the set text, through either short-answer responses or note form summaries

and

Area of Study 2: Creating Texts In this area of study, students read and engage imaginatively and critically with mentor texts, and effective and cohesive writing within an identified framework of ideas. Through close reading, students expand their understanding of the diverse ways that vocabulary, text structures, language features, conventions and ideas can interweave to create compelling texts. They further consider mentor texts through their understanding of the ways that purpose, context (including mode), and audiences influence and shape writing.

–

Produce one written texts constructed in consideration of audience, purpose and context and –

Complete a set of annotations reflecting on writing processes

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework, both oral and written.

School-assessed Coursework tasks are part of the regular teaching and learning program and are completed primarily outside of school hours and within a limited time frame.

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ENGLISH AND EAL Unit 4 Area of Study 1: Reading & Comparing Texts In this area of study, students further sharpen their skills of reading and viewing texts, developed in the corresponding area of study in Unit 3. Students consolidate their capacity to critically analyse texts and deepen their understanding of the ideas and values a text can convey.

Students apply reading and viewing strategies to engage with a text, and discuss and analyse the ways authors construct meaning in a text through the presentation of ideas, concerns and conflicts, and the use of vocabulary, text structures and language features. They engage with the dynamics of a text and explore the explicit and implicit ideas and values presented in a text. They recognise and explain the ways the historical context, and social and cultural values can affect a reader, and analyse how these social and cultural values are presented. They establish how these values can influence the way a text is read or viewed, can be understood by different audiences, and can position readers in different ways.

Sustained analytical writing about a text provides students with opportunities to refine skills to engage with and challenge ideas, to confidently apply appropriate metalanguage, to deftly integrate evidence from a text to support key points, and to enhance their use of organisational structures such as formal essays. Through participation in discussion, students test their thinking, clarify ideas and form views about a text that are clearly developed in their writing.

Consideration and time should be given to explicit teaching of the contextual and cultural background of the selected issue and the texts explored.

Students must explore and analyse the structures and features of argument presented in audio and/or audio visual texts and consider the unique structures and features that enhance argument in these contexts. They plan and develop written analyses in response to their explorations.

Students practise the skills of revision and editing for clarity and coherence.

Students apply their understanding of the use of argument and language to create a point of view text for oral presentation. Through active listening, reading and viewing, students monitor and evaluate arguments on a topic of their choice, and then plan and develop their own point of view text on that topic. They present their points of view as a discussion, dialogue or debate, or in a presentation mode that best suits their context, purpose and audience.

Learning Outcomes On completion of this unit the student should be able to: –

Analyse explicit and implicit ideas, concerns and values presented in a text, informed by vocabulary, text structures and language features and how they make meaning

–

Analyse the use of argument and language in persuasive texts, including one written text (print or digital) and one text in another mode (audio and/or audio visual); and develop and present a point of view text

Area of Study 2: Analysing Argument

Assessment

In this area of study, students analyse the use of argument and language, and visuals in texts that debate a contemporary and significant national or international issue.

The texts must have appeared in the media since 1 September of the previous year and teachers are advised to work with their students to select an issue of relevance to the cohort. Students read, view and/or listen to a variety of texts from the media, including print and digital, and audio and audio visual, and develop their understanding of the ways in which arguments and language complement one another to position an intended audience in relation to a selected issue.

The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework and an external examination.

School-assessed Coursework tasks are part of the regular teaching and learning program and are completed primarily outside of school hours and within a limited time frame. The level of achievement for Units 3 and 4 is also assessed by an end of year examination, which will contribute 50%.

Students consider the purpose, audience and context of each text, the arguments, and the ways written and spoken language, and visuals are employed for effect. They analyse the ways all these elements work together to influence and/or convince an intended audience.

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ENGLISH LANGUAGE Unit 1 Area of Study 1: The Nature and Functions of language In this area of study students explore the nature of language and the various functions that language performs in a range of Australian and other contexts. They consider the properties that distinguish human communication as unique, the differences between the modes of spoken and written language, and the relationship between meaning and conventions that govern language use. Students are introduced to the theory that language is a system of signs and conventions, and that while the relationship between words and meanings may be arbitrary, our use of language is governed by conventions and informed by accepted systems.

Meaning can be conveyed through the key language modes of writing and speaking. Languages allow for communication through actions, like speech sounds, or graphic symbols such as letters. Communication can also occur through systems such as sign languages, and students can consider the role of paralinguistic features in conveying meaning, but the focus of this area of study is on the language modes of writing and speaking.

Students learn that our language choices are always influenced by the function, register, tenor and the situational and cultural contexts in which they occur, and are based on understandings and traditions that shape and reflect our view of the world. They come to understand that language is never a neutral and transparent means of representing the world we inhabit; rather, it is influenced by situational and cultural understandings.

Students learn that the situational elements of a language exchange, such as the field, language mode, setting and text type, influence language choice. Cultural factors, such as the values, attitudes and beliefs held by participants and the wider community, also affect people’s linguistic choices.

attempt to explain how children acquire their first language.

They research the so-called ‘critical period’, the window of opportunity during which language must be acquired. As children acquire language, they can be seen to change their language system gradually in response to the language use of others. At different stages, children’s language develops across a range of subsystems of language, allowing for increasingly complex communication and a greater range of functions.

Students also examine the similarities and differences between first- and additional-language acquisition, and multilingualism. They consider differences in the language acquisition process in children who are brought up multilingual compared with those who learn additional languages as they grow up. This extends to examining the language acquisition processes in adults who learn additional languages.

Students examine case studies and engage in field work to explore language acquisition.

Learning Outcomes On completion of this unit the student should be able to identify and describe primary aspects of the nature and functions of human language. They should be able to identify and describe types of language acquisition and discuss and investigate language acquisition in the context of specific language theories.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Students are required to complete a variety of oral and written assessments and a written examination at the end of the semester.

Area of Study 2: Language Acquisition This area of study focuses on the developmental stages of language acquisition, both first- and additional-language learning. Students explore how, in addition to words and their meanings, people learn to use the phonological and grammatical conventions of the language, as well as the appropriate use of these conventions in different situational contexts.

Students are introduced to two linguistic theories – universal grammar and usage-based accounts – that 27

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ENGLISH LANGUAGE Unit 2 Area of Study 1: English Across Time This area of study examines the changes that have occurred in English over time. Students investigate the factors that bring about language change, including those that come from contact with other languages, from social and technological transformation, and from within the language itself. They explore language change across some subsystems of language as represented in texts.

Students consider the relationship and influence of IndoEuropean languages on the English language.

Students examine the general concept of standardisation and the notion of ‘correct English’. While some language changes are critiqued by the wider community, with linguistic change often viewed as indicative of declining standards, others occur without widespread acknowledgment. The role of prescriptivist attitudes in establishing and maintaining standard language is considered in this area of study, as are descriptivist approaches to language change.

Students must be introduced to all the events and periods listed in the elective options below but study only ONE elective option in depth (that is, choose EITHER ‘Incursions’ OR ‘Inventions’ and study each of the dot points listed beneath those options in depth). The in-depth exploration must consider how significant social and cultural change impacts language and leads to language change across the subsystems of language. Teachers can consider significant texts that emerged in Old English, Middle English, Early Modern English and Modern English.

Incursions – – – –

The Vikings Norman conquest in 1066 Religion Plagues

Inventions – – – –

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Gutenberg and the printing press Dictionaries Typewriters/keyboards The internet

Area of Study 2: Englishes in Contact In this area of study students consider the effects of the global spread of English by learning about both the development and decline of languages as a result of English contact, the elevation of English as a global lingua franca and the cultural consequences of language contact.

Students explore the many ways English is used as an expression of identity and culture in written and spoken texts.

Students explore factors that contributed to the spread of English in the past, such as trade and colonisation, and factors that continue to contribute to the spread of English today. They consider the development of Australian Englishes, including Aboriginal Australian Englishes, through the lens of colonialism.

Students explore the development and features of Englishbased varieties, including pidgins and creoles, and the consequences on the languages of indigenous peoples around the world. Students become familiar with the distinctive features of a number of national, ethnic and regional varieties of English and explore the ways that some of these varieties show the effects of intensive contact with other languages. Students explore how changes to and loss of language affect its users’ cultural identities and worldviews, as evidenced by language reclamation and maintenance movements in contemporary Australian society.

Learning Outcomes On completion of this unit the student should be able to identify and describe language change and its effects on the English language and analyse attitudes to language change. They should be able to identify and explain the effects of the global spread of English through written and spoken texts.

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Students are required to complete a variety of oral and written assessments and a written examination at the end of the semester.

Fintona Girls’ School

ENGLISH LANGUAGE Unit 3 Language Variation and Purpose This unit investigates English in contemporary Australian contexts, focusing on how written and spoken texts convey information, ideas and perspectives. Students examine how language choices, shaped by audience and context, reflect relationships, power, and inclusion or exclusion.

Area of Study 1 – Informality This area of study examines how and why speakers and writers use informal language across written, spoken and electronic modes. Students explore how spontaneity and planning both play a role in informal language, and how informality builds rapport, solidarity, intimacy and equality between participants.

Key Features of Informal Language: colloquialism, slang, taboo and dysphemism, emoticons, emojis and contextspecific graphemes, with abbreviations reflecting pronunciation, prosodic cues in speech, plus nonfluency, ellipsis, shortened forms and creative syntax patterns.

Purposes of Informal Language: Informal language builds intimacy, solidarity and equality, uses politeness strategies, encourages innovation, navigates taboos, and fosters rapport and in-group identity, while discourse strategies like sequencing, cooperation and turn-taking shape interaction.

Key Knowledge: – – – – – – –

– –

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The role of Standard English in formal and informal texts Major language functions in context The influence of register, tenor and audience on informal texts The features of informal writing and speech across a range of texts The relationship between context and language features in informal texts Features of spoken discourse in creating informal texts Informal language features including subsystem patterning, colloquial language, slang, taboo language, dysphemism, swearing, emoticons, emojis and contextspecific graphemes Discourse strategies used by speakers and how cooperation is achieved The use of informal language for purposes including intimacy, solidarity, equality, politeness, linguistic innovation, social harmony, negotiating taboos, building rapport and in-group membership

– – –

The role of discourse factors in creating textual cohesion and coherence Conventions for transcription of spoken English including symbols, legend and line numbers Metalanguage to discuss informal language in texts

Key Skills: – –

– –

Identify the function of informal spoken and written texts Use metalanguage appropriately to describe and analyse informal texts in an objective and systematic way Analyse the effect of informal contexts on language choices Analyse the characteristics and features of informal written texts and transcripts of informal spoken English

Outcome 1 Identify, describe and analyse distinctive features of informal language in written and spoken texts.

Area of Study 2 – Formality This area of study examines how speakers and writers use formal language across written, spoken and electronic modes. Formal language is typically cohesive, explicit in its context, and highly audience-aware. Written texts are usually edited, while spoken texts may be edited and rehearsed, combining organisational features of writing with prosodic and paralinguistic elements.

Key Features of Formal Language: subsystem patterning, rhetoric, jargon and euphemism. Specialised language can reinforce authority, expertise and in-group solidarity.

Politeness strategies help manage social distance, hierarchies and rapport, while non-discriminatory language and euphemism enable sensitive navigation of social taboos.

Purposes of Formal Language: serves purposes such as clarifying information, celebrating or commemorating events, and sometimes manipulating or obscuring meaning, particularly in domains like politics, law, media and bureaucracy. Variations in formal language reveal speakers’ and writers’ intentions, values and cultural contexts.

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ENGLISH LANGUAGE Key Knowledge: – – – – – – – –

– –

The role of Standard English in formal and informal texts Major language functions in context The influence of register, tenor and audience on formal texts The relationship between context and language features in formal texts The features of formal writing and speech across a range of texts Features of spoken discourse in creating formal texts Formal language features including subsystem patterning, rhetoric, jargon and euphemism How formal language is used across different public and institutional settings including politics, law, media and bureaucracy How politeness strategies, jargon and nondiscriminatory language operate in formal contexts How variations in formal language reveal the intentions, values and cultural context of speakers and writers

Key Skills: – –

– –

Identify the function of formal spoken and written texts Use metalanguage appropriately to describe and analyse formal texts in an objective and systematic way Analyse how formal contexts shape language choices Examine how formal language features such as rhetoric, jargon and euphemism operate across a range of text types

Outcome 2 Identify, describe and analyse distinctive features of formal language in written and spoken texts.

Unit 4 Area of Study 1: Language variation in Australian society

national identity amid globalisation, technological change and shifting attitudes.

Students explore the prestige of Standard Australian English and the diversity of varieties including migrant ethnolects and Aboriginal Englishes. They also consider how language reflects, reinforces or challenges stereotypes, and evaluate the role these features play in constructing identity in contemporary Australia.

Area of Study 2: Individual and Group Identities This area of study explores how language reflects, shapes and negotiates individual and group identities. Students examine how language variation, both conscious and subconscious, allows users to perform different roles within speech communities. They consider social variables such as age, gender, occupation, education and interests, and how language choices align with social expectations and attitudes.

Students investigate overt prestige linked to Standard Australian English and its association with status and authority, alongside covert prestige within local groups that fosters belonging or exclusion. They also analyse how societal attitudes and prejudices about language can contribute to discrimination and social disadvantage.

Assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework and an external examination.

School-assessed Coursework tasks are part of the regular teaching and learning program and are completed primarily outside of school hours and within a limited time frame. The level of achievement for Units 3 and 4 is also assessed by an end of year examination, which will contribute 50%.

Learning Outcomes On completion of this unit the student should be able to identify, describe and analyse varieties of English in Australian society, the attitudes towards them and the identities they reflect. They should be able to identify, describe and analyse how variation in language, linguistic repertoires and language choices reflect and convey people’s identities.

This area of study examines the range of language varieties in contemporary Australian society and their role in shaping a contested national identity. While Standard Australian English shares features with other Englishes, it has developed distinct characteristics. Australia is linguistically diverse, and texts both reflect and challenge ideas of

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Fintona Girls’ School

LITERATURE Unit 1

Learning Outcomes On completion of this unit the student should be able to:

Area of Study 1: Reading Practices In this area of study students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and nonprint texts, reflecting on the contribution of form and style to meaning. Students reflect on the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text.

Students closely examine the literary forms, features and language of texts. They begin to identify and explore textual details, including language and features, to develop a close analysis response to a text.

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Respond to a range of texts through close analysis

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Explore conventions common to a selected movement or genre, and engage with the ideas, concerns and representations from at least one complete text alongside multiple samples of other texts considered characteristic of the selected movement or genre

Assessment –

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit.

Area of Study 2: Exploration of literary genres and movements

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Assessment must be a part of the regular teaching and learning program and should be completed mainly in class and within a limited time frame.

In this area of study students explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres. Examples of these groupings include literary movements and/or genres such as modernism, epic, tragedy and magic realism, as well as more popular, or mainstream, genres and subgenres. Students explore texts from the selected movement or genre, identifying and examining attributes, patterns and similarities that locate each text within that grouping. Students engage with the ideas and concerns shared by the texts through language, settings, narrative structures and characterisation, and they experiment with the assumptions and representations embedded in the texts.

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All assessments at Units 1 and 2 are School based and include oral and written tasks and an end of semester written examination.

Students must study at least one complete text alongside multiple samples of other texts from the selected movement or genre.

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Fintona Girls’ School

LITERATURE Unit 2

Learning Outcomes On completion of this unit the student should be able to:

Area of Study 1: Voices of Country In this area of study students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They consider the interconnectedness of place, culture and identity through the experiences, texts and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation.

Students examine representations of culture and identity in Aboriginal and Torres Strait Islander peoples’ texts and the ways in which these texts present voices and perspectives that explore and challenge assumptions and stereotypes arising from colonisation.

Students acknowledge and reflect on a range of Australian views and values (including their own) through a text(s).

Within that exploration, students consider stories about the Australian landscape and culture.

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Explore and reflect on the voices, perspectives and knowledge in the texts of Aboriginal and Torres Strait Islander authors and creators

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Analyse and respond to the representation of a specific time period and/or culture explored in a text and reflect or comment on the ideas and concerns of individuals and groups in that context

Assessment –

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit.

–

Assessment must be a part of the regular teaching and learning program and should be completed mainly in class and within a limited time frame.

–

All assessments at Units 1 and 2 are School based and include oral and written tasks and an end of semester written examination.

Area of Study 2: The text in its context In this area of study students focus on the text and its historical, social and cultural context. Students reflect on representations of a specific time period and/or culture within a text.

Students explore the text to understand its point of view and what it reflects or comments on. They identify the language and the representations in the text that reflect the specific time period and/or culture, its ideas and concepts. Students develop an understanding that contextual meaning is already implicitly or explicitly inscribed in a text and that textual details and structures can be scrutinised to illustrate its significance.

Students develop the ability to analyse language closely, recognising that words have historical and cultural import.

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Fintona Girls’ School

LITERATURE Unit 3

Learning Outcomes On completion of this unit the student should be able to:

Area of Study 1: Adaptions & Transformations In this area of study students focus on how the form of text contributes to the meaning of the text. Students develop an understanding of the typical features of a particular form of text and how the conventions associated with it are used, such as the use of imagery and rhythm in a poem or the use of setting, plot and narrative voice in a novel. Students use this understanding to reflect upon the extent to which changing the form of the text affects its meaning. By exploring adaptations, students also consider how creators of adaptations may emphasise or understate perspectives, assumptions and ideas in their presentation of a text.

Area of Study 2: Developing Interpretations In this area of study students explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text.

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Analyse the extent to which meaning changes when a text is adapted to a different form

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Develop interpretations of a set text informed by the ideas, views and values of the set text and a supplementary reading

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit.

The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework.

The level of achievement for Units 3 and 4 is also assessed by an end of year examination which will contribute 50%.

Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text, and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language.

These student interpretations should consider the historical, social and cultural context in which a text is written and set.

Students also consider their own views and values as readers. Students then explore a supplementary reading that can enrich, challenge and/or contest the ideas and the views, values and assumptions of the set text to further enhance the students’ understanding. Examples of a supplementary reading can include writing by a teacher, a scholarly article or an explication of a literary theory. A supplementary reading that provides only opinion or evaluation of the relative merits of the text is not considered appropriate for this task.

Informed by the supplementary reading, students develop a second interpretation of the same text, reflecting an enhanced appreciation and understanding of the text. They then apply this understanding to key moments from the text, supporting their work with considered textual evidence.

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Fintona Girls’ School

LITERATURE Unit 4

Learning Outcomes On completion of this unit the student should be able to:

Area of Study 1: Creative Responses to Texts In this area of study students focus on the imaginative techniques used for creating and recreating a literary work.

Students use their knowledge of how the meaning of texts can change as context and form change to construct their own creative transformations of texts. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored.

Students develop an understanding of the various ways in which authors craft texts. They reflect critically on the literary form, features and language of a text, and discuss their own responses as they relate to the text, including the purpose and context of their creations.

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Respond creatively to a text and comment critically on both the original text and the creative response

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Analyse literary forms, features and language to present a coherent view of a whole text

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit.

The student’s level of achievement in Unit 4 will be determined by School-assessed course work.

The level of achievement for Units 3 and 4 is also assessed by an end of year examination which will contribute 50%.

Area of Study 2: Close Analysis In this area of study students focus on a detailed scrutiny of the language, style, concerns and construction of texts.

Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.

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Fintona Girls’ School

FRENCH Unit 1

Unit 2

In this unit students develop an understanding of the language and culture/s of French-speaking communities through the study of three topics. Students will extend and consolidate vocabulary, grammar knowledge and language skills. Students reflect on the interplay between language and culture, and its impact on the individual’s language use in specific contexts and for specific audiences.

In this unit students develop an understanding of aspects of language and culture through the study of three topics.

Students analyse visual, spoken and written texts. They access and share useful information on the topics and subtopics through French and consolidate and extend vocabulary, grammar knowledge and language skills.

Students reflect on the interplay between language and culture, and its impact on meaning, understanding and the individual’s language use in specific contexts and for specific audiences.

Areas of Study –

Family and friends

Leisure, sport and health

Areas of Study –

Travel

Learning Outcomes

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Festivals, traditions and celebrations

On completion of this unit, the student should be able to:

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Technology and media

–

–

Education and and life after school

Exchange meaning in a spoken interaction in French

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Interpret information from two texts on the same subtopic presented in French, and respond in writing in French and in English

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Present information, concepts and ideas in writing in French on the selected subtopic and for a specific audience and purpose. Satisfactory completion for this unit will be based on the achievement of the learning outcomes

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and there will be an examination at the end of the unit.

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Learning Outcomes On completion of this unit, the student should be able to: –

Exchange meaning in a spoken interaction in French. The student will draw on key knowledge and skills outlined in Area of Study 1

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Analyse and use information from written, spoken or visual texts to produce an extended written response in French

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Explain information, ideas and concepts orally in French to a specific audience, about an aspect of culture within communities where French is spoken

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and there will be an examination at the end of the unit.

Fintona Girls’ School

FRENCH Unit 3

Unit 4

The focus of Units 3 & 4 French is to enable students to use French to communicate with others, to understand and appreciate the cultural contexts in which French is used, to understand their own cultures through the study of other cultures, to understand language as a system, to make connections between French and English and to apply French to work, further study, training or leisure.

Areas of Study In Unit 4 students will explore, research and discuss the following topics: -

Art, culture and entertainment

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History of immigration in France

Areas of Study –

Environment

Learning Outcomes

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Youth issues

On completion of this unit, the student should be able to:

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Roles and social relationship in French society

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Share information, ideas and opinions in a spoken exchange in French during a three-four minute interview providing information and responding to questions about a cultural product or practice

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Analyse information from written, spoken and viewed texts for use in a written response in French, for a specific audience and purpose, incorporating information from three or more texts.

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Present information, concepts and ideas in evaluative or persuasive writing on an issue in French

Learning Outcomes On completion of this unit, the student should be able to: –

Participate in a spoken exchange in French to resolve a personal issue in a three to four minute role-play, focussing on negotiating a solution to a personal issue

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Interpret information from texts and write responses in French. Responses to specific questions or instructions will use information extracted from written, spoken and viewed texts on the selected subtopic

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Express ideas in a personal, informative or imaginative piece of writing in French

Assessment

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome.

The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome.

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Fintona Girls’ School

GEOGRAPHY Unit 3

Unit 4

Changing the land

Human population – trends and issues

This unit focuses on two investigations of geographical change: change to land cover and change to land use.

Students investigate two major processes that are changing land cover in many regions of the world: melting glaciers and ice sheets and deforestation.

In this unit, students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world.

They investigate the distribution and causes of the two processes. They select one location for each of the processes to develop a greater understanding of the changes to land cover produced by these processes, the impacts of these changes and responses to these changes at different scales.

Students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world: populations which are continuing to grow and populations that are either growing slowly or are declining. They examine the dynamics of populations and their environmental, economic, social, and cultural impacts on people and places.

At a local scale students investigate land use change using appropriate fieldwork techniques and secondary sources.

They investigate the processes of change, the reasons for change and the impacts of change.

Areas of Study –

Land cover change

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Land use change

Students investigate the interconnections between the reasons for population change. They evaluate strategies developed in response to population issues and challenges, in both a growing population trend of one country and an ageing population trend of another country, in different parts of the world.

Areas of Study

Learning Outcomes

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Population dynamics

On completion of this unit the student should be able to:

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Population issues and challenges

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Analyse processes that result in changes to land cover

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Evaluate the impacts and responses resulting from these changes

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Analyse land use change and evaluate its impacts

Assessment The student’s level of achievement will be determined by School-assessed Coursework and an end of year examination.

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Learning Outcomes On completion of this unit the student should be able to: –

Analyse and discuss population dynamics on a global scale

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Analyse the nature of significant population issues and challenges in selected countries and evaluate strategies in response to these

Assessment The student’s level of achievement will be determined by School-assessed Coursework and an end of year examination.

Fintona Girls’ School

POLITICS Unit 3

Unit 4

Global cooperation and conflict

Power in the Indo-Pacific

In this unit, students investigate an issue and a crisis that pose challenges to the global community. Students begin with an investigation into an issue of global scale, such as climate change, global economic instability, the issue of development or weapons of mass destruction. Students also examine the causes and consequences of a humanitarian crisis that may have begun in one state but which has crossed over into neighbouring states and requires an emergency response. This crisis must be chosen from the areas of human rights, armed conflict and the mass movement of people. They consider the causes of these issues and crises, and investigate their consequences on a global level and for a variety of global actors.

In this unit, students investigate the strategic competition for power and influence in the Indo-Pacific region. They consider the interests and perspectives of global actors within the region, including the challenges to regional cooperation and stability. Building on their study of global issues and contemporary crises in Unit 3, students develop their understanding of power and national interests through an indepth examination of one state’s perspectives, interests and actions. Students also examine Australia’s strategic interests and actions in the region and consider how Australia’s responses to regional issues and crises may have contributed to political stability and/or change.

Areas of Study –

Global issues, global responses

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Contemporary crises: conflict, stability and change

Learning Outcomes On completion of this unit the student should be able to:

–

Power and the national interest

–

Australia in the Indo-Pacific

Learning Outcomes On completion of this unit the student should be able to: –

Analyse the various sources and forms of power used by a chosen state in the Indo-Pacific region

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Analyse the causes and consequences of a global issue

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Evaluate the extent to which a chosen state is able to achieve its national interests.

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Evaluate the effectiveness of global actors’ responses in resolving the issue

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Analyse different perspectives on Australia’s national interests in the Indo-Pacific region

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Analyse the causes and consequences of one contemporary crisis

–

–

Discuss how global actors’ responses have contributed to political stability and/or change.

Evaluate the degree to which Australia’s pursuit of its national interests has resulted in cooperation or conflict with three states in the region.

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework. Schoolassessed Coursework for Unit 3 will contribute 25 per cent to the study score.

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Areas of Study

Assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework. Schoolassessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. The examination will contribute 50 per cent to the overall study score.

Fintona Girls’ School

HEALTH AND HUMAN DEVELOPMENT Unit 3

Areas of Study Understanding health and wellbeing

Australia’s health in a globalised world In this unit, students look at health and wellbeing, disease and illness as being multidimensional, dynamic and subject to different interpretations and contexts. They explore health and wellbeing as a global concept and take a broader approach to inquiry. Students consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians.

Students focus on health promotion and improvements in population health over time. Through researching health improvements and evaluating successful programs, they explore various public health approaches and the interdependence of different models. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

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Promoting health in AustraliaLearning Outcomes On completion of this unit the student should be able to: Explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status.

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Explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies and initiatives.

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework, which will contribute 25% to the final study score.

Fintona Girls’ School

HEALTH AND HUMAN DEVELOPMENT Unit 4 Health and human development in a global context In this unit, students examine health and human development in a global context. They use data to investigate health status and human development in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in health status over time and studying the key concept of sustainability.

They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict and the mass movement of people.

Students consider global action to improve health and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the goals and objectives of the World Health Organization (WHO). They also investigate the role of non-government organisations and Australia’s overseas aid program.

Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their own capacity to act.

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Areas of Study –

Global Health and Human Development

–

Health and the Sustainable Development Goals

Learning Outcomes On completion of this unit the student should be able to: –

Analyse similarities and differences in health status and human development globally and analyse the factors that contribute to these differences.

–

Analyse the relationships between the SDGs and their role in the promotion of health and human development and evaluate the effectiveness of global aid programs.

Assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework which will contribute 25% to the final study score.

Note: Health and Human Development and Physical Education are offered in alternate years. In 2026, Fintona is offering Physical Education.

Fintona Girls’ School

PHYSICAL EDUCATION Unit 3 Movement skills and energy for physical activity This unit introduces students to principles used to analyse human movement from a biophysical perspective. Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skillacquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correctly applying these principles can lead to improved performance outcomes.

Students consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They investigate the characteristics and interplay of the 3 energy systems for performance during physical activity, sport and exercise. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

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Areas of Study –

How are movement skills improved?

–

How does the body produce energy?

Learning Outcomes On completion of this unit the student should be able to: –

Analyse primary data collected from participation in physical activity, sport and exercise to develop and refine movement skills from an individual and coaching perspective, by applying biomechanical and skill-acquisition principles.

–

Use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, explain the factors causing fatigue and recommend suitable recovery strategies.

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework, which will contribute 25% to the study score.

Fintona Girls’ School

PHYSICAL EDUCATION Unit 4

Areas of Study –

What are the foundations of an effective training program?

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How is training implemented effectively to improve fitness?

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Integrated movement experiences

Training to improve performance In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite).

Improvements in performance, in particular fitness, depend on the ability of the individual and/or coach to gain, apply and evaluate knowledge and understanding of training.

Students assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components. Students then consider all physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.

Learning Outcomes On completion of this unit the student should be able to: –

Undertake an activity analysis to justify the physiological requirements of an activity that informs an appropriate assessment of fitness

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Participate in a variety of training methods; design and evaluate training programs; and explain performance improvements that occur due to chronic adaptations, depending on the type of training undertaken.

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Integrate theory and practice that enables them to analyse the interrelationships between skill acquisition, biomechanics, energy production and training, and the impacts these have on performance.

Assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework, which will contribute 25% to the study score.

Note: Health and Human Development and Physical Education are offered in alternate years. In 2026, Fintona is offering Physical Education.

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Fintona Girls’ School

HISTORY Unit 1

Unit 2

Empires

Modern History

In this subject, students investigate the foundations and features of empires and the significant global changes they brought to the wider world in the early modern period.

Empires at their core were expansionist, dominating trade and political influence in their regional or global contexts. A range of key factors arising from the social, political, economic, cultural, religious, environmental and technological features of Empires played a role in the ambition and quest for power, prestige and influence over rival and competing states.

In this unit, students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. Students focus on the causes and consequences of the Cold War; the competing ideologies that underpinned events, the effects on people, groups and nations, and the reasons for the end of this sustained period of ideological conflict.

Areas of Study –

The rise of empires

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Encounters, challenge and trade

Students also explore the causes and impacts of significant political and social movements such as the American Civil Rights Movement and conflicts in the Middle East.

Areas of Study –

Causes, course and consequences of the Cold War

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Challenge and change

Learning Outcomes On completion of this unit the student should be able to: – –

Explain the significant features of an empire and analyse its rise and expansion.

Analyse the challenges and changes faced by the empire and evaluate the consequences of its imperial encounters in new territories and colonies, and on Indigenous peoples.

Assessment The student’s level of achievement will be determined by course work tasks such as analysis of primary sources, research tasks and essays and an examination.

Note: This unit will run in Semester 2.

Learning Outcomes On completion of this unit the student should be able to: –

Explain the causes of the Cold War and analyse its consequences on nations and people

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Explain the challenges to social, political and/or economic structures of power and evaluate the extent to which continuity and change occurred

Assessment The student’s level of achievement will be determined by course work tasks such as analysis of primary sources, research tasks and essays and an examination.

Note: This unit will run in Semester 1.

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Fintona Girls’ School

HISTORY Unit 3

Unit 4

Revolutions

Revolutions

This unit focuses on the French Revolution of 1789.

Students examine the interplay of significant events, ideas, individuals and popular movements in the lead up to the outbreak of revolution. These include noble privileges, peasant grievances, the calling of the Estates General and their regulation, the ideas to emerge from the Enlightenment, the role of individuals such as Louis XVI, Marie Antoinette and Marquis de Lafayette, and popular movements such as the storming of the Bastille and the ‘Great Fear’.

This unit focuses on the Russian Revolution. Students analyse the long-term causes and short-term triggers of revolution, including significant events, ideas such as Marxism, individuals such as Tsar Nicholas II and Lenin, and popular movements, and they assess how these were directly or indirectly influenced by social, political, economic and cultural conditions.

Students also evaluate attempts to consolidate power by the post-revolution regime up until 1795, including the policy of ‘terror until peace’. Students engage with historical interpretations as well as the experiences of those whose conditions of everyday life were affected by the revolution, in evaluating the consequences of the revolution.

Areas of Study

Students consider the consequences of the revolution and evaluate the success of the new regime’s responses to these challenges between 1917 and 1927. They evaluate historical interpretations about the success of the revolution, the new regime’s consolidation of power and the degree of change brought to the new society.

Areas of Study –

Causes of revolution

–

Consequences of revolution

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Causes of revolution

Learning Outcomes

–

Consequences of revolution

On completion of this unit the student should be able to:

Learning Outcomes

–

Analyse the causes of the Russian Revolution, and evaluate the contribution of significant ideas, events, individuals and popular movements

–

Analyse the consequences of the Russian Revolution and evaluate the extent of continuity and change in the post-revolutionary society

On completion of this unit students should be able to: –

Analyse the causes of the French Revolution and evaluate the contribution of significant ideas, events, individuals and popular movements.

–

Analyse the consequences of the French Revolution and evaluate the extent of continuity and change in the post-revolutionary society.

Assessment

Assessment The student’s level of achievement will be determined by School-assessed Coursework and an end of year examination.

The student’s level of achievement will be determined by School-assessed Coursework and an end of year examination.

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Fintona Girls’ School

JAPANESE Unit 1

Unit 2

In Unit 1 Japanese, students develop an understanding of the language and culture of Japanese-speaking communities through the study of a range of topics from the prescribed themes. They focus on analysing cultural products or practices including visual, spoken or written texts and apply acquired knowledge of Japanese culture and language to new contexts. Students reflect on the interplay between language and culture and its impact on the individual’s language use for specific contexts and audiences. In each topic, students consolidate and extend vocabulary and grammar knowledge and language skills.

In Unit 2 Japanese, students develop an understanding of aspects of language and culture through the study of a range of topics from the prescribed themes. They analyse visual, spoken and written texts on cultural products or practices, consider how culture and perspectives may vary between communities, and reflect on the interplay between language and culture and its impact on the individual’s language use for specific contexts and audiences. In each topic, students consolidate and extend vocabulary and grammar knowledge and language skills.

Areas of Study – – – –

Holiday and leisure Family and friends: relationships and shared experiences Exploring Japanese high school life and culture Wellbeing and balance in high school student life

Areas of Study Travel and tourism: destinations, experiences and impact Technology and social media: influence, impact and innovation Traditions and culture in contemporary Japan

Learning Outcomes

Japan’s Global influence: culture and innovation in everyday life

On completion of this unit the student should be able to:

Learning Outcomes

– –

–

Exchange meaning in a spoken interaction in Japanese Interpret information from two texts presented in Japanese and respond in writing in Japanese and in English Present information, concepts and ideas in writing in Japanese for a specific audience and purpose

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School-based assessment tasks will be designed to measure the performance of each outcome and there will be an examination at the end of the unit.

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On completion of this unit the student should be able to: –

Respond in writing in Japanese to spoken, written or visual texts presented in Japanese

–

Analyse and use information from written, spoken or visual texts to produce an extended written response in Japanese

–

Explain information, ideas and concepts orally in Japanese to a specific audience about an aspect of culture within Japanese speaking communities

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and there will be an examination at the end of the unit.

Fintona Girls’ School

JAPANESE Unit 3

Unit 4

In Unit 3 Japanese, students investigate the way Japanese speakers interpret and express ideas, negotiate and persuade in Japanese through the study of a range of topics from the prescribed themes. They interpret information, inform others, reflect upon and develop persuasive arguments. Students consider the influence of language and culture in shaping meaning and reflect on the practices, products and perspectives of the cultures of Japanese-speaking communities. They reflect on how knowledge of Japanese and Japanese-speaking communities can be applied in a range of contexts and endeavours, such as further study, travel, business or community involvement. In each topic, students consolidate and extend vocabulary and grammar knowledge and language skills.

In Unit 4 Japanese, students investigate aspects of culture through the study of a range of topics from the prescribed themes. They consolidate and extend vocabulary and grammar knowledge and language skills in their investigation of the topics through Japanese. Students build on their knowledge of Japanese-speaking communities, consider cultural perspectives and explain personal observations.

Areas of Study – – – –

Life in Japan: exploring communities and lifestyles Final year of high school: milestones, memories and future plans Creating a sustainable future: environmental awareness and action The changing world: family, identity and globalisation

They identify and reflect on cultural products or practices from a diverse range of texts, activities and creations that provide insights into Japanese-speaking communities.

Students reflect on the ways culture, place and time influence values, attitudes and behaviours, and consider how knowledge of more than one culture can influence the ways individuals relate to each other and function in the world.

Areas of Study –

Investigation of chosen topics related to the student’s presentation for the oral examination

–

Topics and themes studied in Units 1 to 4 through the written examination papers

Learning Outcomes Learning Outcomes –

Participate in a spoken exchange in Japanese to resolve a personal issue

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Interpret information from texts and write responses in Japanese

–

Express ideas in a personal, informative or imaginative piece of writing in Japanese

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School-assessed Coursework will be designed to measure the performance of each outcome.

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–

Share information, ideas and opinions in a spoken exchange in Japanese

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Analyse information from written, spoken and viewed texts for use in a written response in Japanese

–

Present information, concepts and ideas in evaluative or persuasive writing on an issue in Japanese

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School-assessed Coursework will be designed to measure the performance of each outcome.

Fintona Girls’ School

LATIN Unit 1

Unit 2

The focus of Units 1 & 2 Latin is to enable students to understand Latin texts, especially at the level of grammar and syntax. Students make connections between Latin and English and identify the stylistic and literary conventions of Latin text. There is consideration of the underlying ideas of authentic Latin text, and its relationship to social, cultural, historical and religious context.

Learning Outcomes On completion of this unit the student should be able to: –

Translate a seen passage of both a prose author and a poet, and answer questions on the accidence and syntax of the passages

–

Respond to questions on the purpose and style, and accidence and syntax of a seen passage of a Latin author

–

Scan the hexameter line and understand how the poet makes use of this metre

Areas of Study –

Grammar – Accidence and Syntax

–

Literary, Stylistic and Structural Techniques

–

Vocabulary

–

Seen Texts

Learning Outcomes On completion of Unit 1, the student should be able to: –

Read passages of Latin, translate them into fluent English and answer questions on the accidence and syntax of the passages

–

Respond to questions on the content and context of a seen passage of Latin

–

Translate passages of original Latin into fluent English and answer questions on the accidence and syntax of the passages

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and there will be an examination at the end of the unit.

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and there will be an examination at the end of the unit.

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Fintona Girls’ School

LATIN Unit 3

Unit 4

The focus of Units 3 and 4 Latin is to enable student to understand Latin texts, particularly at the level of grammar and syntax. Students make connections between Latin and English and identify the stylistic and literary conventions of Latin texts. There is consideration of the underlying ideas of authentic Latin texts, and their relationship to social, cultural, historical and religious context.

Learning Outcomes

Areas of Study –

Grammar – Accidence and Syntax

–

Literary, Stylistic and Structural Techniques

–

Vocabulary

–

Seen Texts

Learning Outcomes

On completion of this unit the student should be able to –

Explain and analyse the content, including the accidence and syntax, and context, as well as the literary, stylistic and structural techniques of in prescribed lines of Virgil’s Aeneid

–

Identify and discuss the issues raised by the themes and ideas of the prescribed lines of Virgil’s Aeneid and the Aeneid as a whole

Assessment Satisfactory completion of this unit will be awarded upon the demonstration of these outcomes. The student’s level of achievement for Unit 4 will be determined by Schoolassessed Coursework and in the end of year examination.

On completion of this unit the student should be able to –

Demonstrate knowledge of accidence and syntax and understanding of the content, context and purpose of the chosen work

–

Translate an unseen passage from a Latin prose author

Assessment Satisfactory completion of this unit will be awarded upon the demonstration of these outcomes. The student’s level of achievement for Unit 3 will be determined by Schoolassessed Coursework and in the end of year examination.

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Fintona Girls’ School

LEGAL STUDIES Unit 1 The Presumption of innocence Students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions. Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from the past four years.

Areas of Study –

Legal foundations

–

Proving guilt

–

Sanctions

Learning Outcomes On completion of this unit the student should be able to: –

Describe the main sources and types of law, and evaluate the effectiveness of laws

–

Explain the purposes and key concepts of criminal law, and use legal reasoning to argue the criminal culpability of an accused based on actual and/or hypothetical scenarios

–

Explain the key concepts in the determination of a criminal case, discuss the principles of justice in relation to experiences of the criminal justice system, and discuss the ability of sanctions to achieve their purposes

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and an end of semester examination.

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Fintona Girls’ School

LEGAL STUDIES Unit 2

Unit 3

Wrongs and rights

Rights and justice

Students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

Students examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.

Areas of Study –

Civil Liability

–

Remedies

–

Human rights

Learning Outcomes On completion of this unit the student should be able to: –

Explain the purposes and key concepts of civil law, and apply legal reasoning to argue the liability of a party in civil law based on actual and/or hypothetical scenarios

Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Areas of Study –

The Victorian criminal justice system

–

The Victorian civil justice system

Learning Outcomes On completion of this unit the student should be able to:

–

Explain the key concepts in the resolution of a civil dispute, discuss the principles of justice in relation to experiences of the civil justice system, and discuss the ability of remedies to achieve their purposes

–

Explain the key principles in the criminal justice system, discuss the ability of sanctions to achieve their purposes and evaluate the ability of the criminal justice system to achieve the principles of justice during a criminal case.

–

Explain one contemporary human rights issue in Australia, and evaluate the ways in which rights are protected in Australia

–

Explain the key principles in the civil justice system, discuss the ability of remedies to achieve their purposes and evaluate the ability of the civil justice system to achieve the principles of justice during a civil dispute

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and an end of semester examination.

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Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system.

Assessment The student’s level of achievement will be determined by School-assessed Coursework and an end of year examination. School assessed Coursework for Unit 3 will contribute 25% to the study score.

Fintona Girls’ School

LEGAL STUDIES Unit 4 The people, the law and reform Students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in lawmaking, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Areas of Study –

The people and the law makers

–

The people and reform

Learning Outcomes On completion of this unit the student should be able to: –

Discuss the ability of parliament and courts to make law and evaluate the means by which the Australian Constitution acts as a check on parliament in law-making

–

Explain the reasons for law reform and constitutional reform, discuss the ability of individuals to change the Australian Constitution and influence a change in the law, and evaluate the ability of law reform bodies to influence a change in the law

Assessment The student’s level of achievement will be determined by School-assessed Coursework and an end of year examination. School assessed Coursework for Unit 4 will contribute 25% to the study score. The end of year examination covering both Units 3 and 4, will contribute 50%.

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Fintona Girls’ School

MATHEMATICS Pathways

Note: Progression along a pathway is dependant upon demonstration of a thorough understanding of the previous course.

Mathematical Methods Units 3 and 4 is required to study Specialist Mathematics Units 3 & 4.

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Fintona Girls’ School

GENERAL MATHEMATICS Units 1 & 2

Units 3 & 4

The focus of this unit is practical applications of mathematics. It provides a sound basis for students intending to study Further Mathematics Units 3 & 4.

General Mathematics Units 3 and 4 focus on real-life application of mathematics and consist of the areas of study ‘Data analysis, probability and statistics’ and ‘Discrete mathematics’.

Areas of Study

Areas of Study

–

Data analysis, probability and statistics

–

Algebra, number and structure

–

Functions, relations and graphs

Unit 3 comprises Data analysis and Recursion and financial modelling, and Unit 4 comprises Matrices and Networks and decision mathematics.

–

Discrete mathematics

Learning Outcomes

–

Space and measurement

On completion of this unit the student should be able to:

Learning Outcomes

–

Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures

–

Apply mathematical processes in non-routine contexts, including situations with some openended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics

–

Apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problemsolving techniques or approaches

On completion of this unit the student should be able to: –

–

–

Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures Apply mathematical processes in non-routine contexts, including situations with some openended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics Apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative modelling or problemsolving techniques or approaches

Assessment The award of satisfactory completion for a unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and students will receive a grade of A+ to E for each of these tasks.

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Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

The student’s level of achievement will be determined by School-assessed Coursework and end of year examinations.

School-assessed Coursework for Units 3 & 4 will contribute 40% to the final assessment. The two end of year examinations will contribute 60% to the final assessment.

Fintona Girls’ School

MATHEMATICAL METHODS Units 1 & 2

Units 3 & 4

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. The units are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.

Mathematical Methods Units 3 & 4 is a fully prescribed course with a calculus emphasis. The focus of the course is to provide an appropriate foundation for further studies in courses such as Science, Commerce, Engineering and Medicine.

Areas of Study –

Functions, relations and graphs

–

Algebra, number and structure

–

Calculus

–

Data analysis, probability and statistics

Learning Outcomes On completion of this unit the student should be able to:

Assumed knowledge is contained in and will be drawn from Mathematical Methods Units 1 & 2.

Areas of Study –

Functions, relations and graphs

–

Calculus

–

Algebra, number and structure

–

Data analysis, probability and statistics

Learning Outcomes On completion of this unit the student should be able to:

–

Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures

–

Apply mathematical processes in non-routine contexts, including situations with some openended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics

–

Apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problemsolving techniques or approaches

Assessment The award of satisfactory completion for each of these units will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and students will receive a grade of A+ to E for each of these tasks.

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–

Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures

–

Apply mathematical processes in non-routine contexts, including situations with some openended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics

–

Apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problemsolving techniques or approaches

Assessment The award of satisfactory completion for each of these units will be based on the achievement of the set of outcomes.

The student’s level of achievement will be determined by School-assessed Coursework and end of year examinations. School-assessed Coursework for Units 3 & 4 will contribute 40% to the final assessment. Two end of year examinations will contribute 60% to the final assessment.

Fintona Girls’ School

SPECIALIST MATHEMATICS Units 1 & 2

Learning Outcomes On completion of this unit the student should be able to:

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem-solving, reasoning and proof.

Areas of Study –

Algebra, number and structure-Proof and number, Graph Theory, Logic and Algorithms, Complex numbers, Functions, Relations and graphs

–

Data analysis, probability and statisticsSimulation, sampling and sampling distributions

–

Discrete mathematics- Sequences and series, Combinatorics, Matrices

–

Shape and measurement- Trigonometry, Transformations, Vectors in the plane

–

Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures

–

Apply mathematical processes in non-routine contexts, including situations with some openended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics

–

Apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problemsolving techniques or approaches

Assessment The award of satisfactory completion for each of these units will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and students will receive a grade of A+ to E for each of these tasks.

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Fintona Girls’ School

SPECIALIST MATHEMATICS Units 3 & 4

Learning Outcomes On completion of this unit the student should be able to:

Specialist Mathematics Units 3 & 4 are intended for those with strong interests and abilities in mathematics and for those who wish to undertake further study in mathematics and related disciplines. The focus of these units is to highlight mathematics structure and proof and to extend and develop material from Mathematical Methods Units 3 & 4.

Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and key skills from Mathematical Methods Units 1 and 2; the key knowledge and key skills from Specialist Mathematics Units 1 and 2; and concurrent study or previous completion of Mathematical Methods Units 3 and 4. Together these cover the assumed knowledge and skills for Specialist Mathematics Units 3 and 4.

Areas of Study

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–

Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures

–

Apply mathematical processes in non-routine contexts, including situations with some openended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics

–

Apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problemsolving techniques or approaches

–

Functions, relations and graphs

Assessment

–

Algebra, number and structure

–

Calculus

–

Data analysis, probability and statistics

–

Discrete Mathematics

–

Space and measurement

The award of satisfactory completion for each of these units will be based on the achievement of the set of outcomes.

The student’s level of achievement will be determined by School-assessed Coursework and end of year examinations. School-assessed Coursework for Units 3 & 4 will contribute 40% to the final assessment. Two end of year examinations will contribute 60% to the final assessment.

Fintona Girls’ School

MUSIC PERFORMANCE Unit 1

Unit 2

Organisation of music

Effect in music

In this unit, students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation.

In this unit, students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding.

They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source.

They also create short music exercises that reflect their understanding of the organisation of music, and develop their knowledge of music language concepts.

Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They create short exercises that reflect their understanding of the organisation of music and the processes they have studied. Students analyse and respond to a wide range of music, becoming familiar with the ways music creators treat elements and concepts of music.

Assessment The award of satisfactory completion for each of these units is based on whether the student has demonstrated the set of outcomes specified for the unit. School based assessment tasks will be designed to measure the performance of each outcome and students will receive a grade of A+ to E for each of these tasks.

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Fintona Girls’ School

MUSIC PERFORMANCE Unit 3 & 4 Contemporary & Repertoire Music Performance at VCE involves students investigating their own personal voice, exploring a diverse range of repertoire and refining their ability to perform with accuracy and expression.

Students will critically reflect on their chosen works, highlighting areas of challenging and creating technical and expressive exercises to address these challenges. Their performance program is a 20 minute recital, consisting of a variety of repertoire, including a piece by an Australian artists post 1990. Unit ¾ contemporary offers the opportunity for students to create a reinterpretation of a song, manipulating the musical elements to develop an alternate version in a style of their choosing.

Students analyse interpretation in a wide range of recorded music, responding to and analysing music elements, concepts, compositional devices and music language.

Students also learn how to recognise and recreate music language concepts such as scales, melodies, chords, harmony and rhythmic materials. They explore their chosen works for the Unit, creating practice and performance strategies, as well as reflecting on ways to improve their program. In the contemporary stream, students will investigate ways to reimagine a selected work through manipulation of the musical elements and devices.

Potential Pathways for music might include but are not limited to: – – – – – – – – –

Instrumental Music Teacher Classroom Music Teacher Music Performer Composer Sound Engineer Music Therapist Accompanist Music Director Music Producer

Areas of Study – – –

Performing Analysing for performance Responding

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed coursework. Schoolassessed Coursework for Unit 3 will contribute 20% to the study score, and Unit 4 contributing 10%.The level of achievement for Units 3 and 4 is also assessed by an end of year performance examination, which will contribute 50%, and an end of year aural and written examination which will contribute 20%.

Music Performance should appeal to students who enjoy performing and would like to develop a stronger theoretical understanding of their craft. Students should enjoy listening to music and enhancing their ability to analyse a variety of musical excerpts that will supplement their own musical understanding.

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Fintona Girls’ School

PHYSICS Unit 1 How is energy useful to society?

In this unit students examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored.

In the study of light and matter, students study light using the wave model and thermal energy using a particle model forming an understanding of the fundamental physics ideas of reflection, refraction and dispersion. They use these to understand observations made of the world such as mirages and rainbows. They investigate energy transfers and explore how light and thermal energy relate to one another. They apply light ideas to explain how light is used through optical fibres in communication, and how physics is used to inform global warming and climate change.

In study of nuclear energy, students build on their understanding of energy to explore energy that derives from the nuclei of atoms. They learn about the properties of the radiation from the nucleus and the effects of this radiation on human cells and tissues and apply this understanding to the use of radioisotopes in medical therapy. Students explore the transfer of energy from the nucleus through the processes of fission and fusion and apply these ideas to evaluate the viability of nuclear energy as an energy source for Australia.

Areas of Study –

How are light and heat explained?

–

How is energy from the nucleus utilised?

–

How can electricity be used to transfer energy?

Learning Outcomes On completion of this unit the student should be able to: –

Model, investigate and evaluate the wave-like nature of light, thermal energy and the emission and absorption of light by matter

–

Explain, apply and evaluate nuclear radiation, radioactive decay and nuclear energy

–

Investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community

Assessment –

Tests

–

Practical Reports

–

Assignment

–

Mid year examination

In study of current electricity, students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Concepts of electrical safety are developed through the study of safety mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during experimental investigations of DC circuits. They explore electrical safety and the use of transducers to transfer energy in common devices.

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Fintona Girls’ School

PHYSICS Unit 2 How does physics help us to understand the world?

In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments.

In the study of motion, students describe and analyse graphically, numerically and algebraically the energy and motion of an object, using specific physics terminology and conventions. They consider the effects of balanced and unbalanced forces on motion and investigate the translational and rotational forces on static structures.

Students apply mathematical models during experimental investigations of motion and apply their understanding of motion and force through a case study.

In the options unit, students develop a deeper understanding of an area of interest within diverse areas of physics. They select from eighteen options, explore the related physics and use this physics to form a stance, opinion or solution to a contemporary societal issue or application. In their explorations, a range of investigation methodologies may be used by students.

This unit also requires the student to design and conduct a practical investigation on a topic that has been studied in Unit 1 or 2. From the results that they collect, students will analyse and evaluate the data as well as consider the impact that errors may have on the validity of their results.

They will also consider safe practice in the performance of their investigation. Their results will be presented as a scientific poster.

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Areas of Study –

How is motion understood?

–

Options: How does physics inform contemporary issues and applications in society?

–

How do physicists investigate questions?

Learning Outcomes On completion of this unit the student should be able to: –

Investigate, analyse, mathematically model and apply force, energy and motion

–

Investigate and apply physics knowledge to develop and communicate an informed response to a contemporary societal issue or application related to a selected option

–

Draw an evidence-based conclusion from primary data generated from a student-adapted or studentdesigned scientific investigation related to a selected physics question

Assessment Tests, practical reports, end of year examination, and a report of an extended practical investigation (studentdesigned or adapted) using an appropriate format, for example, a scientific poster, practical report, oral communication or digital presentation

Fintona Girls’ School

PHYSICS Unit 3

Areas of Study –

How do physicists explain motion in two dimensions?

–

How do things move without contact?

–

How are fields used in electricity generation?

How do fields explain motion and electricity?

In this unit of study, students use Newton’s laws of motion to analyse linear motion, circular motion and projectile motion. Newton’s laws of motion give important insights into a range of motion both on Earth and beyond through the investigations of objects on land and in orbit. They explore the motion of objects under the influence of a gravitational field on the surface of Earth, close to Earth and above Earth. They explore the relationships between force, energy and mass.

Students examine the similarities and differences between three fields: gravitational, electric and magnetic. Students explore how positions in fields determine the potential energy of, and the force on, an object. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles including in a synchrotron.

The production, distribution and use of electricity has had a major impact on the way that humans live. Students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore the transformer as critical to the performance of electrical distribution systems in minimising power loss.

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Learning Outcomes On completion of this unit the student should be able to: –

Investigate motion and related energy transformations experimentally, and analyse motion using Newton’s laws of motion in one and two dimensions

–

Analyse gravitational, electric and magnetic fields, and apply these to explain the operation of motors and particle accelerators, and the orbits of satellites

–

Analyse and evaluate an electricity generation and distribution system

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes School-Assessed Coursework will contribute 30% to the study score and is designed to measure the performance of each outcome

Fintona Girls’ School

PHYSICS Unit 4 How have creative ideas and investigation revolutionised thinking in physics?

A complex interplay exists between theory and experiment in generating models to explain natural phenomena. Ideas that attempt to explain how the Universe works have changed over time, with some experiments and ways of thinking having had significant impact on the understanding of the nature of light, matter and energy. Wave theory, classically used to explain light, has proved limited as quantum physics is utilised to explain particle-like properties of light revealed by experiments. Light and matter, which initially seem to be quite different, on very small scales have been observed as having similar properties. At speeds approaching the speed of light, matter is observed differently from different frames of reference. Matter and energy, once quite distinct, become almost synonymous.

In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model.

Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.

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Areas of Study –

How has understanding about the physical world changed?

–

How is scientific inquiry used to investigate fields, motion or light?

Learning Outcomes On completion of this unit the student should be able to: –

Analyse and apply models that explain the nature of light and matter, and use special relativity to explain observations made when objects are moving at speeds approaching the speed of light

–

Design and conduct a scientific investigation related to fields, motion or light, and present an aim, methodology and method, results, discussion and a conclusion in a scientific poster

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School-Assessed Coursework will contribute 20% to the study score and is designed to measure the performance of each outcome.

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. The examination will contribute 50% to the study score.

Fintona Girls’ School

PSYCHOLOGY Unit 1 How does experience affect behaviour and mental processes?

In this unit students examine the complex nature of psychological development, including situations where psychological development may not occur as expected.

Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

A student-directed research investigation into contemporary psychological research is also undertaken in this unit.

Areas of Study –

What influences psychological development?

–

How are mental processes and behaviour influenced by the brain?

–

How does contemporary psychology conduct and validate psychological research?

Learning Outcomes On completion of this unit the student should be able to: –

Discuss the complexity of psychological development over the life span, and evaluate ways of understanding and representing psychological development

–

Analyse the role of the brain in mental processes and behaviour and evaluate how brain plasticity and brain injury can change biopsychosocial functioning

–

Identify, analyse and evaluate the evidence available to answer a research question relating to contemporary psychology

Assessment Topic tests and examination, a report of a scientific investigation using primary data, a media analysis task, a response to an investigation into a contemporary psychological research.

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Fintona Girls’ School

PSYCHOLOGY Unit 2 How do internal and external factors influence behaviour and mental processes?

In this unit students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. They explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.

Students examine the contribution that classical and contemporary research has made to the understandings of human perception and why individuals and groups behave in specific ways. They investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.

A student-adapted or student-designed scientific investigation is undertaken in this unit which requires the generation and analysis of primary data.

Areas of Study –

How are people influenced to behave in particular ways?

–

What influences a person’s perception of the world?

–

How do scientific investigations develop understanding of influences on perception and behaviour?

Learning Outcomes On completion of this unit the student should be able to: –

Analyse how social cognition influences individuals to behave in specific ways and evaluate factors that influence individual and group behaviour

–

Explain the roles of attention and perception, compare gustatory and visual perception and analyse factors that may lead to perceptual distortions

–

Adapt or design and then conduct a scientific investigation related to internal and external influences on perception and/or behaviour and draw an evidence-based conclusion from generated primary data

Assessment Topic tests and examination, a report of a scientific investigation using primary data, a media analysis task, a report of a student-designed scientific investigation using a selected format.

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Fintona Girls’ School

PSYCHOLOGY Unit 3 How are behaviour and mental processes shaped?

In this unit students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory.

Students investigate how the human nervous system enables a person to interact with the world around them.

They explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning.

Students investigate how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. They consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is explored, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory.

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Areas of Study –

How does the nervous system enable psychological functioning?

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How do people learn and remember?

Learning Outcomes On completion of this unit the student should be able to: –

Analyse how the functioning of the human nervous system enables a person to interact with the external world, and evaluate the different ways in which stress can affect psychobiological functioning

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Apply different approaches to explain learning to familiar and novel contexts and discuss memory as a psychobiological process

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and will contribute 20% to the final study score.

Fintona Girls’ School

PSYCHOLOGY Unit 4 How is mental wellbeing supported and maintained?

In this unit students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and nonrapid eye movement (NREM) sleep across the life span.

They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep.

Students consider ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing. They explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia. They explore how mental wellbeing can be supported by considering the importance of biopsychosocial protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples.

A student-designed scientific investigation involving the generation of primary data related to mental processes, psychological function and mental wellbeing. (This is undertaken in either Unit 3 or Unit 4, and is assessed in Unit 4 Outcome 3.)

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Areas of Study –

How does sleep affect mental processes and behaviour?

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What influences mental wellbeing?

Learning Outcomes On completion of this unit the student should be able to: –

Analyse the demand for sleep and evaluate the effects of sleep disruption on a person’s psychological functioning

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Discuss the concept of mental wellbeing, apply a biopsychosocial approach to explain the development and management of specific phobia, and discuss protective factors that contribute to the maintenance of mental wellbeing

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Design and conduct a scientific investigation related to mental processes and psychological functioning or mental well-being, and present an aim, methodology and method, results, discussion and conclusion in a scientific poster

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School based assessment tasks will be designed to measure the performance of each outcome and will contribute 30% to the study score.

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. The examination will contribute 50% to the study score.

Fintona Girls’ School

DRAMA AND THEATRE Overview The Drama department at Fintona offers two subjects at VCE level – Theatre Studies and Drama. The two subjects alternate on a yearly basis.

Theatre Studies involves the study and interpretation of written playscripts. Students focus their studies on acting and direction and on the design and creation of stagecraft such as set design, costume, makeup, sound and lighting In Units 1 and 3, students collaborate on the production and performance of a play written by a recognised playwright. In Units 2 and 4, students either produce and perform a monologue or produce and present stagecraft elements such as costumes and set designs for a play prescribed by the VCAA. Drama involves the study of approaches to the creation, writing and performance of original pieces of eclectic drama. In Units 1 & 3, students work in a collaborative ensemble to devise and perform their own ensemble performance piece. In Units 2 & 4, students devise and perform solo performances based on stimuli prescribed by the VCAA. Both Theatre Studies and Drama require students to view, analyse and evaluate professional theatrical productions.

Both subjects have a written examination at the end of the year. Both subjects have a performance examination at the beginning of Term 4. Theatre Studies students can elect to do either a performance examination or a stagecraft presentation.

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Theatre Studies should appeal particularly to students who enjoy theatre, visual arts, reading and analysing the written word. It requires a rigorous approach to researching theatrical, cultural and historical contexts. Theatre Studies will be rewarding for anyone who enjoys the challenge of performing written texts and characters or designing and creating the stagecraft required to support such productions.

Drama should appeal particularly to students who enjoy creating their own works and want to develop their devising and acting skills. It requires a rigorous approach to the art of devising and performing and in the study of approaches to creating original work. Drama will be rewarding for anyone who enjoys the challenge of expressing their own ideas in dramatic form.

Some students have found it valuable to study Theatre Studies one year and Drama the next. The disciplines of each subject support the other. This is why Fintona offers both subjects in alternate years.

In 2027, Fintona is offering VCE Theatre Studies Units 3&4 and VCE Drama Units 1&2. Students may undertake these subjects concurrently.

Students undertaking Units 1&2 of VCE Drama in 2027 will progress to VCE Drama Units 3&4 in 2028.

In 2026, Fintona is offering VCE Drama Units 1 - 4. Students who undertake VCE Drama Units 1 & 2 in 2026, will progress to VCE Theatre Studies Units 3 & 4 in 2027.

Fintona Girls’ School

THEATRE STUDIES Unit 3

Learning Outcomes On completion of this unit the student should be able to:

Producing theatre In this unit, students develop an interpretation of a script through the 3 stages of the theatre production process: planning, development and presentation. Students specialise in 2 production roles, working collaboratively to interpret and realise the production of a script. They apply the knowledge developed during this process to analyse and evaluate how production roles can be used to interpret script excerpts previously unstudied. Students develop knowledge of elements of theatre composition and safe, ethical, inclusive and sustainable (where possible, environmentally sustainable) working practices in the theatre.

Students attend a performance selected from the prescribed VCE Theatre Studies Playlist and analyse and evaluate the interpretation of the script of the performance.

The playlist is published annually on the VCAA website.

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Interpret a script across the stages of the production process through collaborative work undertaken in two production roles.

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Outline concepts and ideas for a creative interpretation of excerpts from a script and explain how these could be realised in a theatre production.

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Analyse and evaluate the interpretation of a written script from the prescribed VCE Theatre Studies Playlist in production to an audience.

Assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework.

School-assessed Coursework for Unit 3 will contribute 30% to the study score.

Areas of Study

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–

Staging theatre

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Interpreting a script

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Analysing and evaluating theatre

Offered in 2027.

Fintona Girls’ School

THEATRE STUDIES Unit 4

Areas of Study –

Dramaturgical research and presenting theatrical possibilities

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Interpreting a monologue

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Analysing and evaluating a performance

Presenting an interpretation In this unit, students study a scene and an associated monologue from a script. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the 3 stages of the pro-duction process. Students then develop an interpretation of the monologue that is embedded in the specified scene. To realise their interpretation, students work in production roles as an actor and director, or as a designer.

Students’ work for Areas of Study 1 and 2 is supported through the analysis and evaluation of a production they attend for their work in Area of Study 3. The production must be selected from the prescribed VCE Theatre Studies Playlist and must be different from the production they analyse in Unit 3. The playlist is published annually on the VCAA website. Students analyse and evaluate acting, direction and design in the selected production and consider the application of theatre technologies.

Learning Outcomes On completion of this unit the student should be able to: –

Describe and justify an interpretation of a monologue and its prescribed scene within the world of the play.

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Interpret and present a monologue through the application of two production roles and orally justify and ex-plain their interpretative decisions.

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Analyse and evaluate acting, direction and design in a performance of a production from the prescribed VCE Theatre Studies Playlist.

Assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework.

School-assessed Coursework for Unit 4 will contribute 15% to the study score.

The level of achievement for Units 3 and 4 is also assessed by a monologue examination and an end of year written examination.

The monologue examination will contribute 25% to the study score. The written examination will contribute 30% to the study score.

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Fintona Girls’ School

DRAMA Unit 1 Introducing performance styles and contemporary drama practices In this unit students study three or more performance styles from a range of social, historical, contemporary and cultural contexts. They examine the traditions of storytelling and devise performances telling stories that go beyond representations of reality. They incorporate and/or juxtapose a number of performance styles to make dramatic statements and create performances that are innovative, transformational and contemporary. They learn about contemporary drama practices that incorporate a range of conventions and devices for making dramatic works. Students use creative processes and play-making techniques to consider the specific purpose and intention of performance styles, and how conventions of those styles can be used in the work they devise and create for an audience.

This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real and/or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Such stimulus material could include Aboriginal and Torres Strait Islander Peoples’ stories, perspectives or experiences. This unit also involves analysis of a student’s own devised work, and the analysis of work by professional drama practitioners and performers.

Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters and develop awareness and understanding of how characters are portrayed within certain performance styles and in contemporary drama practices. They document the play-making techniques they use to explore and extract meaning from stimulus material, and document the exploration of production areas, dramatic elements, and conventions of selected performance styles.

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Areas of Study –

Creating a devised performance

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Presenting a devised performance

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Analysing a devised performance

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Analysing and evaluating a professional drama performance

Learning Outcomes On completion of this unit the student should be able to: –

Demonstrate the use of play-making techniques to devise and develop a solo and/or ensemble drama works based on stories and/or characters

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Document the use of processes to create and develop stories and characters in drama

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Perform devised solo and/or ensemble drama work that features stories and characters

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Analyse the drama work created and performed in Unit 1

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Write an analysis of a professional performance

Assessment –

Creation and presentation of a devised performance

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An analysis of the student’s own devised performance

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An analysis of a professional performance

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Written Examination

Offered in 2027.

Fintona Girls’ School

DRAMA Unit 2 Contemporary drama practices and Australian Identity In this unit, students study aspects of Australian identity by engaging with contemporary drama practices as artists and as audiences. Contemporary drama practices are outlined in the terminology section of this study.

Students explore the work of selected contemporary drama practitioners, including Australian practitioners, and their associated performance styles. They focus on the application and documentation of play-making techniques involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance they devise based on any of the following: a person, an event, an issue, a place, an artwork, a piece of music, a text or an icon from a contemporary or historical Australian context.

In creating a performance, students engage with stimulus material to extract ideas and possibilities that allow them to explore an aspect or aspects of Australian identity, which could include engaging with the experiences and perspectives of Aboriginal and Torres Strait Islander peoples, colonial Australians, migrants, refugees, and/or urban and rural communities. They examine selected performance styles in relation to contemporary drama practices and explore the associated conventions, including those of Aboriginal and Torres Strait Islander artists and practitioners, and the broader diversity of Australian stories.

Students further develop their knowledge of the conventions of transformation of character, time and place; the application of symbol, and how these conventions may be manipulated to create meaning in performance. They explore, develop and apply dramatic elements and production areas. They consider the sustainable sourcing and ethical use of materials when applying production areas.

Areas of Study –

Using Australia as inspiration

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Presenting a devised performance

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Analysing and evaluating a devised performance

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Analysing and evaluating an Australian drama performance

Learning Outcomes On completion of this unit the student should be able to: –

Devise and document the processes used to create a solo or ensemble performance that reflects an aspect or aspects of Australian identity and contemporary drama practice

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Present a performance to an audience of a devised work based on a person, an event, an issue, a place, an artwork, a text and/or an icon from an Australian context

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Analyse their own performance work completed in Unit 2

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Analyse and evaluate a performance of a drama work by Australian practitioners

Assessment –

Creation and presentation of a devised performance

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An analysis of the student’s own devised performance

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An analysis of a professional performance

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Written Examination

Offered in 2026 on alternate years to Theatre Studies.

Students analyse and evaluate their own performance work as well as undertaking an analysis and evaluation of a performance of an Australian work by professional actors, and develop an understanding of relevant drama terminology.

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Fintona Girls’ School

VISUAL COMMUNICATION DESIGN Overview Visual Communication Design is distinct in its study of visual language and the role it plays in communicating ideas, solving problems and influencing behaviours.

Students learn how to manipulate type and imagery when designing for specific contexts, purposes and audiences.

They choose and combine manual and digital methods, media and materials with design elements and principles. In doing so, students learn how aesthetic considerations contribute to the effective communication and resolution of design ideas, and how an understanding of visual language, its role and potential is the foundation of effective design practice.

Students explore how designers visually communicate concepts when designing messages, objects, environments and interactive experiences. They work both together and independently to find and address design problems, making improvements to services, systems, spaces and places experienced by stakeholders, both in person and online.

Students employ a design process together with convergent and divergent thinking strategies to discover, define, develop and deliver design solutions. Drawings are used to visually represent relationships, ideas and appearances, while models and prototypes are produced for the purposes of testing and presentation. Students participate in critiques, both delivering and receiving constructive feedback and expanding their design terminology.

During this study, students consider various factors that impact design decisions, including conceptions of good design, aesthetic impact, and economic, technological, environmental, cultural and social influences. Students also consider how best to accommodate the varied needs of people and our planet, both now and in the future, using human-centred design principles, together with ethical, legal, sustainable and culturally appropriate design practices. Students learn about the relationships between design, place and time, acknowledging Aboriginal and Torres Strait Islander design knowledges, histories, traditions and practices.

Objects such as products and packaging, furniture, fittings and homewares, transport, appliances, tools and machinery, costumes, toys, devices and displays.

Designers working in this field include are industrial, product, graphic, furniture, jewellery, textile, and fashion designers.

Environments such as include but are not limited to architects, landscape architects, urban designers, interior designers and stylists, set and event designers, exhibition designers, game designers, concept artists, animators and visual merchandisers. Designers working in this field include architects, landscape architects, urban designers, interior designers and stylists, set and event designers, exhibition designers, game designers, concept artists, animators and visual merchandisers.

Interactive Experiences such as aesthetic qualities and usability of customer touchpoints, wayfinding systems and interfaces encountered in physical spaces or on digital devices including apps, online platforms and social networking services. Interaction designers contribute to larger user-experience (UX) design teams who oversee all components and phases of the customer journey.

Aims VCE Visual Communication Design enables students to: –

Work independently and in collaboration to find, reframe and address human-centred design problems and opportunities

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Apply a design process to discover, define, develop and deliver design solutions

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Develop divergent and convergent thinking strategies

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Understand conceptions of good design

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Develop and apply skills in drawing and making, using a range of media, materials, methods and techniques

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Manipulate the design elements and principles to communicate ideas and information

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Apply ethical, legal, sustainable and culturally appropriate design practices

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Understand design’s influence, and the influences of design in past, present and future contexts, including economic, technological, cultural, environmental and social factors

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Deliver and receive critical feedback using appropriate design terminology

The scope of design practice includes: Messages such as brand strategy, wayfinding, advertising and social media campaigns, visual merchandising, publications, signage, illustrations, printed collateral, products and packaging, and can be explicit or subtle in tone and presentation. Designers working in this field include communication or graphic designers, art directors, interface and web designers, illustrators, and those working in advertising, animation or visual effects.

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Fintona Girls’ School

VISUAL COMMUNICATION DESIGN Unit 1 Introduction to visual communication design In this unit students are introduced to the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students learn the value of human-centred research methods, working collaboratively to discover design problems and understand the perspectives of stakeholders. They draw on these new insights to determine communication needs and prepare design criteria in the form of a brief.

This process of discovery introduces students to the phases of the VCD design process and to the modes of divergent and convergent thinking. Students integrate these ways of thinking and working into future design projects, together with their newly evolved conceptions of good design across specialist fields.

Practical projects in Unit 1 focus on the design of messages and objects, while introducing the role of visual language in communicating ideas and information. Students participate in critiques by sharing ideas in progress and both delivering and responding to feedback. Students learn to apply the Develop and Deliver phases of the VCD design process and use methods, media and materials typically employed in the specialist fields of communication and industrial design. Student projects invite exploration of brand strategy and product development, while promoting sustainable and circular design practices. They also consider how design decisions are shaped by economic, technological, cultural, environmental and social factors, and the potential for design to instigate change.

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Areas of Study –

Reframing design problems

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Solving communication design problems

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Design’s influence and influences on design

Learning Outcomes On completion of this unit the student should be able to: –

Use human-centred research methods to reframe a design problem and identify a communication need

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Create visual language for a business or brand using the Develop and Deliver stages of the VCD design process

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Develop a sustainable object, considering design’s influence and factors that influence design

Assessment –

Exploration of conceptions of good design and documentation of research methods and findings relating to a design problem

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A folio demonstrating the stages of the VCD design process to create visual language for a business or brand

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A folio of work demonstrating the Develop and Deliver stages of the VCD design process, and using circular design practices to develop a sustainable object

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Examination

Fintona Girls’ School

VISUAL COMMUNICATION DESIGN Unit 2 Design contexts and connections Unit 2 builds on understandings of visual communication practices developed in Unit 1. Students draw on conceptions of good design, human-centred research methods and influential design factors as they revisit the VCD design process, applying the model in its entirety.

Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of user-experience (UX). Methods, media and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs.

Student learning activities highlight the connections between design and its context, and the emotive potential of interactive design experiences in both physical and digital spaces. Students also look to historical movements and cultural design traditions as sources of inspiration, and in doing so consider how design from other times and places might influence designing for the future. Design critiques continue to feature as an integral component of design processes, with students refining skills in articulating and justifying design decisions, and both giving and receiving constructive feedback.

Connections between design, time and place are also central to the study of culturally appropriate design practices in Area of Study 2. Students learn about protocols for the creation and commercial use of Indigenous knowledge in design, with a particular focus on Aboriginal and Torres Strait Islander design traditions and practices.

Students also consider how issues of ownership and intellectual property impact the work of designers across contexts and specialist fields.

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Areas of Study –

Design, place and time

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Cultural ownership and design

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Designing interactive experiences

Learning Outcomes On completion of this unit the student should be able to: –

Present an environmental design solution that draws inspiration from its context and a chosen design style

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Apply culturally appropriate design practices and an understanding of the designer’s ethical and legal responsibilities when designing personal iconography

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Apply the VCD design process to design an interface for a digital product, environment or service

Assessment –

A folio of work demonstrating the stages of the VCD design process to present an environmental design solution, drawing inspiration from its context and a chosen design style

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Investigation of culturally appropriate design practices and personal iconography

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A folio demonstrating the stages of the VCD design process to propose an interface for an interactive digital product, environment or service

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Examination

Fintona Girls’ School

VISUAL COMMUNICATION DESIGN Unit 3 Visual communication in design practice In this unit students explore and experience the ways in which designers work, while also analysing the work that they design. Through a study of contemporary designers practising in one or more fields of design practice, students gain deep insights into the processes used to design messages, objects, environments and/or interactive experiences. They compare the contexts in which designers work, together with their relationships, responsibilities and the role of visual language when communicating and resolving design ideas. Students also identify the obligations and factors that influence the changing nature of professional design practice, while developing their own practical skills in relevant visual communication practices.

Students study not only how designers work but how their work responds to both design problems and conceptions of good design. They interrogate design examples from one or more fields of design practice, focusing their analysis on the purposes, functions and impacts of aesthetic qualities. This exposure to how, why and where designers work, what they make and the integral role of visual language in design practice provides the foundation for students’ own investigation of the VCD design process.

Students explore the Discover, Define and Develop phases of the VCD design process to address a selected design problem. In the Discover and Define phases, research methods are used to gather insights about stakeholders and a design problem, before preparing a single brief for a real or fictional client that defines two distinct communication needs. Students then embark on the Develop phase of the VCD design process, once for each communication need. They generate, test and evaluate design ideas and share these with others for critique. These design ideas are further developed in Unit 4, before refinement and resolution of design solutions.

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Areas of Study –

Professional design practice

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Design analysis

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Design process: defining problems and developing ideas

Learning Outcomes On completion of this unit the student should be able to: –

Compare the ways in which visual communication practices are used by contemporary designers, using research methods and practical exploration

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Compare and analyse design examples from selected field(s) of design practice, describing how aesthetic considerations contribute to the effective communication of information or ideas

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Identify two communication needs for a client, prepare a brief and develop design ideas, while applying the VCD design process and design thinking strategies

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes.

School-assessed Coursework for Unit 3 will contribute 20 per cent to the study score.

Fintona Girls’ School

VISUAL COMMUNICATION DESIGN Unit 4

Areas of Study –

Design process: refining and resolving design concepts

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Presenting design solutions

Delivering design solutions In this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief. Manual and digital methods, media and materials are explored together with design elements and principles, and concepts tested using models, mock-ups or low-fidelity prototypes.

When design concepts are resolved, students devise a pitch to communicate and justify their design decisions, before responding to feedback through a series of final refinements. Students choose how best to present design solutions, considering aesthetic impact and the communication of ideas. They select materials, methods and media appropriate for the presentation of final design solutions distinct from one another in purpose and presentation format, and that address design criteria specified in the brief.

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Learning Outcomes On completion of this unit the student should be able to: –

Refine and resolve distinct design concepts for each communication need, and devise and deliver a pitch to communicate concepts to an audience or users, evaluating the extent to which these meet the requirements of the brief.

–

Produce a design solution for each communication need defined in the brief, satisfying the specified design criteria.

Assessment The award of satisfactory completion for this unit will be based on the achievement of the learning outcomes. The School-assessed Task contributes 50 per cent to the study score.

End of year examination covering content from Units 3 and 4 will contribute 30 per cent to the study score.

Fintona Girls’ School

APPENDIX Useful Websites Further details and information about study designs and administration of the VCE can be found at the VCAA website: www.vcaa.vic.edu.au Further details about tertiary admission and ATAR calculation and scaling can be found at the VTAC website: www.vtac.edu.au

Glossary

VCE

ATAR

Victorian Certificate of Education. An accredited senior secondary school qualification, designed to be completed over a minimum of two years.

Australian Tertiary Admissions Rank (formerly ENTER).

The overall ranking on a scale of zero to 99.95 that a student receives based on their study scores. The ATAR is calculated by VTAC and used by universities and Technical and Further Education (TAFE) institutes to select students for courses.

EAL English as an Additional Language (formerly ESL).

LOTE

VCAA Victorian Curriculum and Assessment Authority.

VTAC The Victorian Tertiary Admissions Centre acts on behalf of universities, Technical and Further Education (TAFE) institutes and other providers participating in the joint selection system. VTAC is responsible for calculating and distributing the ATAR.

Languages other than English e.g. French, Latin and Japanese.

SAC School-assessed Coursework. A school based assessment that is reported as a grade for either a VCE Unit 3 or 4.

SAT School Assessed Task. A school based assessment for a VCE Unit 3 or 4 set by the VCAA.

Units 1 & 2 Components of a VCE study that are a semester in length and are of a Year 11 standard.

Units 3 & 4 Components of a VCE study that are a semester in length and are of a Year 12 standard.

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Fintona Girls’ School

FINTONA GIRLS’ SCHOOL Wurundjeri, Woi Wurrung Country 79 Balwyn Road Balwyn VIC 3103 Australia CRICOS 00139C +61 3 9830 1388 fgs@fintona.vic.edu.au fintona.vic.edu.au