Senior Years Subject Handbook by Ivanhoe Grammar School

Subject Handbook

SENIOR YEARS STUDENTS

Introduction

Welcome to the Senior Years at Ivanhoe Grammar School.

As students enter their senior years of schooling (Years 10 - 12), they embark on a significant and transformative journey. This period offers the exciting opportunity to select a pathway that aligns with their aspirations, within the framework of school and VCAA or IBO guidelines. While the process of subject selection can be exciting, it may also present challenges.

During the senior years, students will experience increased independence as they explore various pathways and passions that will guide them beyond Ivanhoe Grammar School and into their future learning experiences. Research, planning, and reflection are essential for each individual to discover their own passions and identify different pathway options that will help them achieve their personal goals.

For some students, determining their individual goals and pathways may be daunting and may evoke feelings of uncertainty. It is important to recognise that it is normal for goals and career aspirations to evolve over time, influenced by personal experiences and a deeper understanding of their skills and interests. Our role as educators, alongside the support of parents, is to guide students in making informed choices and developing skills that will assist them in finding their own fulfilling pathways.

Some students may approach this process with a focus on selecting subjects solely to achieve a high ATAR. For these students, it is valuable to remember that the hard work required to attain such an outcome will be more rewarding and less burdensome when they engage with subjects that they are passionate about and find interesting. Therefore, it is crucial for Ivanhoe students to make personal and informed choices in subject selection, rooted in their own research and planning.

This handbook serves as a comprehensive resource, providing an overview of the diverse academic opportunities available at Ivanhoe Grammar School. We encourage students to engage with this material, seek information from teachers, and participate in information nights and expos. Additionally, discussing options with family, the School’s Student Futures staff, and those who understand their learning journeys and aspirations will further enrich their decision-making process.

Emma Agius Head of Curriculum

Who can help you with subject selection?

It is essential for students to engage in meaningful discussions with their parents or guardians, as well as with the dedicated teachers and staff at Ivanhoe Grammar, who can provide valuable support throughout the subject selection process. Additionally, there are external agencies available to assist, some of which are listed on page 8 of this booklet.

All staff members at Ivanhoe Grammar are dynamic and passionate professionals who genuinely care about the future of our students. They are committed to:

• Guiding students through the most suitable learning pathways to personalise their educational experiences.

• Developing learning and teaching programs with clearly defined outcomes, particularly for highly capable students.

• Implementing effective assessment, recording, and reporting strategies.

• Meeting all curriculum and assessment requirements.

• Supporting every student in striving to achieve their personal best.

Together, we aim to foster an enriching and supportive environment that empowers students to thrive in their academic pursuits.

Students are encouraged to consult our highly qualified and expert staff members for guidance on subject selection and pathway decisions

Victoria Buzzard VCE Coordinator, Ridgeway Campus

Nicholas Mercer IB Coordinator, Ridgeway Campus

Albert Juma VCE Coordinator, Plenty Campus

Narelle McFadden Careers Advisor, Plenty Campus

Daniela Curcio Director of Student Futures

Angela Di Ciocco Deputy Head of Campus, Head of Senior Years, Ridgeway Campus

Carolyn Mansour Deputy Head of Campus, Head of Secondary, Plenty Campus

Subject Selection Process

SUBJECT SELECTION PROCESS

The Subject Selection process occurs between May and July for the upcoming academic year. During this period, students and their families are supported through a variety of information evenings, events, publications, and consultation meetings. Students receive direct guidance from their Mentor or Head of Year, as well as from the Student Futures Team, to help them develop a personalised subject selection and pathways plan. It is important for students to ensure that their subject selections align with the School’s acceleration policies and meet the individual course prerequisites, ensuring a thoughtful approach to their academic journey.

Head of Individual Needs

Dean of International Students

Head of Year 10, Plenty

Head of Year 11, Plenty

Head of Year 12, Plenty

Head of House – Athelstane

Head of House – Lincoln

Head of House – Thoresby

Head of House – Sherwood

Deputy Head of House - Athelstane

Deputy Head of House - Lincoln

Deputy Head of House - Thoresby

Deputy Head of House - Sherwood

Laura Wrigglesworth

Leisl Bruhn

Heads of Year – Plenty Campus

David Hrovat

Michael Callegari

Angelo Ratskos

Heads of House – Ridgeway Campus

Kathleen Wilson

Dean Voss

Deon Naude

Georgia Grant

Mentors – Ridgeway Campus

Robert Rizzo

Courtney Davies-Kildea

Laura-Anne Portella

Georgina Mitchell

Isabella Verrocchi

Stuart Adderley

Ben Ernest

Sophie McLaughlin

Amelia Chiodo

Kathryn Filbey

Con Zois

Ella Federico

Important dates

The Subject Selection information Evenings for 2026

Event

What is the International Baccalaureate? Info Night. The IB is only offered at Ridgeway Campus

Ridgeway Campus Senior Years Subject Forum

Plenty Campus Senior Years Subject Forum

University Campus Senior Years Subject Forum

Futures Expo (For all Senior Years students across Plenty and Ridgeway Campuses)

Student Information Assemblies

9 into 10

Webinar

Buckley Hall, Ridgeway Campus

Date

Thursday 1 May 2025

Tuesday 3 June 2025

Wednesday 4 June 2025

Thursday 5 June 2025

Thursday June 19 2025

10 into 11 11 into 12

University Campus Plenty Campus

Plenty Campus Year 10 into 11

Plenty Campus Year 11 into 12 2026

Year 10 2026 Subject Selection Student Briefing. Thurs 5 June, 2pm-3pm La Trobe Agora Theatre

2026 Subject Selection Assembly. Thursday 5 June P3 Founders' Centre

Ridgeway Campus

Ridgeway Campus Year 10 into 11 2026 Subject Selection Assembly. Friday 6 June P4 Chapel

Ivanhoe Select Dates – Ridgeway Campus Students

Year Level into 2026

Subject Selection Assembly. Thursday 5 June P4 Founders' Centre

Ridgeway Campus Year 11 into 12 2026 Subject Selection Assembly. Monday 2 June P3 Chapel

Subject Choices Open Subject Choices Close 12

Friday 6 June – 1pm

Wednesday 23 July – 4pm 11

Friday 6 June – 1pm

Friday 6 June – 1pm Wednesday 23 July – 4pm

Wednesday 23 July – 4pm 10

9 Wednesday 23 July – 8am Wednesday 30 July – 4pm

8 Wednesday 23 July – 8am Wednesday 30 July – 4pm

Ivanhoe Select Dates – Plenty Campus Students

Year Level into 2026

Subject Choices Open Subject Choices Close

Friday 6 June – 8am

Wednesday 25 June – 4pm 11

Friday 6 June – 8am Wednesday 25 June – 4pm 10

Friday 6 June – 8am

9 Wednesday 23 July – 8am

Wednesday 23 July – 4pm

Wednesday 30 July – 4pm

8 Wednesday 23 July – 8am Wednesday 30 July – 4pm

General Information

ACADEMIC AND FUTURES MENTORSHIP

Ivanhoe Grammar School's mentorship program, embedded within our Futures curriculum, is designed to support students' personal, academic, and career development. The program provides students with structured mentorship opportunities to cultivate essential life skills, build confidence, and navigate their future pathways. Through one-on-one guidance, group mentorship sessions, and industry exposure, students gain invaluable insights into diverse career fields and are empowered to make informed choices about their futures.

The mentor program at Ivanhoe Grammar School is designed to provide tailored career educational support to students in Years 10 through to Year 12.

At Year 10, our mentors will conduct personalised interviews with all Year 10 students to discuss their Morrisby profile, which provides valuable insights into their personality, interests, and strengths. This process supports students in making well-informed decisions about their subject selection and future career pathways, ensuring they receive the guidance they need to succeed.

Year 11 student interviews take place to further develop their plan, however this element does not form part of the compulsory process. By incorporating these structured interviews into the mentor program, we aim to ensure that every student receives valuable guidance and support as they navigate critical stages of their educational and professional journey.

Additionally, Year 12 students will be interviewed to explore their future pathways after concluding their studies at the school. These interviews will serve as a platform for mentors to offer personalised advice, share industry insights, and assist students in setting meaningful goals for their postgraduation endeavours.

In deciding their post-school pathway, students are encouraged to utilise the vast range of tools available to them on Ivanhoe Connect.

• Preparing for Tertiary Study in Australia and Preparing for Tertiary Study Abroad

• VTAC Prerequisite and Course Explorer. The VTAC Prerequisite and Course Explorer provides students in Years 11 with the opportunity to explore courses based on an existing Unit 3 and 4 VCE study program or a planned Unit 3 and 4 VCE study program.

• Australian Apprenticeships & Traineeships Information Service: This site provides tools and resources to assist students in researching apprenticeship and traineeship career pathways.

ACCELERATION

Acceleration in the VCE

For some students, choosing to accelerate their studies by commencing a VCE Units 1 & 2 subject in Year 10 can be a valuable opportunity. This path allows them to continue on to study a Units 3 & 4 subject in Year 11, effectively adding a sixth subject that contributes to their ATAR.

While the ATAR calculation can be complex, it essentially prioritises English first, followed by the next three highest scores—often referred to as the primary four—and then includes 10% of the fifth subject. If students accelerate by taking a Units 3 & 4 subject in Year 11, they benefit from an additional 10% contribution from their sixth subject in the ATAR calculation. Ultimately, a maximum of six subjects can influence the ATAR outcome.

Beyond the numerical benefits, accelerating offers students a valuable experience of the VCE, helping them understand what to expect in the years ahead. However, it's important to recognise that acceleration can sometimes lead to increased stress. Therefore, students should ensure they are performing at an appropriate level before making this decision.

The Student Futures and Student Care teams at Ivanhoe provide guidance and support to ensure an acceleration program matches a student’s academic readiness and future goals.

When accelerating in VCE, students need to be working at a consistently high standard and must have effective work habits. For these reasons acceleration occurs through an approval process, involving a review of the student’s achievement levels and working habits

When commencing VCE in Year 10, a student’s VCE course to be completed in three stages.

1. In Year 10 students undertake seven subjects.

- One or two of these are at VCE Units 1 and 2 level

2. In Year 11 Students undertake six subjects:

- Four or five subjects at VCE Units 1 and 2 level, including an English study.

- One or two subjects at VCE Units 3 and 4 level

3. In their final year, students usually undertake five subjects at VCE Units 3 and 4 level, including English.

- One of these may be substituted with a Higher Education Subject

Requirements for Acceleration

Acceleration can be undertaken at three levels –exceptional, standard and conditional. Each of these levels has its own set of requirements for the selection to be approved (see table below)

The requirement for Standard Acceleration, the most common option, is a B+ weighted average in Year 9 subjects in Semester 1. Reported Learning Behaviour results must also indicate readiness for a Senior Years learning environment, typically being L1 and L2 results.

In addition, some subjects have individual requirements for acceleration. For example, to accelerate into VCE Biology Units 1 & 2 a student must attain at least B in Year 9 Science in Semester 1. Entry into one of these subjects is not automatic; when a student selects a VCE Units 1 & 2 in their program it is considered an application.

Level of Acceleration Year 10 Year 11 Year 12

Exceptional Acceleration

2 x Unit 1 & 2 subjects 2 x Unit 3 & 4 Subjects 4 x Unit 3 & 4 subject 1 x HES subject

Standard Acceleration 1 x Unit 1 & 2 subjects in student choice 1 x Unit 3 & 4 Subjects in student choice

x Unit 3 & 4 subject

Requirements

Upon referral by Head of Academic Extension & Director of Student Futures

B+ weighted average across all subjects

Subject specific requirements where relevant

Minimum L2 Learning behaviour results

In circumstances where a student has not achieved a B+ weighted average, their application to accelerate may be considered if certain requirements below are met. These applications will be considered on a case-by-case basis. Addressing these criteria will not necessarily mean an application will be successful.

Conditional acceleration

1 x Unit 1 & 2 subjects in schoolselected subject/s 1 x Unit 3 & 4 Subjects in schoolselected subject/s 5 x Unit 3 & 4 subject

An 80% achievement in a Year 9 subject aligned to the acceleration subject

Minimum L2 Learning behaviour results

Supporting standardised testing data

A successful completion of ECP and Term 1 in the accelerated subject to continue

Enrolling in the VCE or International Baccalaureate

SENIOR COURSE ENROLMENTS

VCE Enrolment

The Victorian Certificate of Education (VCE) is the senior secondary qualification awarded to students in Victoria upon successful completion of their high school studies. It provides a comprehensive curriculum that prepares students for further education, training, or employment.

Students undertaking the VCE complete and sign a Personal Details Form and an agreement to formalise their VCE enrolment and meet the requirements of VCAA regulations. This is completed early in the School year. VCE Students also have a personal identification number provided by the VCAA. Our VCE Coordinators at each Plenty and Ridgeway campuses and the Director of Student Futures maintain records of student VCAA numbers.

The VCE-Baccalaureate

The VCE-Baccalaureate provides further information about the kind of senior secondary program of study a student has undertaken within the VCE. It provides an additional form of recognition for those students who choose to undertake the demands of studying both a higher level mathematics and a language in their VCE program of study.

To be eligible to receive the VCE-Baccalaureate the student must satisfactorily complete the VCE and receive a study score for each prescribed study component.

The VCE program of study must include:

• a Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above; or a Units 3 and 4 sequence in EAL with a study score of 33 or above

• a Units 3 and 4 sequence in either Mathematical Methods or Specialist Mathematics

• a Units 3 and 4 sequence in a VCE Language

• at least two other Units 3 and 4 sequences.

The student will be enrolled in the appropriate set of VCE units as normal. Eligibility for the award of the VCE-Baccalaureate will be flagged through the normal VCE Student Eligibility Report. Confirmation of receipt of the award will only occur once the student receives final moderated study scores. The student’s Statement of Results will include an additional statement that recognises the award of the VCE-Baccalaureate.

The IB Diploma Programme

The International Baccalaureate (IB) Diploma Programme is a rigorous and comprehensive two-year educational framework designed for students aged 16 to 19. It equips learners with a broad curriculum that includes six subject areas, along with core components such as the Extended Essay, Theory of Knowledge (TOK), and Creativity, Activity, Service (CAS). The programme promotes critical thinking, intercultural understanding, and a global perspective, preparing students for success in higher education and beyond. Upon completion, students receive an internationally recognised diploma that enhances their university admission prospects worldwide.

Registration for IB students occurs at the beginning of Year 12, after which IB candidate numbers are issued. The usual Ivanhoe Grammar school fees apply to candidates who enroll in the IB Diploma Programme. However, there are extra costs which are associated with the Programme. The first cost, which is related to examinations, is applicable to all IB candidates, while the second cost is applicable to students who choose to study a language not offered by Ivanhoe Grammar School.

The IB Bilingual Diploma

The IB Bilingual Diploma is a version of the International Baccalaureate (IB) Diploma. The IB bilingual Diploma is received by candidates who demonstrate proficiency in two different languages. To achieve an IB Bilingual Diploma students will need to:

• Complete and receive a grade 3 or higher in language and literature studies in two languages from the DP course study (English and one other language); Or

• Students who gain a grade 3 or higher in an individuals and societies or science subject completed AND in language and literature in a different language.

The IB Bilingual Diploma is a special distinction awarded to students who demonstrate their understanding of two languages.

Can I Transfer from The IB to the VCE if I change my mind?

Students may transfer from the IB to the VCE at the end of Semester 1 or Semester 2 of Year 11; however, students may not undertake a mix of IB and VCE subjects. Students can apply for credit towards the relevant number of VCE units at levels 1 and 2 on the basis of their Year 11 IB results. School assessment can only be based on the work that the student completes at this Ivanhoe Grammar School.

What happens if the subject I would like to study is not offered at Ivanhoe?

At Ivanhoe Grammar, we understand that students may have interests in subjects that are not offered within our curriculum. Fortunately, there are still opportunities to pursue those passions. In the VCE, a wide range of subjects is available, and students can often study these subjects through Virtual School Victoria (VSV), The Victorian School of Languages or the Centre for Higher Education Studies (CHES).

Virtual Schools Victoria – VSV provides an impressive selection of Unit 1-4 subjects, allowing students to explore diverse areas of interest. For more information, you can visit their website at www.vsv.vic.edu.au

The Centre for Higher Education Studies – CHES focuses on two VCE subjects—Units 3 & 4 Algorithmics and Units 3 & 4 Extended Investigation—offering specialised support and resources. Additional details can be found at www. ches.vic.edu.au

The Victorian School of Languages – (VSL) www.vsl.vic.edu.au/, is a school committed to offering exceptional language programs for students from Foundation to Year 12. VSL caters to students who may not have access to a particular language at their home school. Their programs are delivered through engaging face-toface instruction, as well as through Distance Education, making it easier for students to access over 40 languages and cultures.

If you are interested in enrolling in VSV, VSL or CHES for VCE subjects, please remember that applications must be submitted through the VCE Coordinator and the Director of Student Futures. We are here to support you in finding the right path to pursue your academic interests and aspirations.

Important Information for Students Studying Subjects at Other Schools

For students who have chosen to study a subject at another school, such as The Victorian Language School or Virtual Schools Victoria, it's important to keep the VCE Coordinators informed about your enrolment details. This communication helps us support your educational journey effectively.

Please remember that, according to VCAA regulations, your enrolment in these units will not be officially recognised at Ivanhoe Grammar (your Home School) until it has been recorded.

The Unscored VCE

In the VCE, a ‘scored assessment’ provides students a more detailed record of what they have achieved and is the best way to maximise their employment opportunities and pathways to further education. However, the VCE provides the flexibility for students to satisfactorily complete units without being assessed for levels of achievement, which is referred to as The Unscored VCE.

• The Unscored VCE Pathway is a program choice available to Year 11 and 12 students who wish to obtain the VCE Certificate but do not wish to acquire an ATAR (Australian Tertiary Admissions Rank) for entrance into tertiary education

• Students completing The Unscored VCE Pathway will not be required to sit the end of year VCE examinations. However, they must complete all required coursework comprising of SACs (School-assessed coursework), SATs (School-assessed Tasks) or modified versions of these where appropriate. They must be able to satisfactorily demonstrate achievement in all outcomes of their units to be awarded the VCE.

• Once a student commences an Unscored VCE pathway they cannot transition back to a scored VCE.

Applying for the Unscored VCE Pathway

• Any student and family considering an Unscored VCE pathway must undertake a consultation and pathways planning process with the school and submit a formal application to the VCE Coordinator and Director of Student Futures.

• Application for the Unscored Pathway forms can be requested from the VCE Coordinator or provided by the Head of Year / Head of House. Students and families should first discuss the Unscored Pathway option with their Head of House / Head of Year, the Head of Individual Needs or The Head of Psychology Services

• In most cases, students will be recommended by one of the above staff members to undertake the Unscored VCE pathway.

Enrolment Responsibilities

Students are responsible for accurately checking VCAA and IB enrolment details and for advising the School of any errors in subject enrolment, enrolment in studies offered by outside providers or personal details changes like change of address. The School’s VCAA and IB secretaries support students with their formal enrolment details at the relevant time during the academic tear.

Year 10 Course Structure

In Year 10, students undertake seven subjects comprising of:

• English, *Mathematics, Science, Humanities and Health & Physical Education (compulsory)

• one or two Year 10 Electives

• one or two VCE Unit 1 & 2 subjects

YEAR 10 SUBJECTS

Core – compulsory subjects

Year 10 English

Year 10 English (EAL)

Year 10 Health & Physical Education

Year 10 Humanities

Year 10

Elective subjects

Year 10

Mathematics in Year 10 is offered through a range of courses that correspond to varying levels of difficulty. Students are assigned to an appropriate course by the Curriculum Leader of Mathematics, taking into account their achievements and performance in Years 7 to 9. This placement ensures that each student is challenged at a level that aligns with their mathematical abilities and fosters their growth in the subject.

Determined by Faculty

Year 9 Transformative Tech an advantage Year 10

Year 10 Language - Chinese

Year 10 Language - French

Year 10 Language - Spanish

Year 10

Year 10 Visual Communication Design

Satisfactory completion of Year 9 Chinese

Satisfactory completion of Year 9 French

Satisfactory completion of Year 9

advised at least two years of preexisting tuition on an instrument or voice

A number of VCE Unit 1 & 2 subjects are available to Year 10 students for acceleration. These are indicated on the Year 11 Subjects page.

Year 11 VCE Course Structure

To obtain a VCE certificate students are required to satisfactorily complete 16 units that include:

• at least three units of the English group (English or EAL) with at least two units at Units 3/4 level

• at least three Unit 3/4 studies (other than English)

A Unit is a semester-length study. Students normally study six Unit 1 and 2 subjects (12 units) and five Unit 3 and 4 subjects (10 units). VCE units can be undertaken across a three-year period from Years 10 – 12, with a range of acceleration options.

Unit Structure

Units 1 and 2 may be done separately or as a sequence. Units 3 and 4 of all studies must be done as a sequence.

Entry to Studies

Students may enter studies at Units 1, 2 or 3. In some studies, students are advised to complete either or both Units 1 and 2 before attempting Unit 3. This advice is on the individual subject pages in this Handbook.

In Year 11, students undertake six subjects comprising of:

• English or English as an Additional Language (EAL)

• 3 - 5 Unit 1 & 2 courses

• 1 or 2 Unit 3 & 4 courses Option 1

English or English as an Additional Language (EAL)

5 x Unit 1 & 2 courses

Subject prerequisite by Mentor / Head of Year & Curriculum Leader

English or English as an Additional Language (EAL)

4 x Unit 1 & 2 courses

1 x Unit 3 & 4 course

Approvals Required

Subject prerequisites for acceleration by Mentor / Head of Year & Curriculum Leader

English or English as an Additional Language (EAL)

3 x Unit 1 & 2 courses

2 x Unit 3 & 4 course

Subject prerequisites for acceleration by Mentor / Head of Year & Curriculum Leader

Director of Student Futures

Head of Senior Years / Secondary

YEAR 11 SUBJECTS

Elective subjects

Units 1 & 2 Accounting

Subject

Units 1 & 2 Applied Computing

Units 1 & 2 Art Making and Exhibiting*

Units 1 & 2 Biology

Units 1 & 2 Business Management*

Units 1 & 2 Chemistry

Units 1 & 2 Chinese (First Language)

Units 1 & 2 Chinese (Second Language Advanced)

Units 1 & 2 Chinese (Second Language)

Units 1 & 2 Chinese Language, Culture & Society

Units 1 & 2 Drama

Units 1 & 2 Economics

Units 1 & 2 Environmental Science

Units 1 & 2 English (Bridging EAL)

Units 1 & 2 French

Units 1 & 2 Geography

Units 1 & 2 Health & Human Development*

Units 1 & 2 History (Modern History)

Units 1 & 2 Legal Studies

Units 1 & 2 Literature

Units 1 & 2 General Maths

Units 1 & 2 Mathematical Methods

Units 1 & 2 Specialist Maths

Units 1 & 2 Media

Units 1 & 2 Music Contemporary Performance

Units 1 & 2 Music Performance Repertoire

Units 1 & 2 Physical Education

Units 1 & 2 Physics

Units 1 & 2 Politics

Units 1 & 2 Product Design & Technology

Units 1 & 2 Psychology

Units 1 & 2 Spanish

Units 1 & 2 Theatre Studies

Visual Communication Design

None

Prerequisites for Year 11 Student

Study of Year 10 Digital Technologies an advantage

Year 10 Art

At least a C for Year 10 Science

None

Prerequisites for Year 10 Student Acceleration

B+ weighted average in Year 9

B+ weighted average in Year 9 subjects, study of a Year 9 computing an advantage

B+ weighted average in Year 9

B+ weighted average in Year 9, at least B for Year 9 Science

B+ weighted average for Year 9 subjects

At least a C for Year 10 Science N/A

Native speaker

Faculty recommendation

Faculty recommendation, at least a C for Year 10

Chinese

Native speaker, Faculty recommendation

Faculty recommendation

At least a C for Year 10 Chinese N/A

None

B+ weighted average in Year 9

None N/A

At least C for Year 10 Science

Faculty recommendation

B+ weighted average in Year 9, at least B for Year 9 Science

Faculty recommendation

Year 10 French N/A

Year 10 Humanities

None

Year 10 Humanities

None

At least C for Year 10 English, Faculty recommendation

B+ weighted average in Year 9

B+ weighted average in Year 9, at least B for Year 9 Humanities

B+ weighted average in Year 9, at least B for Year 9 English

Faculty recommendation

Faculty recommendation N/A

Year 10 Media an advantage

At least 3 years’ music or voice tuition

None

B+ weighted average in Year 9, at least B for Year 9 Media

At least 3 years’ music or voice tuition

B+ weighted average in Year 9

At least C for Year 10 Science N/A

Year 10 Humanities

Year 10 Product Design & Technology

None

B+ weighted average in Year 9

B+ weighted average in Year 9 Faculty recommendation

B+ weighted average in Year 9, at least B for Year 9 Science

At least C for Year 10 Spanish N/A

Year 9 or 10 Drama an advantage

Year 10 Visual Communication Design an advantage

By Faculty recommendation, at least B for Year 9 Drama

B+ weighted average in Year 9 Faculty recommendation

Year 11 IB Course Structure (Ridgeway Campus)

Students at The Ridgeway Campus have the opportunity to study the International Baccalaureate Diploma Programme (IB) as an alternative to the VCE. The IB operates in approximately 3000 schools and provides a cohesive and comprehensive educational program for motivated students. Highly regarded by both Australian and international universities, the IB is recognised as an excellent tertiary preparation course.

The IB Diploma Programme values:

• asking challenging questions

• learning how to learn

• developing a strong sense of their own identity and culture

• developing the ability to communicate with and understand people from other countries and cultures.

The curriculum contains six subject groups together with a core made up of three separate parts. Candidates for the diploma study six subjects selected from the subject groups.

• Three subjects are studied at higher level (HL)

• Three subjects are studied at standard level (SL)

SL and HL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.

Compulsory CORE Components:

• The Extended Essay (EE)

• Theory of Knowledge subject (TOK)

• Creativity, Activity, Service (CAS)

The time I spent completing the IB is truly a contender for the best years of my life. It was challenging, definitely, but also a shared adventure full of experiences which bound our unassuming cohort of less than 30 into a wonderful and supportive community of passionate, mature and hardworking young people. As a student who has always enjoyed learning for its diversity and scope, I loved that the IB celebrated the study of a range of subjects, allowing me to engage with my interest in science, my fascination with maths, my love of Chinese and my passion for history and literature all simultaneously. Within each of these subjects, I had the privilege of being able to work on internal assessments and an extended essay, projects I was able to spend months and months planning, researching, drafting, redrafting and editing. Surprisingly, this opportunity was really a gift in disguise, as behind the late nights and the writers blocks and the many bouts of frustration was the freedom to do something that felt significant, pieces of work that I care about and that are important to me even still. It is these core elements of the IB and the experiences, more so than the knowledge, that I gained from it that shaped, quite honestly, the best years of my life.

Jess Hooker (Class of 2023)

YEAR 11 IB DIPLOMA PROGRAMME SUBJECTS

Diploma Subject Combinations

IB subjects are organised into six groups, covering areas such as languages, social sciences, experimental sciences, mathematics, arts, and interdisciplinary subjects, providing a well-rounded education.

Students are required to select one subject from each group, with the exception of Group 6, where they may choose a second subject from Group 1, Group 2, Group 3, or Group 4 in place of their Group 6 subject.

It is important to note that the subjects Language and Culture and Environmental Systems and Societies are interdisciplinary subjects, allowing them to be selected in two different groups. For instance, Language and Culture may be chosen as a Group 1 or Group 3 subject, while Environmental Systems and Societies can be selected as a Group 3 or Group 4 subject.

Additionally, if students opt for Language and Culture as their second Group 1 subject (with Literature A being a compulsory English subject), they are not required to select a subject from Group 2.

For more information, watch the IB Course Selection Video

To obtain the award of the IB Diploma, a student must:

• gain a satisfactory mark in the six subjects studied

• complete the Extended Essay of 4000 words in any subject of the IB curriculum

• complete all requirements of the Theory of Knowledge course

• complete all requirements of the extra-curricular CAS program.

IB Subjects – Year 11 & 12

Subject

GROUP 1: STUDIES IN LANGUAGE & LITERATURE

English A - Literature

Chinese A - Literature

Language and Culture* (Group 1 or 3)

GROUP 2: LANGUAGE ACQUISITION

Chinese B (Mandarin)

English B

French B

Spanish B

Indonesian ab initio

GROUP 3: INDIVIDUALS & SOCIETIES

Business Management

Economics

Environmental Systems and Societies* (Group 3 or 4)

History

Language and Culture* (Group 1 or 3)

Psychology

GROUP 4: SCIENCES

Biology

Chemistry

Environmental Systems and Societies* (Group 3 or 4)

Physics

Sports, Exercise & Health Science

GROUP 5: MATHEMATICS

Mathematics: Applications and Interpretation SL

Mathematics: Analysis and Approaches SL

Mathematics: Analysis and Approaches HL

GROUP 6: THE ARTS

Visual Arts

Recommendations for Year 11 Students

Interest in reading widely and can write fluently

For Chinese native speakers

A strong pass Year 10 Language and Humanities

Year 10 or equivalent in the language

This is a ‘commencing’ language only

A pass in Year 10 Commerce

A strong pass in Year 10 Commerce

A strong pass in Year 10 Science

A pass in Year 10 History and English

A strong pass Year 10 Language and Humanities

A strong pass in Year 10 Science

A strong pass Year 10 Science

A strong pass in Year 10 Science

A strong pass Year 10 Science

A strong pass in Year 10 Physical Education and Science

Applications and Interpretation is only offered at the SL level in Year 12

This is the only IB subject for which the HL path must be nominated from the outset. Entry into the different Mathematic subjects is by Faculty recommendation.

A strong pass in a Year 10 Art subject

Year 12 VCE Course Structure

In Year 12, a typical VCE course for students involves studying five subjects, comprising of:

• English or English as an Additional Language (EAL)

• 3 or 4 Unit 3 & 4 courses

• 1 Higher Education subject*

*Higher Education subjects are courses undertaken at tertiary institutions. These pathways are available by consultation with the Director of Student Futures, for students who have been successfully accelerating in their studies for a number of years.

Option 1 – Standard Course

English or English as an Additional Language (EAL) 4 x Unit 3 & 4 courses

Individual student needs are an important factor when considering a student’s program. The Student Futures Team and Individual Needs Team, as well as the student’s Mentor or Head of Year will help advise students of the most appropriate course for their individuals needs and interests.

Option 2 – Exceptional Course

English or English as an Additional Language (EAL) 3 x Unit 3 & 4 courses

1 Higher Education Subject

Approvals Required

Subject prerequisite by Mentor / Head of Year & Curriculum Leader

Subject prerequisites by Mentor / Head of Year & Curriculum Leader

Director of Student Futures

Head of Senior Years / Secondary

Elective subjects Subject

Units 3 & 4 Accounting

Units 3 & 4 Art Making and Exhibiting

Units 3 & 4 Biology

Units 3 & 4 Business Management

Units 3 & 4 Chemistry

Units 3 & 4 Chinese (First Language)

Units 3 & 4 Chinese (Second Language Advanced)*

Units 3 & 4 Chinese (Second Language)*

Units 3 & 4 Chinese Language, Culture & Society

Units 3 & 4 Computing: Software Development

Units 3 & 4 Drama

Units 3 & 4 Economics

Units 3 & 4 English (EAL)

Units 3 & 4 English

Units 3 & 4 Environmental Science

Units 3 & 4 French

Units 3 & 4 Geography

Units 3 & 4 Health & Human Development

Units 3 & 4 History (Revolutions)

Units 3 & 4 Legal Studies

Units 3 & 4 Literature

Units 3 & 4 General Maths

Units 3 & 4 Mathematical Methods

Units 3 & 4 Specialist Maths

Units 3 & 4 Media

Units 3 & 4 Music Contemporary Performance

Units 3 & 4 Music Performance Repertoire

Units 3 & 4 Physical Education

Units 3 & 4 Physics

Units 3 & 4 Politics

Units 3 & 4 Product Design & Technology

Units 3 & 4 Psychology

Units 3 & 4 Spanish

Units 3 & 4 Theatre Studies

Visual Communication Design

Prerequisites for Year 12 Student

‘S’ and V4 for Units 1 & 2 Accounting or Faculty Recommendation

‘S’ and V5 for Units 1 & 2 Art Making and Exhibiting

‘S’ and at least a V5 for Units 1 & 2 Biology

None

‘S’ and at least a V5 for Units 1 & 2 Chemistry

Prerequisites for Year 11 Accelerated Students

‘S’ and V4 for Units 1 & 2 Accounting or Faculty Recommendation

‘S’ and V5 for Units 1 & 2 Art Making and Exhibiting or Faculty Recommendation

‘S’ and at least a V5 for Units 1 & 2 Biology or Faculty Recommendation

Faculty Recommendation

‘S’ and at least a V5 for Units 1 & 2 Chemistry

None Faculty Recommendation

‘S’ and at least V4 for Units 1 & 2 Chinese First Language Advanced

‘S’ and at least V4 for Units 1 & 2 Chinese Second Language

‘S’ and at least V4 for Units 1 & 2 Chinese Language Culture & Society

‘S’ and V5 for Units 1 & 2 Computing or prior and successful study of a computing subject

'S’ and at least a V5 for Units 1 & 2 Drama

‘S’ and at least V4 for Units 1 & 2 Chinese First Language Advanced

‘S’ and at least V4 for Units 1 & 2 Chinese Second Language

‘S’ and at least V4 for VCE Chinese Language Culture & Society Units 1 / 2 or Faculty Recommendation

‘S’ and V5 for Units 1 & 2 Computing Or prior and successful study of a computing subject highly recommended And Faculty Recommendation

‘S’ and at least a V5 for Units 1 & 2 Drama Or Faculty Recommendation

None Year 10 Commerce And Faculty Recommendation

None

‘S’ for Units 1 & 2 English

‘S’ and at least a V5 for Units 1 & 2 Environmental Science

‘S’ and V5 for Units 1 & 2 French

None

‘S’ and at least V5 for Units 1 & 2 Literature Or at least V4 for Units 1 & 2 VCE English

‘S’ and V5 for Units 1 & 2 General Mathematics Units 1/2 Or ‘S’ for Units 1 & 2 Mathematical Methods

‘S’ and V4 for Units 1 & 2 Math Methods

‘S’ and V5 for Units 1 & 2 Specialist Maths & Units 1 & 2 Mathematical Methods

‘S’ and V5 for Units 1 & 2 Media Units

‘S’ and V5 for Units 1 & 2 Music At least 4 years’ music or voice tuition

None

‘S’ and at least a V5 for Units 1 & 2 Physics

None

‘S’ and V5 for Units 1 & 2 Product Design & Technology

‘S’ for and at least a V5 for Units 1 & 2 Psychology

‘S’ and at least V4 for Units 1 & 2 Spanish

‘S’ and at least V5 for Units 1 & 2 Theatre Studies Or Faculty recommendation

‘S’ and at least V5 for Units 1 & 2 Visual Communication Design

Faculty Recommendation

N/A

‘S’ and at least a V5 for Units 1 & 2 Environmental Science Or Faculty Recommendation

‘S’ and V5 for Units 1 & 2 French

Faculty Recommendation

Year 10 Commerce Or Faculty Recommendation

‘S’ and at least V5 for Units 1 & 2 Literature Or at least V4 for Units 1 & 2 English

‘S’ and V5 for Units 1 & 2 General Mathematics Units 1/2 Or ‘S’ for Units 1 & 2 Mathematical Methods

‘S’ and V4 for Units 1 & 2 Math Methods

‘S’ and V5 for Units 1 & 2 Specialist Maths & Units 1 & 2 Mathematical Methods

‘S’ and V5 for Units 1 & 2 Media Units

‘S’ and V5 for Units 1 & 2 Music At least 4 years’ music or voice tuition

Faculty Recommendation

‘S’ and at least a V5 for Units 1 & 2 Physics

Faculty Recommendation

‘S’ for and at least a V5 for Units 1 & 2 Psychology

‘S’ and at least V4 for Units 1 & 2 Spanish

‘S’ and at least V5 for Units 1 & 2 Theatre Studies Or Faculty recommendation

‘S’ and at least V5 for Units 1 & 2 Visual Communication Design Or Faculty recommendation

YEAR 12 IB DIPLOMA PROGRAMME SUBJECTS

Subject Recommendations for Year 12 Students

GROUP 1: STUDIES IN LANGUAGE & LITERATURE

English A - Literature

Chinese A - Literature

Language and Culture* (Group 1 or 3)

GROUP 2: LANGUAGE ACQUISITION

Chinese B (Mandarin)

English B

French B

Spanish B

Indonesian ab initio

GROUP 3: INDIVIDUALS & SOCIETIES

Business Management

Economics

Environmental Systems and Societies* (Group 3 or 4)

History

Language and Culture* (Group 1 or 3)

Psychology

GROUP 4: SCIENCES

Year 11 Course

Biology Year 11 Course

Chemistry

Environmental Systems and Societies* (Group 3 or 4)

Physics

Sports, Exercise & Health Science

GROUP 5: MATHEMATICS

Mathematics: Applications and Interpretation SL

Mathematics: Analysis and Approaches SL

Mathematics: Analysis and Approaches HL

GROUP 6: THE ARTS

Visual Arts

Year 11 Course

Applications and Interpretation is only offered at the SL level in Year 12

This is the only IB subject for which the HL path must be nominated from the outset. Entry into the different Mathematic subjects is by Faculty recommendation.

Year 11 Course

CAN I CHANGE SUBJECTS?

Students finalise their subject selection well prior to the Early Commencement Period.

However, once classes commence, If a student wishes to change a subject, there are steps they can take to do:

1. Students must first consult with the subject teacher of the subject they wish to leave to clarify their ability to continue the subject, if their concern is achievement.

2. Students meet with their Mentor/Head of year to progress a subject change application.

3. Provided by the Mentor/Head of Year, the student must complete a ‘Request to Change Subject form’ which requires parent/guardian approval and their current subject teacher’s advice, and return this to their Mentor / Head of Year

4. The Mentor / Head of Year progresses the application to the relevant Curriculum Leader, the Director of Students Futures and the Head of Operations for approval.

There are set periods during each academic year when students are permitted to request changes to their subject lists. Changes outside of these periods will only be made if there are extenuating circumstances.

Subject Applications for; Due Date 2026 Academic Year

VCE Unit 1, VCE Unit 3 and 11IB subjects (excepting Mathematics)

Unit 1 and 11IB Mathematics subjects

Friday 28 November 2025

Friday 27 February, 2026

Unit 2 subjects Friday 12 June, 2026

End of Week 3. The Early Commencement Program

End of Week 4. Term 1

End of Week 2. Semester 2

Subject change requests will be approved where:

• The change is approved by parents in writing (Request to Change Subject Form) and the current subject teacher has reported on the student’s progress.

• Class size and timetable feasibility permit the change; and

• The student has investigated the effects on tertiary course selection and career choice of the change.

Subject changes may not be possible when:

• It requires changes to other subject groupings.

• The class the student wishes to enter is already full

• The student has not successfully completed prerequisite studies or demonstrated sufficient readiness; and/or

• The student and/or their family has not reviewed the impact on pathway options

Can I Drop a Subject?

The School will accommodate a reduced load for students in cases of extenuating circumstances.

A reduction in a student's study load requires a written recommendation from a qualified professional who supports the student's needs. Relevant professionals may include, but are not limited to, psychologists, psychiatrists, general practitioners, or other medical practitioners with expertise in mental health and wellbeing. This recommendation should be based on an assessment of the student's individual circumstances and wellbeing needs.

Each student’s case will be considered based on their individual circumstances and approved by the Deputy Head of Campus – Head of Senior Years / Secondary.

Can I Transfer from the IB Diploma to VCE?

Students may transfer from the IB to the VCE at the end of Semester 1 or Semester 2 of Year 11; however, students may not undertake a mix of IB and VCE subjects.

Students can apply for credit towards the relevant number of VCE units at levels 1 and 2 on the basis of their Year 11 IB results.

Credit towards the VCE School assessment can only be based on the work that the student completes at this School.

Students cannot transfer from the VCE to the IB Diploma.

Sitting Examinations for Externally Provided Studies

Ivanhoe Grammar students undertaking Unit 3/4 sequences through external providers will sit the examinations for those subjects at their Ivanhoe Grammar Campus.

RESULTS AND TERTIARY ADMISSION

VCE SCALING

In calculating the ATAR, VTAC scales study scores. This ensures fair comparison of students’ achievements over all their studies, regardless of what they have studied.

What is scaling?

Scaling adjusts for the fact that it is more difficult to obtain a high VCE study score in some studies than others. This is not because some studies are inherently harder or easier, it is because some studies attract a more competitive cohort of students.

Scaling ensures that students are neither advantaged nor disadvantaged based on the studies they choose. All VCE study scores are scaled by VTAC.

Raw Scores

Initially, each student receives a raw score based on their performance in assessments throughout the year, including School-Assessed Coursework (SACs) and examinations. This raw score represents the student’s performance relative to their peers within the same subject.

Statistical Moderation

To account for variations in difficulty between different subjects, the VCE employs a process known as statistical moderation. This involves comparing the performance of students in a particular subject with the overall performance of students across all subjects. The aim

is to ensure that students are not disadvantaged or advantaged based on the inherent difficulty of the subject they have chosen.

1. When VTAC receives your study scores from the VCAA, each study has been standardised. The average score for each study is 30.

2. VTAC looks at the assessment data across all studies to make sure obtaining the average score in one study required the same level of achievement as every other study.

3. When the data demonstrates the overall level of scores across studies doesn’t match, adjustments need to be made. This is the scaling process.

4. If competition in a particular study was higher than the average level of competition across all studies— as indicated by the group of students performing higher in their other studies— study scores need to be adjusted upwards, otherwise students doing that study would be unfairly disadvantaged.

5. Likewise, if competition in a particular study was lower than the average level of competition across all studies—as indicated by the group of students performing lower in their other studies— study scores need to be adjusted downwards, otherwise students doing that study would be unfairly advantaged.

6. Once the study scores have been scaled, they are called scaled study scores. It is these scaled study scores that are used to calculate the ATAR.

Studies with additional scaling rules

The following studies attract additional scaling rules. Unless you like these studies and are good at them, choosing these studies simply because they are treated differently in scaling won’t automatically guarantee you a higher ATAR.

Mathematics

VCE Mathematics studies are designed to cater for students of differing abilities and interests. Unlike other studies there is a distinct hierarchy of studies:

• Specialist Mathematics is the most difficult,

• followed by Mathematical Methods,

• followed by General Mathematics, and then

• Foundation Mathematics

To ensure that students undertaking the more difficult mathematics studies are not disadvantaged by the level of difficulty, all four mathematics studies are scaled against each other as well as being scaled against all other studies. The higher of the two resulting scales is used for each of the mathematics studies.

Languages

As a result of government policy to encourage the study of languages, each language is adjusted up by adding five to the initial VTAC scaled study score average.

This does not mean that five points are added to the ATAR. What it does mean is that for study scores at, or close to, the score average of 30, the adjustment is 5. This adjustment is different for each study score and decreases as the study score moves away from 30.

Calculating the Study Score

After scaling, each student receives a study score out of 50. This score is a representation of their performance across the subject compared to all other students who completed the same subject in that year. The study scores are then used in the calculation of the Australian Tertiary Admission Rank (ATAR), which determines eligibility for university admission.

Consistency and Fairness

The scaling process is crucial in maintaining consistency and fairness across the VCE. It ensures that a study score reflects a student’s achievement in a way that is comparable to their peers, regardless of the subject chosen. This process is overseen by the Victorian Curriculum and Assessment Authority (VCAA), which employs statistical methods to ensure that the scaling is both reliable and valid.

THE ATAR

Calculating the ATAR for VCE Students

The Australian Tertiary Admission Rank (ATAR) is calculated for VCE students using a specific formula that reflects their academic performance. The ATAR aggregate is derived by summing the following components:

1. Scaled Score for English: The first component is the scaled score for English (including English as a Second Language, ESL).

2. Next Best Three Scaled Scores: This is followed by the addition of the next best three scaled scores from the student's remaining subjects.

3. Fifth and Sixth Scaled Scores: Additionally, 10% of any available fifth and sixth scaled scores may be included in the aggregate.

The increment from the fifth or sixth study can be substituted with the corresponding increment from a VCE Vocational Education and Training (VET) study if applicable.

Furthermore, the increment for the sixth study may also be replaced with the appropriate increment from an approved university extension program.

The ATAR aggregate ultimately results in a numerical value that typically ranges between 0 and 210. This aggregate is then utilised to assign a percentage rank to each student, which spans from 0 to 99.95. This ranking represents the student's relative position compared to their peers and forms the basis of their university admissions.

The IB Notional ATAR

• The International Baccalaureate (IB) supplies the Victorian Tertiary Admissions Centre (VTAC) with detailed results data regarding student performance in each subject, as well as the grades achieved. This data is instrumental in determining where students' results will fall within the grading scale, and it enables the calculation of the notional ATAR.

• A student's notional ATAR is based on their IB Admissions Score (IBAS). The IBAS adds decimal points to the diploma score, reflecting the average performance within each band of the student's subject results. For instance, a student may achieve a diploma score of 39, resulting in an IBAS of 39.25.

Figure 1: Proposed fine-grained ATAR.

The fine-grained ATAR calculation

The formula used to calculate IB students’ notional ATAR changed for the graduating Class of 2022 (commencing university in 2023). Rather than converting students’ IB score (out of 45) to an ATAR, their performance in each subject, and subsequent score, is now taken into account before an IB Admission Score is calculated. The IB Admission Score now adds decimal places to a student’s diploma score based on their average performance within each subject. The IB Admission Score does not change a student’s IB result nor dramatically change their ATAR, it simply gives VTAC and universities the ability to distinguish between students at the lower, mid or upper range of an IB score.

The proposed fine-grained ATAR:

The ATAR conversion table is not published until early Term 2 of students’ final year of the Diploma. The table (on page 13) is simply a guide, which has been adapted from resources published by the Universities Admissions Centre (UAC), to indicate how the finegrained ATAR looked for the IB Class of 2024.

Figure 1 column key:

C Example of the fine-grained ATAR based on the Class of 2024's conversion

Figure 1 Source:

Improving Uni Entry for IB Students (follow the link to ‘Presentation for Schools’ at the bottom of the page);

URL: https://www.uac.edu.au/future-applicants/ admission-criteria/ib-applicants/improving-uni-entryib-students

VTAC Applications

Each tertiary institution needs to select from the applicants those who will receive offers. Selection officers in the institutions handle this process.

The Victorian Tertiary Admissions Centre assists tertiary institutions with selection.

In selecting students, course selection officers may use the following information:

• VCE or IB prerequisites (if any) for the course

• the ATAR

• interviews, work experience, auditions, or the assessment of an art folio.

Use of the ATAR

Nearly all courses make some use of the ATAR, but in no course is selection of all students based on the ATAR alone. For some courses (about half), selection for up to about 80% of students is determined by the ATAR.

For the remainder of places, additional information is considered. Students considered for these places are said to be in the middle band. These students do not have ATARs high enough to guarantee automatic selection but have ATARs above that which leads to automatic rejection. These students are evaluated in accord with criteria that may include performance in specific studies, results in particular graded assessments, interviews and applications for special consideration. For other courses (about half), the ATAR plays a lesser role. Each of these courses has an index of selection criteria, and the ATAR is only one of the items in the index.

Subject Guide

Please be advised that the studies listed in this handbook will be offered in 2026 only if there is sufficient student enrolment to support their implementation.

Decisions regarding the subjects to be offered in 2026 and individual student course allocations will be made once all students have submitted their subject selections online. These critical decisions can only be finalised after the submission deadline; therefore, it is essential that

students adhere to the subject selection deadline and make informed, definitive choices.

The school's staffing and organisational arrangements for 2026 will be based on these selections, and some students may require additional course counselling once the final curriculum offerings are confirmed, especially if their initial choices are not available.

SUBJECT SPECIFIC EQUIPMENT AND TECHNOLOGY REQUIREMENTS

Some subjects have specific equipment requirements and preferences to be considered when making choices. These are summarised below and will also be detailed on the relevant course pages and in the school booklist.

Subject Requirements

Year 10, VCE and IB Art, Art Making and Exhibiting Apple Mac laptop device preferrable for Senior Years new device upgrade

Year 10, VCE and IB Mathematics

A TI-nspire CAS calculator is required for this course. 10 and VCE Media

Students are required to have a compatible laptop with Adobe Photoshop and Adobe Premiere. IT Services will arrange installation of this software onto student laptops.

Apple Mac laptop device preferrable for Senior Years new device upgrade

Year 10, VCE Music

Year 10 and VCE Visual Communication and Design

Aural training software and music notation software.

Adobe Creative Suite and Google Sketchup installed. IT Services arrange installation of this software onto student computers.

Apple Mac laptop device preferrable for Senior Years new device upgrade

Year 10 Art

In this course, students experiment with a range of 2D, 3D and lens based artforms, to produce Art that displays breadth and depth in their response to a variety of given tasks and themes. Final artworks are produced from the skills and techniques students develop, and the concepts and ideas they explore. Students use visual diaries to record observations, explore issues, develop ideas, and to evaluate skills and techniques they have learnt. A personal aesthetic and critical awareness in discussing, analysing and writing about Art is developed through the study of historical and contemporary artworks. The use of specific Art vocabulary is also explored.

COURSE CONTENT

Theory

Three-Dimensional Visualisation

Printmaking

Drawing and Painting

Comparative analysis of formal qualities, stylistic and personal influences and historical and cultural contexts.

Students experiment with a range of materials and techniques based on observation and imagination.

Students learn a variety of printmaking skills and techniques such as, mono-print, etching (dry-point, acid), woodcut, lino cut, through a particular topic/theme to produce arts works/folio. Possible themes could include the built environment, patterns and shapes in nature, or imagery of cultural symbols both past and present.

Students develop skills, explore and experiment with a variety of painting techniques, through a range of materials such as acrylic and oil paint, or a mixed media approach to painting. They will apply their knowledge on a chosen topic/theme, also reflecting on historical and contemporary artistic practices.

Photography

ASSESSMENT

• Visual diary

• Finished art works.

Students explore the use photography as and art medium. They learn and apply photographic techniques as they take photos and develop editing skills to create photographic images.

• Theoretical Analyse, interpret and compare artworks

• Semester Examinations: a written examination based on artworks studied and practical processes used in the semester.

PATHWAYS

Year 10 Art

VCE Art Making and Exhibiting Units 1 & 2

Year 11 IB Visual Arts

VCE Art Making and Exhibiting Units 3 & 4

Year 12 IB Visual Arts SL / HL

Year 10 Chinese

Chinese (Mandarin) in Year 10 focuses on the further development of the four macro skills – speaking, listening, reading and writing. Students engage with a variety of imaginative performance-based texts and respond by discussing ideas, expressing opinions, explaining themes and considering language use and cultural meanings. They then learn to apply this to create and perform their own spoken and written texts. Students also initiate and participate in sustained spoken interactions, using descriptive and expressive language in formal and informal exchanges to discuss young people's experiences and interest in contemporary culture and social issues. This program prepares students to continue their Chinese language study with either VCE or IB Chinese pathway.

COURSE CONTENT

学校活动 School Events

美食 Delicious Food

节日 Festivals

外出就餐 Eating Out

社区 Neighbourhood

旅游 Travelling

意外事故 Accidents

ASSESSMENT

• Vocabulary quizzes

Learn to talk about the common events held at schools

Learn to express variety of food in Chinese

Learn to talk about food served during Spring Festival and their culture significance

Learn to talk about celebrating a variety of festivals including Christmas, Dragon Boat Festival and Mid-Autumn Festival

Learn to order food in Chinese restaurants Learn to talk about the tastes of different food

Learn to talk about the facilities and environment of the neighbourhood

Learn to talk about travelling in major cities in China like Beijing Learn to talk about preparation for travelling

Learn to talk about accidents and how to seek help

• Grammar and reading comprehension and application tests

• Written task

• Role play / Oral Interview

• Semester Examinations: Grammar, Reading, Writing, Listening and Oral assessment.

PATHWAYS

Year 10 Chinese

PREREQUISITES

VCE Chinese Language, Culture and Society Units 1 & 2

VCE Chinese Second Language Units 1 & 2

VCE Chinese Second Language Advanced Units 1 & 2

Completion of Year 9 Chinese at a C standard

VCE Chinese Language, Culture and Society Units 3 & 4

VCE Chinese Second Language Units 3 & 4

VCE Chinese Second Language Advanced Units 3 & 4

Year 10 Commerce

Year 10 Commerce offers students an engaging and practical introduction to the world of law, business, economics, accounting and personal finance. This course is ideal for students considering future studies in VCE Commerce subjects, including Legal Studies, Business Management, Accounting, and Economics, while also building essential financial literacy skills relevant to everyday life.

COURSE CONTENT

Youth and the Law

Economics

Accounting

Business Management

This unit explores key legal concepts through issues that are directly relevant to young people. Students learn about their rights and responsibilities within the legal system and how laws impact individuals and the wider community. This unit provides a strong foundation for those considering VCE Legal Studies.

Students are introduced to fundamental economic ideas such as resource allocation, supply and demand, and economic decision-making. They explore how economic systems function and how economic issues affect individuals, businesses, and governments. This unit supports students who are interested in pursuing VCE Economics.

In this unit, students develop basic accounting skills and learn how financial records are used to manage business operations. They are introduced to financial documents and concepts such as income, expenses, profit, and budgeting. This unit is an excellent starting point for students considering VCE Accounting.

Students gain insight into how businesses operate and what makes them successful, exploring topics such as entrepreneurship. This unit helps prepare students for VCE Business Management.

Earning and Investing

ASSESSMENT

• Topic tests

• Assignments

This practical unit helps students understand how to make informed decisions about earning income, saving, and investing. Students explore key concepts in personal finance and build skills they can apply in their everyday lives, even if they do not continue with Commerce studies in VCE.

• Major assignments (individual and group reports, presentations)

• Semester Examinations

PATHWAYS

Year 10 Commerce

VCE Legal Studies Units 1 & 2

VCE Business Management Units 1 & 2

VCE Economics Units 1 & 2

VCE Accounting Units 1 & 2

VCE Legal Studies Units 3 & 4

VCE Business Management Units 3 & 4

VCE Economics Units 3 & 4

VCE Accounting Units 3 & 4

Year 11 IB Business Management Year 12 IB Business Management SL / HL

Year 11 IB Economics Year 12 IB Economics SL / HL

Year 10 Digital Technologies

This study equips students with the knowledge and skills required to adapt to a dynamic technological landscape, including the ability to identify emerging technologies, envisage new uses for digital technologies and consider the benefits that these technologies can bring to society at a local and at a global level. This elective allows students to continue their Digital Technologies journey preparing them with the foundational skills ready for senior computing courses.

COURSE CONTENT

Networks and Security

Data Analysis

Programming

Innovative Solutions

ASSESSMENT

• Portfolio of activities

• Software solutions

• Projects

• Semester Examinations

PATHWAYS

• Control and management of networked digital systems and security

• Evaluating information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise

• Analysis and presentation of data using applications (Excel, SQL) and programmatically (Python)

• Use of data visualisations to present information in an informative and appealing format

• Levels of programming language - Machine code / assembly language / High-Level

• Programming tasks using a range of languages

• Algorithm design

• Use of web applications to produce personalised user experiences

• Collaborate online.

• Establishing protocols for the use, transmission and maintenance of data and projects.

• Plan and manage digital projects using an iterative approach.

• Creating digital solutions – applications and websites

• Hardware as an important part of innovative solutions: Computer architecture and components

• Microcontrollers, robotics and The Internet of Things (IOT)

• Gaming, VR, AR

PREREQUISITES

Prior studies in Digital Technologies / Year 9 Transformative Technologies.

VCE Applied Computing: Software Development Units 3 & 4

VCE Applied Computing: Data Analytics Units 3 & 4 (external)

Year 10 Drama

Year 10 Drama is divided into key topics which explore several modern theatre styles, play script interpretation, written performance analysis as well as acting and designing skills. Students have the opportunity to create their own works in groups and individually as well as attend several live theatre productions throughout the year. Students demonstrate skill domains working with the conventions and practices of theatre-craftsmen who revolutionised the various styles of theatre and the use of theatre as a social communicator. Each topic is split between research/written tasks and performance tasks, all assessed across the two semesters.

COURSE CONTENT

Script Interpretation Identifying Theatre Conventions

Devised Theatre Methods of playmaking in an ensemble

Production Analysis Viewing and evaluating a professional performance

Designing for Theatre Using the production roles to interpret a script extract

Devised Theatre Creating a solo performance

Script Interpretation Staging a monologue

At the end of the Year 10 course, students should:

• have a strong working knowledge of Modern Theatre Styles and the components of theatre design.

• reflect on their work and the work of others both verbally and in written form using appropriate terminology to evaluate their theatre experiences.

• demonstrate a measurable level of development in movement and voice skills.

• work creatively in the development of dramatic potential in prepared and spontaneous situations which reflect a knowledge of the conventions and practices of 20th century theatre practitioners.

• confidently be able to deconstruct and write scripts in various styles

• work collaboratively to build drama in performance.

ASSESSMENT

• Topic tests

• Assignments

• Major assignments (individual and group reports, presentations)

• Semester Examinations

PATHWAYS

Year 10 Drama VCE Drama Units 1 & 2

VCE Drama Units 3 & 4

Year 10 English

The English curriculum is built around three interrelated strands of Language, Literature and Literacy. The strands focus on developing students' knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. Students read a variety of texts. They interpret, create, compare, evaluate, discuss and present orally on a wide range of literary texts. These include media texts, fiction, nonfiction, poetry and plays. Students develop critical understanding of the contemporary media and the differences between media texts.

COURSE CONTENT

The range of literary texts comprises Australian literature, in addition to classic and contemporary world literature. In addition to this, students study a range of media texts with a view to understanding how language and argument are used to persuade.

• Exploring heroism as an evolving and contentious concept

Heroes

Poetry

Speech Analysis

Othello

ASSESSMENT

• Oral presentations

• Text response essays

• Analytical responses

• Creative text responses

• Persuasive writing

• Semester Examinations

PATHWAYS

Year 10 English

• Examining the circumstances that lead to actions/behaviours being described as heroic

• Reading and creating feature articles that follow specific conventions that address audience, purpose and context

• Exploring the concept of belonging to lace through poetry

• Analysing and developing an appreciation of poetic techniques and authorial choices

• Creating poetry and writing analytically

• Exploring persuasion in political speeches

• Reading and listening to a range of speeches

• Analysing rhetorical devices used in public speaking (oratory)

• Creating a persuasive speech and performing

• Exploring how Shakespeare demonstrates transformation in the play

• Examining how dramatic and literary techniques contribute to our appreciation of characters and motivations

• Writing analytically demonstrating an understanding of author’s craft, view and values of a text and characterisation

VCE Literature Units 1 & 2

VCE English Units 1 & 2

Year 11 IB English A Literature

VCE Literature Units 3 & 4

VCE English Units 3 & 4

Year 12 IB English A Literature

Year 10 English (EAL)

The English as an Additional Language course is for students who speak a language other than English as their first language and may require additional support to develop their English language proficiency. The course aims to strengthen the four basic language skills, to allow students to function effectively in the school and the community. In conjunction with Bridging English EAL Units 1 & 2, it assists students in meeting the demands of their other Year 10 subjects.It teaches the skills of the mainstream English syllabus (responding to novels, films and short stories; study of issues in the media; writing for different purposes and audiences; oral presentations and listening skills) but in a more language-focused, small group situation. This allows for systematic language study, focusing on students' areas of weakness. Texts selected for study will encourage the development of cross-cultural understanding.

COURSE CONTENT

Creating Text preparation Unsung Heroes

Play Study 12 Angry Men

Film Study

Paradise Road / Bend It Like Beckham

Short Stories Growing Up Asian in Australia

Novel Study Spilt Water

Issues in the Media Insight Issues Junior Years / Insight Issues For & Against

ASSESSMENT

• Writing for different purposes

• Grammar/comprehension tests

• Text Response essays

• Formal oral presentations

• Listening activities

• Semester Examinations

PATHWAYS

Year 10 English (EAL) VCE English (EAL) Units 1 & 2

PREREQUISITES

By recommendation.

VCE English (EAL) Units 3 & 4

Year 10 French

The Year 10 French course provides students with a broad and in-depth exposure to various grammatical and linguistic elements in a French context. Students focus on building variety in their expression while improving the structure and flow of their ideas. They are able to make comparisons between Australian and Francophone cultures.

COURSE CONTENT

Units studied allow students to develop a base in their vocabulary application and depth in their communication skills. Students are able to communicate in written and oral format; and interpret reading and listening texts about:

Daily Life

Country and City Life

Travel and Holidays

Life at School

French Cuisine

Future Plans

• Describing routines, preferences

• Asking and answering questions

• Making Comparisons

• Explaining obligations, advantages, disadvantages

• Developing expressions in the past tense

• Making plans in the future

• Describing experiences arising from a cultural exchange

• Comparing French and Australian schooling

• Discussing rules, chores, obligations

• Ordering food, making requests

• Discussing food lifestyles, e.g.: vegetarianism

• Active and healthy living

• Spending time with friends

• Personal interests

ASSESSMENT

The purpose of language assessment is to ascertain knowledge of the content as well as appropriate use. Assessments in Year 10 build in complexity and prepare students for VCE and IB style of assessment.

• Listening comprehension tests

• Grammar comprehension and application tests

• Reading comprehension tests

• Written tasks

• Role play / Oral Interview

• Semester Examinations: Grammar, Reading, Writing, Listening and Oral assessment.

PATHWAYS

Year 10 French

PREREQUISITES

VCE French Units 1 & 2

Year 11 IB French B

Completion of Year 9 French at a C standard

VCE French Units 3 & 4

Year 12 IB French B HL

Year 12 IB French B SL

Year 10 Health & Physical Education

The Health and Physical Education course builds upon the courses of previous years and reaffirms the importance of maintaining an active and healthy lifestyle thereby minimising the risks associated with inactivity and a lack of knowledge and awareness.The course encompasses both practical and theoretical components. The practical component includes traditional and non-traditional elements but at their core all units are designed to maximise student participation and engagement in physical activity. Over the semester students will develop the necessary foundations to study Physical Education and Health and Human Development as VCE subjects or IB Sports, Exercise and Health Science.

COURSE CONTENT

The aim of participating in Physical Education is to develop a proficiency in a range of movement and manipulative skills and focus on ways of improving the quality of their performance during game situations, physical activities and sports. Major game instruction continues to extend upon their current base of skills and knowledge, with the addition of technical and tactical levels of awareness. The aim of the course is to assist students in improving their knowledge and awareness of how their body works, to learn more about fitness components and training methods that can improve their health and to make better informed judgements to adjust their current lifestyles to maximise health for a longer, healthier life.

ASSESSMENT

Assessment of the Year 10 Physical Education program is both practical and theoretical. Practical assessment focuses on the student's proficiency in a range of technical, tactical and perceptual skills, effort, engagement, social skills and knowledge. The theoretical assessment currently includes written assessment pieces.

PATHWAYS

Year 10 Health & Physical Education

VCE Health & Human Development Units 1 & 2

VCE Physical Education Units 1 & 2

Year 11 IB Sports Exercise and Health Science

VCE Health & Human Development Units 3 & 4

VCE Physical Education Units 3 & 4

Year 12 IB Sports Exercise and Health Science

Year 10 Humanities

This is a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. It is also a study of Geography, where students are encouraged to consider the world they live in, as well as the impacts of people on land.

COURSE CONTENT – GEOGRAPHY

Sustainable Places

Geographies of Human Wellbeing

Examining the economic, social and environmental sustainability of places, specifically regarding the process of urbanisation at local and global scales

Investigating global, national and local differences in human wellbeing between places.

COURSE CONTENT – HISTORY

World War Two

Building Modern Australia

Model United Nations

The Globalising World

ASSESSMENT

• Document analyses

• Extended responses

• Essays

• Group presentations

• Semester Examinations

PATHWAYS

Year 10 Humanities

The causes of the war, Australian's involvement in the course of the war and the impacts, short and long term, in Australia.

The post WWII effects on the development of Australian society, with a specific focus on the causes of First Nations Australian campaigns for rights and freedoms before 1965.

Students participate in an immersive Model United Nations, learning about how the institution of global governance facilitates international peace and security. This is run by the United Nations Victoria Division.

This unit focuses on significant individuals, groups and institutions connected to developments of Australia's changing identity as a nation and its international relationships. Students are exposed to different historical interpretations and debates.

VCE Geography Units 1 & 2

VCE History (Modern History) Units 1 & 2

VCE Politics Units 1 & 2

Year 11 IB History

VCE Geography Units 3 & 4

VCE History (Revolutions) Units 3 & 4

VCE Politics Units 3 & 4

Year 12 IB History

Year 10 Literature

The study of Literature enables students to consider the power and complexity of language, the ways literary features and techniques contribute to meaning and the significance of form and structure of texts. They extend their capacity to read and interpret texts. They consider and explore how texts reflect historical contexts and are adapted to make new meaning. This study aims to cultivate an appreciation of the dynamic nature of language and meaning acquisition. Students study a range of text types such as poetry, plays, film, short stories and novels. The course is designed to extend their understanding of how texts are constructed and develop an appreciation of what gives texts literary merit. Year 10 Literature is appropriate for students who may wish to continue their study of Literature in IB English A Literature or VCE Literature.

COURSE CONTENT

Play Studies

Novel Studies

Poetry

Non-fiction texts

Issues in the Media

ASSESSMENT

• Essays

• Written analysis

• Oral presentations

• Semester Examinations

PATHWAYS

Year 10 Literature

PREREQUISITES

The Crucible by Arthur Miller

Good Night and Good Luck directed by George Clooney

Wide Sargasso Sea by Jean Rhys

Poems by Maya Angelou, Carol Ann Duffy, Sharon Olds, Carl Sandburg, Wislawa Szymborska, and others

Short stories by Margaret Atwood, Charlotte Perkins Gil-man, Shirley Jackson, Edgar Allan Poe and others

VCE Literature Units 1 & 2

Year 11 IB English A Literature

• Strong academic achievement in English

VCE Literature Units 3 & 4

Year 12 IB English A Literature SL Year 12 IB English A Literature HL

• Enthusiasm for reading and desire to expand skills and understanding of literature

Mathematics at Year 10

In Year 10, Mathematics is taught at three levels. Each course follows the Year 10 Australian Curriculum and allow students to continue studying mathematics at VCE. The mathematics curriculum draws on previously established mathematical ideas to solve non-routine problems and develop more complex and abstract ideas. It makes connections between mathematical concepts and their application in the world. Students will continue to develop their proficiency in understanding, fluency, problem-solving and reasoning through the three content strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability. Students’ qualification for their Year 10 Mathematics course is based upon results of in-class assessments and standardised testing.

PATHWAYS IN MATHEMATICS

Year 10 Mathematics Advanced

Year 10 Advanced Mathematics builds on students’ prior learning by extending their understanding of mathematical concepts, procedures, and problem-solving strategies. This course is designed for students who have demonstrated strong mathematical ability and are ready for a rigorous and conceptually demanding program. A solid foundation in algebra is vital, as it underpins much of the content and is essential for success in more advanced topics. Students are expected to apply logical reasoning, make meaningful connections, and tackle both familiar and unfamiliar problems with confidence. Consistent effort both in and out of the classroom is required. Success in Year 10 Advanced Mathematics is essential for accessing Specialist Mathematics. It prepares students for all other senior mathematics pathways.

COURSE CONTENT

Algebra

Measurement

Space

Probability

ASSESSMENT

• End of unit tests

Students use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, quadratic and exponential functions as appropriate, and solve related equations, numerically and graphically. Students make and test conjectures involving functions and relations using digital tools. They solve problems involving simultaneous linear equations and linear inequalities in 2 variables graphically and justify solutions.

Students interpret and use logarithmic scales representing small or large quantities or change in applied contexts. They solve measurement problems involving surface area and volume of composite objects. Students apply Pythagoras’ theorem and trigo-nometry to solve practical problems involving right-angled triangles. They identify the impact of measurement errors on the accuracy of results. Students use mathematical modelling to solve practical problems involving proportion and scaling, evaluating and modifying models, and reporting assumptions, methods and findings.

Students use deductive reasoning, theorems and algorithms to solve spatial problems. Students interpret networks used to represent practical situations and describe connectedness.

Students apply conditional probability to solve problems involving compound events. Students design and conduct simulations involving conditional probability, using digital tools.

• Problem solving and inquiry tasks

• Semester Examinations

TECHNOLOGY

A TI-nspire CAS calculator is required for this course.

PREREQUISITES

Assigned by Curriculum Leader of Mathematics

Year 10 Mathematics Core

In Year 10 Core Mathematics, students build on their prior learning and experiences, particularly in number and algebra from Year 9. They are expected to confidently work with fractions without a calculator, solve linear and simultaneous equations, and understand linear relationships. The course emphasises developing mathematical understanding, fluency, reasoning, and problem-solving through a variety of learning approaches. This foundation enables students to apply mathematical strategies effectively in both familiar and unfamiliar contexts, supporting informed decision-making and efficient problem-solving. Success in Year 10 Core Mathematics is essential for accessing most senior mathematics pathways. Students aiming to study Specialist Mathematics in Year 11 should achieve at least an A grade in this course and must also enrol in Mathematical Methods concurrently.

COURSE CONTENT

Algebra

Measurement

Space

Probability

Statistics

ASSESSMENT

• End of unit tests

Students use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, quadratic and exponential functions as appropri-ate, and solve related equations, numerically and graphically. Students make and test conjectures involving functions and relations using digital tools. They solve problems involving simultane-ous linear equations and linear inequalities in 2 variables graphically and justify solutions.

Students interpret and use logarithmic scales representing small or large quantities or change in applied contexts. They solve measurement problems involving surface area and volume of composite objects. Students apply Pythagoras’ theorem and trigonometry to solve practical problems involving right-angled triangles. They identify the impact of measure-ment errors on the accuracy of results. Students use mathematical modelling to solve practical problems involving proportion and scaling, evalu-ating and modifying models, and reporting as-sumptions, methods and findings.

Students use deductive reasoning, theorems and algorithms to solve spatial problems. Students in-terpret networks used to represent practical situa-tions and describe connectedness

Students apply conditional probability to solve problems involving compound events. Students design and conduct simulations involving condi-tional probability, using digital tools.

Students represent the distribution of data involv-ing 2 variables, using tables and scatter plots, and comment on possible association. They analyse inferences and conclusions in the media, noting potential sources of bias. Students com-pare the distribution of continuous numerical da-ta using various displays, and discuss distributions in terms of centre, spread, shape and outli-ers.

• Problem solving and inquiry tasks

• Semester Examinations

PREREQUISITES

Assigned by Curriculum Leader of Mathematics

Year 10 Mathematics General

Year 10 Mathematics General is designed to consolidate and extend the mathematical skills students have developed in previous years. The course integrates key content from Units 1 and 2 of General Mathematics, providing a solid foundation for continued study in this pathway. It supports a practical approach to learning, where students use technology to explore and apply mathematical concepts in real-world contexts. This subject encourages students to build confidence and fluency by engaging in a variety of learning strategies, including reasoning, problem-solving, and making connections between ideas. While the course allows for greater reliance on technology, it still fosters the development of essential mathematical thinking needed to make informed decisions and solve everyday problems. Completion of this course leads exclusively to the General Mathematics pathway in Years 11 and 12.

COURSE CONTENT

Algebra

Measurement

Space

Probability

Statistics

Matrices

ASSESSMENT

• End of unit tests

Students use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, and exponential functions as appropriate, and solve related equations, numerically and graph-ically. They solve problems involving simultane-ous linear equations and linear inequalities in 2 variables graphically and justify solutions.

Students interpret networks used to represent practical situations and describe connectedness

Students apply conditional probability to solve problems involving compound events. Students design and conduct simulations involving condi-tional probability, using digital tools.

Students develop skills in matrix arithmetic, in-cluding addition, subtraction, scalar multiplica-tion, matrix multiplication, and powers of square matrices, with a focus on understanding the con-ditions required for each operation. This unit co-vers the concept of a matrix and its use in storing, displaying, and manipulating information.

• Problem solving and inquiry tasks

• Semester Examinations

TECHNOLOGY

A TI-nspire CAS calculator is required for this course.

PREREQUISITES

Assigned by Curriculum Leader of Mathematics

Year 10 Media

Media is a broad topic that traverses a range of media forms, from newspapers to computer games and everything in between. The modern world is a media world and students of today actively and passively consume a wealth of media texts every day. The aim of this course is to build an awareness of the media and equip students to process it actively and critically. Of course, media cannot help but be influenced by the culture in which it is created, the norms and nuances of a society are embedded in its texts and this too, is an important aspect of the study. Media at Year 10 is a course which encourages students to become critically aware of all aspects of the Media within a cultural framework. It aims to develop and nurture creativity, risk-taking, technical skills and a critical eye. A range of media texts are explored across the mediums film and television, radio, print and multimedia and students develop a diverse set of technical skills. The course encompasses theoretical, analytical, ICT and practical tasks.

COURSE CONTENT

Responding to Media

Analyse and develop an understanding of the codes and conventions that construct various media texts

Analyse a range of narrative structures

Photography Analyse and produce a photographic series

Media Production Analyse and produce a short film/moving image

ASSESSMENT

• Practical tasks

• Photographic series

• Photography analysis

• Short film production

• Semester Examinations

PATHWAYS

Year 10 Media VCE Media Units 1 & 2

TECHNOLOGY

VCE Media Units 3 & 4

Students are required to have a compatible laptop with Adobe Photoshop and Adobe Premiere. IT Services will arrange installation of this software onto student laptops.

When Senior Years Art and Design students are looking at purchasing a new laptop device, they may want to consider an Apple Mac laptop due to their prevalent use in industry.

Year 10 Music

The Year Music course develops student’s skills in the areas of solo and group performance, composition and arranging, aural perception, theory, and analysis.

COURSE CONTENT

Responding to Music

Music Performance

Theory of Music, Aural Perception and Analysis

Composition

ASSESSMENT

• Music and musicians in historical, social, and cultural contexts

• Diverse practices of music creators working in different times, places, and traditions

• Developing skills in chosen instruments

• Playing in an ensemble within the class

• Solo performance preparing technical work.

• Music theory

• Analyse how musical elements are utilised to achieve expressive outcomes.

• Develop aural skills using computer-generated aural program Auralia as well as class activities

• Create a composition folio including arranging and composing and incorporating compositional devices and creative processes.

• Solo performance and technical work

• Ensemble performance

• Aural/theory/analysis

• Composition

PATHWAYS

VCE Music Performance Repertoire Units 3 & 4

VCE Music Contemporary Performance Units 3 & 4

TECHNOLOGY

Aural training software and music notation software.

PREREQUISITES

Students are strongly advised to have at least two years of pre-existing tuition on an instrument or voice.

Year 10 Music

VCE Music Units 1 & 2

Year 10 Product Design & Technology

Product Design and Technology equips students with the knowledge and skills to create quality products that address specific problems or needs. Students engage with the Product Design Process through its four phases: investigating and defining, design and development (conceptualisation), planning and production, and evaluation. A variety of projects help students develop practical skills and experience, while also considering the sources and sustainability of materials in their designs. Each student is encouraged to carefully consider the use, proportion, and suitability of materials, construction methods, and cost when designing their projects. Research is a crucial component of the design process, complemented by computer-aided design (CAD), concept sketches, and presentation drawings.

COURSE CONTENT

Health & Safety

Research

Design & Production

• Appropriate and necessary skills to design and construct products according to OH&S.

• Safe and correct operating procedures with appropriate tools, equipment and materials

• Correct workplace procedures so that students are able to competently contribute to a safe working environment.

• Material testing with an emphasis on reporting/evaluation of results.

• A design folio which responds to a brief and records all aspects of the Product design process

• Research, designing, planning and construction research, planning and 2- and 3-dimensional drawing skill development using a computer aided design and manual drawing

• Knowledge and skill development with Production Methods.

• Evaluation and review of own work and that of others.

Please Note: For some tasks students may be required to source and supply their own materials as this forms an important part of the overall design and construction process.

ASSESSMENT

• production of practical work in response to a brief

• drawing folio

• design thinking strategies

• practical skills tasks

• written tasks

• Semester examinations

PATHWAYS

Year 10 Product Design and Technology

TECHNOLOGY

Product Design and Technology Units 1 & 2

Product Design and Technology Units 3 & 4

When Senior Years Art and Design students are looking at purchasing a new device, they may want to consider a MAC laptop due to their prevalent use in industry.

VCE

Year 10 Science

In Year 10 students explore the biological, chemical, physical and geological evidence for different theories, such as the theory of natural selection. Through investigating natural selection and processes of heredity they come to understand the evolutionary feedback mechanisms that ensure the continuity of life. They appreciate how energy drives the Earth system and how climate models simulate the flow of energy and matter within and between Earth's spheres. Students develop a more sophisticated understanding of atomic theory to understand patterns and relationships within the periodic table. They understand that motion and forces are related by applying physical laws and can be modelled mathematically. Students analyse and synthesise data from systems at multiple scales to develop evidence-based explanations for phenomena. They learn that all models involve assumptions and approximations, and that this can limit the reliability of predictions based on those models.

COURSE CONTENT

Genetics

Evolution

Forces Motion

Chemistry

Global Systems

Experimental Investigation

The Big Bang

Explain the role of meiosis and mitosis and the function of chromosomes, DNA and genes in heredity

Predict patterns of Mendelian inheritance

Use the theory of evolution by natural selection to explain past and present diversity

Analyse the scientific evidence supporting the theory

Investigate Newton's laws of motion quantitatively

Analyse the relationship between force, mass and acceleration of objects

Explain how the structure and properties of atoms relate to the organisation of the elements in the periodic table

Identify patterns in synthesis, decomposition and displacement reactions

Chemical formulas

Investigate the factors that affect reaction rates

Use models of energy flow between the geosphere, biosphere, hydrosphere and atmosphere to explain patterns of global climate change

Develop scientific method and inquiry skills

Present and communicate data

Astronomical Units and Scientific notation

Timeline of the universe

Stellar spectra

Evidence of the Big Bang

ASSESSMENT

• Topic Tests

• Case Study

• Scientific Poster inc. data analysis

• Research Task

• Semester Examinations

PATHWAYS

Year 10 Science

VCE Biology Units 1 & 2 leads

VCE Psychology Units 1 & 2

VCE Chemistry Units 1 & 2

VCE Environmental Science Units 1 & 2

VCE Physics Units 1 & 2

Year 11 IB Biology leads

Year 11 IB Psychology leads

Year 11 IB Chemistry leads

Year 11 IB Physics leads

VCE Biology Units 3 & 4

VCE Psychology Units 3 & 4

VCE Chemistry Units 3 & 4

VCE Environmental Science Units 3 & 4

VCE Physics Units 3 & 4

Year 12 IB Biology HL

Year 12 IB Biology SL

Year 12 IB Psychology HL

Year 12 IB Psychology SL

Year 12 IB Chemistry HL

Year 12 IB Chemistry SL

Year 12 IB Physics SL

Year 12 IB Physics HL

Year 10 Spanish

Year 10 is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital media, collaborative performance and group discussions). Learners become more confident in communicating in a wider range of contexts through greater control of language structures and increased understanding of the variability of language use. They use Spanish to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They use Spanish more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. They demonstrate understanding of language variation and change and of how intercultural experience, technology, media and globalization influence communication.

COURSE CONTENT

At home or with friends?

What is the weather like?

Ser & estar (To be)

Present tense of regular & irregular verbs

Interrogative pronouns I

Present progressive (Estar + Gerundio)

Talking on the phone

Making invitations/accepting and refusing

Expressing likes & dislikes

Making plans: Ir + a + Infinitive

Direct Object pronouns

Predicting the weather

Expressing future intensions

Talking about geography

Discussing natural disasters

The past simple

Time markers

Biographies

At home and at school

Interrogative pronouns II

Talking about events in the past

Learning about Art & Hispanic historical events

The imperfect tense Comparatives

Expressing agreement and disagreement

Learning about the school system in Spain & other countries

The imperative

Hay/está/están

The traffic in my city

Asking for & giving directions

Writing e-mails

Reading an article about the traffic in Mexico City

What’s up?

To whom do you take after?

The present perfect

Reflexive verbs

Estar + adjectives of states

Tener + hambre/sed

Expressing physical & mental distress

Asking for & giving advice

Indirect object pronouns

Adjectives

Describing yourself & others

Proposing to do something

Learning about La Tomatina

Researching festivals & other Hispanic traditions

The future (regular & irregular verbs)

The conditional

The present of the subjunctive

The Planet’s future

Verbs related to the environment

Expressing intentions & opinions

Making predictions

Researching about animals in danger of becoming extinct

Estar + Gerundio

Contrast between the preterite & estar + Gerundio

Events

ASSESSMENT

• Writing Assessments

Preparing an interview

Discussing problems in your city

Discussing news

• Listening and Speaking Assessments

• Grammar and Reading Assessments

• Semester Examinations

PATHWAYS

Year 10 Spanish leads

VCE Spanish Units 1 & 2

Year 11 IB Spanish B

VCE Spanish Units 3 & 4

Year 12 IB Spanish B SL

Year 12 IB Spanish B HL

Year 10 Visual Communication Design

In Visual Communication Design, students learn to use visual language to express ideas, information, and messages in communication, environmental, and industrial design. Designers use visual imagery to influence everyday stimuli. Drawing is central to visualising ideas, and students follow a design process to create and develop visual communications. They explore both manual and digital methods to refine their presentations. The design process involves reflecting on aesthetics, functionality, and social, environmental, and economic factors. Students learn to manipulate design elements, principles, media, materials, and production methods to create effective visual communications.

COURSE CONTENT

Responding to Design

Research and Skill development

Design & Production

ASSESSMENT

• Folio of work

• Presentations

• Written analyses

• Visual diary

• Semester Examinations

interpret and research information from inspirations to assist in idea generation discuss and analyse visual communications created by others

explore a range of ideas using the design elements and principles explore a wide variety of media, materials and techniques use the design process to develop visual communication solutions use a visual diary to document and evaluate the design processes

produce a folio of freehand drawings and rendering activities produce a folio of technical drawings that apply subject specific conventions such as orthogonal, paraline and perspective drawings

PATHWAYS

Year 10 Visual Communication Design

VCE Visual Communication Design Units 1 & 2

VCE Visual Communication Design Units 3 & 4

VCE Accounting Units 1 & 2

VCE Accounting explores and applies the financial recording, reporting, analysis and decision-making systems and processes of a sole proprietor trading business. Students study the theoretical aspects of accounting and practically apply these principles. They collect, record, report, analyse, apply, evaluate and discuss accounting information using both manual and ICT based methods. Students apply critical thinking skills to a range of business situations. They model alternative outcomes and use financial information generated to provide accounting advice to business owners, whilst taking into account ethical as well as financial considerations.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Recording financial data and reporting accounting information for a service business

• describe the resources required to establish and operate a business, and select and use accounting reports and other information to discuss the success or otherwise of the business.

• identify and record financial data, report and explain accounting information for a service business, and suggest and apply appropriate financial and non-financial indicators to measure business performance.

Unit 2 Areas of Study Unit 2 Outcomes

Accounting for and managing inventory

Accounting for and managing accounts receivable and accounts payable

Accounting for and managing non-current assets

ASSESSMENT

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

• record and report for inventory and discuss the effects of relevant financial and non-financial factors, and ethical considerations, on the results of business decisions.

• record and report for accounts receivable and accounts payable, and analyse and discuss the effects of relevant decisions, including the influence of ethical considerations, on the performance of the business.

• record and report for non-current assets and depreciation.

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 types include:

• Tests

• Case Studies

• Folios of work

• Examinations in Semester 1 (Unit 1 content) and Semester 2 (Unit 2 content)

PATHWAYS

VCE Accounting Units 1 & 2

VCE Accounting Units 3 & 4

VCE Applied Computing Units 1 & 2

Technology continues to evolve rapidly, providing opportunities for enterprising individuals to create new technologies and innovative uses for existing technologies. This study equips students with the knowledge and skills required to adapt to a dynamic technological landscape, including the ability to identify emerging technologies, envisage new uses for digital technologies and consider the benefits that these technologies can bring to society at a local and at a global level. VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking, and to develop communication and collaboration, and personal, social and information and communications technology (ICT) skills. Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings. VCE Applied Computing provides a pathway to further studies in areas such as business analysis, computer science, cybersecurity, data analytics and data science, data management, games development, ICT, networks, robotics, software engineering and telecommunications, and other careers relating to digital technologies.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Data analysis

Programming

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

• interpret teacher-provided solution requirements and designs, analyse data and develop data visualisations to present findings.

• interpret teacher-provided solution requirements to design and develop a software solution using an object-oriented programming language.

Unit 2 Areas of Study Unit 2 Outcomes

Innovative solutions

Cyber security

ASSESSMENT

• Software solutions

• Written reports

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

• in collaboration with other students, identify a problem, need or opportunity to analyse, design, develop and evaluate an innovative solution.

• respond to a teacher-provided case study to examine a cyber security incident or a network vulnerability, evaluate the threats to a network, and propose strategies to protect the security of data and information on the network.

• Prototypes or working models

• Tests

• Semester Examinations

PATHWAYS

VCE Applied Computing Units 1 & 2

VCE Applied Computing: Software Development Units 3 & 4

VCE Art Making and Exhibiting Units 1 & 2

VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited. Students use inquiry learning to explore, develop and refine the use of materials, techniques and processes and to develop their knowledge and understanding of the ways artworks are made. They learn how art elements and art principles are used to create aesthetic qualities in artworks and how ideas are communicated through the use of visual language. Their knowledge and skills evolve through the experience of making and presenting their own artworks and through the viewing and analysis of artworks by other artists.Visiting and viewing exhibitions and displays of artwork is a necessary part of this study. It helps students understand how artworks are displayed and exhibitions are curated. A strong focus on the way we respond to artworks in galleries, museums, other exhibition spaces and site-specific spaces is integral to study and research in VCE Art Making and Exhibiting. The way institutions design exhibitions and present artworks, and also how they conserve and promote exhibitions, are key aspects of the study.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Explore – materials, techniques and art form

Expand – make, present and reflect

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

• explore the characteristics and properties of materials and demonstrate how they can be manipulated to develop subject matter and represent ideas in art making.

• make and present at least one finished artwork and document their art making in a Visual Arts journal.

• research Australian artists and present information about them in a format appropriate for a proposed exhibition.

Unit 2 Areas of Study Unit 2 Outcomes

Understand – ideas, artworks and exhibition

Develop – theme, aesthetic qualities and style

Resolve – ideas, subject matter and style

ASSESSMENT

• Written responses

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

• explore and progressively document the use of art elements, art principles and aesthetic qualities to make experimental artworks in response to a selected theme.

• select a range of artworks from an exhibition and other sources to design their own thematic exhibition.

• progressively document art making to develop and resolve subject matter and ideas in at least one finished artwork.

• Folio including design explorations and artworks

• Semester Examinations

TECHNOLOGY

Students are required to have a laptop with Adobe Creative Suite installed. The School will install this software onto student computers.

PATHWAYS

VCE Art Making and Exhibiting Units 1 & 2

VCE Art Making and Exhibiting Units 3 & 4

VCE Biology Units 1 & 2

VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system and species levels. In undertaking this study, students develop an understanding that, in the dynamic and interconnected system of life, all change has consequences that may affect an individual, a species or the collective biodiversity of Earth. Students gain insights into how molecular and evolutionary concepts and key science skills underpin much of contemporary biology, and how society applies such skills and concepts to resolve problems and make scientific advancements.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

How do cells function?

How do plant and animal systems function?

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

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.

• explain and compare how cells are specialised and organised in plants and animals, and analyse how specific systems in plants and animals are regulated.

• 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.

Unit 2 Areas of Study Unit 2 Outcomes

How is inheritance explained?

How do inherited adaptations impact on diversity?

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

ASSESSMENT

• Topic tests

• Practical reports

• Investigations

• Scientific poster

• Research tasks

PATHWAYS

VCE Biology Units 1 & 2

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.

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

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

VCE Biology Units 3 & 4

VCE Business Management Units 1 & 2

VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management Study Design follows the process from the initial idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure the continued success of a business. Students develop an understanding of the complexity of the challenges facing decision-makers in managing businesses and their resources. A range of management theories is considered and compared with management in practice through contemporary case studies drawn from the past four years. Students learn to propose and evaluate alternative strategies in response to contemporary challenges in establishing and operating a business.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

The business idea

Internal business environment and planning

External business environment and planning

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

• describe a process for creating and developing a business idea

• explain how innovative and entrepreneurial practices can contribute to the national economy and social wellbeing

• describe the internal business environment

• analyse how factors from within it may affect business planning

• describe the external environment of a business

• explain how the macro and operating factors within it may affect business planning

Unit 2 Areas of Study Unit 2 Outcomes

Legal requirements and financial considerations

Marketing a business

Staffing a business

ASSESSMENT

• Assignments

• Tests

• Case Studies

• Semester Examinations

PATHWAYS

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

• outline the key legal requirements and financial record-keeping considerations when establishing a business

• explain the importance of establishing effective policies and procedures to achieve compliance with these requirements

• explain how establishing a customer base and a marketing presence supports the achievement of business objectives

• analyse effective marketing and public relations strategies and apply these strategies to business-related case studies

• discuss the importance of staff to a business, discuss the staffing needs for a business

• evaluate staff-management strategies from both an employer and staff perspective

VCE Business Management Units 1 & 2

VCE Business Management Units 3 & 4

VCE Chemistry Units 1 & 2

The study of VCE Chemistry involves investigating and analysing the composition and behaviour of matter, and the chemical processes involved in producing useful materials for society in ways that minimise adverse effects on human health and the environment. Chemistry underpins the generation of energy for use in homes and industry, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

How are materials quantified and classified?

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

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.

• 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.

• 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.

Unit 2 Areas of Study Unit 2 Outcomes

How do chemicals interact with water?

How are chemicals measured and analysed?

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

ASSESSMENT

• Topic tests

• Practical reports

• Investigations

• Scientific poster

• Research tasks

TECHNOLOGY

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

• 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.

• 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.

• draw an evidence-based conclusion from primary data generated from a studentadapted or student-designed scientific investigation related to the production of gases, acid-base or redox reactions or the analysis of substances in water.

A scientific (non-programmable) calculator is required. CAS calculators may not be used.

PATHWAYS

VCE Chemistry Units 1 & 2

VCE Chemistry Units 3 & 4

VCE Chinese (First Language) Units 1 & 2

The Year 11 VCE Chinese (FL) contributes to the development of student’s capacity in abstracting information, analysing texts and creating evaluative essays on current issues. In this program, the students will engage with texts from traditional and contemporary world. It is important for students to understand the rationale behind our curriculum design to achieve, as it is studying Chinese language in Australia context. The Year 11 VCE Chinese (FL) program provides such opportunities for Chinese native students to deepen their understanding of the different skill set required in VCE courses (在澳大利亚考中文的模式和要求).

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Evaluative writing (评估文)

Listening and responding

Reading and responding

Creating and presenting

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

• establish and maintain a spoken and written exchange related to an issue of interest or concern.

• listen to, read and recognise information and ideas from spoken and written texts.

• produce a personal response to a fictional text.

Unit 2 Areas of Study Unit 2 Outcomes

Analysing literature figures and interpreting meanings

Listening and responding

Reading and responding

Creative writing

ASSESSMENT

• Essay writing

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

• participate in a spoken and written exchange focusing on the resolution of an issue.

• listen to, read, extract and compare information and ideas from spoken and written texts.

• produce an imaginative piece in written form.

• Listening and responding in short answers

• Role play in groups

• Oral presentation

• Semester Examinations

PREREQUISITES

To be eligible for VCE Chinese First Language, students typically need to have lived in China or a country where Chinese is a major language of communication for a significant period and/or have had substantial experience studying Chinese.

PATHWAYS

VCE Chinese (First Language) Units 1 & 2

VCE Chinese (First Language) Units 3 & 4

VCE Chinese Language, Culture and Society Units 1 & 2

This course has a balanced language and humanities focus. Being designed to foster students cross-cultural understanding, as well as Chinese language skills, this course will be delivered and assessed in both Chinese (for language content) and English (for culture content). Through this study students develop an understanding of the language, traditional and contemporary social structures and cultural practices of diverse Chinese-speaking communities. They extend their study of the Chinese language, develop the skills to critically analyse different aspects of the cultures of Chinese-speaking peoples and their communities, and gain insight into the connections between languages, cultures and societies.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Culture: Confucianism and social harmony

Language: Listening and responding in Chinese

Language: Reading and writing in Chinese

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

• analyse and explain the influence of Confucian ideas on Chinese cultural and social practices

• summarise and examine the representation of Confucianism in artistic and literary forms

• select and make use of relevant reference materials

• listen to spoken texts and extract information

• use appropriate spelling, grammar, characters and punctuation to convey meaning accurately in Chinese

• produce characters to express meaning in a written response to texts

• associate the meanings of characters with their key features, such as radicals

Unit 2 Areas of Study Unit 2 Outcomes

Culture: Major Chinese philosophies and Chinese myths and legends

Language: Speaking in Chinese

Language: Reading, viewing and writing in Chinese

ASSESSMENT

• Oral presentations

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

• explain how Confucianism, Daoism and Buddhism represent aspects of Chinese traditional values

• analyse and discuss the characteristics, ideas and functions of selected myths and legends

• use vocabulary and expressions related to the subtopic studied

• initiate, maintain, direct as appropriate and close an exchange

• access information, characters and vocabulary from simple written and viewed texts

• use language structures related to describing, comparing and commenting on features of the subtopic

• Role-play and interview in Chinese

• Research reports and exploratory essays in English on Chinese cultural issues

PREREQUISITES

A student is not eligible for VCE Chinese Language, Culture and Society if they have either:

• undertaken 6 months or more of education in a school where Chinese is the medium of instruction

• resided for 24 months or more in any VCAA-nominated countries or regions (China, Taiwan, Hong Kong and Macau).

PATHWAYS

VCE Chinese Language Culture & Society Units 1 & 2 VCE Chinese Language Culture & Society Units 3 & 4

VCE Chinese Second Language Units 1 & 2

This course focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Chinese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Chinese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities. Throughout the study, students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

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

• Exchange meaning in a spoken interaction in Chinese.

• Interpret information from two texts on the same subtopic presented in Chinese and respond in writing in Chinese and in English.

• Present information, concepts, and ideas in writing in Chinese on the selected subtopic and for a specific audience and purpose.

Unit 2 Areas of Study Unit 2 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

ASSESSMENT

• Oral presentations

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

• Respond in writing in Chinese to spoken, written or visual texts presented in Chinese.

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

• Research and talk about culture and practices of selected subtopic.

• Role-play and interview in Chinese

• Writing in Chinese tasks

• Listening and responding tasks

• Semester Examinations

PREREQUISITES

• At least a C for Year 10 Chinese for Year 11 Students

• By faculty recommendation for students accelerating in Year 10

PATHWAYS

VCE Chinese (Second Language) Units 1 & 2

VCE Chinese (Second Language) Units 3 & 4

VCE Chinese Second Language Advanced Units 1 & 2

VCE Chinese Second Language Advanced focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Chinese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Chinese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities. Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Interpretive communication

Presentational communication

• Exchange meaning in a spoken interaction in Chinese.

• Interpret information from two texts on the same subtopic presented in Chinese and respond in writing in Chinese and in English.

• Present information, concepts, and ideas in writing in Chinese on the selected subtopic and for a specific audience and purpose.

Unit 2 Areas of Study Unit 2 Outcomes

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

Interpretive communication

Presentational communication

ASSESSMENT

• Oral presentations

• Respond in writing in Chinese to spoken, written or visual texts presented in Chinese.

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

• Research and talk about culture and practices of selected subtopic.

• Role-play and interview in Chinese

• Writing in Chinese tasks

• Listening and responding tasks

• Semester Examinations

PREREQUISITES

• By faculty recommendation

PATHWAYS

VCE Chinese (Second Language) Advanced Units 1 & 2

VCE Chinese (Second Language) Advanced Units 3 & 4

VCE Drama Units 1 & 2

VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students use creative processes, a range of stimulus material and play-making techniques to develop and present devised work. Students learn about and draw on a range of performance styles relevant to practices of ritual and story-telling, contemporary drama practice and the work of significant drama practitioners. Students explore characteristics of selected performance and apply and manipulate conventions, dramatic elements and production areas. They use performance skills and expressive skills to explore and develop role and character. The performances they create will go beyond the reality of life as it is lived and may pass comment on or respond to aspects of the real world. These performances can occur in any space. Students also analyse the development of their own work and performances by other drama practitioners.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Creating a devised performance On completion of this unit, the student should be able to:

Presenting a devised performance

Analysing a devised performance

Analysing and evaluating a professional drama performance

• devise, demonstrate and document solo and/or ensemble drama works based on experiences and/or stories.

• perform devised works to an audience.

• describe, reflect on, and analyse the exploration and development of a devised performance to an audience.

• analyse and evaluate the presentation of ideas, stories, and characters in a drama performance by professional or other drama practitioners.

Unit 2 Areas of Study Unit 2 Outcomes

Using Australia as inspiration On completion of this unit the student should be able to:

Presenting a devised performance

Analysing and evaluating a devised performance

ASSESSMENT

• devise work and document play-making techniques used to create a solo or ensemble performance that reflects an aspect or aspects of Australian identity and reflects contemporary drama practices.

• present a devised performance that reflects aspects of Australian identity through the application of contemporary drama practices.

• reflect on, describe, analyse, and evaluate the development of a performance to an audience of their devised work.

• Devise and develop a solo and/or ensemble drama work

• Documentation the play-making techniques

• Journal of creative process

• Perform a devised solo or ensemble drama work that reflects aspects of Australian identity.

• Oral presentations

• Multimedia presentations

• Analysis of dramatic performances

PATHWAYS

VCE Drama Units 1 & 2

VCE Drama Units 3 & 4

VCE Economics Units 1 & 2

Economics is the study of how resources are allocated to meet the needs and wants of society. It attempts to explain how and why people behave the way they do and the consequences of their decision-making. By unpacking the economic considerations around how to best meet the needs and wants of citizens, the study of Economics provides students with valuable insight into issues that may affect them both individually and as members of society. Economics assists us in making more informed and responsible decisions and in making a contribution to public debate as active citizens.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Thinking like an economist On completion of this unit, the student should be able to:

Decision-making in markets

Behavioural economics

Economic activity

Applied economic analysis of local, national and international economic issues ASSESSMENT

• Topic tests

• Major assignment

• Folio exercises

• Semester Examinations

PATHWAYS

VCE Economics Units 1 & 2

• describe the basic economic problem

• discuss the role of consumers, businesses and the government in the economy

• analyse the factors that affect economic decision-making

• explain the role of relative prices and other non-price factors in the allocation of resources in a market-based economy

• analyse the extent of competition in markets

• explain how behavioural economics complements traditional understandings of decision-making

• analyse the effects of behavioural economics insights on consumers and other economic agents.

Unit 2 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

• examine the impact of economic activity on living standards using alternative measures

• explain the factors that affect two economic issues at a local, national and international level

• evaluate actions to address the issues.

VCE Economics Units 3 & 4

VCE English & English EAL Units 1 & 2

The study of English empowers students to read, write, speak and listen in different contexts. VCE English and English as an Additional Language (EAL) prepares students to think and act critically and creatively, and to encounter the beauty and challenge of their contemporary world with compassion and understanding. Students work to collaborate and communicate widely, and to connect with our complex and plural society with confidence. Through engagement with texts drawn from a range of times, cultures, forms and genres, and including Aboriginal and Torres Strait Islander knowledge and voices, students develop insight into a varied range of ideas. They extend their skills in responding to the texts they read and view, and their abilities in creating original texts, further expanding their language to reflect accurately the purpose, audience and context of their responses. By developing broad skills in communication and reflection, the study of English enables students to participate in their diverse, dynamic and multicultural world productively and positively.

COURSE CONTENT

Unit 1 Areas of Study

Reading and exploring texts

Crafting Texts

Unit 1 Outcomes

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

• Make personal connections with, and explore the vocabulary, text structures, language features and ideas in, a text.

• demonstrate an understanding of effective and cohesive writing through the crafting of their own texts designed for a specific context and audience to achieve a stated purpose; and to describe individual decisions made about the vocabulary, text structures, language features and conventions used during writing processes.

Unit 2 Areas of Study Unit 2 Outcomes

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

Reading and exploring text

Exploring argument

ASSESSMENT

• Analysis of texts

• Writing pieces

• explore and analyse how the vocabulary, text structures, language features and ideas in a text construct meaning.

• explore and analyse persuasive texts within the context of a contemporary issue, including the ways argument and language can be used to position an audience; and to construct a point of view text for oral presentation.

• Commentaries of Writing pieces

• Semester Examinations

PATHWAYS

VCE English Units 1 & 2

VCE English Units 3 & 4

VCE Environmental Science Units 1 & 2

Environmental science is an interdisciplinary, investigative science that explores the interactions and interconnectedness between humans and their environments, and analyses the functions of both living and nonliving elements that sustain Earth systems. In VCE Environmental Science, Earth is understood as a set of four interrelated systems: the atmosphere, the biosphere, the hydrosphere, and the lithosphere. This study explores how the relationships between these systems produce natural environmental change over a variety of time scales and how these systems respond to change and disruption. Students investigate the extent to which humans modify their environments and the consequences of these changes in local and global contexts with a focus on biodiversity, pollution, food and water security, climate change and energy use.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

How are Earth's systems organised and connected?

How do Earth's systems change over time?

How do scientific investigations develop understanding of how Earth's systems support life?

How can we manage pollution to sustain Earth's systems?

How can we manage food and water security to sustain Earth's systems?

How do scientific endeavours contribute to minimising human impacts on Earth's systems?

ASSESSMENT

• Laboratory and fieldwork

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

• describe the movement of energy and nutrients across Earth's four interrelated systems

• analyse how dynamic interactions among biotic and abiotic components of selected local and regional ecosystems contribute to their capacity to support life and sustain ecological integrity

• analyse how changes occurring at various time and spatial scales influence Earth's characteristics and interrelated systems

• assess the impact of diverse stakeholder values, knowledge, and priorities in the solutions-focused management of a selected regional environmental challenge

Unit 2 Outcomes

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

• explain how the chemical and physical characteristics of pollutants impact on Earth's four systems

• recommend and justify a range of options for managing the local and global impacts of pollution

• compare the advantages and limitations of different agricultural systems for achieving regional and global food security

• evaluate the use of ecological footprint analysis for assessing future food and/or water security

• recommend and justify a range of options for improving food and/or water security for a nominated region

• investigations and literature review

• Case studies

• Modelling and simulations

• Topic Tests

• Semester Examinations

PATHWAYS

VCE Environmental Science Units 1 & 2

VCE Environmental Science 3 & 4

VCE French Units 1 & 2

This course is addressed to the students who have successfully completed Year 10 French and are committed to ongoing development of their French skills. VCE French focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in French on a range of themes and topics. Throughout the course, the main three themes of the Individual, French-Speaking Communities and the World Around Us are studied through subtopics including Family, Friendships, Technology, Volunteering, Holidays and Leisure and The Arts. Over the year, aspects of socially and historically relevant French culture are included in each subtopic. By developing broad skills in communication and reflection, the study of English enables students to participate in their diverse, dynamic and multicultural world productively and positively.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

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

• Make personal connections with, and explore the vocabulary, text structures, language features and ideas in, a text.

Unit 2 Areas of Study Unit 2 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

ASSESSMENT

• Oral presentations

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

• Respond in writing in French to spoken, written or visual texts presented in French.

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

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

• Role-play and interview in French

• Writing in French tasks

• Listening and responding tasks

• Semester Examinations

PREREQUISITES

• At least a C for Year 10 French for Year 11 Students

• By faculty recommendation for students accelerating in Year 10

PATHWAYS

VCE French Units 1 & 2

VCE French Units 3 & 4

VCE Geography Units 1 & 2

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Hazards and disasters

Response to hazards and disasters

Characteristics of tourism

Impact of tourism

ASSESSMENT

• Assessment tasks

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

• Analyse, describe and explain the nature of hazards and impacts of hazard events at a range of scales

• Explain the nature, purpose and effectiveness of a range of responses to selected hazards and disasters.

Unit 2 Outcomes

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

• Analyse, describe and explain the nature of tourism at a range of scales

• Analyse and explain the impacts of tourism on people, places and environments

• Evaluate the effectiveness of strategies for managing tourism.

• Document and visual responses

• Extended responses

• Essays

• Response to data

• Semester Examinations

PATHWAYS

VCE Geography Units 1 & 2

VCE Geography Units 3 & 4

VCE Health & Human Development

Units 1 & 2

VCE Health and Human Development provides students with a broad understanding of health and wellbeing that reaches far beyond the individual. They learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing, and those that compromise it. The study provides opportunities for students to view health and wellbeing, and human development, holistically – across the lifespan and the globe, and through a lens of social justice. VCE Health and Human Development is designed to build health literacy. As individuals and as citizens, students develop their ability to navigate and analyse health information, to critically recognise and carry out supportive action, and to evaluate healthcare initiatives and interventions. They take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges.VCE Health and Human Development offers students a range of pathways including further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Concepts of Health

Youth health and wellbeing

Health and Nutrition

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

• Explain multiple dimensions of health and wellbeing,

• Explain indicators used to measure health status and analyse sociocultural factors that contribute to variations in the health status of youth.

• Interpret data to identify key areas for improving youth health and wellbeing

• Analyse one youth health area in detail.

• Apply nutrition information, food selection models and initiatives to evaluate nutritional information.

Unit 2 Areas of Study Unit 2 Outcomes

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

Developmental Transitions

• Explain developmental changes in the transition from youth to adulthood

• Analyse factors that contribute to healthy development during the prenatal and early childhood stages of the human lifespan

• Explain health and wellbeing as an intergenerational concept.

Youth Health literacy

ASSESSMENT

• Written reports

• Visual presentations

• Oral presentation

• Explain factors affecting access to Australia's health system that contribute to health literacy and promote the health and wellbeing of youth.

• Structured questions, including data analysis.

• Extended response question analysing data sources

• Semester Examinations

PATHWAYS

VCE Health and Human Development Units 1 & 2

VCE Health and Human Development Units 3 & 4

VCE History (Modern History) Units 1 & 2

The study of VCE History assists students to understand themselves, others and their world, and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence. Historical comprehension enables a source to be understood in relation to its context; that is, students make links between the source and the world in which it was produced. We can never know the whole past. Historical knowledge rests on the interpretation of sources that are used as evidence. Furthermore, judgments of historical significance made by historians are central to the discipline. Students examine the challenges and opportunities presented by selected environmental issues and case studies, and consider how different value systems, priorities, knowledge, and regulatory frameworks affect environmental decision-making and planning for a sustainable future.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Ideology and conflict

• explain the consequences of the peace treaties which ended World War One

• explain the impact of ideologies on nations and the events that led to World War Two

• explain patterns of social life and cultural change in one or more contexts

Social and cultural change

• analyse the factors which influenced changes to social life and culture, in the inter-war years

Unit 2 Areas of Study Unit 2 Outcomes

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

Competing ideologies

Challenge and change

ASSESSMENT

• explain the ideological divisions in the post-war period

• analyse the nature, development and impact of the Cold War on nations and people, in relation to one or more particular conflicts in the period

• explain the causes and nature of challenge and change in relation to two selected contexts in the second half of the twentieth century

• analyse the consequences for nations and people.

• Document and visual responses

• Extended responses

• Essays

• Semester Examinations

PATHWAYS

VCE History (Modern History) Units 1 & 2

VCE Global Politics Units 3 & 4

VCE Legal Studies Units 1 & 2

The study of VCE Legal Studies enables students to become active and informed citizens by providing valuable insight into their relationship with the law and the legal system. Students develop knowledge and skills to enhance their confidence and ability to access and participate in the legal system. They will learn to appreciate the underlying principles of the rule of law, how legal systems and processes aim to achieve social cohesion, as well as how they themselves can affect positive change to laws and the legal system. VCE Legal Studies equips students with an ability to research and analyse legal information and apply legal reasoning and decision-making skills. It also fosters critical thinking to solve legal problems. Further study in the legal field can lead to a broad range of career opportunities such as a solicitor, barrister, policy adviser, prosecutor, paralegal, legal assistant, as well as other careers in the courtroom, education and law enforcement.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Legal foundations

Proving guilt

Sanctions

• describe the main sources and types of law

• evaluate the effectiveness of laws.

• explain the purposes and key concepts of criminal law

• 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

• discuss the ability of sanctions to achieve their purposes.

Unit 2 Areas of Study Unit 2 Outcomes

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

Civil liability

Remedies

Human rights

ASSESSMENT

• Essay

• Folio and report

• Debate

• Case Study

• Tests

• Examinations

PATHWAYS

• explain the purposes and key concepts of civil law

• apply legal reasoning to argue the liability of a party in civil law based on actual and/ or hypothetical scenarios.

• 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

• discuss the ability of remedies to achieve their purposes

• explain one contemporary human rights issue in Australia

• evaluate the ways in which rights are protected in Australia.

VCE Literature Units 1 & 2

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.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Reading Practices

Exploration of literary movements and genres

• respond to a range of texts through close analysis.

• explore conventions common to a selected movement or genre

• 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.

Unit 2 Areas of Study Unit 2 Outcomes

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

Voices of Country

The text in its context

ASSESSMENT

• Essays

• Semester Examinations

PATHWAYS

Literature Units 1 & 2

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

• 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.

Literature Units 3 & 4

VCE

VCE Mathematics General Units 1 & 2

COURSE CONTENT

Unit 1

Data analysis, probability and statistics

Algebra, number and structure

Functions, relations and graphs

Discrete mathematics

Unit 2 Areas of Study

Data analysis, probability and statistics

Discrete mathematics

Functions, relations and graphs

Space and measurement

ASSESSMENT

• Assignments

• Tests

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

• Define and explain key concepts as specified in the 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 open-ended 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 problem-solving techniques or approaches.

• Solutions to sets of worked questions

• Summary notes or review notes

• Investigation and problem-solving tasks

• Semester Examinations

TECHNOLOGY

A TI-nspire CAS calculator is required for this course.

PATHWAYS

VCE Mathematics: General Mathematic Units 1 & 2

PREREQUISITES

• Faculty recommendation

VCE Mathematics: Mathematics General Units 3 & 4

VCE Mathematical Methods Units 1 & 2

This study is designed to provide access to worthwhile and challenging mathematical learning in a way which considers the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes, and skills in practical and theoretical contexts.Mathematical Methods Units 1 and 2 are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.

COURSE CONTENT

Units 1 & 2 Areas of Study Unit 1

Functions, relations, and graphs

Algebra, number and structure

Calculus

Data, probability and statistics

ASSESSMENT

• Assignments

• Tests

Outcomes

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

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

• Investigation and problem-solving tasks

• Semester Examinations

- Paper 1: Short answer, Technology Free - Paper 2: Multiple Choice and Extended Response, Technology Active

TECHNOLOGY

A TI-nspire CAS calculator is required for this course.

PATHWAYS

VCE Mathematics: Mathematical Methods Units 1 & 2

PREREQUISITES

• Faculty recommendation

VCE Mathematics: MathematicalMethods Units 3 & 4

VCE Mathematics: Mathematics GeneralUnits 3 & 4

VCE Specialist Mathematics Units 1 & 2

This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts. Mathematical Methods must be taken in conjunction with Specialist Mathematics.

COURSE CONTENT

Unit 1 Areas of Study

Algebra, number and structure

- Proof and number

- Graph theory

- Logic and algorithms

Discrete mathematics

- Sequences and series

- Combinatorics

- Matrices

Unit 2 Areas of Study

Data analysis, probability and statistics

- Simulation, sampling and sampling distributions

Space and measurement

- Trigonometry

- Transformations

- Vectors in the plane

Algebra, number and structure

- Complex numbers

Functions relations and graphs

ASSESSMENT

• Tests

• Skills assignments

• Application tasks

• 1-2 week mathematical investigation

• Semester Examinations

Unit 1 & 2 Outcomes

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

• Define and explain key concepts as specified in the 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 open-ended aspects requiring investigative, modelling or problemsolving techniques or approaches, and analyse and discuss these applications of mathematics.

- Paper 1 - Short Answer questions, technology and note free.

- Paper 2 - Multiple Choice and Extended Response questions, technology active and bound reference.

TECHNOLOGY

A TI-nspire CAS calculator is required for this course.

PATHWAYS

VCE Mathematics: Specialist Mathematics Units 1 & 2

PREREQUISITES

• Faculty recommendation

VCE Mathematics: Specialist Mathematics Units 3 & 4

VCE Media Units 1 & 2

This study provides students with the opportunity to examine the media in both historical and contemporary contexts while developing skills in media design and production in a range of media forms.VCE Media provides students with the opportunity to analyse media concepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives, including an analysis of structure and features. They examine debates about the role of the media in contributing to and influencing society. Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products.VCE Media supports students to develop and refine their planning and analytical skills, and their critical and creative thinking and expression, and to strengthen their communication skills and technical knowledge. Students gain knowledge and skills in planning and expression that are valuable for participation in, and contribution to, contemporary society. This study leads to pathways for further theoretical and/or practical study at tertiary level or in vocational education and training settings, including screen and media, marketing and advertising, games and interactive media, communication and writing, graphic and communication design, photography and animation.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Media representations

Media forms in production

Australian stories

• explain the construction of media representations in different products, forms and contexts, including how audiences engage with, consume and read these representations.

• use the media production process to design, produce and evaluate media representations for specified audiences in a range of media forms.

• analyse how the structural features of Australian fictional and non-fictional narratives in two or more media forms engage, and are consumed and read by, audiences.

Unit 2 Areas of Study Unit 2 Outcomes

Narrative, style and genre

Narratives in production

Media and change

ASSESSMENT

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

• analyse the style of media creators and producers and the influences of narratives on the audience in different media forms.

• apply the media production process to create, develop and construct narratives.

• discuss the influence of new media technologies on society, audiences, the individual, media industries and institutions.

• Production folios (records of planning)

• Essays

• Tests (short and extended answer)

• Short written reports

• Oral reports, supported by visual media

• Semester Examinations

TECHNOLOGY

Students are required to have a notebook computer with Adobe Creative Suite installed. The School will install this software onto student computers. When senior years Art and Design students are looking at purchasing a new device, they may want to consider an Apple MAC laptop due to their prevalent use in industry.

PATHWAYS

VCE Media Units 1 & 2

VCE Media Units 3 & 4

VCE Music Units 1 & 2

VCE Music is based on active engagement in all aspects of music. Students develop and refine musicianship skills and knowledge and develop a critical awareness of their relationship with music as listeners, performers, creators and music makers. Students explore, reflect on and respond to the music they listen to, create and perform. They analyse and evaluate live and recorded performances, and learn to incorporate, adapt and interpret musical practices from diverse cultures, times and locations into their own learning about music as both a social and cultural practice. Students study and practise ways of effectively communicating and expressing musical ideas to an audience as performers and composers, and respond to musical works as an audience. The developed knowledge and skills provide a practical foundation for students to compose, arrange, interpret, reimagine, improvise, recreate and critique music in an informed manner.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Performance

Creating

Analysing and Responding

• rehearse and present planned performances using technical control, expression and stylistic understanding in at least two works (solo or ensemble), which demonstrate knowledge drawn from their investigation of music organisation.

• create short music works/responses that demonstrate their understanding of different approaches to musical organisation, and reflect on the creative process.

• describe how music is organised in at least two music examples, responding to music characteristics in a range of music excerpts and identifying how music is organised, and identifying, recreating and documenting music language concepts presented in context and in isolation.

Unit 2 Areas of Study Unit 2 Outcomes

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

Performance

Creating

Analysing and Responding

ASSESSMENT

• rehearse and present planned performances using technical control, expression and stylistic understanding in at least two works (solo and/or group), describing how they intend to convey specific musical effect(s).

• create short music works/responses that exhibit their understanding of different approaches to musical effects and reflect on the creative process

• identify the ways performers and creators convey effect in music, and they should be able to identify, recreate and document music language concepts in context and isolation.

• Performance of at least 2 solo works and an ensemble work

• Compositional Folio

• Aural and written practical tasks

• Examinations

TECHNOLOGY

Aural training software and music notation software, available from the School Network is part of the School image. (Auralia & Finale) When senior years Art and Design students are looking at purchasing a new device, they may want to consider an Apple MAC laptop due to their prevalent use in industry.

RECOMMENDATIONS

At least 3 years of tuition on an instrument or voice prior to undertaking Units 1 and 2.

PATHWAYS

VCE Physical Education Units 1 & 2

VCE Physical Education explores the complex interrelationships between biophysical (anatomical, biomechanical, physiological and skill acquisition) and psychosocial (psychological and sociocultural) principles to understand their role in producing and refining movement for participation and performance in physical activity, sport and exercise. Through physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of participation and performance in physical activity, sport and exercise. Integrating theoretical understanding and practice is central to the study of VCE Physical Education. Theoretical knowledge and skills are developed and utilised in and through practical activities, which can be opportunistic, structured or investigative experiences. Practical activities challenge students to reflect on and share their participatory perspectives, while emphasising the educational value of human movement to develop theoretical understanding. These opportunities ultimately help students to develop deeper holistic connections that support their understanding of biophysical and psychosocial movement concepts.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

How does the musculoskeletal system work to produce movement

What roles does the cardiovascular system play in movement

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

• participate in and analyse information from a variety of practical activities to explain how the muscular and skeletal systems function and interact to produce movement, and evaluate the use of performance enhancement substances and methods.

• explain how the cardiovascular and respiratory systems function and interact, and evaluate the use of performance enhancement substances and methods.

Unit 2 Areas of Study Unit 2 Outcomes

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

Competing ideologies

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

• collect and analyse data related to individual and population levels of participation in physical activity and sedentary behaviour and conduct an FMA to create, undertake and evaluate a personalised plan that promotes adherence to the relevant physical activity and sedentary behaviour guidelines.

Challenge and change

ASSESSMENT

• written reports

• practical laboratory reports

• case study and data analysis

• extended-response questions

• visual and oral presentations

• Semester examinations

PATHWAYS

• explain a range of intrapersonal and interpersonal contemporary issues that influence access to, and inclusion, participation and performance in, physical activity and sport at the local, national and global levels.

VCE Physical Education Units 1 & 2

VCE Physical Education Units 3 & 4

VCE Physics Units 1 & 2

VCE Physics enables students to use observations, experiments, measurements, and mathematical analysis to develop qualitative and quantitative explanations for phenomena occurring from the subatomic scale to macroscopic scales. They explore the big ideas that changed the course of thinking in physics such as relativity and quantum physics. In undertaking this study, students develop their understanding of the roles of careful and systematic observation, experimentation, and modelling in the development of theories and laws. In VCE Physics, students develop and extend a range of scientific inquiry skills including practical experimentation, research and analytical skills, problem-solving skills including critical and creative thinking, and communication skills. Students pose questions, formulate hypotheses, conduct investigations, and analyse and critically interpret qualitative and quantitative data. They assess the limitations of data, evaluate methodologies and results, justify their conclusions, make recommendations, and communicate their findings. Students investigate and evaluate physics-related issues and the impacts of physics research both locally and globally and communicate their views from a position informed by their knowledge of physics.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

How are light and heat explained?

How is energy from the nucleus utilised?

How can electricity be used to transfer energy?

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.

• to 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.

Unit 2 Areas of Study Unit 2 Outcomes

How is motion understood?

Options: How does physics inform contemporary issues and applications in society? How do instruments make music?

How do physicists investigate questions?

ASSESSMENT

• Practical design and reports

• Tests

• Semester examinations

TECHNOLOGY

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

• investigate, analyse, mathematically model and apply force, energy and motion.

• to 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 studentadapted or student-designed scientific investigation related to a selected physics question.

A scientific (non-programmable) calculator is required. We recommend the Casio fx-82AU PLUS or the fx-82AU PLUS II. CAS calculators may not be used.

PATHWAYS

VCE Physics Units 1 & 2

VCE Physics Units 3 & 4

VCE Politics Units 1 & 2

VCE Politics assists students in understanding their political views and those of others. VCE Politics introduces students to the complexities of Australian society and the contemporary world. It broadens their outlook through examining how political change and decision-making happens and how power may be used. This entails understanding how political actors pursue their interests and the political significance of human agency. The study assists students in becoming informed observers of and active participants in Australia's political system, and global citizens who can think critically about political issues, crises, and challenges to democracy. VCE Politics provides students with opportunities to better understand their own rights, responsibilities and participation as national citizens and members of the global community, and to consider their own political agency and the ways they can contribute to participatory democracy and civic engagement.

COURSE CONTENT

Power and national political actors On completion of this unit, the student should be able to:

• explain the sources of power and legitimacy of national political actors and analyse the political significance of Australian political actors’ use of power in a contested domestic political issue.

Power and global political actors

• analyse the power, interests and perspectives of global political actors and evaluate their political significance in at least one global issue.

Issues for Australia’s democracy On completion of this unit, the student should be able to:

Global challenges to democracy

ASSESSMENT

• political inquiry and debate

• analyse at least one Australian political issue and evaluate the extent to which Australian democracy and democratic principles are upheld.

• analyse at least one global challenge to the legitimacy and spread of democracy and evaluate the political significance of this challenge to democratic principles.

• analysis and evaluation of sources

• multimedia presentations

• political simulations

• extended responses

• short-answer questions

• essays PATHWAYS

Politics Units 1 & 2

VCE

VCE Politics Units 3 & 4

VCE Product Design & Technology

Units 1 & 2

VCE Product Design and Technologies offers students a range of relevant practical and applied experiences that can support future career pathways in design fields. These include industrial design, textiles, jewellery, fashion, interior spaces and exhibitions, engineering, building and construction, furniture, and transport. Future pathways also include careers in specialised areas of arts and design at professional, industrial and vocational levels. VCE Product Design and Technologies offers students a unique focus on creativity through the development and production of innovative and ethical products. Through the study of VCE Product Design and Technologies students become solution-focused and equipped to deal with both the interdisciplinary (interrelationship of multiple disciplines) and transdisciplinary (when disciplines interconnect to form new ideas) natures of design. This is achieved through collaboration (shared work) and teamwork (working on own tasks with a common goal to others), use of computer-aided manufacturing, work practice in designing and making, and development of speculative, critical and creative thinking skills. Students work with a variety of materials, tools and processes to develop their technacy and they employ innovative and ethical practices as they practise design. All of this contributes to the real-life industry relevance of this course.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

Developing and conceptualising designs

Generating, designing and producing

• to apply design thinking strategies to research, critique and communicate a response to a need or opportunity, and work collaboratively and in teams to develop and propose graphical product concepts that address a design brief.

• work collaboratively and in teams to trial and test, evaluate and use materials, tools and processes to determine their chosen product concept and produce a product through implementing a scheduled production plan, as well as reflect on and make suggestions for future improvements when working collaboratively and as a team.

Unit 2 Areas of Study Unit 2 Outcomes

Opportunities for positive impacts for end users

Designing for positive impacts for end users

ASSESSMENT

• Design Folio

• Finished Product

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

• investigate and critique products using the factors that influence design, to make judgments about the success or failure of the products to support positive impacts for end users.

• design and make an inclusive product that responds to a need or opportunity of an end user(s) that addresses positive impacts in relation to belonging, access, usability and/or equity.

• Oral Presentation/Written Report

• Case Study

• Semester Examinations

TECHNOLOGY

PATHWAYS

VCE Psychology Units 1 & 2

VCE Psychology provides students with a framework for exploring the complex interactions between biological, psychological and social factors that influence human thought, emotions and behaviour. In undertaking this study, students apply their learning to everyday situations including workplace and social relations. They gain insights into a range of psychological health issues in society. Students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary psychology-related issues, and communicate their views from an informed position. VCE Psychology provides for continuing study pathways within the discipline and leads to a range of careers. Opportunities may involve working with children, adults, families and communities in a variety of settings such as academic and research institutions, management and human resources, and government, corporate and private enterprises. Fields of applied psychology include educational, environmental, forensic, health, sport and organisational psychology. Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social psychology and developmental psychology. Psychologists also work in cross-disciplinary areas such as medical research or as part of on-going or emergency support services in educational, institutional and industrial settings.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

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

What influences psychological development?

How are mental processes and behaviour influenced by the brain?

How does contemporary psychology conduct and validate psychological research?

Unit 2 Areas of Study

How are people influenced to behave in particular ways?

• Discuss 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.

Unit 2 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

• 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. What influences a person's perception of the world?

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

ASSESSMENT

• Topic Tests

• Data Analysis

• Reports of practical tasks

• Report on individual investigation

• Examinations

PATHWAYS

VCE Psychology Units 1 & 2

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

VCE Psychology Units 3 & 4

VCE Spanish Units 1 & 2

VCE Spanish focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Spanish on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Spanish in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities. Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

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

• exchange meaning in a spoken interaction in Spanish.

• interpret information from two texts on the same subtopic presented in Spanish, and respond in writing in Spanish and in English.

• present information, concepts and ideas in writing in Spanish on the selected subtopic and for a specific audience and purpose.

Unit 2 Areas of Study Unit 2

Interpersonal communication

Interpretive communication

Presentational communication

ASSESSMENT

• Design Folio

• Finished Product

Outcomes

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

• respond in writing in Spanish to spoken, written or visual texts presented in Spanish.

• analyse and use information from written, spoken or visual texts to produce an extended written response in Spanish.

• explain information, ideas and concepts orally in Spanish to a specific audience about an aspect of culture within communities where Spanish is spoken.

• Oral Presentation/Written Report

• Case Study

• Semester Examinations

TECHNOLOGY

PATHWAYS

VCE Product Design and Technology Units 1 & 2

VCE Product Design and Technology Units 3 & 4

VCE Theatre Studies 1 & 2

Theatre as a form of cultural expression has been made and performed for audiences from the earliest times and is an integral part of all cultures. Theatre is ever evolving and exists as entertainment, education, ritual, an agent for change, a representation of values and a critical window on society. Theatre practice has developed from, and been influenced by, cultures over many centuries through a wide variety of productions in diverse performance spaces for a range of audiences. Theatre-makers work as playwrights, actors, dramaturgs, directors and designers, producing theatre for diverse purposes. Through the study of VCE Theatre Studies, students develop, refine and enhance their analytical, evaluative and critical thinking skills as well as creative expression, technical application, problem-solving, collaborative and communication skills. They work both individually and in collaboration with others to interpret scripts. Through theoretical study and creative practice, students develop their aesthetic understanding and appreciation of the art form of theatre, and their interpretive and theatre production skills. Through the study of theatre, students also explore world views, alternative perspectives and ways of being. The study of theatre, in its various forms, prepares students for further study in theatre production, theatre history, communication, marketing, production management, writing, acting, direction and design at tertiary level. VCE Theatre Studies also prepares students for further learning in vocational educational training settings or for industry or community-related pathways.

COURSE CONTENT

Unit 1 Areas of Study

Exploring theatre styles and conventions pre-1945

Interpreting scripts & Production roles

Analysing a theatre production in performance

Unit 2 Areas of Study

Exploring contemporary theatre styles and/or movements

Interpreting scripts & Production roles

Analysing and evaluating a theatre production

ASSESSMENT

Unit 1 Outcomes

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

• to identify and describe distinguishing features of two or more theatre styles from pre-1945 and scripts associated with the selected styles.

• work effectively in production roles to interpret scripts from two or more pre1945 theatre styles.

• to analyse a live professional performance.

Unit 2 Outcomes

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

• to identify and describe the distinguishing features of distinct theatre styles and/or the characteristics of a theatre movement(s) through scripts written from 1945 to the present day.

• work in production roles to interpret scripts from theatre styles or movements from 1945 to the present day.

• analyse and evaluate a theatre production.

• Performance interpretation through the use of stagecraft

• Analytical exercises

• Theatre history reports

• Essays

• Oral presentations

• Semester Examinations

PATHWAYS

VCE Theatre Studies Units 1 & 2

VCE Theatre Studies Units 3 & 4

VCE Visual Communication Design

Units 1 & 2

The complex demands of 21st-century living have broadened the scope of the designer’s work, and the potential of design to solve ill-defined problems is recognised across sectors including business, industry and education. In response, VCE Visual Communication Design moves beyond practices focusing largely on appearance and function, and views the work of designers as part of larger systems and services addressing problems in sustainable and strategic ways. Contemporary designers understand that visual communication is viewed in increasingly fluid and rapidly changing contexts, and that today’s consumers are often co-creators of content and form. In response, they engage deeply with human-centred research practices to uncover problems, opportunities and emerging trends, while empathising with stakeholders’ needs, desires, behaviours and attitudes.The study of VCE Visual Communication Design, therefore, seeks to cultivate future-ready designers who have a critical and reflective eye, a refined aesthetic sensibility, and who are equipped with the skills, knowledge and mindsets necessary to address the problems of life. Through exposure to the cultures and traditions of design practice, students learn how designers visually communicate ideas and information when designing for people, communities and societies. They develop the knowledge, skills and dispositions required of a multidisciplinary designer who is a reflective, responsible and empathetic practitioner equipped with agency and initiative.

COURSE CONTENT

Unit 1 Areas of Study Unit 1 Outcomes

Reframing design problems

Solving communication design problems

Design's influence and influences on design

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.

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

• develop a sustainable object, considering design's influence and factors that influence design.

Unit 2 Areas of Study Unit 2 Outcomes

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

Design, place and time

Cultural ownership and design

Designing interactive experiences

ASSESSMENT

• Practical tasks

• Written work

• Developmental folio

• Final Presentations

• Semester Examinations

• present an environmental design solution that draws inspiration from its context and a chosen design style.

• apply culturally appropriate design practices and an understanding of the designer's ethical and legal responsibilities when designing personal iconography

• apply the VCD design process to design an interface for a digital product, environment or service.

TECHNOLOGY

Students are required to have a laptop computer with Adobe Creative Suite and Google Sketchup installed. The School will install this software onto student computers. When senior years Art and Design students are looking at purchasing a new device, they may want to consider an Apple Mac laptop due to their prevalent use in industry.

PATHWAYS

VCE Visual Communication and Design Units 1 & 2

VCE Visual Communication and Design Units 3 & 4

VCE Accounting Units 3 & 4

Accounting is the process of collecting, recording, reporting, analysing and interpreting financial and non-financial data and accounting information, and using it to model, forecast and provide advice to stakeholders in a business. This informs decision-making within the business, with a view to improving business performance. Accounting therefore plays an integral role in the successful and management of businesses. VCE Accounting prepares students for a university or Technical and Further Education (TAFE) vocational study pathway to commerce, management and accounting, leading to careers in areas such as financial accounting; management accounting; forensic (investigative) accounting; taxation; environmental accounting; management; and corporate or personal financial planning.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

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

Recording and analysing financial data

Preparing and interpreting accounting reports

• 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 accounting system, including ethical considerations.

• record transactions and prepare, interpret and analyse accounting reports for a trading business.

Unit 4 Areas of Study Unit 4 Outcomes

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

Extension of recording and reporting

Budgeting and decisionmaking

ASSESSMENT

Percentage

• record financial data and balance day adjustments using a double entry system, report accounting information using an accrual-based system, and evaluate the effects 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 effects of alternative strategies on the performance of a business.

VCE Applied Computing: Software Development Units 3 & 4

VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions.VCE Applied Computing is underpinned by four key concepts: digital systems, data and information, approaches to problem solving, and interactions and impact. VCE Applied Computing provides students with opportunities to acquire and apply knowledge and skills to use digital systems efficiently, effectively and innovatively when creating digital solutions. Students investigate legal requirements and ethical responsibilities that individuals and organisations have with respect to the security and integrity of data and information. Through a structured approach to problem solving, incorporating computational, design and systems thinking, students develop an awareness of the technical, social and economic impacts of information systems, both currently and into the future.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Software development: programming

Software development: analysis and design

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

• interpret teacher-provided solution requirements and designs and use appropriate features of an object-oriented programming language to develop working software modules.

• document a problem, need or opportunity, formulate a project plan, document an analysis, and generate design ideas and a preferred design for creating a software solution.

Unit 4 Areas of Study Unit 4 Outcomes

Software development: development and evaluation

Cyber security: secure software development practices

ASSESSMENT

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

• develop and evaluate a software solution that meets requirements and assess the effectiveness of the project plan.

• respond to a teacher-provided case study to analyse an organisation's software development practices, identify and evaluate current security controls and threats to software development practices, and make recommendations to improve practices.

VCE Art Making and Exhibiting Units 3 & 4

VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited. Students use inquiry learning to explore, develop and refine the use of materials, techniques and processes and to develop their knowledge and understanding of the ways artworks are made. They learn how art elements and art principles are used to create aesthetic qualities in artworks and how ideas are communicated through the use of visual language. Their knowledge and skills evolve through the experience of making and presenting their own artworks and through the viewing and analysis of artworks by other artists. Visiting and viewing exhibitions and displays of artwork is a necessary part of this study. It helps students understand how artworks are displayed and exhibitions are curated. It also has an influence on the students’ own practice, and encourages them to broaden and develop their own ideas and thinking around their own art making. A strong focus on the way we respond to artworks in galleries, museums, other exhibition spaces and site-specific spaces is integral to study and research in VCE Art Making and Exhibiting. The way institutions design exhibitions and present artworks, and also how they conserve and promote exhibitions, are key aspects of the study.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Collect – inspirations, influences and images

Extend – make, critique and reflect

Connect – curate, design and propose

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

• collect information from artists and artworks in specific art forms to develop subject matter and ideas in their own art making.

• make artworks in specific art forms, prepare and present a critique, and reflect on feedback.

• research and plan an exhibition of the artworks of three artists.

Unit 4 Areas of Study Unit 4 Outcomes

Consolidate – refine and resolve

Present – plan and critique

Conserve – present and care

ASSESSMENT

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

• be able to refine and resolve at least one finished artwork in a specific art form and document the materials, techniques and processes used in art making.

• be able to plan and display at least one finished artwork in a specific art form, and present a critique.

• understand the presentation, conservation and care of artworks, including the conservation and care of their own artworks.

Percentage contributions to the study score:

VCE Biology Units 3 & 4

VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology, and the applications used by society to resolve problems and make advancements.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

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

How are biochemical pathways regulated?

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.

• 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.

Unit 4 Areas of Study Unit 4 Outcomes

How do organisms respond to pathogens?

How are species related over time?

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

ASSESSMENT

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.

• 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.

• 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.

Percentage contributions to the study score:

Unit 3 School Assessed Coursework

Unit 4 School Assessed Coursework

End of year Examination

VCE Business Management Units 3 & 4

VCE Business Management examines the ways businesses manage resources to achieve objectives. VCE Business Management follows the process from the initial idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure the continued success of a business. Students develop an understanding of the complexity of the challenges facing decision-makers in managing businesses and their resources. A range of management theories is considered and compared with management in practice through contemporary case studies drawn from the past four years. Students learn to propose and evaluate alternative strategies in response to contemporary challenges in establishing and operating a business.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Business foundations

Human resource management

Operations management

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

• analyse the key characteristics of businesses, their stakeholders, management styles and skills, and corporate culture

Unit 4 Areas of Study Unit 4 Outcomes

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

Reviewing performance

– the need for change

Implementing change

ASSESSMENT

Percentage

• explain the way business change may come about

• analyse why managers may take a proactive or reactive approach to change

• use key performance indicators to analyse the performance of a business

• explain the driving and restraining forces for change

• evaluate management strategies to position a business for the future

• discuss the importance of effective management strategies and leadership in relation to change

• evaluate the effectiveness of a variety of strategies used by managers to implement change

• discuss the effect of change on the stakeholders of a business.

VCE Chemistry Units 3 & 4

VCE Chemistry enables students to investigate a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. Sustainability principles, concepts and goals are used to consider how useful materials for society may be produced with the least possible adverse effects on human health and the environment. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials. In VCE Chemistry, students develop and enhance a range of inquiry skills, such as practical experimentation, research and analytical skills, problem-solving skills including critical and creative thinking, and communication skills. Students pose questions, formulate hypotheses, conduct investigations, and analyse and critically interpret qualitative and quantitative data. They assess the limitations of data, evaluate methodologies and results, justify their conclusions, make recommendations and communicate their findings. Students apply chemical knowledge, scientific skills, and critical and creative thinking to investigate and analyse contemporary chemistry-related issues and communicate their views from an informed position.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

What are the current and future options for supplying energy?

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

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.

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

Unit 4 Areas of Study Unit 4 Outcomes

How are organic compounds categorised and synthesised?

How are organic compounds analysed and used?

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

ASSESSMENT

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

• 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.

• 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.

• 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.

Percentage contributions to the study score:

VCE Chinese (First Language) Units 3 & 4

VCE Chinese First Language is designed for students who will typically have spent some time as a resident of China and/or have had significant experience of studying Chinese in a country in which Chinese is a major language of communication. The language to be studied is the modern standard/official version of Chinese. The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides continued access to the cultures of communities that use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond. The study of Chinese develops students’ abilities to understand and use the language of a country that is Australia’s most important trading partner. There are Chinese-speaking communities in Australia and around the world and there are strong links between Australia and China in areas such as business, tourism and education. The study of Chinese promotes the strengthening of these links. Students may wish to study Chinese as an academic subject for educational purposes, to further develop their knowledge and use of a language already important to them or to link this study to other areas of interest such as tourism, technology, the arts, education, finance and business.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Creative writing

Listening and responding

Evaluative writing and discussion on social issues

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

• Present and exchange information, opinions and experiences and respond to questions

• Analyse and use information from spoken and viewed texts

• Express ideas through the production of original imaginative written texts.

Unit 4 Areas of Study Unit 4 Outcomes

Reading and responding

Evaluative writing

Detailed studies

ASSESSMENT

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

• Analyse and use information from written and viewed texts

• Respond critically to spoken, viewed and written texts which reflect aspects of language and culture through the extended study

• Exchange information, ideas and opinions in response to spoken, viewed and written texts which reflect aspects of language and culture through the extended study.

Percentage contributions to the study score:

PREREQUISITES

Faculty recommendation is required. For Year 12 students Chinese must be your First Language.

VCE Chinese (Second Language) Advanced Units 3 & 4

VCE Chinese Second Language Advanced focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Chinese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Chinese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities. Throughout the study, students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

COURSE CONTENT

3 Areas of Study Unit 3 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

Interpersonal communication

Interpretive communication

Presentational communication ASSESSMENT

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

• Participate in a spoken exchange in Chinese to resolve a personal issue

• Interpret information from texts and write responses in Chinese

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

Outcomes

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

• Share information, ideas and opinions in a spoken exchange in Chinese

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

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

PREREQUISITES

A student is eligible for Chinese Second Language Advanced if:

• they have completed no more than 7 years of education in a school where Chinese is the medium of instruction

• the highest level of education they have attained in a school where Chinese is the medium of instruction is no greater than the equivalent of Year 7 in a Victorian school.

• As the formal education commencement age for a Victorian student is 5 years of age, all applicants will be deemed to have commenced formal education by the end of their fifth year of age, regardless of the setting.

VCE Chinese (Second Language) Units 3 & 4

This course is addressed to the students who have successfully completed Unit 1 and 2. VCE Chinese Second Language Unit 3 and 4 course focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Chinese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Chinese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities. Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

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

• Participate in a spoken exchange in Chinese to resolve a personal issue

• Interpret information from texts and write responses in Chinese

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

Unit 4 Areas of Study Unit 4 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

ASSESSMENT

Percentage

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

• Share information, ideas and opinions in a spoken exchange in Chinese

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

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

to the study score:

PREREQUISITES

A student is not eligible for Chinese Second Language if they have either:

• completed one year (12 months) or more of education in a school where Chinese is the medium of instruction, or

• resided for 3 years (36 months) or more of residence in any of the VCAA-nominated countries or regions (China, Taiwan, Hong Kong and Macau).

VCE Chinese Language, Culture and Society Units 3 & 4

COURSE CONTENT

Unit

3 Areas of Study Unit 3 Outcomes

Culture: Chinese philosophies and their impact on Chinese society

Language: Listening and speaking in Chinese

Language: Reading and writing in Chinese

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

• Discuss, in English, the influence of one or more of the three major Chinese philosophies on an aspect of the Chinese-speaking world, referring to text(s) studied.

• Use information from spoken texts to respond to specific questions in writing in Chinese.

• Read two written texts on a selected subtopic and respond in Chinese.

Unit 4 Areas of Study Unit 4 Outcomes

Culture: Social and economic development of contemporary China

Language: Listening and speaking in Chinese

Language: Reading

ASSESSMENT

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

• Investigate the impact of social and economic development on contemporary Chinese values and produce a written response in English with reference to text(s) studied.

• Establish and maintain a spoken exchange in Chinese related to planning and completing transactions.

• Use a written and a visual text about a selected subtopic to produce an extended personal or imaginative response in written Chinese.

Percentage contributions to the study score:

End of Year Oral Examination

• Section 1: General conversation in Chinese

• Section 2: Presentation of a visual stimulus in Chinese

End of Year Written Examination

• Section 1: Listening to Chinese and responding in both Chinese and in English.

• Section 2: Writing in Chinese.

• Section 3: Responding in English. Analyse and evaluate information from reading texts and produce a response in English.

PREREQUISITES

A student is not eligible for VCE Chinese Language, Culture and Society if they have either:

• undertaken 6 months or more education in a school where Chinese is the medium of instruction

• resided for 24 months or more in any VCAA-nominated countries or regions (China, Taiwan, Hong Kong and Macau).

VCE Drama Units 3 & 4

VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages using contemporary drama-making practices. Students engage with creative processes, explore, and respond to stimulus material, and apply play-making techniques to develop and present devised work. Students learn about, and draw on, a range of performance styles and conventions through the investigation of work by a diverse range of drama practices and practitioners, including Australian drama practitioners.Students explore characteristics of selected performance styles and apply and manipulate conventions, dramatic elements, and production areas, including sustainable ways to source and apply production areas. They use performance skills and expressive skills to explore and develop character(s). Within the scope of this study, students will create performances that include transformation of character, time and place, and application of symbol. The created works can occur in any space and be performed for any selected audience. The work created may pass comment on or respond to aspects of realworld issues including political, social, and cultural. Students reflect on, analyse, and evaluate the development and performance of their own work, and the work and performances of other drama practitioners.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Devising and presenting ensemble performance

Analysing and evaluating a devised performance

Analysing and evaluating a professional drama performance

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

• develop and present characters within a devised ensemble performance that goes beyond a representation of real life as it is lived.

• describe, analyse, and evaluate the use of processes, play-making techniques, and skills to create, develop, and present a devised ensemble performance.

• analyse and evaluate a professional drama performance from the prescribed VCE Drama Playlist.

Unit 4 Areas of Study Unit 4 Outcomes

Demonstrating techniques of solo performancemaking

Devising a solo performance

ASSESSMENT

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

• demonstrate, in response to selected stimulus material from the VCE Solo performance examination, application of symbol and transformation of character, time and place; and identify, describe, and explain the techniques used.

• create, develop, and perform a solo performance in response to a prescribed structure.

• describe, analyse, and evaluate the creation, development and presentation of a solo performance devised in response to a prescribed structure.

Percentage contributions to the study score: Unit 3 School Assessed Coursework

4 School Assessed Coursework

End of Year Performance Examination

• Students will present a solo performance based on a prescribed structure selected from the VCE Drama solo performance examination published annually by the VCAA. The performance will draw on key knowledge and key skills from Unit 4, Outcome 2.

End of Year Written Examination

VCE Economics Units 3 & 4

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

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

Domestic macroeconomic goals

Australia and the international economics

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

• analyse how markets operate to allocate resources

• 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

• 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

Unit 4 Areas of Study Unit 4 Outcomes

Aggregate demand policies and domestic economy stability

Aggregate supply policies

ASSESSMENT

Percentage

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

to the study score:

VCE English Units 3 & 4

COURSE CONTENT

Unit 3 Areas of Study

Reading and responding to texts

Creating texts

Unit 3 Outcomes

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

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

• 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.

Unit 4 Areas of Study Unit 4 Outcomes

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

Reading and responding to texts

Analysing argument

ASSESSMENT Percentage

• 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 written text (print or digital) and text in another mode (visual, audio and/or audio visual); and develop and present a point of view text.

VCE English as an Additional Language Units 3

& 4

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Reading and responding to texts

Creating texts

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

• 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.

• 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 comment on their decisions made through writing processes.

Unit 4 Areas of Study Unit 4 Outcomes

Reading and responding to texts

Analysing argument

ASSESSMENT

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

• discuss ideas, concerns and values presented in a text, informed by selected vocabulary, text structures and language features and how they make meaning.

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

Percentage contributions to the study score:

Unit 3 School Assessed Coursework

Unit 4 School Assessed Coursework

VCE Environmental Science Units 3 & 4

VCE Environmental Science enables students to explore the interrelationships between Earth’s four systems. Students examine how past and current human activities affect the environment and how future challenges can be managed sustainably. In undertaking this study, students gain an understanding of the complexity of environmental decisionmaking, and how innovative responses to environmental challenges can reduce pressure on Earth’s natural resources and ecosystem services. Environmental Science provides direct pathways to a range of careers related to atmospheric sciences, ecology, environmental chemistry and geosciences. The interdisciplinary nature of the study leads to pathways including, but not limited to, architecture, environmental law, engineering, environmental consultancy, environmental advocacy, government policy development, industrial management, landscape design, regional and urban planning, and teaching and research. Environmental scientists also work in cross-disciplinary solutions-oriented areas such as coastal management, climate risk management and disaster risk management.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Why is maintaining biodiversity worth a sustained effort?

When is development sustainable?

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

• explain the importance of Earth’s biodiversity and how it has changed over time, analyse the threats to biodiversity, and evaluate management strategies to maintain biodiversity in the context of one selected threatened endemic species.

• explain how sustainability principles relate to environmental management, analyse how stakeholder perspectives can influence environmental decisionmaking, and evaluate the effectiveness of environmental management strategies in a selected case study.

Unit 4 Areas of Study Unit 4 Outcomes

How can we respond to climate change?

What might be a more sustainable mix of energy sources?

How is scientific inquiry used to investigate contemporary environmental challenges?

ASSESSMENT

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

• to analyse the major factors that affect Earth’s climate, explain how past and future climate variability can be measured and modelled, and evaluate options for managing climate change.

• compare the advantages and disadvantages of using a range of energy sources, and evaluate the suitability and impacts of their use in terms of upholding sustainability principles.

• design and conduct a scientific investigation related to biodiversity, environmental management, climate change and/or energy use, and present an aim, methodology and method, results, discussion and a conclusion in a scientific poster.

Percentage contributions to the study score:

Unit 3 School Assessed Coursework

Unit 4 School Assessed Coursework

of year Examination

VCE French Units 3 & 4

This course is addressed to the students who have successfully completed Unit 1 and 2. Throughout the course, the main three themes of the Individual, French-Speaking Communities and the World Around Us are studied through subtopics including Future Aspirations: School/Work, French History, the Environment, Social Diversity and Immigration. Over the year, aspects of socially and historically relevant French culture are included in each subtopic. Using the content of each subtopic as a medium, the five skills of speaking, listening, reading, writing and viewing are developed and assessed. Students continue to expand their vocabulary, expression, understanding/awareness and application of grammatical structures, expressions and sentence structure. In conjunction with linguistic and socio-cultural knowledge, students structure responses according to relevant text types for suitable audiences and styles of writing.

COURSE CONTENT Unit 3 Areas of Study Unit 3 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

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

• Resolve a personal issue by negotiating a mutually agreeable outcome in a spoken exchange in French on a selected subtopic.

• Interpret information from texts and write responses in French.

• Create an extended original piece of personal, informative or imaginative writing in French to express ideas, thoughts or responses on an aspect of the selected subtopic.

Unit 4 Areas of Study Unit 4 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

ASSESSMENT

Percentage

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

• Share information, ideas and opinions in a spoken exchange in French.

• Analyse information from written, spoken and viewed texts for use in a written response in French.

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

to the study score:

PREREQUISITES

Satisfactory completion of VCE Units 1 & 2 French.

VCE Geography Units 3 & 4

The study of Geography allows students to explore, analyse and come to understand the characteristics of places that make up our world. Geographers are interested in key questions concerning places and geographic phenomena: What is there? Where is it? Why is it there? What are the effects of it being there? How is it changing over time? How could, and should, it change in the future? How is it different from other places and phenomena? How are places and phenomena connected? Students explore these questions through fieldwork, the use of geospatial technologies and investigation of a wide range of secondary sources. These methods underpin the development of a unique framework for understanding the world, enabling students to appreciate its complexity, the diversity and interactions of its environments, economies and cultures, and the processes that helped form and transform these.VCE Geography enables students to examine natural and human induced phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, students develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places and environments, and the human interactions with these.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Land cover change

Land use change

Unit 4 Areas of Study

Population dynamics

Population issues and challenges

ASSESSMENT

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

• Analyse processes that result in changes to land cover and evaluate the impacts and responses resulting from these changes.

• Analyse land use change and evaluate its impacts

Unit 4 Outcomes

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

• Analyse and discuss population dynamics on a global scale.

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

Percentage contributions to the study score:

3 School Assessed Coursework

VCE Health & Human Development

Units 3 & 4

VCE Health and Human Development provides students with a broad understanding of health and wellbeing that reaches far beyond the individual. They learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing, and those that compromise it. The study provides opportunities for students to view health and wellbeing, and human development, holistically – across the lifespan and the globe, and through a lens of social justice. VCE Health and Human Development is designed to build health literacy. As individuals and as citizens, students develop their ability to navigate and analyse health information, to critically recognise and carry out supportive action, and to evaluate healthcare initiatives and interventions. They take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges. VCE Health and Human Development offers students a range of pathways including further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

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

Understanding health and wellbeing

Promoting health in Australia

Unit 4 Areas of Study

Global health and human development

Health and the Sustainable Development Goals

ASSESSMENT

• 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.

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

Unit 4 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.

Percentage contributions to the study score:

3 School Assessed Coursework

VCE History - Revolutions Units 3 & 4

The study of VCE History assists students to understand themselves, others and their world, and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence. Historical comprehension enables a source to be understood in relation to its context; that is, students make links between the source and the world in which it was produced. The two revolutions studied are the Russian Revolution of October 1917 and the French revolution of 1789.

COURSE CONTENT

Unit 3 & 4 Areas of Study

Causes of Revolution

Consequences of Revolution

ASSESSMENT

Unit 3 & 4 Outcomes

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

• analyse the causes of revolution

• evaluate the contribution of significant ideas, events, individuals and popular movements

• analyse the consequences of revolution

• evaluate the extent of change brought to society.

Percentage contributions to the study score:

VCE Legal Studies Units 3 & 4

In contemporary Australian society there are a range of laws existing to both protect the rights of individuals and to achieve social cohesion. These laws are made by bodies such as parliament and the courts and are upheld by a number of institutions and processes within the legal system. Members of a democratic society interact with laws and the legal system through many aspects of their lives and can also influence law makers. The study of VCE Legal Studies enables students to become active and informed citizens by providing valuable insight into their relationship with the law and the legal system. Students develop knowledge and skills to enhance their confidence and ability to access and participate in the legal system. They will learn to appreciate the underlying principles of the rule of law, how legal systems and processes aim to achieve social cohesion, as well as how they themselves can affect positive change to laws and the legal system. VCE Legal Studies equips students with an ability to research and analyse legal information and apply legal reasoning and decision-making skills. It also fosters critical thinking to solve legal problems. Further study in the legal field can lead to a broad range of career opportunities such as a solicitor, barrister, policy adviser, prosecutor, paralegal, legal assistant, as well as other careers in the courtroom, education and law enforcement.

COURSE CONTENT

Unit 3 Areas of Study Unit 3

The Victorian criminal justice system

Outcomes

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

• explain the key principles in the criminal justice system

• discuss the ability of sanctions to achieve their purposes

• evaluate the ability of the criminal justice system to achieve the principles of justice during a criminal case

• 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.

Unit 4 Areas of Study Unit 4 Outcomes

The people and the lawmakers

The people and reform

ASSESSMENT

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

• discuss the ability of parliament and courts to make law

• 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

• evaluate the ability of law reform bodies to influence a change in the law.

Percentage contributions to the study score:

The Victorian civil justice system

VCE Literature Units 3 & 4

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.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

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

Adaptations and Transformations

Developing interpretations

• Produce a written interpretation of a text, supported by close textual analysis, using a key passage

• Produce an analysis of how textual form influences meaning.

• Produce an interpretation of the text's views and values within its historical, social, and cultural context.

• Produce a written response that explores an interpretation informed by a supplementary reading, using a key moment from the text.

Unit 4 Areas of Study Unit 4 Outcomes

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

Creative Response to texts

Close analysis of texts

ASSESSMENT

• Produce a creative response to a text

• Produce a reflective commentary which includes reflections on the connections between the creative response and the original text

• Produce a close analysis of a text, supported by an examination of textual details, based on a selection of passages.

Percentage contributions to the study score:

Unit 3 School Assessed Coursework

Unit 4 School Assessed Coursework

End of year Examination

VCE Mathematics General Units 3 & 4

This study is designed to provide access to worthwhile and challenging mathematical learning in a way which considers the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes, and skills in practical and theoretical contexts. Assumed knowledge and skills for General Mathematics Units 3 and 4 are contained in General Mathematics Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of General Mathematics Units 3 and 4.

COURSE CONTENT

Unit 3 & 4 Areas of Study Unit 3 & 4 Outcomes

Data analysis, probability and statistics

Discrete mathematics

Recursion and financial modelling

Matrices

Networks and decision mathematics

ASSESSMENT

Percentage

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

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

PREREQUISITES

Satisfactory completion of VCE General Mathematical Units 1 & 2 is required.

TECHNOLOGY

A TI-Nspire CAS calculator is required for this course.

VCE Mathematical Methods Units 3 & 4

This study is designed to provide access to worthwhile and challenging mathematical learning in a way which considers the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes, and skills in practical and theoretical contexts. Mathematical Methods Units 3 and 4 extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2 and will be drawn on as required.

COURSE CONTENT

Unit 3 & 4 Areas of Study Unit 3 & 4 Outcomes

Functions, relations and graphs

Algebra, Number and structure

Calculus

Data, probability and Statistics

Networks and decision mathematics

ASSESSMENT

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

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

Percentage contributions to the study score:

PREREQUISITES

Satisfactory completion of VCE Mathematical Methods Units 1 & 2 is required.

TECHNOLOGY

A TI-Nspire CAS calculator is required for this course.

VCE Specialist Mathematics 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, which are drawn on as applicable in the development of content from the areas of study and key knowledge and key skills for the outcomes. Mathematical Methods must be taken in conjunction with Specialist Mathematics.

COURSE CONTENT

Unit 3 & 4 Areas of Study Unit 3 & 4 Outcomes

Functions, relations and graphs

Algebra, number and structure

Calculus

Space and measurement

Data analysis, probability and statistics

ASSESSMENT

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

• Define and explain key concepts as specified in the 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 open-ended 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 problem-solving techniques or approaches.

Percentage contributions to the study score:

PREREQUISITES

Satisfactory completion of VCE Mathematical Methods Units 1 & 2 and VCE Specialist Mathematics Units 1 & 2 is required.

TECHNOLOGY

A TI-Nspire CAS calculator is required for this course.

VCE Media Units 3 & 4

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Narratives and their contexts

Research, development and experimentation

Pre-production planning

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

• analyse the construction of media narratives; discuss audience engagement, consumption and reading of narratives; and analyse the relationship between narratives and the contexts in which they are produced.

• research and document aspects of a media form, codes, narrative conventions, style, genre, story and plot to inform the plan for a media production.

• develop and document a media pre-production plan demonstrating the student's concepts and intentions in a selected media form for a specified audience.

Unit 4 Areas of Study Unit 4 Outcomes

Media production

Agency and control in the media

ASSESSMENT

Percentage

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

• produce, refine, resolve and distribute to a specified audience a media product designed in Unit 3.

• use evidence, arguments and ideas to discuss audience agency, media influence, media regulation and ethical and legal issues in the media.

to the study score:

TECHNOLOGY

VCE Music: Contemporary Performance

Units 3 & 4

This study offers pathways for students whose performance practice includes embellishment and/or improvisation, uses collaborative and aural practices in learning, often takes recordings as a primary text, and projects a personal voice. Students study the work of other performers and analyse their approaches to interpretation and how personal voice can be developed through reimagining existing music works. They refine selected strategies to enhance their own approach to performance. Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers in contemporary styles. They also study music language concepts such as scales, harmony and rhythmic materials that relate to contemporary music. Students prepare a program for assessment in a live performance. They may be assessed as primarily a member of a group or as a solo performer. All performances must include at least one ensemble work with another live musician and an original work created by an Australian artist since 1990. All performances must include a personally reimagined version of an existing work. Original works may also be included in the program.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Performing

Analysing for performance

Responding

Unit 4 Areas of Study

Performing

Analysing for performance

Responding

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

• perform a selection of works being prepared for the performance examination, demonstrating an understanding of music style, authentic performance conventions and a range of techniques, using a Performer’s Statement of Intent to explain their choice of works for the program.

• demonstrate and discuss performance development techniques and approaches relevant to performance of selected works and an intended approach to a reimagined existing work.

• discuss a performer’s interpretation and manipulation of music elements and concepts in works, and identify, recreate and notate music language concepts from examples presented, both in context and in isolation.

Unit 4 Outcomes

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

• perform a program of works, including one work demonstrating a creative reimagining of an existing work, relevant to their performer’s Statement of Intention.

• demonstrate and discuss performance development techniques and reimagining approaches relevant to performance of selected works.

• discuss a performer’s interpretation and manipulation of music elements and concepts in works, identifying and transcribing short examples of music using appropriate notation.

ASSESSMENT

Percentage contributions to the study score:

3 School Assessed Coursework

4 School Assessed Coursework

TECHNOLOGY

Aural training software and music notation software, available from the School Network is part of the School imaging.

PREREQUISITES

At least 4 years tuition on a musical instrument or voice prior to taking Units 3 and 4.

VCE Music: Repertoire Performance

Units 3 & 4

This study is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works, and who wish to gain and share knowledge of musical styles and performance practices. Students may present on any instrument for which there is an established repertoire of notated works. They work towards a recital program that demonstrates highly developed technical skills and stylistic refinement as both a soloist and as an ensemble member. They develop the capacity for critical evaluations of their performances and those of others, and an ability to articulate their performance decisions with musical evidence and independence of thought. Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers and study music language concepts such as scales, harmony and rhythmic materials. The most significant task in Music Repertoire Performance is the preparation of a recital program of up to 20 minutes’ duration. Students may present primarily as a soloist or as an ensemble musician.

COURSE CONTENT

Performing

Analysing for performance

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

• explain the artistic and practical considerations used to select a program of works for performance, and demonstrate a diverse range of techniques and expressive qualities through performance of works or sections of works including one work from the prescribed list intended for their final recital program and at least one ensemble work.

• demonstrate and discuss techniques related to performance of selected works, including aspects of interpretation.

Responding Unit 4 Areas of Study Unit 4 Outcomes

• discuss the interpretation of expressive elements of music, and identify, recreate, notate and transcribe short excerpts of music using voice or instrument.

Performing

Analysing for performance

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

• perform a final recital of up to 20 minutes’ duration, demonstrating a diverse range of techniques and expressive qualities reflecting an understanding of a range of music styles and performance conventions and include at least one work created by an Australian composer since 1990.

• demonstrate and discuss techniques (technical and expressive) relevant to the performance and development of a personal interpretation of works selected for performance.

• discuss the interpretation of expressive elements of music in pre-recorded works and develop their auditory discrimination and memory skills through identifying, re-creating and notating short examples. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3.

ASSESSMENT

Percentage contributions to the study score:

3 School Assessed Coursework

4 School Assessed Coursework

of Year Aural and Written Examination

TECHNOLOGY

Aural training software and music notation software, available from the School Network is part of the School imaging.

PREREQUISITES

At least 4 years tuition on a musical instrument or voice prior to taking Units 3 and 4.

VCE Physical Education Units 3 & 4

The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical concepts of physical activity with practical application. This develops the knowledge and skills required to critically evaluate influences that affect their own and others’ participation and performance in movement. Movement is a valid and valued context for learning that also provides students with the opportunity to appreciate the physical, social, emotional, mental and spiritual benefits associated with movement in promoting health and wellbeing. Therefore, movement experiences in VCE Physical Education encourage students to intrinsically appreciate movement while developing theoretical understanding. This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, spor t and exercise across their lifetime. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

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

How are movement skills improved?

How does the body produce energy?

• 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.

Unit 4 Areas of Study Unit 4 Outcomes

What are the foundations of an effective training program?

How is training implemented effectively to improve fitness?

Integrated movement experiences.

ASSESSMENT

Percentage

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.

• 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.

• 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.

to the study score:

VCE Physics Units 3 & 4

VCE Physics enables students to use observations, experiments, measurements, and mathematical analysis to develop qualitative and quantitative explanations for phenomena occurring from the subatomic scale to macroscopic scales. They explore the big ideas that changed the course of thinking in physics such as relativity and quantum physics. While much scientific understanding in physics has stood the test of time, many other areas continue to evolve, leading to the development of more complex ideas and technological advances and innovation. In undertaking this study, students develop their understanding of the roles of careful and systematic observation, experimentation, and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify phenomena. In VCE Physics, students develop and extend a range of scientific inquiry skills including practical experimentation, research and analytical skills, problem-solving skills including critical and creative thinking, and communication skills. Students pose questions, formulate hypotheses, conduct investigations, and analyse and critically interpret qualitative and quantitative data. They assess the limitations of data, evaluate methodologies and results, justify their conclusions, make recommendations, and communicate their findings. Students investigate and evaluate physics-related issues and the impacts of physics research both locally and globally and communicate their views from a position informed by their knowledge of physics.

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

How do Physicists explain motion in two dimensions?

How do things move without contact?

How are fields used in electricity generation?

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.

Unit 4 Areas of Study Unit 4 Outcomes

How has understanding about the Physical World changed?

How is Scientific Inquiry used to investigate fields, motion or light?

ASSESSMENT

Percentage

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.

to the study score:

TECHNOLOGY

Students are required to have a scientific calculator (non-CAS, non-programmable) such as the Casio FX-82AuII. Simulations of benefit will be identified for student download (free) from suitable websites.

VCE Politics Units 3 & 4

VCE Politics develops knowledge and skills that enhance student confidence and their ability to access, participate in and contribute to society and government at all levels. The study develops critical thinking, research and inquiry skills that support students’ capacity for formal study at the tertiary level or in vocational education and training settings and the workplace. It also leads to opportunities in a range of careers, including leadership and management, local and national government, the public service, non-governmental organisations and academia. Students may also pursue occupations in government, not-for-profit organisations, and corporate and private enterprises in fields such as journalism, communications, education, law, research, international aid, diplomacy and politics. Students of VCE Politics acquire knowledge and skills that enhance their employability in all workplaces that need knowledgeable and adaptable problem-solvers who are curious and can think critically, with empathy and intercultural understanding.

COURSE CONTENT

Global issues, global responses

Contemporary crises: conflict, stability and change

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

• analyse the causes and consequences of a global issue and evaluate the effectiveness of global actors’ responses in resolving the issue.

• analyse the causes and consequences of one contemporary crisis and discuss how global actors’ responses have contributed to political stability and/or change.

Power and the national interest

Australia in the Indo-Pacific

ASSESSMENT

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

• analyse the various sources and forms of power used by a state in the IndoPacific region and evaluate the extent to which it is able to achieve its national interests.

• analyse different perspectives on Australia’s national interests in the Indo-Pacific region and evaluate the degree to which Australia’s pursuit of its national interests has resulted in cooperation or conflict with three states in the region.

Percentage contributions to the study score:

Unit 3 School Assessed Coursework

Unit 4 School Assessed Coursework

End of year Examination

VCE Product Design & Technology

Units 3 & 4

COURSE CONTENT

Unit 3 Areas of Study Unit 3 Outcomes

Influences on design, development and production of products

Investigating opportunities for ethical design and production

Developing a final proof of concept for ethical production

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

• critique examples of ethical product design and innovation within industrial settings.

• investigate a need or opportunity that relates to ethics and formulate a design brief, conduct research to analyse current market needs or opportunities and propose, evaluate and critique graphical product concepts.

• evaluate product concepts related to ethical design, synthesise and apply feedback to justify a final proof of concept, and plan to make the product safely.

Unit 4 Areas of Study Unit 2 Outcomes

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

Managing production for ethical designs

Evaluation and speculative design

ASSESSMENT

• implement a scheduled production plan, using a range of materials, tools and processes and managing time and other resources effectively and efficiently to safely make the product designed in Unit 3.

• synthesise data to evaluate a range of products, including making judgments about the success of each product, and discuss product designs in regard to entrepreneurial activity, innovation and sustainability and/or other ethical considerations.

Percentage contributions to the study score: Unit 3 School Assessed Coursework

3 & 4

TECHNOLOGY

Students are required to have a notebook computer with Adobe Creative Suite installed. The School will install this software onto student computers.

VCE Psychology Units 3 & 4

VCE Psychology is designed to enable students to explore the complex interactions between thought, emotions and behaviour. They develop an insight into biological, psychological and social factors and the key science skills that underpin much of psychology. VCE Psychology is designed to promote students’ understanding of how society applies such skills and psychological concepts to resolve problems and make scientific advancements. The study is designed to promote students’ confidence and their disposition to use the information they learn in the study in everyday situations.Studying VCE Psychology enables students to develop their capacity to think, question and analyse psychological research and critically reflect on the findings of experiments and research. They are encouraged to use their problem-solving skills, including critical and creative thinking, to establish and articulate their understandings through their class discussions, practical work and written responses – all of which may help students to think deeply and critically about their own lives, manage life circumstances and reach personal goals.Students who study VCE Psychology can consider a pathway within this discipline that can lead to a range of careers and roles that work with diverse populations and communities. Areas that registered psychologists may work in include clinical, developmental, educational, environmental, forensic, health, neuropsychology, sport and exercise, and organisational psychology. Psychologists can also work in cross-disciplinary areas such as academia and research institutions, medical research, management and human resources, and government, corporate and private enterprises, or as part of ongoing or emergency support services in educational and institutional settings. Students exposed to the study of VCE Psychology recognise the diverse nature of the discipline and career opportunities within the field. These opportunities include careers and roles that do not involve being a registered psychologist, including roles in aged, family and child services; case managers; communications specialists; counsellors; community health and welfare roles; health services support roles; human resource specialists; managers; marketing and market research roles; office administration roles; policy and planning roles; probation and parole services roles; and social work and teaching roles.

COURSE CONTENT

Unit 3 Areas of Study

How does the nervous system enable psychological functioning?

How do people learn and remember?

Unit 4 Areas of Study

How does sleep affect mental processes and behaviour?

What influences mental wellbeing?

How is scientific inquiry used to investigate mental processes and psychological functioning?

ASSESSMENT

Unit 3 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.

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

Unit 4 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.

• 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.

• Design and conduct a scientific investigation related to mental processes and psychological functioning, and present an aim, methodology and method, results, discussion and conclusion in a scientific poster.

Percentage contributions to the study score:

Unit 3 School Assessed Coursework

Unit 4 School Assessed Coursework

of Year Written Examination

VCE Spanish Units 3 & 4

The study of a specific language exposes students to different experiences and perspectives at a personal level. It encourages students to be open to different ways of thinking, acting and interacting in the world, even beyond the language being studied and their own language. A broad range of social, economic and vocational opportunities result from study in a second language. Students are able to engage with Spanish-speaking communities in Australia and internationally in a variety of endeavours. The study of Spanish develops students’ ability to understand and use a language that is spoken by approximately 500 million people across four continents and which is one of the official languages of the United Nations and European Union. The Spanish language is the most widely spoken Romance language, both in terms of the number of speakers and the number of countries in which it is an official language. Pronunciation and usage of the Spanish language naturally vary across countries, these regional differences making the language richer.

COURSE CONTENT

Interpersonal communication

Interpretive communication

Presentational communication

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

• participate in a spoken exchange in Spanish to resolve a personal issue.

• interpret information from texts and write responses in Spanish.

4 Areas of Study Unit 4 Outcomes

Interpersonal communication

Interpretive communication

Presentational communication

ASSESSMENT

Percentage

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

• Share information, ideas and opinions in a spoken exchange in Spanish.

• Analyse information from written, spoken and viewed texts for use in a written response in Spanish.

• Present information, concepts and ideas in evaluative or persuasive writing on an issue in Spanish.

to the study score:

PREREQUISITES

Satisfactory completion of VCE Units 1 & 2 Spanish

VCE Theatre Studies 3 & 4

COURSE CONTENT

Unit 3 Areas of Study

Staging theatre

Interpreting a script

Analysing and evaluating theatre

Unit 4 Areas of Study

Dramaturgical research and presenting theatrical possibilities

Interpreting a monologue

Analysing and evaluating a performance

ASSESSMENT

Unit 3 Outcomes

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

• interpret a script across the stages of the production process through creative, imaginative and collaborative work undertaken in two production roles

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

• analyse and evaluate the creative and imaginative interpretation of a written script in production to an audience.

Unit 4 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.

• interpret and present a monologue and orally justify and explain their interpretive decisions

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

Percentage contributions to the study score:

VCE Visual Communication Design

Units 3 & 4

The complex demands of 21st-century living have broadened the scope of the designer’s work, and the potential of design to solve ill-defined problems is recognised across sectors including business, industry and education. In response, VCE Visual Communication Design moves beyond practices focusing largely on appearance and function, and views the work of designers as part of larger systems and services addressing problems in sustainable and strategic ways. Contemporary designers understand that visual communication is viewed in increasingly fluid and rapidly changing contexts, and that today’s consumers are often co-creators of content and form. In response, they engage deeply with human-centred research practices to uncover problems, opportunities and emerging trends, while empathising with stakeholders’ needs, desires, behaviours and attitudes. The study of VCE Visual Communication Design, therefore, seeks to cultivate future-ready designers who have a critical and reflective eye, a refined aesthetic sensibility, and who are equipped with the skills, knowledge and mindsets necessary to address the problems of life. Through exposure to the cultures and traditions of design practice, students learn how designers visually communicate ideas and information when designing for people, communities and societies. They develop the knowledge, skills and dispositions required of a multidisciplinary designer who is a reflective, responsible and empathetic practitioner equipped with agency and initiative.

COURSE CONTENT Unit 3 Areas of Study Unit 3 Outcomes

Professional design practice

Design analysis

Design process: defining problems and developing ideas

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.

• 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.

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

Unit 4 Areas of Study Unit 4 Outcomes

Design process: refining and resolving design concepts

Presenting design solutions

ASSESSMENT

Percentage

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.

to the study score:

Core: Theory of Knowledge

Theory of Knowledge (TOK) asks students to reflect on the nature and construction of knowledge and explores how knowledge is acquired and produced in five different areas: history, the natural sciences, the human sciences, mathematics and the arts. TOK is a core subject in the Diploma Programme and is mandatory for all IB students. In TOK classes, students reflect on the nature and construction of knowledge by asking questions like: How do they know what they know? What methods are used in the construction of knowledge? How do these methods differ in different areas like science, maths, the arts and history? What is the relationship between values (ethics) and knowledge? Students also study knowledge in the context of certain themes, such as the 'knower and the known', knowledge and technology, knowledge and politics, Indigenous knowledge systems and knowledge and religion. TOK develops students' higher-order critical thinking skills and fosters an interdisciplinary approach to learning. TOK has been recognised by researchers at the University of Oxford as the most effective course in secondary school education for developing critical thinking skills in secondary school students.

COURSE CONTENT

Course Elements

Core theme: Knowledge and the knower

This theme provides an opportunity for students to reflect on themselves as knowers and thinkers, and on the different communities of knowers to which we belong.

Optional themes

Students are required to study two optional themes from the following five options.

• Knowledge and Technology

• Knowledge and Language

• Knowledge and Politics

• Knowledge and Religion

• Knowledge and Indigenous Societies

Areas of knowledge

Students are required to study the following five areas of knowledge.

• History

• The Human Sciences

• The Natural Sciences

• The Arts

• Mathematics

ASSESSMENT MODEL

Type of assessment

External

Format of assessment

Theory of Knowledge essay

Weighting

2/3 or 67%

Students are required to write an essay in response to one of the six prescribed titles that are issued by the IB for each examination session. As an external assessment component, it is marked by IB examiners.

Internal

Theory of Knowledge exhibition

1/3 or 33%

Students are required to create an exhibition of three objects with accompanying commentaries that explores how TOK manifests in the world around us. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Chinese A Literature Group 1 – Language and Literature

Language A Literature is a student's best first, native spoken language. In the first year of Chinese A Literature course, students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism (文学评论) Students explore the nature of literature, the aesthetic function of literary language and textuality and the relationship between literature and the world. In Year 11 IB Chinese A Literature, the students are expected to develop their literary commentary terminology and build the skills on critical analysis of a range of literature. This year's program leads to the possible pathways of either SL or HL program in Year 12. The model for Chinese A Literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels. SL students are required to study 9 works, while HL students are required to study 13 works within two years of program. The Chinese A Literature course will provide the opportunity to engage with a broad range of texts, approaches, ideas, stimuli and interpretations that address topics of personal, local and global significance. These works may challenge learners intellectually, personally and culturally, and involve sensitive and mature topics. The course may explicitly address sensitive topics through texts and issues discussed while inviting students to critically reflect on various perspectives offered.

COURSE CONTENT

Syllabus Component

Readers, writers and texts

Time and space

Intertextuality: Connecting texts

Works are chosen from a variety of literary forms. The study of the works will focus on the nature of literature and its study, including the investigation of the response of readers and the ways in which literary texts generate meaning.

Works are chosen to reflect a range of historical and cultural perspectives. The students focus their study on the contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of boarder perspectives and an awareness of the ways in which context is tied to meaning.

Works are chosen to provide students with an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literary traditions that have been introduced throughout the course.

The distinction between HL and SL in Chinese A Literature: SL students are required to study 7 literary works, while HL students are required to study 10 across the two-year Diploma.

ASSESSMENT MODEL

Examination Paper 1: Guided textual analysis

Examination Paper 2: Comparative essay

Guided analysis of unseen non-literary passage/passages from different text types.

Comparative essay based on two literary works written in response to a choice of one out of four questions.

INDIVIDUAL ORAL

Students will study a variety of literary works across four different forms: poetry, drama, prose: fiction and prose: non-fiction. The focus of the study will be on the writers at work and how the writers' content and form allow students to explore a global issue. Students will deliver a pre-planned oral presentation to their Literature teacher which examines the way two texts they have studied (one originally written in English and one translated from another language) explore a global issue. In consultation with and under the guidance of their Literature teacher, students have the option of choosing which works they use as the bases of their Individual Oral and free rein in their choice of global issue.

PAPER 1: GUIDED LITERARY ANALYSIS

Throughout Year 11 and Year 12, IB Literature students will develop the skills required for Paper 1: Guided Literary Analysis (an end of Year 12IB exam). This examination presents students with two unseen extracts of literature from four different forms: poetry, drama, prose: fiction and prose: non-fiction. Each extract is followed by a guiding question. Students are required to write an analytical response to each extract which conveys an interpretation of the extract and an exploration of the way in which the writer has crafted their language, structure, style and techniques to convey meaning.

Students write a number of practice Paper 1s throughout Year 11 to develop their knowledge and skills in this area of the course.

English A Literature Group 1 – Language and Literature

Language A Literature is a student's usual spoken language. In English A Literature, students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world. The English A Literature course will provide the opportunity to engage with a broad range of texts, approaches, ideas, stimuli and interpretations that address topics of personal, local and global significance. These works may challenge learners intellectually, personally and culturally, and involve sensitive and mature topics. The course may explicitly address sensitive topics through texts and issues discussed while inviting students to critically reflect on various perspectives offered. The Year 11IB English A Literature course is taught as a Higher Level subject throughout the first year of the Diploma. This approach allows students to “drop down" to Standard Level in Year 12 if they choose to do so. Students will also be required to keep a Learner Portfolio throughout the Literature course. This portfolio is a collection of practice pieces, personal responses and classwork produced throughout the course and may be called upon by the IB during the School's review or if any authentication issues arise.

RECOMMENDATIONS

As this subject is a literature course, it is highly recommended that students study Year 10 Literature in order to familiarise themselves with the features of a literature course.

Satisfactory completion of a high standard of written and oral English to Year 10, an ability and desire to read widely and to write fluently.

COURSE CONTENT

Syllabus Component

Readers, writers and texts

Time and space

Intertextuality: Connecting texts

The distinction between HL and SL in English A Literature: SL students are required to study 7 works, while HL students are required to study 10 across the two-year Diploma.

ASSESSMENT MODEL

Examination Paper 1:

Examination Paper 2: Comparative essay

Guided analysis of unseen non-literary passage/passages from different text types.

Comparative essay based on two literary works written in response to a choice of one out of four questions.

INDIVIDUAL ORAL

PAPER 1: GUIDED LITERARY ANALYSIS

Students write a number of practice Paper 1s throughout Year 11 to develop their knowledge and skills in this area of the course.

Language and Culture Group 1 – Language and Literature Or Group

3 – Individuals and Societies

Language and Culture can be taken as a Group 1 (Language A) or a Group 3 (Individuals and Societies) subject.

Note: If Language and Culture is taken as a Group 1 subject in addition to Language A: Literature (which is compulsory) then students are not required to take a Group 2 (Language Acquisition) subject.

How do the linguistic and cultural practices we engage in help shape our identities? How do we in turn, both individually and collectively, help bring about change in these linguistic and cultural practices? The language and culture course, based on cross-disciplinary studies, engages with questions like these, involving the complex interactions between individuals, societies, languages and cultures. It proposes an examination of language not as a neutral medium for communication but rather as a set of socially embedded practices (Ahearn, 2021). Through the exploration of concepts such as identity, context, power and change, the course invites students to examine ways in which language both shapes and is shaped by cultural practices and values, as well as by social power dynamics. As a course, Language and Culture offers students an opportunity to think critically about, and reflect on, the complex relationship between language, culture, society and identity. It fosters the development of global citizens who engage with their local and global contexts and potentially aim to transfor m them. It engages students in deep reflection about their identities and creates in them an awareness and appreciation of their linguistic and cultural backgrounds, and those of others.

Language and Culture aims at developing students' linguistic competences and at encouraging students to activate and productively use all the meaning-making resources at their disposal. It is expected that students will demonstrate their engagement in exploring the different, idiosyncratic ways they can create meaning in their language and culture diaries. The language and culture diary will evidence in this sense how students can move across the different languages they speak in their exploration of the most effective ways of conveying meaning. In doing so, students will be able to reflect on their own and others' complex multilingual and multicultural identities and develop greater sensitivity to how language expresses and shapes such identities.

On the basis of the work done in the language and culture diary, students present an autoethnographic text focused on an inquiry question related to one of the two topics studied, which demonstrates personal, reflexive and reflective engagement with the topic. Each student should submit a 1500-word autoethnographic text which uses evidence from the language and culture diary to engage in an exploration of the chosen inquiry question and evidence understanding of it.

The Language and Culture course is only available at Standard Level (SL). Therefore, students selecting Language and Culture will have already selected one of their SL subjects for Year 12.

ASSESSMENT MODEL

External

Examination Paper 1: Guided ethnographic analysis

Examination Paper 2: Comparative essay

Internal

Language and culture autoethnographic study/ reflection

Guided analysis of unseen non-literary passage/passages from different text types.

Focuses on ethnographies as a text-type and requires students to draw on their experience of ethnographic texts throughout the course. The paper consists of an extract (700–900 words) from an unseen ethnographic text which focuses on issues related to language and culture

A 1500-word autoethnographic text which uses evidence from the language and culture diary to engage in an exploration of the chosen inquiry question and evidence understanding of it.

RECOMMENDATIONS

As a course, Language and Culture will appeal to students who want to think critically about, and reflect on, the complex relationship between language, culture, society and identity.

Linguistic profile of the students Language-related interests and motivation

• who are interested in a deeper study of language

• who are interested in the study of a particular language they are not proficient in, and which is not offered as a language acquisition course.

Students competent mainly in the response language

Students competent in the response language and in one other language (or more

• who would like to focus on the study of non-literary texts.

• who are interested in a deeper study of language

• who are interested in a comparative study of the languages that make up their linguistic repertoires.

• who would like to focus on the study of non-literary texts.

• who are interested in a deeper study of language

• who are interested in a comparative study of the languages that make up their linguistic repertoires.

• who would like to focus on the study of non-literary texts

Language B (Chinese, English, French, Spanish) Group 2 – Language Acquisition

Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills. At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).

Receptive skills: Students understand a range of written and spoken authentic personal, professional and mass media texts on topics of interest. They understand descriptions of events, feelings and wishes; they understand comparisons and recognize a straightforward, linear argument. They use context to deduce the meaning of sentences and unknown words and phrases.

Productive skills: Students write texts for a variety of purposes and make oral presentations on topics of interest. They write descriptive texts and personal correspondence; they make comparisons, narrate stories, provide detailed accounts, and express their thoughts and opinions on abstract or cultural topics.

Interactive skills: Students initiate and maintain the flow of conversations and discussions. They express and respond to opinions and feelings on a variety of topics. They use and understand clear speech on a variety of topics relating to course content and the culture(s) of the target language. Students use a variety of strategies to negotiate meaning and foster communication.

COURSE CONTENT

Over the two years of IB DP Language B programme, there are five prescribed themes: Syllabus Component

Identities

Experiences

Human ingenuity

Social organization

Sharing the planet.

Distinction between HL & SL

Explore the nature of the self and what it is to be human

Explore and tell the stories of the events, experiences and journeys that shape our lives.

Explore the ways in which human creativity and innovation affect our world.

Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests.

Explore the challenges and opportunities faced by individuals and communities in the modern world.

At both levels of Language B (SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at French B HL. These two texts are the basis of the Internal Oral. The distinction between French B SL and HL can also be seen in the level of competency the student is expected to develop in the receptive, productive and interactive skills described below.

At HL, students are expected to extend the range and complexity of the language they use and understand in order to communicate. They continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).

ASSESSMENT MODEL

Paper 1 (productive skills) Written expression in a text type to a designated audience - 90 minutes; 450-600 words (30 marks)

Paper 2 (receptive skills) Separate sections for listening and reading

Individual Oral (12-15 minutes) A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus. (30 marks)

Indonesian ab initio Group 2 – Language Acquisition

International mindedness is central to the IB philosophy and instrumental in aspiring to a more peaceful world. Language acquisition courses do not have as their only goal the development of language skills, but also fostering intercultural understanding and global engagement. The nature of the language acquisition process supports international-mindedness and is, in turn, supported by it.

The flexibility of IB course design allows language acquisition teachers to incorporate ideas and resources that encourage students to view aspects of the language and culture from different (and sometimes differing) perspectives, to make non-judgmental comparisons of language and culture, and to view language and culture in a global context.

Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language. Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.

COURSE CONTENT

Over the two years of IB DP Language B programme, there are five prescribed themes:

Syllabus Component

Identities

Experiences

Human ingenuity

Social organization

Sharing the planet.

Explore the nature of the self and what it is to be human

Explore and tell the stories of the events, experiences and journeys that shape our lives.

Explore the ways in which human creativity and innovation affect our world.

Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests.

Explore the challenges and opportunities faced by individuals and communities in the modern world.

ASSESSMENT MODEL

Paper 1 (productive skills) Written expression in a text type to a designated audience - 90 minutes; 450-600 words (30 marks)

External

Internal 25%

Paper 2 (receptive skills) Separate sections for listening and reading

Listening— 1 hour (25 marks)

Reading— 1 hour (40 marks)

Individual Oral (12-15 minutes)

A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus. (30 marks)

Business Management Group 3 – Individuals and Societies

The business management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts and tools to assist with business decision-making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative and compassionate as change agents for business in an increasingly interconnected global marketplace. The business management course is designed to encourage the development of these attributes.

Through the exploration of four interdisciplinary concepts: creativity, change, ethics and sustainability, this course empowers students to explore these concepts from a business perspective. Business management focuses on business functions, management processes and decision-making in contemporary contexts of strategic uncertainty.

Students examine how business decisions are influenced by factors that are internal and external to an organization and how these decisions impact upon a range of internal and external stakeholders. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing, and operations management.

Business management is a challenging and dynamic discipline that more than meets the needs of our students growing and developing in a complex business environment. This course prepares students to be global citizens ready to face up to the challenges and opportunities awaiting them in our ever-changing world.

COURSE CONTENT

Syllabus Component Business organisation and environ-ment

Human resource management

Finance and accounts

2.1 Introduction to human resource management 2.2 Organiza-tional structure 2.3 Leadership and management

2.4 Motivation and demotivation 2.5 Organizational (corporate) culture (HL only) 2.6 Communication

2.7 Industrial/employee relations (HL only)

3.1 Introduction to finance 3.2 Sources of finance 3.3 Costs and revenues 3.4 Final accounts

3.5 Profitability and liquidity ratio analysis

3.6 Debt/equity ratio analysis (HL only) 3.7 Cash flow

3.8. Investment appraisal 3.9 Budgets (HL only) Marketing

4.1 Introduction to marketing 4.2 Marketing planning 4.3 Sales forecasting (HL only)

4.4 Market research

4.5 The seven Ps of the marketing mix 4.6 International marketing (HL only)

Operations management

5.1 Introduction to operations management

5.2 Operations methods

5.3 Lean production and quality management (HL only)

5.4 Location

5.5 Break-even analysis

5.6 Production planning (HL only)

5.7 Crisis management and contingency planning (HL only)

5.8 Research and development (HL only)

5.9 Management information systems (HL only)

The distinction between HL and SL:

The HL course in Business Management differs from the SL course in Business Management in terms of the:

• extra depth and breadth required (extension units for HL)

• weighting of the internal assessment

• nature of the examination questions (the SL course does not include extension unit topics)

• the HL course completes three external exams, while the SL course completes two external exams

ASSESSMENT MODEL

Economics Group 3 – Individuals and Societies

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. Owing to scarcity, choices have to be made. The economics course, at both SL and HL, uses economic theories, models and key concepts to examine the ways in which these choices are made: at the level of producers and consumers in individual markets (microeconomics); at the level of the government and the national economy (macroeconomics); and at an international level, where countries are becoming increasingly interdependent (the global economy). The DP economics course allows students to explore these models, theories and key concepts, and apply them, using empirical data, through the examination of six real-world issues. Through their own inquiry, students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes. By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention), students of the economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

COURSE CONTENT

Syllabus Component

Introduction to eco-nomics

Microeconomics

Macroeconomics

The global economy

• What is economics?

• How do economists approach the world?

• Demand

• Supply

• Competitive market equilibrium

• Critique of the maximizing behaviour of consumers and producers

• Elasticity of demand

• Elasticity of supply

• Role of government in microeconomics

• Market failure—externalities and common pool or common access resources

• Market failure—public goods

• Market failure—asymmetric information

• Market failure—market power

• The market’s inability to achieve equity

• Measuring economic activity and illustrating its variations

• Variations in economic activity— aggregate demand and aggregate supply

• Macroeconomic objectives

• Economics of inequality and poverty

• Demand management (demand-side policies)—monetary policy

• Demand management—fiscal policy

• Supply-side policies

• Benefits of international trade

• Types of trade protection

• Arguments for and against trade control/ protection 4.4 Economic integration

• Exchange rates

• Balance of payments

• Sustainable development

• Measuring development

• Barriers to economic growth and/or economic development

• Economic growth and/or economic development strategies

The distinction between HL and SL:

The HL course in economics differs from the SL course in economics in terms of the:

• recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL)

• extra depth and breadth required (extension material for HL only)

• nature of the examination questions. Both SL and HL students develop quantitative skills, but HL students will need to further develop these as appropriate, in analysing and evaluating economic relationships in order to provide

ASSESSMENT MODEL

Three commentaries based on different units of the syllabus (except the introductory unit) and from published extracts from the news media, analysed using different key concepts

History Group 3 – Individuals and Societies

The DP history course is designed in such a way as to explicitly reinforce the emphasis on the development of international-mindedness. For example, one of the key concepts that weaves throughout the course is perspectives, and, more specifically, an emphasis on encouraging students to appreciate multiple perspectives. In addition, all students are required to study case studies and examples from different regions of the world, with comparison of such examples helping to ensure that the course adopts a transnational perspective. Teachers also have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course appropriately meets their students’ needs and interests regardless of their location or context. Throughout the DP history course, students have the opportunity to explore historical events that have played a key role in shaping the world today, deepening their understanding of the complex and interconnected nature of past and present events. For example, students explore historical examples of many of the global challenges facing the world today, such as conflict, rights and governance. This helps to meet one of the central aims of the course—to increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.

COURSE CONTENT

Syllabus Component

Prescribed subjects – Using two case studies, each taken from a different region of the world:

World history topics Two of the following, using topic examples from more than one region of the world:

The move to global war

Authoritarian states (20th century)

The Cold War: Superpower tensions and rivalries (20th century)

HL Depth Study – Regional options History of Europe

The distinction between HL and SL:

Students at standard level (SL) and higher level (HL) are presented with a syllabus that has a common core consisting of prescribed subjects and topics in world history. In addition, students at HL are also required to undertake an in-depth study of three sections from one of the HL regional options. While many of the skills of studying history are common to both SL and HL, the difference in recommended teaching hours at SL and HL signals a clear distinction between the demands made on students, with the greater depth of study required for HL.

commentaries based on different units of the syllabus (except the introductory unit) and from published extracts from the news media, analysed using different key concepts

Psychology Group 3 – Individuals and Societies

At the core of the DP psychology course is an introduction to three different approaches to understanding behaviour: the biological, cognitive and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories and research that have developed the understanding in these fields. The interaction of these approaches to studying psychology forms the basis of a holistic and integrated approach to understanding mental processes and behaviour as a complex, dynamic phenomenon, allowing students to appreciate the diversity as well as the commonality between their own behaviour and that of others.

The contribution and the interaction of the three approaches is understood through the four options in the course, focusing on areas of applied psychology: abnormal psychology, developmental psychology, health psychology, and the psychology of relationships. The options provide an opportunity to take what is learned from the study of the approaches to psychology and apply it to specific lines of inquiry.

Psychologists employ a range of research methods, both qualitative and quantitative, to test their observations and hypotheses. DP psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject.

COURSE CONTENT

Syllabus Component

Core

Options

• Biological approach to understanding behaviour

• Cognitive approach to understanding behaviour

• Sociocultural approach to understanding behaviour

• Approaches to researching behaviour

• Abnormal psychology

• Psychology of human relationships

The distinction between HL and SL:

There are three main distinctions between this course at SL and at HL.

The following extensions to the core approaches are studied at HL only:

• the role of animal research in understanding human behaviour

• cognitive processing in the digital world

• the influence of globalization on individual attitudes, identities and behaviour.

SL students are required to study one option while HL students study two options. This differentiation is reflected in paper 2 of the external assessment.

Both SL and HL students will be expected to show their understanding of approaches to research. Additionally, HL students will be directly assessed on their understanding of approaches to research in paper 3 of the external assessment.

ASSESSMENT MODEL

Examination Paper 1 Three short answer questions on the core. One essay from a choice of three on the biological, cognitive and sociocultural approaches. HL only: essays will reference additional HL topic.

Examination Paper 2 SL: one question from a choice of three on one option. HL: two questions; one each from a choice of three on two options.

Biology Group 4 – Sciences

As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today. Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings. DP biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.

COURSE CONTENT

Syllabus Component

Unity and diversity

Form and function

Interaction and interdependence

• Water

• Nucleic acids

• Origins of cells *

• Cell structure

• Viruses *

• Diversity of organisms

• Classification and cladistics*

• Evolution and speciation

• Conservation of biodiversity

• Carbohydrates and lipids

• Proteins

• Membranes and membrane transport

• Organelles and compartmentalization

• Cell specialization

• Gas exchange

• Transport

• Muscle and motility *

• Adaptation to environment

• Ecological niches

• Enzymes and metabolism

• Cell respiration

• Photosynthesis

• Chemical signalling*

• Neural signalling

• Integration of body systems

• Defence against disease

• Populations and communities

• Transfer of energy and matter

Continuity and change

• DNA replication

• Protein synthesis

• Mutations and gene editing

• Cell and nuclear division

• Gene expression *

• Water potential

• Reproduction

• Inheritance

• Homeostasis

• Natural selection

• Sustainability and change

• Climate change

Experimental programme

• Practical work Collaborative sciences project Scientific investigation

*Topics with content that are only taught to HL students

The distinction between HL and SL:

Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied.

Students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

ASSESSMENT MODEL

Examination Paper 1

Scientific investigation

Paper 1A: Multiple-choice questions Pa-per 1B: Data-based questions (four questions that are syllabus related, ad-dressing all themes)

The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

Chemistry Group 4 – Sciences

As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking. DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.

COURSE CONTENT

Syllabus Component

Structure 1. Models of the par-ticulate nature of matter

Structure 2. Models of bonding and structure

Structure 3. Classification of matter

Reactivity 1. What drives chemi-cal reactions?

Reactivity 2. How much, how fast and how far?

Reactivity 3. What are the mechanisms of chemical change?

Experimental programme

• Structure 1.1—Introduction to the particulate nature of matter

• Structure 1.2—The nuclear atom

• Structure 1.3—Electron configurations

• Structure 1.4—Counting particles by mass: The mole

• Structure 1.5—Ideal gases

• Structure 2.1—The ionic model

• Structure 2.2—The covalent model

• Structure 2.3—The metallic model

• Structure 2.4—From models to materials

• Structure 3.1—The periodic table: Classification of elements

• Structure 3.2—Functional groups: Classification of organic compounds

• Reactivity 1.1—Measuring enthalpy change Reactivity 1.2—Energy cycles in reactions Reactivity 1.3—Energy from fuels

• Reactivity 1.4—Entropy and spontaneity (Additional higher level)

• Reactivity 2.1—How much? The amount of chemical change

• Reactivity 2.2—How fast? The rate of chemical change

• Reactivity 2.3—How far? The extent of chemical change

• Reactivity 3.1—Proton transfer reactions

• Reactivity 3.2—Electron transfer reactions

• Reactivity 3.3—Electron sharing reactions

• Reactivity 3.4—Electron-pair sharing reactions

• Practical work Collaborative sciences project Scientific investigation

The distinction between HL and SL:

Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. Students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

ASSESSMENT MODEL

Examination Paper 1 Paper 1A: Multiple-choice questions Paper 1B: Data-based questions and questions on experimental work

Examination Paper 2

Internal

Scientific investigation

Environmental Systems and Societies Group 4 – Sciences or Group 3 –

Individuals and Societies

Environmental systems and societies (ESS) is an interdisciplinary course, encompassing both the sciences and individuals and societies and is offered at both standard level (SL) and higher level (HL). As such, ESS combines a mixture of methodologies, techniques and knowledge associated with both the sciences and individuals and societies. ESS is both a complex and contemporary course that engages students in the challenges of 21st century environmental issues. Consequently, it requires its students to develop a diverse set of skills, knowledge and understanding from different disciplines. Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from individuals and societies subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical contexts. The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the local through to the global level.

ESS aims to empower and equip students to:

1. develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere

2. develop knowledge of diverse perspectives to address issues of sustainability

3. engage and evaluate the tensions around environmental issues using critical thinking

4. develop a systems approach that provides a holistic lens for the exploration of environmental issues

5. be inspired to engage in environmental issues across local and global contexts.

Because of the interdisciplinary nature of the subject, students can choose to study ESS to count as either a sciences or individuals and societies course, or as both. In this latter option, students have the opportunity to study an additional subject from any other subject group, including the sciences and individuals and societies subjects.

COURSE CONTENT

Syllabus Component

Topic 1 Foundation

Core Course SL & HL

Higher level (HL) lens

Experimental pro-gramme

• 1.1 Perspectives

• 1.2 Systems

• 1.3 Sustainability

• Topic 2 Ecology

• Topic 3 Biodiversity and conservation

• Topic 4 Water

• Topic 5 Land Topic 6 Atmosphere and climate change

• Topic 7 Natural resources

• Topic 8 Human populations and urban systems

• Environmental law

• Environmental and ecological economics

• Environmental ethics

• Practical work Collaborative sciences project Scientific investigation

The distinction between HL and SL:

Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied.

ASSESSMENT MODEL

Examination Paper 1

Examination Paper 2

Internal

Scientific investigation

Students will be provided with data in a variety of forms relating to a specific, previously unseen case study. Time (hours) SL 3.0 HL 4.5 1.0 Questions will be based on the analysis and evaluation of the data in the case study. All questions are compulsory.

Section A is made up of short-answer and databased questions. Section B requires students to answer structured essay questions. There is a limited amount of choice.

The individual investigation is an open-ended task in which the student gathers and analyses data to answer their own formulated research question. The outcome of the Individual investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

Physics Group 4 – Sciences

As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt to understand the natural world; from determining the nature of the atom to finding patterns in the structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself. Observations are essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides leading to a better understanding of the natural world, physics gives us the ability to alter our environments. DP physics enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP physics course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.

COURSE CONTENT

Syllabus Component

A. Space, time and motion

• A.1 Kinematics •

• A.2 Forces and momentum •

• A.3 Work, energy and power •

• A.4 Rigid body mechanics •••

• A.5 Galilean and special relativity •••

• B.1 Thermal energy transfers •

• B.2 Greenhouse effect •

B. The particulate nature of matter

C. Wave behaviour

D. Fields

E. Nuclear and quantum physics

Experimental programme

• B.3 Gas laws •

• B.4 Thermodynamics •••

• B.5 Current and circuits •

• C.1 Simple harmonic motion ••

• C.2 Wave model •

• C.3 Wave phenomena ••

• C.4 Standing waves and resonance •

• C.5 Doppler effect ••

• D.1 Gravitational fields ••

• D.2 Electric and magnetic fields ••

• D.3 Motion in electromagnetic fields •

• D.4 Induction •••

• E.1 Structure of the atom ••

• E.2 Quantum physics •••

• E.3 Radioactive decay ••

• E.4 Fission •

• E.5 Fusion and stars •

• Practical work Collaborative sciences project Scientific investigation

Key to table: • Topics with content that should be taught to all students 23 40 20 10 10 •• Topics with content that should be taught to all students plus additional HL content ••• Topics with content that should only be taught to HL students

The distinction between HL and SL:

Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied.

Students at HL are required to study some topics in greater depth, in the additional higher level (HL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

ASSESSMENT MODEL

Examination Paper 1 Paper 1A: Multiple-choice questions Pa-per 1B: Data-based questions

Paper 2 Short-answer and extended-response questions

Scientific investigation

Sports Exercise and Health Science Group 4 – Sciences

As one of the sciences subjects in the IB Diploma Programme, sports, exercise and health science (SEHS) is primarily concerned with the scientific study of human physiology, biomechanics and psychology. Scientists working in these fields attempt to make sense of human physical and mental health and performance through a variety of approaches and techniques, controlled experimentation, and collaboration with other researchers. DP SEHS enables students to engage constructively with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.

The course is organized under three main themes: exercise physiology and nutrition of the human body; biomechanics; sports psychology and motor learning. These themes are distinct, but also share many overlapping features; studying the similarities and connections between them is a central component of the course.

Integral to the student experience of the DP SEHS course is the lear ning that takes place through scientific inquiry, both in the classroom and in field work or the laboratory. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings.

COURSE CONTENT

Syllabus Component

A. Exercise physiology and nutri-tion of the human body

B. Biomechanics

C. Sports psychology and motor learning

Experimental programme

• A.1—Communication

• A.2—Hydration and nutrition A.3—Response

• B.1—Generating movement in the body

• B.2—Forces, motion and movement B.3—Injury

• C.1—Individual differences

• C.2—Motor learning

• C.3—Motivation

• C.4—Stress and coping

• C.5—Psychological skills

• Practical work Collaborative sciences project Scientific investigation

ASSESSMENT MODEL

Examination Paper 1

Paper 1A: Multiple-choice questions Pa-per 1B: Data-based questions

Paper 2 Short-answer and extended-response questions

Scientific investigation

Mathematics: Analysis and Approaches Group 5 – Mathematics

Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics, Mathematics: analysis and approaches and Mathematics: applications and interpretation. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL. The IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

COURSE CONTENT

Syllabus Component

Number and algebra

Functions

Geometry and trigonometry

CL & HL Topics

• Sequences and Series

• Exponents and Logarithms

• Binomial Theorem

• Linear Algebra

• Quadratic Functions

• Exponential and Logarithmic Functions

• Reciprocal Functions

• Cartesian Plane

• Area and Volume

• Trigonometry of Right-Angled Triangles

• Trigonometry of Non Right-Angled Triangles

• Trigonometric Identities

• Circular Functions

• Univariate Statistics

• Bivariate Statistics

Statistics and probability

• Probability Theory

• Binomial Distribution

• Normal Distribution

• The Derivative

• Integration

• Applications of the Derivative

HL Additional Topics

• Combinations

• Permutations Complex Numbers

• Sum and Product of Roots of Polynomial Equations

• Reciprocal Trigonometric Identities

• Pythagorean Identities

• Compound Angle Identities

• Vectors

• Bayes Theorem

• Variance

Calculus

• Applications of Integration

• The Derivative From First Principles

• Derivatives of Inverse Trigonometric Functions

• Integrals of Inverse Trigonometric Functions

• Volume of Revolution of Solids

• Euler's Method

Development of investigational, problem-solving and modelling skills and the exploration of an area of mathematics

The distinction between HL and SL:

Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied.

ASSESSMENT MODEL

Type

Examination Paper 1

Examination Paper 2

Examination Paper 3 (HL)

Internal Scientific investigation

TECHNOLOGY

No technology allowed. Section A: compulsory short-response ques-tions based on the syllabus.

Section B: compulsory extended-response questions based on the syllabus.

Technology allowed. Section A: com-pulsory short-response questions based on the syllabus.

Section B: compulsory extended-response questions based on the syllabus.

Technology allowed. Two compulsory extendedresponse problem-solving questions

A TI-nspire (non-CAS) graphics display calculator is required.

PREREQUISITES

For Analysis and Approaches Higher Level, students should have strong results in Year 10 Advanced Mathematics.

Mathematics: Applications and Interpretations Group 5 – Mathematics

The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

The IB DP Mathematics: applications and interpretation is offered at Standard Level only.

COURSE CONTENT

Syllabus Component

Number and algebra

Functions

Geometry and trigonometry

• Sequences and Series

• Exponents and Logarithms

• Percentage Error

• Linear Algebra

• Quadratic Functions

• Cubic Functions

• Sinusoidal Functions

• Cartesian Plane

• Area and Volume

• Trigonometry of Right-Angled Triangles

• Trigonometry of Non Right-Angled Triangles

• Voronoi Diagrams

• Univariate Statistics

• Bivariate Statistics

Statistics and probability

• Probability Theory

• Binomial Distribution

• Normal Distribution

• The Derivative

• Integration

Calculus

• Applications of the Derivative

• Area Enclosed by a curve and the x -axis

• Trapezoidal Rule

Development of investigational, problem-solving and modelling skills and the exploration of an area of mathematics

The distinction between HL and SL:

Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied.

ASSESSMENT MODEL

Examination Paper 1

Examination Paper 2

Examination Paper 3 (HL)

TECHNOLOGY

No technology allowed. Section A: com-pulsory short-response questions based on the syllabus. Section B: compulsory extended-response questions based on the syllabus.

Technology allowed. Section A: compul-sory short-response questions based on the syllabus. Section B: compulsory ex-tended-response questions based on the syllabus.

Technology allowed. Two compulsory extendedresponse problem-solving questions

Development of investigational, problem-solving and modelling skills and the exploration of an area of mathematics

A TI-nspire (non-CAS) graphics display calculator is required.

PREREQUISITES

For Applications and Interpretations Standard Level, students should have strong results in Year 10 General Mathematics or satisfactory results in Year 10 Core Mathematics

Visual Arts Group 6 – The Arts

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problemsolving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists.

COURSE CONTENT

Over the two years of IB DP Language B programme, there are five prescribed themes:

Syllabus Component

Visual arts in context

• Examine and compare the work of artists from different cultural contexts.

• Consider the contexts influencing their own work and the work of others.

• Make art through a process of investigation, thinking critically and experimenting with techniques.

• Apply identified techniques to their own developing work. Recommended teaching hours 50

• Develop an informed response to work and exhibitions they have seen and experienced.

• Begin to formulate personal intentions for creating and displaying their own artworks.

• Look at different techniques for making art.

• Investigate and compare how and why different techniques have evolved, and the processes involved.

• Experiment with diverse media and explore techniques for making art.

Visual arts methods

Communicating visual arts

• Develop concepts through processes informed by skills, techniques and media.

• Evaluate how their ongoing work communicates meaning and purpose.

• Consider the nature of “exhibition” and think about the process of selection and the potential impact of their work on different audiences.

• Explore ways of communicating through visual and written means.

• Make artistic choices about how to most effectively communicate knowledge and understanding.

• Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept.

• Select and present resolved works for exhibition.

• Explain the ways in which the works are connected.

• Discuss how artistic judgments impact the overall presentation.

ASSESSMENT MODEL

Type of assessment

External

Comparative study

Process portfolio

Internal

Exhibition

Format of assessment

10–15 screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists

A list of sources used

9–18 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities

A curatorial rationale that does not exceed 400 words 4–7 artworks

Exhibition text (stating the title, medium, size and intention) for each artwork

THE VISUAL ARTS JOURNAL

Weighting %

Throughout the course students at both SL and HL are required to maintain a visual arts journal. This is their own record of the two years of study and should be used to document:

• the development of art-making skills and techniques

• experiments with materials and processes

• personal reflections

• responses to first-hand observations

• creative ideas for exploration and development

• evaluations of art practices and art-making experiences

• their responses to diverse stimuli artists and their works

• detailed evaluations and critical analysis

• records of feedback received

• challenges they have faced, problems solved, and their achievements.

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