MCS - VCE Subject Handbook

VCE Pathways

The VCE is designed to be completed over a minimum of two years and includes VCE curriculum components and programs from VET qualifications.

Students have two enrolment options:

The VCE – which includes studies with school-based and external assessments that can provide a study score towards an Australian Tertiary Admissions Rank (ATAR).

The VCE VM – which includes studies with school-based assessments that do not provide a study score towards an ATAR.

MCS

Senior School Pathways

Victorian Certificate of Education (VCE) Certificate

VCE VM (Vocational Major)

VCE (Classic Approach)

Does not provide an ATAR Mix of classroom based and more practical learning

Provides an ATAR Classroom-based Learning

TAFE, Diplomas & Certificates

Apprenticeship, Employment or Workplace Learning

University, Undergraduate Degree, TAFE, Diplomas & Certificates Apprenticeship, Employment or Workplace Learning

Classic Pathway

The classic or traditional VCE pathway is the popular program for Victorian School leavers gaining entry into a University or Higher Education Course. By undertaking VCE examinations, students can obtain an Australian Tertiary Admissions Ranking (ATAR), which is often an entry requirement for application to many university courses.

Students study six subjects in Year 11 and 5 subjects in Year 12. Each subject is usually divided into 4 semester long units; typically Units 1&2 are taken at a Year 11 level and Units 3&4 are taken at Year 12. This usually equates to 22 units as part of a two-year VCE program.

Students are able to undertake a VCE subject in Year 10, subject to Maranatha Christian School’s progression policy.

To successfully complete the minimum requirement for the VCE, students must achieve satisfactory completion of a total of not less than 16 units, which must include:

• three units from the English group with at least one at the Unit 3 or 4 level

• three sequences of Units 3 and 4 studies other than English, which can include VCE VET sequences

It is under exceptional circumstances that students would be permitted to undertake less than the standard pathway as set by the school, of 6 subjects in Year 11 and 5 subjects in Year 12.

Students that decide to complete a subject or VET course from an external provider are liable for the costs of that enrolment.

Vocational Major (VM) Pathway

The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE designed to be completed over a minimum of two years. The VCE VM gives students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.

It prepares students to move into apprenticeships, traineeships, further education and training, university (via non-ATAR pathways) or directly into the workforce.

To successfully complete the minimum requirement for the VCE, students must achieve satisfactory completion of a total of not less than 16 units, which must include:

• three units from VCE VM Literacy or VCE English (including a Unit 3–4 sequence)

• two VCE VM Numeracy or VCE Mathematics units

• two VCE VM Work Related Skills units

• two VCE VM Personal Development Skills units, and

• two VET credits at Certificate II level or above (180 nominal hours)

Students must complete a minimum of three other Unit 3–4 sequences as part of their program. Units 3 and 4 of VM studies may be undertaken together over the duration of the academic year to enable these to be integrated.

The VCE VM can be tailored to the needs and interests of the student to keep them engaged while developing their skills and knowledge. Students can also include other VCE studies and VET and can receive structured workplace learning recognition.

Most students will undertake between 16-20 units over the two years.

The School will cover the costs of VET to the value of $3000.

Each unit in VCE is conducted according to the Victorian Curriculum and Assessment Authority’s (VCAA) accredited ‘Study Design’, relevant details of which are passed on to students by their teachers. More information can also be found via the Victorian Curriculum and Assessment Authority website.

The VCE is an accredited secondary certificate.

Year 11 Subjects

Languages

English

The aim of Year 11 English is to develop knowledge and skills to understand the approaches and purposes of writers in their construction of texts; to develop the student's own 'voice' in writing and public speaking, and to facilitate in students' critical argument and persuasion analysis in their 'reading' of society's media and socio-political commentary, whether in written, verbal, or visual texts.

The VCE English Study Design includes a personal response to text. This inclusion is an invitation for teachers and students to connect with their reading and viewing in human and empathetic ways. Students are encouraged to work in greater depth in their inferential reading and viewing by considering personal connotations and meanings they encounter in texts. Students can then link their own experiences with those they encounter in text, enriching both their links with the text and providing greater opportunities for discussion and analysis of texts.

This personal response when encountering a text is God's intention as we read the Scriptures - His Living Word. John 1:1 says, "In the beginning was the Word, and the Word was with God and the Word was God." God reveals Himself to us through His written word, creation, and most completely His son, Jesus Christ.

The human condition has resulted in language often being used to critique and extinguish some voices, instead of building up and promoting justice, mercy, and compassion.

Throughout their studies, students should instead be building their capacity to communicate and use language that reflects the image of God in the human being and applying this gift in service to God, others and the development of a God-honouring self. It should also facilitate the exploration and critique of our culture. Through this, it is our hope that students build their capacity to read the Bible with an eager and open heart to know God and to find biblical connections with their own lives, to display empathy and understanding towards others, as well as promoting Godly discernment in their thinking and communication in order to give the reason for the hope they have (1 Peter 3:15).

Unit 1

In Area of Study 1, students develop their reading and viewing skills with a focus on personal connection with the story. Students will discuss and clarify the ideas and values presented by authors through their evocation of character, setting and plot, and through investigations of the point of view and/or the voice of the text. They develop and strengthen inferential reading and viewing skills, and consider the ways a text’s vocabulary, text structures and language features can create meaning on several levels and in different ways.

Students’ exploration of texts involves understanding and appreciating the role of vocabulary, text structures and language features in creating story and meaning. They actively engage with the ideas, concerns and tensions, and recognise ways vocabulary, text structures, language features and conventions of a text work together to create meaning. Through discussions about representations in a text, they examine the ways readers understand text considering its historical context, and social and cultural values. They also explore the text through the prism of their own cultural knowledge, experiences and understanding of the world, and extend their observations into analytical and abstracted explorations.

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

Areas of Study:

Area of Study 1: Reading and Exploring Texts

Area of Study 2: Crafting Texts

Assessment:

1. Reading and Exploring Texts (30%)

2. Crafting Texts (40%)

3. Mid-Year Examination (30%)

Unit 2

Students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing, to further open possible meanings in a text, and to extend their writing in response to text. Students will develop their skills from Unit 1 through an exploration of a different text type from that studied in Unit 1. Students read or view a text, engaging with the ideas, concerns and tensions, and recognise ways vocabulary, text structures, language features and conventions of a text work together to create meaning.

In Area of Study 2, students consider the way arguments are developed and delivered in many forms of media. Through the prism of a contemporary and substantial local and/or national issue, students read, view and listen to a range of texts that attempt to position an intended audience in a particular context. They explore the structure of these texts, including contention, sequence of arguments, use of supporting evidence and persuasive strategies. They closely examine the language and the visuals employed by the author and offer analysis of the intended effect on the audience. Students apply their knowledge of argument to create a point of view text for oral presentation. When working with audio or audio visual texts, they explore elements of spoken language including intonation, volume, pace, pausing and stress, and develop analysis of the ways these elements contribute to argument and the effect on the audience.

Areas of Study:

Area of Study 1: Reading and Exploring Texts

Area of Study 2: Exploring Argument

Assessment:

1. Persuasive Oral Presentation (20%)

2. Analytical Text Response (20%)

3. Analysis of Argument and Language (20%)

4. Examination (40%)

Chinese Language, Culture and Society

The Bible teaches us to love our neighbours, care for creation, and praise God. Australia's close proximity to Asia makes learning another language crucial. It fosters open-mindedness, inclusivity, and neighbourliness, essential qualities for representing the Lord in contemporary society. Studying other languages demonstrates love for others, as language reflects how people see and experience the world. Speaking someone else's language reaches into their heart and connects with their perspective. Additionally, languages being part of creation, we must care for them an8 use them to express beauty and accuracy in accordance with God's will. Studying another language is essential for cross-cultural communications and missions, fostering community development. Senior School students, who have completed Year 9 and 10 Chinese, can continue their language study to VCE level for greater proficiency.

Unit 1: Confucianism

In this unit students focus on Confucianism, China’s most important school of thought. They explore the foundations of Chinese moral judgments and examine the significance and impact of Confucianism on life in Chinese society. Students examine the core values of this significant philosophical tradition in China, how it has influenced the structure of Chinese society and its contribution to social harmony. They also respond to written texts by producing original texts in Chinese to express their personal ideas, opinions and views.

Areas of Study:

Area of Study 1: Confucianism & Social Harmony

Area of Study 2: Listening & Responding

Area of Study 3: Reading & Writing in Chinese

Assessment:

1. Discuss and analyse, in English, key features of Confucian ideas and their impacts on relationships in Chinese-speaking communities (30%)

2. Listen to spoken texts and respond to question in both English and Chinese (30%)

3. Read and comprehend simple texts in Chinese and create a simple piece of writing in Chinese (30%)

4. Examination (10%)

Unit 2: Chinese Philosophies

In this unit students extend their understanding of Chinese philosophies through the study of Daoism and Buddhism, and consider their significance in the myths and legends of China. Students undertake research about Chinese cultural practices related to legend worshipping to gain insights into how the three major philosophies of Confucianism, Daoism and Buddhism are kept alive in daily life in Chinese-speaking communities. This unit also focuses on developing students’ capacity to interact and comment in spoken Chinese. They consolidate their comprehension skills and writing skills to produce texts that are appropriate for context and situation.

Areas of Study:

Area of Study 1: Major Chinese Philosophies, Myths & Legends

Area of Study 2: Speaking in Chinese

Area of Study 3: Reading, Viewing & Writing in Chinese

Assessment:

1. Investigate the impact of social and economic development on contemporary Chinese values (30%)

2. Establish and maintain a spoken exchange in Chinese (30%)

3. Use a written and a visual text about a selected subtopic to produce an extended informative or imaginative response in written Chinese (30%)

4. Examination (10%)

Mathematics

Mathematics is a core part of the curriculum in any school, but at Maranatha the study of Mathematics is seen in a different light. At Maranatha, we see Mathematics as something more than just a leg up into a career pathway. We see it as more than just something to enable greater engineering marvels and more efficient ways of making profit. We see Mathematics as the language of God, the very coding that He used to make the universe, the very coding that sustains it and holds it all together. It is in many ways, a secondary source of His Word to us (with the Bible being the primary source of course!).

The study of Mathematics is a clear example of God’s common grace to all. At Maranatha, we want our students to recognise that God has revealed Himself through all of His creation, including Mathematics. Mathematics points us to Christ for as John 1 tells us, “Through Him, all things were made; without Him nothing that was made has been made…” and again in Colossians 1, “For in Him (the Son – the Word) all things were created… and in Him all things hold together.”

At Maranatha, we offer 3 levels of Mathematics in the VCE pathway, outlined as follows.

General Mathematics

General Mathematics Units 1 and 2 cater for a range of student interests, provide preparation for the study of VCE General Mathematics at the Units 3 and 4 level and contain assumed knowledge and skills for these units.

Unit 1

In this unit, students cover the following areas of study: ‘Data analysis, probability and statistics’, ‘Algebra, number and structure’, ‘Functions, relations and graphs’ and ‘Discrete mathematics’. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Investigating & comparing data distributions

• Arithmetic & geometric sequences and recurrence relations

• Financial mathematics

• Linear functions, graphs & models

• Matrices

Assessment:

In VCE mathematics, assessments are called SACs and can be in any of the following formats:

1. Tests

2. Assignments

3. Investigation tasks

4. End of semester examinations

Unit 2

In this unit, students cover the following areas of study: ‘Data analysis, probability and statistics’, ‘Functions, relations and graphs’ and ‘Discrete mathematics’. Students are expected to own a CAS calculator (preferable a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Investigating relationships between 2 variables

• Graphs & networks

• Variation

• Financial Mathematics, including recurrence relations, depreciation and loans

Assessment:

In VCE mathematics, assessments are called SACs and can be in any of the following formats:

1. Tests

2. Assignments

3. Investigation tasks

4. End of semester examinations

Mathematical Methods

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

Unit 1

The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are ‘Functions, relations and graphs’, ‘Algebra, number and structure’, ‘Calculus’ and ‘Data analysis, probability and statistics’. At the end of Unit 1, students are expected to have covered the content outlined in each area of study, with the exception of ‘Algebra, number and structure’ which extends across Units 1 and 2. In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs and differentiation, with and without the use of technology. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Linear & quadratic functions and graphs

• Polynomials & other graphs

• Probability & counting methods

• Functions, relations & inverses

• Transformations of graphs

• Pseudocode

Assessment:

In VCE mathematics, assessments are called SACs and can be in any of the following formats:

1. Tests

2. Assignments

3. Investigation tasks

4. End of semester examinations

Unit 2

The focus of Unit 2 is the study of simple transcendental functions, the calculus of polynomial functions and related modelling applications. The areas of study are ‘Functions, relations and graphs’, ‘Algebra, number and structure’, ‘Calculus’ and ‘Data analysis, probability and statistics’. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Circular functions

• Exponential & logarithmic functions

• Rates of change

• Differentiation and antidifferentiation

• Applications of calculus

• Pseudocode

Assessment:

In VCE mathematics, assessments are called SACs and can be in any of the following formats:

1. Tests

2. Assignments

3. Investigation tasks

4. End of semester examinations

Specialist Mathematics

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an indepth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem-solving, reasoning and proof. This study has a focus on interest in the discipline of mathematics and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields.

Please note that Mathematical Methods Units 1 and 2 are corequisite if you choose to study Units 1 and 2 Specialist Mathematics.

Unit 1

The areas of study for Specialist Mathematics Units 1 and 2 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, ‘Functions, relations and graphs’ and ‘Space and measurement’. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Proof and number

• Graph theory

• Logic and algorithms

• Sequences and series

• Combinatorics

• Matrices

Assessment:

In VCE mathematics, assessments are called SACs and can be in any of the following formats:

1. Tests

2. Assignments

3. Investigation tasks

4. End of semester examinations

Unit 2

At the end of Unit 2 students are expected to have covered the material in the areas of studies: ‘Data analysis, probability and statistics’, ‘Space and measurement’, ‘Algebra, number and structure’ and ‘Functions, relations and graphs’. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Simulation & sampling distributions

• Trigonometry

• Transformations

• Vectors in the plane

• Complex numbers

• Functions, relations & graphs

Assessment:

In VCE mathematics, assessments are called SACs and can be in any of the following formats:

1. Tests

2. Assignments

3. Investigation tasks

4. End of semester examinations

Sciences

Studying Science at Maranatha aligns with the biblical principle found in Psalm 19:1, which states: "The heavens declare the glory of God; the skies proclaim the work of his hands." This verse emphasises that God's creation itself serves as a testimony to His greatness and creativity. Through the study of science, students can marvel at the intricate design of the universe and gain a deeper appreciation for the Creator's handiwork, strengthening their faith and awe in God's magnificent creation. They will develop critical thinking skills and evaluate scientific theories and perspectives through the lens of their faith. The curriculum inspires wonder and awe, revealing the intricacies of God's creation and nurturing a passion for lifelong learning. By studying science at Maranatha, students are equipped to engage with scientific advancements while upholding their Christian beliefs.

Biology

Unit 1: How do organisms regulate their functions?

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

Areas of Study:

Area of Study 1: How do cells function?

Area of Study 2: How do plant and animal systems function?

Assessment:

1. Tests & Summary Reports

2. Examination

Unit 2: How does inheritance impact on diversity?

Through the study of Biology, students discover the irrefutable intelligent design evident in all levels of life from gene expressions within cellular reactions through to the complexities of maintaining sustainable ecosystems.

In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. Students look at types of inheritance patterns in relation to ABO blood groups and work with flies when studying inheritance patterns. Students also analyse advantages and disadvantages of reproductive strategies, and evaluate how adaptations and interdependencies enhance survival of species within an ecosystem. Stages of photosynthesis and a brief look at genetics is also explored in readiness for Unit 3.

A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and is related to the function and/or the regulation of cells or systems. The investigation draws on the key science skills and key knowledge from Area of Study 1 and/or Area of Study 2 of Unit 1

Areas of Study:

Area of Study 1: How is inheritance explained?

Area of Study 2: How do inherited adaptations impact on diversity?

Area of Study 3: How do scientific investigations develop understanding of how organisms regulate their functions?

Assessment:

1. Tests & Summary Reports

2. Examination

Chemistry

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

The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy.

Areas of Study:

Area of Study 1: How do the chemical structures of materials explain the properties and reactions?

Area of Study 2: How are materials quantified and classified?

Area of Study 3: How can chemical principles be applied to create a more sustainable future?

Assessment:

1. Topic Tests

2. Practical Reports

3. Research Report

4. Mid-year Examination

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

Society is dependent on the work of chemists to analyse the materials and products in everyday use. In this unit students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society.

Areas of Study:

Area of Study 1: How do chemicals interact with water?

Area of Study 2: How are chemicals measured and analysed?

Area of Study 3: How do quantitative scientific investigations develop our understanding of chemical reactions?

Assessment:

1. Test – Solubility and concentration, water sample analysis, spectroscopy and chromatography (15%)

2. Practical Report (5%)

3. Scientific Poster – Practical Investigation on analysis of water (20%)

4. End of Year Examination (60%)

Physics

Unit 1: How is energy useful to society?

In this unit students examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.

Areas of Study:

Area of Study 1: How are light and heat explained?

Area of Study 2: How is energy from the nucleus utilised?

Area of Study 3: How can electricity be used to transfer energy?

Assessment:

1. Modelling Activity - Heat Transfer (25%)

2. Practical Activities - Electrical Physics and Circuits (25%)

3. Test – Radioactivity (20%)

4. Mid Year Examination (30%)

Unit 2: How does Physics help us to understand the world?

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

In Area of Study 1, students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary and apply these concepts to a chosen case study of motion.

In Area of Study 2, students choose one of eighteen options related to climate science, nuclear energy, flight, structural engineering, biomechanics, medical physics, bioelectricity, optics, photography, music, sports science, electronics, astrophysics, astrobiology, Australian traditional artefacts and techniques, particle physics, cosmology and local physics research. The selection of an option enables students to pursue an area of interest through an investigation and using physics to justify a stance, response or solution to a contemporary societal issue or application related to the option.

Areas of Study:

Area of Study 1: How is motion understood?

Area of Study 2: Options: How does Physics inform contemporary issues and applications in society?

Area of Study 3: How do physicists investigate questions?

Assessment:

1. Kinematics (5%)

2. Forces and motion (10%)

3. Conservation of energy (5%)

4. Flight - Research Investigation (20%)

5. Practical Investigation (20%)

6. Examination (40%)

Psychology

Unit 1: How are behaviour and mental processes shaped?

In this unit students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

Areas of Study:

Area of Study 1: What influences psychological development?

Area of Study 2: How are mental processes and behaviour influenced by the brain?

Area of Study 3: How does contemporary psychology conduct and validate psychological research?

Assessment:

1. Media Analysis (20%)

2. Case Study (20%)

3. Student-directed Research Investigation (20%)

4. Examination (40%)

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

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

Areas of Study:

Area of Study 1: How are people influenced to behave in particular ways?

Area of Study 2: What influences a person’s perception of the world?

Area of Study 3: How do scientific investigations develop understanding of influences on perception and behaviour?

Assessment:

1. Response to an Ethical Dilemma (20%)

2. Logbook of Reflective Annotations (20%)

3. Student-directed Practical Investigation (20%)

4. Examination (40%)

Humanities & Social Sciences Accounting

According to the Parable of the Talents (Matthew 25:14-30) and the Parable of the Shrewd Manager (Luke 16:1-13), God requires us to be accountable for the gifts and talents He provides. These gifts include any financial or monetary provisions He gives. See also Romans 14:12 and Hebrews 4:13. To give account means to give proof of income and expenditure. This is possible only if there is an accurate recording of information. Such records also assist in financial planning and control, decision making and problem solving.

VCE Accounting explores the financial recording, reporting, analysis and decision-making processes of a sole proprietor small business. Accounting involves modelling, forecasting and providing advice to stakeholders through the process of collecting, recording, reporting, analysing and interpreting financial and non-financial data and accounting information. This data and information is communicated to internal and external stakeholders and is used to inform decision-making within the business with a view to improving business performance. Accounting plays an integral role in the successful operation and management of businesses.

VCE Accounting prepares students for a university or 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.

Unit 1: The Role of Accounting in Business

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors.

Where appropriate, the accounting procedures developed will incorporate the application of the Conceptual Framework and financial indicators to measure business performance, and take into account the range of ethical considerations faced by business owners when making decisions, including financial, social and environmental.

Areas of Study:

Area of Study 1: The role of accounting

Area of Study 2: Recording financial data and reporting accounting information for a trading business

Assessment:

1. Accounting Fundamentals (10%)

2. Recording for Cash & Credit Transactions (25%)

3. Preparing Accounting Reports - Manual & ICT (25%)

4. Semester Examination (40%)

Unit 2: Accounting & Decision Making for a Trading Business

This unit develops students’ knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Where appropriate, the accounting procedures developed in each are of study should incorporate application of the Conceptual Framework, financial indicators and ethical considerations for business owners when making business decisions, including financial, social and environmental.

Areas of Study:

Area of Study 1: Accounting for and managing inventory

Area of Study 2: Accounting for and managing accounts receivable and accounts payable

Area of Study 3: Accounting for and managing non-current assets

Assessment:

1. Running a Small Business/Small Business Week (10%)

2. Recording & Reporting for Inventory (10%)

3. Recording & Reporting for Accounts Payable/Receivable (10%)

4. Managing Non-Current Assets (10%)

5. Budgeted Accounting Reports (ICT) (20%)

6. Examination (40%)

Business Management

Studying Business Management through a biblical lens, allows students to gain an understanding of how Christian principles and values apply to the business world. This approach equips students with the ability to make ethical decisions and prioritise integrity, fairness, and accountability in their future careers. The emphasis on servant leadership encourages students to lead with humility and compassion, considering the needs of others. They also develop an entrepreneurial mindset that promotes creativity, innovation, and sustainable business practices. With a focus on using business to advance God's kingdom, students learn to make a positive impact on individuals, communities, and the environment. Collaboration and a sense of community are fostered, enabling students to work together towards the common good. Learning Business Management in a Christian school prepares students to become ethical and impactful business leaders who exemplify Christ in their actions and business decisions.

Unit 1: Planning a Business

In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.

Areas of Study:

Area of Study 1: The Business Idea

Area of Study 2: Internal Business Environment & Planning

Area of Study 3: External Business Environment & Planning

Assessment:

1. The Business Idea Structured Questions (10%)

2. Internal Business Environment & Planning Case Study Analysis (20%)

3. Internal Business Environment & Planning Case Study Analysis (20%)

4. Examination (50%)

Unit 2: Establishing a Business

In this unit students examine the legal requirements that must be met to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping.

Areas of Study:

Area of Study 1: Legal Requirements & Financial Considerations

Area of Study 2: Marketing a Business

Area of Study 3: Staffing a Business

Assessment:

1. Legal Requirements & Financial Considerations Structured Questions (10%)

2. Marketing a Small Business and Small Business Simulation (30%)

3. Staffing a Business Structured Questions (10%)

4. Examination (50%)

History

"History is a vision of God's creation on the move." Arnold J Toynbee

Studying history is essential as it provides students with a lens to understand the present, cultivates critical thinking skills, imparts valuable lessons from the past, promotes cultural awareness and empathy, fosters a sense of identity and heritage, enables analysis of change and continuity, and contributes to the preservation of collective memory. Through history education, students develop a deeper understanding of the world, enhance their analytical abilities, learn from past experiences, appreciate diverse cultures, connect with their own roots, anticipate future developments, and contribute to preserving important narratives for future generations. We seek to study history to understand that the actions of the past impact the future. Throughout God's Word, we learn that "Whatever is has already been before, and what will be has already been before, and God will call the past to account." (Ecclesiastes 3:15) Students will see that while names, personalities, ethnicities, locations, dates, languages, clothing, and weapons change, the core of the events is essentially the same. This course provides an excellent opportunity to explore the value God places on all humans, regardless of their personal characteristics, racial or ethnic background.

Unit 1: Change & Conflict

In this unit students investigate the nature of social, political, economic and cultural change in the later part of the 19th century and the first half of the 20th century. Modern History provides students with an opportunity to explore the significant events, ideas, individuals and movements that shaped the social, political, economic and technological conditions and developments that have defined the modern world. Students focus on the events, ideologies, individuals and movements of the period that led to the end of empires and the emergence of new nation states before and after World War One; the consequences of World War One; the emergence of conflict; and the causes of World War Two. They investigate the impact of the treaties which ended the Great War and which redrew the maps of Europe and its colonies, breaking up the former empires of the defeated nations, such as the partitioning of the German, AustroHungarian and Ottoman Empires. They consider the aims, achievements and limitations of the League of Nations.

Areas of Study:

Area of Study 1: Ideology and conflict

Area of Study 1: Social and cultural change

Assessment:

1. Analysis of Primary Sources (25%)

2. Short Answer Response (20%)

3. Essay (25%)

4. Examination (30%)

Unit 2: The Changing World Order

In this unit students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty-first century. Students focus on the causes and consequences of the Cold War; the competing ideologies that underpinned events, the consequences on people, groups and nations, and the causes of the end of the Cold War and the collapse of the USSR. Students also focus on the ways in which traditional ideas, values and political systems were challenged and changed by individuals and groups in a range of contexts during the second half of the twentieth century and first decade of the twenty-first century.

Areas of Study:

Area of Study 1: Causes, Course, and Consequences of the Cold War

Area of Study 2: Challenge and Change

Assessment:

1. Source Analysis/Extended Response - Cold War (15%)

2. Essay - Division of Berlin and Germany (20%)

3. Multimedia Presentation - Civil Rights Movement (15%)

4. Examination (50%)

Information Technology (Applied Computing)

The rapid pace of development in the electronic storage, manipulation, retrieval and communication of information is having a major influence on our society and we are becoming increasingly more reliant on the power of information and information technology. Man has been created as a social being and God has given man the ability to communicate with others. In this age of information technology, Christians have a responsibility to learn about the latest in communication skills. Communication plays a vital role each day of our lives, and the computer technologies available today are revolutionising every aspect of communication. Our minds are wonderful instruments and we have a responsibility before God to develop these to our full potential and to learn all we can about the potential of technology. For Christians, computers are giving us a tool for effective and efficient communication and information processing that we cannot ignore. It is important that students learn to use information technology and learn about its power and scope as well as its limitations.

Unit 1: Applied Computing

In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions.

Areas of Study:

Area of Study 1: Data analysis

Area of Study 2: Programming

Assessment:

1. Data Visualisations SAC (25%)

2. Programming (25%)

3. Examination (50%)

Unit 2: Applied Computing

In this unit, students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment

Areas of Study:

Area of Study 1: Innovative Solutions

Area of Study 2: Network Security

Assessment:

1. Dreamweaver SAC (25%)

2. Networking SAC (25%)

3. Examination (50%)

Legal Studies

The Bible in Micah 6:8 calls us to "act justly, love mercy, and walk humbly with God." By engaging in Legal Studies at Maranatha students can deepen their understanding of justice and law, ensuring their actions reflect biblical principles. They learn to advocate for fairness and righteousness within legal systems, promoting justice for all. Furthermore, Legal Studies enable students to embody mercy and compassion, reflecting God's love. Through their studies, students develop a humble and reverent attitude towards the law, acknowledging God as the ultimate source of justice and wisdom. By walking humbly with God, students can make meaningful contributions to the legal profession, seeking positive change and societal transformation that upholds biblical values in the pursuit of justice and mercy for all.

Unit 1: The Presumption of Innocence

In this unit, students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions.

Areas of Study:

Area of Study 1: Legal Foundations

Area of Study 2: Proving Guilt

Area of Study 3: Sanctions

Assessment:

1. Legal Foundations Structured Questions (10%)

2. Proving Guilt Structured Questions (20%)

3. Sanctions Structured Questions (15%)

4. Mock Trial (5%)

5. Examination (50%)

Unit 2: Wrongs & Rights

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

Areas of Study:

Area of Study 1: Civil Liability

Area of Study 2: Remedies

Area of Study 3: Human Rights

Assessment:

1. Civil Liability Structured Questions (15%)

2. Remedies Structured Questions (15%)

3. Human Rights Research Essay (20%)

4. Examination (50%)

Sociology

The aim of Unit 1 and 2 Sociology to observe and bring to light the reasons for our interaction and describe our human nature. This unit uses sociological methodology to explore the social category of youth and the social institution of the family. Sociology attempts to understand human society from a holistic point of view including consideration of society's composition, how it has reproduced over time and the difference between societies. Students are encouraged to investigate topics with a reflective and critical mindset, guided by theories to explain and analyse how social action, social processes and social structure work. Our love for the social sciences must push us to see God's love and his purposes for creation, otherwise, sociology becomes a discipline of irrelevance. This does not mean that we should abandon its skills and knowledge. Sociology is a social science that helps us learn, discern and act upon the observations we notice in our society.

Unit 1: Youth & Family

In this unit, students use sociological methodology to explore the social category of youth and the social institution of family. Sociologists draw on methods of science to understand how and why people behave the way they do when they interact in a group. Sociology attempts to understand human society from a holistic point of view, including consideration of society’s composition, how it is reproduced over time and the differences between societies. When sociologists investigate a topic, they attempt to do so with a reflective, critical mindset. Sociologists are guided by theories, or frameworks, to explain and analyse how social action, social processes and social structures work.

Areas of Study:

Area of Study 1: Category & Experience of Youth Area of Study 2: The Family

Assessment:

1. Youth: Structured Questions (30%)

2. Family: Research Project (15%)

3. Family: Representation Analysis (15%)

4. Examination (40%)

Unit 2: Social Norms – Breaking the Code

In this unit, students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule-breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as age and gender.

Areas of Study:

Area of Study 1: Deviance

Area of Study 2: Crime

Assessment:

1. Deviance: Research poster (5%)

2. Deviance: Structured Questions (20%)

3. Crime: Structured Questions (25%)

4. Examination (50%)

Health & Physical Education

Health & Human Development

Health and Human Development provides students with the skills and knowledge to make informed decisions about their own health and to recognise the importance of health in society. In undertaking this study, they will be able to actively participate in making appropriate choices that allow for good health and be able to seek appropriate advice. Health and Human Development enables students to understand the current ideologies of health and human development in contemporary society. Students critically evaluate the health and development of the individual across the lifespan in the context of Australia’s. Throughout this unit students are reminded about God’s orderly design in creation. They focus on the different aspects of health, including Spiritual health, and their interactions, helping them to realise that we live in a fallen and imperfect world where sickness does exist, due to both internal and external factors. This unit helps students consider the holistic nature of humans and their likeness to God. Overall, students should be left with a sense of wonder at how incredible our health and development is.

Unit 1: Understanding Health & Wellbeing

In this unit, students looked at health and well-being as a concept with varied and changing perspectives and definitions. During this study, students identified personal perspectives and priorities relating to health and well-being, and enquired into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students looked at multiple dimensions of health and wellbeing, the complex interplay of influences on health and well-being, and the indicators used to measure and evaluate health status. With a focus on youth, students considered their own health as individuals and as a cohort. They developed health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.

Areas of Study:

Area of Study 1: Health perspectives and influences

Area of Study 2: Health and nutrition

Area of Study 3: Youth health and wellbeing

Assessments:

1. Health Perspectives and influences: SAC (20%)

2. Health and Nutrition: SAC (20%)

3. Youth Health and Wellbeing: SAC (20%)

4. Examination (40%)

Unit 2: Managing Health & Management

This unit students investigated transitions in health and wellbeing, and development. Students looked at changes and expectations that are part of the progression from youth to adulthood. Health literacy skills were applied through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones. Students learned about the Australian healthcare system and extended their capacity to access and analyse health information. They investigated the challenges and opportunities presented by digital media and health technologies and considered issues surrounding the use of health data and access to quality health care.

Areas of Study:

Area of Study 1: Developmental transitions

Area of Study 2: Health care in Australia

Assessments:

1. Developmental Changes During Youth: Data Analysis & Structured Questions (10%)

2. A Focus on Adulthood: Case Study (10%)

3. Responsible Parenting: Research Task (15%)

4. Australia's Health System: Media Analysis (15%)

5. Examination (50%)

Physical Education

People are physical beings made in the image of God (Gen 1:27). Christian Education must address the education of the physical side of students along with the intellectual and spiritual. Physical Education has the unique opportunity to addresses all three aspects: physical, intellectual and spiritual. VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. The assimilation of theoretical understanding and practice is central to the study of VCE Physical Education. Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise. Through integrated physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation in sport, exercise and physical activity.

Unit 1: The human body in motion

In this area of study students focus on the role of physical activity, sport and society in developing and promoting healthy lifestyles and participation in physical activity across the lifespan. Students explore the social, cultural and historical influences on participation in various forms of physical activity, including sport. They investigate at the individual and population levels the physical, social, mental and emotional benefits of participation in regular physical activity and the potential negative physical, social, mental and emotional consequences of physical inactivity and sedentary behaviour, including hypokinetic diseases such as Type 2 diabetes and obesity.

Areas of Study:

Area of Study 1: How does the musculoskeletal system work to produce movement?

Area of Study 2: How does the cardiorespiratory system function at rest and during physical activity?

Assessment:

1. Skeletal System: Structured Questions (10%)

2. The Musculoskeletal System: Structured Questions (20%)

3. The Cardiorespiratory System: Structured Questions (30%)

4. Examination (40%)

Unit 2: Physical activity, sport and society

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and well-being, as well as in other people’s lives in different population groups. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity as well as investigating individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level and analyse the data in relation to physical activity and sedentary behaviour guidelines.

Areas of Study:

Area of Study 1: What are the relationships between physical activity, sport, health and society?

Area of Study 2: What are the contemporary issues associated with physical activity and sport?

Assessment:

1. Activity Behaviours Evaluation: Research Folio (25%)

2. Promoting Active Living: Detailed Study (25%)

3. Examination (50%)

The Arts & Technologies

Art Making and Exhibiting

Art Making and Exhibiting is a subject that encourages students to explore their artistic potential, fostering self-expression, creativity, confidence, and individual identity. It provides a strong foundation in visual arts, allowing students to develop critical thinking skills and interpret the world around them. By engaging with various artworks in galleries and museums, students gain exposure to diverse artistic expressions from local and international contexts, cultivating an appreciation for different art forms and inspiring them to find their artistic voice. The study of Art also equips students with an understanding of art institutions, curation, and conservation, enabling them to navigate the art world effectively and promoting their own artistic growth. Moreover, students become aware of diverse perspectives and approaches employed by artists, fostering an understanding of diversity within the arts industry.

The Bible's teachings emphasise transformation through renewing our minds, and artists can engage in this transformative process. Artistic expression extends beyond aesthetics, playing a critical role in challenging norms, encouraging critical thinking, and exploring profound meanings and experiences. Artists use various mediums and techniques, with each artist employing a unique approach to convey their message and engage audiences Through artistic expression, we can learn about the world and communicate powerful ideas. By embracing creativity and seeking inspiration from God, art becomes a means to convey truth, beauty, and the love of Christ, contributing to the renewal of individuals and society at large. Artists, through their work, have the potential to question societal norms and inspire positive change, offering alternative viewpoints to uplift and transform the world.

Unit 1: Explore, expand, and investigate

In this unit students explore materials, techniques, and processes in a range of art forms. They expand their knowledge and understanding of the characteristics, properties and application of materials used in art making. They explore selected materials to understand how they relate to specific art forms and how they can be used in the making of artworks. Students also explore the historical development of specific art forms and investigate how the characteristics, properties and use of materials and techniques have changed over time. Throughout their investigation students become aware of and understand the safe handling of materials they use.

Areas of Study:

Area of Study 1: Explore – materials, techniques, and art forms

Area of Study 2: Expand – make, present, and reflect

Area of Study 3: Investigate – research and present

Assessment:

1. School assessed Coursework (30%)

2. School assessed Task (40%)

3. Examination (30%)

Unit 2: Understand, develop and resolve

In Unit 2 students continue to research how artworks are made by investigating how artists use aesthetic qualities (mood/feeling portrayed) to represent ideas in artworks. They broaden their investigation to understand how artworks are displayed to audiences, and how ideas are represented to communicate meaning.

Students respond to a set theme and progressively develop their own ideas. Students learn how to develop their ideas using materials, techniques and processes, and art elements and art principles. They consolidate these ideas to plan and make finished artworks, reflecting on their knowledge and understanding of the aesthetic qualities of artworks. The planning and development of at least one finished artwork are documented in their Visual Arts journal.

Areas of Study:

Area of Study 1: Understand – ideas, artworks, and exhibition

Area of Study 2: Develop – theme, aesthetic qualities, and style

Area of Study 3: Resolve – ideas, subject matter, and style

Assessment:

1. School assessed Coursework (30%)

2. School Assessed Task (40%)

3. Examination (30%)

Food Studies

God is our provider and sets the model in the bible that we should look after our bodies in terms of what we eat. Student will be encouraged to prepare food safely and hygienically and to be good stewards of the resources provided. Students use the design process, and problem-solving skills to develop food products to suit specific needs, and to come up with creative solutions. In this process, they will need to develop independence and work co-operatively with their peers.

VCE Food Studies focuses on the importance of food in our daily lives. Australia has a varied and abundant food supply, and cooking have become prominent in digital media and publishing. Globally, many people do not have access to a secure and varied food supply and many Australians consume food and beverage products that may harm their health. This study examines the background to this abundance and explores reasons for our food choices. Students develop their understanding while acquiring skills that enable them to take greater ownership of their decisions and eating patterns. This study complements and supports further training and employment opportunities in the field of home economics, food technology, food manufacturing and hospitality. This course is designed to build the capacities of student s to make informed choices.

Unit 1: Food origins

This unit focuses on food from historical and cultural perspectives. Students investigated the origins and roles of food through time and across the world. Students explored how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural based agriculture, to today’s urban living and global trade in food. Students considered the development of food-producing regions of the world, with a major focus on Australia, in terms of indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of Australia’s culinary identity today and reflected on the concept of Australian cuisine. They consider the influence of technology and globalisation on food patterns.

Areas of study:

Area of Study 1: Food around the world

Area of Study 2: Food in Australia

Assessment:

1. Production work (20%)

2. Food around the world (25%)

3. Food in Australia (25%)

4. Examination (30%)

Unit 2: Food makers

In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in domestic and small-scale settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

Areas of Study:

Area of Study 1: Australia’s food systems

Area of Study 2: Food in the home

Assessment:

1. Outcome 1 Australia's food systems: Practical activity and design brief (30%)

2. Outcome 2: Food in the home: Practical activity and design brief (30%)

3. Unit 2 Examination (40%)

Media

The study of media enables students to investigate and analyse their experience of the media, as well as the experience of others. Students develop an understanding of traditional and contemporary media forms, products, institutions, industries and contexts (including social, cultural, economic, political and/or historical) through theoretical study and practical application. This study enables students to develop the capacity to investigate, examine and evaluate debates around the role of contemporary media and its implications for society. Students navigate through the maze of modern technology from a biblical perspective, understanding their place in society, as well as the implications of their digital footprint. We live in a time when technology is emerging at a rapid rate and students need to discern their role as a Christian in a public forum. New media technology can be a great tool for exalting Christ, communicating truth, touching hearts, and changing minds. It is important to seek out and support media that aligns with biblical values, promotes truth and justice, and contributes positively to society. Each student, as an example of God’s unique design will have the opportunity to express their distinctive thoughts, character and experiences by communicating their ideas to a specific audience in an expressive and God-honouring way, through a chosen media form. Students are given a platform to empower an audience through film, photography, print or animation in a way that is pleasing to God.

Unit 1: Media forms, representations and Australian stories

In this unit, students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms and products. Students analyse how representations, narratives and media codes and conventions contribute to the construction of the media realities that audiences read and engage with. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production.

Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. They develop research skills to investigate and analyse selected narratives, focusing on the media professionals’ influence on production genre and style. They experience the voices and stories of Aboriginal and Torres Strait Islander creators to gain an understanding and appreciation of how their stories contribute to our cultural identity.

Areas of Study:

Area of Study 1: Media representations

Area of Study 2: Media forms in production

Area of Study 3: Australian stories

Assessment:

1. Media representation SAC (15%)

2. Production Design Plan + Product SAT (35%)

3. Australian stories SAC (10%)

4. Examination (40%)

Unit 2: Narrative across media forms

In this unit, students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, digital streamed productions, audio news, print, photography, games and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society; design, production and distribution of narratives in the media; and audience engagement, consumption and reception.

Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

Areas of Study:

Area of Study 1: Narrative, style and genre

Area of Study 2: Narratives in production

Area of Study 3: Media and change

Assessment:

1. Narrative, style and genre SAC/Presentation (15%)

2. Production Design Plan + Product SAT (35%)

3. Media and change SAC/Oral Presentation (10%)

4. Examination (40%)

Music

In Music, students explore the God-given creative side of their nature. They experiment with sounds to create their own music, but also to learn to interpret various other composers’ works through performance. Students will also learn to be discerning listeners of music; to understand and identify how these composers have created their works, but also to understand the power and the emotional sway that music can have over us – especially when combined with persuasive lyrics. Music is God’s good gift to us, but like all elements of creation, it has been affected by the Fall. Students will learn to be discerning about the music they listen to and to understand what effect, positive or otherwise, that it may be having on their lives and the audience to whom they perform before.

Unit 1: Organisation of Music

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

They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source. At least two works should be associated with their study of approaches to music organisation.

They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.

They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas.

Areas of Study:

Area of Study 1: Performing Area of Study 2: Creating Area of Study 3: Analysis and responding

Assessment:

1. Performance (50%)

2. Creating - Composition Folio (10%)

3. Analysis and Responding - Theory (10%)

4. Examination (30%)

Unit 2: Effect in Music

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

Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They should perform at least one work to convey a specified effect and demonstrate this in performance.

They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.

As they analyse and respond to a wide range of music, they become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas. They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.

Areas of Study:

Area of Study 1: Performing

Area of Study 2: Creating

Area of Study 3: Analysing and Responding

Assessment:

1. Performance (50%)

2. Creating - Compositional Task (10%)

3. Analysis and Responding (10%)

4. Examination (30%)

Product Design & Technology

In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Students should be able to identify that Gods creation is diverse and that He created every one of us differently with different strengths and weaknesses.

Unit 1: Design Practices

This unit focuses on the work of designers across relevant specialisations in product design. Students explore how designers collaborate and work in teams; they consider the processes that designers use to conduct research and the techniques they employ to generate ideas and design products. In doing this, they practise using their critical, creative and speculative thinking strategies. When creating their own designs, students use appropriate drawing systems – both manual and digital – to develop graphical product concepts. They also experiment with materials, tools and processes to prototype and propose physical product concepts.

In this unit, students analyse and evaluate existing products and current technological innovations in product design. They achieve this through understanding the importance of a design brief, learning about factors that influence design, and using the Double Diamond design approach as a framework.

In their practical work, students explore and test materials, tools and processes available to them in order to work technologically, and they practise safe skill development when creating an innovative product. This is achieved through the development of graphical product concepts and the use of prototypes to explore and propose physical product concepts.

Areas of Study:

Area of Study 1: Developing and Conceptualising Designs

Area of Study 2: Generating, Designing and Producing Assessment:

1. Folio (30%)

2. Product (30%)

3. School Assessed Coursework (20%)

4. Examination (20%)

Unit 2: Positive impacts for end users

Designers should look outward, both locally and globally, to research the diverse needs of end users. They should explore how inclusive product design solutions can support belonging, access, usability and equity. In this unit, students specifically examine social and/or physical influences on design. They formulate a profile of an end user(s), research and explore the specific needs or opportunities of the end user(s) and make an inclusive product that has a positive impact on belonging, access, usability and/or equity.

Students also explore cultural influences on design. They develop an awareness of how Aboriginal and Torres Strait Islander peoples design and produce products, how sustainable design practices care for Country, and how traditions and culture are acknowledged in contemporary designs. Students also have opportunities to make connections to personal or other cultural heritages.

Areas of Study:

Area of Study 1: Opportunities for positive impacts for end users

Area of Study 2: Designing for positive impacts for end users

Area of Study 3: Cultural influences on design

Assessment:

1. Folio (50%)

2. Product (30%)

3. Examination (20%)

Theatre Studies

Theatre Studies focuses on the interpretation of playscripts and the production of plays from the premodern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of theatre as an art form. Throughout the study, students work with playscripts in both their written form and in performance. They learn about the times, places and cultures of key theatrical developments and develop awareness of the traditions and histories of theatre. This knowledge is applied through the use of stagecraft to collaboratively interpret playscripts in performance. Through a contribution to the production of plays and performance of a monologue, students also develop knowledge and understanding of theatrical styles. Theatre Studies provides opportunities for students to develop their God-given artistic expressive skills and explore these within imaginative and creative structures. By encouraging oral communication skills and collaboration theatre studies can build selfesteem and confidence and allows students to celebrate their abilities and gifts in ways that can be used to further God’s kingdom.

Unit 1: Pre-modern theatre styles and conventions

This unit focuses on the application of acting, direction and design in relation to theatre styles from the pre-modern era, that is, works prior to the 1920s. Students creatively and imaginatively work in production roles with scripts from the pre-modern era of theatre, focusing on at least three distinct theatre styles and their conventions. They study innovations in theatre production in the pre-modern era and apply this knowledge to their own works. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work. Theatre styles from the pre-modern era of theatre include Ancient Greek, Ancient Roman, Liturgical drama such as morality/miracle/mystery plays, Commedia dell’Arte, Elizabethan, Restoration comedies and dramas, Neo-classical, Naturalism/Realism, Beijing Opera, Noh, Bunraku and Kabuki and other traditional indigenous theatre forms. Students begin to develop skills of performance analysis and apply these to the analysis of a play in performance.

Areas of Study:

Area of Study 1: Exploring pre-modern theatre styles and conventions

Area of Study 2: Interpreting Scripts

Area of Study 3: Analysing a play in performance

Assessment:

1. Staging Theatre (30%)

2. Theatrical Interpretation (30%)

3. Professional Performance Analysis (10%)

4. Examination (30%)

Unit 2: Modern theatre styles and conventions

This unit focuses on the application of acting, direction and design in relation to theatre styles from the modern era, that is, the 1920s to the present. Students creatively and imaginatively work in production roles with scripts from the modern era of theatre, focusing on at least three distinct theatre styles. They study innovations in theatre production in the modern era and apply this knowledge to their own works. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work. They study safe and ethical working practices in theatre production and develop skills of performance analysis, which they apply to the analysis of a play in performance. Theatre styles from the modern era of theatre include Epic theatre, Constructivist theatre, Theatre of the Absurd, Political theatre, Feminist theatre, Expressionism, Eclectic theatre, Experimental theatre, Musical theatre, Physical theatre, Verbatim theatre, Theatre-ineducation, and Immersive/Interactive theatre.

Areas of Study:

Area of Study 1 – Exploring modern theatre styles and conventions

Area of Study 2 – Interpreting Scripts

Area of Study 3 – Analysing and evaluating a theatre production

Assessment:

1. Analysis of Professional Performance (20%)

2. Scripted Performance (30%)

3. Monologue Performance (20%)

4. Examination (30%)

Visual Communication Design

This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practice their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design.

The Visual Communication Design course encourages students to discern their role as a Christian designer and develop their understanding of being image bearers of God. Students are encouraged to understand the faith of their target audience and try to inspire faith in all people through design. God’s Creation will be the inspiration for many design ideas.

Unit 1: Finding, reframing and resolving design problems

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

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

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

Areas of Study:

Area of Study 1: Reframing Design Problems

Area of Study 2: Solving Communication Design Problems

Area of Study 3: Design’s influence and influences on design

Assessment:

1. Reframing design problems and preparing a brief (20%)

2. Developing a Visual Language (20%)

3. Designing a sustainable object (30%)

4. Examination (30%)

Unit 2: Design contexts and connections

Unit 2 builds on understandings of visual communication practices developed in Unit 1. Students draw on conceptions of good design, human-centred research methods and influential design factors as they revisit the VCD design process, applying the model in its entirety. Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of user-experience (UX). Methods, media and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs.

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

Connections between design, time and place are also central to the study of culturally appropriate design practices in Area of Study 2. Students learn about protocols for the creation and commercial use of Indigenous knowledge in design, with a particular focus on Aboriginal and Torres Strait Islander design traditions and practices. Students also consider how issues of ownership and intellectual property impact the work of designers across contexts and specialist fields.

Areas of Study:

Area of Study 1 – Design, place and time

Area of Study 2 – Cultural ownership and design

Area of Study 3 – Designing interactive experiences

Assessment:

1: Environmental Design (25%)

2: Culturally Appropriate Design Practices (20%)

3: Digital Interface (25%)

4: Examination (30%)

Vocational Major Literacy

Literacy empowers students to read, write, speak and listen in different contexts, as well as enabling them to understand the different ways in which knowledge and opinion are represented and developed in texts drawn from daily life. By engaging with a wide range of text types and content drawn from a range of local and global cultures, forms and genres, students learn how information can be shown through print, visual, oral, digital and multimodal representations. As Christians, we are called to share the gospel and communicate the love of Christ to others. Literacy empowers believers to effectively articulate their faith and engage in meaningful conversations. By developing strong literacy skills, Christians can write and speak in ways that effectively communicate God’s truth and engage in conversations relating to their faith. The study of literacy also promotes critical thinking skills, enabling Christians to evaluate and discern information from various sources

Along with the literacy practices necessary for reading and interpreting texts, it is important that students develop their capacity to respond to texts. Listening, viewing, reading, speaking and writing are developed systematically and concurrently, so that students’ capacity to respond to different texts informs the creation of their own written and oral texts. Students develop their understanding of how texts are designed to meet the demands of different audiences, purposes and contexts, including workplace, vocational and community contexts. This understanding helps students develop their own writing and oral communication, so that they become confident in their use of language and their ability to comprehend, respond to and create texts for a variety of settings.

Students’ development of literate practices includes an emphasis on critical literacy so that they understand the social nature of language and how texts position readers in relation to particular ideologies.

Unit 1

This unit focuses on the structures and features of a range of texts – print, visual and film – and the personal reasons readers may have for engaging with these texts. Students will read or watch a variety of texts for a personal purpose, such as finding information. In addition to this, students build on and work to consolidate their digital literacy skills. Students will develop their capacity to critically assess digital texts, including webpages for vocational and workplace settings, podcasts and social media. They will continue to develop the analytic skills they used in Area of Study 1 to identify and discuss aspects of digital texts. As a part of their studies, students will discuss the reliability and effectiveness of websites in connecting with audiences and delivering factual messages and information.

Areas of Study:

Area of Study 1: Literacy for personal use

Area of Study 2: Understanding and creating digital texts

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Unit 2

In this unit, students will engage in issues that are characterised by disagreement or discussion, developing and expanding upon students’ learning from Unit 1. Students will consider the values and beliefs that underpin different perspectives and how these values create different biases and opinions, including thinking about how these issues might arise in particular vocational or workplace settings. In addition to this, students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. Students consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner.

Areas of Study:

Area of Study 1: Understanding issues and voices

Area of Study 2: Responding to opinions

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Numeracy

VCE Vocational Major Numeracy focuses on enabling students to develop and enhance their numeracy skills to make sense of their personal, public and vocational lives. Students develop mathematical skills with consideration of their local, national and global environments and contexts, and an awareness and use of appropriate technologies. Students see that mathematical structure in both discrete quantity and continuous space, is an intrinsic characteristic of God’s work in creation.

This study allows students to explore the underpinning mathematical knowledge of number and quantity, measurement, shape, dimensions and directions, data and chance, the understanding and use of systems and processes, and mathematical relationships and thinking. This mathematical knowledge is then applied to tasks which are part of the students’ daily routines and practices, but also extends to applications outside the immediate personal environment, such as living out their faith in God with service in the workplace and community.

The contexts are the starting point and the focus, and are framed in terms of personal, financial, civic, health, recreational and vocational classifications. These numeracies are developed using a problemsolving cycle with four components: formulating; acting on and using mathematics; evaluating and reflecting; and communicating and reporting.

Unit 1

In Unit 1 students will develop their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and an awareness and use of appropriate technologies.

Areas of Study:

Area of Study 1: Number

Area of Study 2: Shape

Area of Study 3: Quantity and measures

Area of Study 4: Relationships.

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Unit 2

In Unit 2 students will develop and extend their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and identification and appropriate selection and use of relevant technologies.

Areas of Study:

Area of Study 5: Dimension and direction

Area of Study 6: Data

Area of Study 7: Uncertainty

Area of Study 8: Systematics

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Personal Development

VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation and citizenship by exploring interrelationships between individuals and communities. In Psalm 139 we learn that we are “fearfully and wonderfully made” The God who created us knows us intimately and has blessed us with gifts that we are to use to further His Kingdom. Using the bible as a framework this study provides opportunities for students to explore influences on identity, set and achieve personal goals, interact positively with diverse communities, and identify and respond to challenges. During His ministry on earth Jesus demonstrated what it means to be a true leader through His life of service to those around Him. This study explores concepts of effective leadership, selfmanagement, project planning and teamwork allowing students to engage in their work, community and personal environments. Using the example set by Christ, students are encouraged to understand and connect with the world they live in, and build their potential to be resilient, capable citizens.

Unit 1

This unit focuses on the development of personal identity and individual pathways to optimal health and wellbeing. It begins with concepts of personal identity and the range of factors that contribute to an individual’s perception of self and individual health and wellbeing. Students will use these findings to enhance an understanding of community cohesion, community engagement and how sense of identity may affect outcomes in different contexts. Students will investigate the elements of emotional intelligence and begin to develop an awareness of interrelationships between communities and the health and wellbeing of individuals.

Students will investigate local health-promoting organisations and resources and play an active, participatory role in designing and implementing activities or mechanisms to improve health and wellbeing. This unit highlights the importance of critical and creative thinking and clear communication as individuals explore personal identity and the role of community. Students will examine relationships between technologies and health and wellbeing, and develop tools for analysing the reliability, validity and accuracy of information and the efficacy of health messages.

Areas of Study:

Area of Study 1: Personal identity and emotional intelligence

Area of Study 2: Community Health and wellbeing

Area of Study 3: Promoting a healthy life.

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Unit 2

This unit focuses on the benefits of community participation and how people can work together effectively to achieve a shared goal. It begins with definitions of community and different types of communities at a local, national and global level. Students will look at the relationships between active citizenship, empathy and connection to culture, and individual health and wellbeing. They will investigate the barriers and enablers to problem solving within the community.

In the topic of community engagement, students will seek to understand different perspectives on issues affecting a community. They will reflect on relationships between community issues, social cohesion, and health and wellbeing, and the importance of clear information and communication. Students will investigate how communities may be called upon to support individual members and identify effective strategies for creating positive community change. They will plan, implement and evaluate an active response to an individual’s need for community support.

Areas of Study:

Area of Study 1: What Is Community?

Area of Study 2: Community Cohesion.

Area of Study 3: Engaging and Supporting Community.

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Work Related Skills

“I praise you because I am fearfully and wonderfully made.” - Psalm 139:14 We were made with purpose, to bring glory to God. Each talent, gift, and occupation have a place in the workforce of the Kingdom of God. VCE Vocational Major Work-Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. WRS aims to broaden students understanding of workplace environments and the future of work and education, this with an understanding of who they are in Christ will influence their decision-making for a successful transition to their desired pathway.

Unit 1

This unit recognises the importance of sourcing reliable information relating to future education and employment prospects to engage in effective pathway planning and decision-making. Students will investigate information relating to future employment, including entry-level pathways, emerging industries, and growth industries and trends, and evaluate the impact of pursuing employment in different industries. Students will reflect on this research in the context of their individual skills, capabilities and education and/or employment goals. They will develop and apply strategies to communicate their findings.

Areas of Study:

Area of Study 1: Future Careers

Area of Study 2: Presentation of Career & Education Goals

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Unit 2

As the nature of work changes over time, so do the skills and capabilities needed for success. Fundamental to achieving personal goals relating to future education and employment is the ability to recognise and develop individual skills and capabilities that are valued in a chosen pathway. In this unit, students will consider the distinction between essential employability skills, specialist and technical work skills and personal capabilities, and understand the importance of training and development to support the attainment and transferability of skills. Students will collect evidence and artefacts relating to their personal skills and capabilities and promote them through resumes, cover letters and interview preparation.

Areas of Study:

Area of Study 1: Skills & Capabilities for Employment and Further Education

Area of Study 2: Transferable Skills & Capabilities

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Year 12 Subjects

Languages

English and English as an Additional Language

This unit aims that students will develop critical responses to both literary and non-literary texts, including media texts, through exposure to theories, and practices of speaking thoughtfully, listening respectfully, writing succinctly in a range of registers, and reading with insight.

We intend that our deliberate underpinning of the curriculum with biblical principles will facilitate nurture and tuition of our young adult students to develop informed and communicative students ready to enter their tertiary or workplace years with a confident understanding of themselves, as either people of God open to being shaped by the gospel call on their lives, or at least exposed through aspects in the curriculum that create opportunities to consider the Christian faith in a multidimensional, globally-aware and connected world.

Students can grasp the way the biblical story of God presents humanity and the natural world as the idea and implementation of a loving creator, including that humans are 'created in his own image', understood to encompass aspects of moral, spiritual and intellectual nature. As applied to texts studied in Unit 3&4, the nature also of 'fall' or the inability of humans to live up to the 'glory of God' (Romans 3:23) is an idea for reflection of the 'human condition'.

Positive elements in the narratives link to the practice of grace and healed or optimised relationships, echoing the love of God in Christ. 'This is love: not that we loved God, but that he loved us and sent his Son as an atoning sacrifice ... and since [that] ... we also ought to love one another.' (1 John 1:10-11).

Finally, resolution of many texts shows students that ways of being and living often rely on the basis individuals and communities choose as their philosophy. Students are taught to ask questions that go deep into the texts and to examine that Christian principles of compassion, serving love and critique of the difficulties in society can inform 'new', hopeful and healthier ways of human society and communities, the reality of which students will have the chance to influence, in following the Son of God who calls humans to 'be' the 'good news' of love in their world for their generation.

Throughout their English curriculum, students are encouraged to engage with these matters and compare the choices humans make, both in real life and in fictional characters.

Unit 3:

In Unit 3, students apply reading and viewing strategies to critically engage with a text, considering its dynamics and complexities and reflecting on the motivations of its characters. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas. They are provided with opportunities to understand and explore the historical context, and the social and cultural values of a text, and recognise how these elements influence the way a text is read or viewed, is understood by different audiences, and positions its readers in different ways.

All students are provided with opportunities to practise and extend their writing about texts, and EAL students are provided with a contextual framing of the text through a listening task that explores historical, cultural and/or social values relevant to the text (such as an interview, episode of a podcast, lecture or presentation). Prior to summative assessment, they are given time and support to extend their writing through reflection, editing and feedback.

Students study one text selected from the annual VCAA VCE English and EAL Text List

In Area of Study 2, students build on the knowledge and skills developed through Unit 1. They read and engage imaginatively and critically with mentor texts, and effective and cohesive writing within identified contexts. Through close reading, students expand their understanding of the diverse ways that vocabulary, text structures, language features, conventions and ideas can interweave to create compelling texts. They further consider mentor texts through their understanding of the ways that purpose, context (including mode), and specific and situated audiences influence and shape writing.

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

Schools select three mentor texts to support students’ study and should augment this area of study with other print and digital texts, in consultation with their students. Consideration should be given to the context of the student cohort, including their wider community, when selecting the idea and the mentor texts.

Areas of Study:

Area of Study 1. Reading and Creating

Area of study 2. Analysis of Argument and Language

Assessment:

English

1. An Analytical Response to Text in Written Form (40%)

2. A Written Text Constructed in Consideration of Audience, Purpose, and Context (20%)

3. A Written Text Constructed in Consideration of Audience, Purpose, and Context (20%)

4. A Commentary Reflecting on Writing Processes (20%)

EAL

1. An Analytical Response to Text in Written Form (30%)

2. Comprehension of an Audio/Audio Visual Text focused on Historical, Cultural, and/or Social Values in the Set Text (20%)

3. A Written Text Constructed in Consideration of Audience, Purpose, and Context (20%)

4. A Written Text Constructed in Consideration of Audience, Purpose, and Context (20%)

5. A Set of Annotations Reflecting on Writing Processes (10%)

Unit 4:

In Area of Study 1, students further sharpen their skills of reading and viewing texts, developed in the corresponding area of study in Unit 3. Students consolidate their capacity to critically analyse texts and deepen their understanding of the ideas and values a text can convey.

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

Students study one text selected from the annual VCE English and EAL Text List.

In Area of Study 2, students analyse the use of argument and language, and visuals in texts that debate a contemporary and significant national or international issue. The texts must have appeared in the media since 1 September of the previous year and teachers are advised to work with their students to select an issue of relevance to the cohort. Students read, view and/or listen to a variety of texts from the media, including print and digital, and audio and audio visual, and develop their understanding of the ways in which arguments and language complement one another to position an intended audience in relation to a selected issue.

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

Students must explore and analyse the structures and features of argument presented in audio and/or audio visual texts, and consider the unique structures and features that enhance argument in these contexts.

Students apply their understanding of the use of argument and language to create a point of view text for oral presentation.

Areas of Study:

Area of Study 1: Reading and Responding to Texts

Area of Study 2: Presenting Argument

Assessment:

English and EAL -

1. An Analytical Response to Text in Written Form (40%)

2. An Analytical Response to Argument in Written Form (40%)

3. A Point of View Oral Presentation (20%)

Chinese Language Culture and Society

The Bible teaches us to love our neighbours, care for creation, and praise God. Australia's close proximity to Asia makes learning another language crucial. It fosters open-mindedness, inclusivity, and neighbourliness, essential qualities for representing the Lord in contemporary society. Studying other languages demonstrates love for others, as language reflects how people see and experience the world. Speaking someone else's language reaches into their heart and connects with their perspective. Additionally, languages being part of creation, we must care for them and use them to express beauty and accuracy in accordance with God's will. Studying another language is essential for cross-cultural communications and missions, fostering community development. Senior School students, who have completed Year 9 and 10 Chinese, can further continue their language study to VCE level for greater proficiency.

Unit 3

Culture and Society in Chinese-speaking Communities Strand

The Culture and Society in Chinese-speaking Communities strand is in Area of Study 1 in Units 1–4. Students will be expected to study the prescribed topic listed for Unit 3

Chinese Language Strand

VCE Chinese language study is underpinned by the concepts of communicating and understanding languages and cultures. The objective of this strand is for students to understand the role of language and culture in shaping meaning and to reflect on the cultures of Chinese-speaking communities. There are five macro skills that inform all language use: listening, speaking, reading, writing and viewing. This study requires communication in Chinese in a variety of situations and for multiple purposes. These purposes include exchanging information, creating texts, interpreting the meaning of texts and reflecting on language experiences to improve communication in the future.

Areas of Study:

Culture and Society in Chinese-speaking Communities

• Chinese philosophies and their impact on Chinese society

Chinese Language

• Personal,familyandschoollife : family life, daily routine, pets, friends, the school day

• Festivals: Chinese New Year, Mid-Autumn Festival, other festivals of the Chinese-speaking communities

• Lifestyles: leisure activities, travel, food culture, entertainment

• Futureaspirations: gaining employment, study abroad, part-time work, further study

Assessment:

1. Analyse in English about the three major Chinese philosophies (40%)

2. Use information from spoken texts to respond to specific questions in writing in Chinese (30%)

3. Read two written texts on a selected subtopic and respond in Chinese (30%)

Unit 4

Culture and Society in Chinese-speaking Communities Strand

The Culture and Society in Chinese-speaking Communities strand is in Area of Study 1 in Units 1–4. Students will be expected to study the prescribed topic listed for Unit 4

Chinese Language Strand

VCE Chinese language study is underpinned by the concepts of communicating and understanding languages and cultures. The objective of this strand is for students to understand the role of language and culture in shaping meaning and to reflect on the cultures of Chinese-speaking communities. There are five macro skills that inform all language use: listening, speaking, reading, writing and viewing. This study requires communication in Chinese in a variety of situations and for multiple purposes. These purposes include exchanging information, creating texts, interpreting the meaning of texts and reflecting on language experiences to improve communication in the future.

Areas of Study:

Culture and Society in Chinese-speaking Communities

1. Social and economic development of contemporary China

Chinese Language

1. Personal,familyandschoollife : family life, daily routine, pets, friends, the school day

2. Festivals: Chinese New Year, Mid-Autumn Festival, other festivals of the Chinese-speaking communities

3. Lifestyles: leisure activities, travel, food culture, entertainment

4. Futureaspirations: gaining employment, study abroad, part-time work, further study

Assessment:

1. Investigate the impact of social and economic development on contemporary Chinese values (40%)

2. Establish and maintain a spoken exchange in Chinese related to making arrangements and completing transactions (30%)

3. Use a written and visual text about a selected subtopic to produce an extended personal or imaginative response in written Chinese (30%)

Mathematics

Mathematics is a core part of the curriculum in any school, but at Maranatha the study of Mathematics is seen in a different light. At Maranatha, we see Mathematics as something more than just a leg up into a career pathway. We see it as more than just something to enable greater engineering marvels and more efficient ways of making profit. We see Mathematics as the language of God, the very coding that He used to make the universe, the very coding that sustains it and holds it all together. It is in many ways, a secondary source of His Word to us (with the Bible being the primary source of course!).

The study of Mathematics is a clear example of God’s common grace to all. At Maranatha, we want our students to recognise that God has revealed Himself through all of His creation, including Mathematics. Mathematics points us to Christ for as John 1 tells us, “Through Him, all things were made; without Him nothing that was made has been made…” and again in Colossians 1, “For in Him (the Son – the Word) all things were created… and in Him all things hold together.”

We offer 3 levels of Mathematics for Units 3 and 4, outlined as follows.

General Mathematics

Unit 3

General Mathematics Units 3 and 4 focus on real-life application of mathematics and consist of the areas of study ‘Data analysis, probability and statistics’ and ‘Discrete mathematics’. Unit 3 comprises Data analysis and Recursion and financial modelling. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Univariate data

• Bivariate data

• Data transformations

• Linear regression

• Time series data

• Recurrence relations

• Asset depreciation

• Reducing balance loans

• Annuities, perpetuities and annuity investments

Assessment:

1. Two open-ended mathematical investigations, 1 per area of study

Unit 4

General Mathematics Units 3 and 4 focus on real-life application of mathematics and consist of the areas of study ‘Data analysis, probability and statistics’ and ‘Discrete mathematics’. Unit 4 comprises Matrices and Networks and decision mathematics. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Matrices and their applications

• Transition matrices

• Graphs and networks

• Exploring and travelling problems

• Tree and minimum connector problems

• Flow, shortest path and matching problems

• Scheduling problems and critical path analysis

Assessment:

1. Two open-ended mathematical investigations, 1 per area of study

2. Two end of year external examinations (1.5 hours in length)

Mathematical Methods

Unit 3

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. Units 3 and 4 consist of the areas of study ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Calculus’, and ‘Functions, relations and graphs’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. 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 applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of Mathematical Methods Units 3 and 4. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Polynomial functions and graphs

• Circular functions and their graphs

• Exponential functions and their graphs

• Transformations of functions

• Inverse functions

• Composite, product and sum functions

• Differentiation and its applications

• Pseudocode

Assessment:

1. One open-ended mathematical investigation covering any content from Unit 3

Unit 4

For Unit 4, the content from the ‘Calculus’ area of study would include the treatment of antidifferentiation, integration, the relation between integration and the area of regions specified by lines or curves described by the rules of functions, and simple applications of this content, including to probability distributions of continuous random variables. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Antidifferentiation and its applications

• Integration and its applications

• Discrete probability distributions

• Continuous probability distributions

• Sample statistics

• Pseudocode

Assessment:

1. Two open-ended mathematical investigations, 1 for each area of study

2. Two end of year external examinations (1 hour and 2 hours in length)

Specialist Mathematics

Unit 3

For Unit 3 a selection of content would include content from the ‘Discrete mathematics’, ‘Functions, relations and graphs’, ‘Algebra, number and structure’, ‘Space and measurement’ and ‘Calculus’ areas of study. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Logic and proof

• Functions, relations and graphs

• Complex numbers

• Differential calculus

• Differential equations

• Pseudocode

Assessment:

1. One open-ended mathematical investigation covering any content from Unit 3

Unit 4

In Unit 4 the corresponding selection of content would consist of the remaining content from the ‘Discrete mathematics’, ‘Calculus’, and ‘Space and measurement’ areas of study and the content from the ‘Data analysis, probability and statistics’ area of study that was not covered in Unit 3. Students are expected to own a CAS calculator (preferably a TI Nspire) and will be required to use this on a regular basis throughout the unit.

Areas of Study:

• Kinematics – rectilinear motion

• Vectors & Cartesian equations

• Vector calculus

• Distribution of linear combinations of random variables

• Distributions of the sample mean

• Confidence intervals for the sample mean

• Hypothesis testing

• Pseudocode

Assessment:

1. Two open-ended mathematical investigations, 1 for each area of study

2. Two end of year external examinations (1 hour and 2 hours in length)

Sciences

Studying Science at Maranatha aligns with the biblical principle found in Psalm 19:1, which states: "The heavens declare the glory of God; the skies proclaim the work of his hands." This verse emphasises that God's creation itself serves as a testimony to His greatness and creativity. Through the study of science, students can marvel at the intricate design of the universe and gain a deeper appreciation for the Creator's handiwork, strengthening their faith and awe in God's magnificent creation. They will develop critical thinking skills and evaluate scientific theories and perspectives through the lens of their faith. The curriculum inspires wonder and awe, revealing the intricacies of God's creation and nurturing a passion for lifelong learning. By studying science at Maranatha, students are equipped to engage with scientific advancements while upholding their Christian beliefs.

Biology

Unit 3: How do cells maintain life?

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

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

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

Areas of Study:

Area of Study 1: What is the role of nucleic acids and proteins in maintaining life?

Area of Study 2: How are biochemical pathways regulated?

Assessment:

1. Comparison and evaluation of biological concepts, methodologies and methods, and findings from three student practical activities (10%)

2. Analysis and evaluation of a contemporary bioethical issue (10%)

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

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

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

Areas of Study:

Area of Study 1: How do organisms respond to pathogens?

Area of Study 2: How are species related over time?

Area of Study 3: How is scientific inquiry used to investigate cellular processes and/or biological change?

Assessment:

1. Analysis and evaluation of a selected biological case study (10%)

2. Analysis and evaluation of generated primary and/or collated secondary data (10%)

3. Communication of a student-designed and student-conducted scientific investigation (10%)

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

Chemistry

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

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

Areas of Study:

Area of Study 1: What are the current and future options for supplying energy?

Area of Study 2: How can the rate and yield of chemical reactions be optimised?

Area of Study 3: How is scientific inquiry used to investigate the sustainable production of energy and/or materials?

Assessment:

1. School Assessed Coursework (20%)

Unit 4: How are carbon-based compounds designed for purpose?

Carbon is the basis not only of the structure of living tissues but is also found in fuels, foods, medicines, polymers and many other materials that we use in everyday life. In this unit students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity.

Areas of Study:

Area of Study 1: How are organic compounds categorised and synthesised?

Area of Study 2: How are organic compounds analysed and used?

Assessment:

1. School Assessed Coursework (30%)

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

Physics

Unit 3: How do fields explain motion and electricity?

In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.

Areas of Study:

Area of Study 1: How do physicists explain motion in two-dimensions?

Area of Study 2: How do things move without contact?

Area of Study 3: How are fields used in electricity generation?

Assessment:

1. Problem solving tasks

2. Data analysis

3. Application tasks

Total of 30% towards Study Score.

Unit 4: How have creative ideas and investigation revolutionised thinking in Physics?

In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.

Areas of Study:

Area of Study 1: How has the understanding of the physical world changed?

Area of Study 2: How is scientific enquiry used to investigate fields, motion or light?

Assessment:

1. Problem solving tasks

2. Data analysis

3. Application tasks

4. Student Designed Experiment

Total of 20% towards Study Score.

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

Psychology

Unit 3: How does experience affect behaviour and mental processes?

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

Students investigate how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning.

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

Areas of Study:

Area of Study 1: How does experience affect behaviour and mental processes?

Area of Study 2: How does the nervous system enable psychological functioning?

Area of Study 3: How do people learn and remember?

Assessment:

1. School Assessed Coursework

Total of 20% towards Study Score

Unit 4: How is mental wellbeing supported and maintained?

In this unit students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep.

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

Through this unit, students gain an appreciation and awareness for mental health and discuss ways in which they can respond in a Christ-like manner.

Areas of Study:

Area of Study 1: How does sleep affect mental processes and behaviour?

Area of Study 2: What influences mental wellbeing?

Area of Study 3: How is scientific inquiry used to investigate mental processes and psychological functioning?

Assessment:

1. School Assessed Coursework

Total of 30% towards Study Score

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

Humanities & Social Sciences Accounting

According to the Parable of the Talents (Matthew 25:14-30) and the Parable of the Shrewd Manager (Luke 16:1-13), God requires us to be accountable for the gifts and talents He provides. These gifts include any financial or monetary provisions He gives. See also Romans 14:12 and Hebrews 4:13. To give account means to give proof of income and expenditure. This is possible only if there is an accurate recording of information. Such records also assist in financial planning and control, decision making and problem solving.

VCE Accounting explores the financial recording, reporting, analysis and decision-making processes of a sole proprietor small business. Accounting involves modelling, forecasting and providing advice to stakeholders through the process of collecting, recording, reporting, analysing and interpreting financial and non-financial data and accounting information. This data and information is communicated to internal and external stakeholders and is used to inform decision-making within the business with a view to improving business performance. Accounting plays an integral role in the successful operation and management of businesses.

VCE Accounting prepares students for a university or 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.

Unit 3: Financial Accounting for a Trading Business

This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual methods of inventory recording. Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework, financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental.

Areas of Study:

Area of Study 1: Recording and analysing financial data

Area of Study 2: Preparing and interpreting accounting reports

Assessment:

1. Structured Questions (Manual & ICT) - 60% (Accounting Fundamentals 10% / Recording Financial Data 25% / Perpetual Inventory System 25%)

2. Structured Questions (Manual & ICT) - 40% (Accounting Reports 40%)

Unit 3 contributes 25% to the Study Score.

Unit 4: Recording, Reporting, Budgeting & Decision Making

This unit further develops students understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual methods of inventory recording. Both manual methods and ICT are used to record and report. Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance. Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual framework and financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental.

Areas of Study:

Area of Study 1: Extension of recording and reporting

Area of Study 2: Budgeting and decision making

Assessment:

1. Structured Questions (Manual & ICT) - 50% (Balance Day Adjustments 25% /Accounting for NCA 25%)

2. Structured Questions (Manual & ICT) - 50% (Budgeting & Decision Making 50%)

Unit 4 contributes 25% to the Study Score

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

Business Management

Studying Business Management through a biblical lens allows students to gain an understanding of how Christian principles and values apply to the business world. This approach equips students with the ability to make ethical decisions and prioritise integrity, fairness, and accountability in their future careers. The emphasis on servant leadership encourages students to lead with humility and compassion, considering the needs of others. They also develop an entrepreneurial mindset that promotes creativity, innovation, and sustainable business practices. With a focus on using business to advance God's kingdom, students learn to make a positive impact on individuals, communities, and the environment. Collaboration and a sense of community are fostered, enabling students to work together towards the common good. Learning Business Management in a Christian school prepares students to become ethical and impactful business leaders who exemplify Christ in their actions and business decisions.

Unit 3: Managing a Business

In this unit students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives, and develop an understanding of the complexity and challenge of managing businesses.

Areas of Study:

Area of Study 1: Business Foundations

Area of Study 2: Human Resource Management

Area of Study 3: Operations Management

Assessment:

1. Business Foundations Structured Questions (20%)

2. Human Resource Management Structured Questions (40%)

3. Operations Management Structured Questions (40%)

Unit 3 contributes 25% to the Study Score.

Unit 4: Transforming a Business

In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of effective management and leadership in change management.

Areas of Study:

Area of Study 1: Reviewing Performance – The Need for Change

Area of Study 2: Implementing Change

Assessment:

1. Reviewing Performance Structured Questions (50%)

2. Implementing Change Structured Questions (50%)

Unit 4 contributes 25% to the Study Score

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

History

"History is a vision of God's creation on the move." Arnold J Toynbee

Studying history is essential as it provides students with a lens to understand the present, cultivates critical thinking skills, imparts valuable lessons from the past, promotes cultural awareness and empathy, fosters a sense of identity and heritage, enables analysis of change and continuity, and contributes to the preservation of collective memory. Through history education, students develop a deeper understanding of the world, enhance their analytical abilities, learn from past experiences, appreciate diverse cultures, connect with their own roots, anticipate future developments, and contribute to preserving important narratives for future generations. We seek to study history to understand that the actions of the past impact the future. Throughout God's Word, we learn that "Whatever is has already been before, and what will be has already been before, and God will call the past to account." (Ecclesiastes 3:15) Students will see that while names, personalities, ethnicities, locations, dates, languages, clothing, and weapons change, the core of the events is essentially the same. This course provides an excellent opportunity to explore the value God places on all humans, regardless of their personal characteristics, racial or ethnic background.

Unit 3: Revolutions (Russia)

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point in the collapse and destruction of an existing political order which results in extensive change to society. Revolutions are caused by the interplay of events, ideas, individuals and popular movements, and the interplay between the political, social, cultural, economic and environmental conditions. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new regime attempts to create political, social, cultural and economic change and transformation based on the regime’s ideology.

Areas of Study:

Area of Study 1: Causes of the Revolution

Russian Revolution 1896 to October 1917 (Coronation of Tsar Nicholas to the Bolshevik Revolution)

Area of Study 2: Consequences of Revolution

Russian Revolution November 1917 to 1927 (Initial decrees to the end of the NEP)

Assessment:

1. An Evaluation of Historical Sources (50%)

2. A Historical Inquiry (50%)

Unit 4: Revolutions (America)

In this area of study students focus on the consequences of the revolution and evaluate the extent to which the consequences of the revolution maintained continuity and/or brought about change to society. The success of the revolution was not guaranteed or inevitable. Students analyse the significant challenges that confronted the new regime after the initial outbreak of revolution. They evaluate the success and outcomes of the new regime’s responses to these challenges, and the extent to which the revolution resulted in dramatic and wide-reaching political, social, cultural and economic change, progress or decline.

Areas of Study:

Area of Study 1: Causes of the Revolution

The American Revolution from 1754 to 4 July 1776 (French and Indian War to the signing of the Declaration of Independence 1776).

Area of Study 2: Consequence of Revolution

The American Revolution from 4 July 1776 to 1789 (Declaration of Independence to the acceptance of the Bill of Rights). Assessment:

1. An evaluation of Historical Sources including extended responses (50%)

2. An Essay (50%)

Information Technology (Software Development)

The rapid pace of development in the electronic storage, manipulation, retrieval and communication of information is having a major influence on our society and we are becoming increasingly more reliant on the power of information and information technology. Man has been created as a social being and God has given man the ability to communicate with others. In this age of information technology, Christians have a responsibility to learn about the latest in communication skills. Communication plays a vital role each day of our lives, and the computer technologies available today are revolutionising every aspect of communication. Our minds are wonderful instruments and we have a responsibility before God to develop these to our full potential and to learn all we can about the potential of technology. For Christians, computers are giving us a tool for effective and efficient communication and information processing that we cannot ignore. It is important that students learn to use information technology and learn about its power and scope as well as its limitations.

Unit 3: Software Development

In this unit students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.

Areas of Study:

Area of Study 1: Programming

Area of Study 2: Analysis & Design

Assessment:

1. Create a programming module (practical and written) 40%

2. Design an application (practical and written) 60%

Unit 3 contributes 25% to the Study Score.

Unit 4: Software Development

In this unit students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.

Areas of Study:

Area of Study 1: Development and evaluation

Area of Study 2: Cybersecurity: Software security

Assessment:

1. Create the application designed in U3. SAT (25%)

2. Security strategies written SAC (75%)

Unit 4 contributes 25% to the Study Score.

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

Legal Studies

The Bible in Micah 6:8's calls us to "act justly, love mercy, and walk humbly with God." By engaging in Legal Studies at Maranatha students can deepen their understanding of justice and law, ensuring their actions reflect biblical principles. They learn to advocate for fairness and righteousness within legal systems, promoting justice for all. Furthermore, legal studies enable Christians to embody mercy and compassion, reflecting God's love. Through their studies, Christians develop a humble and reverent attitude towards the law, acknowledging God as the ultimate source of justice and wisdom. By walking humbly with God, Christians can make meaningful contributions to the legal profession, seeking positive change and societal transformation that upholds biblical values in the pursuit of justice and mercy for all.

Unit 3: Rights & Justice

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

Areas of Study

Area of Study 1: The Victorian Criminal Justice System

Area of Study 2: The Victorian Civil Justice System

Assessment

1. The Victorian Criminal Justice System Structured Questions – Part A (25%)

2. The Victorian Criminal Justice System Structured Questions – Part B (25%)

3. The Victorian Civil Justice System Structured Questions – Part A (25%)

4. The Victorian Civil Justice System Structured Questions – Part B (25%)

Unit 3 contributes 25% to the Study Score

Unit 4: The People, the Law & Reform

In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform.

Areas of Study:

Area of Study 1: The People & the Law Makers

Area of Study 2: The People & Reform

Assessment

1. Parliament & The Australian Constitution Structured Questions (25%)

2. The Victorian Courts & The High Court in Law-Making Structured Questions (25%)

3. Law Reform Structured Questions (25%)

4. Constitutional Reform Structured Questions (25%)

Unit 4 contributes 25% to the Study Score

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

Sociology

The aim of Year 12 Sociology is to observe and bring to light the reasons for our interaction and describe our human nature. Although Sociological theory can explain some reasons why people cooperate with each other or how social order is maintained, it lacks a Christian perspective What limits the study of Sociology (for some sociologists) is its loyalty to the ideas of rationalism, materialism and structuralism. The Christian Sociologist and their task is different to most, as their primary aim is to 'care' and be 'concerned' for both the individual and the whole. It is a discipline that analyses society on the basis of God's social order. It promotes Christian service and 'wholeness' for the kingdom of God.

Our love for the social sciences must push us to see God's love and his purposes for creation, otherwise sociology becomes a discipline of irrelevance. This does not mean that we should abandon its skills and knowledge. Sociology is a social science that helps us learn, discern and act upon the observations we notice in our society and as Abraham Kuyper, an advocate for 'common grace' states: "A [Christian] who seeks God, does not for a moment think of limiting himself to theology and contemplation, leaving the other sciences, as of a lower character, in the hands of unbelievers... [Rather he looks upon doing scientific work as part of the] task to know God in all his works,... in the production of human industry, in the life of mankind, in sociology and in the history of the human race."

Our students are encouraged to see Sociology not simply as a subject to learn, but as a responsibility, linking social life to the structures of creation, which is ultimately Christ.

Unit 3: Culture & Ethnicity

In this unit, students explore expressions of culture and ethnicity within Australian society in two different contexts – Australian Indigenous cultures, and ethnicity in relation to migrant groups.

Areas of Study:

Area of Study 1: Australian Indigenous Culture

Area of Study 2: Ethnicity

Assessment:

1. Historical Suppression & Awareness Case Study (50%)

2. Analysis of Ethnic Experiences Research Report (50%)

Unit 3 contributes 25% to the Study Score

Unit 4: Community, Social Movements & Social Change

In this unit, students explore the ways sociologists have thought about the idea of community and how the various types of community are experienced. They examine the relationship between social movements and social change.

Areas of Study:

Area of Study 1: Community

Area of Study 2: Social Movements and Social ChangeAssessment:

1. Community - Written Test (25%)

2. Community - Case Study (25%)

3. Social Movements and Social Change - SAC (50%)

Unit 4 contributes 25% to the Study Score

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

Health & Physical Education Health & Human Development

People are physical beings made in the image of God (Gen 1:27). Christian Education must address the education of the physical side of students along with the intellectual and spiritual. Health and Human Development has the unique opportunity to addresses all aspects of health and wellbeing. VCE Health and Human Development provides students with broad understandings of health and wellbeing that reach far beyond the individual. Students 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 put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically –across the lifespan and the globe, and through a lens of social equity and justice. VCE Health and Human Development is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions. Students 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.

Unit 3: Australia’s health in a globalised world

In this unit, students look at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students considered the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. Fundamental conditions required for health improvement, as stated by the World Health Organization (WHO) are explored. Students use knowledge gained in this unit to analyse and evaluate the health status of various population groups within Australia. Health promotion and improvements in population health over time were explored and students look at various public health approaches and the interdependence of different models as they research health improvements and evaluated successful programs.

Areas of Study:

Area of Study 1: Understanding Health and Wellbeing

Area of Study 2: Promoting Health and Wellbeing

Assessments:

1. Understanding Health and Wellbeing: Structured questions and data analysis (25%)

2. Promoting Health and Wellbeing: Structured questions and visual presentation (25%)

Unit 3 contributes 25% to the Study Score

Unit 4: Health and human development in a global context

In this unit, students examine health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries. Students also consider global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO) evaluating the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.

Areas of Study:

Area of Study 1: Health and Wellbeing in a global context

Area of Study 2: Health and the Sustainable Development Goals

Assessments:

1. Health and Wellbeing in a global context: Structured questions (25%)

2. Health and the Sustainable Development Goals: Data Analysis (25%)

Unit 4 contributes 25% to the Study Score

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

Physical Education

VCE Physical Education introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Unit 3: Movement skills and energy for physical activity

In this unit, students are introduced to biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport and investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise.

Areas of Study:

Area of Study 1: How are movement skills improved?

Area of Study 2: How does the body produce energy?

Assessments:

1. Skill Acquisition: Structured Questions (25%)

2. Biomechanics: Structured Questions: (25%)

3. Energy Systems & Acute Responses to Exercise: Case Study Analysis (25%)

4. Energy System Interplay, Fatigue & Recovery: Written Response (25%)

Unit 3 contributes 25% to the Study Score

Unit 4: Training to improve performance

In this unit, students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Students also consider the physiological, psychological and sociological requirements of training to design, evaluate an effective training program and critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective

Areas of Study:

Area of Study 1: What are the foundations for an effective training program? Area of Study 2: is training implemented effectively to improve fitness?

Assessments:

1. Activity Analysis (30%)

2. Training Program: Written Report (25%)

3. Training Program: Reflective Folio (20%)

4. Chronic Adaptations to Training: Structured questions (20%)

Unit 4 contributes 25% to the Study Score

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

The Arts & Technologies

Art Making and Exhibiting

Art Making and Exhibiting is a subject that encourages students to explore their artistic potential, fostering self-expression, creativity, confidence, and individual identity. It provides a strong foundation in visual arts, allowing students to develop critical thinking skills and interpret the world around them. By engaging with various artworks in galleries and museums, students gain exposure to diverse artistic expressions from local and international contexts, cultivating an appreciation for different art forms and inspiring them to find their artistic voice. The study of Art also equips students with an understanding of art institutions, curation, and conservation, enabling them to navigate the art world effectively and promoting their own artistic growth. Moreover, students become aware of diverse perspectives and approaches employed by artists, fostering an understanding of diversity within the arts industry.

The Bible's teachings emphasise transformation through renewing our minds, and artists can engage in this transformative process. Artistic expression extends beyond aesthetics, playing a critical role in challenging norms, encouraging critical thinking, and exploring profound meanings and experiences. Artists use various mediums and techniques, with each artist employing a unique approach to convey their message and engage audiences. Through artistic expression, we can learn about the world and communicate powerful ideas. By embracing creativity and seeking inspiration from God, art becomes a means to convey truth, beauty, and the love of Christ, contributing to the renewal of individuals and society at large. Artists, through their work, have the potential to question societal norms and inspire positive change, offering alternative viewpoints to uplift and transform the world.

Unit 3: Collect, extend and connect

In this unit students are actively engaged in art making using materials, techniques and processes. They explore contexts, subject matter and ideas to develop artworks in imaginative and creative ways. They also investigate how artists use visual language to represent ideas and meaning in artworks. The materials, techniques and processes of the art form the students work with are fundamental to the artworks they make.

Areas of Study:

Area of Study 1: Collect - inspirations, influences and images

Area of Study 2: Extend – make, critique and reflect

Area of Study 3: Connect - curate, design and propose

Assessment:

1. School Assessed Coursework (100%)

Unit 3 contributes 5% to the Study Score.

Unit 4: Consolidate, present and preserve

In Unit 4 students make connections to the artworks they have made in Unit 3, consolidating and extending their ideas and art making to further refine and resolve artworks in -specific art forms. The progressive resolution of these artworks is documented in the student’s Visual Arts journal, demonstrating their developing technical skills in a specific art form as well as their refinement and resolution of subject matter, ideas, visual language, aesthetic qualities and style. Students also reflect on their selected finished artworks and evaluate the materials, techniques and processes used to make them.

Areas of Study:

Area of Study 1: Consolidate – refine and resolve

Area of Study 2: Present – plan and critique

Area of Study 3: Conserve – present and care

Assessment:

1. School assessed Coursework (100%)

Unit 4 contributes 5% to the Study Score

The School Assessed Task (worked on throughout the year) contributes 60% to the Study Score

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination that will contribute 30% to the Study Score.

Food Studies

God is our provider and sets the model in the bible that we should look after our bodies in terms of what we eat. Alongside the theoretical component, students were encouraged to prepare food safely and hygienically and to be good stewards of the resources provided. In this process, they needed to develop independence and work cooperatively with their peers.

In this unit students investigate food systems in contemporary Australia. Firstly, students explore commercial food production industries, then, food production in small-scale domestic settings. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and design new food products and adapt recipes to suit particular needs and circumstances.

Unit 3: Food in daily life

In this unit, students focus on the science of food and the eating patterns of Australians. They investigate the physiology of eating and microbiology of digesting, as well as the absorption and utilisation of macronutrients. This included food allergies, food intolerances and the microbiology of food contamination. Students also look at relationships between social factors and food access and choice, as well as the social and emotional roles of food in shaping and expressing identity, and how food may link to psychological factors. They inquire into the role of the media, technology, and advertising as influences on the formation of food habits and beliefs and investigate the principles of encouraging healthy food patterns in children and families.

Areas of Study:

Area of Study 1: The Science of food

Area of Study 2: Food choice, health and well being

Assessment:

1. Digestion of macronutrients and nutrition - Production and written (50%)

2. Factors affecting choice, health and wellbeing - Production and written (50%)

Unit 3 contributes 30% to the Study Score

Unit 4: Food issues, challenges and futures

In this unit students focus on issues about the environment, ecology, ethics, farming practices, the development and application of technologies. They research a selected topic, seeking clarity on current situations and points of view, consider solutions and analyse work undertaken to solve problems and support sustainable futures. Secondly, the course focuses on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make healthy choices.

Areas of Study:

1. Navigating food information

2. Environment and ethics

Assessment:

1. Media Analysis (15%)

2. Research task and Production Activities (15%)

Unit 4 contributes 30% to the Study Score

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination that will contribute 40% to the Study Score.

Media

The study of media enables students to investigate and analyse their experience of the media, as well as the experience of others. Students develop an understanding of traditional and contemporary media forms, products, institutions, industries and contexts (including social, cultural, economic, political and/or historical) through theoretical study and practical application. This study enables students to develop the capacity to investigate, examine and evaluate debates around the role of contemporary media and its implications for society. Students navigate through the maze of modern technology from a biblical perspective, understanding their place in society, as well as the implications of their digital footprint. We live in a time when technology is emerging at a rapid rate and students need to discern their role as a Christian in a public forum. New media technology can be a great tool for exalting Christ, communicating truth, touching hearts, and changing minds. It is important to seek out and support media that aligns with biblical values, promotes truth and justice, and contributes positively to society. Each student, as an example of God’s unique design will have the opportunity to express their distinctive thoughts, character and experiences by communicating their ideas to a specific audience in an expressive and God-honouring way, through a chosen media form. Students are given a platform to empower an audience through film, photography, print or animation in a way that is pleasing to God.

Unit 3: Media narratives, contexts and pre-production

In this unit, students explore stories that circulate in society through a close analysis of a media narrative. Students consider the use of codes and narrative conventions to structure meaning and explore the role these play in media narratives. They study how social, historical, institutional, culture, economic and political contexts may influence the construction of media narratives and audience readings.

Areas of Study:

Area of Study 1: Narratives and their contexts

Area of Study 2: Research, development and experimentation

Area of Study 3: Pre-production planning

Assessment:

1. Narrative School Assessed Task (100%)

Unit 3 contributes 10% to the Study Score

Unit 4: Media production; agency and control in and of the media

In this unit, students focus on the production and post-production stages of the media production process, bringing the pre-production plans created in Unit 3 to their realisation. Students refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion.

The context in which media products are produced, distributed and consumed is an essential framework through which audiences view and read media products. Social, historical, institutional, cultural, economic and political contexts can be seen through explicit or implied views and values conveyed within media products. The media disseminate these views and values within a society and, as a result, can play a key role in influencing, reinforcing or challenging the cultural norms. In this unit, students view a range of media products that demonstrate a range of values and views, and they analyse the role that media products and their creators play within the contexts of their time and place of production.

Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by

governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

Areas of Study:

Area of Study 1: Media production

Area of Study 2: Agency and control in the media

Assessment:

1. Agency and Control SAC (100% of final score)

Unit 4 contributes 10% to the Study Score

The School Assessed Task (worked on throughout the year) contributes 40% to the Study Score

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination that will contribute 40% to the Study Score.

Music Repertoire Performance

At Maranatha Christian School, our students are encouraged to explore the God-given creative side of their nature. They experiment with sounds to create their own music, but also learn to interpret various other composers’ works through performance. Students will also learn to be discerning listeners of music; to understand and identify how these composers have created their works, and to also understand the power and the emotional sway that music can have over us – especially when combined with persuasive lyrics. Music is God’s good gift to us, but like all elements of creation, it has been affected by the Fall. Students learn to be discerning about the music they listen to and to understand what effect, positive or otherwise, that it may be having on their lives and the audience to whom they perform before.

Unit 3: Developing Recital Program

In this unit students begin developing the recital program they will present in Unit 4. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs.

Students use music analysis skills to refine strategies for developing their performances. They analyse technical, expressive and stylistic challenges relevant to the works they are preparing for performance, and present these strategies for assessment at a school-based discussion.

Students analyse interpretation in a wide range of recorded music, responding to and analysing musical elements, concepts and compositional devices. They develop their ability to identify, recreate and notate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to the works studied.

Areas of Study:

Area of Study 1 – Performing

Area of Study 2 – Analysis for Performance

Area of Study 3 - Responding

Assessment:

1. Program selection task

2. Techniques for Performance

3. Interpretation of elements and theory

Unit 3 coursework contributes 20% to Study Score

Unit 4: Develop Performance Program

In this unit students continue to develop the performance program established in Unit 3 for their end-ofyear practical examination. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs.

Students use music analysis skills to refine strategies for further developing and presenting their final recital. They analyse technical, expressive and stylistic challenges relevant to the works they are preparing for performance, and present these strategies for assessment at a school-based viva voce.

Students analyse interpretation in a wide range of music, responding to and analysing musical elements, concepts, compositional devices and music language. Students also learn how to recognise and notate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to the works studied.

Areas of Study:

Area of Study 1 – Performing Area of Study 2 – Analysis for Performance Area of Study 3 - Responding

Assessment:

1. Demonstrate and Discuss Performance Techniques (100%)

Unit 4 contributes 10% to the Study Score

The Performance Examination (worked on throughout the year) contributes 50% to the Study Score.

The level of achievement for Units 3 and 4 is also assessed by an end-of-year written examination that will contribute 20% to the Study Score.

Product Design & Technology

In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Students should be able to identify that Gods creation is diverse and that He created every one of us differently with different strengths and weaknesses.

Unit 3: Ethical product design and development

In this unit students research a real personal, local or global need or opportunity with explicit links to ethical considerations. They conduct research to generate product concepts and a final proof of concept for a product solution that addresses the need(s) or opportunities of the end user(s)

Product designers respond to current and future social, economic, environmental or other ethical considerations. This unit focuses on the analysis of available materials in relation to sustainable practices, tensions between manufacturing and production, modern industrial and commercial practices, and the lifecycles of products from sustainability or worldview perspectives.

Students plan to develop an ethical product through a problem-based design approach, starting with a need or opportunity and using a design process and testing to problem-solve. The design brief, product concepts and the final proof of concept are developed through the Double Diamond design approach, using design thinking. Students undertake the role of a designer to generate, analyse and critique product concepts, with the chosen product concept becoming the final proof of concept. Throughout a design process, the product concepts and the final proof of concept are evaluated using relevant factors that influence product design, and shaped using design thinking. Students learn about ethical research methods when investigating and defining their design need and/or opportunity and generating and designing their product concepts.

Areas of Study:

Area of Study 1: Influences on design, development and production of products

Area of Study 2: Investigating opportunities for ethical design and production

Area of Study 3: Developing a final proof of concept for ethical production

Assessment:

1. Design Folio (50%)

2. School Assessed Coursework (50%)

Unit 3 contributes 10% to the Study Score

Unit 4: Production and evaluation of ethical designs

In this unit students continue to work as designers throughout the production process. They observe safe work practices in their chosen design specialisations by refining their production skills using a range of materials, tools and processes.

Students collect, analyse, interpret and present data, use ethical research methods and engage with end user(s) to gain feedback and apply their research and findings to the production of their designed solution. Students also focus on how speculative design thinking can encourage research, product development and entrepreneurial activity through the investigation and analysis of examples of current, emerging and future technologies and market trends.

Areas of Study:

Area of Study 1 - Managing production for ethical designs

Area of Study 2 - Evaluation and speculative design

Assessment:

1. School Assessed Coursework (100%)

Unit 4 contributes 10% to the Study Score

The School Assessed Task (worked on throughout the year) contributes 50% to the Study Score

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination that will contribute 30% to the Study Score.

Theatre Studies

Theatre Studies focuses on the interpretation of playscripts and the production of plays from the premodern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of theatre as an art form. Throughout the study, students work with playscripts in both their written form and in performance. They learn about the times, places and cultures of key theatrical developments and develop awareness of the traditions and histories of theatre. This knowledge is applied through the use of stagecraft to collaboratively interpret playscripts in performance. Through a contribution to the production of plays and performance of a monologue, students also develop knowledge and understanding of theatrical styles. Theatre Studies provides opportunities for students to develop their God-given artistic expressive skills and explore these within imaginative and creative structures. By encouraging oral communication skills and collaboration theatre studies can build selfesteem and confidence and allows students to celebrate their abilities and gifts in ways that can be used to further God’s kingdom.

Unit 3: Producing Theatre

In this unit students develop an interpretation of a script through the three stages of the theatre production process: planning, development and presentation. Students specialise in two production roles, working collaboratively, creatively and imaginatively to realise the production of a script. They use knowledge developed during this process to analyse and evaluate the ways work in production roles can be used to interpret script excerpts previously unstudied. Students develop knowledge and apply elements of theatre composition, and safe and ethical working practices in the theatre. Students attend a performance selected from the prescribed VCE Theatre Studies Unit 3 Playlist and analyse and evaluate the interpretation of the script in the performance. The Playlist is published annually on the VCAA website.

Areas of Study:

Area of Study 1: Staging Theatre

Area of Study 2: Interpreting a script

Area of Study 3: Analysing and evaluating Theatre

Assessment:

1. Staging Theatre 60%

2. Theatrical Interpretation 40%

School Assessed Coursework for Unit 3 will contribute 30% to the Study Score.

Unit 4: Presenting an interpretation

In this unit students study a scene and an associated monologue. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the three stages of the production process. Students then develop a creative and imaginative interpretation of the monologue that is embedded in the specified scene. To realise their interpretation, they work in production roles as an actor and director, or as a designer. Students’ work for Areas of Study 1 and 2 is supported through analysis of a performance they attend. The performance must be selected from the VCE Theatre Studies Unit 4 Playlist. The Playlist is published annually on the VCAA website. Students analyse acting, direction and design and the use of theatre technologies, as appropriate to the production. In conducting their work in Areas of Study 1 and 2, students develop knowledge in and apply safe and ethical theatre practices.

Areas of Study:

Area of Study 1: Researching and presenting theatrical possibilities

Area of Study 2: Interpreting a monologue

Area of Study 3: Analysing and evaluating a performance

Assessment:

1. Theatrical Possibilities (60%)

2. Professional performance evaluation (40%)

School assessed coursework for Unit 4 will contribute to 15% to the Study Score

Monologue Performance Examination will contribute to 25% of Study Score

Written Examination will contribute to 30% of Study Score

Visual Communication Design

This subject focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create visual communications.

The Visual Communication Design course encourages students to discern their role as a Christian Designer and develop their understanding of being image bearers of God. Critical analysis of visual communications help students evaluate the relationship between design and society and critique messages portrayed in the media and advertising. Students are encouraged to embrace the creative process, display personal style, express emotion and faith. They learn to address design problems and use visual language to communicate ideas in an expressive and holistic manner.

Unit 3: Visual communication in design practice

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

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

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

Areas of Study:

Area of Study 1: Professional Design Practice

Area of Study 2: Design Analysis

Area of Study 3: Design Process: defining problems and developing ideas

Assessment:

1. School-assessed Coursework (100%)

School assessed coursework for Unit 3 will contribute to 20% to the Study Score.

Unit 4: Delivering design solutions

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

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

Areas of Study:

Area of Study 1: Design process: refining and resolving design concepts

Area of Study 2: Presenting design solutions

Assessment:

1. School-assessed Task (100%)

The School Assessed Task (worked on throughout the year) contributes 50% to the Study Score

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination that will contribute 30% to the Study Score

Vocational Major Literacy

Literacy empowers students to read, write, speak and listen in different contexts, as well as enabling them to understand the different ways in which knowledge and opinion are represented and developed in texts drawn from daily life. By engaging with a wide range of text types and content drawn from a range of local and global cultures, forms and genres, students learn how information can be shown through print, visual, oral, digital and multimodal representations. As Christians, we are called to share the gospel and communicate the love of Christ to others. Literacy empowers believers to effectively articulate their faith and engage in meaningful conversations. By developing strong literacy skills, Christians can write and speak in ways that effectively communicate God’s truth and engage in conversations relating to their faith. The study of literacy also promotes critical thinking skills, enabling Christians to evaluate and discern information from various sources.

Along with the literacy practices necessary for reading and interpreting texts, it is important that students develop their capacity to respond to texts. Listening, viewing, reading, speaking and writing are developed systematically and concurrently, so that students’ capacity to respond to different texts informs the creation of their own written and oral texts. Students develop their understanding of how texts are designed to meet the demands of different audiences, purposes and contexts, including workplace, vocational and community contexts. This understanding helps students develop their own writing and oral communication, so that they become confident in their use of language and their ability to comprehend, respond to and create texts for a variety of settings.

Students’ development of literate practices includes an emphasis on critical literacy so that they understand the social nature of language and how texts position readers in relation to particular ideologies.

Unit 3

In this area of study students become familiar with and develop confidence in understanding and accessing texts of an informational, organisational or procedural nature. These texts reflect real-life situations encountered by students and are representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community.

Students learn to recognise, analyse and evaluate the structures and semantic elements of informational, organisational and procedural texts as well as discuss and analyse their purpose and audience. Students will develop their confidence to deal with a range of technical content that they will encounter throughout adulthood, such as safety reports, public health initiatives, tax forms and advice, contracts, promotional videos and vocational and workplace texts. As a part of this exploration of texts and content, students participate and engage in activities that equip them to access, understand and discuss these text types.

Areas of Study:

Area of Study 1: Accessing and understanding informational, organisational and procedural texts

Area of Study 2: Creating and responding to informational, organisational and procedural texts

Assessment:

1. Case study analysis (10%)

2. Innovative Idea Presentation (60%)

3. A brochure or report including visuals/diagrams (30%)

Unit 4

In this area of study students investigate, analyse and create content for the advocacy of self, a product or a community group in a vocational or recreational setting. Students research the differences between texts used for more formal or traditional types of advocacy, influence or promotion, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure.

Students consider which elements are important for creating a ‘brand’ (including personal branding) and how different texts, images, products and multimedia platforms work together to produce one central message to influence an audience. Students compare and contrast the ways in which the same message can be presented through different platforms and participate in discussions that consider the effectiveness of these messages, considering their purpose and the social and workplace values associated with them. Students read, discuss, analyse and create texts that influence or advocate for self, a product or a community group.

Areas of Study:

Area of Study 1: Understanding and engaging with literacy for advocacy

Area of Study 2: Speaking to advise or to advocate

Assessment:

1. Job Seeking – Resume, Cover Letter, Job Interviews (30%)

2. A digital presentation of a portfolio (30%)

3. Reflective Journal (40%)

Numeracy

VCE Vocational Major Numeracy focuses on enabling students to develop and enhance their numeracy skills to make sense of their personal, public and vocational lives. Students develop mathematical skills with consideration of their local, national and global environments and contexts, and an awareness and use of appropriate technologies. Students see that mathematical structure in both discrete quantity and continuous space, is an intrinsic characteristic of God’s work in creation.

This study allows students to explore the underpinning mathematical knowledge of number and quantity, measurement, shape, dimensions and directions, data and chance, the understanding and use of systems and processes, and mathematical relationships and thinking. This mathematical knowledge is then applied to tasks which are part of the students’ daily routines and practices, but also extends to applications outside the immediate personal environment, such as living out their faith in God with service in the workplace and community.

The contexts are the starting point and the focus, and are framed in terms of personal, financial, civic, health, recreational and vocational classifications. These numeracies are developed using a problemsolving cycle with four components: formulating; acting on and using mathematics; evaluating and reflecting; and communicating and reporting.

Unit 3

Eight areas of study (four in each unit) that name and describe a range of different mathematical knowledge and skills are expected to be used and applied across the three outcomes.

Outcome 1 is framed in Semester 1 around working mathematically across three different numeracy contexts:

1. Personal numeracy

2. Civic numeracy

3. Financial numeracy

Outcome 2 elaborates and describes a four-stage problem-solving cycle that underpins the capabilities required to solve a mathematical problem embedded in the real world.

Outcome 3 requires students to develop and use a technical mathematical toolkit as they undertake their numeracy activities and tasks. Students should be able to confidently use multiple mathematical tools, both analogue and digital/technological.

Areas of Study:

Area of Study 1: Number

Area of Study 2: Shape

Area of Study 3: Quantity and Measures

Area of Study 4: Relationships

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

VCE Vocational Major Numeracy is designed around four complementary and essential components: Eight areas of study (four in each unit) that name and describe a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.

Outcome 1 is framed in Semester 2 around working mathematically across three different numeracy contexts:

1. Health numeracy

2. Vocational numeracy

3. Recreational numeracy.

Outcome 2 elaborates and describes a four-stage problem-solving cycle that underpins the capabilities required to solve a mathematical problem embedded in the real world.

Outcome 3 requires students to develop and use a technical mathematical toolkit as they undertake their numeracy activities and tasks. Students should be able to confidently use multiple mathematical tools, both analogue and digital/technological.

Areas of Study:

Area of Study 5: Dimension and direction

Area of Study 6: Data

Area of Study 7: Uncertainty

Area of Study 8: Systematics

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Personal Development Skills

VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation and citizenship by exploring interrelationships between individuals and communities. In Psalm 139 we learn that we are “fearfully and wonderfully made” The God who created us knows us intimately and has blessed us with gifts that we are to use to further His Kingdom. Using the bible as a framework this study provides opportunities for students to explore influences on identity, set and achieve personal goals, interact positively with diverse communities, and identify and respond to challenges. During His ministry on earth Jesus demonstrated what it means to be a true leader through His life of service to those around Him. This study explores concepts of effective leadership, selfmanagement, project planning and teamwork allowing students to engage in their work, community and personal environments. Using the example set by Christ, students are encouraged to understand and connect with the world they live in, and build their potential to be resilient, capable citizens.

Unit 3

This unit considers the role of interpersonal skills and social awareness in different settings and contexts. Students will examine leadership qualities and the characteristics of effective leaders and how these qualities can be applied to the achievement of goals within personal and community contexts. They will explore key components of effective teamwork and reflect on how to lead and contribute within a team context through a collaborative problem-solving activity. Students will evaluate individual contribution as well as the overall effectiveness of the team.

Areas of Study:

Area of Study 1: Social Awareness & Interpersonal Skills

Area of Study 2: Effective Leadership

Area of Study 3: Effective Teamwork

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Unit 4

This unit focuses on student participation in an extended project relating to a community issue. Students will identify environmental, cultural, economic and social issues affecting the community and select one for an extended community project. They will look at past approaches to the selected issue in Australia and elsewhere, consider how they will research information, and formulate an objective to achieve. Students will reflect on how community awareness of a selected issue can be improved. Students will engage in a process of planning, implementing and evaluating a response to a selected community issue. They will conduct research, analyse findings and make decisions on how to present work. Students will consider the key elements (such as emotional intelligence and effective team practices) and considerations (such as safety and ethics) when implementing a community project. Students will present project to an appropriate audience of peers or community members and evaluate the effectiveness of chosen response to the issue.

Areas of Study:

Area of Study 1: Planning a Community Project

Area of Study 2: Implementing a Community Project

Area of Study 3: Evaluating a Community Project Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Work Related Skills

“I praise you because I am fearfully and wonderfully made.” - Psalm 139:14 We were made with purpose, to bring glory to God. Each talent, gift, and occupation have a place in the workforce of the Kingdom of God. VCE Vocational Major Work-Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. WRS aims to broaden students understanding of workplace environments and the future of work and education, this with an understanding of who they are in Christ will influence their decision-making for a successful transition to their desired pathway.

Unit 3

This unit focuses on the core elements of a healthy, collaborative, inclusive and harmonious workplace and is separated into three main areas:

• wellbeing, culture and the employee-employer relationship

• workplace relations, and

• communication and collaboration.

Students learn how to maintain positive working relationships with colleagues and employers, understanding the characteristics of a positive workplace culture and its relationship to business success. They investigate key areas relating to workplace relations including methods for determining pay and conditions, workplace bullying, workplace discrimination, workplace harassment and dispute resolution. Students discover how teamwork and communication skills contribute to healthy, collegiate and productive workplaces.

Areas of Study:

Area of Study 1: Workplace Wellbeing & Personal Accountability

Area of Study 2: Workplace Responsibilities & Rights

Area of Study 3: Communication & Collaboration

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.

Unit 4

Portfolios are a practical and tangible way for a person to communicate relevant skills, experiences and capabilities to education providers and future employers. In this unit students will develop and apply their knowledge and skills relating to portfolios, including the features and characteristics of a high-quality physical and/or digital portfolio. The unit culminates in the formal presentation of a completed portfolio in a panel style interview and an evaluation of the end product.

Areas of Study:

Area of Study 1: Portfolio Development

Area of Study 2: Portfolio Presentation

Assessment:

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. A variety of assessment tasks and tools that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes will be used to determine for satisfactory completion.