VCE Curriculum Guide

VCE CURRICULUM HANDBOOK

Welcome to VCE

We would like to take this opportunity to welcome students of Years 10 to 12 and their families to VCE at Mentone Girls’ Grammar for 2025

The Victorian Certifcate of Education (VCE) is the certifcate that students at our School will receive after satisfactorily completing their secondary education. The VCE provides diverse pathways to further study or training at university or TAFE and to employment. A ‘study’ is broken up into four units. Each VCE study unit is numbered 1, 2, 3 or 4.

Students at Mentone Girls’ Grammar may apply to commence their VCE studies in Year 10 by including one additional VCE subject (Unit 1 and/or Unit 2 level) in their program, thereby spreading VCE over three years. Equally, a student may choose to wait until Year 11 to begin her VCE studies.

VCE at our School is a challenging, exciting time for students as they strive to achieve their desired results in assessments. They do so in a caring, positive learning environment, rich in resources and facilities. Our teachers are exemplary educators and are passionate and professional in their approach to their subject areas, willing to support students and guide them in their learning.

We are extremely proud of our previous VCE results which refect the academic expectations of the School, the tenacity of the students and the exemplary care and professionalism of the teachers. By encouraging students to be diligent, resolute and to rise boldly to challenges, we support them as they strive to achieve their personal best. To ensure a smooth progression as students enter their VCE journey, there are a number of external rules and regulations that need to be adhered to as prescribed by the Victorian Curriculum and Assessment Authority (VCAA). The purpose of this document is to ensure that both students and their parents have a resource that clearly outlines procedures, expectations and timelines related to the VCE.

We encourage students and their parents to continually refer to this document and to contact the VCE Coordinator and the Head of Careers and Enterprise in the planning of their VCE pathway.

Ms Lisa Hanlon Head of Teaching and Learning

Navigating the Future

At Mentone Girls’ Grammar School there is a wide variety of studies on offer and the focus of the VCE curriculum is to offer breadth and depth of experience within which students can select subjects that offer challenge and enjoyment whilst also fulflling tertiary entrance pre-requisites.

The opportunity also exists for students with specifc interests and talents to include within their VCE program, VET (Vocational Education and Training) or a pre-tertiary segment of Higher Education subjects, drawn from University and TAFE institute undergraduate programs.

How Do I Choose Wisely?

We believe that the best approach to subject selection is one that takes into account individual interests and abilities and that is refective and involves careful planning. We recommend that students keep in mind the following:

• Choose subjects that you have aptitude for and enjoy. This helps you to remain motivated and to learn in an optimum way.

• At Years 11 and 12 choose subjects that are prerequisites for your chosen feld of study or work. You are encouraged to see the Head of Careers and Enterprise for assistance.

A Note about Scaling

The scaling process is a system of accounting for differences in competitiveness between subjects. This means that some subjects are likely to be ‘scaled up’ if VCAA determines that they have a higher degree of diffculty or require a greater amount of study; for example, the various languages on offer.

Experience shows that it is not wise for students to choose subjects based on the scaling. Selecting your VCE program based on studies that are scaled up will not guarantee you a high ATAR. Rather, let your subject choices be guided by what interests you and what you are good at, rather than the scaling of individual subjects. Your ATAR is based on your overall performance in VCE studies. If you perform well across all studies, you are likely to get a good ATAR.

Who Should I Consult?

If you are unsure of future pathways, you are advised to choose as broadly as possible from a variety of subject areas. Try not to limit your study to one area only.

Every student will be offered an appointment with the Head of Careers and Enterprise and the VCE Coordinator to seek advice about VCE subject selection and tertiary pathway planning.

Students should also consult with the VCE subject teachers to ensure they are making informed choices.

The VCE Studies (Sequences)

The following VCE Studies are required to be undertaken as a Unit 1-4 sequence:

• English or EAL

• Chemistry

• Languages

• Mathematics

• Physics

• Creative and Digital Media (VCE/VET)

The following VCE Studies are able to be selected as either Unit 1, Unit 2 (or both) or 3-4 sequences:

• Art Creative Practice

• Business Management

• Food Studies

• Geography

• Health and Human Development

• History

• Physical Education

• Theatre Studies

The following VCE Studies are recommended to be undertaken as a Unit 1-4 sequence:

• Accounting

• Biology

• Legal Studies

• Literature

• Music

• Politics

• Psychology

• Visual Communication Design

Should you wish to undertake a sequence that is outside of this structure, please discuss with the VCE Coordinator.

Important:

Please note that classes are subject to minimum sizes. Should a class not be viable, students will be offered their second preference.

Options in the VCE and Future Pathways

Victorian Certifcate of Education (VCE) Requirements

At Mentone Girls’ Grammar, students generally complete their VCE with 22 units. VCE subjects follow a sequence of four units. Typically, 12 units are studied in Year 11 (usually these are Units 1 & 2) and ten units are studied in Year 12 (usually Units 3 & 4). Units 3 & 4 MUST be taken as a sequence.

A variety of alternatives to these arrangements may be offered, such as a Units 3 & 4 subject in Year 11 to support, extend or enhance the study programs of some students. While it is possible to enter many studies at Units 1, 2 or 3, it is important to be guided by the sequences for each unit offered at the School (see page 5).

Students may participate in a Vocational Education and Training (VET) program in conjunction with their VCE studies. These VCE/VET programs contribute a Unit 1- 4 sequence toward the VCE (see VET section).

Some students may choose to undertake a more personalised learning program, in which case they should consult the Head of Careers and Enterprise and/or the VCE Co-ordinator.

Satisfactory Completion of the VCE

The VCE is awarded to students who satisfactorily complete a minimum of 16 units. Please note that:

• Students must satisfactorily complete at least three units from the English group, two of which much be a unit 3 and 4 sequence.

• Year 12 students must study English or EAL Units 3/4 or Literature Units 3/4 or they may study both English and Literature.

• At least three sequences of Units 3 & 4 studies which can include further sequences from the English Group. (e.g. Literature)

Factors Affecting Courses Of Study

Every effort will be made to provide students with the subjects of their choice. Parents and students should be aware, however, that the availability of a subject depends on suffcient numbers to form a viable class. Should a subject be unavailable due to insuffcient demand, enrolment in the subject through the Virtual School Victoria may be an option. This option must be carefully considered as it requires independent study skills and does not suit every student. The School offers limited support.

Whilst the VCE timetable is built from students’ subject selections, the resultant blocking of subjects may present clashes for some students. In these situations, students may be asked to reselect a subject. In all cases the School supports every student to develop a course that meets their interests, aptitudes and future tertiary course goals.

Undertaking a Unit 3 & 4 Subject in Year 11

An accelerated VCE is an advanced option that may not necessarily suit all students.

Interested students must consider the overall demands this will place on their availability to manage the additional workload with co-curricular and other commitments. It is vital that the additional demands of undertaking a VCE Unit 3 & 4 subject in Year 11 does not negatively impact on the student’s performance in her Year 11 subjects. These Year 11 subjects form the basis for a solid grounding in future Year 12 subjects and thus, the overall ATAR. Before applying to undertake a Unit 3 & 4 subject in Year 11, students should consult with their subject teachers and the VCE Co-ordinator.

Students who have undertaken a Unit 1 & 2 subject in Year 10 may progress to a Unit 3 & 4 VCE subject in Year 11 if they have met the following criteria:

• Overall strong academic results in Year 10.

• Strong results in the subject in which they undertook VCE Unit 1 & 2.

• An exemplary record of attendance.

• A mature and resilient outlook and attitude towards their studies.

• An ability to balance their VCE subject with their overall co-curricular and other commitments.

* Please note: there is a requirement for all students undertaking a Unit 3-4 sequence to sit the GAT. For further information please consult the VCAA website.

Higher Education Studies within the VCE

Overview

The Higher Education Studies within the VCE program is designed to provide a broader range of studies in the VCE to challenge high achieving and interested students through the opportunity to include a frst-year higher education study in their VCE program.

Higher Education studies are defned as those that are drawn from university undergraduate degrees that are accredited by the Victorian Registration and Qualifcations Authority (VRQA). A Higher Education study must be comprised of two full semesters (or the equivalent) thereby providing equivalence in duration with a VCE Unit 3-4 sequence. Involvement in the Higher Education Program offers students access to a range of potential benefts, including

• Academic challenge and intellectual stimulation in a broader range of studies.

• Credit towards an undergraduate qualifcation at the university where the student satisfactorily completed the higher education study.

• Australian Tertiary Admission Rank (ATAR) increment.

• Experience of higher education institution life and access to those facilities.

Students can undertake only one Higher Education study as part of their VCE program.

ATAR Increment

VTAC advises that where a student successfully completes a Higher Education study, and where applicable corequisite or prerequisite conditions were met, and subject to the restricted combinations outlined in the Victorian Tertiary Entrance Requirements (VICTER), the study can contribute to the student’s ATAR as a ffth or sixth study via an increment.

The universities in Victoria each offer a range of Higher Education studies to Year 12 students. Accounting, Biology, Chemistry Criminology, History, Politics, English Literature, Geography, Management, Mathematics, Philosophy, Psychology and Public Relations and are some of the subjects that students may study, although these can change each year.

Students interested in applying for one of these programs should speak to the Head of Careers and Enterprise or the VCE Co-ordinator.

Vocational Education and Training Delivered in Secondary Schools (VETDSS)

VET enables students to do a nationally recognised training as part of their VCE, combining general and vocational studies, exploring career options, learning in the workplace and developing skills that prepare you for the workforce and further study.

Undertaking a VET subject in the VCE provides pathways to TAFE, university, employment or a combination of these. VET courses have a strong vocational or industrybased focus and may appeal to students seeking a more applied, ‘hands on’ approach to learning in a particular area of study.

Undertaking a VET subject in the VCE provides pathways to TAFE, university, employment or a combination of these.

VET courses not only contribute to the VCE but also to a nationally recognised VET certifcate in many industry areas. Consequently, upon successful completion, the student may gain two qualifcations instead of one.

Special arrangements may be made to allow students studying VCE at Mentone Girls’ Grammar to undertake VET courses at a TAFE Institute. (This incurs an additional cost, payable to the relevant TAFE).

Our students have participated in a range of VET programs off campus including:

• Acting

• Allied Health

• Animal Studies

• Aviation,

• Dance

• Equine Studies

• Fashion

• Interior Decoration

• Hair and Beauty

• Hospitality

• Sport and Recreation.

For further information and advice regarding VET programs, students may consult with the Head of Careers and Enterprise.

VCE Program Options and Pathways

VCE Structure - Options

Students can choose from a standard VCE program, an extended VCE program or a VCE/VET program.

The extended VCE program commences in Year 10, whereby a student undertakes one additional VCE subject..

All students must undertake a full complement of subjects at Year 12.

This enrolment, however, is subject to Department of Education and Training guidelines and may incur a fee that is NOT covered by Mentone Girls’ Grammar. Students should consult with the VCE C-ordinator for further information and advice regarding Distance Education programs. (Refer to the Distance Education Handbook). The Victorian School of Languages (VSL) offers VCE language study options in the same way as VSV.

Assessment and the VCE

Unit Outcomes

Units 1 & 2 can be completed as single units, however, Units 3 & 4 must be taken as a sequence. (Refer to the recommended sequences on page 5).

Outcomes form the basis for satisfactory completion of VCE units. Each VCE unit includes a specifc set of learning outcomes. These stated outcomes defne knowledge and skills acquired as a result of undertaking the study. Generally, there will be 2-4 outcomes per unit. Students must achieve the set of outcomes to be deemed to have satisfactorily completed the unit/s shown by ‘S’. The judgement of satisfactory completion is a school responsibility and the results are reported to VCAA, which issues a statement of results at the end of each VCE year. Outcomes are assessed through submission of work such as folios, essays, research projects, assignments and practical reports.

School-assessed Coursework (SAC)

Distance Education

Virtual School Victoria (VSV) delivers programs that are designed to meet the educational needs of students whose circumstances prevent them from accessing courses at regular schools. It is possible for students from Mentone Girls’ Grammar to enrol in VSV courses.

School-assessed Coursework (SAC) is mainly completed during class time and within a limited time frame. It is made up of a number of assessment tasks used to assess the unit learning outcomes. School-assessed Coursework for Units 1 and 2 is internally set and marked. For Units 3 and 4, the VCAA (Victorian Curriculum and Assessment Authority) curriculum for each study specifes how coursework is to be assessed. Set marks will be allocated for each assessment task linked to the outcomes required for each unit. For example, in Unit 4 Legal Studies, Outcome 1 is allocated 40 marks and may include more than one task.

The Coursework scores for Unit 3 are submitted by the School to VCAA at the end of Semester 1 and in Term 4 for Unit 4. These Coursework assessments are statistically moderated by VCAA using the examination results in that study as well as the General Achievement Test (GAT).

VCE Program Options and Pathways

School-assessed Tasks Units 3 & 4 (SAT)

A small number of studies have School-assessed Tasks (SATs). These are used in studies where products and models are assessed. Applied Computing, Art Creative Practice and Visual Communication Design have SATs. Students’ scores will be determined from the ratings given by the teacher on a set of assessment criteria specifed by VCAA. These SATs are subject to external review by VCAA.

Assessment of VCE (Units 3 & 4)

All studies have school-based assessment and external examinations. There are three assessments reported by VCAA and graded A+ to E or UG for each study.

Examinations generally commence in late October with the exception of the General Achievement Test (GAT), which is usually held in June. Performance/oral examinations are usually held in October/November. Grades for all examinations will be determined by VCAA. Grades for October and November examinations will be issued in December.

It is possible for a student to successfully achieve their VCE without completing school-based assessments or external examinations. In this case, however, the student will not be awarded an ATAR.

Reporting

Year 11 students receive a school report at the end of each semester and a VCE Statement of Results at the end of the year.

Year 12 students receive a school report at the end of Semester 1 and at the end of the year they receive a VCE Statement of Results, a scaled study score for each subject, a VCE Student Profle, a GAT result, an Australian Tertiary Admissions Rank (ATAR) and a Testimonial from the School.

Entry into Post-Secondary Courses

Gaining the VCE does not give students automatic entry to post-secondary courses. Selection for many courses is based on Australian Tertiary Admissions Rank (ATAR) calculated from the SAC, SAT and examination results achieved in Units 3 & 4. Students may also be selected on the basis of interview, folio, audition, additional tests or extra requirements specifed by the institution. Selection may also be based on ATAR in combination with one or more of the above criteria.

The Victorian Tertiary Admissions Centre (VTAC) manages applications for entry into tertiary institutions in Victoria.

Students may also consider interstate courses, courses requiring direct application to the institution and other accredited training providers. When selecting their VCE courses, students need to consider VCE pre-requisite subjects, selection criteria and entrance requirements for tertiary courses they are considering.

Further information is available through the VTAC website and by consulting with the Head of Careers and Enterprise.

Subject Selections

Online Subject Selections – Web Preferences

Students will select their 20 subject selections online via the software Web Preferences.

Each student will be emailed a login and password, along with a link to the student portal. Instructions will guide them through the process of selecting their preferences.

Students will make their selections and will have the opportunity to adjust them a further two times within the dates that the portal is open.

Students are also asked to nominate reserve subjects. They should give some thought to these choices as reserves will be substituted automatically in the event of a clash.

When preferences have been made, a ‘receipt’ can be printed. This receipt is to be signed by the student and parent and returned to the Curriculum Services offce.

The Head of Careers and Enterprise, the VCE Coordinator and the Head of Teaching and Learning are available to assist with advice and queries.

Please note that when the advertised closing date passes, entry into the portal is longer possible. If a student fails to submit any preferences, then her choices will not be included in the development of the timetable blocks. This may disadvantage her in the event of quotas on subjects. Students are advised to submit their preferences within the set timeframes to maximise their opportunities.

Students should contact the Curriculum Services offce if they experience diffculties with the online course selection process.

Students are advised to select their subjects very carefully as changes may not be possible.

Subject Descriptions Accounting

Rationale

Students who study Accounting learn about the fnancial recording, reporting, analysis and decisionmaking processes of a sole proprietor small business. Students study both theoretical and practical aspects of accounting. They collect, record, report and analyse fnancial data, and report, classify, verify and interpret accounting information, using both manual methods and information and communications technology (ICT). In business decision-making, fnancial as well as ethical considerations (incorporating social and environmental aspects) should be taken into account. Students apply critical thinking skills to a range of business situations to model alternative outcomes and to provide accounting advice to business owners. Completion of this subject will enable students to undertake further studies in business and fnance assisting those who wish to own a small business.

Course Structure

Unit 1: Role of accounting in business

This unit focuses on investigating the reasons for establishing a business and possible alternatives to operating a business. Students explore types of business ownership, factors that lead to the success or failure of a business, sources of business fnance and ethical considerations.They develop an understanding of the role and importance of accounting in operating a business, and consider how accounting is used to provide information for making operational and investment decisions.

Unit 2: Accounting and decision-making for a trading business

This unit focuses on the accounting process for sole proprietors operating a trading business, including inventory, accounts receivable, accounts payable and non-current assets. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant fnancial 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.

Unit 3: Financial accounting for a trading business

This unit focuses on fnancial 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 fnancial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

Unit 4: Recording, reporting, budgeting and decision-making

In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording fnancial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. 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.

Assessment Methods

Assessment methods include case studies (manual and/ or ICT), practical exercise (manual and/or ICT), folio of exercises (manual and/or ICT) all carried out under test conditions in the classroom, and examinations.

Entry Requirements

It is recommended that Accounting be undertaken as a Unit 1-4 sequence.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions

Art Creative Practice

Rationale

Art is an integral part of life and contributes to a progressive society. Artworks and visual language are a potent and dynamic means to communicate personal experiences, ideas, beliefs and issues in contemporary society. In the study of VCE Art Creative Practice, research and investigation inform art making.Through the study of artworks, the practices of artists and their role in society, students develop their individual art practice, and communicate ideas and meaning using a range of materials, techniques and processes. Through making artworks and responding to them, they develop skills in critical and creative thinking, innovation, problem-solving and risk-taking. And by combining a focused study of artworks, art practice and practical art making, students learn to recognise the interplay between research, art practice and the analysis and interpretation of art works.

Course Structure

Unit 1: Interpreting Artworks and Exploring the Creative Practice

In Unit 1, students focus on the making of art and examine how artists communicate ideas and meaning in artworks. Students explore the practices of artists who have been inspired by ideas relating to personal identity. Students use a range of materials, techniques, processes and art forms to create a body of experimental work in response to their research of the practices of artists and their personal observations of artworks. They experiment with a range of approaches to develop technical skills and promote creative thinking through the study of both traditional and contemporary art practices. They are guided through this process to research, explore, experiment and develop, and to evaluate and refect upon their own creative practice.

Unit 2: Interpeting Artworks and Developing the Creative Practice

In Unit 2, students investigate the artistic and collaborative practices of artists. They apply interpretive strategies to examine artworks from different periods of time and cultures, and to explore the different ways that artists communicate social and personal ideas in artworks. Students explore the collaborative practices of artists and use this as inspiration to make and present their own artworks. They develop visual responses based on their investigations, exploring the way historical and contemporary cultural contexts, ideas and approaches have infuenced the artworks and the practices of the artists they investigate, as well as their own art practice.

Unit 3: Investigation, Ideas, Artworks and the Creative Practice

In this unit, students use inquiry and project-based learning as starting points to develop a body of work, explore ideas and experiment with materials, techniques and processes. The research of historical and contemporary artists is integral to students’ own art practice and informs the basis of their visual research. Students investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist. Unit 3 commences with students researching the practice of a selected artist as the starting point to develop a fnished artwork. The fnished artwork will contribute to the body of work they develop over Units 3 and 4.

Unit 4: Interpreting, Resolving and Presenting Artworks and the Creative Practice

In Unit 4, students continue to develop their art practice through project-based and inquiry learning as their research and exploration continues to support the development of their artwork. Throughout their research students study the practices of historical and contemporary artists to inform their own art practice. They use interpretative strategies to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study. Students apply this knowledge to resolve and refne their own body of work.

Assessment Methods

Students are assessed through a folio of research tasks, written tasks, the creation of art works, and written examinations.

Entry Requirements

Nil entry requirements.

Subject Descriptions Biology

Rationale

Biology is the study of living things. This subject extends students’ understanding of the living world and the factors that affect it. Practical work and feld exercises are important components of the development of knowledge in this study.

Course Structure

Unit 1: How do organisms regulate their functions?

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

Unit 2: How does inheritance impact on diversity?

In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors infuence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies, including the use of reproductive cloning technologies. They study structural, physiological and behavioural adaptations that enhance an organism’s survival. Students explore interdependences between species, focusing on how keystone species and top predators structure and maintain the distribution, density and size of a population.

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. Examples of investigation topics include, but are not limited to: discovery and development of the model of the structure of DNA; proteomic research applications; transgenic organism use in agriculture; use, research and regulation of gene technologies, including CRISPRCas9; outcomes and unexpected consequences of the use of enzyme inhibitors such as pesticides and drugs; research into increasing effciency of photosynthesis or cellular respiration or impact of poisons on the cellular respiration pathway.

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 specifc 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 paleontology, structural morphology, molecular homology and comparative genomics.

Assessment Methods

The units are assessed by practical activities, research tasks, class tests and examinations. Research investigations will be undertaken that draw upon and extends the content from Units 1 & 2. A student practical investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4. The fndings of the investigation are presented in a scientifc poster format.

Entry Requirements

It is recommended that this subject be undertaken as a Unit 1-4 sequence.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions Business Management

Rationale

In contemporary Australian society there are a range of businesses managed by people who establish systems and processes to achieve a variety of objectives. These systems and processes are often drawn from historical experience and management theories designed to optimise the likelihood of achieving success.

In studying VCE Business Management, students develop knowledge and skills that enhance their confdence and ability to participate effectively as socially responsible and ethical members, managers and leaders of the business community, and as informed citizens, consumers and investors. The study of Business Management leads to opportunities across all facets of the business and management feld such as small business owner, project manager, human resource manager, operations manager or executive manager. Further study can lead to specialisation in areas such as marketing, public relations and event management.

Unit 1: Planning a Business

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation.Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Unit 2: Establishing a Business

This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of fnancial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfed 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 staffng and fnancial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.

Unit 3: Managing a Business

In this unit students explore the key processes and issues concerned with managing a business effciently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice.

Unit 4: Transforming a Business

Businesses are under constant pressure to adapt and change to meet their objectives. 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 effcient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory.

Assessment Methods

Units 1 & 2: Assessment tasks for these units include: Case study analysis, business research (print and online), business report (both written and oral).

Units 3 & 4: The student’s level of achievement in Units 3 & 4 will be determined by School-assessed Coursework and an end-of-year examination. Assessment tasks include case studies, structured questions and media analyses.

Entry Requirements

It is recommended that this subject be undertaken as a Unit 1-4 sequence.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions Chemistry

Rationale

The science of Chemistry helps to explain the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Chemistry is used to explain natural processes at the molecular level as well as how new materials for are created. For the majority of students, learning is more effective in the context of the application of chemical knowledge to technology and society. Therefore, a thematic approach to chemistry has been adopted and throughout the study contexts have been provided for the teaching of chemistry relevant today and in the future. Students will have opportunities to investigate, explore and solve qualitative and quantitative problems and discuss chemical concepts and issues. Together the four units of the study provide a comprehensive coverage of chemistry at this level. In sequence, the units foster the development of key knowledge and skills by revisiting key concepts in a variety of contexts.

Course Structure

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

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

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

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

The global demand for energy and materials is increasing with world population growth. In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment. Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy effciencies, environmental impacts and potential applications.They explore food in the context of supplying energy in living systems.The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that infuence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.

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.

Assessment

These units are assessed by practical activities, research tasks, class tests and examinations. Research investigations will be undertaken that draw upon and extends the content from Units 1-4.

Entry Requirements

Chemistry is required to be undertaken as a Unit 1-4 sequence. Recommendation of 75% or above in Year 10 Science and Mathematics.

Subject Descriptions

Creative & Digital Media (CDM)

Certifcate III in Screen and Media (Year 1)

Units 1 & 2 – VCE VET

Rationale

The world of work is changing and individuals are increasingly required to have the skills to promote both themselves and their businesses across the world. This course is designed to allow students to develop the skills and knowledge to stand out from the crowd in this digital environment. The Units 1 & 2 CDM course comprises the frst year of the Certifcate III in Screen and Media. Students must successfully complete both semesters to receive Units 1 & 2 level VCE units. They have the option of continuing the course in Year 12 to receive credits for Units 3 & 4, a study score and the vocational qualifcation Certifcate III in Screen and Media. This subject has an industry focus. It integrates the creative and technical aspects of Media, providing skill development in:

• Graphic design using software applications including Adobe Photoshop and Illustrator.

• The use of media in marketing and brand development.

• Animation creation in Adobe Animate.

• Webpage development in Adobe Dreamweaver.

VCE VET programs lead to nationally recognised qualifcations and are fully recognised within the Units 1 to 4 structure of the VCE. Completion of Units 1 & 2 is a prerequisite for Units 3 & 4.

Course Structure

VCE VET Creative and Digital Media Units 1 & 2 include the following topics:

• Develop drawing skills to communicate ideas, with a focus on Adobe Illustrator.

• Apply critical thinking skills in a team environment using Adobe Photoshop.

• Maintain interactive content and organise content for publication using Adobe Dreamweaver.

• Prepare audio assets using Adobe Audition.

• Work effectively in the creative arts industry and working effectively in the media industry.

• Apply work health and safety practices.

Assessment Methods

This course is assessed using practical, competency-based assessment techniques, including minor work projects throughout the year. order to prepare students for the future beyond school, assessments have an industry focus and students can use work made in this class for their portfolios beyond high school.

Certifcate III in Screen and Media (Year 2) Units 3 & 4 – VCE VET

Scored Assessment

Students have the option of completing this course as a VET subject or a VCE VET subject. Students wishing to receive an ATAR contribution for VCE VET Creative and Digital Media must undertake Scored Assessment. This consists of three coursework tasks, worth 66% of the overall Study Score and an end of year examination, worth 34% of the overall Study Score.

Course Structure

Students build on the understandings from Units 1 & 2 to develop more in-depth understandings. The following units will be completed during the VET VCE Creative and Digital Media Units 3 & 4:

• Create 2D digital animations.

• Write content for a range of media.

• Explore and apply the creative design process to 2D forms.

• Author interactive sequences.

• Create visual design components.

Assessment Methods

There are three school-based assessments for Certifcate III in Screen and Media. The frst assessment requires students to construct a 2D animation. The second assessment task requires students construct an interactive portfolio website which can be used for selfpromotion or in University entrance interviews. In the fnal assessment, students are required to develop a brand and supporting materials for a destination city or town. External assessment consists of a fnal computer-based exam at the end of the year comprising both theory and practical components.

Entry Requirements

CDM is required to be undertaken as a Unit 1-4 sequence

Subject Descriptions

English/English as an Additional Language (EAL)

Rationale

The study of English empowers students to read, write, speak and listen in different contexts. VCE English and English as an Additional Language (EAL) prepares students to think and act critically and creatively, and to encounter the beauty and challenge of their contemporary world with compassion and understanding. Students work to collaborate and communicate widely, and to connect with our complex and plural society with confdence.

Through engagement with texts drawn from a range of times, cultures, forms and genres, and including Aboriginal and Torres Strait Islander knowledge and voices, students develop insight into a varied range of ideas. They extend their skills in responding to the texts they read and view, and their abilities in creating original texts, further expanding their language to refect accurately the purpose, audience and context of their responses.

By developing broad skills in communication and refection, the study of English enables students to participate in their diverse, dynamic and multicultural world productively and positively.

Course Structure

Unit 1: In this unit, students respond to texts analytically and creatively, with an emphasis on developing a personal response. They explore how meaning is created in a text through identifying, discussing and analysing decisions authors have made, as well as considering the similarities and differences between texts. Students will compose their own texts in relation to a specifc idea, infuenced by ‘mentor’ texts used to model distinct types of writing. The emphasis is very much on the process of writing rather than the product itself and the student’s developing awareness of their decision-making in the crafting of their own texts. EAL students focus on annotating and note form summaries of key connections and ideas within a text.

Unit 2: In this unit, students explore and analyse how vocabulary, text structures, language features and ideas in a text construct meaning. They explore and analyse persuasive texts, including how language and arguments are presented. Students also create their own texts intended to position audiences and develop their skills in creating written, spoken, and multimodal texts.

Unit 2 EAL Students Only: EAL students also develop and refne their listening skills. They engage with audio and audio-visual texts in pursuit of this aim.

Unit 3: In this unit, students read and respond to texts analytically and creatively. They identify, discuss, and analyse how the features of selected texts create meaning and how they infuence interpretation. In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts, and develop and justify their own detailed interpretations. Students also analyse arguments and the use of language to persuade. They read and view media texts in a variety of forms, including print, nonprint and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader/viewer.

Unit 3 EAL Students Only: EAL students also develop and refne their listening skills. They listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts through specifc speaking and listening activities, thereby developing, and refning their comprehension of literal and inferred meaning.

Unit 4: In this unit, students compare the presentation of ideas, issues, and themes in texts. They explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice, and structure, and how ideas, issues and themes are communicated. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that refect the world and human experiences. Students use their understanding of argument and language as the basis for the development of a persuasive oral presentation about an issue currently debated in the media, drawing on their knowledge to express their viewpoints through arguments and persuasive language selected specifcally to position an audience.

Assessment Methods

Assessment methods include analytical and creative written responses to texts and media issues, oral presentations, both individually and in a group, and written examinations. EAL students respond to short answer questions to demonstrate understanding of a spoken component.

Entry Requirements – EAL

Students are required to complete Units 1 & 2 EAL if they wish to enrol in Units 3 & 4 EAL in the subsequent year. Students intending to enrol in VCE EAL must confrm they are eligible with the school and provide any necessary supporting documentation.

Subject Descriptions Food Studies

Rationale

VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills, and building individual pathways to health and wellbeing through the application of practical food skills. VCE Food Studies provides a framework for informed and confdent food selection and food preparation within today’s complex architecture of infuences and choices. Students study past and present patterns of eating, Australian and global food production systems, and the many physical and social functions and roles of food. Students research sustainability and the legal, economic, psychological, sociocultural, health, ethical and political dimensions of food, and critically evaluate information, marketing messages and new trends.

Course Structure

Unit 1: Food origins

This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time. In Area of Study 1, students explore how humans have sourced their food, examining the progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food.

Students consider the origins and signifcance of food to people throughout the world. In Area of Study 2, students look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the infuence of food production, processing and manufacturing industries and immigration.

Unit 2: Food makers

In this unit students investigate In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries whilst Area of Study 2 looks at food production in small-scale domestic settings, as both a comparison and complement to commercial production. Students gain insight into the signifcance 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 foods to commercial products and preparation of food in the home, and analyse the benefts and challenges of developing and using practical skills in daily life.

Unit 3: Food in daily life

In this unit students investigate the many roles and everyday infuences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health. They analyse the scientifc evidence, including nutritional rationale, behind the healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating, and develop their understanding of diverse nutrient requirements.

Unit 4: Food issues, challenges and futures

In this unit students examine debates about Australia’s food systems as part of the global food systems and describe key issues relating to the challenge of adequately feeding a rising world population. Students focus on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. They also consider the relationship between food security, food sovereignty and food citizenship. Students consider how to assess information and draw evidencebased conclusions, and apply this methodology to navigate contemporary food fads, trends and diets.

Assessment Methods

All assessments at Units 1 & 2 are school assessed.

At Unit 3 & 4, students’ level of achievement will be determined by School-assessed Coursework (SACs) and an end-of-year examination.

Entry Requirements

There are no pre-requisites or entry requirements for Food Studies.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions Geography

Rationale

The study of Geography is a structured way of exploring, analysing, and understanding the natural and human characteristics of places that make up our world. Geographers are interested in causes and impacts of change and the management of the impacts. Geospatial technologies, like GNSS, GIS and remote sensing are a key component of the study. Students explore through feldwork and investigation of a wide range of secondary sources. These methods underpin the development of a unique framework for understanding the world, enabling students to appreciate its complexity, the diversity and interactions of its environments, economies and cultures, and the processes that helped form and transform them. Geography complements subjects like, Biology, Health and Human Development, Global Politics and Food Technology. VCE Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface.

Course Structure

Unit 1: Hazards and disasters

In this unit, students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards include a wide range of situations including those within local areas, such as the likelihood of fre or coastal erosion, to regional and global hazards such as cyclones and volcanoes. Students examine the processes involved with hazards and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specifc types of hazards, including attempts to reduce vulnerability to, and the impact of hazard events..

Unit 2: Tourism

This unit investigates the characteristics of tourism with particular emphasis on where it has developed, its various forms, how it has changed and continues to change, and its impact on people, places, and environments. The study of tourism at local, regional, and global scales emphasises the interconnection within and between places. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, together with cultural preservation and acculturation. The growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism. Case studies include Borneo and Vietnam

Unit 3: Changing the land

This unit focuses on two investigations of geographical change: change to land cover and change to land use. Students investigate deforestation and melting glaciers and ice sheets which are changing land cover in many regions of the world. Students investigate the distribution and causes of these t processes in Borneo and Greenland. At a local scale, students investigate land use change using appropriate feldwork techniques and secondary sources. They investigate the scale of change, the reasons for change and the impacts of change. Students undertake

Unit 4: Human population - trends and issues

In this unit, students investigate the geography of human populations. They explore theories, the patterns of population change, movement, and distribution, and how governments, organisations and individuals have responded to those changes in various parts of the world. Population movements such as voluntary and forced movements over long or short terms add further complexity to populating structures and to economic, social, political, and environmental conditions. The case studies are Japan and Bangladesh or Nigeria.

Assessment Methods

Assessment methods include feldwork, written reports, case studies, data analysis, essays, tests, and examinations.

Entry Requirements

It is recommended that Geography be undertaken as a Unit 1-4 sequence.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions Health and Human Development

Rationale

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.

Course Structure

Unit 1: Understanding health and wellbeing

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and defnitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people.

Students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that infuence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.

Unit 2: Managing health and wellbeing

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood.

This unit promotes the application of health literacy skills 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 healthrelated milestones and changes.

Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

Unit 3: Australia’s health in a globalised world

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry.As they consider the benefts of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organisation (WHO).They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians.

Unit 4: Health and development in a global context

This unit examines 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, including the physical, social and economic conditions in which people live.

Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people.

Assessment Methods

These units are assessed in the following ways –classwork; data analysis; oral presentations; multimedia presentations; blogs; podcasts; tests; case study analysis; and written response.

Entry Requirements

It is recommended that Health and Human Development be undertaken as a Unit 1-4 sequence.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions History

Rationale

VCE History assists students to understand themselves, others, and the contemporary world, and broadens their perspective by analysing the social, political, economic and cultural forces which have helped shape the present. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. It fosters an understanding of human agency and informs decision making in the present. History also fosters the ability to ask searching questions, to engage in independent research and to construct arguments about the past based on evidence from historical sources. Students learn that there is no historical truth, and that historical narratives are constructed and contested by historians, and students develop an ability to work within this contested space to form their own opinions and to defend them using evidence. The study of History equips students to enhance their critical thinking, take an informed position on how the past informs the present and future, and contributes to them becoming informed and engaged citizens.

Course Structure

Unit 1: Modern History – Change and Confict

– Students

analyse the consequences of the collapse of the established order after World War I and explore the different political ideas and movements that emerged and the conficts which resulted from competing attempts to establish and legitimise them, such as fascism and communism. –

Students evaluate the continuities and changes that occurred in social and cultural life during the interwar period, and how these impacted on different people in society. Students undertake a detailed exploration of the transformations that occurred in democratic Weimar Germany and totalitarian Nazi Germany.

Unit 2: Modern History – The Changing World Order

Area of Study 1:

- Students explore the rise and fall of the new political order which emerged after the end of World War II in 1945. They analyse how competing ideologies and geopolitical tensions produced the Cold War between the USA and USSR, the nature of confict between the superpowers, and the reasons for the end of the Cold War and collapse of the USSR in 1991

- Students evaluate the ways in which traditional ideas, values and political systems were challenged and changed by individuals and groups in a range of contexts in the period since World War II. Students explore the causes of signifcant political and social events and movements, and their consequences for nations and people, such as the movement against apartheid in South Africa.

Unit 3 Revolutions - The Russian Revolution (18961927)

– Students

analyse why Tsar Nicholas II was overthrown in February 1917, how different revolutionary groups struggled to determine the future of the revolution, and why Vladimir Lenin’s Bolshevik party was able to seize power. Area Students evaluate why the Bolsheviks were unable to create the socialist state they had imagined. They will explore how, by 1927, the new Soviet Union had come to resemble the old Russian Empire in many ways.

Unit 4 Revolutions - The Chinese Revolution (1912-1976)

– Students analyse the challenges facing the Republic of China after the overthrow of the Qing dynasty in 1912. After three decades of chaos and war, China was fnally reunited by Mao Zedong’s Communists in 1949.

– Students evaluate how effective the Communists were in transforming China after 1949, and ask why Mao’s great reform programs, like the Great Leap Forward and Cultural Revolution, failed to strengthen China and instead resulted in chaos and suffering.

Assessment Methods

Unit 1/2 History is assessed internally. Students will complete historical inquiries, which require students to locate, evaluate and construct arguments using evidence from the past, they will analyse historical sources, and they write extended responses and essays. Unit 3/4 History is assessed using a combination of school-assessed coursework (50%) and an end of year examination (50%). Both schoolassessed coursework tasks and the exam are comprised of short answer questions and extended responses that focus on analysis of historical sources, as well as essay questions.

Entry Requirements

It is recommended that History be undertaken as a Unit 1-4 sequence.

Subject Descriptions

Languages: French, German, Japanese and Chinese

French, German and Japanese

Rationale

Our School encourages a global mind-set and celebrates cultural diversity – we prioritise the learning of a second language as a conduit to being proactive and involved citizens of Australia, and the world. Language learning is so much more than grammatical structures, vocabulary and expressions – it is the gateway to lifelong learning and understanding of unique cultures and societies. It is the chance to expand your opportunities to travel the world, to live and thrive in another country and to make friends overseas.

Students who study a second language increase their marketability in a global economy and improve their chances of future employment. They improve their problem solving and analytical skills, have highly developed memories and listening skills, as well as intrepid communicators. These students play a vital part in breaking down barriers of distrust and fear as they lead the world in spearheading tolerance and understanding.

Course Structure

Language study focuses on student participation in interpersonal communication, interpreting the language of other speakers and presenting information and ideas in the target language on a range of themes and topics. Our students develop and extend skills in listening, speaking, writing, reading and viewing in their chosen languages. They are able to do this in a range of contexts and develop cultural understanding in interpreting and creating language.

Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities. Throughout the study, students are given opportunities to make connections and comparisons based on personal refections about the role of language and culture in communication and in personal identity.

Units 1 & 2: The course at this level is designed to take into account the varied needs of students continuing a language.There is further emphasis on the use of authentic language, with emphasis on developing students’ fuency and range of vocabulary.

Units 3 & 4: These units are sequential and are a continuation of Units 1 and 2. Students must undertake Unit 3 prior to undertaking Unit 4.

Chinese Language, Culture & Society

Rationale

This study enables students to strengthen their communication skills in Mandarin and to learn about aspects of the culture, history and social structures of Chinese-speaking communities through the medium of English. VCE Chinese Language, Culture and Society is designed for students who have already studied Chinese as part of their secondary education. It is encouraged for students to have at least 100 hours prior of Chinese at the commencement of Unit 1. The course is aimed for the non-background Chinese language learner.

Course Structure

Units 1 & 2: Unit 1 & 2 focus on Confucianism, China’s most important school of thought. They explore the foundations of Chinese moral judgments and examine the signifcance and impact of Confucianism on life in Chinese society. Students examine the core values of this signifcant philosophical tradition in China, how it has infuenced the structure of Chinese society and its contribution to social harmony.

Units 3 & 4: Units 3 & 4 focus on an exploration of contemporary Chinese social values through aspects of change in China as well as through China’s role in the global economy and in education industry. Students explore and discuss in English the signifcance of Chinese philosophy and concepts related to contemporary Chinese culture and Chinese-speaking communities.

Assessment Methods

Assessment methods in the second language classroom aims to develop students’ communicative skills. The focus lies in various micro skills such listening, reading, writing, viewing and speaking. At Units 1 and 2, all assessments are school assessed. At Units 3 and 4, School-assessed Coursework and an end of year examination, which compromises both a speaking and a written component, will determine students’ level of achievement.

Entry Requirements

Students must successfully complete Years 7 – 10 in their chosen language to be able to complete Units 1 – 4. Students must obtain a B average during their year 10 Semester 2 studies in order to undertake a VCE language course. Languages are required to be undertaken as a Unit 1-4 sequence.

Subject Descriptions Legal Studies

Rationale

VCE Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals and the community. The study of VCE Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and the legal system.They develop knowledge and skills that enhance their confdence and ability to access and participate in the legal system. Students come to appreciate how legal systems and processes aim to achieve social cohesion, and how they themselves can create positive changes to laws and the legal system. VCE Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision-making skills and fosters critical thinking to solve legal problems

Course Structure

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. Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from the past four years.

Unit 2: Wrongs and Rights

Civil law aims to protect the rights of individuals. When rights are infringed, a dispute may arise requiring resolution, and remedies may be awarded. 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. They apply knowledge through an investigation of civil cases from the past four years. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specifc focus on one case study.

Unit 3: Rights and Justice

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. 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. Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Unit 4: The People, the Law and Reform

The study of Australia’s laws and legal system includes an understanding of institutions that make and reform our laws. 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 signifcance 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 infuencing changes to the law, and past and future constitutional reform. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Assessment Methods

Units 1 & 2: Assessment tasks for these units include: Case studies and structured questions, Legal reports (both written and oral), tests and examinations. Units 3 & 4: The student’s level of achievement in Units 3 & 4 will be determined by School-assessed Coursework and an end-of-year examination. Assessment tasks include case studies, structured questions and media analyses.

Entry Requirements

It is recommended that Legal Studies is undertaken as a Unit 1-4 sequence.

Subject Descriptions Literature

Rationale

The study of VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of stories and storytelling, and enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high order thinking to express and develop their critical and creative voices.

Course Structure

Unit 1: Reading Practices

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

Unit 2: Voices of Country

In this area of study, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They consider the interconnectedness of place, culture and identity through the experiences, texts and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation. Unit 2 also includes the text in its context: In this area of study students focus on the text and its historical, social and cultural context. Students refect on representations of a specifc period and/or culture within a text.

Unit 3: Adaptations and Transformations

In this area of study students focus on how the form of a text contributes to its meaning. Students explore the form of a set text by constructing a close analysis of that text. They then refect on the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation. By exploring an adaptation, students also consider how creators of adaptations may emphasise or minimise viewpoints, assumptions and ideas present in the original text.

Unit 3 also includes Developing interpretations: In this area of study students explore the different ways we can read and understand a text by developing, considering, and comparing interpretations of a set text.

Unit 4: Interpreting texts

In this area of study students focus on the imaginative techniques used for creating and recreating a literary work. Students use their knowledge of how the meaning of texts can change as context and form change to construct their own creative transformations of texts. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form, and structure. Students draw inferences from the original text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored.

Unit 4 also includes Close analysis of texts: In this area of study students focus on a detailed scrutiny of the language, style, concerns, and construction of texts. Students attend closely to textual details to examine the ways specifc passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.

Assessment Methods

Assessment methods include analytical and interpretative written responses to texts, oral presentations, creative responses to texts, discussion groups and written examination.

Entry Requirements

It is recommended that Literature is undertaken as a Unit 1-4 sequence.

Subject Descriptions Mathematics

Rationale

Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. Mathematics also provides a means by which people can understand and manage human and natural aspects of the world and inter-relationships between these. Essential mathematical activities include: conjecturing, hypothesising and problem posing; estimating, calculating and computing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem solving.

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

Course Structure

Units 1 & 2

General Mathematics

General Mathematics Units 1 & 2 provide for a range of courses of study involving non-calculus based topics for a broad range of students and may be implemented in various ways to refect student interests in, and applications of, mathematics. This subject prepares students to complete Further Mathematics Units 3 & 4.

Units 1 & 2 Mathematical Methods

Mathematical Methods Units 1 & 2 are completely prescribed and provide an introductory study of simple elementary functions, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts.They are designed as preparation for Mathematical Methods Units 3 & 4 and cover assumed knowledge and skills for those units.

Units 1 & 2 Specialist Mathematics

Specialist Mathematics comprises a combination of prescribed and selected non-calculus based topics and provide courses of study for students interested in an advanced level of mathematics, with a focus on structure and reasoning. They incorporate topics that, in conjunction with Mathematical Methods Units 1 & 2, provide preparation for Specialist Mathematics Units 3 & 4 and cover assumed knowledge and skills for those units.

Units 3 & 4 Further Mathematics

Further Mathematics Units 3 & 4 are designed to be widely accessible and comprise a combination of noncalculus based content from a prescribed core and a selection of two from four possible modules across a range of application contexts. They provide general preparation for employment or further study, in particular where data analysis, recursion and number patterns are important. The assumed knowledge and skills for the Further Mathematics Units 3 & 4 prescribed core are covered in specifed topics from General Mathematics Units 1 & 2. Students who have done only Mathematical Methods Units 1 & 2 will also have had access to assumed knowledge and skills to undertake Further Mathematics but may also need to undertake some supplementary study of statistics content.

Units 3 & 4 Mathematical Methods

Mathematical Methods Units 3 & 4 are completely prescribed and extend the study of simple elementary functions to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. They also provide background for further study in, for example, science, humanities, economics and medicine.

Units 3 & 4 Specialist Mathematics

Study of Specialist Mathematics Units 3 & 4 assumes concurrent study or previous completion of Mathematical Methods Units 3 & 4. The areas of study extend content from Mathematical Methods Units 3 &4 to include rational and other quotient functions as well as other advanced mathematics topics such as complex numbers, vectors, differential equations, mechanics and statistical inference.

Assessment

Methods

Completion of Units 1 & 2 subjects is internally assessed

Satisfactory or Not Satisfactory according to students’ ability to demonstrate achievement of the key skills and knowledge associated with the three outcomes prescribed by the VCE Mathematics Study Design. A range of tasks, including topic tests, assignments, problem solving and modelling tasks, and examinations are used to determine achievement of the outcomes.

Subject Descriptions Mathematics

Units 3 & 4 subjects are internally assessed Satisfactory or Not Satisfactory according to students’ ability to demonstrate achievement of the key skills and knowledge associated with the three outcomes prescribed by the VCE Mathematics Study Design. Level of performance is determined by two external end of year examinations and three to four School-assessed tasks conducted according to guidelines prescribed by the Victorian Curriculum and Assessment Authority. These tasks are comprised an application task and problem-solving and modelling tasks.

Course Pathways in Mathematics

The VCE endeavours to provide pathways that embrace as many of the needs of students as possible. However, it is of the utmost importance that students build on their strengths and check tertiary prerequisites before fnally deciding which mathematics course they choose to study.

The diagrams on the following pages summarise the pathway options available to students at Mentone Girls’ Grammar School.

Entry Requirements

Recommendations for entry into VCE Mathematics courses follow.

General Mathematics Units 1 & 2: Satisfactory completion of a Year 10 Mathematics course.

Mathematical Methods Units 1 & 2: An overall grade of C for Year 10 Mathematics for Methods, or or an overall grade of A for Year 10 General Mathematics course and completion of all extension work to a satisfactory standard.

Specialist Mathematics Units 1 & 2: An overall grade of C for Year 10 Mathematics for Methods.

General Mathematics Units 3 & 4: Satisfactory completion of General Mathematics Units 1 & 2 or Mathematical Methods Units 1 & 2. The advised requirements for entry at Year 11 is an overall grade of A for Year 10 Maths for Methods, a grade average of A for all other core subjects and recommendation from the Head of Mathematics.

Mathematical Methods Units 3 & 4: An overall grade of C for Mathematical Methods Units 1 & 2.

Specialist Mathematics Units 3 & 4: An overall grade of B for Mathematical Methods Units 1 & 2 and an overall grade of C for Specialist Mathematics Units 1 & 2.

Subject

Descriptions

Mathematics

Pathways for Years 11 & 12 (2024)

Subject Descriptions Music

Rationale

Music is uniquely an aural art form and its essential nature is abstract. It is a complex socio-cultural phenomenon that exists distinctively in every culture and is a basic expression and refection of human experience. It allows for the expression of the intellect, imagination and emotion, and the exploration of values, and fosters an understanding of continuity and change. Active participation in music develops musicianship through creating, performing, responding and analysing, and fosters an understanding of other times, places, cultures and contexts. Students develop ideas about the ways in which music can interact with other art forms, technology and design, and other felds of endeavour.

Course Structure

Unit 1: Organisation in Music

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

Unit 2: 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 refect 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 specifed effect and demonstrate this in performance. 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.

Units 3 and 4 Music Pathway 202

Music Performance (Contemporary/Repertoire)

Unit 3

In this unit, students begin developing the program they will present in Unit 4.They yes music analysis skills to refne strategies for developing their performances. Students analyse interpretation in a wide range of recorded music, responding to and analysing music elements, concepts, compositional devices and music language. Students also learn how to recognise and recreate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to contemporary and/or art music.

Unit 4

In this unit, students continue to work towards building a performance program they will present at their end-ofyear examination in line with their Statement of Intent. Students continue to study the work of other performers and their approaches to interpretation and personal voice in performing music works. They refne selected strategies to optimise their own approach to performance. Students further develop strategies to address the technical, expressive and stylistic challenges relevant to works they are preparing for performance. Students listen and respond to a further range of recorded music by a variety of performers in contemporary styles. They continue to study music language concepts that relate to contemporary music.

Assessment Methods

In Music Performance, assessment methods include performances, written responses, and music language tests.

Entry Requirements

It is recommended that this subject be undertaken as a Unit 1-4 sequence.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions

Physical Education

Rationale

VCE Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application. Through engagement in physical activities, VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate infuences that affect their own and others’ performance and participation in physical activity. This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, sport and exercise across their lifespan and to understand the physical, social, emotional and cognitive health benefts associated with being active. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in felds such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers.

Course Structure

Unit 1: The human body in motion

Students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

Unit 2: Physical activity, sport and society

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 wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefts. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that infuence and facilitate participation in regular physical activity.

Unit 3: Movement skills and energy required for physical activity

This unit 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 refne 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.

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. Improvements in performance, in particular ftness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. They consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain ftness and evaluate the effectiveness of different training methods.

Assessment Methods

This subject will be internally assessed through class work, laboratory reports, case studies, written reports, tests and School-assessed Coursework (SAC). The external assessment will be by School-assessed Coursework (50%) and an end of year examination (50%).

Entry Requirements

VCE Options: Students who have completed the Year 10 Sports Science elective and who meet the criteria for acceleration may undertake Units 3 & 4 Physical Education course at Year 11. All other students can complete Units 1 - 4 as a sequence.

Subject Descriptions Physics

Rationale

VCE Physics enables students to use observations, experiments, measurements and mathematical analysis to develop qualitative and quantitative explanations for phenomena occurring from the subatomic scale to macroscopic scales. They explore the big ideas that changed the course of thinking in physics such as relativity and quantum physics. While much scientifc understanding in physics has stood the test of time, many other areas continue to evolve, leading to the development of more complex ideas and technological advances and innovation. In undertaking this study, students develop their understanding of the roles of careful and systematic observation, experimentation and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify phenomena.

Course Structure

Unit 1: How is energy useful to society?

In this unitz, 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.

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. 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. They choose one of eighteen options related to climate science, nuclear energy, fight, 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.

Unit 3: How do felds 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 feld as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental felds – gravitational, magnetic and electric –and how they relate to one another. They consider the importance of the feld to the motion of particles within the feld. Students examine the production of electricity and its delivery to homes. They explore felds in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.

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.

Assessment Methods

Assessment methods include written reports, multimedia presentations, reports on practical investigations, topic tests, questions on media article, data analysis, and questions about practical activities and examinations. A student practical investigation related to key knowledge is undertaken in Units 1 & 2. A student-designed practical investigation related to waves, felds or motion is undertaken either in Unit 3 or 4, or across both Units 3 & 4, and is assessed in Unit 4.The fndings of the investigation are presented in a scientifc poster format.

Entry Requirements

Physics is required to be undertaken as a Unit 1-4 sequence. Recommendation of 75% or above in Year 10 Science and Mathematics.

Subject Descriptions Politics

Rationale

VCE Politics introduces students to how decisions are made and how power is wielded in Australia and around the world. It assists students in becoming informed observers of and active participants in Australia’s political system, and global citizens who are able to understand and respond to a range of political issues, crises and challenges to democracy. VCE Politics assists students in developing knowledge and skills that enhance student confdence and their ability to access, participate in and contribute to society and government at all levels. The study develops critical thinking, research and inquiry skills, and supports further involvement in leadership and management, local and national government, public service, non-governmental organisations, and corporate and private enterprises in felds such as journalism, communications, education, law, research, international aid, diplomacy and politics

Course Structure

Unit 1: Politics, Power and Political Actors

Students are introduced to Australian politics. They explore the key concepts that underpin the Australian political system, such as liberalism, and the main actors that can aim to bring about political change, such as political parties, the media, non-governmental organisations and corporations. Area of Study 2:

- Students are introduced to the study of global politics. They explore key concepts that underpin international relations, like sovereignty, and the main actors that can bring about change; these include states like Australia and China, intergovernmental organisations like the United Nations, and non-governmental organisations like Amnesty International.

Unit 2: Democracy: Stability and Change

-

Students evaluate the extent to which Australian political culture, institutions and processes promote, enhance or undermine democratic principles, such as the extent to which women and Indigenous Australians are represented in our political system and able to bring about political change. Area of Study 2:

– Students evaluate challenges to the legitimacy and spread of democracy globally. They investigate contemporary case studies that illustrate the threat to democracy posed by populism, authoritarianism, and state-sponsored violence.

Unit 3: Global Co-operation and Confict (from 2025)

Students analyse political challenges and responses to a global issue, such as climate change, development and arms control. They analyses the causes of the issue, the effectiveness of international laws and institutions intended to address the issue, and the tension between the national interests of states and the shared interests of humanity as a whole.

– Students examine a contemporary humanitarian crisis, such as responding to human rights violations, war, or the movement of refugees. They learn how different perspectives of the crisis produce competing aims among global actors, and evaluate the effectiveness of responses by different global actors in responding to the crisis.

Unit 4: Power in the Indo-Pacifc (from 2025)

– Students explore China’s role in global politics. They analyse the factors that shape China’s national interests, and evaluate how effective Chinese domestic and foreign policy is in achieving these interests.

–

Students explore Australia’s role in global politics. They analyse the factors that shape Australia’s national interests, and analyse how Australia cooperates with other states in the Indo-Pacifc region in pursuit of these interests.

Assessment Methods

Unit 1/2 Politics is assessed internally. Students will complete political inquiries, which require research into contemporary issues, as well as responding to short-answer questions, writing extended responses and essays. Unit 3/4 Politics is assessed using a combination of schoolassessed coursework (50%) and an end of year examination (50%). School-assessed coursework task includes political inquiries, which require research into contemporary issues, as well as responding to short-answer questions, writing extended responses and essays.The examination comprises short answer questions, extended responses, and an essay question.

Entry Requirements

It is recommended that Politics be undertaken as a Unit 1-4 sequence.

Subject Descriptions Psychology

Rationale

VCE Psychology is designed to enable students to explore the complex interactions between thought, emotions and behaviour. They develop an insight into biological, psychological and social factors and the key science skills that underpin much of psychology. VCE Psychology is designed to promote students’ understanding of how society applies such skills and psychological concepts to resolve problems and make scientifc advancements. The study is designed to promote students’ confdence and their disposition to use the information they learn in the study in everyday situations.

Course Structure

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 nonWestern 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 infuence that brain damage may have on a person’s psychological functioning.

Unit 2: How do internal and external factors infuence 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 infuence 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.

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 infuence 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. They 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.

Unit 4: How is mental wellbeing supported and maintained?

In this unit students explore the demand for sleep and the infuences 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 defned and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing.

Assessment Methods

Assessment methods include tests, annotated poster, multimedia presentations, essays and examinations. A student practical investigation related to key knowledge is undertaken in Units 1 & 2. A student practical investigation related to mental processes and psychological functioning is undertaken in either Unit 3 or 4, or across both Units 3 & 4, and is assessed in Unit 4, Outcome 3. The fndings of the investigation are presented in a scientifc poster format.

Entry Requirements

It is recommended that this subject be undertaken as a Unit 1-4 sequence.

VCE Acceleration: Students must meet the criteria to undertake this subject and be approved by the VCE Coordinator after completing the ‘Application to Accelerate Year 11 Subject Form’.

Subject Descriptions Theatre Studies

Rationale

Theatre Studies involves students in the interpretation scripts, analysis of performances, and the production of plays. Students study the nature and characteristics of theatre through the ages and acquire knowledge of its traditions and history as well as knowledge of the times in which key theatrical developments occurred. Across the two years, they develop skills in various production roles and in performance, contribute to productions and present a monologue through either design or performance. Students experience professional plays in performance as an audience member and apply these experiences to their own developing works.

Course Structure

Unit 1: Theatrical styles of the pre-modern era

Students employ acting and design to realise scripts from at least three distinct theatrical periods of the pre-modern era. They also develop an understanding of ways production areas are informed by and contribute to the development of different theatrical styles. Students analyse a play in performance from the pre-modern era.

Unit 2: Theatrical styles of the modern era

Students apply production areas to realise playscripts from at least three distinct modern theatre movements. Students build on work completed in Unit 1 as they further develop their understanding of the collaborative nature of theatre production. They also develop skills in documenting ideas that have contributed to the development of the playscript interpretations. Students analyse and evaluate a play from the modern era, focusing on use of stagecraft in the interpretation of the playscript and the performance.

Unit 3: Producing Theatre

Students develop an interpretation of a script through the three stages of theatre production process: planning, development and presentation. Students specialise in two production roles, work collaboratively, creatively and imaginatively to realise the production of a script. They use knowledge developed during the 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.

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 specifed 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 professional performance they attend, selected from a VCAA approved list. Students analyse acting, direction, design, and the use of theatre technologies, as appropriate to the production.

Assessment Methods

Throughout the four units of work students are assessed through performance, analysis, examinations, audit, interview, personal analysis and evaluation, application of knowledge and research tasks.

Entry Requirements

It is not a requirement to complete Years 9 and 10 Drama to complete VCE Theatre Studies although it is advantageous to do so. A desire to be creative and collaborate with others is a key aspect of this subject.

VCE Acceleration: Students must meet the criteria to undertake this subject and must be approved by the VCE Coordinator after completing the ‘Application to Accelerate, Year 11 Subject Form’.

Please note: This subject requires a minimum of eight students in order to run.

Subject Descriptions

Visual Communication Design

Rationale

Visual Communication Design focuses on the role of visual language in idea conveyance, problem-solving, and infuencing behaviours. Students learn to utilise typography, imagery, various media and design elements for specifc contexts, employing manual and digital methods.They engage in design for objects, environments, and interactive experiences, employing collaborative problem-solving, critique, and prototype creation. The curriculum considers aesthetic, economic, technological, environmental, cultural, and social design infuences, emphasising human-centred, ethical, and sustainable practices.

Unit 1: Finding, Reframing and Resolving Design Problems

In this unit, students learn to identify and resolve human-centred design problems. The course explores the societal impact of design, evolution of good design, and the importance of understanding stakeholder perspectives. Students are introduced to the VCD design process, including divergent and convergent thinking. Practical projects focus on message and object design, visual language, and receiving feedback. The curriculum promotes sustainable practices, exploring brand strategy and product development, and considers the various factors shaping design decisions and their potential to instigate change.

Unit 2: Design Contexts and Connections

Unit 2 of this course extends from Unit 1, applying the entire VCD process. Students focus on designing environments and interactive experiences, incorporating methods and materials of specialists in architecture, interior design, and user-experience (UX). The curriculum highlights the emotional impact of design in physical and digital spaces, drawing inspiration from historical movements and cultural traditions. Critiques continue to aid decision-making and feedback. The course also covers culturally appropriate design, focusing on Indigenous traditions and practices, and exploring the impact of ownership and intellectual property issues on design work.

Unit 3: Visual Communication Design in Practice

This unit provides students with an immersive exploration into the work of contemporary designers across different felds. Students analyse the processes designers use to create messages, objects, environments, and interactive experiences, and understand the contexts and responsibilities they work within. They delve into the factors affecting the evolving nature of professional design practice while honing their own visual communication skills. The course stresses the importance of visual language and aesthetics in design practice. Using the

Discover, Defne, and Develop phases of the VCD design process, students tackle a design problem, generate, test and evaluate design ideas for critique, laying groundwork for further development in Unit 4.

Unit 4: Delivering Design Solutions

In this unit, students further explore the Visual Communication Design (VCD) process, refning and presenting solutions for two distinct communication needs. They evaluate and refne ideas from Unit 3, using an iterative cycle to revisit research and design criteria. The curriculum involves exploration of manual and digital methods, design elements, and principles, testing concepts with models or prototypes. Students devise a pitch for their designs, justify decisions, respond to feedback, and make fnal refnements. They consider aesthetics and communication effectiveness in choosing materials and methods for presenting distinct, purposeful fnal design solutions.

Assessment Methods

Unit 1: A report or presentation exploring conceptions of good design; a presentation documenting humancentred research methods and fndings relating to a design problem: a written brief identifying a communication need:a folio of work demonstrating the Develop and Deliver stages of the VCD design process to create visual language for a business or brand; presentation of design concepts for a critique; a folio of work demonstrating the Develop and Deliver stages of the VCD design process, and using circular design practices to develop a sustainable object. Unit 2: A folio of work demonstrating the stages of the VCD design process to present an environmental design solution, drawing inspiration from its context and a chosen design style; investigation of culturally appropriate design practices including representations of Aboriginal and Torres Strait Islander knowledge; creation of personal iconography in a range of design exercises.

Unit 3: A comparative case study of designers in selected design feld(s).Two practical design exercises documenting emerging skills in selected feld(s) of practice. A comparative analysis of design examples.Unit 4: Identify two communication needs for a client - prepare a brief and develop design ideas, while applying the VCD design process and design thinking strategies. Refne and resolve distinct design concepts for each communication need, and devise and deliver a pitch to communicate concepts to an audience or users, evaluating the extent to which these meet the requirements of the brief. Produce a design solution for each communication need defned in the brief, satisfying the specifed design criteria.

Entry Requirements: Nil entry requirements.