VCE Curriculum Handbook

She

who dares

VCE CURRICULUM HANDBOOK S T C AT H E R I N E ’ S S C H O O L | 2 0 2 4

Contents Introduction ............................................................................................. 1 Independent Learning Tutorials – Innovation in Learning Design and Thinking ................................................................................................... 1

VCE: Business Management Units 3 & 4 ........................................... 13 VCE: Economics Units 1 & 2 ............................................................... 14 VCE: Economics Units 3 & 4 ............................................................... 14 VCE: Geography Units 1 & 2 ............................................................... 14

Acceleration of your VCE Studies ......................................................... 2

VCE: Geography Units 3 & 4 ............................................................... 14

How do I know what Career will suit me? ............................................. 3

VCE: Legal Studies Units 1 & 2........................................................... 15

Subject Selection Process ..................................................................... 3

VCE: Legal Studies Units 3 & 4........................................................... 15

VCE: Art Creative Practice Units 1 & 2 ................................................. 4

VCE: Politics Units 1 & 2...................................................................... 16

VCE: Art Creative Practice Units 3 & 4 ................................................. 4

VCE: Global Politics Units 3 & 4.......................................................... 16

VCE: Theatre Studies Units 1 & 2 ......................................................... 5

VCE: Modern History Units 1 & 2 ........................................................ 16

VCE: Media Studies Units 1 & 2 ............................................................ 5

VCE: History – Revolutions Units 3 & 4 .............................................. 17

VCE: Media Studies Units 3 & 4 ............................................................ 5

VCE: Philosophy Units 1 & 2 ............................................................... 17

VCE: Theatre Studies 3 & 4 ................................................................... 6

VCE: Foundation Mathematics Units 1 & 2 ........................................ 17

VCE: Music: Units 1 & 2 ......................................................................... 6

VCE: General Mathematics Units 1 & 2.............................................. 18

VCE: Music Units 3 & 4: Music Repertoire Performance..................... 7

VCE: General Mathematics Units 3 & 4.............................................. 18

VCE: Visual Communication Design Units 1 & 2 ................................. 7

VCE: Mathematical Methods Units 1 & 2 ........................................... 18

VCE: Visual Communication Design Units 3 & 4 ................................ 8

VCE: Mathematical Methods Units 3 & 4 ........................................... 18

VCE: English Units 1 & 2 ....................................................................... 8

VCE: Specialist Mathematics Units 1 & 2 ........................................... 19

Learning Plus .......................................................................................... 8

VCE: Specialist Mathematics Units 3 & 4 ........................................... 19

VCE: English Units 3 & 4 ....................................................................... 9

VCE: Health and Human Development Units 1 & 2 ........................... 19

VCE: Literature Units 1 & 2 .................................................................... 9

VCE: Health and Human Development Units 3 & 4 ........................... 20

VCE: Literature Units 3 & 4 .................................................................... 9

VCE: Physical Education Units 1 & 2.................................................. 20

VCE: English (EAL) Units 1 & 2 ........................................................... 10

VCE: Physical Education Units 3 & 4.................................................. 21

VCE: English (EAL) Units 3 & 4 ........................................................... 10

VCE: Biology Units 1 & 2 ..................................................................... 21

VCE: Chinese Units 1 & 2 .................................................................... 10

VCE: Biology Units 3 & 4 ..................................................................... 22

VCE: Chinese Units 1 & 2 SL (background students) and SLA ........ 10

VCE: Chemistry Units 1 & 2 ................................................................ 22

VCE: Chinese Units 3 & 4 .................................................................... 10

VCE: Chemistry Units 3 & 4 ................................................................ 23

VCE: Chinese Units 3 & 4 SL (background students) and SLA ........ 11

VCE: Physics Units 1 & 2 .................................................................... 23

VCE: French Units 1 & 2 ...................................................................... 11

VCE: Physics Units 3 & 4 .................................................................... 24

VCE: French Units 3 & 4 ...................................................................... 11

VCE: Psychology Units 1 & 2 .............................................................. 24

VCE: Japanese Units 1 & 2 ................................................................. 11

VCE: Psychology Units 3 & 4 .............................................................. 25

VCE: Japanese Units 3 & 4 ................................................................. 12

Vocational Education and Training (VET) .......................................... 25

VCE: Accounting Units 1 & 2 ............................................................... 12 VCE: Accounting Units 3 & 4 ............................................................... 12 VCE: Business Management Units 1 & 2 ........................................... 13

Introduction The purpose of this Handbook is to provide a resource for students and parents/guardians to assist them with the selection of subjects for Years 11 and 12. At St Catherine’s School, we believe the process of subject selection needs to incorporate careful planning, evaluation, and reflection, as well as accommodating individual interests and abilities.

Students in Years 9 and 10 undertake a combination of Core and Elective subjects, designed to develop skills, broaden outlooks, and refine learning styles. Year 10 students may apply to study one Units 1 & 2 VCE subject.

Acceleration into a VCE study allows for additional intellectual challenge, exposure to VCE assessment and may enable students to complete a Units 3 & 4 study in Year 11. There is a set application process and criteria for VCE Acceleration.

How do I choose subjects?

Important things to consider prior to VCE subject selection: •

Choose subjects you enjoy and for which you show aptitude. This will help you to be motivated, gain good results and utilise your personal learning style.

•

At Years 11 and 12 choose subjects which are prerequisite studies for the course(s) you wish to pursue at tertiary level. Prerequisite studies are subjects which must be completed at VCE before you can be considered for entrance to certain university courses. These are listed in VICTER, or at Course Link on the VTAC website, www.vtac.edu.au.

It is very important to be aware of the prerequisite studies.

•

Students are encouraged to confer with the Careers Practitioners if assistance is required.

•

Avoid choosing VCE subjects simply because of scaling benefits.

Interest and aptitude are far more important considerations.

At times it is possible for students to do one VCE subject a year ahead, either one Units 1 & 2 study in Year 10, or one Units 3 & 4 study in Year 11. This does have the advantage of providing students with additional VCE experience but is not appropriate for all students. There are many VCE subjects that should not be taken a year in advance due to the sequential or complex nature of the studies.

St Catherine’s School

VCE studies that may be appropriate to complete a year ahead include: •

Accounting, Business Management, Geography, Global Politics, History Revolutions, Modern History, Philosophy (Units 1 & 2).

•

Music, Theatre Studies.

•

Physical Education, Health and Human Development, VET Sport and Recreation, Psychology, Biology.

To achieve the best possible results, students should wait to the appropriate year to commence a VCE Study, having the maximum prior experience and maturity.

Commencing a subject, a year earlier should be used to enable a student to broaden their experience, rather than to maximise their results in an area of particular interest or passion.

A decision will be made as to how appropriate this would be, based on the student’s previous achievements in that subject, the subject selected, their academic ability in all subjects and the possible career pathways that would be affected.

Further enhancement opportunities are available to students in Year 12 who are interested in studying a university extension subject.

Independent Learning Tutorials – Innovation in Learning Design and Thinking The implementation of an enhanced learning model in our Senior Years, targeting our Years 10-11 cohorts, offers an educational platform that will embrace the full benefits of a hybrid teaching and learning model. Courses are delivered as a combination of 10 synchronous face-to-face lessons on campus, complemented by Independent Learning Tutorials (ILT) offering significant flexibility.

For each subject, the ILT will include a combination of an optional on campus Flexi-Tute enabling subject specific support with teachers and a signature offering of a suite of lectures in the form of a Masterclass. Students are timetabled with one double lesson per subject each cycle to engage and participate in the Independent Learning Tutorials.

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The signature feature of our Independent Learning Tutorials is a suite of wellcrafted Masterclasses designed to deepen students’ understanding of curriculum and course syllabus. Available asynchronously, the Masterclass is intended to complement and strengthen the learning that occurs within the face-to-face lessons of each subject and enables a depth of discussion to be achieved through a set of bridging questions completed in readiness for learning in the classroom.

In our Senior Years Learning Model, the Independent Learning Tutorials in Years 10 and 11 capture the very essence of learning in the 21st Century by empowering the St Catherine’s student through an enhanced sense of their independence and agency, and improving their academic resilience.

Acceleration of your VCE Studies Year 11 students may apply to accelerate in one VCE Units 3 & 4 subject.

There is a process and specific selection criteria to apply to study a VCE Units 3 & 4 study at Year 11. It is important to note that, if you wish to accelerate in Chinese and you are not currently studying Chinese at the School, you are required to undertake an aptitude test.

Subject lists are available in St Catherine's list of subject availability published each year.

It is advisable but not essential that students should have completed a VCE Units 1 & 2 subject in Year 10 prior to applying to study a VCE Units 3 & 4 in Year 11.

Students who have not completed a VCE Units 1 & 2 subject will need to meet set academic criteria and specific skills to study the selected VCE Units 3 & 4 subject.

St Catherine’s School

Criteria will include: •

Overall academic achievement across all subjects and especially, in subjects similar to desired course of study.

•

Academic achievement history over a number of years

•

Level of motivation for desired subject.

•

Recommendation of Head of Year, Head of Faculty, subject teachers, and careers.

In 2024 VCE Units 3 & 4 Subjects available for Year 11 students are: •

VCE Biology 3 & 4

•

VCE Theatre Studies 3 & 4

•

VCE Psychology 3 & 4

•

VCE Music Repertoire Performance 3 & 4

•

VCE Geography 3 & 4

•

VCE Legal Studies 3 & 4

•

VCE Global Politics 3 & 4

•

VCE History Revolutions 3 & 4

•

VCE Accounting 3 & 4

•

VCE Business Management 3 & 4

•

VCE Economics 3 & 4

•

VCE Health & Human Development 3 & 4

•

VCE Physical Education 3 & 4

•

VCE Further Mathematics 3 & 4

•

VCE Mathematical Methods 3 & 4 (specific criteria, invitation only)

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St Catherine’s School VCE Curriculum Handbook | 3

English or English Language Support Mathematics Health & Physical Education

Humanities (History & Geography) Science Visual Arts The Arts (Visual & Performing Arts)

English or English Language Support Mathematics Health & Physical Education

Humanities (History & Geography) Science Visual Arts The Arts (Visual & Performing Arts)

SELECT ONE (ONE FOR WHOLE YEAR) Languages • Chinese (Non-Heritage) • Chinese (Heritage) • French • Japanese

Academic Honours Program (by invitation) • English • Maths • Science • Humanities

AUTOMATIC SELECTION (ONE PER SEMESTER) Languages • Chinese (Non-Heritage) • Chinese (Heritage) • French • Japanese

Academic Honours Program (by invitation) • English • Maths • Science • Humanities

Selection is based on academic testing, specialist reports, teacher recommendations and a defined learning need.

Learning Plus classes are offered at Years 7 to 12

Learning Plus (Teacher Selected)

YEAR 8

YEAR 7

ELECTIVE SUBJECTS

YEAR 8

YEAR 7

CORE SUBJECTS

• VCE General Mathematics 1 & 2 • VCE General Mathematics 3 & 4 • VCE Mathematical Methods 1 & 2 • VCE Mathematical Methods 3 & 4 • VCE Specialist Mathematics 1 & 2 VET (Vocational Education Training) • Eg. Hospitality, Fashion, IT, Carpentry, etc.

• HPE (Semester 1) • HPE (Semester 2) • VCE Health & Human Development 1 & 2 • VCE Physical Education 1 & 2 Mathematics • VCE General Mathematics 1 & 2 • VCE Mathematical Methods 1 & 2

VET (Vocational Education Training) • Eg. Hospitality, Fashion, IT, Carpentry, etc.

• Advanced HPE (Sport Science)

Mathematics • Algorithmics

Mathematics

• VCE Health & Human Development 1 & 2 • VCE Health & Human Development 3 & 4 • VCE Physical Education 1 & 2 • VCE Physical Education 3 & 4

Health & Physical Education

Health & Physical Education

• VCE Literature 1 & 2

English

Visual Arts • VCE Art Creative Practice 1 & 2 • VCE Media 1 & 2 • VCE Visual Communication Design 1 & 2

Health & Physical Education

• Literature

Commerce • Globalisation • Commerce (Business Management/Accounting) • VCE Accounting 1 & 2 • VCE Business Management 1 & 2 • VCE Economics 1 & 2 English

Commerce • VCE Accounting 1 & 2 • VCE Accounting 3 & 4 • VCE Business Management 1 & 2 • VCE Business Management 3 & 4 • VCE Economics 1 & 2 • VCE Economics 3 & 4

Humanities Pure Humanities • Geography • History • Philosophy • Globalisation • VCE Geography 1 & 2 • VCE Legal Studies 1 & 2 • VCE Politics 1 & 2 • VCE Modern History 1 & 2

Humanities • Financial Literacy & Entrepreneurship • Australian Politics & Economics • Philosophical & Critical Thinking

English

Humanities Pure Humanities • VCE Geography 1 & 2 • VCE Geography 3 & 4 • VCE Legal Studies 1 & 2 • VCE Legal Studies 3 & 4 • VCE Politics 1 & 2 • VCE Global Politics 3 & 4 • VCE Modern History 1 & 2 • VCE History Revolutions 3 & 4 • VCE Philosophy 1 & 2

Performing Arts • Music • Theatre Studies • VCE Theatre Studies 1 & 2

Performing Arts • Music • Theatre Studies

• Literature

Performing Arts • VCE Music 1 & 2 • VCE Theatre Studies 1 & 2

Visual Arts • Art • Media • Visual Communication Design

Visual Arts • Art • Media • Visual Communication Design

Arts

Arts

Arts

• VCE Biology 1 & 2 • VCE Chemistry 1 & 2 • VCE Physics 1 & 2 • VCE Psychology 1 & 2 • VCE Biology 3 & 4 • VCE Psychology 3 & 4

Science

• VCE Chinese SL & SLA (Advanced) 1 & 2 • VCE French 1 & 2 • VCE Japanese 1 & 2

• Biology • Chemistry • Physics • Psychology • VCE Biology 1 & 2 • VCE Psychology 1 & 2

Science

MUST SELECT FOR WHOLE YEAR (COUNTS AS TWO) • Chinese SL & SLA (Advanced) • French • Japanese

Languages

SELECT SIX (MAY SELECT ONE VCE UNIT 3/4 ON APPROVAL)

Languages

YEAR 11 (Units 1 & 2)

SELECT EIGHT (FOUR PER SEMESTER) (MAY SELECT ONE OR TWO VCE UNITS 1/2 ON APPROVAL)

English or EAL

YEAR 11 VCE Unit 1 & 2 Subjects

YEAR 10

• Personal Fitness (including elite sports programs) • GSV (including Rowing) • HPE Semester 1 & / or 2 • VCE HHD 1 & 2 or VCE PE 1 & 2

Must select one each Semester from list below:

Mathematics

English or EAL

YEAR 10

• Advanced Biology • Advanced Psychology

Accelerated Science

MUST SELECT FOR WHOLE YEAR (COUNTS AS TWO) • Chinese (Non-Heritage) • Chinese (Heritage) • French • Japanese

Languages

SELECT SIX (THREE PER SEMESTER)

YEAR 9

Science

Humanities (History & Geography)

Health & Physical Education

Mathematics

English or EAL

YEAR 9

• Eg. Hospitality, Fashion, IT, Carpentry, etc.

VET (Vocational Education Training)

• VCE General Mathematics 3 & 4 • VCE Mathematical Methods 3 & 4 • VCE Specialist Mathematics 3 & 4

Mathematics

• VCE Health & Human Development 3 & 4 • VCE Physical Education 3 & 4

Health & Physical Education

• VCE Literature 3 & 4

English

Commerce • VCE Economics 3 & 4 • VCE Business Management 3 & 4 • VCE Accounting 3 & 4

Pure Humanities • VCE Geography 3 & 4 • VCE Global Politics 3 & 4 • VCE History Revolutions 3 & 4 • VCE Philosophy 3 & 4 • VCE Legal Studies 3 & 4

Humanities

Performing Arts • VCE Theatre Studies 3 & 4 • VCE Music Reportoire Performance 3 & 4

Visual Arts • VCE Art Creative Proctice 3 & 4 • VCE Media 3 & 4 • VCE Visual Communication Design 3 & 4

Arts

• VCE Biology 3 & 4 • VCE Chemistry 3 & 4 • VCE Physics 3 & 4 • VCE Psychology 3 & 4

Science

• VCE Chinese SL & SLA (Advanced) 3 & 4 • VCE French 3 & 4 • VCE Japanese 3 & 4

Languages

SELECT FIVE

YEAR 12 (Units 3 & 4)

English or EAL

YEAR 12 VCE Unit 3 & 4 Subjects

2 0 2 4 S U B E C T S E L E C T I O N S S T C AT H E R I N E ’ S S C H O O L

VCE: Art Creative Practice Units 1 & 2

VCE: Art Creative Practice Units 3 & 4

Art Creative Practice provides opportunities for students to use experiential, inquiry, and project-based learning to create an individual and collaborative visual language. Throughout Units 1 & 2, students will be given opportunities to explore and communicate personal ideas and experiences; and cultural values, beliefs, and viewpoints through artmaking. This subject rewards independent, creative, and critical thinkers.

Art Creative Practice encourages and supports students to recognise their potential as creative practitioners and develop their understanding of the experiential, inquiry and project-based learning used in art making. This study design provides a framework for the establishment of effective art practices through an understanding and application of the Creative Practice of researching and exploring, experimenting, and developing, reflecting, and evaluating and refinement and resolution of artworks. This subject rewards independent, creative, and critical thinkers.

•

Investigate and experiment with a variety of materials, techniques, and processes in a range of art forms

•

Investigation of artists from different times and locations, and how they use materials, techniques, and aesthetic qualities to communicate ideas and styles

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Develop points of view and interpretations of meanings through the Interpretive Lens

•

•

Research and explore artworks and art ideas

•

Select, explore, develop, refine, and resolve materials, techniques, and processes in order to communicate ideas through a visual language.

•

Explore sources of inspiration, art elements and art principles, and materials and techniques to create a range of imaginative artworks

Select, explore, develop, refine, and resolve art elements and art principles, style sand aesthetic qualities in order to communicate ideas through a visual language

•

Critique and present artworks

•

Reflect, analyse, and evaluate using critique and feedback

•

•

Refine and present artworks that communicate individual and collaborative ideas

Explore and research professional art practices of artists from more than one historical or cultural context and examine how artists develop styles in their artworks using materials, techniques, and aesthetics.

•

Visit different galleries to view and analyse artistic practice

•

Visit different galleries to view and analyse artistic practice

While it is highly recommended that a Unit of Year 10 Art is completed prior to selecting Art Creative Practice Units 1 & 2, consultation with the Art staff may result in this recommendation being waived. Units 1 & 2 do not need to be taken as a sequence, although normally it is advisable that both Units are completed prior to undertaking Art Creative Practice Units 3 & 4.

St Catherine’s School

While it is highly recommended that Art Creative Practice Units 1 & 2 is completed prior to electing Art Creative Practice Units 3 & 4, consultation with the Art staff may result in this recommendation being waived due to individual student’s skills.

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VCE: Theatre Studies Units 1 & 2

VCE: Media Studies Units 3 & 4

Theatre Studies involves the interpretation of play texts and the production of plays.

VCE Media Units 3 & 4 course is designed to extend and consolidate the creative and critical skills students developed in Units 1 & 2.

Study the nature and characteristics of theatre from Greek Theatre to today, developing an understanding of the variety of theatre styles and conventions.

The theoretical components of the course focus on studying a film narrative and the various contexts that influence the creation and consumption of media texts. You will also investigate the ever-changing media industry, with a focus on the impacts and issues that have resulted from our evolving relationship with the media.

•

Apply your knowledge to the production and performance of plays and play extracts.

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Develop skills in different production roles and learn how these can enhance the intended meaning of a script.

•

Contribute to a major production.

•

Students experience plays in performance as audience members and apply these experiences to their own works.

•

Students apply skills of analysis and evaluation to the performances they attend.

•

Use information technology and multimedia in research and skill enhancement activities.

Although recommended, Theatre Studies Units 1 or 2 may be taken with no previous experience in Drama Electives.

VCE: Media Studies Units 1 & 2

The assessment of VCE Media 3/4 is split evenly between the theoretical side – the understanding of media frameworks and practices, and analysis of how these are applied in the products and case studies we choose to study – and the practical side – the conceptualisation, experimentation, planning, production, distribution and evaluation of a media product. You’ll have the choice between creating a short film, photographic series, print product, radio production, or similar media product. This product will be developed over the course of the year, so it is recommended that you have a strong passion for the media and are motivated and organised in order to effectively manage the production process.

Media is a subject for critical and creative thinkers, those interested in developing the knowledge and skills useful to a career in media, marketing, commerce, design, communications, advertising, publishing, journalism, web development and the many other industries that increasingly value multimedia communication.

The media has a profound presence in and significant impact on our lives. It influences the way we perceive ourselves and others and plays a crucial role in the creation of personal, social, cultural, and national identity. Media has the ability to entertain, educate and inform and that is why we need to learn to be critical consumers of the media.

We look at how the media forms representations, manipulates and manufactures the truth, and presents ideas in the stories it tells. We focus on local, Australian media narratives, and the dynamic state of the industry, as well as analyse the styles and techniques employed by the great filmmakers of the past and present.

You’ll develop creative communication skills, experimenting in video, photography and magazine creation over two folio assessments. You’ll learn to engage with the media around you more thoughtfully and develop your analytical skills to become a more critical consumer and participant in the modern media landscape. This subject is for critical and creative thinkers with an interest in the media and developing skills that are increasingly valued in 21st century workplaces.

St Catherine’s School

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VCE: Theatre Studies 3 & 4

VCE: Music: Units 1 & 2

Theatre Studies involves the interpretation of play texts and the production of plays. Your practice is supported through attending live performances and the subsequent analysis. In Unit 3 & 4 Theatre Studies you will:

Throughout Units 1 & 2, students explore and develop their understanding of how music is organised and the intended effect. 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 and intended effect. Throughout the study, students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source.

•

develop an interpretation of a script through the three stages of the theatre production process: planning, development, and presentation.

•

work collaboratively, creatively, and imaginatively to realise the production of a script.

•

develop knowledge and apply elements of theatre composition, and safe and ethical working practices in the theatre.

•

study a scene and an associated monologue and develop an interpretation of the prescribed scene.

•

develop a creative and imaginative interpretation of the monologue that is embedded in the specified scene. To realise your interpretation, you choose to work in production roles as an actor and director, or as a designer.

While it is highly recommended that Theatre Studies Units 1 & 2 is completed prior to electing Theatre Studies Units 3 & 4, consultation with the staff may result in this recommendation being waived due to individual student’s skills.

St Catherine’s School

Students will: •

Prepare and perform solo and ensemble works

•

Analyse and respond to a wide range of music, becoming familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas

•

Develop knowledge of music language concepts as they analyse and respond to a range of music

•

Create short musical exercises that reflect their understanding of the organisation of music and the processes they have studied

Students need to have studied a Semester of Music in Years 9 & 10. Students should be proficient on an instrument or voice prior to the commencement of this subject, to a minimum standard of AMEB Grade 5 or equivalent for instrumentalists, and AMEB Grade 4 or equivalent for vocalists. Completion of AMEB Grade 4 theory is strongly recommended. Students must be undertaking private instrumental lessons on their chosen instrument and will be required to be involved in a co-curricular Music Ensemble.

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VCE: Music Units 3 & 4: Music Repertoire Performance This study is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works, and who wish to gain and share knowledge of musical styles and performance practices.

Students may present on any instrument for which there is an established repertoire of notated works.

Students will: •

Work towards a recital program that demonstrates highly developed technical skills and stylistic refinement as both a soloist and as an ensemble member.

•

Develop the capacity for critical evaluations of their performances and those of others, and an ability to articulate their performance decisions with musical evidence and independence of thought.

•

Students identify technical, expressive, and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers and study music language concepts such as scales, harmony, and rhythmic materials.

The most significant task in Music Repertoire Performance is the preparation of a recital program of up to 20 minutes duration.

Students should be proficient on an instrument or voice prior to commencement of this subject to a minimum standard of AMEB Grade 5 or equivalent for instrumentalists and AMEB Grade 4 or equivalent for vocalists.

Completion of AMEB Grade 4 theory is strongly recommended.

VCE: Visual Communication Design Units 1 & 2 In Units 1 & 2 of Visual Communication Design, students explore the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students adopt the practices of design specialists working in the four fields of practice by working in a range of materials, media methods.

The four fields of design practice are: •

Messages that includes brand strategy, advertising and social media campaigns, visual merchandising, illustrations, printed collateral and packaging.

•

Objects that includes products and packaging, furniture, fittings and homewares, appliances, costumes, toys, devices and displays

•

Environments that includes residential and commercial buildings, interiors, performance and exhibition spaces, streetscapes and gardens.

•

Interactive Experiences that includes display, layout and relationship of icons, symbols, images and type, as well as additional elements such as sound and animation

While it is recommended that a semester of Year 10 Visual Communication Design is completed prior to electing Visual Communication Design Units 1 & 2, consultation with the Art staff may result in this recommendation being waived. Units 1 & 2 do not need to be taken as a sequence, although normally it is advisable that both units are completed prior to undertaking Visual Communication Design, Units 3 & 4.

Whilst it is not essential to have completed Music Units 1 & 2 before commencing this course, it is highly advisable, in order to develop the performance maturity required.

It may be possible to complete other Units 3 & 4 Music studies either externally or coordinated through St Catherine’s School.

St Catherine’s School

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VCE: Visual Communication Design Units 3 & 4 In Unit 3 Visual Communication Design. students continue to develop their own design practice through briefs and explore the Discover, Define and Develop phases of the VCD design process to address a selected design problem. Throughout Unit 3 students continue to develop different materials, methods and media to enrich their own visual language. Students explore and experience the ways in which designers work, while also analysing the work that they design. Through a study of contemporary designers’ practice, students gain deep insights into the processes used to design messages, objects, environments and/or interactive experiences.

In Unit 4 Visual Communication Design students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief. Students choose how best to present design solutions, considering aesthetic impact and the communication of ideas. They select materials, methods and media appropriate for the presentation of final design solutions distinct from one another in purpose and presentation format, and that address design criteria specified in the brief.

While it is highly recommended that Visual Communication Design Units 1 & 2 is completed prior to electing Visual Communication Design Units 3 & 4, consultation with the Art staff may result in this recommendation being waived due to individual student’s skills.

VCE: English Units 1 & 2 In Units 1 & 2 English students read a range of texts, with comprehension, enjoyment, and discernment, developing competence and confidence in writing, particularly sustained text responses and timed responses. Students will: •

develop and demonstrate their understanding of oral language in different contexts;

•

discuss and analyse the ideas, themes, and issues in the set texts;

•

craft a range of responses for specific contexts, audiences and purposes based upon a distinct framework of ideas;

•

develop their critical thinking about ideas and arguments and the use of language to persuade and influence a specific audience.

•

There are no prerequisites for entry to Units 1 & 2 English, as specified by the VCAA.

Year 11 students who show ability and real interest in the study of literature are encouraged to study Units 1 & 2 Literature as well. The offer of this study allows one path of extension for students. The Year 11 English classes also offer many opportunities for extension as part of the course.

Learning Plus Educational Support (ES) aims to optimise the academic development of all students. The small class groups provide support and guidance for students with learning needs, whilst fostering self-efficacy.

The course is developed according to the assessed needs of the students.

This course is conducted by the Learning Plus Department.

Generally, the support in ES consists of exploring the use of assistive technology, honing study and organisational skills, developing literacy and language strategies for written and oral presentations expressly for empowering students to access the curriculum.

This option is offered each semester. Attendance can be ongoing or limited to a semester course, depending on the academic gains made by each student.

All students placed in Learning Plus must have clear learning needs and specialist report/test justification.

St Catherine’s School

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VCE: English Units 3 & 4

VCE: Literature Units 3 & 4

In Units 3 & 4 English students read and respond both orally and in writing to a range of texts. Students will:

In Units 3 & 4 Literature students study the way writers construct their texts and how meaning is created for and by the reader. Students will:

•

analyse how authors of texts create meaning and the different ways in which texts can be interpreted;

•

develop competence in creating written texts, particularly sustained text responses and timed responses;

•

create and present personal responses, taking into account context, audience, and purpose;

•

analyse language & arguments, to persuade a specific audience both orally and in writing.

There are no prerequisites for entry to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4, as stated by the VCAA.

VCE: Literature Units 1 & 2 Units 1 & 2 Literature students study a diverse range of texts and develop a detailed understanding of the views and values within texts and how writers shape meanings through literary conventions. The course aims to challenge and engage students in their interpretation of texts and the ways in which writers construct them. Students will: •

respond to a range of texts personally, critically, and creatively;

•

construct creative, expository, literary perspectives and passage-based writing;

•

read widely and critically and share their understanding through ongoing class discussion and debate;

•

analyse voices of country by exploring works by indigenous writers.

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explore how the form of texts affects meaning and generates different expectations in readers. Examine how writers adapt and transform their texts & how meaning is affected as texts are adapted;

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analyse the ways in which texts represent views and values and comment on human experience, and the social, cultural, and historical contexts of texts;

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refine creative and critical responses to texts, by considering the contexts of their responses to texts, as well as the concerns, the style of language and the point of view in their re-created or adapted work.

•

by examining various literary perspectives, literary movements and genres students focus on the ways in which different readings of texts may reflect the views and values of both writer and reader.

•

students learn to synthesise the insights they have gained by their engagement with various aspects of a text as they develop their interpretation of text.

There are no prerequisites for entry to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4. At St Catherine’s, it is essential that students studying Units 3 & 4 Literature have achieved very high results (A or A+ grades) in Year 11 English and/or Units 1 & 2 Literature.

No prerequisites are required, however, at St Catherine’s students are expected to have achieved at a high level in Year 10 English if they are considering studying Literature Units 1 & 2. Studying the Literature Elective in Years 9 or 10 is also looked at in terms of suitability for VCE Literature.

Although Literature Units 1 & 2 provides a strong foundation for the study of Literature Units 3 & 4, they are not essential for study at this level. Students who may wish to pursue Literature Units 3 & 4 without having completed Units 1 & 2 must meet with the Faculty Head of English and the Careers Practitioner before submitting their subject selection form. They also must have achieved very high results in Year 11 English (A or A+ grades) to be considered for Units 3 & 4 Literature.

St Catherine’s School

VCE Curriculum Handbook | 9

VCE: English (EAL) Units 1 & 2

VCE: Chinese Units 1 & 2

In the VCE English as an Additional Language (EAL) course, the focus is on reading and responding, as well as comparing, a range of texts, analytically and creatively, in order to analyse arguments, and create texts intended to position audiences.

The focus of Units 1 & 2 is on enhancing students’ ability to communicate and to understand and appreciate socio-cultural contexts, ideas, and information.

Students will: •

develop competence and confidence in creating a variety of oral, written, and multimodal texts;

•

integrate grammar into all units of work;

•

plan, proofread and edit writing;

•

develop their listening and speaking skills;

•

improve spelling, punctuation, and syntax of standard Australian English.

Students are only eligible to sit the final external examination in EAL if they have been in Australia for fewer than seven years, by the time they reach Year 12. Furthermore, they must not have been taught in English as their main language of instruction, for more than seven years.

VCE: English (EAL) Units 3 & 4 In the VCE English as an Additional Language (EAL) course, the focus of Units 3 & 4 is on reading and responding, to texts analytically and creatively; as well as comparing the presentation of ideas, issues, and themes in texts.

Students will:

The course promotes understanding of different attitudes and values within the wider Australian community and beyond and provides students with a direct means of exploring Chinese people’s lives and their values.

In completing these Units, students improve the level of their aural, oral, and written skills in the Chinese language, enhancing their ability to communicate more effectively.

Students wishing to undertake the Chinese VCE Study should have satisfactorily completed Year 10 Chinese and demonstrated competency in all skill areas.

VCE: Chinese Units 1 & 2 SL (background students) and SLA The focus of Units 1 & 2 is on enhancing students’ ability to communicate and to understand and appreciate socio-cultural contexts, ideas, and information.

The course promotes understanding of different attitudes and values within the wider Australian community and beyond and provides students with a direct means of exploring Chinese peoples’ lives and their values. In completing these Units, students improve the level of their aural, oral, and written skills in the Chinese language, enhancing their ability to communicate more effectively.

Students wishing to undertake the Chinese VCE Study should have satisfactorily completed Year 10 Chinese and demonstrated competency in all skill areas.

•

develop competence in creating a variety of oral and written multimodal texts;

VCE: Chinese Units 3 & 4

•

integrate grammar into all units of work;

•

plan, proofread and edit their writing;

•

improve their spelling, punctuation, and syntax of standard Australian English;

The study of Chinese at this level further enhances your ability to communicate in the language but also emphasises cross-cultural understanding, cognitive development, literacy, and general knowledge.

Coursework provides a high level of appropriate input in the language and activities are designed to maximise your language use.

•

practise and develop their listening and speaking skills;

•

Analyse the ideas, themes and issues that arise from analysing texts comparatively.

Students are only eligible to sit the final external examination in EAL if they have been in Australia for fewer than seven years, by the time they reach Year 12. They must not have been taught in English as their main language of instruction, for more than seven years.

St Catherine’s School

Students are also required to undertake a detailed study on a topic related to the prescribed themes. You must provide an individual response to this topic and demonstrate your understanding of the language and culture of China.

The detailed study forms part of the prescribed assessment for Units 3 & 4.

Students must undertake Unit 3 prior to undertaking Unit 4, as stated by VCAA. Students at St Catherine’s School need to gain an ‘S’ and it is strongly recommended that students have satisfactorily passed Units 1 & 2 Chinese in order to be able to embark on the Units 3 & 4 course.

VCE Curriculum Handbook | 10

VCE: Chinese Units 3 & 4 SL (background students) and SLA The study of Chinese at this level further enhances your ability to communicate in the language but also emphasises cross-cultural understanding, cognitive development, literacy, and general knowledge.

Coursework provides a high level of appropriate input in the language and activities are designed to maximise your language use.

Students are also required to undertake a detailed study on a topic related to the prescribed themes. You must provide an individual response to this topic and demonstrate your understanding of the language and culture of China.

The detailed study forms part of the prescribed assessment for Units 3 & 4.

Students must undertake Unit 3 prior to undertaking Unit 4, as stated by VCAA. Students at St Catherine’s School need to gain an ‘S’ and it is strongly recommended that students have satisfactorily passed Units 1 & 2 Chinese in order to be able to embark on the Units 3 & 4 course.

VCE: French Units 1 & 2 The focus of Units 1 & 2 is on enhancing the student’s ability to communicate and to understand and appreciate socio-cultural contexts, ideas, and information.

The course promotes understanding of different attitudes and values and provides students with a direct means of access to the rich and varied culture of francophone communities around the world.

Students wishing to undertake French VCE Study ought to have satisfactorily completed Year 10 French and demonstrated sufficient competency in all skill areas.

For additional invaluable linguistic and cultural experience, students are strongly encouraged to participate in a French school exchange.

St Catherine’s School

VCE: French Units 3 & 4 The study of French at this level further enhances your ability to communicate in the language, but also emphasises cross-cultural understanding, cognitive development, literacy, and general knowledge. Coursework provides a high level of appropriate input in the language and activities are designed to maximise your language use.

Students are also required to undertake a detailed study on a topic related to the prescribed themes. You must provide an individual response to this topic and demonstrate your understanding of the language and culture of France.

The detailed study forms part of the prescribed assessment for Units 3 & 4.

Students must undertake Unit 3 prior to undertaking Unit 4 as stated by VCAA. Students at St Catherine’s School need to gain an 'S' and it is strongly recommended that students have satisfactorily passed Units 1 & 2 French in order to be able to embark on the Units 3 & 4 course.

VCE: Japanese Units 1 & 2 The focus of Units 1 & 2 is on enhancing students’ ability to communicate and to understand and appreciate socio-cultural contexts, ideas, and information.

The course promotes understanding of different attitudes and values within the wider Australian community and beyond and provides students with a direct means of exploring Japan’s rich cultural history, its tradition, arts, and crafts.

In completing these Units, students improve the level of their aural, oral, and written skills in the Japanese language, enhancing their ability to communicate more effectively.

Students wishing to undertake the Japanese VCE Study should have satisfactorily completed Year 10 Japanese and demonstrated competency in all skill areas.

Students wishing to extend their linguistic and cultural experience are advised to apply for a Japanese exchange.

VCE Curriculum Handbook | 11

VCE: Japanese Units 3 & 4

VCE: Accounting Units 3 & 4

The study of Japanese at this level further enhances your ability to communicate in the language but also emphasises cross-cultural understanding, cognitive development, literacy, and general knowledge.

Coursework provides a high level of appropriate input in the language and activities are designed to maximise your language use.

Unit 3: Recording and Reporting for Trading Businesses

Students are also required to undertake a detailed study on a topic related to the prescribed themes. You must provide an individual response to this topic and demonstrate your understanding of the language and culture of Japan.

The detailed study forms part of the prescribed assessment for Units 3 & 4.

Students must undertake Unit 3 prior to undertaking Unit 4, as stated by VCAA. Students at St Catherine's School need to gain an ‘S’ and it is strongly recommended that students have satisfactorily passed Units 1 & 2 Japanese in order to be able to embark on the Units 3 & 4 course.

VCE: Accounting Units 1 & 2

Unit 3 focuses on Accounting and financial issues of a small trading business, operating as a sole proprietor.

•

Study a double entry system using the accrual basis of Accounting

•

Balance day adjustments and the interpretation of Accounting information

•

Investigate the impact of alternative approaches in Accounting on financial reports.

Unit 4: Control and Analysis of Business Performance Unit 4 further develops the role of accounting in providing information, with the main focus on Accounting information for management.

•

Learn about advanced techniques for recording, reporting, and budgeting for trading businesses

•

Use financial and key performance indicators to evaluate business profitability and liquidity in order to assist with the making of business decisions.

Unit 1: Establishing and Operating a Service Business This Unit focuses on the accounting and financial management of a small business.

•

The processes of gathering, recording, and reporting of financial information for use by the owner in a small business.

•

Learn about the use of information and communications technologies in undertaking these Accounting procedures.

•

Learn about the role of Accounting in effective decision making, using single entry recording of financial information for sole proprietor service businesses.

There are no prerequisites for Units 3 & 4 Accounting, although it is strongly suggested that students have completed either Units 1 & 2 Accounting or Fashion Cents: Accounting prior to attempting this course.

Unit 2: Accounting for a Trading Business This Unit focuses on the Accounting and financial operations of a sole proprietor trading business.

•

Study an Accounting system using the accrual approach for recording and reporting, which recognises the impact of credit transactions

•

Explore the role of ICT in the Accounting process

•

Learn the tools of analysis and interpretation, in order to assist in the evaluation of business performance.

There are no prerequisites for Units 1 & 2 Accounting, although it is suggested that students have completed Fashion Cents: Accounting prior to attempting this course.

St Catherine’s School

VCE Curriculum Handbook | 12

VCE: Business Management Units 1 & 2

VCE: Business Management Units 3 & 4

In Unit 1 students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of those on planning a business.

In Unit 3 students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives.

•

Students have an opportunity to investigate how business ideas are created and how conditions can be fostered for new business ideas to emerge.

•

Discuss the key characteristics of businesses and stakeholders, and analyse the relationship between corporate culture, management styles and management skills.

•

Students consider factors from the external environment and the effects these may have on the decisions made when planning a business.

•

•

Students look at the internal activities and requirements of a business and how these will influence the ultimate success of a business.

Explain theories of motivation and apply them to a range of contexts and analyse and evaluate strategies related to the management of employees.

•

Analyse the relationship between business objectives and operations management and propose and evaluate strategies to improve the efficiency and effectiveness of business operations.

In Unit 2 students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing.

•

Students are introduced to the legal requirements and financial considerations that are vital to establishing a business.

•

Students have the opportunity to gain knowledge of common marketing practices and public relations activities found in successful businesses.

•

Students examine staffing requirements that will meet the needs and objectives of the business with relation to recruitment, selection, and induction of staff.

Unit 4 focuses on the importance of managing change and reviewing and evaluating business performance through the use of key performance indicators.

•

Explain the way business change may come about, use key performance indicators to analyse the performance of a business, discuss the driving and restraining forces for change and evaluate management strategies to position a business for the future.

•

Evaluate the effectiveness of a variety of strategies used by managers to implement change and discuss the effect of change on the stakeholders of a business.

There are no prerequisites for the study of VCE Business Management.

St Catherine’s School

VCE Curriculum Handbook | 13

VCE: Economics Units 1 & 2

VCE: Geography Units 1 & 2

Unit 1: The Behaviour of Consumers and Businesses

The study of Geography is a way of exploring, analysing, and understanding the characteristics of places that make up our world using the concepts of place, scale, distance, distribution, movement, region, process, change, spatial association, and sustainability.

The focus of this Unit is the study of basic economic models where consumers and businesses engage in mutually beneficial transactions. It examines how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact. Students investigate contemporary examples and case studies to enhance their understanding of the introductory economic concepts.

Unit 2: Contemporary Economic Issues The focus of this Unit is on the possible trade-offs in regard to economic growth versus environmental sustainability, equity versus efficiency and free trade versus protectionism. Through the analysis of specific policy measures, students analyse and question the nature of these key trade-offs.

There are no prerequisites for Units 1 & 2 Economics.

VCE: Economics Units 3 & 4.

VCE: Economics Units 3 & 4 Unit 3: Australian Economic Prosperity Unit 3 looks at economic activity in Australia and the factors that affect the achievement of the objectives of the Australian economy.

•

Develop your understanding about how markets operate, understand the difference between microeconomics and macroeconomics.

•

Explore how the level of economic activity is influenced.

•

All governments have economic objectives and many factors can affect the achievement of these objectives. Learn why achieving these objectives is important to our wellbeing.

Unit 4: Managing the Economy Unit 4 looks at the management of the Australian economy, which concentrates on budgetary, monetary, and aggregate supply policies.

•

Learn how the Federal Budget is used to achieve the Government’s economic objectives.

•

Examine various taxes and how they affect the way business and consumers spend.

There are no prerequisites for Units 3 & 4 Economics, but it is strongly recommended that students complete Units 1 and 2 Economics.

St Catherine’s School

Unit 1 explores Hazards and Disasters raising questions like how do these events affect populations and how should we manage these global phenomena? Students will conduct a fieldwork assessing how the Black Saturday Bushfires affected communities such as Marysville.

Unit 2 explores the global patterns and trends in Tourism both globally and locally. Students will study how tourism be used to improve living conditions within an area as well as the environmental impacts of this industry. Fieldwork is a two-day trip along the Great Ocean Road - looking at tourist and evaluating the sustainability of the region given the boom in international tourism.

Through case studies, students will understand how it is changing over time and discuss how it could, and should, change in the future.

VCE: Geography Units 3 & 4 Unit 3 – ‘Changing the land’ focuses on two investigations of geographical change in land cover.

•

How have people modified land cover through deforestation, desertification and the melting of glaciers and ice sheets?

•

How are these processes distributed?

•

What causes these processes and what are the impacts of these changes? Fieldwork is used to study land use change at a local scale.

Unit 4 – ‘Human population trends and Issues’ explores patterns of population change, movement, and distribution and how governments, organisations and individuals have responded to those changes. The world’s population has grown from 2.5 billion in 1950 to over 7 billion since 2010, with much of the current growth occurring within developing countries while the populations in many developed countries are either growing slowly or declining.

•

How do changes in fertility and mortality influence populations and the responses of governments?

•

How do the movements of people within and between countries influence populations? What issues result from growing and ageing populations and what challenges arise?

•

How effective are the strategies that governments and non-government organisations use to manage population change?

VCE Curriculum Handbook | 14

VCE: Legal Studies Units 1 & 2

VCE: Legal Studies Units 3 & 4

Unit 1: The Presumption of Innocence

Unit 3: Rights and Justice

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.

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, equity, and access. In Unit 3 Legal Studies students explore the Victorian justice system and the extent to which the principles of justice are upheld in the justice system.

Unit 2: Wrongs and Rights This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness.

Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgement about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights.

They examine a significant case in relation to the protection of rights in Australia.

St Catherine’s School

Students are required to: •

Explain the rights of the accused and of victims of the criminal justice system

•

Discuss the means used to determine criminal cases

•

Evaluate the ability of the criminal justice system to achieve the principles of justice

•

Analyse the factors to consider when initiating a civil claim

•

Discuss the institutions and methods used to resolve civil disputes

•

Evaluate the ability of the civil justice system to achieve the principles of justice

Unit 4: The People and the Law The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws and the relationship between the Australian people, the Australian Constitution and law-making bodies in this unit, students explore how the Australian Constitution establishes the lawmaking powers of the Commonwealth and state parliaments and protects the Australian people through structures that act as a check on parliament in lawmaking. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution.

Students are required to: •

Discuss the significance of High Court cases involving the interpretation of the Australian Constitution

•

Evaluate the ways in which the Australian Constitution acts as a check on parliament in law-making

•

Discuss the factors that affect the ability of parliament and courts to make law

•

Evaluate the ability of these law-makers to respond to the need for law reform

•

Analyse how individuals, the media and law reform bodies can influence a change in the law

VCE Curriculum Handbook | 15

VCE: Politics Units 1 & 2 Politics examines the following ideas: •

What it means to be a citizen in a democracy, but also the ideas that shape politics in Australia and in other countries.

•

How power is used and abused in politics.

•

What it means to be a citizen in a globalised world and how countries and people deal with global challenges and conflict.

Unit 1: Politics, Power and Political Actors In this area of study, students are introduced to the central concepts of power and legitimacy. Power comes in different forms and arises from different sources, such as legal authority, or military, economic, diplomatic, cultural and technological capacities. Students also explore the nature and influence of key global political actors and the causes and natures of conflict and cooperation between these global actors.

Unit 2 Democracy, Stability and Change In this unit, students analyse the operation of Australian democracy, democratic institutions and processes, and assess the political significance of challenges to democratic principles. Students also analyse global challenges to the principles of democracy and assess threats to their effectiveness, legitimacy, spread and impact. Students explore at least one global issue or crisis that challenges the importance of democratic principles and consider the causes and consequences of this issue or crisis.

VCE: Global Politics Units 3 & 4

Unit 4: Ethical issues and global crises •

Studies the ethical issues and debates surrounding global politics, such as arms control and refugees.

•

An examination of crises and the evaluation of responses to problems that require multilateral resolution, including climate change and armed conflicts.

There are no prerequisites for this subject, although it is recommended students complete Units 1 & 2 Modern History or the Year 10 Humanities elective – Globalisation.

VCE: Modern History Units 1 & 2 The 20th Century has been a period of revolutionary change. This subject will explore the development of new technology, political ideologies, economic experiences, and radical social attitudes. Throughout this century, new political ideologies and forms of cultural expression have emerged in response to crisis, conflict, and immense societal change. This century has also been dominated by economic fluctuations, ranging from the Depression of the 1930s, to the period of strong economic growth in the western world following the Second World War. Students investigate the causes of war and revolution, as well as the role played by people in driving a range of civil rights and highly politicised movements.

There are no prerequisites for Units 1 & 2 Modern History, but students who wish to study this subject in Year 10 are expected to have very high results (A or A+) in Year 9 English and History and must meet with the Faculty Head and Careers Practitioner before submitting their subject selection form.

Global Politics explores contemporary international issues, and key global actors in international politics.

Unit 3: Global actors and power in the Asia-Pacific •

Examines the nature of current global issues and the role and power of key countries, international organisations, non-government organisations and transnational corporations in the world.

•

Examines the role of global actors and the way that states within the Asia-Pacific region use power in their relations with each other as they pursue national interest.

St Catherine’s School

VCE Curriculum Handbook | 16

VCE: History – Revolutions Units 3 & 4

VCE: Philosophy Units 1 & 2

In this subject students study two revolutions, French and Russian, uncovering the causes which led to each revolution and how the country attempted to create a new society.

Unit 1 Philosophy focuses on three key branches of Philosophy: Existence, Knowledge, and Reasoning. The major concepts in each of these areas are taught through a variety of philosophical texts and examples.

They will investigate the French Revolution and study the role of King Louis XVI from 1774 to 1793, focussing on the social and economic inequality experienced during this time, which led to the country falling into bankruptcy.

The Storming of the Bastille, use of guillotine and emergence of the Terror will also be explored.

Some of the questions students will answer include:

Students then study the Russian Revolution, examining the revolutionary climate which existed in Russia at the turn of the 20th Century. They will investigate Tsarism, the rise of Lenin and Trotsky, the impact of the First World War on Russian society and the introduction of a communist government in 1917.

It is strongly recommended that students have undertaken the study of History Units 1 & 2: Modern History before commencing a study of History Units 3 & 4: Revolutions. Students who wish to study this subject in Year 11 are expected to have very high results (A or A+) in Year 10 English and History and must meet with the Faculty Head and Careers Practitioner before submitting their subject selection form.

•

‘What is the self?’

•

‘Is there a deeper reality beyond the appearance of the everyday world?’

•

‘Are we truly free?’

•

‘Should we trust our senses?’

In the reasoning component of the course, learn the basics of formal logic.

Unit 2 Philosophy builds on knowledge and skills first introduced in the Years 9 and 10 Elective. The focus is on Ethics and Political Philosophy, and throughout the study students will: •

Apply new theoretical knowledge to examples from contemporary ethics and politics

•

Continue to focus on reasoning first introduced in Unit 1, to further improve thinking skills.

There are no prerequisites for the study of Philosophy, although it is recommended students have completed the Years 9 and 10 Philosophy Elective.

VCE: Foundation Mathematics Units 1 & 2 Foundation Mathematics Units 1 & 2 is designed for students who would like to continue on to Year 12 Mathematics, but who find the course work in General Mathematics course difficult to manage. The focus in this area of study is many Statistics, Measurement and Linear Functions.

There are no prerequisites for this subject, other than Year 10 Mathematics.

St Catherine’s School

VCE Curriculum Handbook | 17

VCE: General Mathematics Units 1 & 2

VCE: Mathematical Methods Units 1 & 2

General Mathematics Units 1 & 2 is designed for students who would like to continue on to Year 12 Mathematics, but who find the abstract nature of the Mathematical Methods course difficult to manage.

Mathematical Methods Units 1 & 2 is the study of function and pattern in number and geometry. The course allows students to:

•

Establish algebra skills to manage (mainly) linear functions

•

Develop the skills to analyse and interpret statistical data with and without technology

•

Establish an understanding of how to use the CAS calculator efficiently and accurately.

There are no prerequisites for this subject, but it is strongly recommended that students enrolling in VCE Units 1 & 2 General Mathematics have achieved satisfactory grades in Year 10 Mathematics.

VCE: General Mathematics Units 3 & 4 General Mathematics Units 3 and 4, previously known as Further Mathematics, is designed to equip students with the confidence, understanding, skills and strategies to apply mathematical techniques to the analysis and solution of problems.

•

Develop the skills to analyse and interpret statistical data with and without technology

•

Establish an understanding of how to use the CAS calculator efficiently and accurately.

There are no prerequisites for this subject, but it is strongly recommended that students enrolling in VCE Units 3 & 4 General Mathematics undertake either VCE Units 1 & 2 General Mathematics or VCE Units 1 & 2 Mathematical Methods prior to undertaking this course.

•

Establish strong algebraic skills

•

Apply a range of techniques, routines, and processes with and without the use of technology as applicable

•

Develop an understanding of the power of the CAS calculator and the ability to use it efficiently and accurately.

Mathematical Methods students enrolling in VCE Units 1 & 2 must have satisfactorily completed Year 10 Mainstream Mathematics. VCE Units 1 & 2 Mathematical Methods is designed as a preparation for VCE Units 3 & 4 Mathematical Methods; however, it can also lead to VCE Units 3 & 4 General Mathematics.

VCE: Mathematical Methods Units 3 & 4 Mathematical Methods Units 3 & 4 is the study of function and pattern in number and geometry. The selection of content from the areas of study is constructed so that there is development in the complexity and sophistication of problem types and mathematical processes used. The course teaches students to: •

Apply a number of techniques, routines, and processes with and without the use of technology, as applicable

•

Develop an understanding of the power of the CAS calculator and the ability to use it efficiently and accurately

•

Develop rigorous mathematical reasoning skills and apply them appropriately to analytical tasks.

Students must have satisfactorily completed Units 1 & 2 of Mathematical Methods.

St Catherine’s School

VCE Curriculum Handbook | 18

VCE: Specialist Mathematics Units 1 & 2

VCE: Health and Human Development Units 1 & 2

Specialist Mathematics provides a course of study for students who enjoy Mathematics and intend to continue on to study Specialist Mathematics Units 3 & 4 and/or Mathematical Methods Units 3 & 4. The course allows students to:

This subject provides an opportunity for students to investigate health and wellbeing in a local, Australian, and global context. Students develop knowledge and skills to enable them to shape influences that impact on their own health and wellbeing and development.

•

Establish strong algebra skills and an understanding of the power of Mathematics as a means of interpreting real life situations

•

Identify when and how CAS calculators can be used efficiently to solve problems

•

Develop an understanding of some of the more abstract parts of Mathematics and how they can be applied to real life situations.

To enrol in Specialist Mathematics students must complete Units 1 & 2 Mathematical Methods.

VCE: Specialist Mathematics Units 3 & 4 Specialist Mathematics is the study of function and pattern in number and geometry. It provides both a framework for thinking and a means of communication that is powerful, logical, concise, and precise. Specialist Mathematics is designed for students with a strong interest in Mathematics including those intending further study in Pure and Applied Mathematics, Physical Sciences or Engineering.

The course allows students to: •

Develop an understanding of mathematical structure and proof

•

Establish fluency in the application of techniques, routines, and processes in each of the topic areas

•

Identify when the use of the CAS calculator is the preferred method of solving a particular problem and use that technology efficiently and accurately

•

Develop rigorous mathematical reasoning skills and understand the power of Mathematics to model situations.

Unit 1 focuses on the health and wellbeing of Australia’s youth, including health issues for specific populations groups such as Aboriginal and Torres Strait Islanders. Healthy nutrition, food selection models and other tools to promote healthy eating among youth are investigated, in conjunction with marketing and food trends and their impact on youth health and wellbeing.

The health status of Australia’s youth is explored, along with the sociocultural factors that contribute to variations in health behaviours and health status for youth such as peer group, education, employment, income and access to health information and support services (including digital technologies).

In Unit 2, the focus is on prenatal development to the end of childhood, parenthood, and health care in Australia. Unit 2 includes exploration of factors that can determine health status, such as access to health care services, the Australian Healthcare system, digital media and health information, ethics, and privacy. Students research health services in the local community and identify factors that affect people’s ability to access health services and information. Additionally, students investigate equity of access and freedom of choice associated with the use of new and emerging health procedures and technologies.

There are no prerequisites for this subject but completing Units 1 & 2 prior to Units 3 & 4 is recommended; as it allows for a comprehensive and solid background. Students may complete Units 3 & 4 without completing Units 1 & 2, however, on commencement will be required to complete additional work requirements, reviewing concepts covered in Units 1 & 2.

Students should have completed Mathematical Methods Units 1 & 2, Specialist Mathematics Units 1 & 2, and should have either completed, or are concurrently studying, Mathematical Methods Units 3 & 4.

St Catherine’s School

VCE Curriculum Handbook | 19

VCE: Health and Human Development Units 3 & 4

VCE: Physical Education Units 1 & 2

This subject increases understanding of the many factors, including biological, sociocultural, and environmental, that play a major role in determining health, wellbeing, and development. This study also investigates health and human development around the world, exploring the huge inequalities and inequities between health in low, middle, and high-income countries.

Unit 1 and 2 Physical Education explores the relationships between the body systems and physical activity, sport, and exercise. Students evaluate the social, cultural, and environmental influences on human movement and participation in physical activity, as well as investigating the consequences of inactivity and sedentary behaviour.

In Unit 3, the major focus is on the health and wellbeing of Australians in a global context, rather than in isolation. Students inquire into the WHO’s prerequisites for health and wellbeing and increase their understanding of the factors that contribute to variations between Australian population groups, including Indigenous populations, those from low socioeconomic status backgrounds and Australians living outside major cities. Additionally, students examine the changes over time that have succeeded in improving health and wellbeing, and the strategies utilised to effect these changes, such as the introduction of Health Promotion initiatives.

Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport, and exercise.

In Unit 4, students explore similarities and difference in the major burdens of disease in low, middle, and high-income countries, including Australia.

Students investigate a range of factors that contribute to health inequalities and study the concepts of sustainability, human development, and the Human Development Index. Students consider the impact of global marketing and the effects of particular global trends on health and wellbeing. Students will also consider methods to achieve sustainable improvements in health and human development globally, focusing on the Sustainable Development Goals and evaluate the role of the WHO and non-government organisation in promoting health and wellbeing.

There are no prerequisites for this subject, however, completing Units 1 & 2 prior to Units 3 & 4 is recommended, as it allows for a comprehensive and solid background. Students may complete Units 3 & 4 without completing Units 1 & 2, however, on commencement will be required to complete additional work requirements, reviewing concepts covered in Units 1 & 2.

In Unit 1: The Human Body in Motion, students explore how the Musculoskeletal and Cardiorespiratory systems work together to produce movement and how the systems adapt and adjust to the demands of activity or inactivity. Students investigate the role and function of the systems and explore how they act as an enabler or barrier to movement and participation in physical activity. Additionally, students evaluate the social, cultural, and environmental influences on movement and consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and potential harms.

In Unit 2: Physical Activity, Sport and Society, students develop an understanding of physical activity, sport, and society from a participatory perspective. Students explore the role participation in physical activity and sedentary behaviour plays in their health and wellbeing and that of different population groups. Through a series of practical activities, students experience and explore different types of physical activity and the influences and factors that facilitate regular participation in physical activity, gaining an appreciation of the associated health benefits throughout the lifespan. Data collection is utilised to determine perceived enablers of and barriers to physical activity, creating an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the population group studied.

There are no prerequisites for this subject, however, completing Units 1 & 2 prior to Units 3 & 4 is recommended, as it allows for a comprehensive and solid background. Students may complete Units 3 & 4 without completing Units 1 & 2, however, on commencement will be required to complete additional work requirements, reviewing concepts covered in Units 1 & 2.

St Catherine’s School

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VCE: Physical Education Units 3 & 4

VCE: Biology Units 1 & 2

VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological, skill acquisition and socio-cultural principles that underpin movement and athletic performance.

In Unit 1 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.

The study of Physical Education equips students with essential knowledge and skills to plan, develop and maintain their involvement in lifelong participation in physical activity and sport. This study combines theoretical concepts and practical application. Students have successfully utilised this study in pursuing their interests in health and allied health-related careers.

In Unit 3: Movement Skills and Energy for Physical Activity, students explore the biomechanical and skill acquisition principles used to analyse human movement and energy production from a physiological perspective, to improve and refine movement in physical activity, sport, and exercise.

Investigation of the characteristics of each energy system is used to explore the relative contribution and interplay of the three energy systems to performance in physical activity, sport, and exercise. Consideration is given to the contribution of the cardiovascular, respiratory, and muscular systems and the roles of each in supplying oxygen and energy to the working muscles.

In Unit 4: Training to Improve Performance, students focus on what are the foundations of an effective training program, using data from an activity analysis collected from participating in a series of fitness tests, to determine the fitness component requirements of a selected physical activity. Students conduct a series of tests that must demonstrate correct and ethical implementation of testing protocols and procedures. Additionally, students focus on evaluating how the implementation of training can effectively improve fitness. They must identify, monitor, record and adjust training, explaining the chronic adaptations to the cardiovascular, respiratory, and muscular systems.

Although there are no prerequisites for Physical Education Units 3 & 4, as with all Year 12 subjects, it is advisable to have completed Units 1 & 2.

A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and is related to the function and/or the regulation of cells or systems.

In Unit 2 students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression.

They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.

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

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

There are no set prerequisites for the study of Units 1 & 2 Biology, although a sound knowledge of Year 10 Biology is assumed by the VCAA. Entry at the commencement of Unit 2 is not recommended.

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VCE: Biology Units 3 & 4

VCE: Chemistry Units 1 & 2

In Unit 3 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. This includes gene structure and gene expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules. They examine the biological and ethical consequences of manipulating the DNA molecule and applying biotechnologies.

In Unit 1 students investigate the development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy. 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.

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.

A student-designed scientific investigation involving the generation of primary data related to cellular processes and/or how life changes and responds to challenges is undertaken in either Unit 3 or Unit 4. The design, analysis and findings of the investigation are presented in a scientific poster format.

In Unit 4, students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. They study the human immune system and the interactions between its components to provide immunity to a specific pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease.

Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time using evidence from palaeontology, structural morphology, molecular homology and comparative genomics.

Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence.

In Unit 2 students explore 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 specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve.

Year 10 Chemistry, assumed by the VCAA, is a prerequisites for the study of Units 1 & 2 Chemistry.

Entry at the commencement of Unit 2 is not recommended.

The knowledge gained and skills developed in the Biology course are cumulative, so in order to embark upon a study of Units 3 & 4, students should have demonstrated a sound knowledge of Units 1 & 2 Biology.

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VCE: Chemistry Units 3 & 4

VCE: Physics Units 1 & 2

The global demand for energy and materials is increasing with world population growth. In Unit 3, students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.

In Unit 1, 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 safety and Australian energy needs.

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 Unit 4, 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. Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations.

A student-adapted or student-designed scientific investigation is undertaken.

This is a significant piece of practical work that culminated in a scientific poster presenting the results of their experimental work.

In Unit 2, 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. Students also investigate how stars are formed and how they evolve over their life time.

Students are required to have completed Year 10 Physics Elective and demonstrated a good understanding of the fundamental concepts of Year 10 Mathematics. (Entry at the commencement of Unit 2 is not recommended.)

A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4.

The design, analysis and findings of the investigation are presented in a scientific poster format.

The knowledge gained and skills developed in the Chemistry course are cumulative, so in order to embark upon a study of Units 3 & 4, students should have demonstrated a sound knowledge of Units 1 & 2 Chemistry.

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VCE: Physics Units 3 & 4

VCE: Psychology Units 1 & 2

In Unit 3, students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact.

Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.

In Unit 1 students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

In Unit 4, students learn how understanding of light, matter and motion have changed over time. They explore how major experiments led to the development of theories to describe these fundamental aspects of the physical world. When light and matter are probed, they appear to have remarkable similarities. Light, previously described as an electromagnetic wave, appears to exhibit both wave-like and particle-like properties. Findings that electrons behave in a wave-like manner challenged thinking about the relationship between light and matter. Students consider the limitations of classical mechanics as they explore Einstein’s view of the Universe. They consider postulates as distinct from theories and explore ideas related to objects moving at speeds approaching the speed of light. They use special relativity to explore length contraction and time dilation as observations are made by observers in different frames of reference, and the interrelationship between matter and energy.

The knowledge gained and skills developed in the Physics course are cumulative, so in order to embark upon a study of Units 3 & 4, students should have demonstrated a sound knowledge of Units 1 & 2 Physics.

A student-directed research investigation into contemporary psychological research is undertaken in Area of Study 3. The investigation involves the exploration of research, methodology and methods, as well as the application of critical and creative thinking to evaluate the validity of a research study by analysing secondary data. The investigation draws on the key science skills and key knowledge from Area of Study 1 and/or Area of Study 2.

In Unit 2 students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.

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

A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and is related to internal and external factors that influence behaviour and mental processes. The investigation draws on key knowledge and key science skills from Area of Study 1 and/or Area of Study 2.

There are no set prerequisites for the study of Units 1 & 2 Psychology, although a sound performance in Year 10 Psychology is recommended.

Entry at the commencement of Unit 2 is not recommended.

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VCE: Psychology Units 3 & 4

Vocational Education and Training (VET)

In Unit 3 students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory.

Vocational Education and Training refers to enhanced Senior School studies which enable a secondary student to combine their Senior School studies with vocational training. Students in Year 11 considering a VET program need to discuss this with Careers to see what options are available. VET study is completed off campus and this needs to be considered when applying for a VET subject.

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

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

It is a two-year program combining general VCE studies with accredited vocational education and training. It enables students to complete a nationally recognised vocational qualification (e.g., Certificate II in Hospitality Operations) and a Senior School certificate (VCE) at the same time. Many VET programs can contribute directly as one of the top four subjects contributing to the ATAR. Please note there is an additional application and cost associated with these programs.

In Unit 4 students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep.

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

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St Catherine’s School 17 Heyington Place Toorak VIC 3142 Telephone +61 3 9822 1285 Email info@stcatherines.net.au www.stcatherines.net.au CRICOS 00574F ABN 90 004 251 816