VCE Curriculum Handbook 2025 by St Catherine's School

VCE

Curriculum Handbook

2025

St Catherine’s School

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.

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

• Accounting, Business Management, Geography, 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 to 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.

The signature feature of our Independent Learning Tutorials is a suite of well-crafted 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.

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 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 General Mathematics 3 & 4

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

How do I know what Career will suit me?

At St Catherine’s we work through a sequential Careers Program starting at Year 9. This allows students to complete sufficient research and develop the skills which will allow them to choose a suitable career path.

This includes two main processes:

• Self-awareness

• Knowing more about themselves enables students to choose careers which best suit their interests, skills, values, and goals.

• Accessing Resources

• Being aware of the resources available, both in and out of School, allows students to be thoroughly informed and aware. The subjects offered in any given year are dependent on evaluation of the School’s physical resources and staff expertise.

Although we make every effort to meet the subject selection preferences of individual students, some subjects may not run due to insufficient demand. We look forward to working in partnership with students, parents, and guardians to offer timely, relevant, and individualised advice on subject selection.

Subject Selection Process

Students are asked to provide initial subject requests online, indicating their preferences for a course for the following year. This information is then used to generate a set of subject blocks (timetable structure), designed to accommodate as many students’ preferences as possible.

Once the timetable has been generated, students are formally notified about their individual program.

It is important to note that some subjects originally offered for selection may not run or, that on occasions, students may have to make a decision between two subjects that are blocked on together.

Please note that the Mathematics options available in Units 3&4 have recently altered: Further Mathematics Units 3&4 will be known as General Mathematics Units 3&4 from 2023. Foundation Mathematics will now be offered as a Unit 1 & 2 subject and as a Unit 3 & 4 subject. Mathematical Methods remains unchanged.

2025 SUBJECT OFFERINGS ST CATHERINE’S SCHOOL

or English

& Physical

select one each Semester from list below:

• Personal Fitness (including elite sports programs)

• GSV (including Rowing)

• HPE Semester 1 & / or 2

• VCE HHD 1 & 2 or VCE PE 1 & 2

• VCE/VET Sport, Aquatics and Recreation Units 1 & 2

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

Arts The Arts (Visual & Performing Arts) The Arts (Visual & Performing Arts)

ELECTIVE SUBJECTS YEAR 7

SELECT TWO (ONE PER SEMESTER)

Languages

• Chinese (Non-Heritage)

• Chinese (Heritage)

• French

• Japanese

Academic Honours Program (by invitation)

• English • Maths

SELECT ONE (ONE FOR WHOLE YEAR)

• Chinese (Non-Heritage)

• Chinese (Heritage)

• French • Japanese

Honours Program (by invitation)

SELECT SIX (THREE PER SEMESTER)

MUST SELECT FOR WHOLE YEAR (COUNTS AS TWO)

• Chinese (Non-Heritage)

• Chinese (Heritage)

• French

• Japanese

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

MUST SELECT FOR WHOLE YEAR (COUNTS AS TWO) • Chinese SL

Chinese SLA

French

Japanese

SELECT SIX (MAY

3/4 ON APPROVAL)

Maths

Science

• Science • Humanities • English

Humanities

• Advanced Biology

Advanced Psychology

Physics

Psychology

VCE Biology 1 & 2

VCE Psychology 1 & 2

Media

Performing Arts • Music

Theatre Studies

Humanities

• Financial Literacy & Entrepreneurship

• Australian Politics & Economics

• Philosophical & Critical Thinking

Performing Arts

• Music

Humanities

Pure Humanities

• Geography

• History

• Philosophy

• Globalisation

• VCE

Commerce

• Globalisation

• Commerce (Business Management/Accounting)

• VCE Accounting 1 & 2

• VCE Business Management 1 & 2

• VCE Economics 1 & 2

Arts • VCE Theatre Studies 3 & 4

• VCE Music Reportoire Performance 3 & 4

Humanities Humanities

Commerce

• VCE Accounting 1 & 2

• VCE Accounting 3 & 4

• VCE Business Management 1 & 2

• VCE Business Management 3 & 4

•

VCE: Art Creative Practice Units 1&2

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.

• 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

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

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

• Reflect, analyse, and evaluate using critique and feedback

• Refine and present artworks that communicate individual and collaborative ideas

• 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

VCE: Art Creative Practice Units 3&4

Art Creative Practice encourages and supports students to recognise their potential as creative practitioners and develop their understanding of the experiential, inquiry and projectbased 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.

• 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.

• 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

• 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

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.

VCE: Theatre Studies Units 1&2

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

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

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

• 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 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.

VCE: Media Studies Units 3&4

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

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.

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.

VCE: Theatre Studies 3 & 4

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:

• 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.

VCE: Music: Units 1&2

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.

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.

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.

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.

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 include brand strategy, advertising and social media campaigns, visual merchandising, illustrations, printed collateral, and packaging.

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

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

• Interactive Experiences that include 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

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.

VCE: English Units 3&4

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

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.

VCE: Literature Units 3&4

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:

• 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;

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

• 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.

VCE: English (EAL) Units 1&2

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

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

Students will:

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

• integrate grammar into all units of work;

• plan, proofread and edit their writing;

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

• practise and develop their listening and speaking skills;

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

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.

VCE: Chinese Units 1&2 SL

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 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 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.

VCE: Chinese Units 3&4 SL

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: Chinese Units 3&4 SLA

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.

VCE: French Units 3&4

The study of French at this level further enhances your ability to communicate in the language, but also emphasises crosscultural 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: Japanese 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.

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 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.

Unit

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

VCE: Accounting Units 3&4

Unit 3: Recording and Reporting for Trading Businesses

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.

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.

VCE: Business Management Units 1&2

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.

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

• 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

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.

VCE: Business Management Units 3&4

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

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

• 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.

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.

VCE: Economics Units 1&2

Unit 1: The Behaviour of Consumers and Businesses

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

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&2 Economics.

VCE: Geography Units 1&2

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.

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: Legal Studies Units 1&2

Unit 1: The Presumption of Innocence

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

Unit 2: Wrongs and Rights

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.

VCE: Legal Studies Units 3&4

Unit 3: Rights and Justice

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals, and uphold the principles of justice: fairness, 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.

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 law-making powers of the Commonwealth and state parliaments and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution.

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 lawmakers 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: 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: Politics Units 3&4

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

Unit 3: Global Cooperation and Conflict

• In this unit, students investigate an issue and a crisis that pose challenges to the global community. Students begin with an investigation into an issue of global scale, such as climate change, global economic instability, the issue of development or weapons of mass destruction.

• Students also examine the causes and consequences of a humanitarian crisis that may have begun in one state, but which has crossed over into neighbouring states and requires an emergency response.

Unit 4: Power in the Indo-Pacific

• In this unit, students investigate the strategic competition for power and influence in the Indo-Pacific region. They consider the interests and perspectives of global actors within the region, including the challenges to regional cooperation and stability

• Students also examine Australia’s strategic interests and actions in the region and consider how Australia’s responses to regional issues and crises may have contributed to political stability and/or change.

There are no prerequisites for this subject, although it is recommended students complete any of Units 1&2 Politics, 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.

VCE: History – Revolutions Units 3&4

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. 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.

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.

VCE: Philosophy Units 1&2

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.

Some of the questions students will answer include:

• ‘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.

VCE: General Mathematics 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.

• 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.

VCE: Mathematical Methods Units 1&2

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

• 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.

VCE: Specialist Mathematics 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:

• 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.

• 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

VCE: Health and Human Development Units 1& 2

VCE Health and Human Development provides students with a broad understanding of health and wellbeing that reaches far beyond the individual. They learn how important health and wellbeing is to themselves and to families, communities, nations, and global society. Students explore the biological, sociocultural, and environmental factors that support and improve health and wellbeing, and those factors that compromise it.

Unit 1 explores health and wellbeing as a concept that is subject to a wide range of interpretations across the lifespan and the globe. They explore the prerequisites for health, as determined by the WHO: peace, shelter, education, food, income, social justice, equity, stable ecosystem, and sustainable resources and investigate youth and Aboriginal and Torres Strait Islander perspectives on health and wellbeing.

Unit 2 focuses on youth, equipping students to consider their own health as individuals and as a cohort. They build health literacy by completing a research investigation into one youth health area, and by investigating nutrition and the role of specific nutrients in food to promote optimal health and wellbeing.

There are no prerequisites for this subject, however, completing Units 1&2 prior to Units 3&4 allows for a more comprehensive and solid background. Students may complete Units 3&4, however, without completing Units 1&2

VCE: Health and Human Development Units 3&4

In Unit 3, students explore health and wellbeing, disease, and illness as multidimensional and dynamic concepts. They consider health as a global concept and analyse health as a universal right, examining variations in the health status of Australians. They focus on health promotion and population health improvements over time, researching successful programs and evaluating different public health approaches. While emphasising the Australian health system, they also consider global perspectives on public health changes.

In Unit 4, students study health and human development globally. They use data to compare health status across countries and explore factors causing health inequalities, learn about global health changes over time and the concept of sustainability. Students examine the health impacts of globalisation, climate change, digital technologies, world trade, tourism, conflict, and mass migration. They focus on global efforts to improve health, including the UN's Sustainable Development Goals (SDGs) and the World Health Organization's (WHO) priorities. They also look at the role of non-government organisations and Australia's overseas aid program, evaluating the effectiveness of global health initiatives and on their role in global health improvement.

VCE: Physical Education Units 1&2

The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical concepts of physical activity with practical application. This develops the knowledge and skills required to critically evaluate influences that affect their own and others’ participation and performance in movement.

Movement is a valid and valued context for learning that also provides students with the opportunity to appreciate the physical, social, emotional, mental, and spiritual benefits associated with movement in promoting health and wellbeing. Therefore, movement experiences in VCE Physical Education encourage students to intrinsically appreciate movement while developing theoretical understanding.

VCE: Physical Education Units 3&4

VCE Physical Education combines theoretical concepts of physical activity with practical application, helping students understand and evaluate factors influencing participation and performance. Movement is seen as a valuable learning context, offering physical, social, emotional, mental, and spiritual health benefits.

Through this study, students will:

• Engage in practical activities that integrate theory and practice in various types and intensities of movement.

• Develop the ability to critically evaluate their participation and learning in movement.

• Understand how body systems work together to produce and refine movement.

• Evaluate trends in physical activity, sport, and exercise participation from a psychosocial perspective.

• Analyse movement skills from a biophysical perspective and apply training principles to improve performance at individual, club, and elite levels.

VCE: Biology Units 1&2

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.

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.

VCE: Biology Units 3&4

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.

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.

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.

VCE: Chemistry Units 1&2

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. A student-directed research investigation in Area of Study 3. The investigation will be linked to the knowledge and skills developed including consideration of sustainability concepts.

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. A studentdesigned scientific investigation is undertaken in Area of Study 3.

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

Entry at the commencement of Unit 2 is not recommended.

VCE: Chemistry Units 3&4

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.

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 carbonbased 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-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.

VCE: Physics Units 1&2

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.

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 lifetime

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.

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.)

VCE: Physics Units 3&4

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 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.

VCE: Psychology Units 1&2

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.

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.

VCE: Psychology Units 3&4

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.

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.

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 nonrapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep.

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

Vocational Education and Training (VET)

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.

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.