VCE Curriculum Guide: 2027

In Unit 1 students learn about the components of the Creative Practice and explore areas of personal interest to develop a series of visual responses. They use a range of materials, techniques, processes and art forms to create a body of experimental work in response to their research of the practices of artists and their personal observations of artworks. They experiment with a range of approaches to develop technical skills and promote creative thinking through the study of both traditional and contemporary art practices. They are guided through an Experiential learning process to research, explore, experiment and develop, and to evaluate and reflect upon their use of the Creative Practice.

Students explore the practices of artists who have been inspired by ideas relating to personal identity. They study at least three artists and at least one artwork from each of the selected artists. Through their analysis and interpretation students learn how to formulate and substantiate personal opinions about artworks. Students apply the Structural Lens and the Personal Lens to analyse and interpret the meanings and messages of artworks and to document the reflection of their own ideas throughout their art practice.

Areas of Study

• Artists, artworks and audiences

• The Creative Practice

• Documenting and reflecting on the Creative Practice

Assessment Unit 1

• Extended written response: Students will discuss the practices of three artists and apply the Structural Lens and the Personal Lens to analyse and interpret one artwork by each artist.

• Visual Art Journal: Students produce a range of personal visual responses to a selection of tasks, showing the exploration of ideas, materials, and techniques in at least three art forms.

• Visual Art Journal: Students document their use of the Creative Practice, including annotated personal visual responses to a selection of set tasks.

In Unit 2 students use ‘Inquiry Learning’ to investigate the artistic and collaborative practices of artists. They use the ‘Cultural Lens’, and the other ‘Interpretive Lenses’ as appropriate, to examine artworks from different periods of time and cultures, and to explore the different ways that artists interpret and communicate social and personal ideas in artworks Students explore the collaborative practices of artists and use the ‘Creative Practice’ to make and present artworks. They develop visual responses based on their investigations, exploring the way historical and contemporary cultural contexts, ideas and approaches have influenced the artworks and the practices of the artists they investigate, as well as their own art practice. They also investigate how artworks can be created as forms of expression for specific social and cultural contexts. Students research historical and contemporary artworks and explore diverse and alternative approaches to making and presenting artworks.

Areas of Study

• The artist, society, and culture

• The collaborative Creative Practice

• Documentation of collaboration using the Creative Practice

Assessment Unit 2

• Extended written response Students will use the Cultural Lens, and the other Interpretive Lenses as appropriate, to analyse and compare the practices of artists and artworks from different cultures and times.

• Visual Art Journal (one finished artwork) Visual responses that demonstrate the use of the Creative Practice, collaboration, and the exploration of personal ideas and refinement of material, techniques and processes.

• Visual Art Journal Documentation of the Collaborative process

Investigation, ideas, artworks, and the Creative Practice In this unit students use ‘Inquiry and Project-Based Learning’ as starting points to develop a ‘Body of Work’. They explore ideas and experiment with materials, techniques and processes using the ‘Creative Practice’. The research of historical and contemporary artists is integral to students’ use of the ‘Creative Practice’ and informs the basis of their investigation. Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist. Unit 3 commences with students researching the practice of a selected artist as the starting point to develop a finished artwork. The finished artwork will contribute to the Body of Work developed over Units 3 and 4.

Areas of Study

• Investigation and Presentation

• Personal investigation using the Creative Practice

In Unit 4 students continue to develop their art practice through ‘Project-Based and Inquiry Learning’ as their research and exploration continues to support the development of their ‘Body of Work’. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice. They use the ‘Interpretive Lenses’ to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study. Students also apply the ‘Interpretive Lenses’ throughout the ‘Creative Practice’ to resolve and refine their ‘Body of Work’. Students continue to build upon the ideas begun in Unit 3 and present a critique of their use of the ‘Creative Practice’. They reflect on the feedback from their critique to further refine and resolve a ‘Body of Work ‘that demonstrates their use of the ‘Creative Practice’ and the realisation of their personal ideas. The students present their ‘Body of Work’ to an audience accompanied by documentation of their use of the ‘Creative Practice’.

Pathways Artists, Designer, Architect, Photographer, Curator, Exhibition Designer, Gallery Manager, Visual Art Education

Areas of Study

• Documentation and critique of the Creative Practice

• Resolution and Presentation of a Body of Work

• Comparison of Artists, their practice and their artworks

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of VCAA specified outcomes.

Students’ levels of achievement are determined by:

• Unit 3 School-assessed Task: 30%

• Unit 4 School-assessed coursework: 10%

• Unit 4 School-assessed Task: 30%

• A 1 ½ hour written examination: 30%

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.

Areas of Study

• How do cells function?

• How do plant and animal systems function?

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

Students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. 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, and consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding Australian ecosystems.

Areas of Study

• How is inheritance explained?

• How do inherited adaptations impact on diversity?

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

Assessment Unit 1 and 2

A range of Assessment task styles are implemented throughout Units 1 and 2 including: case study analyses, data analyses, media analyses, reports of folios of practical activities, responses to bioethical issues and a report of a student-adapted or student designed scientific investigation using a selected format.

Entry Requirements Units 3 and 4

Students must achieve a minimum of 50% across all assessments in Units 1 and 2 Biology to progress to Units 3 and 4

Students investigate the workings of the cell from several perspectives. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies. Students apply their knowledge of cellular processes through investigation of a selected case study, data analysis and/or a bioethical issue.

Areas of Study

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

• How are biochemical pathways regulated?

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

Areas of Study

• How do organisms respond to pathogens?

• How are species related over time?

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

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of VCAA specified outcomes.

Students’ levels of achievement are determined by:

• Unit 3 School assessed coursework: 20%

• Unit 4 School assessed coursework and Outcome 3: 30%

• A 2 ½ hour written examination: 50%

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. The ability of entrepreneurs to establish a business and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing. A key learning task during this unit will involve students applying their theory through the creation of a Business Plan for a hypothetical business of their choosing.

Areas of Study

• The business idea

• Internal and External business environments and planning

This unit focuses on the establishment phase of a business. Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. Students investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse management practices by applying key knowledge to contemporary business case studies from the past four years.

Areas of Study

• Legal requirements and financial considerations

• Marketing a business

• Staffing a business

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. For this unit students are required to demonstrate three outcomes. Assessment tasks will include case study analysis; short-answer and extended-response questions; development and presentation of a business plan.

In this unit students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives, and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.

Areas of Study

• Business foundations

• Human resource management

• Operations management

Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of effective management and leadership in change management. Using one or more contemporary business case studies from the past four years, students evaluate business practice against theory.

Areas of Study

• Reviewing performance – the need for change

• Implementing change

Assessment Units 3 and 4

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. This decision will be based on the teacher’s Assessment of the student’s overall performance on Assessment tasks designated for each unit. Student’s level of achievement is determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A two-hour written examination: 50%

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

Areas of Study

• How do the chemical structure of materials explain their properties?

• How are materials quantified and classified?

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

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

Areas of Study

• How do chemicals interact with water?

• How are chemicals measured and analysed?

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

Assessment Units 1 and 2

A range of Assessment task styles are implemented throughout Units 1 and 2 including: a summary report of laboratory activities, comparison, evaluation and critique, or reflective annotations of practical activities, data analyses and evaluations of data or a modelling or simulation activity, a media analysis/response, problem-solving involving chemical concepts, skills and/or issues in a real-life context analysis and evaluation of a chemical article with reference to sustainability which can be in the form of an infographic or a scientific poster.

Entry Requirements Units 3 and 4

Students must achieve a minimum of 50% in all assessments in Units 1 and 2 Chemistry in order to progress to Units 3 and 4.

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.

Areas of Study

• What are the current and future options for supplying energy?

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

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

Areas of Study

• How are organic compounds categorised and synthesised?

• How are organic compounds analysed and used?

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

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of VCAA-specified outcomes. Students’ levels of achievement are determined by:

• Unit 3 School Assessed Coursework: 20%

• Unit 4 School Assessed Coursework: 30%

• A 2 ½ hour written examination: 50%

In this unit students explore the potential of the body as an instrument of expression and communication in conjunction with the regular and systematic development of physical dance skills. Students discover the diversity of expressive movement and purposes for dancing in dances from different times, places, cultures, traditions and/or styles. They commence the process of developing a personal movement vocabulary and also begin the practice of documenting and analysing movement. Through this work they develop understanding of how other choreographers use these practices.

Students learn about relevant physiology and approaches to health and wellbeing, and about care and maintenance of the body. They apply this knowledge through regular and systematic dance training. Students explore the choreographic process through movement studies, cohesive dance compositions and performances. They discuss influences on other choreographers and the impact of these influences on intentions and movement vocabulary in selected dance works.

Areas of Study

• Dance Perspectives

• Choreography and performance

• Dance technique and performance

• Awareness and maintenance of the dancer’s body

In this unit students extend their personal movement vocabulary and skill in using a choreographic process by exploring elements of movement (time, space and energy), the manipulation of movement through choreographic devices and the types of form used by choreographers. Students use the choreographic process to develop and link movement phrases to create a dance work. They apply their understanding of the processes used to realise a solo or group dance work – choreographing and/or learning, rehearsing, preparing for performance and performing.

Students are introduced to a range of dance traditions, styles and works. Dance traditions, styles and works selected for study should encompass the dance output of transition and/or contemporary Aboriginal and Torres Strait Islander Peoples and other Australian dance artists. Students may also study material such as dance from other cultures, music theatre, the work of tap/jazz or street performers, ballet choreographers and/or modern dance.

Students describe the movement vocabulary in their own work and others’ dances by identifying the use of movement categories and ways the elements of movement have been manipulated through the use of choreographic devices. Students make links between theoretical and practical aspects of dance across the areas of study through analysis and discussion of the way their own and other choreographer’s intentions are communicated, and through the ways movement has been manipulated and structured.

Areas of Study

• Dance Perspectives

• Choreography and performance

• Dance technique and performance

Assessment Units 1 and 2

For these units students are required to demonstrate their understanding of the key knowledge and key skills for the outcomes, and these encompass written analysis and dance technique development and choreographic performance.

In this unit students choreograph, rehearse and perform a solo dance work that allows them to execute a diverse range of physical skills and actions drawn from all movement categories. Students continue regular and systematic dance training and learn and perform a duo or group dance work created by another choreographer. They continue to develop their ability to safely execute movement vocabulary and perform with artistry.

Students analyse the realization of their solo and the learnt duo or group dance work, focusing on the processes of choreographing or learning, rehearsing, preparing for performance and the performing. This analysis connects each student’s work as a choreographer to the work of professional choreographers.

Students further develop their understanding of the choreographic process through analysis of two dance works by choreographers of the twentieth and/or twenty-first centuries. Students analyse how the intentions chosen by the choreographers are developed through the use of choreographic devices and arrangements of phrases and sections. They analyse the dance design and the use of movement vocabulary in the selected works and consider influences on the choreographers’ choices of intention, movement vocabulary and productions aspects of the dance works.

Areas of Study

• Dance Perspectives

• Choreography, performance and analysis of a skills-based solo dance work

• Dance technique, performance and analysis of a learnt dance work

In this unit students choreograph, rehearse and perform a solo dance work with a cohesive structure. When rehearsing and performing this dance work students focus on communicating the intention with accurate execution of choreographic variations of spatial organization. They explore how they can demonstrate artistry in performance. Students document and analyse the realization of the solo dance work across the processes of choreographing, rehearsing, preparing to perform and performing the dance work.

Students continue to develop their understanding of the choreographic process through analysis of a group dance work by a twentieth or twenty-first century choreographer. This analysis focuses on ways in which the intention is expressed through the manipulation of spatial relationships. Students anlayse the use of group structures (canon, contrast, unison and asymmetrical and symmetrical groupings and relationships) and spatial organization (direction, level, focus and dimension) and investigate the influences on choices made by choreographers in these works.

Areas of Study

• Dance Perspectives

• Choreography, performance and dance-making analysis

Assessment Units 3 and 4

• Unit 3 School-assessed coursework: 15%

• Unit 4 School-assessed coursework: 10%

• A 1 ½ hour written examination: 25%

• A performance examination: 50%

In this unit students study three or more performance styles from a range of social, historical, contemporary and cultural contexts. They examine the traditions of storytelling and devise performances telling stories that go beyond representations of reality. They incorporate and/or juxtapose a number of performance styles to make dramatic statements and create performances that are innovative, transformational and contemporary. They learn about contemporary drama practices that incorporate a range of conventions and devices for making dramatic works. Students use creative processes and play-making techniques to consider the specific purpose and intention of performance styles, and how conventions of those styles can be used in the work they devise and create for an audience.

This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real and/or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Such stimulus material could include Aboriginal and Torres Strait Islander Peoples’ stories, perspectives or experiences. This unit also involves analysis of a student’s own devised work, and the analysis of work by professional drama practitioners and performers.

Areas of Study

• Creating a devised performance

• Presenting a devised performance

• Analysing a devised performance

• Analysing and evaluating a professional drama performance

In this unit, students study aspects of Australian identity by engaging with contemporary drama practices as artists and as audiences. Students explore the work of selected contemporary drama practitioners, including Australian practitioners, and their associated performance styles. They focus on the application and documentation of play-making techniques involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance they devise based on any of the following: a person, an event, an issue, a place, an artwork, a piece of music, a text or an icon from a contemporary or historical Australian context. In creating a performance, students engage with stimulus material to extract ideas and possibilities that allow them to explore an aspect or aspects of Australian identity, which could include engaging with the experiences and perspectives of Aboriginal and Torres Strait Islander peoples, colonial Australians, migrants, refugees, and/ or urban and rural communities. They examine selected performance styles in relation to contemporary drama practices and explore the associated conventions, including those of Aboriginal and Torres Strait Islander artists and practitioners, and the broader diversity of Australian stories. Students further develop their knowledge of the conventions of transformation of character, time and place; the application of symbol, and how these conventions may be manipulated to create meaning in performance. They explore, develop and apply dramatic elements and production areas. They consider the sustainable sourcing and ethical use of materials when applying production areas. Students analyse and evaluate their own performance work as well as undertaking an analysis and evaluation of a performance of an Australian work by professional actors, and develop an understanding of relevant drama terminology.

An Australian work might:

• be written, adapted or devised by Australian writers or theatre-makers

• reflect aspects of Australian identity, which could include the experiences and perspectives of Aboriginal and Torres Strait Islander Peoples, colonial Australians, migrants, refugees, and/or urban and rural communities.

Areas of Study

• Using Australia as inspiration

• Presenting a devised performance

• Analysing and evaluating a devised performance

• Analysing and evaluating an Australian drama performance

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For unit 1 and 2, students are required to demonstrate four outcomes.

In this unit, students explore the work of a range of drama practitioners and draw on contemporary drama practices as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/ or historical contexts. They work collaboratively to devise, develop and present an ensemble performance.

Students create work that reflects a specific performance style or one that draws on conventions of, or makes reference to, multiple performance styles. They use play-making techniques to extract and develop dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. Throughout the devising process, they experiment with transformation of character, time and place, and application of symbol. Students devise and shape their work to communicate meaning and to have a specific impact on their audience. They learn about ways to source and use sustainable materials when applying production areas to their ensemble performance.

In addition, students document and evaluate the play-making techniques applied in the creation, development and presentation of the ensemble performance. Students attend, analyse and evaluate a live professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually on the VCAA website.

Areas of Study

• Devising and presenting an ensemble performance

• Analysing and evaluating a devised performance

• Analysing and evaluating a professional drama performance

This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary practice and works that are eclectic in nature; that is, they draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts. Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They experiment with application of symbol and transformation of character, time and place. They apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work.

Students further develop and refine these skills as they create a performance in response to a prescribed structure. They consider the use of production areas to enhance their performance and the application of symbol and transformations. Students document and evaluate the stages involved in the creation, development and presentation of their solo performance. Students are encouraged to attend performances that incorporate a range of performance styles to support their work in this unit.

Areas of Study

• Demonstrating techniques of solo performance

• Devising a solo performance

• Analysing and evaluating a devised solo performance

Assessment Units 3 and 4

• Unit 3 School-assessed coursework: 30%

• Unit 4 School-assessed coursework: 10%

• A 1 ½ hour written examination: 25%

• A performance examination: 35%

The Australian economy is constantly evolving. The main instrument for allocating resources is the market, but government also plays a significant role in resource allocation. In this unit students investigate the role of the market in allocating resources and examine the factors that affect the price and quantity traded for a range of goods and services.

Students develop an understanding of the key measures of efficiency and how market systems might result in efficient outcomes. Students consider contemporary issues to explain the need for government intervention in markets and why markets might fail to maximise society’s living standards. As part of a balanced examination, students also consider unintended consequences of government intervention in the market. Students develop an understanding of the macroeconomy. They investigate the factors that affect the level of aggregate demand and aggregate supply in the economy and apply theories to explain how changes in these variables might affect achievement of domestic macroeconomic goals and living standards. Students assess the extent to which the Australian economy has achieved these macroeconomic goals during the past two years.

Australia’s living standards depend, in part, on strong economic relationships with its major trading partners. Students investigate the importance of international economic relationships and the effect of these on Australian living standards. Students analyse how international transactions are recorded, and examine how economic factors might affect the value of the exchange rate, the terms of trade and Australia’s international competitiveness. Students also analyse how changes in the value of the exchange rate, the terms of trade and international competitiveness affect the domestic macroeconomic goals.

Areas of Study

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

• Domestic macroeconomic goals

• Australia and the international economy

The ability of the Australian economy to achieve its domestic macroeconomic goals has a significant effect on living standards in Australia. Policymakers, including the Australian Government and the Reserve Bank of Australia (RBA), can utilise a wide range of policy instruments to affect these goals and to affect living standards.

This unit focuses on the role of aggregate demand policies in stabilising the business cycle to achieve the domestic macroeconomic goals. Students develop an understanding of how the Australian Government can alter the composition of budgetary outlays and receipts to directly and indirectly affect the level of aggregate demand, the achievement of domestic macroeconomic goals and living standards.

Students also examine the role of the RBA with a focus on its responsibility to conduct monetary policy. Students consider how the tools of monetary policy can affect interest rates, the transmission mechanism of monetary policy to the economy and how this contributes towards the achievement of the domestic macroeconomic goals and living standards. Students consider and evaluate the strengths and weaknesses of the aggregate demand policies in achieving the domestic macroeconomic goals and living standards.

Expanding the productive capacity of the economy and improving Australia’s international competitiveness is critical to ensuring that economic growth, low inflation and employment opportunities can be maintained both now and into the future. Students consider how the Australian Government utilises selected aggregate supply policies to pursue the achievement of the domestic macroeconomic goals and living standards over the long term.

Areas of Study

• Aggregate demand policies and domestic economic stability

• Aggregate supply policies

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher's decision that students have demonstrated achievement of a set of VCAA-specified outcome. Students' level of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A two-hour written examination: 50%

The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis.

Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community.

This study will build upon the learning established through the Victorian Curriculum F-10 in the key areas of language, literature and literacy, and the language modes of listening, speaking, reading, viewing and writing.

In Unit 1, students develop their ability to analyse and make personal connections with texts. They also explore examples of good writing, create their own original texts and describe their writing processes. In Unit 2, students analyse how the various elements of a text work together to create meaning. They also analyse how argument and language are used in persuasive texts to position audiences, and develop and present an oral presentation on a contemporary issue.

Areas of Study

• Reading and exploring texts

• Crafting texts

• Exploring argument

Assessment Units 1 and 2

Students must demonstrate achievement of the outcomes for each unit specified by VCAA, based on performance on a selection of assessment tasks. These include a personal response to a set text, an original text and description of writing processes, an analytical response to a set text, an argument analysis essay and an oral presentation.

In Unit 3, students analyse the ideas, concerns and values presented in a text. They also produce their own texts designed for a specific context, audience and purpose, and explain the decisions they made during the writing process. In Unit 4, students further sharpen their ability to analyse the explicit and implicit ideas, concerns and values presented in a text. They also analyse how argument and language are used in persuasive texts to position audiences and develop and present a point of view oral presentation on a contemporary issue.

Areas of Study

• Reading and responding to texts

• Creating texts

• Analysing argument

Assessment Units 3 and 4

Students must demonstrate achievement of the outcomes for each unit specified by VCAA, based on performance on a selection of assessment tasks. These include analytical responses to the set texts, an original text and reflective commentary, an argument analysis essay and an oral presentation.

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A three-hour written examination: 50%

Students whose native language is a language other than English may be eligible to enrol in English as an Additional Language (EAL), providing they satisfy both the following conditions:

• The student has been resident in Australia for no more than seven calendar years immediately prior to 1 January of the year in which the study is undertaken at Unit 3 and 4; and

• English has been the student’s major language of instruction for a total period of no more than seven years prior to the year in which the study is being undertaken at Unit 3 and 4.

The VCE EAL course follows a similar structure to the VCE English course, with some adjustments to accommodate the language needs of students.

Year 11 and 12 EAL students receive EAL support in timetabled sessions. This support time provides students with an opportunity to seek assistance with language matters across all of their subjects.

In Unit 1, students develop their ability to analyse and make personal connections with texts. They also explore examples of good writing, create their own original texts and annotate their work to describe the choices they make during the writing process. In Unit 2, students develop their ability to analyse how the various elements of a text work together to create meaning. They also analyse how argument and language are used in persuasive texts to position audiences, and develop and present an oral presentation on a contemporary issue.

Areas of Study

• Reading and exploring texts

• Crafting texts

• Exploring argument

Assessment Units 1 and 2

Students must demonstrate achievement of the outcomes for each unit specified by VCAA, based on performance on a selection of assessment tasks. These include a personal response to a set text, an original text and set of annotations identifying the qualities of effective writing, an analytical response to a set text, an argument analysis essay and an oral presentation.

In Unit 3, students listen to and discuss the ideas, concerns and values presented in a text. They also produce their own texts designed for a specific context, audience and purpose, and comment on the decisions they made during the writing process. In Unit 4, students further sharpen their ability to analyse the explicit and implicit ideas, concerns and values presented in a text. They also analyse how argument and language are used in persuasive texts and develop and present a point of view oral presentation on a contemporary issue.

Areas of Study

• Reading and responding to texts

• Creating texts

• Analysing argument

Assessment Units 3 and 4

Students must demonstrate achievement of the outcomes for each unit specified by VCAA, based on performance on a selection of assessment tasks. These include analytical responses to the set texts, a listening task, an original text and a set of annotations reflecting on writing processes, an argument analysis essay and an oral presentation.

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A three-hour written examination: 50%

Language is an essential aspect of human behaviour and the means by which individuals relate to the world, to each other and to the communities of which they are members. In this unit, students consider the ways language is organised so that its users have the means to make sense of their experiences and to interact with others. Students explore the various functions of language and the nature of language as an elaborate system of signs and conventions. The relationship between speech and writing as the dominant language modes and the impact of situational and cultural contexts on language choices are also considered. Students investigate children’s ability to acquire language and the stages of language acquisition across a range of subsystems.

Areas of Study

• The nature and functions of language

• Language acquisition

In this unit, students focus on language change. Languages are dynamic and language change is an inevitable and continuous process. Students consider factors contributing to change in the English language over time and factors contributing to the spread of English. They explore texts from the past and from the present and consider how language change affects each of the subsystems of language – phonetics and phonology, morphology, lexicology, syntax, discourse, and pragmatics and semantics. Students also consider how attitudes to language change can vary markedly.

In addition to developing an understanding of how English has been transformed, they consider how the global spread of English has led to a diversification of the language and to English now being used by more people as an additional or a foreign language than as a first language. Students investigate how contact between English and other languages has led to the development of geographical and ethnic varieties but has also hastened the decline of the languages of indigenous peoples. They consider the cultural repercussions of the spread of English.

Areas of Study

• English across time

• Englishes in contact

Assessment Units 1 and 2

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.

For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of Study in the unit.

Suitable tasks for assessment in this unit may be selected from the following:

• a folio of annotated texts

• an essay

• an investigative report

• an analysis of spoken and/or written text

• an analytical commentary

• a case study

• short-answer questions

• an analysis of data.

Students investigate the origins and roles of our varied and abundant food supply through time and across the world. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine.

Areas of Study

• Food Around The World

• Food in Australia

Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, food manufacturing and hospitality and nutrition. There are no prerequisites for entry into Units 1 & 2.

Areas of Study

• Australia’s Food Systems

• Food in the Home

Assessment Units 1 and 2

Students’ level of achievement is determined by satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Satisfactory completion of a unit is determined by evidence gained through the Assessment of a range of learning activities and tasks.

Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, food manufacturing and hospitality and nutrition. There are no prerequisites for entry into Units 1 & 2.

Areas of Study

• Australia’s Food Systems

• Food in the Home

Assessment Units 1 and 2

Students’ level of achievement is determined by satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Satisfactory completion of a unit is determined by evidence gained through the Assessment of a range of learning activities and tasks.

VCE Food Studies provides a framework for informed and confident food selection and food preparation within today’s complex architecture of influences and choices. Students study Australian and global food production systems and the many physical and social functions and roles of food. They research economic, environmental and ethical dimensions of food and critically evaluate information, marketing messages and new trends. Practical work is integral to Food Studies and includes cooking, demonstrations, creating and responding to design briefs, dietary analysis, food sampling and taste-testing, sensory analysis, product analysis and scientific experiments. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, nutrition, dietetics, food manufacturing and hospitality. It also complements studies in Nursing and Childcare.

Areas of Study

• Navigating food information

• Environment and ethics

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teachers’ decision that students have demonstrated achievement of a set of VCAA specified outcomes. Students’ level of achievement is determined by:

• Unit 3 School-assessed Coursework: 30%

• Unit 4 School-assessed Coursework: 30%

• A 1 ½ hour written examination: 40%

In this unit, students identify perspectives relating to health and wellbeing, and inquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islander Peoples. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health outcomes and the indicators used to measure and evaluate health status. With a focus on youth, the unit equips students to consider their own health as individuals and as a cohort. They build health literacy by interpreting and using data in a research investigation into one youth health focus area, and by investigating the role of food.

Areas of Study

• Concepts of health

• Youth health and wellbeing

• Health and nutrition

In this unit, students investigate transitions in health and wellbeing, and human development, from lifespan and societal perspectives. Students apply health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Students explore health literacy through an investigation of the Australian healthcare system from the perspective of youth and analyse health information.

Areas of Study

• Developmental transitions

• Youth health literacy

Assessment Units 1 and 2

Students demonstrate achievement of VCAA set outcomes via performance on a selection of Assessment tasks: a short-written report, oral presentation, a visual presentation, structured questions, including data analysis.

In this unit, students look at health and wellbeing, disease and illness as being multidimensional, dynamic and subject to different interpretations and contexts. Students consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians. Students focus on health promotion and improvements in population health over time.

Areas of Study

• Understanding health and wellbeing

• Promoting health in Australia

In this unit, students examine health and human development in a global context. They use data to investigate health status and human development in different countries, exploring factors that contribute to health inequalities between and within countries. Students consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict and the mass movement of people. Students consider global action to improve health and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the priorities of the World Health Organization (WHO). They also investigate the role of non-government organisations and Australia’s overseas aid program.

Areas of Study

• Global health and human development

• Health and the Sustainable Development Goals

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes. Students’ level of achievement is determined by:

• Unit 3 School assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A two-hour written examination: 50%

In this unit students investigate the nature of social, political, economic and cultural change in the first half of the 20th century, with a focus on Germany during this period. The period after World War One in Germany, in the contrasting decades of the 1920s and 1930s, was characterised by significant social, political, economic, cultural and technological change, contributing to the world being overtaken by war in 1939.

Areas of Study

• Ideology and conflict

• Social and Cultural Change

In this unit students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty-first century.

Areas of Study

• Causes, Course and Consequences of the Cold War

• Challenge and Change

Assessment Units 1 and 2

For these units students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit. Assessment in this unit will be selected from the following:

• A historical inquiry

• An essay

• Evaluation of historical sources

• Short-answer questions

• Extended responses

• A multimedia presentation

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

Areas of Study

• Causes of Revolution

• Consequences of Revolution

Areas of Study

• Causes of Revolution

• Consequences of Revolution

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes:

• a historical inquiry

• evaluation of historical sources

• extended responses

• an essay

Students’ levels of achievement are determined by:

• Unit 3 School assessed coursework: 25%

• Unit 4 School assessed coursework: 25%

• A two-hour written examination: 50%

VCE Chinese First Language is designed for students who will typically have spent some time as a resident of China and/or have had significant experience of studying Chinese in a country in which Chinese is a major language of communication. Entry to this level is governed by eligibility criteria, which are monitored regularly and published on the VCAA website.

The language to be studied is the modern standard/official version of Chinese.

In this study students learn Chinese for communicative purposes. In each unit, students gain opportunities to build on, and develop their knowledge of, intercultural awareness and the essential language skills of listening, speaking, reading, writing, and viewing. 

Prescribed themes and topics create a framework of subject content for the activities and tasks that students undertake to demonstrate achievement of the outcomes of each unit.

There are three prescribed themes with prescribed topics and suggested subtopics to be studied over the course of Units 1 to 4:

• Self and others 

• Tradition and change in Chinese-speaking communities 

• The world around us. 

In these units, students develop an understanding of aspects of language and culture through the study of subtopics from the prescribed themes and topics.

Areas of study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three outcomes specified for the unit. As a set, these outcomes encompass the areas of study in the unit.

In Unit 3, students develop an understanding of aspects of language and culture through the study of subtopics from the prescribed themes and topics. In Unit 4, students are required to undertake an extended study based on a subtopic related to language and culture. Students build on their knowledge of Chinese-speaking communities, considering cultural perspectives and language

Areas of Study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 3 and 4

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three VCAA-specified outcomes.

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• An oral examination: 12.5%

• A two-hour written examination: 37.5%

Eligibility requirements:

Entry to VCE Chinese Second Language and Second Language Advanced is governed by eligibility criteria which are monitored regularly and published on the VCAA website:

A student is NOT eligible for Chinese Second Language if they have had either 12 months or more education in a school where Chinese is the medium of instruction, or 3 years (36 months) or more residence in any of the VCAA nominated countries and regions of China, Taiwan, Hong Kong or Macau.

A student is eligible for Chinese Second Language ​Advanced if they have had no more than 7 years of education in a school where Chinese is the medium of instruction and where the highest level of education attained (in a school where Chinese is the medium of instruction) is no greater than the equivalent of Year 7 in a Victorian school.

VCE Chinese Second Language and Second Language Advanced focus on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Chinese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Chinese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.

The language to be studied is the modern standard/official version of Chinese.

The study is made up of four units. Each unit deals with language and specific content contained in the areas of study and is designed to enable students to achieve a set of outcomes for that unit.

Prescribed themes and topics create a framework of subject content for the activities and tasks that students undertake to demonstrate achievement of the outcomes of each unit.

There are three prescribed themes with prescribed topics and suggested subtopics to be studied over the course of Units 1 to 4:

• The individual

• The Chinese-speaking communities 

• The world around us. 

In these units, students develop an understanding of aspects of language and culture of Chinese-speaking communities through the study of subtopics from the prescribed themes and topics.

Areas of study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three outcomes specified for the unit. As a set, these outcomes encompass the areas of study in the unit.

In Unit 3, students investigate the way Chinese speakers interpret and express ideas and negotiate and persuade in Chinese through the study of subtopics from the prescribed themes and topics. In Unit 4, students investigate aspects of culture. They identify and reflect on cultural products or practices that provide insights into Chinese-speaking communities.

Areas of Study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 3 and 4

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of VCAA- specified outcomes for the unit

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• An oral examination: 12.5%

• A two-hour written examination: 37.5%

VCE French focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in French on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in French in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.

The study is made up of four units. Each unit deals with language and specific content contained in the areas of study and is designed to enable students to achieve a set of outcomes for that unit.

Prescribed themes and topics create a framework of subject content for the activities and tasks that students undertake to demonstrate achievement of the outcomes of each unit. Language content suited to the level and scope of the themes and topics is also specified and includes grammar, text types and writing styles that students are expected to be familiar with by the end of Unit 4. There is no prescribed order in which this learning should occur.

There are three prescribed themes with prescribed topics and suggested subtopics to be studied over the course of Units 1 to 4:

• The individual

• The French-speaking communities 

• The world around us

In these units, students develop an understanding of the language and culture/s of French-speaking communities through the study of subtopics from the prescribed themes and topics.

Areas of study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of three outcomes specified for the unit. As a set, these outcomes encompass the areas of study in the unit.

In Unit 3, students investigate the way French speakers interpret and express ideas and negotiate and persuade in French through the study of subtopics from the prescribed themes and topics. In Unit 4, students investigate aspects of culture. They identify and reflect on cultural products or practices that provide insights into French-speaking communities.

Areas of Study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 3 and 4

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three VCAA- specified outcomes for the unit

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• An oral examination: 12.5%

• A two-hour written examination: 37.5%

VCE German focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in German on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in German in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.

The study is made up of four units. Each unit deals with language and specific content contained in the areas of study and is designed to enable students to achieve a set of outcomes for that unit.

Prescribed themes and topics create a framework of subject content for the activities and tasks that students undertake to demonstrate achievement of the outcomes of each unit. Language content suited to the level and scope of the themes and topics is also specified and includes grammar, text types and writing styles that students are expected to be familiar with by the end of Unit 4. There is no prescribed order in which this learning should occur.

There are three prescribed themes with prescribed topics and suggested subtopics to be studied over the course of Units 1 to 4:

• The individual

• The German-speaking communities 

• The world around us. 

In these units, students develop an understanding of the language and culture/s of German-speaking communities through the study of subtopics from the prescribed themes and topics.

Areas of study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three outcomes specified for the unit. As a set, these outcomes encompass the areas of study in the unit.

In Unit 3, students investigate the way German speakers interpret and express ideas and negotiate and persuade in German through the study of subtopics from the prescribed themes and topics. In Unit 4, students investigate aspects of culture. They identify and reflect on cultural products or practices that provide insights into German-speaking communities.

Areas of Study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 3 and 4

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three VCAA- specified outcomes for the unit

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• An oral examination: 12.5%

• A two-hour written examination: 37.5%

Eligibility requirements:

Entry to VCE Japanese Second Language is governed by eligibility criteria which are published on the VCAA website.

Japanese Second Language is designed for students who do not have a Japanese background; that is students who have learnt all the Japanese they know in an Australian school or similar environment. To enrol in this study, students must complete application forms giving details of their background in Japanese.

VCE Japanese Second Language focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Japanese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Japanese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.

The study is made up of four units. Each unit deals with language and specific content contained in the areas of study and is designed to enable students to achieve a set of outcomes for that unit.

Prescribed themes and topics create a framework of subject content for the activities and tasks that students undertake to demonstrate achievement of the outcomes of each unit. Language content suited to the level and scope of the themes and topics is also specified and includes grammar, text types and writing styles that students are expected to be familiar with by the end of Unit 4. There is no prescribed order in which this learning should occur.

There are three prescribed themes with prescribed topics and suggested subtopics to be studied over the course of Units 1 to 4:

• The individual

• The Japanese-speaking communities 

• The world around us. 

In these units, students develop an understanding of the language and culture/s of Japanese-speaking communities through the study of subtopics from the prescribed themes and topics.

Areas of study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three outcomes specified for the unit. As a set, these outcomes encompass the areas of study in the unit.

In Unit 3, students investigate the way Japanese speakers interpret and express ideas and negotiate and persuade in Japanese through the study of subtopics from the prescribed themes and topics. In Unit 4, students investigate aspects of culture. They identify and reflect on cultural products or practices that provide insights into Japanese-speaking communities.

Areas of Study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Assessment Units 3 and 4

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of three VCAA- specified outcomes for the unit

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• An oral examination: 12.5%

• A two-hour written examination: 37.5%

Laws, including criminal law, aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order. When a criminal law is broken, a crime is committed which is punishable and can result in criminal charges and sanctions.

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.

Areas of Study

• Legal Foundations

• Proving Guilt

• Sanctions

Civil law aims to protect the rights of individuals. When rights are infringed, a dispute may arise requiring resolution, and remedies may be awarded. In this unit, students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

Areas of Study

• Civil Liability

• Remedies

• Human Rights

Assessment Units 1 and 2

All Assessments at Units 1 and 2 are school-based. Procedures for Assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For this unit students are required to demonstrate three outcomes. As a set these outcomes encompass the areas of study in the unit. Suitable tasks for Assessment in this unit may be selected from the following:

• a folio of exercises

• an oral or digital presentation, such as a podcast or video

• a Wiki, website or blog

• structured questions

• a mock trial or role play

• a debate

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit, students examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.

Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Areas of Study

• The Victorian Criminal Justice System

• The Victorian Civil Justice System

The study of Australia’s laws and legal system includes an understanding of institutions that make and reform our laws. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and State parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform. Throughout this unit, students apply legal reasoning and information to actual or hypothetical scenarios.

Areas of Study

• The People and the Law-makers

• The People and Reform

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher's decision that students have demonstrated achievement of VCAA-specified outcomes. Students' level of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A two-hour written examination: 50%

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

Throughout this study, students deepen their awareness of the historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices. Students immerse themselves in challenging fiction and non-fiction texts, discovering and experimenting with a variety of interpretations in order to develop their own responses.

In Unit 1, students respond to a range of literary texts through close analysis and explore the concerns, ideas, style and conventions common to texts in a particular literary movement or genre. In Unit 2, students explore and reflect on the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They also explore a text’s historical, social and cultural context and reflect on how the text represents the ideas and concerns of a specific time period and/or culture.

Areas of Study

• Reading practices

• Exploration of literary movements and genres

• Voices of Country

• The text in its context

Assessment Units 1 and 2

Students must demonstrate achievement of the outcomes for each unit specified by VCAA, based on performance on a selection of assessment tasks. These may include close analysis responses to selected passages, comparative or analytical essays, reading journal entries and creative responses.

In Unit 3, students compare a text and an adaptation of that text (e.g. a novel and its film adaptation), discussing how meaning changes when a text is adapted to a different form. They also develop their own interpretations of a set text informed by the ideas, views and values of the text and a supplementary reading. In Unit 4, students respond creatively to a text and comment critically on both the original text and their creative response to it. Students also develop a coherent reading of a text through close analysis of its form, features and language.

Areas of Study

• Adaptations and transformations

• Developing interpretations

• Creative responses to texts

• Close analysis of texts

Assessment Units 3 and 4

Students must demonstrate achievement of the outcomes for each unit specified by VCAA, based on performance on a selection of assessment tasks. These may include close analysis responses to selected passages, comparative or analytical essays, and creative responses. Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A two-hour written examination: 50%

This option is for students who have completed Mathematical Methods Units 1 and 2 as an accelerated subject in Year 10:

• In Year 11, students complete Specialist Mathematics Units 1 and 2 and Mathematical Methods Units 3 and 4.
• In Year 12, students complete Specialist Mathematics Units 3 and 4

• In Year 11, students complete Specialist Mathematics Units 1 and 2 and Mathematical Methods Units 1 and 2
• In Year 12, students complete both Specialist Mathematics Units 3 and 4 and Mathematical Methods Units 3 and 4

• In Year 11, students complete General Mathematics Units 1 and 2 and Mathematical Methods Units 1 and 2
• In Year 12, students complete both General Mathematics Units3 and 4 and Mathematical Methods Units 3 and 4

• In Year 11, students complete General Mathematics Units 3 and 4, as an accelerated subject, and Mathematical Methods Units 1 and 2
• In Year 12, students complete only Mathematical Methods Units 3 and 4

Foundation Mathematics Units 1 and 2 focus on providing students with the mathematical knowledge, skills, understanding and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society. They are also designed as preparation for Foundation Mathematics Units 3 and 4 and contain assumed knowledge and skills for these units.

Students undertaking this course will require some foundational skills in working with algebra as the use of a CAS calculator is not permitted in this course.

Students consolidate mathematical foundations, further develop their knowledge and capability to plan and conduct activities independently and collaboratively, communicate their mathematical ideas, and acquire mathematical knowledge skills to make informed decisions in their lives.

Areas of Study

• Algebra, number and structure

• Data analysis, probability and statistics

• Discrete mathematics - Financial and consumer mathematics

• Space and measurement

Focus on extending breadth and depth in the application of mathematics to solving practical problems from contexts present in students’ other studies, work and personal or other familiar situations.

Areas of Study

• Algebra, number and structure

• Data analysis, probability and statistics

• Discrete mathematics - Financial and consumer mathematics

• Space and measurement

Assessment Units 1 and 2

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of Assessment tasks including portfolios, assignments, tests/examinations, solutions to sets of worked questions, summary or review notes, modelling or problem-solving tasks, and mathematical investigations.

Foundation Mathematics Units 3 and 4 focuses on providing students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning, community and global settings relevant to contemporary society.

Students undertaking this course will require some foundational skills in working with algebra as the use of a CAS calculator is not permitted in this course.

Areas of Study

• Algebra, number and structure

• Data analysis, probability and statistics

• Discrete mathematics – Financial and consumer mathematics

• Space and measurement

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes. Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 40%

• Unit 4 School-assessed coursework: 20%

• A two-hour written examination: 40%

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

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams, networks and geometric constructions, algorithms, algebraic manipulation, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable

Areas of Study

• Data analysis, probability and statistics

• Algebra, number and structure

• Functions, relations and graphs

• Discrete mathematics

• Space and measurement

Assessment Units 1 and 2

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of Assessment tasks including an examination, various problem solving tasks, skills and applications tests, and an investigative project.

General Mathematics Units 3 and 4 focus on real-life application of mathematics. Unit 3 comprises Data analysis and Recursion and financial modelling, and Unit 4 comprises Matrices and Networks and decision mathematics. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams, networks, algorithms, algebraic manipulation, recurrence relations, equations and graphs. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic statistical and financial functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

‍

UNIT 3

Areas of Study

• Data Analysis

• Recursion and financial modelling

UNIT 4

• Matrices

• Networks and decision mathematics

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes.

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 24%

• Unit 4 School-assessed coursework: 16%

• Two 90-minute written examinations: 60%

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

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs and differentiation, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.

Entry Requirements

A minimum of 80% across tests and examinations in 10A Mathematics. Students who are accelerated completing 10A Mathematics in Year 9 would be expected to obtain a minimum of 80% across tests and examinations. If these grades are not achieved, then progression will include a consultation with the student's Mathematics teacher and Head of Department.

Areas of Study

• Functions, relations and graphs

• Algebra, number and structure

• Calculus

• Data analysis, probability and statistics

Assessment Units 1 and 2

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of Assessment tasks including assignments, tests/examinations, solutions to sets of worked questions, summary or review notes, modelling or problem-solving tasks and mathematical investigations.

Mathematical Methods Units 3 and 4 extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts.

Entry Requirements

Assumed knowledge and skills are contained from Mathematical Methods Units 1 and 2; however, students must achieve a minimum of a 70% in both Tests and Exams in Mathematical Methods Units 1 and 2 to progress to Units 3 and 4.

Areas of Study

• Functions, relations and graphs

• Algebra, number and structure

• Calculus

• Data analysis, probability and statistics

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes.

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 20%

• Unit 4 School-assessed coursework: 20%

• A technology free, one-hour written examination: 20%

• A technology active, two-hour written examination: 40%

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem-solving, reasoning and proof. This study has a focus on interest in the discipline of mathematics and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields. Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. Study of Specialist Mathematics Units 3 and 4 also assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.

Entry Requirements

A recommendation of 90% across tests and examinations in 10A Mathematics. This is also a unit for students who currently study or have previously studied Unit 1 Mathematical Methods. It is a prerequisite for Units 3 and 4 Specialist Mathematics.

The areas of study for Specialist Mathematics Unit 1 are ‘Algebra, number and structure’ and ‘Discrete mathematics’. In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists, tables and matrices, diagrams, graphs, logic gates and geometric constructions, algorithms, algebraic manipulation, recurrence relations, equations and graphs, with and without the use of technology. They are expected to be able to construct proofs and develop and interpret algorithms to solve problems. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable

Areas of Study

• Algebra, number and structure

• Discrete mathematics

• Data analysis, probability and statistics

• Space and measurement

• Functions, relations and graphs

Assessment Units 1 and 2

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of Assessment tasks including assignments, tests/examinations, solutions to sets of worked questions, summary or review notes, modelling or problem-solving tasks and mathematical investigations.

Specialist Mathematics Units 3 and 4 focuses on mathematical structure, reasoning and proof and applications across a range of modelling contexts.

Entry Requirements

Assumed knowledge is drawn from Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2. Mathematical Methods Units 3 and 4 is a prerequisite for Specialist Mathematics Units 3 and 4, and can be studied either concurrently or previously.

Areas of Study

• Discrete Mathematics - Logic and proof

• Functions, relations and graphs

• Calculus

• Space and measurement

• Data analysis, probability and statistics

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes.

Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 20%

• Unit 4 School-assessed coursework: 20%

• A technology free, one hour written examination: 20%

• A technology active, two-hour written examination: 40%

The relationship between audiences and the media is dynamic and changing. Audiences engage with media products in many ways. They share a common language with media producers and construct meanings from the representations within a media product. In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products. Students analyse how representations, narrative and media codes and conventions contribute to the construction of the media realities audiences engage with and read. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production.

Students develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. Students work in a range of media forms and develop and produce representations to demonstrate an understanding of the characteristics of each media form, and how they contribute to the communication of meaning.

Areas of Study

• Media representations

• Media forms in production

• Australian stories

Fictional and non-fictional narratives are fundamental to the media and are found in all media forms. Media industries such as journalism and filmmaking are built upon the creation and distribution of narratives constructed in the form of a series of interconnected images and/ or sounds and/or words, and using media codes and conventions. New media forms and technologies enable participants to design, create and distribute narratives in hybrid forms such as collaborative and user-generated content, which challenges the traditional understanding of narrative form and content. Narratives in the media forms have generated new modes of audience engagement, consumption and reception. In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

Areas of Study

• Narrative, style and genre

• Narratives in production

• Media and Change

Assessment Units 1 and 2

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. All Assessments at Units 1 and 2 are school-based. Procedures for Assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Suitable tasks for Assessment in this unit may be selected from the following: audiovisual or video sequences; radio or audio sequences; photographs; print layouts; sequences or presentations using digital technologies; posters; written responses; or oral reports.

In this unit, students explore stories that circulate in society through close analysis of a media narrative. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, historical, institutional and economic and political contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read a narrative using appropriate media language. Narratives are defined as the depiction of a chain of events in a cause and effect relationship occurring in physical and/or virtual space and time in non-fictional and fictional media products. Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form.

Students explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product in Unit 4.

Areas of Study

• Narratives and their contexts

• Research, development and experimentation

• Pre-production planning

In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

Areas of Study

• Media production

• Agency and control in the media

Assessment Units 3 and 4

The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and a School-assessed Task (SAT) as specified in the VCE study design, and external Assessment. Percentage contributions to the study score in VCE Media are as follows:

• Unit 3 School-assessed coursework: 20%

• Unit 4 School-assessed task: 40%

• A written examination: 40%

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

Entry Requirements

There is no prerequisite for entry to Units 1 and 2 Music. The course offers a range of pathways that support a variety of student backgrounds including both formal and informal music learning contexts. VCE Units 1 and 2 provide an overview of all of the four music subjects that may be considered for study in Units 3 and 4.

Students may come to the class with a limited or wide range of skills and some may be commencing formal individual music tuition for the first time. Conversely, students may have advanced skills after many years of private tuition on an instrument or voice. The classes are designed to create differentiated opportunities as needed, including support within our co-curricular program.

Students will rehearse and present planned performances using technical control, expression and stylistic understanding in at least two works per unit (solo or ensemble), which demonstrate knowledge drawn from their investigation of Unit 1, Organisation in Music, and Unit 2, Effect in Music.

Students also create a folio of brief creative responses, including exercises that demonstrate their understanding of musical organisation and characteristics of at least one work selected for study. They develop appropriate methods of recording and preserving their music, including standard notation, DAWs and notation software. Students reflect on their creative organisation by documenting their approach to creating the music, and identifying and describing their use of music elements, concepts and compositional devices.

Students describe the treatment of Elements of Music and compositional devices and concepts in selected works and they identify and describe relevant musical characteristics including chords, scales and melodic and rhythmic patterns.

Areas of Study

Unit 1 Organisation in Music:

• Performing

• Creating

• Analysing and Responding

Unit 2 Effect in Music:

• Performing

• Creating

• Analysing and Responding

Assessment Units 1 and 2

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.

For this unit students are required to demonstrate three outcomes. As a set these outcomes encompass the areas of study in the unit.

Suitable tasks for assessment in this unit may be selected from the following:

• Presentation of at least two works, including at least one ensemble/group work, under performance conditions.

• Participation in Masterclasses as works are prepared for performance.

• A discussion of the challenges presented by these works which may be delivered in a written format, orally or as a multi-media presentation.

• Aural, written and practical tasks in the form of Composition Tasks, Aural and Theory Worksheets and tests, and written responses to music, both for previously unknown works and set works selected for analysis.

• Composition exercises or improvisations and accompanying discussion that demonstrate an understanding of the organisation of music which may be presented in a written format, orally or as a multi-media presentation.

Music Inquiry offers pathways for students whose main interest is a combination of performing, composing/arranging and investigating music through music making, analysing and responding in relation to their particular interests.

Students respond to an area of interest, which may include a musical era or style relevant to their instrument. They perform music to demonstrate musical approaches influenced by this chosen style or performer, and create or arrange short works that reflect these influences. Students develop aural skills by responding to and analysing music from a range of sources across time and place, comparing their musical characteristics.

Areas of Study

• Music Making

• Analysing for Music Making

• Responding

In this unit, students deepen their understanding of the influence of music by considering it at a personal level. They move from considering and reflecting on the influences in the works of others to applying new understandings of influence in their own music making. They are increasingly able to deliberate on and articulate their thinking and choices. Students choose their own Area of Investigation. This may be:

• a style

• a performer

• a creator

• a musical genre

Students analyse at least two works from their chosen Area of Investigation.

Areas of Study

• Music Making (performance or arrangement/composition)

• Analysing for Music Making

• Responding

Assessment Units 3 and 4

• Unit 3 School-assessed coursework: 30%

• Unit 4 School-assessed coursework: 5%

• Unit 4 Externally-assessed task: 50%

• A one-hour written examination: 15%

There are different subjects available for student selection, depending on areas of interest and experience in music. The possibility of entering the subject without prior experience exists but three or more years of performance experience on an instrument or voice is desirable for the Music Contemporary Performance and Music Repertoire Performance subjects. Music Contemporary Performance is available to students who wish to improvise and not use fully notated works as the basis of their learning.

In this unit students begin developing the program they will present in Unit 4. Students should refer to the examination specifications to make sure that the works selected allow them to best meet the requirements and conditions of this task. They use music analysis skills to refine strategies for developing their performances. Students analyse interpretation in a wide range of recorded music, responding to and analysing music elements, concepts, compositional devices and music language.

Areas of Study

• Performing

• Analysing for performance

• Responding

Students continue to work towards building a performance program they will present at their end-of-year examination in line with their Statement of Intent. The program will contain at least one performance that is a reimagined version of an existing work and an original work created by an Australian artist since 1990. Students continue to study the work of other performers and their approaches to interpretation and personal voice in performing music works. They refine selected strategies to optimise their own approach to performance. Students further develop strategies to address the technical, expressive and stylistic challenges relevant to works they are preparing for performance.

Areas of Study

• Performing

• Analysing for performance

• Responding

Assessment Units 3 and 4

• Unit 3 School-assessed coursework: 20%

• Unit 4 School-assessed coursework: 10%

• Performance Examination:50%

• A one-hour written examination: 20%

There are different subjects available for student selection, depending on areas of interest and experience in music. The possibility of entering the subject without prior experience exists but three or more years of performance experience on an instrument or voice is desirable for the Music Contemporary Performance and Music Repertoire Performance subjects.

Music Repertoire Performance is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works.

In this unit students begin developing the recital program they will present in Unit 4. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs. Students analyse interpretation in a wide range of recorded music, responding to and analysing musical elements, concepts and compositional devices.

Areas of Study

• Performing

• Analysing for performance

• Responding (includes Music Language – standard notation)

In this unit students continue to develop the performance program established in Unit 3 for their end-of-year practical examination. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs. Students analyse interpretation in a wide range of music, responding to and analysing musical elements, concepts, compositional devices and music language.

Areas of Study

• Performing

• Analysing for performance

• Responding (includes Music Language – standard notation)

Assessment Units 3 and 4

• Unit 3 School-assessed coursework: 20%

• Unit 4 School-assessed coursework: 10%

• Performance Examination:50%

• A one-hour written examination: 20%

This study allows students to explore the organisation of sound in music to create expressive outcomes. Through critical listening, analysis and composition in notated and/or digital media, students develop understanding of the ways music is organised, created and performed in a range of styles and traditions.

In this unit students explore music works in a range of styles and genres to develop an understanding of the diverse practices of music creators working in different times, places and stylistic traditions. They expand their knowledge of the ways composers/music creators manipulate elements of music and concepts, and use compositional devices to develop music works and elicit responses. Students apply this knowledge as they develop skills in making critical responses to music excerpts.

Students develop knowledge about the music characteristics and style of two selected works or collections of minor works, one of which must be a work created by an Australian composer since 1990.

Students explore the creative process through composing brief creative exercises in response to their understanding of the music characteristics and the creative processes evident in the works selected for study. They also devise a folio brief in preparation for an extended composition, or collection of short pieces, to be created in Unit 4.

Areas of Study

• Creating

• Analysing for Composition

• Responding

In this unit students consolidate their understanding of the diversity of music styles in different times, places and stylistic traditions. They expand their knowledge of the ways music elements, concepts and compositional devices are manipulated to create style, structure music works and elicit subjective responses. They document their own creative processes while creating an original work, or group of works, and present an analysis of the final outcome in terms of unity, diversity and coherence.

Areas of Study

• Creating

• Analysing for Composition

• Responding

Assessment Units 3 and 4

• Unit 3 School-assessed coursework 20%

• Unit 4 School-assessed coursework: 10%

• Externally assessed task (EAT): 50%

• A one-hour written examination: 20%

This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of 2 key areas of philosophy: epistemology and metaphysics. The emphasis is on philosophical inquiry – ‘doing philosophy’ – through the formulation and exploration of questions in philosophical exchanges with others. Hence the study and practice of techniques of philosophical reasoning are central to this unit. As students learn to think philosophically, appropriate examples of philosophical viewpoints and arguments, both contemporary and historical, are used to support, stimulate and enhance their thinking about central concepts and problems. At least one of these examples will be from a primary philosophical text using a complete text or an extract. As students investigate central concepts and problems, they will also consider the relationship between philosophical problems and relevant contemporary debates.

Areas of Study

• The nature and methods of philosophy

• Metaphysics

• Epistemology

This unit enables students to explore these questions in relation to different categories of value judgment within the realms of morality, political and social philosophy and aesthetics. Students also explore ways in which viewpoints and arguments in value theory can inform and be informed by contemporary debates. They study at least one primary philosophical text, using the complete text or an extract, and develop a range of skills including formulating philosophical questions and developing philosophical perspectives.

Areas of Study

• Ethics and moral philosophy

• Further problems in value theory

• Philosophy: it’s nature, purpose and value

Assessment Units 1 and 2

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.

For this unit, students are required to demonstrate 3 outcomes. As a set, these outcomes encompass the areas of study in the unit.

Suitable tasks for assessment in this unit may be selected from the following:

• an essay

• an extended written response

• short-answer responses

• a written reflection

• a narrative response and statement of intention

• presentations (oral, multimedia)

• a dialogue (oral, written)

• a research task.

In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions.

They consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems.

Areas of Study

• How does the musculoskeletal system work to produce movement?

• What role does the cardiorespiratory system play in movement?

Through a series of practical activities, students experience and explore different types of physical activity.

They analyse data to investigate perceived barriers and enablers, and explore opportunities to enhance participation in physical activity.

They create and participate in a personal plan with movement strategies that optimise adherence to physical activity and sedentary behaviour guidelines.

Areas of Study

• How do physical activity, sport and exercise contribute to healthy lifestyles?

• What are the contemporary issues associated with physical activity and sport?

Assessment Units 1 and 2

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of Assessment tasks which may include: a written report, a practical laboratory report, a case study analysis, a data analysis, a critically reflective folio/diary, a visual presentation, a multimedia presentation, a physical simulation or model, an oral presentation, structure questions or a written plan and reflective folio.

Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skill-acquisition principles to improve and refine movement in physical activity, sport and exercise.

Students consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They investigate the characteristics and interplay of the 3 energy systems for performance. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Areas of Study

• How are movement skills improved?

• How does the body produce energy?

Students assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components.

Students then consider all physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.

Areas of Study

• What are the foundations of an effective training program?

• How is training implemented effectively to improve fitness?

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes. Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A two-hour written examination: 50%

In this unit students examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored.

Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.

Areas of Study

• How are heat and light explained?

• How is energy from the nucleus utilised?

• How can electricity be used to transfer energy?

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

Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary and apply these concepts to a chosen case study of motion. Students use physics to justify a stance, response or solution to a contemporary societal issue or application related to the option selected for Area of Study 2.

Areas of Study

• How is motion understood?

• How does physics inform contemporary issues and applications in society?

• How do physicists investigate questions?

Assessment Units 1 and 2

A range of Assessment task styles are implemented throughout Units 1 and 2 including: a summary report of laboratory activities, comparison, evaluation and critique, reflective annotations of practical activities, processes or apparatus, data analyses and evaluations of data or a modelling or simulation activity, a media analysis/response, problem-solving involving physics concepts, skills and/ or issues in a real-life context analysis and evaluation of a physics article which can be in the form of an infographic or a scientific poster.

Entry Requirements Units 3 and 4 

Students must achieve a minimum of 50% across all assessments in Units 1 and 2 Physics to progress to Units 3 and 4 

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

Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field.

Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.

Areas of Study

• How do physicists explain motion in one and two dimensions?

• How do things move without contact?

• How are fields used in electricity generation?

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

Areas of Study

• How has understanding about the physical world changed?

• How is scientific inquiry used to investigate fields, motion or light?

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that student have demonstrated achievement of a set of VCAA-specified outcomes. Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 30%

• Unit 4 School-assessed coursework: 20%

• A 2 ½ hour written examination: 50%

In this unit, students learn that politics is about how political actors use power to resolve issues and conflicts over how society should operate. Each area of study focuses on concepts that form essential disciplinary knowledge, and which allow students to gradually build on their understanding of what it is to think politically. Political actors are individuals such as political leaders or ordinary citizens, or organisations such as parliaments or the United Nations, who have some measure of political power and/or authority and who engage in activities that can have a significant influence on decisions, policies, public discussion, media coverage and outcomes associated with a given issue. They may be local, national, regional or global.

Political issues typically arise from the tension between political stability and change; that is, the forces or people working to maintain the status quo and the forces or people working to create change. A political issue will involve a conflict between political actors with different interests and perspectives. The issue may be resolved through cooperation, compromise or coercion, or not at all. Power can be thought of as different kinds of capacity, for example economic or military capacity or the capacity that stems from a position or office, which gives political actors the ability to achieve their interests.

Areas of Study

• Power and National Political Actors

• Power and Global Political Actors

In this unit, students investigate the key principles of democracy and assess the degree to which these principles are expressed, experienced and challenged, in Australia and internationally. They consider democratic principles in the Australian context and complete an in-depth study of a political issue or crisis that inherently challenges basic democratic ideas or practice. Students also investigate the degree to which global political actors and trends can challenge, inhibit or undermine democracy, and evaluate the political significance of these challenges.

Each area of study focuses on concepts that form essential disciplinary knowledge, and which allow students to gradually build on their understanding of what it is to think politically.

Areas of Study

• Issues for Australia’s Democracy

• Global Challenges to Democracy

Assessment Units 1 and 2

All Assessments at Units 1 and 2 are school-based. Procedures for Assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the Areas of Study in the unit.

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.

This crisis must be chosen from the areas of human rights, armed conflict and the mass movement of people. They consider the causes of these issues and crises, and investigate their consequences on a global level and for a variety of global actors.

Areas of Study

• Global Issues, Global Responses

• Contemporary Crises: Conflict, Stability and Change

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. Building on their study of global issues and contemporary crises in Unit 3, students develop their understanding of power and national interests through an indepth examination of one state’s perspectives, interests and actions. Students must choose one state from the People’s Republic of China, Japan, the Republic of India, the Republic of Indonesia or the United States of America.

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. They do this within the context of Australia’s relationships with one Pacific Island state and two other regional states.

Areas of Study

• Power and the National Interest

• Australia in the Indo-Pacific

Assessment Units 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of a set of VCAA-specified outcomes. Students’ levels of achievement are determined by:

• Unit 3 School-assessed coursework: 25%

• Unit 4 School-assessed coursework: 25%

• A two-hour written examination: 50%

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

Areas of Study

• What influences psychological development

• How are mental processes and behaviour influenced by the brain?

• How does contemporary psychology conduct and validate psychological research?

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

Areas of Study

• How are people influenced to behave in particular ways?

• What influences a person’s perception of the world?

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

Assessment Units 1 and 2

A range of Assessment task styles are implemented throughout Units 1 and 2 including: analysis and evaluation of an experiment or case study, data analyses, reflective annotations of practical activities media analyses of contemporary media texts, a literature review, a response to a psychological issue or ethical dilemma, a modelling or simulation activity, problem-solving involving psychological concepts, skills and/or issues, or a report of a scientific investigation.

Students investigate how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning. Students investigate how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. They consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is explored, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory.

Areas of Study

• How does the nervous system enable psychological functioning?

• How do people learn and remember?

In this unit students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep 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. 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.

Areas of Study

• How does sleep affect mental processes and behaviour?

• What influences mental wellbeing?

• How is scientific inquiry used to investigate mental processes and psychological functioning?

Assessment Units 3 and 4

• Unit 3 School Assessed Coursework: 20%

• Unit 4 School Assessed Coursework: 30%

• A 2 ½ hour written examination: 50%

There is no prerequisite for entry to Units 1 and 2 Systems Engineering. Students may complete this subject without having previously completed the relevant Year 9 or Year 10 elective subjects. Additional practical help sessions will be available for students who haven’t had previous exposure to practical engineering skills.

This unit explores the evolution of electrotechnology engineering, including its historical development and the cultural influences that shaped it. Students investigate fundamental principles and concepts essential for designing and producing electro-technological systems, with a focus on sustainable design. While the unit introduces fundamental physics and theoretical underpinnings, its primary focus is on creating operational systems through the systems engineering process.

Students are introduced to key electro-technological concepts such as feedback systems, sensors, circuit diagrams, microcontrollers, and programming. They engage in hands-on creation of operational systems using the systems engineering process, with an emphasis on electro-technological systems that may also include mechanical components. This approach fosters technical expertise, problem-solving, design thinking, collaboration, and project management skills, as students plan, organise resources, and deliver projects within timelines. Students also investigate energy usage and conversion in these systems.

Areas of Study

• Electro-technological systems design and society

• Creating electro-technological systems design

Students explore developments in mechanical systems engineering, incorporating the histories, cultures, and perspectives of Aboriginal and Torres Strait Islander peoples. They examine fundamental principles, concepts, and components, including the six simple machines (lever, inclined plane, pulley, screw, wedge, and wheel and axle). Students analyse the components and materials essential for operational and controlled mechanical systems, applying the systems engineering process to create inclusive designs.

Through this, students develop an understanding of mechanical subsystems and devices, their motions, and the fundamental physics and mathematical calculations that explain their operation. They address inclusive design challenges by creating systems that support communities and improve people’s lives. While the focus is on mechanical systems, some projects may incorporate electrotechnological components. Students will also research and quantify how these systems use or convert supplied energy.

Areas of Study

• Evolution of mechanical systems design

• Creating mechanical systems

Assessment Units 1 and 2

Student assessment tasks will comprise a mixture of theoretical and practical tasks. Suitable tasks for assessment in this unit may be selected from the following:

• A short written report: case study analysis, data analysis, media analysis or research inquiry

• An oral presentation: video or podcast

• A visual presentation: graphic organiser, concept/mind map, annotated poster, or multimedia presentation

AND

• A multimodal record of evidence that documents practical activities within the systems engineering process

The Certificate III in Community Services is a nationally recognised certification and will be completed on-site, at Korowa, allowing students to develop a range of practical skills related to working in their community. Students will be able to undertake competency-based training and assessment, while receiving a study score that contributes to their ATAR. CHC32015 Certificate III in Community Services is a two year certificate offered to students under the auspices of the Ripponlea Institute (RTO #21230). Students can complete the Certificate in Year 10 and 11 as an accelerated VCE subject or in Year 11 and 12. This qualification is for those students who have an interest in:

• Developing key soft skills in areas such as teamwork, communication, emotional intelligence and working with diverse people,

• A pathway into a career in community services, for example roles such as youth work, aged care, disability support and social work.

• Studying a course that is practical, and skills based and includes real-world placements with direct exposure to community work.

Core Units

• CHCCOM005 Communicate and work in health or community services

• CHCDIV001 Work with diverse people

• HLTWHS002 Follow safe work practices for direct client care

• HLTWHS006 Manage personal stressors in the work environment

• CHCCCS016 Respond to Client Needs (SAC 2)

Elective Units

• CHCCOM001 Provide first point of contact

• CHCVOL001 Be an effective volunteer

• HLTAID011 Provide first aid

• CHCGRP001 Support group activities

• BSBINM301 Organise workplace information

• CHCCDE003 Work within a community development framework (SAC 3)

• CHCCDE004 Implement participation and engagement strategies (SAC 1)

• Scored Units (Year 2 Only

• SAC1CHC32015 SAC 1 – School Community Liason Officer

• SAC2CH32015 SAC 2 – Support Counsellor

• SAC3CH32015 SAC 3 – Champion a cause

Competency Based Assessment

Competency-based training is aimed at the attainment and demonstration of skills to meet industry-defined standards.

In Year 1 (Year 10 or Year 11), students will be assessed as either competent or not competent for each Unit of Competency.

In Year 2 (Year 11 or Year 12), students will be assessed as either competent or not competent for each Unit of Competency and in addition, students work is graded via three internal Scored Assessed Coursework tasks (SACs) and one external examination.

ATAR Contribution

Students wishing to receive an ATAR contribution for the VCE VET CHC32015 Community Services program Unit 3 and 4 sequence must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the ATAR, either as one of the student's best four studies (the primary four) or as a fifth or sixth study increment.

CHCCOM005 Communicate and work in health or community services

Students learn how to communicate effectively and work professionally within health and community services. They complete a research report on a real organisation, participate in roleplays across three scenarios, and write case notes. A final portfolio demonstrates how they plan to improve their workplace communication and practices, with a focus on reflective learning and professional growth.

HLTWHS002 Follow safe work practices for direct client care

Students learn and apply essential workplace health and safety practices through simulations such as manual handling, emergency evacuation, and infection control. Over time, they demonstrate the ability to work safely while supporting clients directly, including proper use of PPE, incident reporting, and safe procedural compliance in a care-based environment.

CHCDIV001 Work with diverse people

This unit develops cultural awareness and inclusive practices. Students explore diverse social and cultural perspectives, participate in roleplays to demonstrate respectful engagement in three different contexts, and complete a personal reflection.

HLTWHS006 Manage personal stressors in the work environment

This unit explores strategies for identifying and managing stress in the workplace. Students learn about common stressors in community services, explore self-care methods, and develop individual plans to maintain a healthy work-life balance.

CHCCCS016 Respond to Client Needs (SAC 2)

This unit focuses on developing the skills needed to support clients in a professional, respectful and person-centred way. It also teaches students how to respond appropriately to a range of client situations while following workplace policies and procedures.

CHCCOM001 Provide first point of contact

This unit prepares students to be the first point of contact in a community organisation. They learn to greet clients, assess needs, and document interactions through client intake forms. Students research a local service, connect with staff, and complete simulated roleplays to develop effective communication and prioritisation skills.

CHCVOL001 Be an effective volunteer

Students complete at least 20 hours of volunteering and document their experience through a reflective portfolio. They explore how to work within structured volunteer programs and build skills in teamwork, communication, and problem-solving

HLTAID011 Provide First Aid

Delivered by an external provider, this unit teaches practical emergency response skills.

CHCGRP001 Support group activities

Students plan, deliver, and review group activities that promote inclusion and participation in a care or community setting. They learn to manage group dynamics, meet individual needs, and support safe environments.

BSBINM301 Organise workplace information

This unit describes the skills and knowledge required to receive, collect, organise and apply workplace information in the context of an organisation’s work processes, record managing and knowledge management systems.

CHCCDE003 Work within a community development framework (SAC 3)

This unit is focused on supporting individuals and groups to strengthen communities and encourage participation in community activities and programs. It also teaches students how to support positive social change while working respectfully within community-based

CHCCDE004 Implement participation and engagement strategies (SAC 1)

Students develop skills to encourage individuals and community groups to actively participate in programs, services, and community activities. It also teaches students how to create supportive environments that promote community involvement and engagement.

The study of VCE Visual Communication Design seeks to cultivate future-ready designers who have a critical and reflective eye, a refined aesthetic sensibility, and who are equipped with the skills, knowledge, and mindsets necessary to address the problems of life. They develop the knowledge, skills and dispositions required of a multidisciplinary designer who is a reflective, responsible, and empathetic practitioner.

In this Unit students learn to look for problems that can be solved creatively through Human Centered Research and design thinking. They experience what it is like for designers to research user needs to inform their own designs in the fields of branding (Messages) and product-based designs (Objects). Students learn to use manual and digital design skills to communicate design development and resolution of final designs.

Areas of Study

• Reframing design problems

• Solving communication design problems

• Design’s influence and influences on design

In this Unit, students build on the practices developed in Unit 1. They look closely at concepts of Good Design, human-centered research and design influences as they fully apply the double diamond design process. Students look at the practices and conventions in the fields of Environments (Architecture, landscape architecture and interior design) and UX (User Experience) design. They explore the work of contemporary and past designers working in these fields to inspire their own 2D and 3D designs, with a focus on the influence of place and time on design. Students also gain an awareness of culturally appropriate design practices with a focus on Aboriginal and Torres Strait Islander art and design practices.

Areas of Study

• Design, place and time

• Cultural ownership and design

• Designing interactive experiences

Assessment Units 1 and 2

• Written report and design brief that solves and design problem.

• Folio of work that demonstrates key principles of branding design for a product or a service, including analysis of other designers work. Development and resolution of a brand identity

• Folio of work that effectively depicts object/product design using a range of 2D and 3D drawing methods.

• An environmental design solution using 2D and 3D design methods in the form of folio and 3D processes. The folio addresses the influence of time and place on the design of buildings and environments.

• Folio of work that demonstrates an understanding of culturally appropriate practices in the design of personal iconography. The folio includes analysis of and references to the Australian Indigenous Design Charter to inform understanding of culturally sensitive and inclusive designs.

• Folio that effectively demonstrates the process of designing an interface for a digital product.

In this unit, students explore and experience the ways in which designers work, while also analysing the work that they design. Students study contemporary designers practicing in one or more fields of design practice, to gain insights into the processes used to design messages, objects, environments, and interactive experiences. This exposure to how, why and where designers work, what they make, and the integral role of visual language in design practice provides the foundation for students’ own investigation of the VCD design process. They generate, test and evaluate design ideas and share these with others for critique. These design ideas are further developed in Unit 4, before refinement and resolution of design solutions.

Areas of Study

• Professional Design Practice

• Design analysis

• Design Process: Defining problems and developing ideas.

In this unit, students continue to explore the VCD design process, resolving design concepts, and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined, and shared with others for further review. Students work through iterative processes to develop designs and pitch designs for feedback in order to arrive at final design solutions. They select materials, methods and media appropriate for the presentation of final design solutions distinct from one another in purpose and presentation format, and that address design criteria specified in the brief.

Areas of Study

• Design process: refining and resolving design concept

• Presenting design solutions

Students prepare a comparative analysis between two contemporary designers. They investigate practices and processes used, look at the roles, relationships and responsibilities of designers, specialists and stakeholders within their chosen field. This is then followed up with a mini practical exercise where students use some of the methods, material and media used by professionals and put them into practice.

Students compare and analyse design finished examples from selected design field(s), describing how aesthetic considerations contribute to the effective communication of information or ideas.

Students should begin their folios by discovering design problems. They identify two communication needs for a client, prepare a brief and develop design ideas, while applying the VCD design process and design thinking strategies.

Students reflect critically on feedback received in Unit 3, Outcome 3 as they evaluate, select and evolve design ideas into concepts for further refinement and testing. In doing so, students explore the Deliver phase of the VCD design process.

Students produce a design solution for each communication need defined in the brief, satisfying the specified design criteria.

Assessment Units 3 and 4

Assessment tasks are in the form of a folio of practical work which is developed in Unit 3 and refined and presented in Unit 4 as well as written and/ or oral presentations on Analysis and Practice, Design Industry Practice and Evaluation and Explanation of ideas. The students’ level of achievement will be determined by School Assessed Coursework, the School Assessed Task and an end of Year examination:

• Unit 3 School-assessed coursework: 20%

• Unit 4 School-assessed task: 50%

• A 1 ½ hour written examination: 30%