INTRODUCTION The Victorian Certificate of Education is the culmination of students’ secondary schooling, as well as providing a pathway to future options, be they tertiary education (University, TAFE or private providers), training or employment. The two years of study towards the VCE are demanding but also a time of challenge, enjoyment and fulfilment. Therefore students are encouraged to participate in the many activities available to them, including sport, music, SRC, college musical production, tertiary orientation and leadership programs. A successful VCE begins with appropriate course selection. In selecting their VCE program, students must focus on their interests, skills and aspirations. A rigorous process, of which this Course Selection Handbook is the beginning, has been implemented to assist students. An important component of a successful VCE is organisation and time management. All Year 10 students will participate in a VCE Orientation Program later in the year. This will be followed up with further time management sessions early in the following year. THE VCE The Victorian Certificate of Education (VCE) is a two year course of study. At College students will be expected to enrol in 12 units during their first year (i.e. Year 11) and 10 units in their second year (i.e. Year 12). It is expected that students enrolling at this school will normally select a sequence of units in each study at each year level. For example, a pair of Units 1 and 2 in Year 11 and at Year 12, Units 3 and 4 must be taken as a sequence. The Victorian Curriculum and Assessment Authority (VCAA) is responsible for the development and regulation of the VCE. All students enrolling in the VCE are required to complete and sign an official Entry Form, indicating that they will abide by the Victorian Curriculum and Assessment Authority regulations and the rules relating to assessment and discipline detailed by the school. Students receive a VCE Handbook from the school outlining these regulations.
Assessment Unit 3 School-assessed coursework (25%) Outcomes 1 and 2. At least one third of the internal assessment must be allocated to assessment that uses ICT application/s. Unit 4 School-assessed coursework (25%) Outcomes 1 and 2. At least one third of the internal assessment must be allocated to assessment that uses ICT application/s. End-of-year written examination (50%) Students will complete the examination using a structured answer booklet. The questions will relate to all outcomes in all areas of study in Units 3 and 4. BIOLOGY Unit 1 & 2 Nature of the Study Biology is the that understands and explores the nature of life, past and present, the diversity of organisms and their many adaptations for survival in various environments. Biology also considers all life forms share a degree of relatedness and a common origin. This study explores the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity. Unit 1: How do Living Things Stay Alive? This unit examines the cell as the structural and functional unit of the organism and introduces students to some of the challenges to an organism in sustaining life. The needs of individual cells, how specialised structures carry out cellular activities and how the survival of cells depends on their ability to maintain a dynamic balance between their internal and external environments will also be studied. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. Students consider how the diversity is classified and the factors that affect the growth of a population. Area of Study Unit 2: How is Continuity of Life Maintained? In this unit students on cell reproduction and the transmission of biological information from generation to generation. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explores the mechanisms, advantages and disadvantages of asexual and sexual reproduction strategies. The role of stem cells and their potential use in medical therapies is also explored. Students explore the role and relationship between genetics and the environment to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. Area of Study
Students the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signalling molecules. Students consider the types of signals, the transduction of information within the cell and cellular responses. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen. Area of Study How do cellular processes work? How do cells communicate? Practical investigation Outcomes On completion of this units students should be able to: Explain the dynamin nature of the cell in terms of key cellular processes including regulation, photosynthesis and cellular respiration, and analyse factors that affect the rate of biochemical reactions. Apply a stimulus – response model to explain how cells communicate with each other, outline immune responses to invading pathogens, distinguish between the different ways that immunity may be acquired, and explain how malfunctions of the immune system cause disease. Design and undertake a practical investigation related to cellular processes and/or biological changes and continuity over time, and present methodologies, findings and conclusions in a scientific poster developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species. Area of Study How are species related? How do humans impact on biological processes? Outcomes On completion of this units students should be able to: Analyse evident for evolutionary change, explain how relatedness between species is determined, and elaborated on the consequences of biological changes in human evolution. Describe how tool and techniques can be used to manipulate DNA, explain how biological knowledge is applied to biotechnical applications, and analyse the interrelationship between scientific knowledge and its applications in society. Assessment Unit 3 School – assessed coursework (16%) Outcomes 1 and 2 Unit 4 School – assessed coursework (24%)
Exam GEOGRAPHY Unit 1 & 2 Nature of the Study The study of Geography is a structured way of exploring, analysing and understanding the characteristics of places that make up our world. Geographers are interested in key questions concerning places and geographic phenomena. Students explore key questions through fieldwork and investigation of a wide range of secondary sources. These methods underpin the development of a unique framework for understanding the world, enabling students to appreciate its complexity, the diversity and interactions of its environments, economies and cultures, and the processes that helped form and transform them. Is this for you? Are you interested in the environment? Do you want to know more Australia and the world? Are you interested in global issues? Are you good at analysing and interpreting data? Do you enjoy participating in field trips? Unit 1: Hazards and Disasters This unit examines hazards and hazard events, looking at two different types of hazards; bush fires and floods at a range of scales. Students learn to analyse, describe and explain the nature and impacts of hazard events using visual representations and topographical maps at various scales. A compulsory field trip is undertaken for this unit. Areas of Study Characteristics of hazards Response to hazards and disasters Outcomes On completion of this unit students should be able to: Analyse, describe and explain the nature and impacts of hazards events at a range of scales. Analyse and explain the nature, purpose and effectiveness of a range of responses to selected hazards and disasters. Assessment Unit 2: Tourism In this unit students investigate the characteristics of tourism, with particular emphasis on it has developed its various forms, how it has changed and continues to change and its impacts on people, places and environments. Students select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations. A compulsory field trip is undertaken for this unit. Areas of Study Characteristics of tourism Impact of tourism Outcomes On completion of this unit students should be able to: Analyse, describe and explain the nature of tourism at a range of scales Analyse and explain the impacts of tourism on people, places and environments and evaluate the
Assessment tasks for this unit are: recording and reporting of data collected in the field data processing and presentation – maps, graphs, annotated visual display, etc. research reports written responses tests effectiveness of strategies for managing tourism Assessment Assessment tasks for this unit are: recording and reporting of data collected in the data processing and presentation – maps, graphs, annotated visual display, etc. research reports written responses tests Unit 3 & 4 Unit 3: Changing the Land This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms, flora and fauna and, increasingly, interconnections with human activity. Areas of study Land use change Land cover change Outcomes On completion of this unit students should be able to: Analyse, describe and explain land use change and assess its impacts Analyse, describe and explain processes that result in changes to land cover and discuss the impacts and responses resulting from these changes Unit 4: Human Population – Trends and Issues In this unit students investigate the geography of populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Areas of Study Population dynamics Population issues and challenges Outcomes On completion of this unit students should be able to: Analyse, describe and explain population dynamics on a global scale Analyse, describe and explain the nature of significant population issues and challenges in selected locations and evaluate responses Assessment Unit 3 School-assessed coursework: fieldwork report and structured questions (25%) Outcomes 1 and 2. Unit 4 School-assessed coursework: fieldwork report and structured questions (25%) Outcomes 1 and 2. End-of-year written examination (50%) Students will be required to respond to a series of questions related to Units 3 and 4
Analyse the relationships between Sustainable Development Goals and their role in the promotion of health and human development. Evaluate the effectiveness of global aid programs. Assessment Unit 3 School-assessed coursework (25%) Outcomes 1 and 2. Unit 4 School-assessed coursework (25%) Outcomes 1 and 2. End-of-year written examination (50%) All Outcomes in Unit 3 and Unit 4 will be examined. HISTORY Unit 1 & 2 Nature of the History is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies. It builds a conceptual and historical framework within which students can develop an understanding of the issues of their own time and place. It develops the skills necessary to analyse visual, oral and written records. The study of history draws links between the social/political institutions and language of contemporary society and its history. It sets accounts of the past within the framework of the values and interests of that time. Unit 1: Twentieth Century History (1918 – 1939) including the crisis facing Germany between the wars, and social life in Nazi Germany and Stalinist Russia. Unit 2: Twentieth Century History (since 1945) including the Cold War and Terrorism. Unit 3: History of Revolutions (French Revolution) Unit 4: History of Revolutions (Russian Revolution) Unit 1: Twentieth Century History (1918-1939) of Study Ideology and conflict Social and cultural change Outcomes On completion of this unit students should be able to: Analyse and explain the development and impact of an ideological or political crisis and conflict in the period Analyse and discuss patterns of social and cultural life and the factors influenced changes in patterns of social life in the first half of the twentieth century Assessment Unit 2: Twentieth Century History 1945) Areas of Study Competing ideologies Challenge and change Outcomes On completion of this unit students should be able to: Analyse and discuss how post-war societies used ideologies to legitimate their world view and portray competing systems Evaluate the challenges to existing political and social orders and the impact this had on political, social and economic structures. Assessment Assessment tasks for this unit include:
related mathematical routines and procedures mathematical processes in contexts and analyse and discuss these applications of mathematics in at least three of the areas of study Use technology to produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques or approaches in at least three areas of study. Assessment Assessment tasks for this unit comprise: analysis tasks application tests examination Define and explain key concepts, in relation to the topics from the selected areas of study, and apply a range of related mathematical routines and procedures Apply mathematical processes in contexts and analyse and discuss these applications of mathematics in at least three of the areas of study Use technology to produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques or approaches in at least three areas of study. Assessment Assessment tasks for this unit comprise: analysis tasks application tests examination Unit 3 & 4 Nature of the Study Specialist Mathematics consists of the following areas of study: coordinate geometry, circular (trigonometric) functions, algebra, calculus, vectors in two and three dimensions and mechanics. The development of course content should highlight mathematical structure and proof. All of this material must be covered in a progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Unit 3: Specialist Mathematics Areas of Study Functions and graphs Algebra Vectors Calculus Outcomes On completion of this unit students should be able to: Define and explain key terms and concepts as specified in the content from the areas of study, and to apply a range of related mathematical routines and procedures Apply mathematical processes, with an emphasis on general cases, in contexts and to analyse and discuss these applications of mathematics Unit 4: Specialist Mathematics Areas of Study Calculus Mechanics Statistics and probability Outcomes On completion of this unit students should be able to: Define and explain key terms and concepts as specified in the content from the areas of study, and to apply a range of related mathematical routines and procedures mathematical processes, with an emphasis on general cases, in contexts and to analyse and discuss these applications of mathematics Select and appropriately use technology to develop mathematical ideas, produce
Select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches Assessment The student's level of achievement for Units 3 and 4 will be determined by school-assessed coursework (Unit 3 – 17% and Unit 4 – 17%) and two end-of-year examinations (66%). Examination 1 is 1 hour in duration and no calculators or notes of any kind are allowed. A sheet of formulas will be provided with the examination. Students are required to answer a collection of short-answer and some extended-response questions. Examination 2 is 2 hours in duration and students are permitted the use of an approved CAS calculator as well as one bound reference text, which may be annotated. A sheet of formulas will be provided with the examination. Students are required to answer a collection of multiple-choice and some extended-response questions. MATHEMATICAL METHODS Unit 1 & 2 Nature of the Study These units are designed in particular as preparation for Mathematical Methods Units 3 and 4. This course may be taken alone however it is recommended that students do two maths at Year 11 if they are looking at doing Maths Methods in Year 12. Unit 1: Mathematical Methods Areas of Study Functions and Graphs (Circular Functions and Graphs) Algebra Probability and statistics Outcomes On completion of this unit students should be able to: Define and explain key concepts as specified in the content from 'Circular Functions and graphs', 'Algebra'. and 'Probability' of study, and to apply a range of mathematical routines and procedures Apply mathematical processes in contexts and to analyse and critically discuss these applications of mathematics Use technology to produce results and carry out analysis in situations requiring Unit 2: Mathematical Methods Areas of Study Functions and graphs Algebra Probability and statistics Calculus Outcomes On completion of this unit students should be able to: Define and explain key concepts as specified in the content from 'Algebra', 'Calculus'. and 'Probability' of study, and to apply a range of mathematical routines and procedures Apply mathematical processes in contexts and to analyse and critically discuss these applications of mathematics Use technology to produce results and carry out analysis in situations requiring
Assessment Assessment tasks each unit of work may include: Journal/report of outdoor experiences Case study analysis structured questions oral reports practical reports – such as multimedia/annotated visual display case study analysis media and data analysis written responses – including essays, short answers, weblogs End of semester exam and reflection to develop theoretical knowledge about natural environments. Assessment Assessment each unit of work may include: Journal/report of outdoor experiences Case study analysis structured questions oral reports practical reports – such as multimedia/annotated visual display case study analysis media and data analysis written responses – including essays, short answers, weblogs End of semester exam Unit 3 & 4 Practical activities – Unit 3 and 4 There will be a total of 3 overnight expeditions (1 per term, excluding term 4) as well as other day expeditions to study various ecosystems. Each expedition will be a 3 days, 2 nights, in duration. The expeditions may include: Hiking expedition Alpine expedition River and wetlands expedition Unit 3: Relationships with outdoor environments: The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence contemporary relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop theoretical knowledge and skills about specific natural environments. Unit 4: Sustainable outdoor relationships: In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current agreements and environmental legislation, as well as management strategies and policies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. Students engage in one or more related experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor
Analysing a play in performance Outcomes On completion of this unit students should be able to: Identify and describe the distinguishing features of play scripts from the era Apply acting and other stagecraft to interpret play scripts from the era Analyse a performance of a play script from the pre-modern era in performance Assessment performance of plays or excerpts from plays from the pre-modern era use and application of stagecraft to realise these performances, e.g., lighting, costume, stage design, direction, etc. theatre history assignments Interpretation of play scripts and production of plays from the modern era. Analysing a play in performance. Outcomes On completion of this unit students should be able to Identify and describe the distinguishing features of play scripts from the era. Apply stagecraft to interpret play scripts from the modern era Analyse and evaluate stagecraft in a performance from the modern era Assessment rehearsal and performance of a play or excerpts from plays from the modern era use and application of stagecraft to realise these performances, e.g., lighting, costume, stage design, direction, etc. theatre history assignments identifying the characteristics that defined the modern era in students’ own production Unit 3 & 4 Unit 3: Playscript Interpretation This unit focuses on an interpretation of a play script through the three designated stages of production: planning, development, and presentation. Students specialise in two areas of stagecraft, working collaboratively in order to realise the production of a play script. They analyse the influence of stagecraft on the shaping of the production. Students also attend a required performance selected from the Theatre Studies Unit 3 Play list and analyse and evaluate the interpretation of the play script in the performance. Outcomes On completion of this unit students should be able to: Apply stagecraft to interpret a play script for performance to an audience and demonstrate understanding of the stages of the production process Unit 4: Performance Interpretation In this unit students study a scene and associated monologue from the Theatre Studies Performance Examination (monologue list) and develop a theatrical brief that includes either the creation of a character by an actor, stagecraft possibilities, and appropriate research or a brief in the form of a presentation, if on associated stagecraft to support the monologue. Students interpret a monologue from with a specified scene through acting or another appropriate area of stagecraft. Students attend a prescribed performance and analyse and evaluate acting in the production. Outcomes On completion of this unit students should be able to: