VCE Subjects 2012 handbook

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					    VCE
  SUBJECT
DESCRIPTIONS

     2012
SALESIAN COLLEGE
  RUPERTSWOOD
                                                  CONTENTS
ENGLISH, ARTS AND HUMANITIES .................................................................... 2
  ACCOUNTING ......................................................................................................... 2
  ART............................................................................................................................ 3
  BUSINESS MANAGEMENT ................................................................................... 5
  DANCE ...................................................................................................................... 6
  DRAMA ..................................................................................................................... 7
  ENGLISH .................................................................................................................. 9
  ENGLISH LANGUAGE ......................................................................................... 10
  GEOGRAPHY ......................................................................................................... 11
  HEALTH AND HUMAN DEVELOPMENT ......................................................... 12
  HISTORY ................................................................................................................ 14
  LOTE: ITALIAN ..................................................................................................... 15
  LOTE: JAPANESE .................................................................................................. 15
  LEGAL STUDIES ................................................................................................... 16
  ENGLISH LITERATURE ....................................................................................... 17
  MEDIA .................................................................................................................... 18
  MUSIC ..................................................................................................................... 20
  OUTDOOR AND ENVIRONMENTAL STUDIES ................................................ 22
  PHYSICAL EDUCATION ...................................................................................... 23
  AUSTRALIAN AND GLOBAL POLITICS ........................................................... 25
  AUSTRALIAN POLITICS UNITS 3 & 4 ................................................................ 25
  VISUAL COMMUNICATION AND DESIGN ........................................................ 26
  RELIGIOUS EDUCATION .................................................................................... 27
  SEQUENCE A: RELIGION AND STORY ............................................................ 27
  SEQUENCE B: RELIGION, JUSTICE AND ETHICS .......................................... 28
  SEQUENCE C: RELIGION AND SOCIETY ........................................................ 29
MATHEMATICS, SCIENCE AND TECHNOLOGY ........................................... 31
  AGRICULTURE AND HORTICULTURE ............................................................ 31
  BIOLOGY................................................................................................................ 32
  CHEMISTRY .......................................................................................................... 33
  INFORMATION TECHNOLOGY ......................................................................... 35
  INFORMATION TECHNOLOGY UNITS 3 AND 4 ................................................ 36
  VCE MATHEMATICS ........................................................................................... 38
  GENERAL MATHEMATICS ................................................................................. 38
  ADVANCED GENERAL MATHEMATICS ......................................................... 38
  MATHEMATICAL METHODS (CAS) UNITS 1 AND 2 ..................................... 38
  MATHEMATICS UNITS 3 AND 4 .......................................................................... 38
  FURTHER MATHEMATICS UNITS 3 AND 4: ................................................... 39
  MATHEMATICAL METHODS (CAS) UNITS 3 AND 4: .................................... 39
  SPECIALIST MATHEMATICS UNITS 3 AND 4: ............................................... 39
  FOOD & TECHNOLOGY ....................................................................................... 39
  DESIGN & TECHNOLOGY – WOOD AND METAL............................................. 41
  DESIGN & TECHNOLOGY – TEXTILES ............................................................. 42
  PHYSICS ................................................................................................................. 43
  PSYCHOLOGY ....................................................................................................... 44




                                                                i
             ENGLISH, ARTS and HUMANITIES
ACCOUNTING
Accounting is the process of recording, reporting, analysing and interpreting financial
data and information, which is then communicated to internal and external users of
the information. It plays an integral role in the successful operation and management
of a small business.

The study focuses on the financial recording, reporting and decision making
processes of a small business. Students will study both theoretical and practical
aspects of accounting. Financial data and information will be collected, recorded and
reported using both manual and information communications (ICT) methods.

The study of Accounting will enable students to develop their financial skills and
knowledge and use them for further study or as small business owners.

This course is divided into four units of study:

Unit 1      Code AC011
Establishing and Operating a Service Business
This unit focuses on the establishment of a small business and the accounting and
financial management of the business.

Areas of Study
1. Going into business
2. Recording financial data and reporting accounting information.

Unit 2      Code AC022
Accounting for a Trading Business
This unit extends the accounting process form a service business and focuses on
accounting for a sole proprietor of a single actively trading business. Students will be
introduced to accrual accounting and will analyse business performance using
financial and non-financial information. A commercial accounting software package
will be sued to assist in the recording and reporting function.

Areas of Study
1. Recording financial data and reporting accounting information.
2. Information and Communication Technology (ICT) in Accounting
3. Evaluation of Business Performance

Units 3 and 4    Code AC033
Recording and Reporting for a Trading Business/Control and Analysis of
Business Performance
These units are designed to be taken as a sequence. While each unit has its
particular application, both focus on financial accounting for a single activity trading
business as operated by a sole trader. They emphasise the role of accounting as an
information system and how financial and non financial information can be used to
assist management in decision making.
Unit 3     Code AC033
Recording and Reporting for a Trading Business
This unit focuses on financial accounting for a single actively trading business as
operated by a sole trader and emphasises the role of accounting as an information
system. Students use the double entry system and recording and prepare reports
using accrual accounting.

Areas of Study
1. Recording of Financial Data
2. Balance Day Adjustments and Reporting and interpreting accounting information.


Unit 4      Code AC034
Control and Analysis of Business Performance
This unit provides an extension of the recording and reporting process from Unit 3
and the use of financial and non-financial information in assisting management in the
decision making process. Students use the double entry system of recording and
prepare reports using accrual accounting.

Areas of Study
1. Extension of Recording and Reporting
2. Financial Planning and Decision Making


ART
VCE Art provides the opportunity to investigate the role of art in the world
through a study of historical and contemporary cultures. The Art study
challenges students to develop skills in research, analysis and arts criticism
and through exploration and experimentation using art forms, materials,
techniques and processes, students progressively develop their own artworks
and develop an awareness of appropriate health and safety practices.

Unit 1 ARO11
This unit focuses on artworks as objects and examines how formal qualities
communicate meaning. Students examine artists in different societies and
cultures, and historical periods, and develop their own points of view about the
meanings and messages of the studied artwork and will study at least three
artists and one artwork from each of the selected artists.

Students apply the Formal and Personal Framework to interpret the meanings
and messages of artworks and document reflections of their own ideas and art
making. In their practical work, they explore the characteristics and qualities of
materials and areas of personal interest to generate their own artworks.

Areas of Study

   1. Art and meaning
   2. Artmaking and personal meaning




                                          3
Unit 2 ARO22
In this unit students begin to see the importance of an artwork’s cultural
context and analyse the varying social functions that art can serve. Students
use the Formal and Cultural Framework to examine the different ways that
artists interpret and present social issues.

Students identify ways in which art expresses and reflects culture. They
study at least one artwork from at least four artists. In their practical work,
students continue to explore techniques and develop personal and creative
responses in their artmaking, that explore the effects on their own artwork
on cultural contexts and social attitudes.

Areas of Study

   1. Art and culture
   2. Artmaking and cultural expression




Unit 3 Code AR033
In this unit, students study selected artists who have produced works before
1970 and selected artists who have produced works since 1970. Students use
all the Analytical Framework to explore ways in which ideas and issues can
influence the making and interpretation of art.

Students apply imagination and creativity to develop their ideas through a
visual language. Their artmaking is supported through investigation,
exploration and application of a variety of materials and techniques.

Areas of Study

   1. Interpreting art
   2. Investigation and interpretation through artmaking

Unit 4 Code AR034

In Unit 4 students continue to develop personal points of view and informed
opinions about art ideas or issues and support them with evidence. Students
analyse how themes and issues are communicated through artworks and
various mediums in society. From this research students choose an art issue
to explore. Students select artworks of at least one artist not previously
studied in Unit 3, and use these artworks and selected related commentaries
to discuss the chosen art issue.

In this unit, students present a body of work and at least one finished artwork
accompanied by documentation of thinking and working practices. Students
select appropriate Analytical Frameworks as a structure for the refection and
documentation of their artworks.

Areas of Study

                                        4
   1. Discussing and debating art
   2. Realisation and resolution




BUSINESS MANAGEMENT
Business Management enables a student to study the variety of organisations, which
vary in their size, ownership and resources. Business Management examines the
ways in which people at different levels within an organisation manage their
resources in order to achieve the objectives of an organisation.

Unit 1     Code BM011
Small Business Management
Small rather than large businesses make up the vast majority of all businesses in the
Australian economy. This unit provides an opportunity for students to explore the
operations of a small business and its likelihood of success.

Areas of Study
1. Introducing Business.
2. Small business: decision making, planning and evaluation.
3. Day to day operations.

Unit 2    BM022
Communication and Management
This unit focuses on the importance of effective communication in achieving business
objectives. It includes communication both internally and externally to business with
special attention to the functions of marketing and public relations.

Areas of Study
1. Communication in business.
2. Managing the marketing function.
3. Managing the public relations function.

Unit 3     Code BM033
Corporate Management
This unit focuses on the variety of large organisations in Australia. The content does
not directly relate to Units 1 and 2. Students must be prepared to read extensively
on issues related to large organisations: how large scale organisations conduct their
business and how the operations of the business are managed.

Areas of Study
1. Large scale organisations in context.
2. Internal environment of large-scale organisations.
3. The operations management function.

Unit 4     Code BM034
Managing People and Change
This unit continues the examination of corporate management. Students investigate
the strategies used to most effectively manage human resources and analyse the
management of change.

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Areas of Study
1. The human resource management function.
2. The management of change.


DANCE
This study is designed to develop students’ understanding and appreciation of dance
as an art form that is based on the investigation and communication of ideas, themes
and concepts. The potential range of expressive intentions that a choreographer,
alone or in collaboration with others, can explore is extensive. The elements or
formation of movement itself can be the source of inspiration, as can personal life
experience, or observations of and reflection on the world we live in.

Unit 1         DA011
In this unit, students explore the potential of the body as an instrument of expression.
They learn about and develop technical and physical skills. Students discover the
diverse range of expressive movement by exploring body actions and commence the
process of developing a personal movement vocabulary.

Knowledge of physiology, including care and maintenance of the body, is applied to
the execution of body actions through the safe use of technical and physical skills.
Students develop and perform movement studies and dances with unified
compositions created through a range of movement creation processes. They
discuss cultural influences on their own dance backgrounds, and on the expressive
intentions and movement vocabulary in their own dances.

Area of Study
1. Analysis of expressive intention and cultural influences on own dance making.
2. Present a solo or small group routine of own choreography.
3. Presentation of skills necessary to perform a learnt group dance.
4. Analysis of the physiology and maintenance of the body.

Unit 2         DA022
This unit focuses on expanding students’ personal movement vocabulary and
choreographic skills through the exploration of the elements of movement: time;
space (including shape); and energy; and the study of form. Students apply their
understanding of form and the expressive capacity of the elements of movement to
the dance-making and performing processes involved in choreographing and
performing their own dance works and dance works created by others.

Students are also introduced to pre-1930 and 1950 dance tradition/s, style/s and /or
works. Dance tradition/s, style/s and/or work/s selected for study might encompass
dance tradition/s of the works of choreographers such as Merce Cunningham and
Michael Bennet, early musical theatre/film choreography of Busby Berkeley and/or
the work of tap/jazz performer Gene Kelly.

Students describe the movement vocabulary in their own and others’ dances by
identifying expressive body actions and ways the elements of movement have been
manipulated. Students also analyse and discuss the communication of their own and
other choreographers’ intentions, through the structuring of form, and the
choreographic and expressive use of the elements of movement.

Area of Study
1. Analysis of choreographers’ works.
2. Presenting a solo or small group dance.
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3. Perform in and analyse the movement elements of a learnt group dance.

Unit 3         DA033
This unit focuses on choreography, rehearsal and performance of a solo dance work
and involves the physical execution of a diverse range of body actions and use of
technical and performance skills.
Students also learn a group dance work created by another choreographer. The
dance-making and performance processes involved in choreographing, rehearsing
and performing the solo dance work, and learning, rehearsing and performing the
learnt group dance work are analysed.

Students also develop an understanding of choreographic skills through an analysis
of ways the expressive intention chosen by the choreographer of twentieth and/or
twenty-first century solo dance works selected from the prescribed list of dance
works is developed through the use of choreographic devices and arrangement of
phrases and sections. Students analyse expressive use of movement vocabulary in
the selected dance works, and cultural influences on the choreographers’ choice of
expressive intention, and technical and production aspects of the dance works.

Area of Study
1. Dance Perspectives
2. Choreography, Performance and Dance-Making analysis
3. Dance Technique, Performance and Dance Analysis

Unit 4         DA034
This unit focuses on choreography, rehearsal and performance of a unified solo
dance work which has a beginning, development/s and resolution. When rehearsing
and performing this work students focus on expressive and accurate execution of
choreographic variations of spatial organisation and demonstration of performance
skills. Students also document and analyse the dance-making and performance
processes involved in the choreography, rehearsal and performance of the unified
solo dance work.

Students understanding of choreographic skills is also developed and refined through
an analysis of ways in which the choreographers’ intention can be expressed through
the manipulation of group structures and the elements of spatial organisation,
including direction, level, eye/body focus and dimension, in group dance works by
twentieth and/or twenty-first century choreographers. Cultural influences on choices
made by choreographers in these works are also studied.


Area of Study
1. Dance Perspectives
2. Choreography, Performance and Dance-Making Analysis


DRAMA
The study of Drama focuses on the creation and performance of characters,
narratives and stories that represent social, political and historical. Students draw on
a range of content and use role and expressive skills to create, embody and present
dramatic works. They analyse the development of their performances and explore
the actor-audience relationship. Students develop an understanding of dramatic
elements, stagecraft and theatrical conventions appropriate to performance styles
from a range of cultural contexts. They view and analyse performances by
professional and other drama practitioners.
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Unit 1      Code: DRO11
Dramatic Storytelling
This unit enables students to focus on creating, presenting and analysing a devised
performance that includes real or imagined characters, based on personal, cultural
and/or community experiences and stories. Students examine storytelling through
the creation of solo and/or ensemble devised performance/s and manipulate
expressive skills in the creation and presentation of characters. They develop an
awareness and understanding of how characters are portrayed in naturalistic and
non-naturalistic performance style/s.

This unit also involves analysis of a student’s own performance work and analysis of
a performance by professional and other drama practitioners.

Areas of Study
1.    Creating a devised performance
2.    Presenting a devised performance
3.    Analysing a devised performance
4.    Analysing drama performances by other practitioners

Unit 2      Code: DR022
Creating Australian Drama
This unit focuses on the use and documentation of the processes involved in
constructing a devised solo or ensemble performance. Students create, present and
analyse a performance based on a person, an event, an issue, a place, an art work,
a text and/or an icon from a contemporary or historical Australian context. Students
use a range of stimulus material in creating performance and examine performance
styles from a range of cultural and historical contexts. Theatrical conventions
appropriate to the selected performance styles are also explored. Students’
knowledge of how dramatic elements are enhanced or manipulated through
performance is developed.

Areas of Study
1. Using Australia as inspiration
2. Presenting a devised performance
3. Analysing a devised performance
4. Analysing Australian drama performance
Unit 3     Code: DR033
Ensemble Performance
This unit focuses on non-naturalistic drama from a range of contemporary and/or
cultural performance traditions. Non-naturalistic performance styles and associated
theatrical conventions are explored in this creation, development and presentation of
an ensemble performance. Collaboration to create, develop and present ensemble
performance is central to this performance. Students use and manipulate dramatic
elements, expressive skills and performance skills to enhance performance. They
select stagecraft and theatrical conventions as appropriate to the performance.
Students also document and evaluate stages involved in the creation, development
and presentation of the ensemble performance.

Areas of study
1. Creating and presenting ensemble performance
2. Responding to ensemble performances
3. Analysing non-naturalistic performance



                                         8
Unit 4      Code: DR034
Solo Performance
This unit focuses on the use of stimulus materials and resources from a variety of
sources to create and develop character/s within a solo performance. Students
complete two solo performances. For a short solo performance they develop
practical skills of researching, creating, presenting, documenting and analysing a
solo performance work. In the development of a second solo performance they
devise, rehearse and perform an extended solo performance in response to a
prescribed structure published by the Victorian Curriculum and Assessment
Authority. The process involved in the creation and presentation of character/s in
solo performance is analysed and evaluated.

Areas of study
1. Process used to create solo performances
2. Creating a solo performance
3. Analysing a solo performance


ENGLISH
The study of the English aims to develop in students a competence and confidence
that extends to all situations where communication is required. It requires a range of
learning situations that develop skills in the areas of reading, writing, and thinking,
speaking and listening. It encourages students to reflect and critically analyse their
own points of view, and those of others through a variety of contexts.

The study is divided into four units, studied over two years. The 4 units of English,
which must be studied, may be selected from English Units 1 to 4 and English
Literature Units 1 to 4.

Unit 1         Code EN011
This unit focuses on the reading of a range of texts, particularly narrative and
persuasive texts, in order to comprehend, appreciate and analyse the way in which
texts are constructed and interpreted. Student responses will be created in written,
oral and/or multimodal forms.

Areas of Study
1. Reading and Responding
2. Creating and Presenting
3. Using Language to Persuade

Unit 2         Code EN012
This unit sees students reading and responding to an expanded range of text types
and genres in order to analyse the way in which they are constructed and may be
interpreted. Student responses will be created in written, oral and/or multimodal
forms.

Areas of Study
1. Reading and Responding
2. Creating and Presenting
3. Using Language to Persuade

Unit 3         Code EN013
This unit, which includes external assessment, is directed towards the development
of critical responses to both literary and non-literary texts as well as media texts.
Students also develop oral communication in a range of contexts.
                                          9
Areas of Study
1. Reading and Responding
2. Creating and Presenting
3. Using Language To Persuade

Unit 4        Code EN014
This unit focuses on the development of critical responses to both literary and non-
literary texts and the achievement of competence and confidence in writing for
different purposes and audiences, in a variety of forms.

Areas of Study
1. Reading and Responding
2. Creating and Presenting




ENGLISH LANGUAGE
The study of English Language enables students to understand the structures,
features and discourses of written and spoken texts. It promotes systematic and
objective deconstruction of language in use.
In this study students read widely in order to develop their analytical skills and
understanding of linguistics. Students are expected to study a range of texts,
including extracts from novels, films or television programs, poetry, letters and
emails, transcripts of spoken interaction, songs, advertisements, speeches and
bureaucratic or official documents.


Unit 1        Code EL011
Language and communication
In this unit, students consider the way 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 a highly
elaborate system of signs. The relationship between speech and writing as the
dominant modes of language 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.

Unit 2        Code EL012
Language change
In this unit, students focus on language change. Students consider factors
contributing to change over time in the English language and factors contributing to
the spread of English. They explore texts from the past, and contemporary texts,
considering how all subsystems of the language system are affected – phonetics and
phonology, morphology and lexicology, syntax, discourse and semantics.

Unit 3        Code EL013
Language variation and social purpose
In this unit students investigate English language in the Australian social setting,
along a continuum of informal and formal registers. They consider language as a
means of societal interaction, understanding that through written and spoken texts
we communicate information, ideas, attitudes, prejudices and ideological stances.


                                        10
Students examine the stylistic features of formal and informal language in both
spoken and written modes. Students learn how to describe the interrelationship
between words, sentences and text as a means of exploring how texts construct
message and meaning.
Students consider how texts are influenced by the situational and cultural contexts in
which they occur. They learn how language can be indicative of relationships, power
structures and purpose.

Unit 4         Code EL014
Language variation and identity
In this unit students focus on the role of language in establishing and challenging
different identities Students examine both print and digital texts to consider the ways
different identities are constructed.
Students explore how our sense of who we are is constantly evolving and responding
to the situations in which we find ourselves and is determined not only by how we
see ourselves, but by how others see us. Through our language we establish how we
are unique as individuals, as well as signalling our membership of particular groups.
Students explore how language can distinguish between ‘us’ and ‘them’, thus
reinforcing the degree of social distance and/or solidarity.



GEOGRAPHY
Geography is the study of where geographical features are located and why they are
there, and what makes one place different from another and how and why these
differences matter. It looks at the interaction between human activities and natural
processes, and develops an understanding of the distribution of human and natural
phenomena on or near the surface of the Earth from a spatial perspective.

Unit 1      Code GE011
Natural Environments
This unit investigates the geographic characteristics of natural environments and
landforms and the natural processes that shape and change the Earth’s surface. It
investigates how the interactions between natural processes and human activities
can also change natural environments. Students must investigate at least two
natural environments in each area of study; each environment selected for
investigation must focus on physical geography at two different scales.

Areas of Study
1. Characteristics of natural environments
2. Changes in natural environments


Unit 2     Code GE022
Human Environments
This unit investigates the characteristics of rural and urban environments which are
developed by human activities and their interactions with natural environments.
Rural and urban environments vary significantly from place to place and across a
variety of scales. Rural and urban environments are significant because they are the
locations where people live; their presence creates settlements which vary in size
and complexity from individual farmhouses to small villages, regional towns, large
metropolitan cities and mega cities. Students must investigate at least two human
environments in each area of study: one of the environments must be a rural
environment and one an urban environment; one must be from Australia and one
must be from another country.
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Areas of Study
1. Characteristics of human environments
2. Changes in human environments

Unit 3     Code GE033
Regional Resources
This unit investigates the characteristics of resources and the concept of region. A
resource is anything that occurs naturally or is created by humans provided that
people use it to satisfy a need or a want. A study of resources is about the
processes and relationships operating in the past, present and those that will operate
in the future. Students must investigate a regional resource and a local resource in
Australia.

Areas of Study
1. Use and management of an Australian water resource
2. Use and management of local resources

Unit 4      Code GE034
Global Perspectives
This unit investigates the geographic characteristics of global phenomena and
responses to them. Global phenomena are major natural or human events,
processes or activities. Such phenomena are distributed globally and possess the
capacity to affect the globe or significant parts of the globe and require more than a
local or national response. Students must investigate two global phenomena in each
area of study, one of which must be human population.

Areas of Study
1. Global phenomena
2. Global responses




HEALTH AND HUMAN DEVELOPMENT
Unit 1      Code HH011
The Health and Development of Australia’s Youth
In this unit students are introduced to the concepts of health and individual human
development. Individual human development is a lifelong continuous process
beginning at conception and ending with death and is perceived as involving a series
of orderly and predictable changes, which can be classified as physical, social,
emotional and intellectual.
This unit focuses on the health and individual human development of Australia’s
youth. There are many factors that influence health and individual human
development of youth, including the importance of nutrition for the provision of energy
and growth as well as food behaviours and the impact on youth health and individual
human development. In this unit students identify issues that impact on the health
and individual human development of Australia’s youth. Students investigate one
health issue in detail and analyse personal, community and government strategies or
programs that affect youth health and individual human development.

Unit 2       Code HH022
Individual Human Development and Health Issues
Individual human development is perceived as involving a series of orderly and
predictable changes, which can be classified as physical, social, emotional and
                                          12
intellectual. Over the lifespan, individuals accumulate life experiences that affect
both their health and individual human development. This unit focuses on the
lifespan stages of childhood and adulthood.
The study of health is constantly changing with many emerging issues that have
impacts on Australia’s health and development. An ageing population, new
advances in technology, use of alternative health services, the impact of
environmental change and acknowledgement of human rights and ethics are all
issues that governments and communities need to consider in planning for the future
of the health system.

Unit 3       Code HH033
Australia’s Health
Australians generally enjoy good health and are among the healthiest people in the
world when compared to other developed countries. The health status of Australians
can be measured in many ways, such as consideration of, burden of disease, health
adjusted life expectancy, disability adjusted life years (DALYs), life expectancy,
under-five mortality rate, mortality and morbidity rates, incidence and prevalence of
disease.    Despite Australia’s good health status, there is still potential for
improvements.
The National Health Priority Areas (NHPAs) initiative provides a national approach
that aims to improve health status in the areas that contribute most of the burden of
disease in Australia. Regardless of how health is measured, health is not shared
equally by all Australians. Different levels of health are experienced by different
groups, which can be attributed to biological, behavioural and social determinants of
health. Funding for the Australian health system involves a combination of both
government and non-government sources. Both government and non-government
organisations play an important role in the implementation of a range of initiatives
designed to promote health in Australia.


Unit 4      Code HH034
Global Health and Human Development
This unit takes a global perspective on achieving sustainable improvements in health
and human development. In the context of this unit human development is about
creating an environment in which people can develop to their full potential and lead
productive, creative lives in accord with their needs and interests. It is about
expanding people’s choices and enhancing capabilities (the range of things people
can be and do), having access to knowledge, health and a decent standard of living,
and participating in the life of their community and decisions affecting their lives. The
United Nations (UN) human development work is encapsulated in the Millennium
Development Goals, where the worlds’ countries have agreed to a set of measurable
goals and targets for combating poverty, hunger, disease, illiteracy, environmental
degradation and discrimination against women.
A significant focus of the Millennium Development Goals is reducing the inequalities
that result in human poverty and lead to inequalities in health status and human
development.




                                           13
HISTORY
History is the practice of making meaning out of the past. It is also the study of the
problems of establishing and representing that meaning. Students learn about their
historical past, their shared history, and the people, ideas and events that have
created present societies and cultures.         History teaches important skills:
communication, comprehension and critical thinking. Past students of History have
been offered a wide range of tertiary courses including Arts, Law, Commerce,
Business Studies, Science, Media Studies, Journalism and Education. If you have
an open and inquiring mind, and are interested in understanding the world we live in
today, then History is for you.

Unit 1      Code HI031
20th Century History (1900 - 1945)
The first half of the twentieth century was a period marked by significant change. In
the nineteenth century there still remained a sense of certain and natural order of
society. This order was challenged and overturned in the first half of the twentieth
century. In this century which was full of change, came great leaders and absolute
dictators who would change the course of history. Students will examine the causes
and effects of World War 1, the rise of Hitler and the impact of Nazism on German
society, and how the Bolsheviks attempted to legitimise the establishment of the
communist state of Russia using art as propaganda.

Areas of Study
1. Crisis and conflict
2. Social life
3. Cultural expression

Unit 2      Code HI042
20th Century History (1945 2000)
This unit considers some of the major themes and principal events of post-World War
II, and the ways in which individuals and communities responded to the political,
economic, social and technological developments in domestic, regional and
international settings. The context for this unit of Study is the Cold War. Students
will examine the causes and of the Cold War period and its effect on the relationship
between the US and Russia. It will include a case study examination of one
significant contemporary conflict and the development of social movements in the
period that challenged existing power structures.

Areas of Study
1. Ideas and political power
2. Movements of the people
3. Issues for the millennium

Units 3 and 4                  Code HI133/134
Revolutions
Revolutions share the common aim of breaking with the past by destroying the
former regimes and embarking on a program of political and social change. This unit
examines the cause, events and eventual outcomes of the French and Russian
revolutions. As revolutions make a deliberate attempt to break from the past and
move in new directions, they have had a profound effect on the country in which they
occur, as well as important international repercussions. Students examine the pre-
revolutionary societies of both France and Russia, assess the role of leaders such as
Robespierre, Danton, Marat, Lenin and Trotsky, and evaluate the outcomes of these
revolutions.

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Areas of Study
1. Revolutionary ideas, leaders, movements and events
2. Creating a new society




LOTE: ITALIAN
The study of a language other than English (L.O.T.E.) contributes to the overall
education of students, most particularly in the area of communication, but also in the
areas of cross-cultural understanding, cognitive development, literacy and general
knowledge.

The study of Italian develops students’ abilities to understand and use a language,
which is one of the official languages of the European Union, and the second most
widely spoken language in Australia.

Areas of Study:
The areas of study for Italian comprise themes and topics, grammar, text types,
vocabulary, and kinds of writing. There are three prescribed themes for units 1 to 4:
The individual, the Italian speaking communities, and the changing world.

Unit 1          Code: LO141
The areas of study comprise themes and topics, grammar text types, vocabulary and
kinds of writing. This unit should allow the student to establish and maintain a spoken
or written exchange, listen to, read and obtain information from written and spoken
texts and produce a personal response to a text focusing on real or imaginary
experience

Unit 2         Code: LO142
The areas of study comprise themes and topics, grammar text types, vocabulary and
kinds of writing. This unit will allow the student to participate in a spoken or written
exchange, listen to, read and extract and use information and ideas from spoken and
written texts and give expression to real or imaginary experience in written or spoken
form.

Unit 3 and 4           Code: LO143 and LO144
The areas of study comprise themes and topics, grammar text types, vocabulary and
kinds of writing. In these units students undertake a detailed study of either
Language or Culture through texts. Students should be able to express ideas through
the production of original texts, analyse and use information from spoken and written
texts and exchange information, opinions and experiences. They should also be able
to respond critically to spoken and written texts that reflect aspects of the language
and culture of Italian-speaking communities.



LOTE: JAPANESE
The study of a language other than English (L.O.T.E.) contributes to the overall
education of students, most particularly in the area of communication, but also in the
areas of cross-cultural understanding, cognitive development, literacy and general
knowledge.

                                           15
Areas of Study:
The areas of study for Japanese comprise themes and topics, grammar, text types,
vocabulary, and kinds of writing. There are three prescribed themes for units 1 to 4:
the individual, the Japanese speaking communities, and the changing world.

Unit 1         Code: LO151
The areas of study comprise themes and topics, grammar, vocabulary and kinds of
writing. This unit should allow the student to establish and maintain a spoken or
written exchange, listen to, read and obtain information from written and spoken texts
and produce a personal response to a text focusing on real or imaginary experience

Unit 2          Code: LO152
The areas of study comprise themes and topics, grammar, vocabulary and kinds of
writing. This unit will allow the student to participate in a spoken or written exchange,
listen to, read and extract and use information and ideas from spoken and written
texts and give expression to real or imaginary experience in written or spoken form.

Unit 3 and 4 Code: LO153 and LO154
The areas of study comprise themes and topics, grammar, vocabulary and kinds of
writing. In these units students undertake a detailed study of either Language or
Culture through texts. Students should be able to express ideas through the
production of original texts, analyse and use information from spoken and written
texts and exchange information, opinions and experiences. They should also be able
to respond critically to spoken and written texts that reflect aspects of the language
and culture of Japanese speaking communities.


LEGAL STUDIES
VCE Legal Studies investigates the ways in which law and the legal system relate to, and
serve individuals and the community. Legal Studies examines the processes of law-
making, dispute resolution and the administration of justice in Australia. Students develop
an understanding of the impact of the legal system on the lives of citizens, and how
individuals can be involved in decision-making within the legal system.

Unit 1      Code LS011
Criminal Law in Action
Students examine the need for laws in society. They investigate the key features of
criminal law, how it is enforced and adjudicated and the possible outcomes and impacts
of crime. Students learn about different types of crimes, explore rights and responsibilities
under criminal law, and consider the role of parliament and subordinate authorities in law-
making.

Areas of Study
1. Law in society
2. Criminal Law
3. The Criminal Courtroom


Unit 2       Code LS022
Issues in Civil Law
Students examine the rights that are protected by civil law, as well as obligations that
laws impose. They investigate types of civil laws and related cases and issues and
develop an appreciation of the role of civil law in society. The unit also focuses on the
resolution of civil disputes through court decisions as well tribunals and independent
bodies.

                                             16
Areas of Study
1. Civil Law
2. The Civil Law in Action
3. The Law in Focus
4. A Question of Rights


Unit 3     Code LS033
Law Making
The purpose of this unit is to enable students to develop an understanding of the
institutions that determine laws and their law-making powers and processes. Students
develop an understanding of the importance of the Constitution in their lives and on
society as a whole, and undertake a comparative analysis with another country. Students
also investigate the importance of courts as law-makers and undertake an evaluation of
the strengths and weaknesses of the law-making bodies and the processes used to
influence change and reform.

Areas of Study
1. Parliament and the Citizen
2. The Constitution and the Protection of Rights
3. Role of the Courts in Law-Making



Unit 4        Code LS034
Resolution and Justice
Students examine the institutions that adjudicate criminal cases and civil
disputes. They also investigate methods of dispute resolution that can be
used as an alternative to civil litigation. Students investigate the processes
and procedures followed in courtrooms and develop an understanding of the
adversary system of trial, the jury system, and the pre-trial and post-trial
procedures that operate in the Victorian legal system. Students also consider
the extent to which court procedures and processes contribute to the effective
operation of the legal system.

Areas of Study
1. Dispute Resolution Methods
2. Court Processes and Procedures, and Engaging in Justice




ENGLISH LITERATURE
Like English, Literature aims to develop in students, skills that extend to all situations
where communication is required. It has a very distinct focus however, on texts that
are valued for their ability to recreate and interpret experience imaginatively. The
study is divided into four units, studied over two years.

Unit 1         Code LI011
This unit is designed to enable students to develop more informed responses to
texts. They explore the relationship between their response and the ways texts
represent human experience. Students respond to a range of texts personally,
critically and creatively. The emphasis is on students’ close engagement with
language to explore texts and on developing knowledge of the conventions

                                           17
associated with different forms of text; for example: poetry, prose, drama and/or non-
print texts.

Areas of Study
1. Reading strategies.
2. Themes and ideas in texts.

NOTE: Students who select this unit cannot select the Year 11 RE Literature
elective.

Unit 2         Code LI012
The focus of this unit is on students’ critical and creative response to texts. Students
deepen their understanding of their responses to aspects of texts such as the style of
narrative, the characters, the language and structure of the text. They develop an
understanding of the ways in which their own culture and the cultures represented in
the text can influence their interpretations and shape different meanings. They study
the representations of the social and cultural concerns and values of a text from a
past era.      Students explore how the text’s style, form, voice, structure,
characterisation language and central concerns affect the reader’s interpretation.

Areas of Study
1. Reading strategies.
2. Themes and ideas in texts.
Unit 3         Code LI013
This unit focuses on the ways in which writers construct their work and how meaning
is created for and by the reader. Students consider how the form of a text (such as
poetry, drama, prose or film) affects meaning and generates different expectations in
readers; the ways texts represent views and values and comment on human
experience; the social, historical and cultural contexts of literary works.

Areas of Study
1. Literature in the making: Making sense of texts and developing interpretations.
2. Views, values and contexts in literature.

Unit 4         Code LI014
This unit focuses on students’ creative and critical responses to texts. Students
consider the context of their responses to texts as well as the concerns, the style of
the language and the point of view of their re-created and adapted work. In their
responses, students develop an interpretation of a text and learn to synthesise the
insights gained by their engagement with various aspects of a text into a cogent,
substantiated response.

Areas of Study
1. Literature in the making: Making sense of texts and developing interpretations.
2. Views, values and contexts in literature.


MEDIA
The media has a significant impact on people’s lives. They influence the way people
spend their time, help shape the way they perceive themselves and others, and play
a crucial role in the creation of personal, social, cultural and national identity.

Examples of Media forms:
    Audiovisual media (film, television, radio, video, photography)
    Print-based media (newspapers, magazines and related publications)
                                          18
      Digital media technologies (the internet, computer games and interactive
       multimedia)
      Media and cross media processes and developments such as advertising,
       news and current affairs production, popular music, popular culture, cyber-
       culture and virtual worlds, convergence and hybridisation, information
       dissemination and retrieval technologies

Unit 1      Code ME011
Representation and Technology
The purpose of this unit is to enable students to develop an understanding of the
relationship between the media, technology and the representations present in media
forms. The unit involves the study of the implications of media technology for the
individual and society. Students develop practical and analytical skills, including an
understanding of the contribution of codes and conventions in the creation of
meaning in media products, the role and significance of selection processes in their
construction, and the creative and cultural implications of new media technologies.

Areas of Study
1. Representation
2. Technologies of representation
3. New Media

Unit 2     Code ME022
Media Production and the Australian Media Industry
The main purpose of this unit is to enable students to develop their understanding of
the specialist production stages and roles within the collaborative organisation of
media production. Students develop practical skills through undertaking assigned
roles during their participation in specific stages of a media production and analyse
issues concerning the stages and roles in the media production process. Students
also develop an understanding of media industry issues and developments relating to
production stages and roles, and the broader framework within which Australian
media organisations operate.

Areas of Study
1. Media production
2. Media industry production
3. Australian media organisations

Unit 3      Code ME033
Narrative and Media Production Design
The purpose of this unit is to enable students to develop an understanding of
production and story elements and to recognise the role and significance of narrative
organisation in fictional film, radio or television programs. In this context, students
also consider how production and story elements structure narratives to engage an
audience. Students also develop practical skills through undertaking exercises
related to aspects of the design and production process. They design a media
production for a specific media form with the relevant specifications presented as a
written planning document with visual representations.

Areas of Study
1. Narrative
2. Media production skills
3. Media production design




                                          19
Unit 4     Code ME034
Media Process, Social Values and Media Influence
This unit allows students to further develop practical skills in the production of media
products and to realise a production design. Organisational and creative skills are
refined and applied throughout this process. In this unit students also analyse the
ways in which media texts are shaped by social values and the influence of social
values in the representations and structure of a media text. The role and influence of
the media is also critically analysed in this unit.

Areas of Study
1. Media process
2. Social values
3. Media influence




MUSIC
Music provides an opportunity for students to study an instrument of their choice
(including singing) and to develop their knowledge of music theory and listening
skills. Students will perform in groups as well as developing solo performance skills.
This practical course encourages students to explore a wide variety of musical styles
and to perform regularly at school music events

Units 1               Code MC011
This unit focuses on building performance and musicianship skills. Students present
performances of selected group and solo music works using one or more
instruments. They study the work of other performers and explore strategies to
optimise their own approach to performance. They identify technical, expressive and
stylistic challenges relevant to works they are preparing for performance and practise
technical work to address these challenges. They also develop skills in performing
previously unseen music. Students study aural, theory and analysis concepts to
develop their musicianship skills and apply this knowledge when preparing and
presenting performances.

Areas of Study

   1. Performance (Solo and Group)
   2. Performance Technique (Exercises/Technical work)
   3. Musicianship (Aural/Theory)


Unit 2                Code MC012
In this unit students build their performance and musicianship skills. They present
performances of selected group and solo music works using one or more
instruments. Students study the work of other performers through listening and
analysis and use specific strategies to optimise their own approach to performance.
They also study strategies for developing technical and expressive performance
skills. They identify technical, expressive and stylistic challenges relevant to works
they are preparing for performance and practise related technical work. They develop
skills in performing previously unseen music and study specific concepts to build their
musicianship knowledge and skills. Students also devise an original composition or
improvisation.


                                          20
Areas of Study

   1. Performance (Solo/Group)
   2. Performance Technique (Exercises/Technical work)
   3. Musicianship (Aural/Theory)

Units 3 and 4 Music Performance
Like Units 1 and 2, the central purpose of these units is to develop the skills of
musical performance. The three performances need to be of a higher standard and
longer in duration than those done in Units 1 and 2. Other outcomes are similar, but
will also focus on analysing the structure, style and background of the student’s
performance repertoire.

Performance
Units 3 and 4                Code MC023/024
Solo performance allows students who have advanced skills with an instrument or
voice to extend that skill to a highly accomplished level.

Areas of Study
1. Performance Skill Development: the development of skills in singing or
   performing with an instrument in a solo and ensemble context. Students are
   encouraged to continue training either in the existing Instrumental Music
   Program, or outside the school.
2. Interpretation: the analysis of styles of music and their exploration and
   interpretation through performance.
3. Aural Comprehension: focuses on the study of music theory, song writing and
   aural recognition of musical form, style and characteristics.
4. Analysis of Ensemble Work: an analysis of music through the identification and
   description of relevant musical characteristics in an ensemble work

Group Performance
Units 3 and 4:               Code: MC033 / MC034
This course prepares students to present convincing performances of group and solo
works. They choose works representing a range of styles and diversity of character
and performance. Students develop and refine instrumental and performance
techniques that enable them to express musical intentions. They also develop skills
in unprepared performance (improvisation or sight reading). Students study aural
perception and comprehension, transcription, music theory and analysis. At the end
of the year students present a contrasting program of works as a soloist or as a
member of a group ensemble. Students are encouraged to be a member of a
college ensemble and to be under the direction of an instrumental teacher to assist
them in their performance.


Areas of Study
1. Performance: Students develop and present skills in performing on an instrument
   (including voice) in solo and ensemble contexts.
2. Performance Technique: Students develop techniques, technical work and
   exercises and describe their relevance to the performance of their own
   performance program through a Solo Exam. They also present a performance of
   unprepared material or improvisation.
3. Musicianship: Students identify, recreate, notate and transcribe short excerpts of
   music and discuss the interpretation of expressive elements of music in pre-
   recorded works.

                                         21
OUTDOOR AND ENVIRONMENTAL STUDIES
Outdoor and Environmental Studies will not be offered to Year 12 students
after 2012. As a consequence Year 11 students in 2012 will have a choice of
either Units 1 and 2 or Units 3 and 4. Year 11 students choosing Units 1 and 2
will NOT be able to continue on to Units 3 and 4 in Year 12, 2013. Please
choose carefully when deciding on Outdoor and Environmental Studies as part
of your VCE.

Outdoor and Environmental studies seek to develop an understanding of the
relationship that occurs between humans and natural environments. During the
course you will encounter many experiences, which highlight this relationship. To
fully understand the human relationships with natural environments you are required
to participate in a range of adventure activities such as the ones below:

Units 1 and 2                                  Units 3 and 4 – Available to both Year
                                               11 and 12 students in 2012.       NOT
                                               available to Year 12 after 2012.
Surfing and body boarding*                     Snorkelling at Popes Eye and the
                                               Seal colony*
Canoeing on Jackson’s Creek                    Visits to collect data for learning
                                               outcomes*
Sea Kayaking                                   Visits to local State and National
                                               Parks
Indoor Rock Climbing                           Cross country skiing
Down hill skiing*                              Snowboarding and down hill skiing at
                                               Mt Buller*
Bush walking*                                  Canoeing and Kayaking
Navigation and Orienteering                    Local walks
Visit to the Botanical Gardens
Mountain Bike Riding

*denotes an overnight camp.

The course allows students a tremendous opportunity to experience the outdoors
and such activities become an integral part of the assessment.


Unit 1:         Code OS011
Exploring outdoor experiences
This unit examines some of the ways in which humans understand and relate to
nature through experiences of outdoor environments. The focus is on individuals and
their personal responses to and experiences of outdoor environments.
This unit provides an opportunity to explore the many ways in which nature is
understood and perceived. Students develop a clear understanding of the range of
motivations for interacting with outdoor environments and the factors that affect an
individual’s access to outdoor experiences and relationships with outdoor
environments.




                                          22
Unit 2:        Code OS022
Discovering outdoor environments
This unit focuses on the characteristics of outdoor environments and different ways
of understanding them, as well as the human impacts on outdoor environments.
In this unit students study nature’s impact on humans, as well as the ecological,
social and economic implications of human impact on outdoor environments.
Students develop a clear understanding of the impact of technologies and changing
human lifestyles on outdoor environments.

Unit 3:        Code OS033
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.


Unit 4:          Code OS034
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.
The emphasis is to 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.


The course allows students a tremendous opportunity to experience the outdoors
and such activities become an integral part of the assessment.




PHYSICAL EDUCATION
This study is approached through both the study of, and participation in, physical
activity. This approach provides the means by which theory and practice are
integrated.

Unit 1      Code PE011
Bodies in motion
In this unit students explore how the body systems work together to produce
movement and analyse this motion using biomechanical principles. Through
practical activities, students explore the relationships between the body systems and
physical activity. They are introduced to the aerobic and anaerobic pathways utilised
                                           23
to provide the muscles with the energy required for movement and the basic
characteristics of each pathway. Students apply biomechanical principles to improve
and refine movement. They use practical activities to demonstrate biomechanical
principles and how the correct application of biomechanics can lead to improved
performance in sport and physical activity. In Area of Study 3, there are two detailed
studies: Technological advancements from a biomechanical perspective and injury
prevention and rehabilitation, which will expand and build on the knowledge and skills
introduced in Areas of Study 1 and 2. Students select on of these detailed studies to
explore in greater depth.

Unit 2     Code PE022
Sports coaching and physically active lifestyles
This unit explores a range of coaching practices and their contribution to effective
coaching and improved performance of an athlete. The way in which a coach
influences an athlete can have a significant effect on performance. The approach a
coach uses, the methods applied and the skills used will have an impact on the
degree of improvement experienced by an athlete. By studying various approaches
and applying this knowledge to a practical session, students gain a practical insight
into coaching. Students are introduced to physical activity and the role it plays in the
health and wellbeing of the population. Through a series of practical activities,
students gain an appreciation of the level of physical activity required for health
abenefits and investigate how participation in physical activity varies across the
lifespan. They explore a range of factors that influence participation in regular
physical activity, and collect data to identify perceived barriers and the ways in which
these barriers can be overcome. In Area of Study 3, there are two detailed studies:
Decision making in sport and Promoting active living, which will expand and build on
the knowledge and skills introduced in Areas of Study 1 and 2. Students select one
of these detailed studies to explore in greater depth.

Unit 3       Code PE033
Physical activity participation and physiological performance
This unit introduces students to an understanding of physical activity and sedentary
behaviour from a participatory and physiological perspective. Students apply various
methods to assess physical activity and sedimentary levels, and analyse the data in
relation to adherence to the National Physical Activity Guidelines. Students study
and apply the social-ecological model to identify a range of Australian strategies that
are effective in promoting participation in some form of regular activity.

Students investigate the contribution of energy systems to performance in physical
activity. In particular, they investigate the characteristics of each system and the
interplay of the systems during physical activity. Students explore the multi-factorial
causes of fatigue and consider different strategies used to delay and manage fatigue
and to promote recovery.

Unit 4     Code PE034
Enhancing Performance
Improvements in physical performance, in particular fitness, depending on the ability
of the individual or coach to gain, apply and evaluate knowledge and understanding
about training. Students undertake an activity analysis. Using the results of the
analysis, they then investigate the required fitness components and participate in a
training program designed to improve or maintain selected components. Athletes
and coaches aim to continually improve and use nutritional, physiological and
psychological strategies to gain advantage over the competition. Students learn to
critically evaluate different techniques and practices that can be used to enhance
performance, and look at the rationale for the banning or inclusion of various
practices from sporting competition.
                                          24
AUSTRALIAN AND GLOBAL POLITICS
VCE Australian and Global Politics is the study of contemporary power at both
national and global levels. Through this study, students explore, explain and
evaluate national and global political issues, problems and events, the forces that
shape these and responses to them.

Unit 1      Code IP011
The National Citizen
This unit introduces students to the study of politics by considering key concepts and
ideas including representation, citizenship, power and democracy. Students analyse
the exercise of political power by comparing a democratic system with a non-
democratic system and examine a post-World War II political leader focussing on
their values, goals, achievements, communication style and impact.

Areas of Study
1. Power, Politics and Democracy
2. Exercising and Challenging Power

Unit 2      IP022
The Global Citizen
In this unit students examine their place within the international community through
considering the debate over the existence of the ‘global citizen’. In Area of Study 1
they explore the many ways their lives have been affected by globalisation. In Area of
Study 2, students consider whether an international community exists.

Areas of Study
1. Global Threads
2. Global Co-operation and Conflict



AUSTRALIAN POLITICS UNITS 3 & 4
Unit 3      Code IS033
Evaluating Australian Democracy
This unit provides an overview of Australia’s democracy. Area of Study 1 focuses on
democratic theory and practice. It compares the practice of Australian politics and
government with democratic ideals. In Area of Study 2, students compare the
Australian political system with one other contemporary democratic nation.

Areas of Study
1. Australian Democracy
2. Australian Democracy in Perspective

Unit 4      Code IS034
Australian Public Policy
This unit focuses on formulating Australian federal public policy. Area of Study 1
examines domestic policy that is largely concerned with Australian society. In Area
of Study 2, students consider contemporary Australian foreign policy.

Areas of Study
1. Domestic Policy
2. Foreign Policy


                                         25
VISUAL COMMUNICATION and DESIGN
Conventions, standards and rules enable visual messages to be read and
understood by a wide range of people. Designers, draughts-persons, tradespeople
and craft-workers all have a common mode of communication - VISUAL
COMMUNICATION. They communicate with, and understand each other, through
conventional and creative graphics.

Just as making things requires conventional graphics, their marketing often requires
creative graphics. Creative thought can result in the presentation of information in
ways that are informative and imaginative, visually attractive, exciting or emotive.
Visual Communication is used for a variety of purposes by graphic designers and by
people in the marketing areas of sales and advertising. Their main aim is to
effectively communicate information to a large number of people.

Unit 1        Code VC011
This unit enables students to develop an understanding of instrumental drawing
methods and freehand drawing including drawing from direct observation. The unit
involves the study of a range of drawing methods, including relevant Australian
Standards conventions. Students develop practical skills in the application of
appropriate drawing methods, design elements and principles, and information and
communications technology. The unit also introduces students to the diversity of
visual communication and the role of the design process in visual communication
production.

Areas of Study
1. Instrumental Drawing
2. Freehand drawing and rendering
3. Design elements and design principles
4. Design processes


Unit 2        Code VC022
The main purpose of this unit is to enable students to develop and refine practical
skills by generating images and developing them through freehand drawing,
instrumental drawing and the use of information and communication technology. In
the development of visual communications, this unit enables students to develop an
awareness of how design facilitates exploration and experimentation and how
information and ideas are communicated.

Areas of Study
1. Representing and communicating form
2. Developing imagery
3. Developing visual communication solutions
4. Visual communication in context

Unit 3        Code VC033
The main purpose of this unit is to develop an understanding of visual communication
production through the application of the design process to satisfy specific
communication needs.          Within the unit, students consider existing visual
communication and analyse and evaluate examples. Students also investigate the
production of visual communications in a professional setting and examine the nature
of professional practice in the design and production of visual communications.


                                        26
Areas of Study
1. Visual communication design
2. Visual communication analysis
3. Professional practice in visual communication

Unit 4         Code VC034
The main purpose of this unit is to enable students to apply their knowledge of the
components of the design process in the preparation of one design brief. Students
apply their practical skills to the development and production of two distinct visual
communication presentations through application of the design process and based
on the requirements of the brief.

Areas of Study
1. The brief
2. Developmental work
3. Final presentations




RELIGIOUS EDUCATION
Religious Education has both a spiritual and intellectual dimension. As well as
fostering spiritual development, Religious Education involves learning about our
Catholic Tradition. Students will be assessed explicitly on the knowledge and
understanding they have gained.

Year 12 students are required to participate in an R.E. Seminar Program. On dates
gazetted in the College Calendar, students will take part in organised R.E./Pastoral
activities for the whole day.

Year 11 students are required to choose one of the following sequences of study for
Year 11 Religious Education for the year:
Sequence A: Religion and Story
Sequence B: Religion, Justice and Ethics
Sequence C: Religion and Society




SEQUENCE A: RELIGION AND STORY
Unit 1          Code TT011

Story in Traditions
This unit examines the rich and diverse array of stories and literary forms within a
religious tradition. Story-telling is one of the major aspects in religious traditions. This
unit explores the importance of stories at the source of a religious tradition and how
we might find and describe their meaning for the earlier and continuing tradition. This
unit introduces the student to basic methods of examining stories to develop a
deeper awareness and appreciation of their place within a religious tradition. This unit
also explores how stories have been used by people both within and beyond the
religious tradition as a means to enhancing their popularity and profile or to bring a
greater meaning to an issue or idea in a new cultural setting.



                                            27
Areas of Study
   1. Exploring the literary forms of a story
   2. The formation and examination of a story within a religious setting
   3. Later uses and modern day interpretations of sacred stories

Unit 2          Code TT022

Story in Society
This unit examines the way stories have been used as a means of investigating
themes such as justice, authority, conflict, guidance, equality, gender roles, ecology,
history and other themes in society. Some stories may call for a change in attitudes
and values; others may call for change in social, religious and political institutions
with their emphasis on an explicit moral and ethical lesson to be learnt. Students will
consider the social contexts within which the stories were produced, the conditions
under which they may be currently read, the reasons for reading them today and the
kinds of authority attributed to them by the form they have taken and the religious
background from which they emerged. Students also look at the ways in which the
stories shape, and are shaped by, the content of the message contained in them. In
this unit, students also compare and contrast how stories from different religious
traditions treat common social themes.

Areas of Study
   1. Sacred stories in the past
   2. Sacred stories today
   3. Comparing stories from different religious traditions




SEQUENCE B: RELIGION, JUSTICE AND ETHICS
Unit 2         Code IP022

Religion and Global Social Justice
This unit focuses on the nature of contemporary international and global issues from
social justice, human rights, and economic perspectives. The engagement of the
Catholic Church in promoting social justice and human rights at a local and global
level is explored and evaluated. Students investigate a range of key international
events which demonstrate human struggles for power, autonomy, and self-
determination, as well as factors that allow poverty and injustice to occur. Key
church statements are examined and linked to these events and struggles.
Some of the topics and themes explored include:
     Nationalism and Globalism
     Migration
     Labour and Child Labour
     East Timor
     World Hunger
     Resource Conflicts
     The Catholic Church and the United Nations as global defenders of human
         rights.




                                          28
Unit 2: Code RE022

Religion and Principles for Life
Values to live by in principle and practice are fundamental to being human. Ethics is
the process by which people discern what is ‘right’ or ‘wrong’, ‘good or bad’ and the
arguments underlying these positions. In this unit students look at various
approaches to ethical decision-making from at least two religious traditions. Making
personal choices based on ‘right’/‘wrong,’ ‘good/bad’ is part of daily life and ethical
issues also arise for local communities, businesses, governments and the world
community.
Some of the topics and ethical issues explored include:
     Frameworks to help decision-making
     Making moral decisions in a secular & multi-faith society
     Contemporary ethical issues
            o Parenting: surrogacy, IVF, adoptions, celebrity adoptions
            o Science at the frontiers: cloning, GM crops, genetic selection
            o Sustainability and the Environment: what choices do we make?
            o Life issues: abortion and euthanasia
            o Poverty and Plenty: sharing the world’s resources


SEQUENCE C: RELIGION AND SOCIETY
Unit 3      Code RE033
The Search for Meaning
This unit focuses on core religious beliefs in the Catholic Christian Tradition and the
ways in which they create meaning for Catholic communities and individuals. These
beliefs refer to views about ultimate reality held by individuals, groups, organisations
and whole societies. Religious beliefs may be communicated and expressed through
the following aspects: formal statements of belief, myths and other stories, sacred
texts and other religious writings, rituals, symbols, social structures, oral or written
codes of behaviour, religious experience and spirituality.

Area of Study
1.    Meaning in religious traditions: An investigation into the core beliefs of the
      Catholic Tradition, the expression of these beliefs in the Catholic Church and
      the implications for the way believing Catholics live their lives.
2.    The continuity and maintenance of religious beliefs: An investigation into
      the continuity and development of a particular core belief within the Catholic
      Tradition. The study includes an examination of the internal and external
      factors that have influenced development and the impact of this change on
      the wider society.
3.    Life experience and religious beliefs: This area of study focuses on
      personal development in religious belief. Through an in-depth study of the
      text, “Dead Man Walking” students investigate how the core beliefs of Sr
      Helen Prejean were subjected to a dynamic process of reinterpretation,
      change and growth through personal and social experience brought about by
      her fight to abolish the death penalty in the United States of America.

Unit 4      Code RE034
Challenge and Response
This unit focuses on internal and external developments which challenge significant
beliefs of the Catholic Tradition and which may produce enduring historical or social
consequences for the Catholic Church and its social milieu. Students explore
historical profiles of religious traditions, and analyse decisive occasions of religious

                                          29
challenge and response. They also consider the implications of religious belief for
action on behalf of social justice and for assessment of new problems arising from
social and technological change.

Area of Study
1.    Historical challenges to religious traditions: Students investigate internal
      and external challenges to Catholicism within an historical framework.
      Students select one of these challenges for further investigation and assess
      the ways in which the response of the Catholic Church to the challenge has
      helped to form the Catholic community and affected core beliefs.
2.    Contemporary challenges and their impact: Religious communities are
      often impelled to implement their vision for society by transforming it. The
      students examine the distinctive insights that the Catholic tradition brings to
      debates on major social and moral issues encompassing bioethical issues;
      implications of scientific theories such as global warming; social and
      economic issues such as marriage and the family, the role of women, the
      environment and welfare; international issues such as war and peace and
      global development. Students analyse the interplay between religious beliefs
      and the vision of society held by the Catholic tradition, and the way one or
      more specific issues are confronted in attempting to implement that vision.




                                         30
  MATHEMATICS, SCIENCE and TECHNOLOGY
AGRICULTURE AND HORTICULTURE
Agricultural and Horticultural studies is designed to develop students’ understanding
of the operations and practices involved with sustainable agricultural and horticultural
systems within an economic, social and environmental context. An understanding of
Agribusiness operations involves a broad familiarity with the skills and knowledge of
technology, science, economics and business management, marketing, geography
and ICT. Students then apply this knowledge to design, develop and manage an
agricultural/horticultural business project.

Unit 1       Code AH011
Agricultural and Horticultural Operations
In this unit students study local agricultural and horticultural operations and the
factors that influence these operations, including historical, environmental, social and
economic factors. Students apply their knowledge and skills in establishing small
agricultural/horticultural enterprises.

Areas of Study
1. Influences on agriculture and horticulture systems
2. Agricultural and horticultural operation

Unit 2     Code AH022
Production
This unit focuses on plant and animal nutrition, growth and reproduction and their
relationships within agribusiness systems. Students consider timelines for production
due to physical, biological, economic, social and environmental factors. They use
small businesses to consider the operation, associated risks, sustainability and
marketing.

Areas of Study
1. Biological and environmental factors
2. Production systems and processes

Unit 3         Code AH033
Technology, innovation and business practices
This unit focuses on the impact of technology on agricultural/horticultural systems,
including new methods of obtaining and processing information to maintain and/or
enhance efficiency and effectiveness of agricultural and horticultural systems in order
to achieve socially, economically and environmentally sustainable systems.

Areas of Study
1. Current management techniques
2. New or emerging techniques
3. Business design

Unit 4      Code AH034
Sustainable Management
This unit focuses on the management of agricultural/horticultural systems within the
context of economic, social and environmental sustainability. The unit takes an
ecological approach to issues associated with land, plant and animal management.
The small business from Unit 3 is continued
Areas of Study
1. Sustainability in agriculture and horticulture
2. Resource management and maintenance
3. Business plan implementation and evaluation


BIOLOGY
Biology is the study of living things from familiar, complex multicellular organisms that
live in the many different habitats of our biosphere to single celled micro-organisms
that live in seemingly inhospitable conditions. It includes the study of the dynamic
relationships that exist between living things and their environment and the
processes that maintain life and ensure its continuity.

Students develop knowledge of bioscience and skills of science inquiry and the
values and attributes that will help them to consider issues and implications
associated with the application of biological techniques and technologies.

The study is made up of four units:

Unit 1      Code BI011
Unity and Diversity
In this unit students study the activities of cells and their structure and function at light
and electron microscope levels. The composition of cells and cell replication is linked
to type, cell growth and size division. The transport processes across plasma
membranes is investigated. Common requirements of living things including energy,
nutrients and exchanging gases are studied. Students are encouraged to conduct
practical investigations including their own design to assist them to develop
knowledge and understanding and to illustrate concepts.

Areas of Study
1. Cells in action
2. Functioning organisms

Unit 2     Code BI022
Organisms and their Environment
In this unit students study environmental factors common to all habitats and
investigate structural and physiological adaptations of organisms to particular
ecological niches. Plant growth responses are also investigated. Behavioural and
reproductive adaptations are used to study individual and group behaviour of
animals. Components, relationships and energy flows within ecosystems are studied.
Techniques used to monitor environmental change and maintain ecosystems are
investigated. Students are required to conduct fieldwork.

Areas of Study
1. Adaptations of Organisms
2. Dynamic Ecosystems

Unit 3      Code BI033
Signatures of Life
In this unit students investigate the significant role of proteins in cell functioning.
They explore how technological advances have provided improved knowledge and
understanding of the roles proteins play in cell functions. The study of the structure
and function of DNA and RNA leads students to investigate the diversity of proteins.

                                             32
Specific examples of the applications of molecular biology are included.
Homeostasis, signalling molecules and signal transduction are included in a study of
coordination and regulation. Immune responses, disorders of immune response and
acquired immunity are investigated. Applications of molecular biology are explored.

Areas of Study
1. Molecules of Life
2. Detecting and Responding

Unit 4      Code BI034
Continuity and Change
In this unit students focus on molecular genetics and investigate individual units of
inheritance and the genomes of individuals and species. A study of asexually
reproducing and sexually reproducing organisms is included. Students undertake
practical investigations that involve the manipulation of DNA and inheritance traits.
Students investigate changes to species and the process of natural selection. The
interaction between human, cultural and technological evolutions and impact on the
evolutionary process is studied. Students consider the bioethical issues associated
with the application of particular gene technologies.

Areas of Study
1. Heredity
2. Change over time



CHEMISTRY
This study is designed to assist students in developing an appreciation of the role of
chemistry in their everyday lives. It uses a thematic approach to allow for the
application of chemical models, language and methods in exploring and explaining
chemical phenomena. At Rupertswood, local resources such as the farm, Jackson’s
Creek and nearby industries are integrated into the learning experiences.

Unit 1      Code CH011
The Big Ideas of Chemistry
This unit focuses on the historical development of, and the relationship between, the
Periodic Table and Atomic Theory. From this, students are introduced to many of the
major fundamentals of chemistry such as describing electron configuration and
bonding models, writing chemical formulae and balancing equations and
understanding the mole concept. Students are then required to use this information
to describe the chemical nature of materials and substances in everyday use, as well
as show an understanding of ‘smart’ materials developed through nanotechnology.

Areas of Study
1. The Periodic Table
2. Introduction to Materials

Unit 2     Code CH022
Environmental Chemistry
The first area of study focuses on the unique properties of water, its ability to sustain
life, to dissolve a wide range of substances and participate in chemical reactions.
Students then use this knowledge to understand how to deal with pollution and
maintain water quality.



                                           33
The second area of study focuses on the interaction and impact between living things
and gases of the atmosphere. Students explain and predict the behavior and
properties of gases, and use this knowledge to explore the global impact of human
activities on the atmosphere.

Areas of Study
1. Water
2. The Atmosphere

Unit 3     Code CH033
Chemical Pathways
In this unit, students investigate the scope of techniques available to the analytical
chemist. Design and performance of experiments in this unit is important. The
second area of study for this unit looks at organic reaction pathways and the
chemistry of particular organic molecules, also examining the application principles of
green chemistry.

Areas of Study
1. Chemical Analysis
2. Organic Chemical Pathways

Unit 4      Code CH034
Chemistry at Work
In this unit, students investigate the industrial production of chemicals and the energy
changes associated with chemical reactions. Features that affect chemical reactions
such as the rate and yield or equilibrium position are investigated. Students also
examine the operating principles of galvanic cells and electrolytic cells.

Areas of Study
1. Industrial Chemistry
2. Supplying and Using Energy




                                          34
INFORMATION TECHNOLOGY
Unit 1      Code IT011
Information Technology in Action
This unit focuses on how individuals and organizations use, and can be affected by,
information and communications technology (ICT) in their daily lives. Students
acquire and apply a range of knowledge and skills to manipulate data types such as
numeric, text, sound and images to create solutions that can be used to persuade,
educate, inform and entertain. They also explore how their lives are affected by ICT
and consider strategies for managing how ICT is applied. Students examine how
networked information systems allow data to be exchanged locally and within a
global environment, and explore how mobile devices, such as phones are used
within these networks.

Areas of Study:
     From Data to Information
     Networks
     ICT in a Global Society

Software types:
     Spreadsheet
     Web Authoring
     Visualising Thinking
     Project Management

Unit 2      Code IT012
Information Technology Pathways
This unit focuses on how individuals and organisations use ICT to meet a range of
purposes. Students apply a range of knowledge and skills to create solutions,
including those that have been produced using a programming or scripting language,
to meet users’ needs. Students analyse data from large repositories and manipulate
selected data to create visualisations. Students develop skills in using programming
or scripting language software and they investigate careers that involve the use of
these skills. Working in teams is an important and effective strategy for solving
problems and this strategy is applied when solving problems for clients in the
community.


Areas of Study:
     Data Analysis and Visualisation
     Programming and Pathways
     Tools, Techniques and Procedures

Software types:
     Spreadsheet
     Visualising Thinking
     Programming Language (Visual Basic)
     Database




                                         35
INFORMATION TECHNOLOGY UNITS 3 and 4
IT Applications

IT Applications (Units 3/4) focuses on the use of common software applications such
as web authoring, databases, spreadsheets and image editing applications to solve
information problems for organisations. Students acquire and apply knowledge and
skills in solving information problems to assist in decision-making and in managing
tasks and timelines. The solutions and information products should meet the specific
needs of organisations such as sporting clubs, small businesses, charities or
individuals.

Unit 3         IT023
Unit 3 focuses on the World Wide Web and how it supports the information needs of
individuals, communities and organizations.
Students investigate the design and technical underpinnings of different types of
websites that support the varying needs of online communities. Students use web
authoring software to create prototype websites for particular online communities,
taking into account both technical and non-technical constraints.
Students examine techniques used by organizations to acquire data via websites and
consider the relationship between how data is acquired and the structure of a
relational database management system (RDBMS). Students acquire and apply
knowledge and skills in the use of an RDBMS. Students also apply the analysis,
design and development stages of problem-solving methodology when creating
solutions.
Areas of Study
     Online Communities
     Organisations and Data Management
Software Used
     Web Authoring
     Database (RDBMS)



Unit 4       IT024
IT Applications
Unit 4 focuses on how ICT is used by organisations to solve ongoing information
problems and on the strategies used to protect the integrity and security of data and
information.
Students acquire and apply knowledge and skills in the use of spreadsheet software
to create solutions to information problems. Students also use web authoring
software to produce onscreen user documentation. When creating solutions to
ongoing information problems, students apply all stages of the problem-solving
methodology.
Students explore how organizations manage the storage, communication and
disposal of data and information in order to minimise threats to the integrity and
security of data and information, and to optimise efficient information handling.
Areas of Study
     Organisations and Information Needs
     Information Management


                                          36
Software Used
     Spreadsheet
     Web Authoring

IT Software Development
IT Software Development (Units 3 and 4) focuses on the use of a general-purpose
programming language such as Visual Basic for the development of purpose-
designed software for networked information systems. Students develop skills and
understanding in all stages of software development: analysis, design, development,
testing documentation, implementation and evaluation. Students also explore the
roles and functions of networked information systems, and the most common types
of networks.

Unit 3         Code IT033
Unit 3 focuses on programming as a strategy for solving problems for specific users
in a networked environment. Students develop knowledge and skills in the use of a
programming language. The programming language selected will be studied for both
Units 3 and 4. When programming in Unit 3, students are expected to have an
overview of the problem-solving methodology and a detailed understanding of the
stages of analysis, design and development.
In Area of Study 1, students focus on the analysis stage of the problem-solving
methodology, which involves developing and applying knowledge and skills in
determining the requirements of solutions, identifying relevant factors that should be
taken into account when designing the solutions, and in scoping the solutions.
In Area of Study 2 students engage in designing the detailed specifications of how
solutions will be developed and undertake the development stage by using the
selected programming language to create planned solutions.
Areas of Study
     Analysing Information Problems
     Design and Development
Software Used
     Unified Modelling Language
     Programming Language (Visual Basic)

Unit 4         Code IT034
Unit 4 focuses on how the information needs of individuals, organisations and society
are and can be met through the creation of purpose-designed solutions in a
networked environment. Students continue to study the programming language
selected in Unit 3. Students are required to engage in the design, development and
evaluation stages of the problem-solving methodology.
In Area of Study 1, students focus on the design and development stages of the
problem-solving methodology when solving problems suitable for use with mobile
devices.
In Area of Study 2, students focus on the final stage of the methodology, evaluation.
Areas of Study
     Purpose-Designed Solutions
     Evaluating Purpose-Designed Solutions
Software Used
     Programming Language (Visual Basic)
     Web Authoring

                                          37
VCE MATHEMATICS
The study of Mathematics at VCE is designed not only to develop knowledge and
skills but also to apply this knowledge to analyse, investigate and solve problems in a
variety of situations. Students are encouraged to use, where appropriate, graphing
calculators and computer software.

Students will engage in problem solving, project work, as well as skills development.

GENERAL MATHEMATICS
Code MA071/072

This subject is recommended for students planning to do Further Mathematics Units
3 and 4. This path is considered the easiest of the VCE Mathematics options.
Topics include: arithmetic, applications of arithmetic, linear graphs and modelling,
linear relations and equations, univariate data, bivariate data, financial arithmetic,
shape and measurement, trigonometric rations and undirected networks.




ADVANCED GENERAL MATHEMATICS
Code MA071A/072A

This subject is recommended for students planning to do Specialist Mathematics
Units 3 and 4, but it is not a prerequisite. It is officially the same subject as General
Mathematics, although every topic is different. No student will get credit for doing
both General Mathematics and General Mathematics (Advanced). Topics include:
Algebra, Linear and Polynomial Graphs, Calculus, Probability, Complex Numbers,
Trigonometry, Kinematics and Partial Fractions.



MATHEMATICAL METHODS (CAS) UNITS 1 AND 2
Code MA081/082

This subject is recommended for students planning to do Mathematical Methods
(CAS) Units 3 and 4 and possibly Specialist Mathematics Units 3 and 4. Topics
include: Functions and Graphs; Algebra; Rates of Change and Calculus; Probability.

Students are required to demonstrate achievement in three outcomes.

MATHEMATICS UNITS 3 and 4
In 2010, there are three units of study being offered to VCE students at the 3/4 level.
Further Mathematics provides students with a Unit 3/4 sequence in Mathematics but
it is not intended that these students will undertake further studies in a Mathematics
area. Mathematical Methods (CAS) will provide a Mathematics course for those
students requiring knowledge of Mathematics for tertiary studies in the biological
sciences or less mathematically based courses, whilst Specialist Mathematics is
required for tertiary studies in engineering or mathematically based courses.
Mathematical Methods Units (CAS) 3 and 4 are co-requisites for Specialist
Mathematics Units 3 and 4.


                                           38
FURTHER MATHEMATICS UNITS 3 AND 4:
Codes MA073/MA074
Further Mathematics consists of a compulsory core, and then a selection of three
topics from the range of possible modules. The core material consists of linear
regression, time series and statistics. Throughout the course, students will be
encouraged to use calculators or spreadsheets or statistical packages.

MATHEMATICAL METHODS (CAS) UNITS 3 AND 4:
Codes MA083/84

This unit assumes a familiarity with the material in Mathematical Methods (CAS) 1
and 2. It consists of fully prescribed material in the following areas of study:
Functions and Graphs, Calculus, Algebra and Probability.

SPECIALIST MATHEMATICS UNITS 3 AND 4:
Codes MA093/94

These units consist of fully prescribed material in the following areas: Trigonometric
Functions, Coordinate Geometry, Algebra, Calculus, Vectors and Mechanics. Units 3
and 4 Mathematical Methods (CAS) are a co-requisite for this course. Specialist
Mathematics is considered the most difficult of the mathematical subjects. It is
recommended, but not compulsory that students take Advanced General
Mathematics Units 1 and 2 in preparation for this subject.


FOOD & TECHNOLOGY
The study of food and technology challenges students to make links between food,
food processing, nutrition, health and well being. Through the study of food and
technology, students will develop knowledge of the functional, sensory, physical and
chemical properties of food and will be able to apply this knowledge when using food
in a practical situation.

There may be a materials cost incurred by students who study Food and Technology.
The amount will depend on the size and nature of the student’s chosen product.

Unit 1      Code FY011
Properties of Food
In this unit, students are introduced to the diverse nature of food, how to prepare it
and how to store it for the best quality in terms of safety, health and aesthetics.
Students study safe and hygienic food handling practices and apply these practices
in the preparation of food. Food storage practices that maximise quality of raw and
cooked food are also investigated.

Students discover the links between classification of foods and their properties and
how their enjoyment of food is associated with different cooking methods and
properties of foods. They examine changes in properties of food when different
preparation and processing techniques are used. Students apply this knowledge
when preparing food.

Areas of Study
1. Keeping food safe
2. Food properties and preparation

                                         39
Unit 2      Code FY022
Planning and Preparation of Food
This unit provides students with the opportunity to investigate the best methods and
tools and equipment to use for optimum results, and what to prepare for a range of
situations. Students research, analyse and apply the most suitable food preparation
and cooking methods to optimise the sensory, physical and chemical properties of
food.

Students work both independently and as a member of a team to research and
implement solutions to a design brief, and to respond to exciting challenges of
preparing food for a range of contexts.           These contexts include nutritional
considerations, cultural beliefs, and resource access and availability.

Areas of Study
1. Food preparation processes
2. Planning in food preparation

Unit 3     Code FY033
Food Preparation, Processing and Food Controls
This unit requires students to analyse the functions of the natural components of key
foods and apply this information in the preparation of foods. Students will investigate
cooking techniques and justify the use of the best techniques for key foods. They
develop an understanding of food processing techniques to prevent spoilage in
industrial and domestic settings, and will also preserve food using some of these
techniques.

Students develop an understanding of food safety in Australia by investigating the
causes of food poisoning and food spoilage, and the relevant regulations. Students
apply safe work practices while preparing food.

Students write a design plan developed from a design brief that they devise. In the
design plan, they will apply their knowledge about key foods, properties of food,
tools, equipment, cooking techniques and preservation techniques best suited to a
particular context. They make decisions and choices related to their understanding
of the brief. In developing this plan, students establish a timeline to complete the set
of food items to meet the requirements of the brief in Unit 4.

Areas of Study
1. Food preparation and processing
2. Maintaining food safety in Australia
3. Developing a design plan folio

Unit 4     Code FY034
Food Product Development and Emerging Trends
In this unit students work independently to complete the challenge of implementation
of the design plan they established in Unit 3. In completing this task, students apply
food safety and hygiene guidelines and evaluate the product planning and processes
in the plan.

Students examine food product development and research, and analyse factors that
have contributed to product development. They investigate the process of product
development, including packaging, packaging systems and marketing.




                                          40
Students investigate emerging trends in product development, including societal
pressures to improve health, technological developments, and environmental
considerations.

Areas of Study
1. Implementing a design plan
2. Product development
3. New and emerging food trends


DESIGN & TECHNOLOGY – WOOD and METAL
This study engages students in technological tasks that call on their knowledge and
understanding of materials and production processes to design and make products
suitable for their intended purpose.
Throughout each unit, students’ learning experiences involve exposure to the
application of new technologies, including information and communication
technologies for design purposes, along with a wide range of materials and graphic
media.

Materials costs range from $40 to $250, depending on the nature of a student’s
chosen project.

Unit 1     Code DT011
Design Modification and Production
This unit focuses on the tools, processes, techniques, knowledge and skills the
designer has used to develop a solution to a problem. Using this process as a
model, the student modifies the design of a similar product. Consideration is given to
protection of intellectual property implications related to design.

Areas of Study
1. Redesigning an existing product.
2. Producing and evaluating a redesigned product.

Unit 2      Code DT022
Collaborative Design
In this unit, the student works both individually and as a member of a small design
team to address a problem, need or opportunity that requires a product within a
products range or based on a theme, or component of a group product.

Areas of Study
1. Designing as a team.
2. Producing and evaluating a collaboratively designed product.


Unit 3      Code DT033
Design, Technology Innovation and Manufacture
In this unit, students investigate a client’s or end-user’s needs, prepare a design
brief, devise evaluation criteria, carry out research and propose a series of design
options. They justify the choice of a preferred design option and develop a work
plan, and commence production of the product.

Areas of Study
1. The designer, client and end-user in product development.
2. Product development in industry.

                                         41
3. Designing for others.


Unit 4      Code DT034
Product Evaluation and Marketing and Promotion
Students continue to develop and manufacture the product designed in Unit 3, and
record the production processes and modifications to the work plan and product.
They evaluate the effectiveness and efficiency of techniques they used and the
quality of their product with reference to evaluation. Students make judgements
about possible improvements.

Areas of Study
1. Product analysis and comparison
2. Product manufacture.
3. Product evaluation and promotion.


DESIGN & TECHNOLOGY – TEXTILES
Textiles Design and Technology is designed to give students a greater understanding
of the vibrant nature of the textiles industry.

The study engages students in technological tasks that call on their knowledge and
understanding of materials/fibres and fabrics and production processes to design and
make products that are functional.

Throughout each of the following units, students learning experiences involve
exposure to new technologies, including ICT for design purposes, along with a wide
range of materials and graphic media.

There will be a materials cost incurred by students doing textiles, depending on the
nature of the projects chosen.


Unit 1     Code DT011
Design Modification and Production
This unit focuses on the tools, processes, techniques, knowledge and skills the
designer has used to develop a solution to a problem. Using this process as a
model, the student modifies the design of a similar product. Consideration is given to
protection of intellectual property implications related to design.

Areas of Study
1.    Redesigning an existing product.
2.    Producing and evaluating a redesigned product.

Unit 2      Code DT022
Collaborative Design
In this unit, the student works both individually and as a member of a small design
team to address a problem, need or opportunity that requires a product within a
products range or based on a theme, or component of a group product.

Areas of Study
1.    Designing as a team.
2.    Producing and evaluating a collaboratively designed product.


                                         42
Unit 3      Code DT033
Design, Technology Innovation and Manufacture
In this unit, students investigate a client’s or end-user’s needs, prepare a design
brief, devise evaluation criteria, carry out research and propose a series of design
options. They justify the choice of a preferred design option and develop a work
plan, and commence production of the product.

Areas of Study
1.    The designer, client and end-user in product development.
2.    Product development in industry.
3.    Designing for others.

Unit 4      Code DT034
Product Evaluation and Marketing and Promotion
Students continue to develop and manufacture the product designed in Unit 3, and
record the production processes and modifications to the work plan and product.
They evaluate the effectiveness and efficiency of techniques they used and the
quality of their product with reference to evaluation. Students make judgements
about possible improvements.

Areas of Study
1.    Product analysis and comparison
2.    Product manufacture.
3.    Product evaluation and promotion.



PHYSICS
Physics is a theoretical and empirical science, which contributes to our
understanding of the physical universe from the minute building blocks of matter to
the unimaginably broad expanses of the Universe. This understanding has
significance for the way we understand our place in the Universe.

Unit 1        Code PH011
This unit focuses on Physics as a human endeavour. Observations and ideas about
the physical world related to aspects of energy are explained through the use of
conceptual models. Students use mathematical modelling to make predictions and
link concepts.

Areas of Study
   1. Nuclear physics and Radioactivity
   2. Electricity
   3. Detailed study

One detailed study is to be selected from:
    Astronomy;
    Medical physics;
    Energy from the nucleus.

Unit 2        Code PH022
This unit focuses on the use of models to explore motion and light. The use of
mathematical modelling to make predictions and link concepts is developed further.


                                          43
Areas of Study
   1. Motion
   2. Wave-like Properties of Light
   3. Detailed study

One detailed study is to be selected from:
    Astrophysics;
    Investigations: Flight
    Investigations: Sustainable energy sources


Unit 3          Code PH033
This unit focuses on the ideas that are behind much of the technology found in areas
such as communications, engineering, commerce and industry.

Areas of Study
1. Motion in one and two dimensions
2. Electronics and photonics
3. Detailed Study

Three   detailed studies are available in Unit 3. One detailed study is to be selected
from:
        Einstein’s relativity
        Investigating structures and materials
        Further electronics

Unit 4          Code PH034
This unit focuses on the development and limitations of models in explaining physical
phenomena.

Areas of Study
1. Electric Power
2. Interactions of Light and Matter
3. Detailed Study

Three   detailed studies are available in Unit 4. One detailed study is to be selected
from:
        Synchrotron and its applications
        Photonics
        Sound


PSYCHOLOGY
Psychology is the scientific study of mental processes and behaviour in humans.
Biological, behavioural, cognitive and socio-cultural perspectives inform the way
psychologists approach their research into the human condition.

Unit 1       Code PY011
Introduction to psychology
This unit introduces students to the scientific study of psychology as the investigation
into human behaviour and the mental processes that determine it. Research
methods and ethical principles are introduced.



                                            44
Areas of Study
1. What is Psychology
2. Lifespan Psychology


Unit 2        Code PY022
Self and others
This unit focuses on the different methods and models that describe and explain
behaviour. Research methods and ethical principles are investigated.

Areas of Study
1. Interpersonal and Group Behaviour
2. Intelligence and Personality

Unit 3     Code PY033
The conscious self
This unit focuses on the study of the relationship between the brain and the mind
through examining the basis of consciousness, behaviour, cognition and memory.
Advances in brain research methods have helped us to better understand the mind,
brain and behaviour and students study this relationship. Students also study the
function of the nervous system and how the vast amount of information we take in is
processed, stored and utilised. Students also learn about ways to improve memory
and study memory decline and forgetting.

Areas of Study
The conscious self
1. Mind, Brain and Body
2. Memory

Unit 4      Code PY034
Brain, behaviour and expence
This unit focuses on the interrelationship between learning, the brain and its
response to experiences, and behaviour. Students learn about how people learn and
the effect of learning and experience on brain development. They also learn about
mental health and illness using a biopsychosocial framework.

Areas of Study
Brain, behaviour and experience
1. Learning
2. Mental Health




                                        45
Below are listed all VCE units offered at Salesian College for 2011. While the
teachers listed have either taught in the past or are currently teaching this
subject, they may not do so in 2012. Base your decision on the content of the
subjects and your interest in them.

VCE SUBJECTS                   UNITS 1 – 2                   UNITS 3 - 4
Accounting                     Ms Viti                       MsViti
Art                            Mr Guarino                    Mr Guarino
Biology                        Mr Johnston                   Ms Irvine
Business Management            Ms Hogan, Mr Smyrk            Ms Christenson
Chemistry                      Mr Moss-Holland               Mr Moss-Holland,
Dance                          Ms Neilsen                    Ms Neilsen
Design and Technology –        Ms Holmes                     Ms Holmes
Textiles
Design and Technology –        Ms S Woolley                  Ms S Woolley
Wood and Metal
Drama                          Ms Hickey, Ms B Sorbello      Ms Sorbello, Ms L Hickey
English                        Any current Year 11 English   Any current Year 12 English
                               teacher                       teacher
English Language               Ms Cullis
General Mathematics            Mr Chircop
Geography                      Ms Cullis
Health and Human               Ms. Taylor                    Ms Lear, Mrs Ogilvie
Development
Food and Technology            Mrs Ogilvie                   Mrs Wright
Further Mathematics.                                         Mr Chircop, Ms Paulo
History                        Mr Damicoucas                 Mr Damicoucas
Information Technology         Mr Gati                       Mr Gati
Italian                        Ms Latina                     Ms Latina
Japanese                       Ms Latina                     Ms Latina
Legal Studies                  Mr Damicoucas                 Mr Damicoucas
Literature                     Ms L Hickey                   Mr S Scollo
Mathematical Methods           Mr Chircop                    Mr Zavattiero, Ms Eva
Media                          Ms Collins                    MsCollins
Music                          Mr McCarthy
Music Performance 3/4                                        Mr McCarthy

Spec. Mathematics                                            Mr Chircop
Outdoor and Environmental      Mr Cautley                    Mr Cautley
Studies
Physical Education             Mr Cautley, Ms Taylor         Ms A O’Neill
Physics                        Ms Eva                        Mr Dunlop
Psychology                     Ms Speakman Mrs Zavettiero    Mrs Zavattiero, Ms Speakman
                               Ms L Lear
International Politics         Ms Cullis                     Ms Cullis
Vis. Comm. and Design          Mr Guarino                    Mr Guarino
Re Text & Traditions           Mr Connelly
Religion, Justice and Ethics   Ms O'Keefe, Mr Gati
Religion & Society Units 3                                   Ms O’Keefe
and 4:




                                              46
                         VET Programs - VCE Equivalence – Units 1 - 4

Agriculture (at Years 10, 11 and 12)             Mr Ryan, Mr Krausz

Automotive Technology (Second Year               Ms S Woolley
available to Year 11 students only in 2012)

Furnishing/Cabinet Making (Years 10, 11, 12)     Mr Quarrell

Hospitality (Years 11 and 12)*                   Mrs Ogilvie

Multimedia (Years 11,12)*                        Mr Krausz

Equine Studies (Years 10, 11, 12)*               Mr Krausz

Food Retail (Year 10, 11, 12)*                   Mr Krausz

    *external programs




                                            47
                        Subject Selection 2011 for 2012

Thinking about switching a VCE subject when going from Year 11 into 12?

Below are listed VCE 3/4 subjects which you may consider switching into from
another subject area. For instance, you may be considering a switch from
Business Management 1/2 in 2011 to Outdoor and Environmental Studies 3/4 in
2012. The subjects below are grouped according to how difficult such a switch
would be. Students are advised to take this into account when considering a
switch – and to speak to the relevant teacher.

Subjects not available to switch into:
Chemistry
Japanese
Italian
Any final year VET program

Subjects difficult to switch into:
Specialist Mathematics
Mathematics Methods
Physics
Psychology
Accounting
Art
Geography
History
Legal Studies
Music Solo Performance
Music Group Performance
Political Studies
Visual Communication and Design
Literature


Subjects students should be able to switch into with minimum difficulty:
Biology (if you have successfully completed Biology in Year 10)
Business Management
Drama
Health and Human Development
Outdoor and Environmental Studies
Physical Education
Further Mathematics
Food and Technology
Design and Technology – Wood/Metal
Information Technology - Applications (on an individual basis)
Media
Agriculture and Horticulture




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