2021 - Highview College

HIGHVIEW COLLEGE

2021 VCE COURSE HANDBOOK


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HIGHVIEW COLLEGE VCE COURSES 2021 This booklet outlines the requirements for students undertaking a course of study leading to the award of the Victorian Certificate of Education (VCE), and provides details of the VCE units offered at Highview College. Additional important information and dates will be provided in the ‘Highview College VCE Handbook’, which is issued early in the school year. The VCE is administered by the Victorian Curriculum and Assessment Authority (VCAA) which sets the conditions to be met within individual units, and awards the final certificate. While we are not able to offer every possible VCE subject, we are committed to providing a comprehensive range of subjects which provide access into a very wide range of post-secondary courses and careers. Since VCE students are only able to study a limited number of subjects, we are confident that each year students will be able to select and study the subjects that will lead into their chosen fields. Initial selection of courses should be made on the Year 11 or Year 12 Planning Sheet issued with this booklet. If you intend to undertake a tertiary course after completing your VCE, you should also refer to the published Victorian Tertiary Entrance Requirements (VTAC) Prerequisites to check course requirements. Please also note that some subjects may have an additional materials levy. We do offer limited opportunities for students to undertake VET studies. However, these are taken as part of a VCE program of study. Some of the VCE subjects listed in this handbook may not run if there is insufficient student interest. Please note that the Highview College timetable is constructed according to student preferences. Once the blocking is determined, it may not be possible to easily change preferences. If you require further details on specific units of study, subject teachers are happy to assist. To discuss tailoring a course to suit your particular needs or if you require any other information, please contact:

� The Director of Professional Practice, Mrs Wendy Hare � The Head of Senior School, Mr Dean Langley � The Director of Administration, Mr Stuart Mandersloot � The Careers Advisor, Mrs Janelle Howlett

Dean Langley Head of Senior School


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TABLE OF CONTENTS Connected Learning with SEQTA ........................................................................................................... 5

Supported Learning with EDROLO ......................................................................................................... 5

Information About The Victorian Certificate of Education ........................................................................ 6

Selecting Your Course ............................................................................................................................ 6

VCE Studies ............................................................................................................................................ 7

End of Year Exam Preparation ............................................................................................................... 7

Year 12 Independent Study .................................................................................................................... 7

VCE English (Compulsory at Year 11) .................................................................................................... 8

VCE Literature (Distance Education) ...................................................................................................... 9

VCE Biology .......................................................................................................................................... 10

VCE Business Management ................................................................................................................. 11

VCE Chemistry ..................................................................................................................................... 12

VCE Food Studies ................................................................................................................................ 13

VCE Geography (Distance Education) ............................................................................................... 14

VCE Health & Human Development ..................................................................................................... 15

VCE History .......................................................................................................................................... 16

VCE Legal Studies ................................................................................................................................ 17

VCE LOTE Indonesian (Distance Education) ....................................................................................... 18

VCE Mathematics Pathways ................................................................................................................. 19

VCE General Mathematics 1&2 ............................................................................................................ 20

VCE Further Mathematics 3&4 ............................................................................................................. 20

VCE Mathematical Methods 1&2 .......................................................................................................... 21

VCE Mathematical Methods 3&4 .......................................................................................................... 21

VCE Specialist Mathematics 1&2 .......................................................................................................... 22

VCE Specialist Mathematics 3&4 .......................................................................................................... 22

VCE Media ............................................................................................................................................ 23

VCE/VET Music Performance ............................................................................................................... 24

VCE Physical Education ....................................................................................................................... 25

VCE Physics ......................................................................................................................................... 26

VCE Product Design Technology .......................................................................................................... 27

VCE Psychology ................................................................................................................................... 28

VCE Religion & Society......................................................................................................................... 29

VCE/VET Sport & Recreation Certificate III .......................................................................................... 30

VCE Studio Arts .................................................................................................................................... 31

VCE Systems Engineering .................................................................................................................... 32

VCE Theatre Studies ............................................................................................................................ 33

VCE Visual Communication & Design .................................................................................................. 34


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CONNECTED LEARNING WITH SEQTA All Highview College students are supplied with a computer in Year 7. This is replaced with a new one for their Senior studies in Years 10-12. SEQTA is an all-in-one collaborative teaching and learning ecosystem that empowers the school to change the way we see the relationship between school and home, simplifying and enriching the experience for teachers, students, and parents. When we made the decision to move to SEQTA, the number one result we wanted was to have a product that improved outcomes for our students, as well as improving the school experience for teachers and parents. Our use of SEQTA has started to make some important changes to the way we conduct our business, delivering benefits for all stakeholders, including:

• Increasing engagement between teachers, students, and parents – as students are able to access important course materials and notes at any time, and parents are able to view these notes and engage with their children and teachers as necessary

• Improving communication between teachers, students, and parents, allowing for a full, unhindered education ‘conversation’ between school and home – no longer are classrooms hidden behind doors and curtains, but the work of teachers and students is being showcased

• Online lesson delivery – richer content, with the ability for teachers to upload any number of relevant resources and notes to help students succeed, and allowing students to use SEQTA as an important revision and study tool, even when they are absent from school. This has provides dynamic lessons and increased powers of differentiation in classrooms

• Making homework and assessment details known – relieving some of the stress for both students and parents as information is easily accessible

• Timely and relevant feedback to students – taking advantage of the research that shows just how valuable timely feedback is to student development

SUPPORTED LEARNING WITH EDROLO At Highview College we embrace the use of eLearning technologies to support VCE students achieve their best. With this at the forefront of our thinking, we are delighted to confirm that all VCE students will have access to Edrolo for most of their VCE subjects in 2021. Edrolo is an extensive online resource, designed by expert VCE teachers to help students learn more about every aspect of the VCE study design in a subject. These teachers create online resources to supplement and complement what is being taught in the classroom. Edrolo courses combine interactive video theory, formative assessment, exam practice, and analytics, making it a powerful tool for VCE students and teachers. All content is produced specifically to meet the demands of the VCE study designs. Essentially, having access to Edrolo for students is like being able to access a second teaching expert, 24/7, whenever and wherever they need to. For those students who want to achieve their best in VCE, this is a brilliant tool for them to be able to use to further develop understanding of key content areas and ideas, hone analytical skills, and practise important concepts. All Edrolo content is designed, produced, and filmed with experienced teachers in Australia. All content is painstakingly crafted and centred on the VCE curriculum, covering every single dot-point in the relevant study design. Their video lessons contain interactive questions throughout, providing students with instant feedback, and teachers with live data. Many teachers use Edrolo video lessons as a primer for an engaging in-class lesson.


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As a College, we have made every attempt possible to ensure that we can offer an amazing resource like Edrolo without negatively impacting our students and parents financially. Please note: Edrolo do not have offerings for all VCE subjects. We have taken an Edrolo subscription on every available Year 12 subject and a selected number of Year 11 subjects. Highview will be providing Edrolo resources in the following studies:

• Biology (including Units 1&2) • Business Management • Chemistry (including Units 1&2) • English • Food Studies • Further Mathematics • General Mathematics (Units 1&2) • Health and Human Development (including Units 1&2) • History – Revolutions • Legal Studies • Mathematical Methods • Physical Education • Physics (including Units 1&2) • Psychology (including Units 1&2) • Specialist Mathematics • Studio Arts • Visual Communication Design

INFORMATION ABOUT THE VICTORIAN CERTIFICATE OF EDUCATION A normal VCE course consists of approximately 22-24 units taken over two years, but students may accumulate units over any number of years. The minimum requirement for the award of the Victorian Certificate of Education (VCE) is the satisfactory completion of 16 units that must include:

• Satisfactory completion of at least three units from the English group, including a Unit 3&4 sequence

• Three additional sequences of Units 3&4 studies (other than English), which may include a VET Unit 3&4 sequence

The Victorian Tertiary Admissions Centre (VTAC) advises that for the calculation of student’s Australian Tertiary Admission Rank (ATAR), satisfactory completion of both Units 3&4 of an English sequence is also required. Credit is available for equivalent studies undertaken interstate or overseas. Adult students returning to study, who have been absent from full time secondary schooling for at least one complete school year may enrol under modified requirements.

SELECTING YOUR COURSE • Year 11 English is compulsory. In Year 12, the English requirement may be met by the study of English

3&4 or Literature 3&4, or by completing more than one 3&4 sequence from these options • In selecting a course of study, students are expected to choose units which will lead to the award of

the VCE • Each VCE unit is numbered 1, 2, 3 or 4. While you may choose to do only Unit 1or only Unit 2 of many

subjects, Units 3 and 4 must be undertaken as a sequence • Student programs may include some Units 3&4 in the first year of VCE • In choosing units you should check carefully for any special entry requirements. Some studies require

Units 1&2 to be undertaken prior to Units 3&4 • Assessment details provided relate to Units 3&4. For Units 1&2 internal school-based assessments

take place during each semester • You should carefully consider which subjects are most important for you as you work towards the

completion of your VCE, and include all subjects you have selected in order of preference


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• Subjects which you must do, such as English, need to be listed first • Several reserve choices or alternative subjects need to be listed in case some of your selected

subjects become unavailable or have a blocking clash with a higher preference • If you wish to take a subject that has been included in this Handbook but has insufficient demand to

enable a class to run, you should discuss your needs and possible options with the Director of Administration, Mr Stuart Mandersloot. In some cases, it may be possible to complete the unit through Distance Education

• As an alternative to a VCE 3&4 Unit, some Universities offer an Extension Study program to VCE students who are very strong academically. This program is equivalent in content and assessment to a first year university study. Participation in this program may be possible for a student who meets the guidelines. If you are considering this option, you should see The Director of Professional Practice, Wendy Hare

• Students in Year 10 or above may choose to participate in a VET (Vocational Education and Training) course that focuses on the development of competencies. These certificates are composed of a series of modules usually taken over two years. The following Certificates are available at Highview College:

o Certificate Ill in Music o Certificate Ill in Sport and Recreation

Any students wishing to pursue other VET courses and/or School-based Apprenticeships should discuss their needs with the Careers Advisor, Janelle Howlett. It should be noted that VET Courses and School Based Apprenticeship must be completed along with an academic VCE Program at Highview. Highview College does not offer VCAL (Victorian Certificate of Applied Learning).

VCE STUDIES When choosing units, students need to plan a full program, and ensure that all Victorian Curriculum and Assessment Authority requirements are met. We also advise that they check Tertiary Entrance Requirements careful ly for any future tertiary courses in which they are interested. In many cases tertiary institutions will have additional requirements for specific courses. Further information may be obtained from the Head of Senior School, the Careers Advisor, the Director of Administration or the Director of Professional Practice. The VTAC website should also be visited. Course descriptions are provided in this Handbook for the units which are offered at Highview College. These will run when sufficient demand exists. Further details are available from subject teachers if required. While we would like to run all courses, the reality is that a class needs to have a minimum number of students when blocked against other VCE subjects, in order to be viable. The actual subjects which run, will be determined by student preferences and those which currently have low numbers are indicated in this Handbook.

END OF YEAR EXAM PREPARATION In the September break, all students undertaking Year 12 studies will complete trial exams. This is important preparation which will provide students with valuable feedback to ensure the best use of preparation time while they study for the final VCAA examinations.

YEAR 12 INDEPENDENT STUDY Students in Year 12 generally study five Units each semester, allowing for five lessons of Independent Study each week. Independent study provides Senior students with time to manage the demands of their courses and to develop the skills to prioritise their workload, as they will need to in further or tertiary study. These sessions are silent, independent study sessions held either in the Board Room (small groups) or in a classroom with a supervising teacher. Of course, it is possible for a Year 12 student to forfeit this line of study in order to undertake a sixth subject in Year 12. This decision should be considered carefully and discussed in advance with staff. Independent Study is not included in a Year 11 VCE Program, where students will generally study six units each semester. For a student who requires special consideration, VCE may be taken over three or more years, which allows for a reduced workload each year.


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VCE ENGLISH (COMPULSORY AT YEAR 11) VCE English focuses on how English language is used to create meaning in written, spoken and multimodal texts. Literary texts selected for study are drawn from the past and present, from Australia and from other cultures. Other texts are selected for analysis and presentation of argument. The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students' ability to create and analyse texts, moving from interpretation to reflection and critical analysis. English helps equip students for participation in a democratic society and the global community. Areas of study: Reading and Creating Texts, Reading and Comparing Texts, Analysing and Presenting Argument.

Unit 1 In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 2 In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 3 In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. Unit 4 In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media. Assessment Assessment in Units 1&2 is determined by the College. In Units 3&4, the level of student achievement is determined by performance in School Assessed Coursework (SACs) as per the study design, and by external examination.

Unit 3 school-assessed coursework 25% Unit 4 school-assessed coursework 25% End of year examination 50%


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VCE LITERATURE (DISTANCE EDUCATION) In VCE Literature students undertake close reading of texts and analyse how language and literary elements and techniques function within a text. Emphasis is placed on recognition of a text's complexity and meaning, and on consideration of how that meaning is embodied in its literary form. The study provides opportunities for reading deeply, widely and critically, responding analytically and creatively, and appreciating the aesthetic merit of texts. VCE Literature enables students to examine the historical and cultural contexts within which both readers and texts are situated. It investigates the assumptions, views and values which both writer and reader bring to the texts and it encourages students to contemplate how we read as well as what we read. It considers how literary criticism informs the readings of texts and the ways texts relate to their contexts and to each other. VCE Literature provides opportunities for students to develop their awareness of other people, places and cultures and explore the way texts represent the complexity of human experience. They develop an understanding and appreciation of literature, and an ability to reflect critically on the aesthetic and intellectual aspects of texts. The study of Literature enables students to consider the power and complexity of language, the ways literary features and techniques contribute to meaning and the significance of form and structure. Unit 1: Approaches to literature Students focus on the ways the interaction between text and reader creates meaning. Students' analyses of the features and conventions of texts help them develop responses to a range of literary forms and styles. They develop an awareness of how the views and values that readers hold may influence the reading of a text. Unit 2: Context and connections Students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Students consider the relationships between authors, audiences and contexts and analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. Unit 3: Form and transformation Students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students develop creative responses to texts and their skills in communicating ideas in both written and oral forms. Unit 4: Interpreting texts In this unit students develop critical and analytic responses to texts. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis. Assessment Assessment at Units 1&2 is determined by the provider. In Units 3&4, the level of student achievement is determined by performance in School Assessed Coursework (SACs) as per the study design, and by external examination.

Unit 3 coursework 25 % Unit 4 coursework 25 % End of year examination 50 %


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VCE 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 which live in seemingly inhospitable conditions. Modern biology draws on increasingly specialised fields such as biochemistry, genetics, evolutionary biology, behavioural science, and cell biology. Students acquire knowledge and skills that help them to critically examine issues that arise in their own lives and in the public domain. Unit 1: How do living things stay alive? This unit examines the cell as the structural and functional unit of the whole organism. Students will investigate cellular processes and analyse adaptations that enhance and organism's survival in the environment. Areas of Study are:

• How do organisms function? • How do living things sustain life? • Practical Investigation into the survival of a species

Unit 2: How is continuity of life maintained? In this unit students focus on cell reproduction and the transmission of biological information. Students use chromosome theory and classical genetics to explain the inheritance of traits from generation to generation. Areas of Study are:

• How does reproduction maintain the continuity of life? • How is inheritance explained? • Investigation of an issue in genetics and/or reproductive science.

Unit 3: How do cells maintain life? In this unit students further investigate the molecules and biochemical processes involved in cells. Students investigate how cells and body systems communicate, recognise and respond to each other. Students also learn about pathogens and the ways in which the human body responds to disease through the immune response. Areas of Study are:

• How do cellular processes work? • How do cells communicate?

Unit 4: How does life change and respond to challenges over time? This unit explores the changes to genetic material over time and the evidence for biological evolution. Students examine the impact of human culture and technological applications on biological processes. Areas of Study are:

• How are species related? • How do humans impact on biological processes?

A student practical investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or in Unit 4, or across both Units 3 and 4, and is assessed in Unit 4. Entry It is strongly recommended that Biology Unit 1 be completed before embarking on Units 3&4. If students wish to enter the study at Unit 3, they will need to undertake preparatory work. The study of biology prepares students for continuing studies in Science and entry into the workforce in a wide range of careers including medical, pharmaceutical, environmental, ecological and agriculture. Assessment: Assessment at Units 1&2 is determined by Highview College. In Units 3&4 achievement is determined by school-assessed coursework and an end-of-year examination. Unit 3 school-assessed coursework 16% Unit 4 school-assessed coursework 24% Unit 3&4 End of year examination 60%


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VCE BUSINESS MANAGEMENT VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management study design follows the process from the first idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure continued success of a business. Students develop an understanding of the complexity of the challenges facing decision makers in managing these resources.

Unit 1: Planning a business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business. Area of Study - 1 The business idea, 2 External environments, 3 Internal environment Unit 2: Establishing a business This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyze various management practices in this area by applying this knowledge to contemporary business case studies from the past four years. Area of Study – 1 Legal requirements and financial considerations, 2 Marketing a business, 3 Staffing a business Unit 3: Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Area of Study - 1 Business foundations, 2 Managing employees, 3 Operations management Unit 4: Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory. Area of Study - 1 Reviewing performance – the need for change, 2 Implementing change

Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework and an examination.

Unit 3 school-assessed Coursework 25% Unit 4 school-assessed Coursework 25% End-of-year examination 50%


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VCE CHEMISTRY Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes. Unit 1: How can the diversity of materials be explained? Students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the relationships between properties, structure and bonding forces within and between particles. Areas of study are:

• How can knowledge of elements explain the properties of matter? • How can the versatility of non-metals be explained?

A research investigation is undertaken related to topics covered throughout the semester. Unit 2: What makes water such a unique chemical? Students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures. Areas of Study are:

• How do substances interact with water? • How are substances in water measured and analysed?

A detailed practical investigation into an aspect of water quality is undertaken at the end of this unit. Unit 3: How can chemical processes be designed to optimise efficiency? In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. Areas of study are:

• What are the options for energy production? • How can the yield of a chemical product be optimised?

Unit 4: How are organic compounds categorised, analysed and used? In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Students study the ways in which organic structures are represented and named. Students investigate key food molecules through an exploration of their chemical structures. Areas of study are:

• How can the diversity of carbon compounds be explained and categorised? • What is the chemistry of food?

A student practical investigation related to energy and/or food is undertaken in either Unit 3 or in Unit 4, or across both Units 3 and 4, and is assessed in Unit 4. Entry It is strongly recommended that Chemistry Units 1&2 be completed before embarking on Units 3&4. If students wish to enter the course at Units 2 or 3, they will need to undertake preparatory work. The study of Chemistry prepares students for continuing studies in Science and entry into the workforce in a wide range of careers including medical, pharmaceutical, environmental, engineering and agriculture. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework and an end-of-year examination.

Unit 3 school-assessed coursework 16% Unit 4 school-assessed coursework 24% Units 3&4 examination 60%


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VCE FOOD STUDIES Food Studies explores the world of food, with an emphasis on food knowledge and skills. Students apply the principles of nutrition, food science and preparation. This study compliments further training and employment opportunities in food and consumer science, nutrition and health studies, food technology, home economics, hospitality and food manufacturing industries. The study consists of four units. Unit 1: Food Origins. In this unit students investigate the origins and cultural roles of food. They learn how our natural resources, social and climate conditions strongly influence the foods available to consumers. They produce food frequently to gain a further understanding of how modern popular foods have been adapted from earlier cuisines. Areas of study include-

• Food around the world • Food in Australia

Unit 2: Food Makers Students research the history and culture of food in Australia. They consider Indigenous ingredients and foods prior to European settlement and the renewed interest in these unique flavours. The practical component provides students with the opportunity to extend their knowledge of diverse cuisines introduced by Europeans and migrants to Australia and adapt recipes to suit a range of requirements. Areas of study include-

• Food Industries • Food in the home

Unit 3: Food in daily life In this unit students focus on the everyday influences on food choices and how individuals, families and communities change their eating patterns within their relevant social environments. Students learn how to apply food science terminology when researching the chemical changes in foods and how the microbiology of digestion is impacted on by food allergies and intolerances. Areas of study include-

• The science of food • Food choice health and wellbeing

Unit 4: Food issues, challenges and futures In this unit students focus on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety and food wastage. The practical component of this unit provides students with opportunities to apply their responses to environmental and ethical food issues, and to extend their food production repertoire reflecting the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. The Areas of study are

• Environments and Ethics • Navigating food information

Entry There are no prerequisites for entry to Units 1, 2 or 3. Students must take Unit 3 prior to Unit 4 Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework and an external VCAA examination.

Unit 3 school-assessed coursework 30% Unit 4 school-assessed coursework 30%

Unit 4 examination 40%


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VCE GEOGRAPHY (DISTANCE EDUCATION) Geography is a structured way of exploring, analysing and understanding the characteristics of places that make up our world. VCE Geography is designed around two key themes: interconnection and change. Human interaction with environments has had, and continues to have, significant consequences. Unit 1: Hazards and disasters In this unit, students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events. Unit 2: Tourism In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. They select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations. Unit 3: Changing the land This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Students investigate three major processes that are changing land cover in many regions of the world: 1. Deforestation; 2. desertification, and 3. melting glaciers and ice sheets. Students investigate the distribution and causes of these three processes. They select one location for each of the three processes to develop a greater understanding of the changes to land cover produced by these processes, the impacts of these changes and responses to these changes at different scales. Unit 4: Human population- trends and issues In this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. In this unit, students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental impacts on people and places. Fieldwork Units 1, 2 and 3 involve compulsory fieldtrips. Assessment Assessment at Units 1&2 is determined by provider. In Units 3&4 student achievement is determined by coursework and an end-of-year examination.

Unit 3 coursework 25% Unit 4 coursework 25% End-of-year examination 50%


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VCE HEALTH & HUMAN DEVELOPMENT VCE Health and Human Development provides students with the skills and knowledge to make informed decisions about their own health and to recognise the importance of health in society. In undertaking this study, they will be able to actively participate in making appropriate choices that allow for good health and be able to seek appropriate advice. This course enables students to understand the current ideologies of health and human development in contemporary society. Students critically evaluate the health and development of the individual across the lifespan in the context of both Australia's and global health and human development. VCE Health and Human Development offers students a range of pathways and caters to those who wish to pursue further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession. Unit 1: The health and development of Australia's youth With a focus on youth, students identify personal perspectives relating to health and wellbeing, and the factors that influence health attitudes, beliefs and practices, including those affecting Aboriginal and Torres Strait Islanders. Students practise interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health issue. Unit 2: Individual human development and health issues This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. It promotes health literacy skills through an examination of adulthood as a time of many health-related milestones and changes. Students enquire into the Australian healthcare system and further develop their skills in analysing health information and data. Unit 3: Australia's health This unit looks at health, wellbeing and illness as being dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept. Their thinking extends to health as a universal right. They evaluate variations in the health status of Australians and investigate various public health approaches, models and successful programs, with an emphasis on the Australian health system. Unit 4: Global health and human development Students use data to investigate the variations in health status in different countries. They study the key concepts of sustainability and human development and consider the health implications of globalization, climate change, digital technologies, world trade and the mass movement of people. They look at global action to improve health and human development, focusing on the UN’s Sustainable Development Goals and the work of the World Health Organization. Students also investigate the role of non-government organisations and Australia’s overseas aid programs and apply the elements of sustainability to evaluate the effectiveness of these programs. Entry There are no prerequisites for entry to Units 1, 2 or 3. However, students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to be studied in the final two years of secondary education. Students interested in undertaking Unit 1 in Year 10 will need to demonstrate academic excellence. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework and an examination.

Unit 3 school-assessed coursework 25% Unit 4 school-assessed coursework 25% End-of-year examination 50%


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VCE HISTORY The study of VCE History assists students to understand themselves, others and their world, and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. Historians do not always agree about the meaning that is taken from the past: historical interpretations are often subject to academic and public debate. The study of history equips students to take an informed position on such matters, helping them develop as individuals and citizens. Units 1&2: Twentieth Century History In Unit 1, students explore the nature of political, social and cultural change in the period between the world wars (1918-1939). World War One is regarded by many as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. Students explore the events, ideologies and movements after World War One; the emergence of conflict; and the causes of World War Two. Students also focus on the significant social and cultural changes that lead to new fascist governments using the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism, with a particular focus on Nazi Germany. In Unit 2, students study the period after World War Two (1945-2000). They explore the nature and impact of the Cold War and the challenges and changes to existing political, economic and social arrangements in the second half of the Twentieth Century. They consider the reasons for the long-running period of ideological conflict between the USA and USSR and the ultimate collapse of the Soviet Union in 1991. This unit also explores the ways in which traditional ideas, values and social challenge and change occurred with and between nations based on religion, nationalism, race, gender and human rights. Units 3&4: Revolutions In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror. At Highview College, students study The Russian Revolution of October 1917 and The Chinese Revolution of 1949. Area of Study 1: Causes of revolution In this area of study students analyse the long-term causes and short-term triggers of revolution. They evaluate how revolutionary outbreaks are caused by the interplay of significant events, ideas, individuals and popular movements and assess how these were directly or indirectly influenced by the social, political, economic and cultural conditions. Area of Study 2: Consequences of revolution In this area of study students analyse the consequences of the revolution and evaluate the extent to which it brought change to society. The success of the revolution was not inevitable; therefore, students analyse the significant challenges that confronted the new regime after the initial outbreak of revolution. Furthermore, they evaluate the success of the new regime's responses to these challenges and the extent to which the consequences of revolution resulted in dramatic and wide reaching social, political, economic and cultural change, progress or decline. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework and an examination.



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VCE LEGAL STUDIES VCE Legal Studies examines the institutions and principles that are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system. The subject enables students to become active and informed citizens by fostering critical thinking, legal reasoning and decision-making skills. Unit 1: Guilt and liability This unit develops students’ understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to scenarios to determine guilt or liability. Students develop an appreciation of the way in which legal principles and information are used in making reasoned judgements in a range of cases. Areas of study are:

• Legal Foundations • The presumption of innocence • Civil liability

Unit 2: Sanctions, remedies and rights This unit focuses on the enforcement of criminal and civil law. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgement about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia in comparison to another country and explore possible reforms to current protections. Areas of study are:

• Sanctions • Remedies • Rights

Unit 3: Rights and justice In this unit students examine the methods and institutions in the justice system involved in determining criminal cases and resolving civil disputes. Students explore the Victorian court hierarchy and other legal institutions. They will study the rights available to an accused and victims and the role of the various personnel in the legal system. Students investigate the extent to which the principles of justice are upheld in the justice system and discuss recent and recommended reforms as means to enhance the ability of the legal system to achieve justice. Areas of study are:

• The Victorian criminal justice system • The Victorian civil justice system

Unit 4: The people and the law This unit explores the relationship between the Australian people, the Australian Constitution and law-making bodies. Students explore the role of the Constitution in establishing law-making powers of the parliaments and the protections it affords to the Australian people. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They also investigate the role of individuals, the media and law reform bodies in influencing law reform. Areas of study are:

• The people and the Australian Constitution • The people, the parliament and the courts




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VCE LOTE INDONESIAN (DISTANCE EDUCATION) All units are designed to enable students to use Indonesian to communicate with others, to understand and appreciate the cultural contexts in which Indonesian is used and to understand language as a system. There are three prescribed themes: The individual; The Indonesian Speaking Communities; and the Changing World. Unit 1: LOTE – Indonesian Students should be able to: establish and maintain a spoken or written exchange related to personal areas of experience; 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. Areas of study are:

• Informal conversation I reply to personal letter I email I fax • Listen to and read texts to obtain information to complete notes, charts or tables in Indonesian or

English • Oral presentation / review / article

Unit 2: LOTE – Indonesian Students should be able to: participate in a spoken or written exchange related to making arrangements and completing transactions; use information from written and spoken texts; and give expression to real or imaginary experience in written or spoken form. Areas of study are:

• Formal letter, or fax, or email / role play / interview • Listen to spoken texts and re-organize information and ideas in a different text type • Read written texts and re-organize information and ideas in a different text type • Journal entry / personal account / short story

Unit 3: LOTE - Indonesian Students should be able to: analyse and use information from spoken texts; express idea through the production of original texts; and exchange information, opinions and experiences. Areas of study are:

• Express ideas through the production of original texts • Analyse and use information from spoken texts • Exchange information, opinions and experiences

Unit 4: LOTE – Indonesian Students should be able to: analyse and use information from written texts; and respond critically to spoken and written texts which reflect aspects of the language and culture of Indonesian speaking communities. Areas of study are:

• Analyse and use information from written texts • Respond critically to spoken and written texts which reflect aspects of the language and culture of

Indonesian speaking communities Assessment Assessment at Units 1&2 is determined by provider. In Units 3&4 student achievement is determined by coursework and an examination.

Unit 3 coursework 25% Unit 4 coursework 25% End of year oral examination 12.5% End of year two hour written examination 37.5%


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VCE MATHEMATICS PATHWAYS There is a range of Mathematics studies available at Highview College to cater for the needs of individual students. Mathematics is not compulsory at VCE level. Mathematics pathways at Highview are indicated below.

Year 10 Year 11 Year 12

General Mathematics General

Mathematics 1&2 Further Mathematics 3&4

10 Pre-Methods Mathematical Methods 1&2

Mathematical Methods 3&4

Mathematical Methods 1&2 Specialist Mathematics 1&2

Mathematical Methods 3&4 Specialist Mathematics 3&4

Before selecting your Mathematics course it is strongly recommended that you:

• Check the Mathematics prerequisites for any tertiary courses you may wish to undertake after VCE, and

• Discuss your planned choice with your Mathematics teacher


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VCE GENERAL MATHEMATICS 1&2 General Mathematics is designed for students who will probably not continue studying Mathematics at a tertiary level, but who will find Mathematics a useful or supportive tool in future studies, employment or an apprenticeship. It is designed as a preparation for Further Mathematics Units 3&4. In each unit material will cover the following topics:

• Arithmetic and Number (Computation and Practical Arithmetic, Financial Arithmetic) • Discrete Mathematics (Matrices, Graphs and Networks, Number Patterns and Recursion) • Linear Graphs and Models • Statistics (Investigating and Comparing Data Distributions, Investigating Relationships Between Two

Numerical Variables Assessment Assessment at Units 1&2 is determined by Highview College.

VCE FURTHER MATHEMATICS 3&4 Further Mathematics consists of two compulsory areas of study 'Data Analysis' and 'Recursion and Financial Modelling'. They complete two modules:

• Networks and Decision Mathematics • Matrices

Prerequisites To be eligible for this study, prior completion of General Mathematics Units 1& 2, or prior completion of, or current enrolment in, Mathematical Methods Units 1&2 is required. Assessment In Units 3 & 4 student achievement is determined by school-assessed coursework and an examination.

Unit 3 school-assessed coursework 20% Unit 4 school-assessed coursework 14% End of year Examination 1 33% End of year Examination 2 33%


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VCE MATHEMATICAL METHODS 1&2 This course is designed as a preparation for Mathematical Methods Units 3&4. Students are expected to cover prescribed material in each of four areas of study. These are:

• Functions & Graphs • Algebra • Calculus • Probability & Statistics

Prerequisites Students attempting Mathematical Methods are expected to have a sound background in number, algebra, linear equations, parabolas and quadratics, and their applications, and probability. We also strongly advise that students complete Year 10 Mathematics (Pre-Methods) before selecting this pathway. Assessment Assessment at Units 1&2 is determined by Highview College.

VCE MATHEMATICAL METHODS 3&4 Mathematical Methods is a prerequisite for many tertiary courses including science, economics, and medicine. These units develop and extend material covered in Mathematical Methods 1&2. They also contain material required for Specialist Mathematics Units 3&4. Areas of study are:

• Functions and Graphs • Algebra • Calculus • Probability & Statistics

Prerequisites Students are required to complete Mathematical Methods 1&2 before undertaking this course. It is advantageous to have also completed Specialist Mathematics Units 1& 2. Assessment In Units 3&4 student achievement is determined by school-assessed coursework and an end-of-year examination.

Unit 3 school-assessed coursework 17% Unit 4 school-assessed coursework 17% End of year examination 1 22% End of year examination 2 44%


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VCE SPECIALIST MATHEMATICS 1&2 In each unit material will cover four or more topics selected from at least three different areas of study. Each unit will have two topics that will be selected from the areas of study below.

• Arithmetic and Number (Number System and Recursion) • Geometry, Measurement and Trigonometry (Geometry in the Plane and Proof, Vectors in the Plane) • Graphs of Linear and Non-Linear Relations (Graphs of Non-Linear Relations) Each unit will then

complete two other topics from the areas of study below. • Algebra and Structure (Logic and Algebra, Transformations, Trigonometry and Matrices) • Arithmetic and Number (Principles of Counting) • Discrete Mathematics (Graph Theory) • Graphs of Linear and Non-Linear Relations (Kinematics) • Statistics (Simulation, Sampling and Sampling Distributions)

Prerequisites This course has a Scientific/Tertiary emphasis and is designed for students who are also studying Mathematical Methods. This course is strongly recommended for students who may want to study mathematically based subjects at tertiary level. Assessment Assessment at Units 1&2 is determined by Highview College.

VCE SPECIALIST MATHEMATICS 3&4

Normally taken in conjunction with Mathematical Methods 3&4 It is intended for those with strong interests in Mathematics and those who wish to undertake further study in Mathematics and related disciplines, such as engineering. Specialist Mathematics consists of the following areas of study:

• Functions and Graphs • Algebra • Calculus • Vectors • Mechanics • Probability and Statistics

Prerequisites To be eligible for entry into Specialist Mathematics 3&4 students need to have completed Mathematical Methods 1&2 and Specialist Mathematics 1&2. They should also have completed, or be enrolled in, Mathematical Methods 3&4. Assessment In Units 3&4 student achievement is determined by school-assessed coursework and an end-of-year examination.

Unit 3 school-assessed coursework 17% Unit 4 school-assessed coursework 17% End of year examination 1 22% End of year examination 2 44%


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VCE MEDIA Developments in digital technologies have transformed media at a rapid pace. Media has become deeply embedded within our lives and culture, consumed on a personal, local, national and global level, generating enormous growth in the media economy. VCE Media provides students with the opportunities to develop and refine their planning and analytical skills, critical and creative thinking and expression, and to strengthen their communication skills and technical knowledge. In this study, students gain essential skills for modern society, and lead to pathways for further study at a tertiary or vocational level; including screen and media, marketing, games and interactive media, journalism, communication and writing, graphic and communication design, photography and animation. Unit 1: Media forms, representations and Australian stories In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations in media production. Students work in a range of media forms and develop their own productions that include film, photography, print and interactive media presentations. Students develop an understanding of the features of Australian fictional and non-fictional narratives and examine the influence of media professionals on production genre and style. Unit 2: Narrative across media forms In this unit students further develop an understanding of the concept of narrative in media products and forms. Media industries such as journalism and filmmaking are built upon the creation and distribution of narratives constructed using media codes and conventions. Traditional and newer media forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, and undertake production activities to design and create narratives that demonstrate an awareness of the media codes and conventions in various media forms. Unit 3: Media narratives and pre-production In this unit students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form. Students develop written and visual documentation to support the production of a media product in Unit 4. Unit 4: Media production and issues in the media In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. Students focus on the opportunities and challenges afforded by current developments in the media industry. They explore media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework, school-assessed task and an examination. Percentage contributions to the study score in Media are as follows:

Units 3 and 4 school-assessed coursework 20% Units 3 and 4 school-assessed task: 40% End-of-year examination 40%


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VCE/VET MUSIC PERFORMANCE CUA30915 Cert III in Music Industry provides students with the foundation knowledge and skills required for entry into the music industry. Core units of competency in the program include developing and updating industry knowledge, participating in work, health and safety processes and working effectively with others. The elective units in the program allow students to develop skills in preparing for performances, mixing sound in a broadcasting environment or repairing and maintaining audio equipment. On the completion of this certificate, students receive a national recognized qualification as well as VCE credits at units 1 – 4 level towards their VCE study including an ATAR score. Career pathways may include employment into roles such as assistant band manager, junior musician/singer, sound mixer/technician, and sound recordist. Code Unit of Competency (UoC) Units 1&2 Compulsory BSBWHS201 Contribution to health and safety of self and others CUACMP301 Implement copyright arrangements CUAIND303 Work effectively in the music industry CUAMLT302 Apply knowledge of style and genre to music industry practice Electives CUAMPF203 Develop ensemble skills for playing or singing music CUASOU204 Mix sound in a broadcasting environment

Units 3&4 Specialisation: Music performance Compulsory CUAMPF301 Develop technical skills in performance CUAMPF302 Prepare for performances CUAMPF305 Develop improvisation skills CUAMPF402 Develop and maintain stagecraft skills Electives CUAMPF404 Perform music as part of a group CUAMPF406 Perform music as a soloist

Units 3&4 Specialisation: Sound Production Compulsory CUASOU306 Operate sound reinforcement systems CUASOU307 Record and mix a basic music demo CUASOU308 Install and disassemble audio equipment CUASOU311 Mix music in a studio environment CUASOU402 Manage audio input sources

Assessments Assessments at Units 1&2 are determined by Highview College in conjunction with COSAMP: College of Sound and Music Production (RTO #41549). Students are required to be involved in certain extra-curricular programs, depending on their chosen specialisations, such as band rehearsals and public performances, and sound production crews for the school musicals, etc as part of the course. Scored assessment at Units 3&4

• Music Performance consists of three coursework tasks worth 50% of the overall study score, and an end of year performance examination worth 50% of the overall study score.

• Sound Production scored assessment consists of three coursework tasks worth 66% of the overall study score, and an end of year written examination worth 34% of the overall study score.


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VCE PHYSICAL EDUCATION Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. The study enables the integration of theoretical knowledge and practical application through participation in physical activities. Unit 1: The Human Body in motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. Areas of study are:

• How does the musculoskeletal system work to produce movement? • How does the cardiorespiratory system function at rest and during physical activity?

Unit 2: Physical activity, sport and society This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Areas of study are:

• What are the relationships between physical activity, sport, health and society? • What are the contemporary issues associated with physical activity and sport?

Unit 3: Movement skills and energy for physical activity This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. Areas of study are:

• How are movement skills improved? • How does the body produce energy?

Unit 4: Training to improve performance In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/or coach to gain, apply and evaluate knowledge and understanding of training. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Areas of study are:

• What are the foundations of an effective training program? • How is training implemented effectively to improve performance?


Unit 3 school-assessed coursework 25% Unit 4 school-assessed coursework 25% Units 3&4 two-hour examination 50%


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VCE PHYSICS Students considering Engineering as a possible career path are strongly recommended to select VCE Physics. It is also an alternative to Biology or Chemistry as a path into Science courses. Physics is the study of how the universe works, including Electricity, Forces, Light and Astronomy. People who choose to study physics do so because they are fascinated by the world around them. They want to discover more about the how and the why of what goes on. Unit 1 This unit covers the following areas of study:

• How can thermal effects be explained? • How do electric circuits work? • What is matter and how is it formed?

Unit 2 This unit covers the following areas of study:

• How can motion be described and explained? • One topic from 12 options, each based on a different observation of the physical world • Practical investigation


• How do things move without contact? • How are fields used to move electrical energy? • How fast can things go?


• How can waves explain the behaviour of light? • How are light and matter similar? • Practical investigation

Prerequisites Students are advised to take Unit 2 before Unit 3. Students who enter the study at Unit 3 should be willing to undertake some preparation as specified by the teacher. Physics does have a relatively high mathematical content. Students will need to have mathematical ability before selecting the study of Physics. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework and an examination.

Unit 3 school-assessed coursework 21% Unit 4 school-assessed coursework 19% Unit 3&4 examination 60%


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VCE PRODUCT DESIGN TECHNOLOGY Designers play an important part in our daily lives. They determine the form and function of the products we use and transform ideas into drawings and plans for the creation of products that fulfil human needs and wants. In Product Design and Technology, students assume the role of a designer-maker and develop knowledge and skills to produce effective and creative responses to design challenges. Students can work in the wood, metal, fibre or plastic material categories. This unit provides a pathway to a range of related fields such as: industrial, product, interior, and exhibition design, engineering, furniture, and jewelry design at both professional and vocational levels. Unit 1: Sustainable product redevelopment This area of study introduces students to the product design process, lifecycle analysis/assessment (LCA), IP and the product design factors, with an emphasis on sustainability. Students consider contemporary practices of designers who claim to incorporate sustainable practices. Areas of study are:

• Sustainable redevelopment of a product • Producing and evaluating a redesigned product

Unit 2: Collaborative design In this unit each student works as a member of a team to design and develop a product range or contribute to the design and production of a group product. This mirrors professional design practice where designers often work within a multidisciplinary team to develop solutions to design problems. Areas of study are:

• Designing within a team • Producing and evaluating within a team

Unit 3: Applying the product design process The design and development of a product that meets the needs and expectations of a client or an end-user is influenced by a range of complex factors. These include: client or community requirements, innovation, social and economic trends, availability of resources and technological developments in industry. Areas of study are:

• Designing for end-user/s • Product development in industry • Designing for others

Unit 4: Product development and evaluation Evaluations are made at various points of product design, development and production. When judging the suitability and viability of design ideas and options designers refer to the design brief and evaluation criteria in collaboration with a client. Areas of study are:

• Product analysis and comparison • Product manufacture • Product evaluation

Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework, school-assessed task (folio) and an examination.

Unit 3 school-assessed coursework 12% Unit 4 school-assessed coursework 8% School-assessed task 50% Units 3&4 examination 30%


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VCE PSYCHOLOGY Psychology is a science that explains how our mental processes influence behaviour in humans. It involves the study of human behaviours and the thought processes that shape them. Students can gain valuable insights to the factors that help to determine their individual personalities and their relationships with family, friends and the wider community. Students learn how to make greater sense of everyday situations by referring to psychological principles. They will see how biological, behavioural, cognitive and socio-cultural factors influence the way we think, feel and behave. A significant benefit from this study is that students can develop a range of broader skills including; problem solving, critical evaluation and the application of processes of scientific inquiry. The study of Psychology leads to opportunities in a range of careers that involve working with children, adults, families and communities in a variety of settings. These include academic and research institutions, management and human resources, and government, nursing, welfare, childcare, corporate and private enterprises. Fields of applied psychology include educational, environmental, forensic, health, sport and organisational psychology. Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social psychology and developmental psychology. Unit 1: How are behaviour and mental processes shaped? In this unit students explore the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person's psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution of classical and contemporary studies and the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours. Unit 2: How do external factors influence behaviour and mental processes? In this unit students explore how the perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. Students will learn about the formation of attitudes and how they can affect the behaviour of individuals and groups. This includes exploration of examples of discrimination, prejudice, conformity and obedience to authority, as well as the influence of bullying on a person's psychological function and the media on group behaviour. Unit 3: How does experience affect behaviour and mental processes? In this unit students examine how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how humans acquire knowledge, develop new skills and change behaviour through mechanisms of memory and learning. They consider the limitations of memory and how memory can be improved. Unit 4: How is wellbeing developed and maintained? In this unit students examine how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of mental health as a continuum. They apply the biopsychosocial approach, as a scientific model, to the development and management of a specific phobia, to analyse mental health and disorder. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework and an examination.

Unit 3 school-assessed coursework 16% Unit 4 school-assessed coursework 24% Unit 3&4 examination 60%


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VCE RELIGION & SOCIETY This study enables students to understand the nature and purpose of religion and the interaction between society and religion. Students reflect on the capacity of religion to provide meaning to life experiences as they develop an understanding of, and respect for, the religious beliefs of others. Students develop skills in research and analysis, helping students to become informed citizens and preparing them for work and further study in fields such as anthropology, theology, philosophy, sociology, journalism, politics and international relations.

Unit 1: The role of religion in society In this unit students explore the origins of religion and its role in the development of society, identifying the nature and purpose of religion over time. They investigate the contribution of religion generally to the development of human society. They also focus on the role of religious traditions over time in shaping personal and group identity. Students examine how individuals, groups and new ideas have affected and continue to affect religious traditions. The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas and religious traditions broadly and in the Australian society in which they live.

Unit 2: Religion and ethics Ethics is concerned with discovering the perspectives that guide practical moral judgment. Studying ethics involves identifying the arguments and analysing the reasoning, and any other influences, behind these perspectives and moral judgments. An important influence on ethical perspective is the method of ethical decision-making, made up of concepts, principles and theories. In this unit students study in detail various methods of ethical decision-making in at least two religious traditions and their related philosophical traditions. They explore ethical issues in societies where multiple worldviews coexist, in the light of these investigations. Students consider aspects of religion when exploring selected religious traditions and religion in general.

Unit 3: The search for meaning In this unit students study the purposes of religion generally and then consider the religious beliefs developed by one or more than one religious tradition or denomination in response to the big questions of life. Students study how particular beliefs within one or more than one religious tradition or denomination may be expressed through the other aspects of religion, and explore how this is intended to foster meaning for adherents. Students then consider the interaction between significant life experience and religion. Unit 4: Religion, challenge and change In this unit students explore challenge for religious traditions generally over time and then undertake a study of challenge and change for one or more than one religious tradition or denomination. Religious tradition/s or denomination/s are to be selected from one or more than one of the following: Buddhism, Christianity, Hinduism, Islam, Judaism. Assessment Assessment at Units 1&2 is determined by Highview College. The student’s level of achievement in Units 3&4 will be determined by a combination of School-assessed Coursework, as specified in the VCE study designs, and an external examination.

Percentage contributions to the study score in VCE Religion & Society are as follows:

Unit 3 school-assessed coursework 25% Unit 4 school-assessed coursework 25% Unit 3&4 end-of-year examination 50%


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VCE/VET SPORT & RECREATION CERTIFICATE III In 2021, students in Year 10 or above may enrol in this course which leads to a VET Certificate. This will require the undertaking of a combination of VCE studies and VET units. The VCE and VET units contain Modules or Units of Competence that are required to complete a training qualification. These VCE and VET Units also contribute to VCE requirements for Satisfactory Completion. For students who are enthusiastic about physical fitness and sport, and who may be considering a career as a sport and recreation officer, fitness instructor, recreation officer or sporting coach, this course will provide a solid background in the industry. First Year The Certificate III in Sport & Recreation has an emphasis on sporting skills and industry knowledge. In the first year, you will complete an exciting range of sporting related units and develop a basic level of skills of instructing in a variety of games and sports. You will also develop knowledge of the sporting industry and relevant workplace skills. You will learn about the preparation and equipment required for sporting and recreation sessions, how to conduct these sessions, first aid and how to deal with clients. There will be a wide variety of sports covered which will be tailored to your interests. Second Year The second year of the Program brings a focus on fitness training and instruction. You will also develop knowledge of sport and recreation markets and participation patterns, and go on to develop public education programs in a related area. This course is suitable if you have an interest in a career in sports recreation, fitness instructing, sports development and sports coaching. Structured Workplace Learning: 10 days recommended over two years Qualification and recognition Completing the first year of this course provides two units towards VCE at Units 1&2 level. Second year completion offers a study score for the ATAR if you opt to sit for the examination, and two units towards VCE at Units 3 & 4 level. Also, satisfactory completion of this two-year program entitles the student to a Certificate III in Sport & Recreation. Career and further study opportunities Further study opportunities include:

Certificate IV and Diploma of Fitness Diploma of Sport & Recreation Administration/Sport Development Diploma of Outdoor Recreation


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VCE STUDIO ARTS VCE Studio Arts introduces students to the role and practices of artists in society. Student research focuses on critical, reflective and creative thinking, the visual analysis of artworks and the investigation of how artists have interpreted sources of inspiration and influences in their art making. Students examine how artists develop their practice and have used materials, techniques and processes to create aesthetic qualities in artworks. They study how artists have developed style and explored their cultural identity in their artwork. Students use this knowledge to inform their own studio practice and to support art making. Unit 1: Studio inspiration and techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration; research artistic influences develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Unit 2: Studio exploration and concepts In this unit students focus on establishing and using a studio practice to produce artworks. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Students also develop skills in the visual analysis of artworks. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art. Unit 3: Studio practices and processes In this unit students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. This process records trialing, experimenting, analysing and evaluating the extent to which art practices successfully communicate ideas presented in the exploration proposal. Students will select some of these potential directions from which to develop at least two artworks in Unit 4. Unit 4: Studio production and art industry contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists’ involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework, school-assessed task and an examination. Percentage contributions to the study score in Studio Arts are as follows:

Units 3 & 4 school-assessed coursework 10% Units 3 & 4 school-assessed task 60% End-of-year examination 30%


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VCE SYSTEMS ENGINEERING VCE Systems Engineering involves the design, production, operation and evaluation of integrated electro-technological and mechanical systems, which control many aspects of human experience. Students studying VCE Systems Engineering are taught to identify and quantify systems goals, generate system designs, select and implement the most appropriate design. Students test and verify that the system is well-built and integrated. This study can be applied to a diverse range of engineering fields such as manufacturing, transportation, automation, control technologies, mechanisms and mechatronics, electro-technology, robotics, pneumatics, hydraulics, and energy management. It prepares students for careers in engineering, manufacturing and design through a university or TAFE vocational study pathway, employment, apprenticeships and traineeships. Unit 1: Mechanical Systems This unit focuses on engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems. Students create an operational system using the systems engineering process. Areas of Study are:

• Mechanical system design • Producing and evaluating mechanical systems

Unit 2: Electro-technological Systems In this unit students study fundamental electro-technological engineering principles including electrical/electronic concepts, circuits and components. Through the application of the systems engineering process, students create an operational electro-technological system. Areas of Study are:

• Electro-technology system designs • Producing and evaluating electro-technological systems

Unit 3: Integrated and Controlled Systems This area of study focuses on engineering knowledge associated with the integration, calibration and control of mechanical and electro-technological systems. Students design and commence construction of an integrated electromechanical system with a control element. Area of Study:

1. Integrated and controlled system design 2. Clean energy technologies

Unit 4: Systems Control In this unit students complete the creation of the mechanical and electro-technological integrated and controlled system they commenced production of in Unit 3. They conduct diagnostic testing and an evaluation of their system. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts. Area of Study:

1. Producing and evaluating integrated and controlled systems 2. New and emerging technologies

Assessment The award of satisfactory completion for Units 1&2 is based on whether the student has demonstrated the set of outcomes specified for each unit. In Units 3&4 student achievement is determined by school-assessed coursework, a school assessed task and an end-of-year examination.

Unit 3 school-assessed coursework 10% Unit 4 school-assessed coursework 10% Unit 4 school-assessed task (folio and practical project) 50% Units 3&4 examination 30%


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VCE THEATRE STUDIES VCE Theatre Studies has two pathways, acting and design (including studies in lighting, sound, costume, make-up, set or props). Throughout the course, students develop creative and imaginative ideas in response to scripts; analyse and evaluate professional theatre performances as well as staging a production for an audience. The skills developed through this course are valuable in various industries. Skills include: developing, refining and enhancing analytical, evaluative, and critical thinking skills as well as their expression, problem-solving, collaboration and communication skills. This study can also lead to a diverse range of employment fields for theatre-makers such as playwrights, actors, directors, and designers, producing theatre for varied purposes. The study of theatre, in all its various forms, prepares students for further study in theatre production, theatre history, communication, writing, acting, direction, and design at the tertiary level. Unit 1: Pre-Modern theatre styles and conventions This unit focuses on the application of acting, direction and design in relation to theatre styles from the pre-modern era. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and presentation, elements of theatre composition and apply this to selected scripts. Students begin to develop skills of performance analysis and apply these to a professional performance that they attend. They also participate in the school musical production through acting and/or design with Unit 3 students as part of their assessment. Unit 2: Modern theatre styles and conventions This unit focuses on the application of acting, direction and design in relation to theatre styles from the modern era. Students creatively and imaginatively work in production roles with scripts, focusing on at least three distinct theatre styles. They study innovations in theatre production in the modern era and apply this knowledge to their own presentation of a monologue. Unit 3: Producing Theatre In 2021, the VCE Play will be combined with the Highview school production, giving students the opportunity to use their involvement as part of their coursework as well as providing leadership opportunities. Students specialise in two production roles, choosing from: acting, costume design, make-up design, sound design, lighting design, set design and props. They work collaboratively, creatively and imaginatively to realise the production of a script. Students also attend a professional performance selected from the prescribed VCE Theatre Studies Unit 3 Playlist and analyse and evaluate the interpretation of the script in the performance. Unit 4: Presenting an Interpretation In this unit students study a scene and an associated monologue (as specified each year by the VCAA). This work includes exploring theatrical possibilities and using dramaturgy and the elements of theatre composition. Students then develop a creative and imaginative interpretation of the monologue through either acting and directing OR as a designer. Students’ work for Areas of Study 1&2 is supported through analysis of a performance they attend. Students analyse and evaluate acting, direction and design. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4 student achievement is determined by school-assessed coursework, a presentation/performance as well as a written examination.

• School-assessed coursework 45% • End of year monologue examination 25% • End of year written examination 30%


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VCE VISUAL COMMUNICATION & DESIGN This study is intended to assist students in the understanding, use and interpretation of a range of visual communications. It involves a study of the vocabulary and grammar of visual communication, which includes an understanding of, and application of, drawing and drawing conventions, design elements, and principles and function of design in communication. The study also provides the opportunity to develop an informed, critical and discriminating approach to visual communications encountered in everyday life. Unit 1: Introduction to visual communication design The main purpose of this unit is to enable students to prepare instrumental drawings of objects and explore freehand drawing from direct observation. Students will also be introduced to the visual communication production process. Areas of study are: Instrumental drawing, Freehand drawing and rendering, Visual communication production process Unit 2: Applications of visual communication within design fields The main purpose of this unit is to enable students to develop practical skills by generating images and developing them through freehand and instrumental drawing. The ways in which information and ideas are communicated visually will be explored through analyzing the work of others. The visual communication production process will be applied by modifying existing final presentations for specified audiences. Areas of study are: Freehand and instrumental drawing, Developing communications, Visual communication in context Unit 3: Visual communication design practices The main purpose of this unit is to enable students to apply the visual communication production process to satisfy specific communication needs. Students will investigate the production of visual communications in a professional setting, and evaluate examples of visual communication produced. Areas of study are: Communication design, Communication analysis, Investigating professional practice Unit 4: Visual communication design development, evaluation and presentation The main purpose of this unit is to enable students to prepare one brief, and design and produce development work and two final presentations based on the brief. Areas of study are: Developing a brief, Solutions to the brief, Folio demonstrating the design process using manual and digital methods, Final presentations of visual communications. Assessment Assessment at Units 1&2 is determined by Highview College. In Units 3&4, student achievement is determined by school-assessed coursework, school assessed task (folio) and an examination.

Unit 3 school-assessed coursework 20% Unit 4 school-assessed coursework 5% School-assessed task 40% End-of-year examination 35%


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2021 - Highview College

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