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Senior School Handbook For Year 11 (2013) and Year 12 (2014)

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CONTENTS

Page

AIA Senior School – introduction 3

Transition at the Senior School 4

VCE at AIA 5 - 9

Award of the VCE

Outcome

School-Assessed Coursework

School-Assessed Tasks

Assessment of Units 3 and 4

Statistical Moderation of School Assessed Coursework

Rules and Procedures for school assessment

Submission of School-Assessed Tasks

Non-Satisfactory Completion of a Unit

Study Scores

ATAR

GAT

Students Choosing VCE

IB at AIA 10 - 16

IB Learner Profile

IB Diploma Programme

IB subjects

TOK, Extended Essay, CAS

IB Assessment

Assessment grading

University recognition

GAT and ATAR

Who is IB for?

Academic honesty

IB costs

General Policies and Procedures 17 - 21

Authentication of student work

CAS

Computer work

Dates and Deadlines

Extension of time

Examinations

Induction programme

Overseas travel

Personal details form

School-Assessed Coursework

Senior School Manual

Student Absences

Student Contract

Student Profiles and Regular reviews

Study Habits

Leadership


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Page

Glossary of key words/Useful websites 22 - 23

Planning a Study Program 24 - 27

Year 11 & 12 subjects offered 28 – 30

Contact Teachers 31

Subject Descriptions & Assessment

Year 11 – 12 Compulsory subject (IB/VCE) 33 - 38

VCE Subjects (Units 1 – 4) 39 - 73

IB Subjects 74 - 102


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AUSTRALIAN INTERNATIONAL ACADEMY

MELBOURNE SENIOR CAMPUS

The primary focus of the Senior Secondary School at AIA is to prepare students for University

and further study while preserving an environment which allows for the expression of the

student’s Islamic character. Qualities prized by students at AIA include Islamic manners,

academic excellence, leadership, striving for achievement, internationalism, multiculturalism,

acceptance, respect and maturity.

Students are required to assume full responsibility for their own achievements, and the

Academy and its staff will provide full support for students to assist them in achieving their

aims. The Academy believes that by encouraging excellence in all fields, students also have the

opportunity to strive for Islamic excellence. It is expected that students work hard towards the

development of all the skills necessary for success in this world and in the next.

The Academy believes that all individuals must develop self-discipline and this is possible only

within an environment where discipline is valued. Students are therefore required to accept all

the policy requirements of the Academy as they are necessary to the achievement of the

aspirations of the student’s family and the community.

The Senior School at AIA sets high demands on students in the understanding that achievement

comes at a cost of time and effort. Students are required to make an honest attempt to work

towards achievement, and the Academy and its staff will work with the family to maximise the

student’s success in all areas.

The educational programs offered by the school cater for the diversity in student interest and

level of abilities to ensure that all students maximise their potential and aspirations in their adult

life. Students at the senior school can undertake the International Baccalaureate (IB) Diploma or

the Victorian Certificate of Education (VCE) to meet the necessary academic entry requirements

for tertiary education.

The structure of the educational programs at the senior school enables students to begin the

VCE at year 10. Students that select to undertake VCE complete two VCE subjects (Units 1/2) in

year 10. In year 11, VCE students complete five subjects (Units 1 & 2) and one sequence of

Units 3 & 4 (a year 12 subject). Students that select to undertake IB Diploma may commence

Arabic in year 10 to be completed by May of year 12, depending on approval from IBO. In

addition to the academic programs, all students at the senior school are required to participate in

extra curricula activities (CAS). In keeping with the Islamic ethos of the school all senior school

students continue to undertake Religious Studies.


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TRANSITION AT THE SENIOR SCHOOL

At AIA students begin their VCE study program at Year 10. It is envisaged that by the end of year 10,

students begin planning a study program that will enable them to meet the requirements of VCE or IB and

ultimately the requirements for University/TAFE entrance. For years 11 and 12 students, transition

provides an avenue for finalising the choice of VCE or IB, and to review your study program before

making the subject selection for your final two years at school.

This handbook is designed to enable you to make informed decisions about the studies that you will be

selecting to complete in your final years at school. All students will be required to select a study program

from the subjects offered by the school. Each of the subjects offered are outlined in detail with the

specific school assessed coursework, school assessed tasks, internal assessment (IB) and examinations.

Before making your final decision, you are strongly advised to read the structure of the VCE and IB

courses along with the subject descriptions outlined in the information booklet. Speak to subject teachers,

year level coordinator, VCE and IB coordinators, and the careers teacher if you require additional

information.

Make sure that you read the VTAC Guide to carry out research to ensure that your study program meets

the required prerequisites for future tertiary study or work. The VTAC Guide will also give you an

indication of the ATAR (previously ENTER) score requirements for entry into a tertiary course.

When deciding your subject choices, keep in mind the movement to year 12 and the prerequisites needed

for tertiary study, as it may be difficult to change subjects half way through the year.

The Academy reserves the right to make the final decision regarding each student’s subject and course

choice.

To be considered for promotion:

Year 11 students must meet the following year 12 entrance requirements:

A minimum 55% in all year 11 examinations in semester 2.

A minimum C grade for all school-assessed coursework.

Year 10 students must meet the following year 11 entrance requirements:

A minimum of 21 credit points for the full year.

Students are required to lodge an application for entry into year 11.

Entry into year 11 is subject to approval by the Academy.

Making the correct decisions about your studies, a willingness to put in the necessary effort, adopting a

positive and mature approach to study by responding to the greater responsibilities and workload required

of you will ensure that the senior school years can be a challenging and rewarding experience.


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VICTORIAN CERTIFICATE OF EDUCATION (VCE)

The Victorian Certificate of Education is a single certificate requiring students to satisfactorily complete

at least 16 units of study. The VCE is a two year course that is normally undertaken in years 11 and 12 of

secondary school. However, at AIA students begin VCE at year 10.

The VCE subjects are known as Studies. They can be selected from two broad areas, these being:

Arts/Humanities, and

Maths/Science/Technology.

Each VCE Study is divided into Units, each representing one semester’s work. For example, the Study of

Business Management is made up of four units:

Unit 1: Small business management

Unit 2: Communication and management

Unit 3: Corporate management

Unit 4: Managing people and change

Usually, units 1 and 2 are studied in year 11; however, at AIA year 10 students undertake unit 1 of two

VCE subjects offered by the Academy. This enables students to gain 2 units towards their VCE on

completion of year 10.

Units 3 and 4 Studies are generally undertaken in year 12 and must be taken as a sequence; that is, both

units 3 and 4 must be completed in the same year. AIA year 11 students will complete one sequence of

units 3 and 4, which are the continuation of VCE subjects commenced in year 10, along with five

additional VCE (units 1 and 2) subjects. Year 12 VCE students will undertake five sequences of units 3

and 4, which are the continuation of the five VCE (units 1 and 2) subjects commenced in year 11.

The structure of the VCE course at AIA enables students to gain six sequences (subjects) of units 3 and 4

by the end of year 12. The study score (mark) gained for the sixth subject is used in the calculation of the

students’ ATAR.

THE AWARD OF THE VICTORIAN CERTIFICATE OF EDUCATION

To be awarded the VCE, students must satisfactorily complete at least 16 units. The 16 units must

include:

at least three units of English

at least three sequences of Units 3 and 4 studies other than English


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OUTCOMES

Each VCE unit includes a set of two to four specific outcomes set by the Victorian Curriculum and

Assessment Authority (VCAA). Each outcome is described in terms of key knowledge and skills

students are required to demonstrate. To satisfactorily complete a unit, a student has to demonstrate that

they have achieved the set outcomes that are specific for the unit. In other words, you must demonstrate

that you have an understanding of the knowledge and the skills that have been taught within a specific

unit. This will be determined by the student’s overall performance on School Assessed Coursework

specific for the unit. The outcomes and assessment specific to each study are stated in the unit

descriptions included in this handbook.

If a student fails to achieve the set outcomes for the unit, the student cannot be considered to have

satisfied the requirements of the unit; therefore, the student receives `N’ (not completed satisfactorily) for

the unit and this unit will not be counted towards the VCE. Only units for which an `S’ (completed

satisfactorily) has been awarded can count towards the 16 units required for the award of the certificate.

SCHOOL-ASSESSED COURSEWORK

School-Assessed Coursework (SAC’s) are appropriate learning activities which enable students to

develop the knowledge and skills described in the set of outcomes for each unit.

The activities are tasks that a student would be expected to be doing in relation to what they are studying.

These activities may include: practical work, written reports, essays, oral presentations, poster and

multimedia presentations, assignments, folio of exercises, modelling activities, use of computer software

and/or applications, tests, etc..

For Units 1 and 2 teachers may select the tasks which they consider to be most appropriate for the

School-Assessed Coursework. For Units 3 and 4 the assessment tasks for the School-Assessed

Coursework is prescribed by the Victorian Curriculum and Assessment Authority. The weighting of the

marks for each assessment task is also prescribed by the Victorian Curriculum and Assessment Authority.

The total School-Assessed Coursework marks will contribute to the students overall study score (mark)

for the specific study; and therefore contributes to the students ATAR score.

School-Assessed Coursework tasks will be mainly undertaken during class time and within a limited

time. This is necessary to enable teachers to authenticate the work undertaken by students. It is

imperative that students are at school when the School-Assessed Coursework tasks are to be completed.

Dates for the completion of School-Assessed Coursework will be distributed to students at the start of

each semester.

SCHOOL-ASSESSED TASKS

Studies with a production component, e.g. Studio Arts, Visual Communication and Design, will also

include an extended assessment component referred to as School-Assessed Tasks (SAT’s). These are a

range of assessment tasks set by the Victorian Curriculum and Assessment Authority and are designed to

assess specific knowledge and skills of the unit outcomes. School-assessed tasks are completed mainly in

class and within a limited timeframe.

The level of achievement (grades) for the SAT’s will be confirmed or reviewed by the Victorian

Curriculum and Assessment Authority.


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ASSESSMENT OF UNITS 3 AND 4

Assessment of units 3 and 4 is based on school assessment (School-Assessed Coursework) and external

examination in all studies. All subjects (except Studio Arts, Visual Communication and Design) will have

an external examination component of at least 50%.

The combination of School-Assessed Coursework scores and external examination scores will determine

the students study score for a specific subject.

The student’s level of performance; that is, how well a task was done will be graded on a scale of A+ to

E, where E is the lowest acceptable level of achievement. A piece of work which fails to meet the

minimum acceptable level will be reported as UG (ungraded). If an assessment task is not completed or

submitted, NA (not assessed) will appear on the report.

The two forms of school assessment are:

School-assessed coursework (SAC’s)

School-assessed tasks (SAT’s)

STATISTICAL MODERATION OF

SCHOOL-ASSESSED COURSEWOK

School-Assessed Coursework for Units 3 and 4 contributes to between 33% and 50% of the study score

depending on the specific unit (subject). Since teachers have the flexibility in selecting the assessment

tasks for the completion of the School-Assessed Coursework, there may be variations between schools in

terms of the level of difficulty of the tasks and the marking of the tasks. Due to the possible variations

between schools the students’ total coursework scores may change following statistical moderation

against external examination scores. Statistical moderation is used to ensure that assessments are

comparable across all schools within Victoria.

The purpose of statistical moderation is to adjust the level and spread of the students’ School-Assessed

Coursework in a particular study to match the level and spread of the students’ scores on the external

examination.

During statistical moderation:

The highest coursework score is adjusted to be the same as the highest examination score. The

highest ranked student for the School-Assessed Coursework gets the highest examination score,

regardless of their performance on the external examination.

The lowest coursework score is adjusted to be the same as the lowest examination score. The

lowest ranked student for the School-Assessed Coursework gets the lowest examination score,

regardless of their performance on the external examination.

The average of the coursework score is adjusted to be the same as the average of the external

examination scores.

The rank order of students does not change as a result of statistical moderation.


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SCHOOL-ASSESSED COURSEWORK & TASKS

RULES AND PROCEDURES FOR STUDENTS

The Victorian Curriculum and Assessment Authority sets down rules which students must observe when

preparing work requirements and school- assessed coursework and tasks. Students should follow these

rules:

1. Students must ensure that all unacknowledged work submitted for school-assessed coursework

and school-assessed tasks is genuinely their own work.

2. Students must acknowledge all resources used. This includes text and source material and the

names and status of persons who provide assistance and the type of assistance provided.

3. Students must not accept undue assistance from any other person in the preparation and

submission of work. Undue assistance would include providing actual adjustments or

improvements for a student’s work, or dictating or directing a student to insert particular text.

4. Students must periodically produce appropriate documentation of the development of the school-

assessed coursework or school-assessed task, from planning and drafting, through to the final

piece of work.

5. With the final copy of each school-assessed task (SAT), students must submit evidence of the

development of the SAT, for example a draft of the SAT. Written comments must have been

provided by the teacher on the evidence. The evidence is to be dated and signed by the teacher

and student.

6. Students must sign the Declaration of Authenticity at the time of submitting the completed SAT.

This declaration states that all unacknowledged work is the student’s own.

7. Students who knowingly assist other students in a Breach of Rules may be penalised.

8. Students must not submit the same piece of work for assessment for more than one SAT.

SUBMISSION OF COURSEWORK AND

SCHOOL-ASSESSED TASKS (UNITS 3 & 4)

SACs and SATs may be subject to assessment review or audit by the Victorian Curriculum and

Assessment Authority. To facilitate this process, students should ensure that:

The original and one copy of the SAC or SAT are submitted to the teacher.

Drafts of the work are submitted to the teacher.

Their student number is clearly written on the cover sheet and each page of the SAC or SAT as well

as drafts submitted to the teacher. Names of students, teachers or the school should not appear on the

SACs or SATs.

The VASS identification sheet is attached to the original SAC or SAT before submission to the

teacher.

Work is submitted in thin flexible plastic envelopes.

NON-SATISFACTORY COMPLETION OF A UNIT

A student may receive an ‘N’ (Not Satisfactory) for a unit as a consequence of:

Failing to meet a school deadline for an assessment task.

Failing to meet a deadline where an extension of time has been granted.

A substantial breach of the school attendance policy.


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STUDY SCORES

The Study Score is an indicator of a student’s overall performance in relation to others who took the same

study. The Study Score is determined by a student’s moderated score in the school-assessed coursework

and tasks, along with the examination score. It is reported on a scale of 0 to 50. The Study Scores are then

used by VTAC to determine a student’s ATAR for tertiary selection.

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

The Australian Tertiary Admission Rank (ATAR) forms the basis of selection for university or TAFE

courses.

The grades achieved in the SACs, SATs, and exams are used to determine the Study Score (out of 50),

which is then used to determine the ATAR.

The ATAR is determined by the ATAR aggregate which is produced by adding:

the scaled score in English or ESL

the next best three scaled scores

10% of any fifth and sixth scaled score that is available

GENERAL ACHIEVEMENT TEST

Every student enrolled in one or more sequences of Units 3 and 4 must sit the General Achievement Test

(GAT). The GAT consists of a writing task and a set of multiple choice questions on general knowledge.

It is held in June at the end of the exam period.

The GAT does not contribute to your VCE results. It is used to check that schools are marking School-

assessed Tasks (SAT’s) to the same standard.

STUDENTS CHOOSING VCE

Students choosing VCE effectively begin VCE at year 10. The VCE provides flexibility and

allows students to choose a study program that best caters to their needs and interests. The most

important requirement when planning the study program is that it meets the requirements for

satisfactory completion of the VCE and importantly it meets the prerequisites for tertiary courses

that students are aspiring to enter.

Students undertaking the VCE will be required to complete externally set examinations as well

as being exposed to a wide ranging variety of assessment tasks which will need to be completed

within class time and therefore within a limited time frame. A VCE student must therefore be

able to cope with the pressure of completing good quality work within a limited time and

completing assessment tasks for more than one subject in any given week. Good organization,

time management skills and independent study habits are the key to success in VCE.

Students need to be aware that the VCE is a two year course and that Units 1 & 2 studied in

years 10 and 11 do contribute to the overall assessment and satisfactory completion of the

minimum requirements of 16 units to be awarded the VCE. School Assessed Coursework and

Examination grades for Units 3 & 4 are used to determine the ATAR at the end of year 12.


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THE INTERNATIONAL BACCALAUREATE (IB)

DIPLOMA PROGRAMME AT

AUSTRALIAN INTERNATIONAL ACADEMY

The International Baccalaureate Organization (IBO) Mission Statement:

The IBO aims to develop inquiring, knowledgeable and caring young people who help to create

a better and more peaceful world through intercultural understanding and respect.

The IB Diploma programme encourages students across the world to become active,

compassionate and lifelong learners who understand that other people, with their differences, can

also be right.

IB LEARNER PROFILE

IB learners strive to be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct

inquiry and research and show independence in learning. They actively enjoy learning and this

love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance.

In so doing, they acquire in-depth knowledge and develop understanding

across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to

recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively

in more than one language and in a variety of modes of communication. They work effectively

and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and

respect for the dignity of the individual, groups and communities. They take responsibility for

their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and

are open to the perspectives, values and traditions of other individuals and communities. They

are accustomed to seeking and evaluating a range of points of view, and are willing to grow from

the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of

others. They have a personal commitment to service, and act to make a positive difference to the

lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and

forethought, and have the independence of spirit to explore new roles, ideas and strategies. They

are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance

to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They

are able to assess and understand their strengths and limitations in order to

support their learning and personal development.


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IB DIPLOMA PROGRAMME

The IB Diploma is a two year course that is usually completed in years 11 and 12.

The IB Diploma course consists of two major components:

Students must study six subjects, and three must be at Higher Level (HL) and three at

Standard Level (SL). Students must study a first language, a second language, a Humanities

subject, a Science subject, Mathematics and a sixth subject from group 6 or a another one

from groups 1 to 5.

Students must study Theory of Knowledge and complete a 4000 word Research Essay, both

of which are assessed. They must also participate in ‘Creativity, Action and Service’ or CAS.

The Academy reserves the right to make the final decision regarding each student’s subject and course

choice.

The entire Diploma Programme is represented as a Hexagon

Extended Essay

Theory of

Knowledge

Creativity, Action

& Service

Group 1

First Language

Group 3

Individual &

Societies

Group 5

Mathematics

Group 6

Arts

Group 2

Second

Language

Group 4

Experimental

Sciences


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IB DIPLOMA SUBJECTS

IB students study six subjects throughout the course, one from each of these Groups

Group 1 Language A (First Language) English A; Indonesian A; Arabic A.

Language study involves an exploration of language and/or literature and ideas based on a

range of texts chosen by the school from an extensive list authorised by IBO.

Group 2 Language B (Second Language) English B; Indonesian B; Arabic B; French B; Indonesian Ab Initio; French Ab Initio.

Second language learning emphasises the skills of speaking, reading, writing and listening

and is focused on communication using a wide variety of text and literature. Ab Initio

language offered only as SL is a course designed for students who have had little or no

previous exposure to the language.

Group 3 Individuals & Societies Psychology; Information Technology in a Global Society (ITGS); and History

Group 4 Experimental Sciences Biology; Chemistry; Physics

Group 5 Mathematics Mathematics HL; Mathematics SL; Mathematical Studies SL

Group 6 Options Art/Design, or a second selection from other groups

The requirement to choose from each subject group ensures students obtain a broadly based education

and enables them to explore possible talents. All students study English, and in addition students can still

study two Science or two Humanities subjects as well as a second language, and this range of studies

more than satisfies the requirements for entry into most universities in the world.

HIGHER LEVEL & STANDARD LEVEL SUBJECTS

Students must study three subjects at Higher Level (HL) and three at Standard Level (SL). Some

subjects are offered only as SL subjects but otherwise students may choose whichever HL and SL

subjects suit their requirements and talents. HL subjects require a minimum of 240 hours class time over

the two years, and HL coursework should be completed in Term 3 of year 12.

SL subjects require a minimum of 150 hours of class time and should be completed in term 2 of year 12.

The SL subjects satisfy the entry requirements for most University faculties, but in some particular cases

an HL subject is a required pre-requisite. Students should be familiar with the pre-requisites of any

University course of study of interest to them.


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THE CENTRE OF THE HEXAGON

Theory of Knowledge: Theory of Knowledge or TOK gives students the opportunity to explore what lies

at the heart of ‘knowledge’ and provides them with the tools necessary to evaluate it. It examines what

lies behind the subject groups they are studying and unifies their understandings. Classes involve mainly

discussion and require that students be active and involved.

The course looks at:

The role of language and thought in knowledge

The requirements of logical rigour for knowledge

Systems of knowledge – mathematics, natural sciences, human sciences, history

Value judgements and knowledge – moral, political and aesthetic judgements

Knowledge and truth

Students are required to submit a 1200 – 1600 word Essay on a topic chosen from a supplied list, and

make a 10 minute Oral Presentation to the class on another.

Extended Essay: Students must write a 4000 word Research Essay on a topic approved by the IB

Diploma coordinator from any one of the subjects they are studying. The Essay is completed through the

second Semester of year 11 and the first Term of year 12. Students must submit a proposal or plan for

their Essay Topic in Term 2 of year 11. The second draft should be completed by the end of year 11 and

the final finished essay submitted early in term 1 of year 12.

Each student is assigned to a Supervisor who will offer guidance in the subject matter of the Essay but not

in the detailed drafting. Supervisors are not expected to spend more than five hours in total on any

student’s Essay. Students are given an Extended Essay Handbook which explains all requirements.

Creativity, Action & Service CAS: During the course of the two year program, students must involve

themselves in a required amount of active participation in these three areas of extra-curricular activity and

they must document this involvement. An important part of the CAS program is self-evaluation with the

aim of broadening the student’s personal growth.

Students must participate in all three activity areas and participation must be outside of normal class

requirements and cannot include activity that is required of students at school or outside. Activity must be

of a voluntary nature. Students are expected to keep a CAS Journal documenting their CAS involvement

and achievement of the 8 learning outcomes.

IB ASSESSMENT

All IB courses are full two year courses of study and cannot be undertaken in a shorter period. Students

may begin studies in year 10 and sit for examinations in May of their year 12, or they may retake

examinations in the year after the completion of their year 12. Students can therefore complete the

Diploma course over three years. Examinations are conducted in May in the Northern Hemisphere, and in

November in Australia, but students from Australia may sit for May examinations.

IB subjects are assessed only in year 12. Approximately 75% of the assessment for each subject is

conducted through examinations set by the IBO, administered by the school, and corrected by Examiners

from outside the school especially trained for that purpose. All students sit for their exams at the same

time from the beginning of November, and all students sit the same papers. The other 25% of marks are

given for internally assessed work which is moderated externally by IB Examiners.


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ASSESSMENT GRADING

IB assessment results in the awarding of points for achievement, with the maximum number of points

possible being 45. In normal circumstances, a minimum of 24 points is required for the awarding of a

Diploma.

Subject results are graded on a seven point scale which includes the examinations and the Internal

Assessments. Gradings are defined as follows:

1 : very poor 4 : satisfactory 5 : good

2 : poor 6 : very good

3 : mediocre 7 : excellent

In addition, students may gain up to a maximum of three points for their TOK and Extended Essay.

There are a number of ‘Failing Conditions’ which result in the awarding of a Certificate instead of a

Diploma. The most obvious one is gaining less than 24 points, but performing very poorly in a HL

subject or a number of subjects can also result in the awarding of a Certificate instead of a Diploma.

UNIVERSITY RECOGNITION

All IB students complete a Form late in year 12 authorising the IBO to automatically send

examination results to the Universities nominated by the student. Students can choose to have their

results sent to 6 University selection authorities in any other countries. Students wishing to study at

a Victorian University authorise the IBO to send their results to Victorian Tertiary Admissions

Centre VTAC.

Information about University admission for Universities all over the world can be found on the World

Wide Web. Specific information relating to IB recognition policies of more than 800 North American

Universities and Colleges can be found at the IBO Web site at www.ibo.org by going into ‘Diploma

Programme’ and University Recognition’.

GENERAL ACHIEVEMENT TEST (GAT)

Every student enrolled in the IB Program in year 12 must sit the General Achievement Test (GAT). The

GAT consists of a writing task and a set of multiple choice questions on general knowledge and general

reasoning skills. It is usually held in June of year 12.

The GAT does not contribute to the IB result but GAT scores are used to determine the ATAR

Equivalence Table that determines how IB scores are translated into ATAR scores.

http://www.ibo.org/


15

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

The Australian Tertiary Admission Rank (ATAR) previously known as ENTER forms the basis of the

selection for University or TAFE courses. It is essentially a ranking of all year 12 students according to

results achieved in the year 12 assessment, IB or VCE. University Faculties publicise cut off ATAR

scores that must be achieved by students wishing to be offered a place in courses within that faculty.

After students have been awarded their points out of 45 by the IB, VTAC automatically converts this

score to an ATAR score. This is done via a conversion table which is reset each year depending on the

results of the GAT tests.

IB scores are usually released in the first week of January, and ATAR scores are available to students a

few days afterwards. IB students usually have about five days within which to change their University

course preferences once they have received their IB scores.

Latest Conversion Table (based on 2012 Notional ATAR)

IB SCORE ATAR IB SCORE ATAR

45 99.95 34 92.00

44 99.85 33 90.55

43 99.65 32 88.70

42 99.35 31 86.40

41 98.80 30 83.70

40 98.20 29 81.10

39 97.50 28 79.10

38 96.80 27 76.75

37 95.90 26 74.35

36 94.85 25 71.65

35 93.35 24 68.25

Source: VTAC (April 2012)

At present, students who do not gain the Diploma are not given an ATAR score, so the lowest ATAR

possible to receive is 68.25. Students who do not receive an ATAR score are excluded from the automatic

University placement offers arranged by VTAC. Such students must make individual applications to the

Faculties of Universities for which they seek admission, but in any case their applications are considered

for second round offers only.

SUBJECT SELECTION

At the end of term 3 in year 10, students are expected to have made a preliminary choice. Final course

and subject selection decision is made by the Academy depending on subject availability and ability of

student in that subject.

In general, the year 11 at AIA is a common year. Some subjects will be combined with IB and VCE

students. Students will not be permitted to change subject selections after the first four weeks of year 11.

Even then, changes must be approved by both subject teachers and the IB and VCE Coordinators. Change

in year 12 is impossible


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Students should first find out the pre-requisite requirements of the University courses of study for which

they intend to seek admission before making subject selections for year 11. After satisfying prerequisite

requirements, students should base their subject selection on two factors – ability and interest.

WHO IS THE IB DIPLOMA PROGRAMME FOR?

The most important requirement for the successful completion of the IB Diploma Programme is the level

of self motivation of the student. Students should have a track record for being able to accept

responsibility for their own study. Students who experience difficulty in meeting deadlines and planning

their own study programs should not attempt the IB. In year 11 students must be able to successfully

assimilate the course material in all subject areas and to comply with all work requirements set by

teachers without any urging. In year 12, students must be able to cope with the pressure of a heavy

workload, insufficient time, and the need to be up with the requirements of all subjects.

Successful IB students:

Have a genuine enthusiasm for learning

Are interested in ideas

Seek the rewards which come from accepting personal intellectual challenges

Are capable of learning to accept responsibility for organising and directing their own study

Are reluctant to narrow their choices by specialising in just a few subject areas

Enjoy the stimulus of working with others who also enjoy and value learning

Are prepared to join in and ‘have a go’.

The IB Program is not more difficult than the VCE but the work load is heavier. For both courses,

students earn results commensurate with the effort they put into perfecting their skills and talents.

ACADEMIC HONESTY

The IB course trains students in the skills and attitudes necessary for success at University. It is

absolutely essential that students develop an attitude of academic honesty in all their studies. Within the

academic world, academic dishonesty is the most serious transgression possible and is always punished

harshly if caught. The IB will immediately fail any student caught in any act of dishonesty and there is no

appeal.

Dishonesty includes cheating, but more commonly it involves plagiarism, or the using of another person’s

work without citation. Students must be fastidious in citing references, and they must avoid using

material from texts or sources without proper referencing. The Style Manual distributed to students sets

out an accepted format for attributing references.

Students should be aware that Examiners correcting work have long experience and are highly likely to

be familiar with any material used by students. This includes the work of students of previous years and

material on the Internet, as well as reference material. If students are in doubt in any matter concerning

academic honesty they should consult their subject teacher.

IB COSTS

In year 11 and 12, there is a higher tuition fee associated with studying for the IB Diploma because some

classes are duplicated to be run separately from VCE classes. The Academy is also required to pay

affiliation fees, training costs, materials costs and a range of extra charges.


17

GENERAL POLICIES AND PROCEDURES

At the senior school, there are additional policies and procedures that are implemented in addition to the

policies that are applied across the senior campus. Senior school students are strongly advised to

familiarise themselves with the procedures and policies governing conduct at the senior school.

AUTHENTICATION OF SCHOOL-ASSESSED COURSEWORK & TASKS

Students and teachers are required to attest that all unacknowledged work is genuinely the work of the

student. In light of this, the school has documented and publicised the procedures within the school and

parent community. The document `The Senior School Manual’ features, Rules and Procedures for

Students, Appropriate levels of Teacher Assistance, Monitoring and Authentication of Student Work,

Procedures for Breaches of Authentication. The document also features school policies for adherence to

timelines, due dates and attendance.

CREATIVITY, ACTION AND SERVICE (CAS)

Participation in the CAS program is compulsory for all year 11 IB students. Year 11 students will need to

complete 75 – 100 hours of CAS activities, with the remainder of activities to be completed in year 12.

The program should contain a balance of Creativity, Action and Service and it is expected that equal time

be spent on each of the three areas.

Creativity: art and other related activities

Action: sport, outdoor education

Service: community service inside and outside the school

Students will be required to record each activity in the form of a journal on the online program

‘Bacpoint’. An activity bank will also be available through ‘Bacpoint’.

COMPUTER WORK

It is strongly recommended that students use computers for all aspects of their work from the onset of

year 11. Students will save a great deal of time in the drafting process if they do so.

When using computers to produce school-assessed coursework and tasks, it is the responsibility of the

student to ensure that:

There is an alternative system available in case of computer or printer malfunction or unavailability.

Hard copies of the work in progress are produced regularly to meet drafting and authentication

requirements.

Each time changes are made the work is saved onto a back-up file. The back-up file should not be

stored with the computer.


18

DATES AND DEADLINES

At the start of each semester all students are issued with Dates and Deadlines to assist them and their

teachers in organising their courses of study and the time available to them. Meeting deadlines must be

the most important priority for a successful student. Missing deadlines is the first and most obvious sign

of poor organisational skills and an inability to cope.

It is the responsibility of all students to observe and meet the deadlines published for all school-assessed

work/tasks. Students should submit their school-assessed work/tasks to the relevant subject teacher

before the expiry of the deadline (time & day). Subject teachers shall not accept any school-assessed

work/tasks submitted after the published deadline.

If students have a genuine and acceptable reason for a delay in meeting a deadline, students may apply for

an extension of time (maximum of 24 hours) through the VCE Coordinator, IB Coordinator or Year 10

Coordinator. Any further delays in the submission of school-assessed work/tasks shall be dealt with

through the Head of Senior School.

Where an extension of time has been granted, the school-assessed work/tasks is to be submitted to the

Coordinator.

If a student fails to submit their school-assessed work/tasks to the relevant subject teacher or Coordinator

(where an extension has been granted) by the specified deadline, the work will not be accepted and the

following alternatives may apply:

Student may be awarded an N (fail) in that unit of study

Student may be awarded NA (not assessed)

EXTENSION OF TIME

If a student has a genuine and acceptable reason for a delay in meeting a deadline, the student may lodge

an application for extension of time (maximum 24 hours) through the VCE, IB or Year 10 Coordinator.

Applications are to be lodged at least 48 hours prior to the published deadline. All applications for

extension of time should be accompanied by appropriate and current supporting documentation (medical

certificates, etc.).

Note: Computers or Printers malfunctions are not acceptable reasons for not meeting deadlines.

Following an interview and consideration of the supporting documentation, the student will be advised

whether an extension of time has been granted or not.

A student failing to meet a deadline where an extension has been granted may receive an ‘N’ (Not

Satisfactory) in that unit of study.

EXAMINATIONS

All students at the senior school will undertake examinations as part of their coursework assessment. All

examinations with the exception of VCE Units 3 and 4, and Year 12 IB are prepared and assessed by

subject teachers.

VCE Units 3 and 4 examinations are administered by the Victorian Curriculum and Assessment

Authority and are externally marked by VCE examiners. Year 12 IB examinations are administered by

the IBO and are also externally marked by IB examiners.


19

INDUCTION PROGRAM

All year 10 and 11 students must participate in the compulsory induction program that begins

immediately after the semester 2 examinations. During the induction period:

Students begin their year 11 or 12 studies.

Students will be interviewed and counseled by a panel which may consist of Year Level, VCE, IB

Coordinators and/or Head of Senior School re: subject selections. After the interview the student’s

subject selection will be confirmed. Students who do not meet the requirements for entry into a

particular subject will be advised to choose an alternative subject.

Students can review their subject choices and apply to change subjects. Students will not be able to

change subjects after week 4 of year 11 or 12.

Coordinators finalise subject class lists for the following year.

Student absences during the induction program will be regarded as an absence from school may result in

the breach of the academy attendance policy. Students breaching the attendance policy during the

induction program may have their enrolment terminated.

OVERSEAS TRAVEL

The educational programs offered at the senior school prepare students for University entrance.

Prolonged absences from school as a result of overseas travel may affect the students overall performance

in their coursework and examinations, and ultimately their achievements at the end of year 12.

The senior school policy on attendance requires students not to exceed the limit of 5% absences (5

days/semester). Students intending to travel overseas during the academic year (includes term vacations)

must seek approval from the Head of Campus. Students travelling overseas without approval may have

their enrolment terminated. (Refer to Senior School Manual re: Attendance and Punctuality Policy)

PERSONAL DETAILS FORM

At the start of the academic year all students will be required to accurately complete a Personal Details

form which is used for the input of student data for the Victorian Curriculum and Assessment Authority.

Students will be required to provide their personal details (name, address, date of birth, subjects studied,

etc.), as well as signing the General Declaration indicating that the student will abide by the VCAA rules

and regulations.

Year 12 IB students will be required to complete the GAT/IB Personal Details form in order that they can

sit the GAT for the calculation of their notional ENTER. An administrative fee is charged by the VCAA

for each student.

Prior to the enrolments being finalised with the VCAA students receive a copy of their form to check that

all details are accurate. Changes to the details need to be made before finalisation of enrolments. The

VCAA imposes fees for any changes made to enrolments after the finalisation date. Students who have

not provided accurate details or did not indicate the changes to be made of the form will be required to

pay the fee imposed by the VCAA.


20

SCHOOL-ASSESSED COURSEWORK

School-assessed coursework (SAC’s) are appropriate learning activities which enable students to develop

the knowledge and skills described in the set of outcomes for each unit.

The activities are tasks that a student would be expected to be doing in relation to what they are studying.

These activities may include: practical work, written reports, essays, oral presentations, poster and

multimedia presentations, assignments, folio of exercises, modelling activities, use of computer software

and/or applications, tests, etc..

At year 11 all students, regardless of whether they choose IB or VCE carry out School Assessed

Coursework. At AIA semester examinations are also considered to be SAC’s.

All SAC’s are graded and a piece of work that fails to meet the minimum acceptable standard will be

reported as `N’ (Not satisfactory). If the work is not completed or submitted `NA’ (Not Assessed) will

appear on the report.

Students will be provided with a list of all SAC’s for each study and the due dates at the start of each

semester.

SENIOR SCHOOL MANUAL

In addition to the Senior School Handbook, all students will receive a copy of the Senior School Manual

at the beginning of the year. This publication outlines the policies, rules and regulations pertaining to the

senior school. It is important that all students familiarise themselves with this publication to ensure that

they do not breach the expectations of the academy.

STUDENT ABSENCES

The senior school policy on attendance requires students not to exceed the limit of 5% absences (5

days/semester). This policy is designed to enable students to attend sufficient class time to complete the

study programs, complete the outcomes and School-Assessed Coursework or Tasks and therefore

maximize their academic achievements. Students who do not attend 95% of the scheduled classes are in

breach of the attendance policy and may receive an ‘N’ (Not satisfactory) for their unit result.

Students are strongly urged to arrange appointments for after school or during their early dismissal time.


21

STUDENT PROFILES AND REGULAR REVIEWS

All senior school students are regularly reviewed every three - four weeks to monitor their academic

progress, effort and personal attitude. Student profile reports are completed by all teachers and then

discussed at a review conference involving the Head of Senior School and Coordinators. At the review

conference action recommendations are decided upon, and may include student interviews, parent

interviews, directing students transfer to other schools. Students in the IB program who regularly produce

poor results will be directed to transfer to the VCE.

STUDY HABITS

At the start of each semester all students are issued with Dates and Deadlines for the completion and

submission of School-Assessed Coursework. This is intended to assist students and their teachers in

organising their courses of study and the time available to them. Meeting deadlines must be the most

important priority for a successful student. Experience has shown that students who organize their study

program and develop good time management skills have no difficulty completing and meeting the

deadlines for School-Assessed Coursework. Missing deadlines is the first and most obvious sign of poor

organisational skills and an inability to cope with the demands placed on senior school students.

At the senior school, students are encouraged to take full responsibility for their learning and

achievements. This can be achieved by:

Ensuring that all classes are attended.

Developing a home study program that allocates time for the completion of homework, as well as

regular revision for each subject.

Using private study periods effectively for additional reading, completing work and revision

(rather than socialising). If your subject teacher is absent, seize the opportunity to catch up with

your work or do some revision.

Actively seeking the assistance of subject teachers when difficulty with aspects of the coursework

is encountered.

Striving to achieve academic excellence by working at your best potential. Don’t settle for a ‘D’

when you are capable of achieving a better result.

Seeking advice and assistance with the development of organisational and time management skills.

Seeking advice when you are feeling overwhelmed by the demands of study.

LEADERSHIP

Although the senior school years place academic demands on senior school students, it is expected that

all senior school students actively promote the qualities prized by students at AIA including, Islamic

manners, academic excellence, leadership, striving for achievement, internationalism, multiculturalism,

tolerance, respect and maturity.

The primary leadership expectation is the acceptance and adherence to all the policy requirements of the

college, and thereby setting the standards for students across the college. There are opportunities for

individuals and small groups of students to excel in leadership. These include:

School Captains

Form Captains

SRC representatives Extra curricular and community service activities (Sport, Debating, CAS, etc.)

Participation in the senior school forum

Organising committees for student and college activities (special year level lunches/morning teas,

articles for academy magazine, year 12 graduation, etc.)


22

GLOSSARY OF KEY WORDS

AUTHENTICATION Process of monitoring each student’s work so that the teacher can

attest/verify that the work submitted is that of the student. It is the student’s

responsibility to ensure that the teacher has no difficulty in authenticating the

work submitted.

ASSESSMENT TASKS Learning activities that students carry out to demonstrate the

achievement of outcomes. For Units 1 and 2 the assessment tasks are selected by

teachers. For Units 3 and 4 the assessment tasks are part of the School-Assessed

Coursework and are prescribed by the Victorian Curriculum and Assessment

Authority.

ATAR Australian Tertiary Admission Rank. It is determined by the grades achieved in

year 12 and is used for selection of university courses.

CAS Creativity, Action and Service

GAT General Achievement Test. This is a test undertaken by all students completing at

least one Unit 3 and 4 sequence, as well as year 12 IB students. It is a general

knowledge and skills test. The areas covered include: writing, mathematics,

science and technology, humanities, the arts and social sciences.

IB International Baccalaureate

IBCA IB Curriculum & Assessment Centre

IBO IB Organisation

Prerequisites Subjects which must be completed for admission to tertiary courses.

Scaling The process of adjusting study scores for tertiary selection purposes. It is carried

out by VTAC on behalf of the tertiary institutions.

School-assessed Assessment tasks designed to enable students to demonstrate their knowledge and

Coursework skills described in the set of outcomes for each unit. The tasks are assessed

(SAC) according to criteria set by the VCAA and the individual scores will be

aggregated into a single total score which is subject to statistical moderation.

for each unit. The moderated coursework score contributes to the final study

score.

School-assessed Assessment tasks set by the VCAA and designed to assess

tasks specific sets of knowledge and skills described in the set of outcomes

(SATs) for VCE studies such as Art and Visual Communication and Design. Assessment

is based according to criteria set by the VCAA.

Statistical Moderation The process of adjusting the School-Assessed Coursework scores to match the

level and spread of the external examinations. The highest and lowest Coursework

scores and the average score for a particular study are adjusted to match the

performance of the students in the external examinations. The ranking of students

is not altered.


23

Study Subject

VCE Study Score An indicator of the students’ performance in relation to others who took the same

study. It is a score out of 50 and provides the student’s ranking in the group of all

students undertaking a particular study (subject) across the state.

Unit A self contained study of a semester’s length and represents about 100hours of

work of which approximately 50 hours are class time. Most VCE studies are made

up of 4 units and students attempt between 22-24 units. To graduate with the

VCE, students must satisfactorily complete at least 16 units and have the correct

combination of units.

Units 1 & 2 Level of difficulty usually associated with year 11

Units 3 & 4 Level of difficulty usually associated with year 12

VCAA The Victorian Curriculum and Assessment Authority which administers the VCE

VCE The Victorian Certificate of Education

VICTER Victorian Tertiary Entrance Requirements

VTAC The Victorian Tertiary Admissions Centre, which determines students ENTER,

and collates and distributes student information to the universities and TAFE for

admission into tertiary courses.

USEFUL WEBSITES FOR STUDENTS

VTAC www.vtac.edu.au

The Victorian Tertiary Admissions Centre provides information related to

university entrance such as ENTER scores, subject scaling report, subject

prerequisites for university courses, electronic version of VTAC guide, etc..

VCAA www.vcaa.vic.edu.au

The Victorian Curriculum Assessment Authority provides information related to

the Study Designs and Assessment, along with electronic version of past VCE

examinations and answers (excellent for revision).

IBO www.ibo.org

Useful website for IB students to access general information on the IB Diploma

Programme, subjects and core requirements of the programme.

Elevate Education www.elevateeducation.com

Useful website for students to download a range of study resources, practice

papers and study tips providing additional support and information on Study

Skills.

http://www.vtac.vic/

http://www.vcaa.vic.edu.au/

http://www.ibo.org/

http://www.elevateeducation.com/


24

PLANNING A STUDY PROGRAM

You are required to select a study program from the studies offered by the academy.

Before making your selection, make sure that you have carried out the necessary research. Refer to the

VICTER for the entrance requirements for university and TAFE courses. The Guide to the VCE and the

VTAC guide will provide you with information to help you plan your program. Feel free to ask subject

teachers questions about specific studies.

The careers teacher, VCE and IB Coordinators, and Year Level Coordinators will be available to help you

make your selection. Make use of all the available resources to ensure that you make the right decisions

for your future aspirations.

To help you with the decision-making process, ask yourself the following key questions:

What are my aspirations after leaving school?

What type of job am I interested in?

What level of education do I need for that job?

What courses am I interested in?

Where are these courses offered?

What are the prerequisites for these courses?

Are there any special entry schemes for these courses?

What was the ENTER score for last year?

Are my career aspirations realistic in relation to my academic abilities?

When making your selection, you should remember to choose studies:

which you enjoy or have an interest in.

in which you have achieved well.

that you may need for future study or work.

The following examples provide an indication of subjects offered at AIA that should be considered in

relation to some course areas.

COURSE AREAS

RELATED SUBJECTS TO CONSIDER

Visual Arts

Art, Visual Communication & Design, Information

Technology

Arts, Humanities, Social Sciences

LOTE, History, Economics

Administration, Business, Economics

Accounting, Business Management, Economics,

Legal Studies, Information Technology

Engineering

Mathematics, Physics, Chemistry, Information

Technology

Building, Planning

Visual Communication & Design, Physics,

Mathematics, Information Technology

Science

Biology, Physics, Chemistry, Mathematics


25

EXAMPLES OF STUDY PROGRAMS

It is recommended that when choosing a program of study you consider the different combinations and

the pathways leading to them.

Here are some examples to help you complete your selection.

A. Maths/Science

Year 10

Legal Studies

1

Business

Management 1

Year 11

English

1

LOTE

1

Maths

method

1

Chem

1

Physics

1

Psych 1

or

IB Psych

TOK

IB

Students

RELIGIOUS

STUDIES English

2

LOTE

2

Maths

Method 2

Chem

2

Physics

2

Psych 2

or IB Psych

Year 12

English

3 LOTE

3

Maths

Method 3

Chem

3

Physics

3

IB Psych

TOK

IB

Students

RELIGIOUS

STUDIES

English

4 LOTE

4

Maths

Method

4

Chem

4

Physics

4

IB Psych

At year 12, VCE students select 5 subjects, IB students continue with all year 11 subjects.

Course and Career outcomes are extremely wide and varied and would include health sciences,

engineering, building professions, defence forces, manufacturing.

B. Humanities / Arts

Year 10

Legal studies

1

Business Management 1

Year 11

English

1

LOTE

1

Maths

1

T & T

1

Acc

1

Legal studies

3

TOK IB

Students

RELIGIOUS STUDIES

English 2

LOTE 2

Maths 2

T & T 2

Acc 2

Legal studies 4

Year 12

English 3

LOTE 3

Maths 3

T & T 3

Acc 3

TOK

IB

Students

RELIGIOUS

STUDIES

English

4

LOTE

4

Maths

4

T & T

4

Acc

4

Course and Career outcomes: business (excluding some Commerce areas), legal, teaching, media and

many more


26

C. Creative arts

Year 10

Legal Studies 1

Business

Management 1

Year 11

English 1

LOTE 1

Maths 1

VCD 1

Studio Arts

1

Psych 1

TOK

IB Students

RELIGIOUS

STUDIES English

2

LOTE

2

Maths

2

VCD

2

Studio

Arts 2

Psych

2

Year 12

English

3

LOTE

3

Maths

3

VCD

3

Studio

Arts

3

TOK

IB Students

RELIGIOUS STUDIES

English 4

LOTE 4

Maths 4

VCD 4

StudioArts

4

Course and Career outcomes: visual arts, graphic design, architecture, media and journalism,

multi-media

A CHART FOR YOUR STUDY PROGRAM

Use the chart below to plan your study program of VCE/IB subjects for years 10 -12

Year 10

Year 11

TOK IB

Students

RELIGIOUS STUDIES

Year 12

TOK IB

Students

RELIGIOUS

STUDIES

At year 10 you must select one VCE (Unit 1 & 2) subjects

At year 11, VCE students must select 5 subjects offered as Unit 1 & 2 and 1 subject offered as Unit 3

& 4 (this subject is usually the continuation of a subject undertaken as Unit 1 / 2 in year 10)

By the end of year 12, VCE students should have completed a total of 6 VCE subjects


27

PATHWAYS AND THE VCE/IB

Y

E

A

R

11

TAFE COURSES CERTIFICATES

PREPARATORY

COURSES

WORK

APPRENTICESHIP

TRAINEESHIP

Y

E

A

R

12

VCE

or

IB

PART-TIME

STUDY AT A

TAFE

COLLEGE

UNIVERSITY OR

COLLEGE

DIPLOMA OR

DEGREE

COURSES

TAFE

ASSOCIATE

DIPLOMAS

ADVANCED

CERTIFICATES


28

SUBJECTS OFFERED IN YEAR 11

COMPULSORY SUBJECTS

Religious Studies (IB & VCE)

Theory of Knowledge (IB)

VCE SUBJECTS

English 1 & 2 (VCE)

Accounting 1 & 2

Biology 1 & 2

Business Management 3 & 4

Chemistry 1 & 2

Global Politics 3 & 4

History (20th Century) 1 & 2

Information Technology 1 & 2

Legal Studies 3 & 4

LOTE: Arabic 1 & 2

LOTE: French 1 & 2

LOTE: Indonesian 1 & 2

LOTE: Turkish 1 & 2

Mathematics: General Mathematics 1 & 2

Mathematics: Mathematical Methods (CAS) 1 & 2

Physics 1 & 2

Psychology 1 & 2

Studio Arts 1 & 2

Religion & Society 1 & 2

Visual Communication and Design 1 & 2

IB DIPLOMA SUBJECTS

Group 1: Language A (first language)

English A HL/SL

Indonesian A HL– For students who have Indonesian as their first language

Group 2: Language B (second language)

English B HL/SL - For students who have English as a second language

Indonesian B HL/SL

Indonesian Ab Initio SL

Arabic B SL/HL

French B SL

French Ab Initio SL

Group 3 – 6 Subjects (as per timetable blockings) Psychology HL/SL Physics HL/SL Mathematics HL/SL Chemistry HL/SL

History HL/SL Biology HL/SL Maths Studies SL ITGS HL

Visual Arts HL

Note: IB students must select 3 standard level (SL) and 3 high level (HL) subjects.


29

VCE SUBJECTS OFFERED IN YEAR 12

COMPULSORY SUBJECT:

Religious Studies

VCE SUBJECTS

English 3 & 4

English (ESL) 3 & 4

Accounting 3 & 4

Biology 3 & 4

Chemistry 3 & 4

Global Politics 3 & 4

History – Revolutions 3 & 4

Information Technology Applications 3 & 4

LOTE: Arabic 3 & 4

LOTE: Turkish 3 & 4

Mathematics: Further Mathematics 3 & 4

Mathematics: Mathematical Methods (CAS) 3 & 4

Physics 3 & 4

Psychology 3 & 4

Religion & Society 3 & 4

Studio Arts 3 & 4

Text and Traditions 3 & 4

Visual Communication and Design 3 & 4

Note: Due to difficulty of some languages, students may not be able to attempt the subject at Unit 3 &

4 level.

Note: The availability of subjects/options offered at the senior school by the academy is

subject to change.

Subjects/options may be cancelled due to insufficient numbers of students.


30

IB SUBJECTS OFFERED IN YEAR 12

COMPULSORY SUBJECTS: TOK

CAS

Religious Studies

Group 1: Language A (first language)

English A HL/SL Indonesian A HL– For students who have Indonesian as their first language

Group 2: Language B (second language)

English B HL/SL – For students who have English as a second language

Arabic B HL/SL

Indonesian Ab Initio SL

Indonesian B HL/SL

French Ab Initio SL

French B HL/SL

Group 3 – 6 Subjects (as per timetable blockings)

Psychology HL/SL Biology HL/SL Mathematics HL Chemistry HL/SL

History HL/SL Physics HL/SL Mathematics SL ITGS HL

Maths Studies* SL Visual Arts HL

Note: IB students must select 3 standard level (SL) and 3 high level (HL) subjects.

Note: The availability of subjects/options offered at the senior school by the academy is

subject to change.

Subjects/options may be cancelled due to insufficient numbers of students.


31

CONTACT TEACHERS

The following teachers may be able to provide additional information about content and

assessment in a particular subject.

SUBJECT CONTACT TEACHERS

English/English ESL (VCE) Ms. N. Ozcelik, Ms. Im. Yeoh, Mr. A. Rolph,

Mr. I. Coulter

English A (IB) Ms. R. Sahid, Mr. I. Coulter, Mr. G. Walkey

English B (IB) Mr. I. Coulter

Theory of Knowledge Ms. M. Elsayegh, Mr. A. Gupta

Accounting (VCE) Mr. G. Marshall

Arabic (IB & VCE) Mr. Abdul Raheem (IB/VCE), Ms. S. Al-Ashi (VCE)

Art (IB) Ms. B. Cura, Ms. K. Smith

Biology (IB & VCE) Mrs. M. Preece, Ms. M. Elsayegh, Mr. M. Elakkoumi

Business Management (VCE) Mr. G. Marshall

Chemistry (IB & VCE) Ms. M. Elsayegh, Mrs. K. Khalil

French (IB & VCE) Ms. N. Keddar

Global Politics Mr. O. Ozdamar

History – Revolutions (VCE) Mr. O. Ozdamar

Information Technology (IB & VCE) Ms. Y. Sari, Mr. A. Harba

Indonesian (IB & VCE) Mrs. R. Henenberg

History (IB) Mr. Abdul Raheem, Ms. R. Sahid

Legal Studies (VCE) Ms. N. Ozcelik

Mathematics – General (VCE) Mr. M. Ovais

Mathematics – Further (VCE) Mr. E. Corhodzic

Mathematics – Methods (IB & VCE) Mr. E. Corhodzic (VCE/IB), Mr. A. Harba (VCE)

Maths Studies (IB) Mr. M. Ovais

Physics (IB & VCE) Mr. K. Erdal (IB), Mr. E. Corhodzic (VCE),

Ms S. Fatima (IB)

Psychology (IB & VCE) Mrs. S. Hill, Mr. M. Elakkoumi

Religion & Society (VCE) Ms. Im. Yeoh, Mr. Abdul Raheem

Studio Arts (VCE) Ms. V. Duvcevski

Texts & Traditions (VCE) Mr. Abdul Raheem

Turkish (VCE) Mr. A. Kirca

Visual Communication & Design (VCE) Mrs. B. Cura

The following teachers will also be able to assist you if you have any questions in relation to the

structure of IB, VCE and subject selection.

Head of School: Mr. K. Erdal

Assistant Head of School: Mrs. M. Preece

IB Coordinator: Mrs. M. El Sayegh

VCE Coordinator: Mrs. M. Preece

Extended Essay Coordinator: To be advised

CAS Coordinator: Ms. Im. Yeoh

Careers Counselor: Mr. R. Khan


32

YEAR 11 AND 12 SUBJECTS

COMPULSORY SUBJECTS pages 33 - 36

VCE SUBJECT (Units 1 – 4) pages 37 – 70

IB ELECTIVES pages 71 - 93


33

ENGLISH : UNIT 1 & 2 ENGLISH (ESL) : UNIT 1 & 2

VCAA Code: EN011 & EN012

The English study aims to enable all students to develop their critical understanding and control

of the English language so that they can use it effectively in a wide range of situations and

develop sufficient competence in it for their future needs as tertiary students, employees, citizens

and human persons. The study promotes an integrated approach to the teaching and learning of

knowledge and of the skills of reading, writing, speaking, listening and thinking.

Students will study four prescribed texts over the year.

ESL students will read and study two prescribed texts in semester 1. In semester 2 ESL students

will be reading two prescribed texts, one of which will be a film.

UNIT 1

Areas of Study: 1. Reading and responding to text

2. Creating and presenting

3. Using language to persuade

School Assessed Coursework: Outcome 1: Identify and discuss key aspects of

a set text, and construct a response in oral or

written form.

An extended written interpretation of one

selected text in an analytical/expository

mode.

Outcome 2: Create and present texts taking

account of audience, purpose and context.

A piece of argumentative writing, a

personal writing task and a piece of

informative writing.

Outcome 3: Identify and discuss, either in

writing and/or orally, how language can be used

to persuade readers and/or viewers.

Participate in an oral presentation on an

issue currently or recently prominent in the

major mass media.

Written Examination

UNIT 2

Areas of Study:

1. Reading and responding to text



School Assessed Coursework: Outcome 1: Discuss and analyse how texts

convey ways of thinking about the characters,

ideas and themes, and constructing a response in

oral or written form.

A piece of writing or oral response in which

the student focuses on the themes and

characters of a text.

Outcome 2: Create and present texts taking

account of audience, purpose and context.

A brochure and essay.

Outcome 3: Identify and analyse how language

is used in persuasive text and to present a

reasoned point of view in an oral or written

form.

A written response which critically analyses

the use of language in the presentation of

ideas, arguments and evidence.

Construction of a point of view in written

and/or oral form on the selected issue.

Written Examination


34

ENGLISH : UNIT 3 & 4 ENGLISH (ESL) : UNIT 3 & 4

VCAA Code: EN013 & EN014 VCAA Code: EN093 & EN094

The English study aims to enable all students to develop their critical understanding and control

of the English language so that they can use it effectively in a wide range of situations and

develop sufficient competence in it for their future needs as tertiary students, employees and

citizens. The study promotes an integrated approach to the teaching and learning of knowledge

and of the skills of reading, writing, speaking, listening and thinking.

Across the Units 3 and 4 sequence, English students must read and study four selected texts. ESL

students must read and study three selected texts.

End of year examination: Contributes 50% to the final assessment

UNIT 3

Areas of Study: 1. Reading and responding



School Assessed Coursework: Contributes 25% to the final assessment and

consists of the following assessment tasks: Outcome 1: Analyse how a selected text constructs

meaning, conveys ideas and values, and is open to a

range of interpretations.

A written or oral response that analyses how a text

constructs meaning, conveys ideas and values, and is

open to a range of different interpretations. (All

English students) Outcome 2: Draw on ideas and/or arguments suggested

by a chosen context to create written texts for a specified

audience and purpose; and discuss and analyse in writing

their decisions about form, purpose, language, audience

and context.

Complete at least one sustained written text or three

to five shorter texts created for a specific audience

and context. A written explanation of decisions about

form, purpose, language, audience and context must

accompany the finished piece(s) of work. (English

students only)

Complete at least one sustained written text or three

to five shorter texts created for a specific audience

and context.(ESL students only)

Outcome 3: Analyse the use of language in texts that

present a point of view on an issue currently debated in

the Australian media, and construct a sustained and

reasoned point of view (orally or written) on the selected

issue.

A written analysis of the use of language in 3 or more

persuasive texts that debate a current issue in the

Australian media. (English students only) and

A sustained and reasoned point of view on the

selected issue in written or oral form. ESL students:

A sustained and reasoned point of view in written or

oral form on the selected issue that demonstrates the

persuasive use of language

UNIT 4

Areas of Study: 1. Reading and responding



School Assessed Coursework:

Contributes 25% to the final assessment and

consists of the following assessment tasks:

Outcome 1: Develop and justify a detailed

interpretation of selected texts.

An extended written interpretation of one

selected text. (All students)

Outcome 2: Draw on ideas and arguments

suggested by a chosen Context to create written

texts for a specified audience and purpose, and

to discuss and analyse in writing their decisions

about form, purpose, language, audience and

context.

Complete at least one sustained written text

or three to five shorter texts created for a

specific audience and context. A written

explanation of decisions about form,

purpose, language, audience and context

must accompany the finished piece(s) of

work. (English students only)

Complete at least one sustained written text

or three to five shorter texts created for a

specific audience and context.(ESL students

only)


35

ENGLISH LANGUAGE A: Literature (IB – Year 11 & 12)

The Language A: Literature programme offered at both Higher and Standard Level is designed to meet

the needs of students for whom Language A is normally their best language. The subject is literature

based. Students engage in the study of various texts in which they develop powers of expression,

appreciation of literature, critical analysis and deeper understanding of issues.

ENGLISH LANGUAGE A: Language and Literature (IB – Year 11 & 12)

The Language A: Language and Literature programme offered at both Higher and Standard Level is

designed to meet the needs of students for whom Language A is normally their best language. The subject

is encourages students to question the meaning generated by language and texts, and aims to develop

skills of textual analysis and the understanding of texts, both literary and non-literary. While the course

engages students in the study of various texts, it also enables students to explore how language develops

in specific cultural contexts, its impact on the world, and how it shapes both individual and group

identity.

Note:

Language A subjects are new courses for implementation from 2012.

Students should refer to the IB subject descriptions for details of the Language A programmes.

Students will be provided with additional details of course requirements and assessment tasks at the

commencement of Year 11.

Areas of Study: 1. Works in translation

2. Detailed study of selected texts

3. Literary genres

4. Options

5.

School Assessed Coursework: 1. Text response

2. Essay

3. Written assignment

4. Oral commentary/presentation

5. Written examinations

Areas of Study: 1. Language in cultural context

2. Language and mass communication

3. Literature – texts and contexts

4. Literature – a critical study

School Assessed Coursework: 1. Unseen commentary

2. Text response

3. Writing tasks

4. Oral presentation

5. Written examinations


36

ENGLISH LANGUAGE B (IB – Year 11 & 12)

This course is for students for whom English is not their first language. The main focus is on

language acquisition and development.

This course aims to develop the ability within students to communicate accurately and

effectively in speech and in writing, within a range of contexts. The course enables the students

to develop the ability to understand and respond to the demands of the English language in a

variety of settings, such as: social contact, further study and work.

Note:

Language B subjects is a new course for implementation from 2012.

Students should refer to the IB subject descriptions for details of the Language B programme.

Students will be provided with additional details of course requirements and assessment tasks at the

commencement of Year 11.

Areas of Study:

Communication and media

Global issues

Social relationships

Options:

2 options from the following 5

Cultural diversity

Customs and traditions

Health

Leisure

Science and technology

School set texts

Literature – HL students


Text-handling

Text response

Writing tasks

Oral presentation – group discussions, points of view, debating and individual

Written examinations


37

THEORY OF KNOWLEDGE (IB)

The Theory of Knowledge course is central to the philosophy of the International Baccalaureate

Diploma Programme. The aim of the course is to develop student understanding of the ways in

which we acquire knowledge and ability to evaluate the relative strengths and inherent

limitations in various kinds of knowledge. Students will explore ideas, develop thinking skills

and become aware of what it is to know. In this course students are expected to question

knowledge itself – What do I know? How do I know it? Is it likely to be true or not?

Course Outline

1. What is knowledge?

2. Ways of Knowing

Perception

Emotion

Reason

Language

3. Tools of Knowing

Logic (induction & deduction)

Rationalism

Language & knowledge

4. Areas of Knowledge

Natural Science

Human Science

Mathematics

History

Arts

Ethics

5. Knowledge & Values

Ethics

Aesthetics

Politics

Religion

Faith

ASSESSMENT

Year 11 School Assessed Coursework:

Maintenance of a detailed journal.

Completion of set essay topics (500-1000 words).

Engagement in classroom discussion.

One 10 minute presentation to the class per semester.

Year 12 Internal Assessment (20points):

One 10 minute oral presentation to the class.

One written presentation planning document and presentation marking form.

Year 12 External Assessment

Essay on a Prescribed Title (1200-1600 words)


38

RELIGIOUS STUDIES

Having nurtured in students a level of commitment of spiritual and moral living in the senior

school religious studies course, students are introduced to the Islamic system of morality with

the emphasis on duties in every aspect and dimension of the Muslim’s life. The aim being that a

if a Muslim understands and discharges his/her duties, then he or she will achieve success in this

life and the life hereafter. The unit is designed to enable students to understand that if we take

our duties seriously, then everyone’s rights will be discharged.

Year 11

Areas of Study: Moral application and duties in Islam

The moral code

Duties to self

Duties to relatives

Marriage in Islam

Divorce and separation in Islam

Duties towards non-relatives in Islam

Living Islam – global issues

Year 12

Areas of Study: Societal and Community Development Role – Leadership Skills

Conceptualising society

Framework of an Islamic society

Duties of a Muslim towards and Islamic society

Nature of minority communities in a multicultural society

Limitations and challenges facing the Muslim community and Muslim individual

Strategies for dealing with limitations and challenges

Interfaces between Islamic community and the wider society at which these strategies may

be applied

Developing an individual plan for contributing at each of the levels – Muslim community,

interface and wider society


Essays

Reflective writing

Tests


39

ACCOUNTING (VCE) UNIT 1 – ESTABLISHING AND OPERATING A SERVICE BUSINESS (VCAA Code: AC011) UNIT 2 – ACCOUNTING FOR A TRADING BUSINESS (VCAA Code: AC022)

Unit 1 focuses on the accounting and financial management of a small business. Students will be

introduced to the processes of gathering, recording, reporting and analysis of financial data and

information used by internal and external users. Recording and reporting is restricted to the cash basis.

The role of accounting in the decision making process using single entry recording of financial data and

information for the owner of a service business will also be investigated by students.

Unit 2 focuses on the accounting and financial operations for a single activity sole trader. Students will be

introduced to a single entry recording system using the accrual approach for recording and reporting of

cash and credit transactions. Students will also look at tools of analysis and interpretation in order to

assist in the evaluation of business performance. Using these evaluations, students suggest strategies to

the owner on how to improve the performance of the business.

UNIT 1

Areas of study

1. Going into business

2. Recording and reporting accounting data

and information


Outcome 1: Describe the resources and

explain and apply the knowledge and skills

necessary to set up a small business.

Outcome 2: Identify and record financial data,

and report and explain accounting information

for a sole proprietor of a service business.

Assessment:

Folio of exercises (manual and ICT-based)

Classroom presentations.

Case study analysis.

Assignments.

Tests.

Reports (written, oral and multimedia).

Students must use ICT in at least 2of the

selected assessment tasks.

Written examination

UNIT 2

Areas of study

1. Recording and reporting accounting data

and information

2. ICT in accounting

3. Evaluation of business performance


Outcome 1: Record and report financial data

and information for a sole trader.

Outcome 2: Record and report financial data

and information using an accounting software

package for a single activity sole trader, and

explain and evaluate the role of ICT in the

accounting process.

Outcome 3: Select and use financial and non-

financial information to evaluate a business

and suggest strategies that will improve

business performance.

Assessment:

Use of computer applications and/or

software to record and analyse data.

Classroom presentations.

Folio of exercises (manual and ICT-based)

Case study analysis.

Assignments.

Tests.

Reports (written, oral and multimedia)

Students must use ICT in at least 2of the

selected assessment tasks.

Written examination


40

ACCOUNTING (VCE) UNIT 3 – RECORDING AND REPORTING FOR A TRADING BUSINESS (VCAA Code: AC033)

UNIT 4 – CONTROL AND ANALYSIS OF BUSINESS PERFORMANCE (VCAA Code: AC034)

Unit 3 focuses on financial accounting for a single activity trading business as operated by sole trader and

emphasizes the role of accounting as an information system. Students are introduced to the double entry system

using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO)

method is used.

Unit 4 provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-

financial information in assisting management in the decision-making process. The accrual recording and reporting

system for a single activity trading business using the perpetual inventory recording system will be covered, along

with the role and importance of budgeting for the business and undertake the practical completion of budgets for

cash, financial performance and financial position.


UNIT 3 Areas of study: 1. Recording financial data

2. Balance day adjustments and reporting and

interpreting accounting information


Contributes 25% to the final assessment and consists

of the following assessment tasks.

Outcome 1: Record financial data for a single

activity sole trader using a double entry system and

discuss the function of various aspects of this

accounting system.

Outcome 2: Record balance day adjustments and

prepare and interpret accounting reports.

Assessment will be based using one or more of the

following:

Structured questions

A folio of exercises (manual and ICT)

A case study (manual and/or ICT)

A test (manual and/or ICT)

A report (written, oral or multimedia)

At least 30 marks must be allocated to ICT-based

assessment

UNIT 4 Areas of study: 1. Extension of recording and reporting

2. Financial planning and decision-making


Contributes 25% to the final assessment and consists of

the following assessment tasks.

Outcome 1: Record and report financial data and

information using a double entry accrual-based system

for a single activity sole trader, and discuss the

function of various aspects of this accounting system.

Assessment will be based using one or more of the

following:


A folio of exercises (manual and/or ICT)

A case study (manual and/or ICT)

A test (manual and/or ICT)

A report (written, oral or multimedia)

Outcome 2: Prepare budgets and variance reports,

evaluate the performance of a business using financial

and non-financial information and discuss strategies to

improve the profitability and liquidity of the business.

Task A – Prepare budgets and variance reports using

spreadsheets. Evaluate the budgets and variance

reports and discuss strategies for improvement.

Task B – Evaluate performance of a business using

financial and no-financial information and discuss

strategies to improve profitability and liquidity. Task B

will assessed using one or more tasks as per Outcome

1.

At least 30 marks must be allocated to ICT-based

assessment


41

BIOLOGY

UNIT 1: UNITY AND DIVERSITY (VCAA Code: BI011)

UNIT 2: ORGANISMS AND THEIR ENVIRONMENT (VCAA Code: BI022) This is the study of organisms and the complex interactions that sustain life on Earth. Unit 1 focuses on

the cell as the structural and functional unit of the whole organism, it investigates the needs of individual

cells, how specialized structures carry out cellular activities, and how survival of cells depends on their

ability to maintain a dynamic balance between their internal and external environments. There is great

diversity among organisms as well as similarities and students will explore the diversity of organisms and

look for patterns of similarities and differences in biological processes. Unit 2 examines the relationship

between organisms and their environments along with the study of adaptations (structural, physiological

and behavioural) of organisms that enable them to exploit environmental resources. Areas covered are

cell theory, cell structure and function, biochemistry, digestion and nutrition, physiology and

reproduction, photosynthesis, respiration and energy relationships, communities and ecosystems,

relationships within ecosystems, populations, human impact, ecological techniques and option C – cells

and energy.

UNIT 1

Areas of Study:

1. Cells in action

2. Functioning organisms


Outcome 1: Design, conduct and report on

a practical investigation related to cellular

structure, organization and processes.

Student designed practical investigation

practical activities

annotated posters of photosynthesis and

cellular respiration

problem-solving activities

tests

Outcome 2: Describe and explain the

relationship between features and

requirements of functioning organisms and

how these are used to construct taxonomic

systems.


annotated poster

multimedia presentation/model/poster

related to taxonomy (classification)

problem-solving activity

data analysis

tests

Written examination

UNIT 2

Areas of Study:

1. Adaptations of organisms

2. Dynamic ecosystems


Outcome 1: Explain and analyse the

relationship between environmental factors,

and adaptations and distribution of living

things.

Written report on fieldwork

investigation

Practical activities, questions and

problems

Presentations of structured written

reports in non-text formats such as

poster, multimedia

tests

Outcome 2: Design, conduct and report on

a field investigation related to the

interactions between living things and their

environment, and explain how ecosystems

change over time.


reports in non-text format such as poster,

multimedia

Questions and problems

tests

Written examination


42

BIOLOGY (VCE)

UNIT 3: SIGNATURES OF LIFE (VCAA Code: BI033)

UNIT 4: CONTINUITY AND CHANGE (VCAA Code: BI034)

End of year examination: Contributes 60% to the final assessment.

UNIT 3 This unit examines the synthesis of

biomacromolecules and biochemical processes that

are common to organisms. Students will gain an

understanding of DNA and proteins as key molecules

of life, and that DNA codes for the production of

proteins. The unit also focuses on how cells detect

biomolecules that elicit particular responses and how

signaling molecules assist in coordinating and

regulating cell activities. Mechanisms of organisms

that protect them from invasions and infection by

pathogenic organisms, and the immune response are

also considered.

Areas of Study: 1. Molecules of life

2. Detecting and responding

School Assessed Coursework: Contributes 20% to the final assessment and consists

of the following assessment tasks:

Outcome 1: Analyse and evaluate evidence from

practical investigations related to biochemical

processes.

Reports of three practical activities:

An investigation of cellular respiration or

photosynthesis

An investigation of enzyme action

An investigation of the movement of substances

across membranes.

Outcome 2: Describe and explain the use of the

stimulus-response model in coordination and

regulation and how components of the human

immune system immune respond to antigens and

provide immunity.

A report of an investigation or simulation of a

selected organism’s response to a specific

chemical or physical signal.

And

A response to an issue or an aspect related to the

immune response using any one or a

combination of the following:

Evaluation of research, data analysis, essay,

annotated poster, media response, oral

presentation, multimedia presentation, test,

visual presentation

UNIT 4 This unit explores the mechanisms and patterns of

inheritance in sexually reproducing organisms,

molecular genetics – genes and genomes, cell

division (meiosis), and the causes of variation, both

genetic and environmental. The unit also focuses on

the processes of evolution, including natural

selection, and examines how evolutionary biology

has been based upon changes in evidence obtained by

accumulation of information over time. It considers

how the interaction between human, cultural and

technological evolution may have affected

evolutionary processes. Recent advances in

technology, including biotechnology are also

considered.

Areas of Study: 1. Heredity

2. Change over time

School Assessed Coursework: Contributes 20 % to the final assessment and consists

of the following tasks:

Outcome 1: Analyse evidence for the molecular

basis of heredity, and patterns of inheritance.

Reports of three practical activities:

An investigation related to a genetic cross

An investigation using a DNA tool or

manipulation technique

An investigation or simulation related to mitosis

and/or meiosis

Outcome 2: Analyse and evaluate evidence for

evolutionary change and evolutionary relationships,

and describe mechanisms for change including the

effect of human intervention on evolutionary

processes through selective breeding and applications

of biotechnology.

An oral or written report that demonstrates

evolutionary relationships using first- or second-

hand data.

And

A response to an issue related to human

intervention in evolutionary processes using any

one or a combination of the following:

Evaluation of research, data analysis, essay,

annotated poster, media response, oral

presentation, multimedia presentation, test,

visual presentation


43

BUSINESS MANAGEMENT (VCE)

UNIT 3: CORPORATE MANAGEMENT (VCAA Code: BM033)

UNIT 4: MANAGING PEOPLE AND CHANGE (VCAA Code: BM034)


UNIT 3

In this unit, students investigate how large-scale

organisations operate. Students examine the

context in which they conduct their business,

focus on aspects of their internal environment

and then look at the operations management

function. Students develop an understanding of

the complexity and challenge of managing large

organisations and have the opportunity to

compare theoretical perspectives with practical

applications.

Areas of study: 1. Large-scale organisations in context.

2. Internal environment of large-scale

organisations.

3. The operations management function.


consists of the following assessment.

Outcome 1: Discuss and analyse the context in

which large-scale organisations operate.

Outcome 2: Discuss and analyse major aspects

of the internal environment of large-scale

organizations.

Outcome 3: Discuss and analyse strategies

related to operations management.

Assessment Tasks:

Case study


Media analysis

Test

Essay

Report in written format, and

Report in multimedia format.

UNIT 4

This unit continues the examination of corporate

management. It commences with a focus on the

human resource management function. Students

learn about the key aspects of this function and

strategies used to most effectively manage

human resources. The unit concludes with

analysis of the management of change. Students

learn about key change management processes

and strategies and are provided with the

opportunity to apply these to a contemporary

issue of significance.

Areas of study: 1. The human resource management function.

2. The management of change.


consists of the following assessment.

Outcome 1: Analyse and evaluate practices and

processes related to human resource

management.

Outcome 2: Analyse and evaluate the

management of change in large-scale

organisations, and evaluate the impact of change

of the internal environment of a large-scale

organisation.

Assessment Tasks:

Case study,

Structured questions,

Media analysis,

Test,

Essay,

Report in written format, and

Report in multimedia format.


44

CHEMISTRY (VCE)

UNIT 1: THE BIG IDEAS OF CHEMISTRY (VCAA Code: CH011)

UNIT 2: ENVIRONMENTAL CHEMISTRY (VCAA Code: CH022)

This study examines a range of chemical processes and activities; the study of common materials

is explored through investigation of their properties and their modification. Wide ranges of

everyday chemical reactions are also introduced to enable the evaluation of the environmental

impact of human activity on the biosphere. Unit 1 focuses on Atomic theory, Bonding, Organic

Chemistry, Surface Chemistry, Stoichiometry and Periodicity. Unit 2 is the study of Acids and

Bases, States of matter, Oxidation and Reduction, Equilibrium and Kinetics.

UNIT 1

Areas of Study:

1. The periodic table

2. Materials


Outcome 1: Explain how evidence is used

to develop or refine chemical ideas and

knowledge.

Outcome 2: Use models of structure and

bonding to explain the properties and

applications of materials.

Assessment:

One extended experimental

investigation OR one annotated

portfolio of at least four practical

activities.

AND at least one from the following:

Response to stimulus material

Presentation in multimedia format

Data analysis

Report in written, oral or visual format

Web page presentation

Written examination

UNIT 2

Areas of Study:

1. Water

2. The atmosphere


Outcome 1: Write balanced equations and

apply these to qualitative and quantitative to

investigations of reactions involving acids

and bases, the formation of precipitates and

gases, and oxidants and reductants.

Outcome 2: Explain how chemical

reactions and processes occurring in the

atmosphere help to sustain life on earth.

Assessment:

One extended experimental

investigation OR one annotated

portfolio of at least four practical

activities.

AND at least one from the following:

Response to stimulus material

Presentation in multimedia format

Data analysis

Report in written, oral or visual format

Web page presentation

Written examination


45

CHEMISTRY (VCE)

UNIT 3: CHEMICAL PATHWAYS (VCAA Code: CH033)

UNIT 4: CHEMISTRY AT WORK (VCAA Code: CH034)


UNIT 3 This unit focuses on the scope of techniques

available to the analytical chemist, and that each

analytical technique depends on a particular property

or reaction of the chemical being investigated.

Students will also investigate organic chemical

reactions, the chemistry of particular organic

molecules and the role of organic molecules in the

generation of biochemical fuels and medicines.

Students will also investigate the application of

principles of green chemistry to chemical processes

and use the language and symbols of chemistry,

chemical formulas and equations to explain

observations and data collected from experiments.

Areas of study: 1. Chemical analysis

2. Organic chemical pathways



Outcome 1: Evaluate the suitability of techniques

and instruments used in chemical analyses.

An extended experimental investigation that can

be drawn from either area of study 1 and 2.

Outcome 2: Identify and explain the role of

functional groups in organic reactions and construct

reaction pathways using organic molecules.

From the area of study NOT used for the extended

experimental investigation:-

A written report of one practical activity

AND

One task selected from the following:

A response to stimulus material in written, oral

of visual format

An analysis of first or second-hand data using

structured questions

A report in written, oral, multimedia or visual

format

UNIT 4 This unit focuses on the industrial production of chemicals

and the energy changes associated with chemical reactions.

Chemical reactions produce a large range of products used

by society. Continuous production of these useful

chemicals depends on large quantities of raw materials and

reliable energy supplies. Students explore how an

understanding of these features is used to obtain optimum

conditions in the industrial production of chemicals (one

chemical selected from ammonia, sulfuric acid or nitric

acid is studied in detail).

Students will also investigated a range of energy sources by

considering the production of the energy from available

resources, the efficiencies, advantages and disadvantages

of each energy resource. Students will also investigate the

application of principles of green chemistry to chemical

processes and use the language and symbols of chemistry,

chemical formulas and equations to explain observations

and data collected from experiments.

Areas of Study: 1. Industrial chemistry

2. Supplying and using energy



Outcome 1: Analyse the factors that affect the extent

and rate of chemical reactions and apply this analysis

to evaluate the optimum conditions used in the

industrial production of the selected chemical.

The uses, equilibrium and rate considerations,

and safety issues involved in the industrial

production of a selected chemical and its

associated wastes, presented in one of the

following formats:

A response to stimulus material in written,

oral or visual format; an analysis of first or

second-hand data using structured questions; a

report in written, oral, multimedia or visual

format.

AND

A written report of one practical activity.

Outcome 2: Analyse chemical and energy

transformations occurring in chemical reactions.

A summary report including annotations of at

least three practical activities relating to energy

transformations occurring in chemical reactions.


46

GLOBAL POLITICS (VCE)

UNIT 3: GLOBAL ACTORS (VCAA Code: )

UNIT 4: GLOBAL CHALLENGES (VCAA Code: )

Unit 3 investigates the key global actors and their aims, roles and power in the twenty first century global

politics. An understanding of the key actors is established through an in-depth examination of the

concepts of national interest and power as they relate to the state, and the way in which one Asia-Pacific

state uses power within the region to achieve its objectives. The term ‘non-state actors’ covers a range of

global actors: altruistic non-governments organisations (NGOs), for example Amnesty International and

Greenpeace; organised religions; terrorist movements and organised crime syndicates.

Unit 4 investigates key global challenges facing the international community in the

Twenty first century. They examine and analyse the debates surrounding two ethical issues, which are

underpinned by the contested notion of global citizenship. They then evaluate the effectiveness of

responses to these issues. Students also explore the context and causes of global crises, and consider the

varying effectiveness of responses and challenges to solving them.


UNIT 3:

Areas of study:

1. Global Actors

2. Power in the Asia Pacific Region


Contributes 25% to the final assessment

Outcome 1: Evaluate the power and influence of

key global actors in the twenty-first century and

assess the extent to which they achieve their aims.

Outcome 2: Analyse and evaluate types and

forms of power as used by a specific Asia-Pacific

state in the region in pursuit of its national

interest.

Assessment:

Any one or more of the following tasks:

Multimedia presentation

Case study

Essay

Report

Test

Structured questions (short and extended

responses)

UNIT 4:

Areas of study:

1. Ethical Issues and Debates

2. Crises and Responses



Outcome 1: Analyse two global political issues

from a range of perspectives and evaluate the

effectiveness of global actors’ responses to these

issues.

Outcome 2: Explain the characteristics of two

contemporary global crises and evaluate the

effectiveness of responses to these.

Assessment:

Any one or more of the following tasks:

Multimedia presentation

Case study

Essay

Report

Test

Structured questions (short and extended

responses)


47

HISTORY (VCE)

UNIT 1: TWENTIETH CENTURY 1900-1945 (VCAA Code: )

UNIT 2: TWENTIETH CENTURY 1945-2000 (VCAA Code: )

Unit 1 focuses on the circumstances surrounding the collapse of the traditional order, the post-war

structures, the different political ideas and movements that emerged, and the conflicts which resulted

from competing attempts to establish and legitimise them. This unit also examines the changes in social

life in the first half of the twentieth century, the reasons for such changes and the various outcomes for

different groups. The cultural expression and its relation to the social, political and economic changes

during this period are also explored.

Unit 2 considers some of the major themes and principal events of post-World War II history, and the

ways in which individuals and communities responded to the political, economic, social and

technological developments in domestic, regional and international settings.

UNIT 1:

Areas of study:

3. Crisis and conflict

4. Social life

5. Cultural expression


Outcome 1: Analyse and explain the

development of a political crisis and conflict from

the period 1900 to 1945.

Outcome 2: Analyse and discuss patterns of

social life and the factors which influenced

changes to social life in the first half of the

twentieth century.

Outcome 3: Analyse the relationship between the

historical context and a cultural expression of the

period from 1900 to 1945.

Assessment:

Assessment tasks will include a combination of

any of the following:

analytical exercises

annotated maps

short reports

essays

oral presentations

multimedia presentations

film review

biographical studies

tests

responses to literature

At least one of the assessment tasks must be

presented in a written form and one must involve

an analysis of visual evidence, preferably a film.

Written Examination

UNIT 2:

Areas of study:

1. Ideas and political power

2. Movements of the people

3. Issues for the millennium


Outcome 1: Analyse and discuss how post-war

societies used ideologies to legitimise their

worldview and portray competing systems.

Outcome 2: Evaluate the impact of a challenge/s

to established social, political and/or economic

power during the second half of the twentieth

century.

Outcome 3: Analyse issues faced by

communities arising from political, economic

and/or technological change.

Assessment:

Assessment tasks will include a combination of

any of the following:

analytical exercises

annotated maps

short reports

essays

oral presentations

multimedia presentations

film reviews

biographical studies

tests

responses to literature

At least one of the assessment tasks must be

presented in a written form and one must involve

an analysis of visual evidence, preferably a film.

Written Examination


48

HISTORY – REVOLUTIONS (VCE)

UNIT 3: THE FRENCH REVOLUTION (1781-1795) (VCAA Code: HI133)

UNIT 4: THE RUSSIAN REVOLUTION (1905-1924) (VCAA Code: HI134)

Political revolutions have had a profound impact on the course of world history, and particularly

in the countries in which they have occurred. They have radically altered the nature of many

societies and have brought about new ways and ideas about how people should live their lives.

Political revolutions share a common aim of both destroying old political regimes and

institutions, and creating new ones based on fundamentally altered perceptions of what the future

should be like. Revolutions thus involve both social destruction and re-construction. Because of

their sometimes violent nature, political revolutions produce massive social turmoil and chaos,

which can often result in quite unpredictable consequences for all those involved. In Units 3 & 4,

the French and Russian Revolutions have been selected as the contexts for the study of political

revolutions.


UNIT 3: The French Revolution (1781-1795)

Areas of study:

1. Revolutionary ideas, leaders,

movements and events

2. Creating a new society



Outcome 1: Evaluate the role of ideas,

leaders, movements and events in the

development of the revolution.

Outcome 2: Analyse the challenges

facing the emerging new order, and the

way in which attempts were made to

create a new society, and evaluate the

nature of the society created by the

revolution

Assessment Tasks

research report

analysis of visual and/or written

documents

historiographical exercise

essay

UNIT 4: The Russian Revolution (1905-1924)

Areas of study:

1. Revolutionary ideas, leaders, movements

and events

2. Creating a new society



Outcome 1: Evaluate the role of ideas,

leaders, movements and events in the

development of the revolution.

Outcome 2: Analyse the challenges facing

the emerging new order, and the way in

which attempts were made to create a new

society, and evaluate the nature of the society

created by the revolution

Assessment Tasks

research report

analysis of visual and/or written

documents

historiographical exercise

essay


49

INFORMATION TECHNOLOGY (VCE)

UNIT 1: IT IN ACTION (VCAA Code: IT011)

UNIT 2: IT PATHWAYS (VCAA Code: IT012)

This study focuses on the processing of data and the management of information and information systems to meet a

range of individual and societal purposes.

The rapid pace of development in information and communications technology (ICT) is having a major influence on

virtually all aspects of society. Not only does ICT provide the capacity to change how tasks and activities are

undertaken, but it also creates new opportunities in work, study, recreation, and in relationships. Social relations and

cultural values influence the way ICT is used.

With appropriate knowledge and skills, students will be equipped to make use of ICT and make informed personal

and workplace choices about future developments and directions in this exciting and challenging field. Innovative

approaches to the potential uses of ICT are developed, and students are encouraged to orient themselves towards the

future, with an awareness of the implications of these uses.

The study of Information Technology may provide pathways to further studies in IT and to careers in ICT-based

areas. It may also prepare students for programs that require either an IT-related subject or for a vast range of

careers that require efficient and effective use of ICT.

UNIT 2

IT Pathways

Areas of Study:

1. Data analysis and visualisation

2. Programming and pathways

3. Tools, techniques and procedures

School Assessed Coursework: Outcome 1: Apply the problem solving methodology

and use appropriate software tools to create data

visualisations that meet users’ needs

Outcome 2: Design, and develop using a

programming or scripting language, limited solutions,

record learning progress electronically, and explain

possible career pathways that require the use of

programming or scripting skills

Outcome 3: Work collaboratively and apply the

problem solving methodology to create an ICT

solution, taking into account client feedback

Assessment Tasks:

Using ICT tools and techniques, produce a

solution and an information product in response to

a client brief

Visual presentations such as multimedia

presentations

Oral presentations supported by a visual

presentation

A folio

An electronic learning journal

A written report using ICT

A test

Written examination

UNIT 1

IT in action

Areas of Study:

1. From data to information

2. Networks

3. ICT in a global society

School Assessed Coursework: Outcome 1: Select data from data sets, design

solutions and use a range of spreadsheet functions

to develop solutions that meet specific needs

Outcome 2: Recommend a networked information

system for a specific use and explain possible

security threats to this networked information

system

Outcome 3: Contribute collaboratively to the

design and development of a website that presents

an analysis of a contemporary ICT issue and

substantiates a point of view.

Assessment Tasks:

Using ICT tools and techniques, produce a

solution and an information product in response

to an identified need

Visual presentations such as multimedia

presentations

Oral presentations supported by a visual

presentation

A written report using ICT

A test

Written examination


50

INFORMATION TECHNOLOGY (VCE)

UNIT 3: IT APPLICATIONS (VCAA Code: IT023)

UNIT 4: IT APPLICATIONS (VCAA Code: IT024)

End of year examinations: Contribute 50% to the final assessment.

UNIT 3

The focus of Unit 3 is the World Wide Web and how it

supports the information needs of individuals,

communities and organisations. In Area of Study 1,

students investigate the design and technical

underpinnings of different types of websites that

support the varying needs of online communities.

Students use web authoring software to create

prototype websites for particular online communities,

taking into account both technical and non-technical

constraints. Area of Study 2 focuses on the use of a

relational database management system (RDBMS).

Students examine techniques used by organisations to

acquire data via websites and consider the relationship

between how the data is acquired and the structure of

an RDBMS. At the practical level, students acquire and

apply knowledge and skills in the use of an RDBMS.

Areas of Study:

1. Online Communities

2. Organisations and data management


Contributes 25% to the final assessment and consists of

the following tasks:

Outcome 1: Apply stages of the problem-solving

methodology to create a prototype website that meets

an online community’s needs, and explain the technical

requirements to support the hosting of this website.

Assessment Tasks

In response to a design brief and given data:

• create a prototype website capable of supporting

the information needs of an online community.

And

One of the following that justifies the selected

website and explains the technical requirements

of the host network:

• a written report

• a short-answer test.

Outcome 2: Design, and develop using a relational

database management system, a solution to an

information problem, and discuss why and how data is

acquired via websites.

Assessment Tasks

In response to a design brief that includes an analysis

of an information problem:

• the design and development of a solution.

And

One of the following that discusses why and how

data is acquired via websites:


• a test.

UNIT 4

In this unit students focus on how ICT is used by

organisations to solve ongoing information problems

and on the strategies used to protect the integrity and

security of data and information. In Area of Study

1either a relational database management system

(RDBMS) or spreadsheet software is selected and

used to create solutions to information problems. In

addition, students use web authoring or multimedia

authoring software to produce onscreen user

documentation. When creating solutions to ongoing

information problems, students apply all stages of the

problem-solving methodology. In Area of Study 2,

students explore how organisations manage the

storage, communication and disposal of data and

information in order to minimise threats to the

integrity and security of data and information, and to

optimise efficient information handling.

Areas of Study:

1. Organisations and information needs

2. Information management



of the following tasks

Outcome 1: Use selected software to solve an

ongoing information problem, and evaluate the

efficiency and effectiveness of the solution in meeting

the information needs of an organisation.

Assessment Tasks

A solution in response to a design brief, including

user documentation.

And

A report that evaluates the extent to which the

solution meets the needs of the organisation, in one

of the following:


• an annotated visual report.

Outcome 2: Evaluate the effectiveness of strategies

used by organisations to manage the storage,

communication and disposal of data and information,

and recommend improvements to current practices.

Assessment Tasks

One of the following:


• a test

• an annotated visual report.


51

LEGAL STUDIES (VCE)

UNIT 3: LAW-MAKING (VCAA Code: LS033)

UNIT 4: DISPUTE RESOLUTION (VCAA Code: LS034)


UNIT 3

This unit enables students to develop an

understanding of the institutions that determine laws

and the processes by which laws are made.

It considers reasons why laws are necessary and the

impact of the Commonwealth Constitution and its

interpretation by the High Court on the operation of

the legal system and protection of citizens rights.

Students undertake an evaluation of the strengths and

weaknesses of the law-making bodies and the need

for the law to keep up to date with changes in

society.

Areas of Study: 1. Parliament and the citizen

2. Constitution and the protection of rights

3. Role of the courts in law-making



Outcome 1: Describe the role and effectiveness of

Parliament as a law-making body, evaluate the need

for change in the law and analyse the ways in which

change can be influenced.

Outcome 2: Explain the role of the Commonwealth

Constitution in defining law-making powers within

federal structure, analyse the means by which law-

making powers may change, and evaluate the

effectiveness of the Commonwealth Constitution in

protecting democratic and human rights.

Outcome 3: Describe the role and evaluate the

effectiveness of the courts in law-making and their

relationship with parliament.

Assessment: One or more of the following tasks:

A case study


A test

An essay

A report in written format

A report in multimedia format

A folio of exercises

UNIT 4

This unit examines the institutions that adjudicate

criminal cases and civil disputes and alternative

avenues of dispute resolution with a view to

comparing and evaluating the operation of the

various dispute resolution methods. Students develop

and understanding of criminal and civil processes and

procedures which operate within the Victorian legal

system. The jury system in criminal and civil trials

will be examined and the operation of the adversary

system with a focus on strengths and weaknesses will

be reviewed. Students will compare features of the

adversary and inquisitorial systems of dispute

resolution, and evaluate the current Victorian legal

system and recommendations for reform.

Areas of Study: 1. Dispute resolution methods

2. Court processes and procedures, and engaging in

justice



Outcome 1: Describe and evaluate the effectiveness

of institutions and methods for the determination of

criminal cases and the resolution of civil disputes.

Outcome 2: Explain the processes and procedures

for the resolution of criminal cases and civil disputes,

and evaluate their operation and application, and

evaluate the effectiveness of the legal system.

Assessment: One or more of the following tasks:

A case study


A test

An essay

A report in written format

A report in multimedia format

A folio of exercises


52

LOTE : ARABIC (VCE)

UNIT 1: THE ARABIC SPEAKING COMMUNITIES (VCAA Code: LO021)

UNIT 2: THE CHANGING WORLD (VCAA Code: LO022)

This study is offered to students who are fluent in Arabic and is designed to extend students

knowledge and skills in understanding, speaking and writing in a range of contexts. Students

develop the ability to understand and respond to the language demands of transactional and

social contracts as well as providing an insight into the countries where Arabic is spoken.

In Units 1and 2 students study a variety of texts related to the individual, Arab speaking

communities and the changing world, grammar and kinds of writing.

UNIT 1

Areas of Study:

1. The individual (personal identity)

2. The individual (family and friends)

3. Arabic-speaking communities (culture

and traditions)


Outcome 1: Establish and maintain a

spoken or written exchange related to

personal areas of experience.

Informal conversation or a reply to

personal letter/email/fax.

Outcome 2: Listen to, read and obtain

information from written and spoken texts.

Read written texts to obtain information

to complete notes, charts or tables in

Arabic or English.

Outcome 3: Produce a personal response to

a text focusing on real or imaginary

experience.

Oral presentation or review or article.

Written examination

UNIT 2

Areas of Study:

1. The individual (education and

aspiration

2. The changing world (the natural world)

3. Arabic-speaking communities


Outcome 1: Participate in a spoken or

written exchange related to making

arrangements and completing transactions.

Writing : formal letter , fax or email.

Outcome 2: Listen to, read and extract and

use information and ideas from spoken and

written texts.

Listen to spoken texts and reorganize

information and ideas in a different text

type and;

Read written texts and reorganize


type.

Outcome 3: give expression to real or

imaginary experience in written or spoken

form.

Journal entry

Personal account or short story

Written examination


53

LOTE : ARABIC (VCE)

UNIT 3:THE ARABIC SPEAKING COMMUNITIES (VCAA Code: LO023)


End of year examinations (oral and written): Contribute 50% to the final assessment

UNIT 3

The focus of unit 3 is the study of the

Arabic society and Education in Arabic

countries

Areas of Study:

1. The individual

2. The Arabic speaking communities



and consists of the following assessment

tasks:

Outcome 1: Express ideas through the

production of original texts.

A 250 word personal or imaginative

writing piece.

Outcome 2: Analyse and use information

from spoken texts.

A response to a specific topic.

Outcome 3: Exchange information,

opinions and experiences.

An evaluative oral presentation

focusing on points for and against an

aspect related to texts studied.

UNIT 4


migration, along with customs and

traditions.

Areas of Study:

1. Arabic-speaking communities (culture

and traditions

2. Arabic-speaking communities

(lifestyles)

3. The changing world (the natural world)





from written texts.

A response to specific questions or

instructions, analysing and using

information requested.

Outcome 2: Respond critically to

spoken and written texts which reflect

aspects of the language and culture.

A 250-300 word informative, persuasive

or evaluative written response, for

example, a report, comparison or

review.

AND

An interview on an issue related to

aspects of the language and culture.


54

LOTE: FRENCH (VCE)

UNIT 1: THE FRENCH SPEAKING COMMUNITIES (VCAA Code: LO091)


This study is offered to continuing students and is designed to survey the key themes and communicative

language and skills required for Units 3 and 4. It is designed to extend students knowledge and skills in

understanding, speaking and writing in a range of contexts. Students develop the ability to understand ,

respond and perform communicative tasks in a range of functional and social situations.

This study provides students with a direct means of access to the rich and varied culture of Francophone

communities around the world.

UNIT 1

Areas of Study:

1. The individual (Education, Future

aspirations)

2. The French-speaking world

3. The individual (Friends and

Relationships)





Informal conversation

OR

Reply to a personal letter / e-mail / fax

Outcome 2: Listen to, read and obtain

information from written and spoken texts.

Reading written discourse and, listening

and responding to spoken discourse to

complete notes, charts or tables, etc. in

French or English



experience.

Writing an article/review in response to

a type of text

OR

Oral presentation

Note: Responses may be specified in French

Or English. Written examination

UNIT 2

Areas of Study:

1. The individual (Personal World)

2. The French-speaking world

3. The changing world – Work (also

education)





Role-play or interview

OR

Write a formal letter / e-mail /fax



written texts.

Read written discourse (e.g. extracts,

advertisements, letters)

AND

Reorganise ideas and information in

French

Outcome 3: Give expression to real or


form.

Produce a journal entry / personal

account / short story in French

Note: All responses must be in French.

Written examination


55

LOTE : INDONESIAN Second Language (VCE)

UNIT 1: THE INDONESIAN SPEAKING COMMUNITIES (VCAA Code: LO401)

UNIT 2: THE INDIVIDUAL (VCAA Code: LO402)

This study is develops students’ ability to understand and use the language of a country which is one of

Australia’s closest neighbours. Links between Australia and Indonesia have been strengthened in recent

decades, in particular, in areas such as business, tourism and education. The study of Indonesian promotes

the strengthening of these links. This study is designed to enable students to use Indonesian to

communicate with others, and understand and appreciate the cultural context in which Indonesian is used

and to make connections between Indonesian and English.

UNIT 1

Areas of Study:

1. Customs and traditions

2. Arts and entertainment

3. The individual (Personal identity)





Informal conversation or reply to a

personal letter/e-mail

Outcome 2: Listen to spoken texts and

obtain information to complete notes, charts

or tables in Indonesian.



Indonesian.



experience.

Oral presentation or review or article

Written examination

UNIT 2

Areas of Study:

1. Personal world

2. Education and aspirations

3. The changing world (Social issues)





Formal letter or email



written texts.



type.



form.

Journal entry or personal account or a

short story

Written examination


56

LOTE : TURKISH (VCE)

UNIT 1: THE INDIVIDUAL (VCAA Code: LO291)


This study is offered to students who are fluent in Turkish and is designed to extend students

knowledge and skills in understanding, speaking and writing in a range of contexts. Students

develop the ability to understand and respond to the language demands of transactional and

social contracts as well as providing an insight into the countries where Turkish is spoken.

In Units 1 and 2 students study a variety of texts related to the Individual, the Turkish speaking

community and the changing world.

UNIT 1

Areas of Study:

1. Personal identity

2. Leisure

3. Relationships with friends

4. Cultural diversity in Australia





Informal conversation or reply to a

personal letter/e-mail

Outcome 2: Listen to spoken texts and

obtain information to complete notes, charts

or tables in Turkish.



Turkish.



experience.

Oral presentation or review or article

Written examination

UNIT 2

Areas of Study:

1. Reasons for migration

2. Problems faced by Turkish migrants

3. Changing role of men and women in

society





Formal letter or email



written texts.



type.



form.

Journal entry or personal account or a

short story

Written examination


57

LOTE : TURKISH (VCE)

UNIT 3: THE INDIVIDUAL AND THE CHANGING WORLD(VCAA Code: LO293)

UNIT 4: THE TURKISH SPEAKING COMMUNITIES (VCAA Code: LO294)

End of year examinations (oral and written): Contribute 50% to the final assessment

UNIT 3


Turkish speaking communities. The themes

and topics are the vehicle through which the

students will demonstrate achievement of

the outcomes, in the sense that they form the

subject of the activities and tasks the student

undertakes. The grammar, vocabulary text

types and kinds of writing are linked, both

to each other, and to the themes and topics

Areas of Study:

1. Personal identity

2. Future aspirations

3. The younger generation

4. Issues now, and in the future




Outcome 1: Express ideas through the

production of original texts.

A 250 word personal or imaginative

written piece


from spoken texts.

A response to specific questions,

messages or instructions

Outcome 3: Exchange information,

opinions and experiences.

A three to four minute role-play

UNIT 4


changing world. The themes and topics are

the vehicle through which the students will

demonstrate achievement of the outcomes,

in the sense that they form the subject of the

activities and tasks the student undertakes.

The grammar, vocabulary text types and

kinds of writing are linked, both to each

other, and to the themes and topics

Areas of Study:

1. Cultural diversity

2. Tourism





from written texts.

A response to specific questions,

messages or instructions

Outcome 2: Respond critically to spoken

and written texts which reflect aspects of the

language and culture.

A 250-300 word informative, persuasive

or evaluative written response

A three to four minute interview on an

issue related to text studied


58

MATHEMATICS (VCE)

UNIT 1: GENERAL MATHEMATICS (VCAA Code: MA071)

UNIT 2: GENERAL MATHEMATICS (VCAA Code: MA072)

General Mathematics provides courses for diverse groups of students and may be implemented

in a number of ways.

UNIT 1

Areas of Study:

1. Univariate data

2. Bivariate data

3. Linear relations and equations

4. Linear graphs and modeling


Outcome 1: Define key concepts, in

relation to the topics from the selected

areas of study, and apply a range of related

mathematical routines and procedures.

Completion of problem solving

activities and submission of one

report.

Completion of set exercises.

Outcome 2: Apply mathematical processes

in non-routine contexts and analyse and

discuss these applications of mathematics

in at least three of the areas of study.

Completion of set exercises

Completion of an assignment and

submission of a report.

Outcome 3: Use technology to produce

results and carry out analysis in situations

requiring problem solving, modeling or

investigative techniques and approaches in

at least three of the areas of study.

Demonstrate use of computer

technology.

Written Examination

UNIT 2

Areas of Study:

1. Financial arithmetic

2. Shape and measurement

3. Trigonometry

4. Coordinate geometry


Outcome 1: Define key concepts, in

relation to the topics from the selected

areas of study, and apply a range of related


Completion of problem solving

activities and submission of one

report.

Completion of set exercises.


in non-routine contexts and analyse and

discuss these applications of mathematics

in at least three of the areas of study.


Completion of an assignment and

submission of a report.

Outcome 3: Use technology to produce

results and carry out analysis in situations

requiring problem solving, modeling or

investigative techniques and approaches in

at least three of the areas of study.

Demonstrate use of computer

technology.

Written Examination


59

MATHEMATICS (VCE)

UNIT 3: FURTHER MATHEMATICS (VCAA Code: MA073)

UNIT 4: FURTHER MATHEMATICS (VCAA Code: MA074)

End of year examinations: Examination 1 (multiple choice) contributes 33% to the final

assessment. Examination 2 (extended answer) contributes 33% to the final assessment.

UNIT 3

Unit 3 involves the study of the core material

in Data Analysis, and one of the optional

modules.

Areas of Study:

2. Data Analysis (Core material)

3. Applications (Module material), one of:

Number patterns

Geometry and Trigonometry

Graphs and relations

Business related mathematics

Networks and decision mathematics

Matrices



consists of the following tasks:

Outcome 1: Define and explain key terms

and concepts as specified in the content and

use this knowledge to apply related

mathematical procedures to solve routine

application problems.

Outcome 2: Use mathematical concepts and

skills developed in the Data Analysis to

analyse a practical and extended situation

and interpret the outcomes of this analysis in

relation to key features of that situation.

Outcome 3: select and appropriately use

technology to develop mathematical ideas,

produce results and carry out analysis in

situations requiring problem-solving,

modeling or investigative techniques and

approaches.

Assessment:

Data analysis application task

Analysis task

Incorporation of technology in the tasks

UNIT 4

In Unit 4, the other two selected modules

from the area of study ‘Applications’ will be

covered.

Areas of Study:

1. Applications (Module material), two of:

Number patterns

Geometry and Trigonometry

Graphs and relations

Business related mathematics

Networks and decision mathematics

Matrices



consists of the following tasks:

Outcome 1: Define and explain key terms

and concepts as specified in the content and

use this knowledge to apply related

mathematical procedures to solve routine

application problems.


in contexts to the Applications area of study

and analyse and discuss the applications of

mathematics.

Outcome 3: select and appropriately use

technology to develop mathematical ideas,

produce results and carry out analysis in

situations requiring problem-solving,

modeling or investigative techniques and

approaches.

Assessment:

Analysis task 1

Analysis task 2

Incorporation of technology in the tasks


60

MATHEMATICS (VCE)

UNIT 1: MATHEMATICAL METHODS (CAS) (VCAA Code: MA111)


In year 11 Mathematics, students will develop skills necessary to do most of the year 12

Mathematical subjects. Students are expected to do skills work, problem solving and projects;

however, emphasis will be on the end of semester examination. The topics covered in year 11 are

Indices, Matrices, Quadratic and Cubic Functions, Calculus, Probability and Trigonometry. This

subject is a prerequisite for the following year 12 subjects - Mathematical Methods (CAS),

Specialist Mathematics (VCE)

UNIT 1

Areas of Study: 1. Functions and graphs

2. Algebra

3. Rates of change and calculus

4. Probability

School Assessed Coursework: Outcome 1: Define and explain key concepts as

specified in the content from the Functions and

Graphs, Algebra, Probability and Calculus areas

of study, and to apply a range of related


Completion of problem solving activities


Outcome 2: Apply mathematical processes in

non-routine contexts and to analyse and discuss

these applications of mathematics.


Completion of assignments and submission

of a report

Outcome 3: Select and use a computer algebra

system and other technology to develop

mathematical ideas, produce results and carry

out analysis in situations requiring problem

solving, modelling or investigative techniques or

approaches.


Demonstrate use of graphics calculator and

computer technology

Written Examination

UNIT 2

Areas of Study: 1. Functions and graphs

2. Algebra

3. Rates of change and calculus

4. Probability

School Assessed Coursework: Outcome 1: Define and explain key concepts as

specified in the content from the Functions,

Graphs, Algebra, Probability and Calculus

areas of study, and to apply a range of related


Completion of problem solving activities


Outcome 2: Apply mathematical processes in

non-routine contexts and to analyse and discuss

these applications of mathematics.


Completion of assignments and submission

of a report

Outcome 3: Select and use a computer algebra

system and other technology to develop

mathematical ideas, produce results and carry

out analysis in situations requiring problem

solving, modelling or investigative techniques or

approaches.


Demonstrate use of graphics calculator and

computer technology

Written Examination


61

MATHEMATICS (VCE)



End of year examinations: Examination 1: Students are required to respond to a collection of short-answer questions

covering all areas of the study in relation to outcome 1. To be completed in 1 hour and

contributes 22% to final assessment.

Examination 2: Students are required to respond to a collection of multiple-choice and

extended-answer questions covering all areas of the study in relation to all three outcomes, with

an emphasis on outcome 2. To be completed in 2 hours and contributes 44% to final assessment.

UNIT 3 This unit involves the study of functions and graphs;

differential calculus and algebra. Students will be

required to apply mathematical knowledge and skills

to solve problems in unfamiliar situations, including

real-life situations; learn and practise mathematical

algorithms, routines and techniques, and use them to

find solutions to problems. Students are required to

use appropriate technology including computer

algebra systems and/or computer software packages.

Areas of study:

1. Functions and graphs

2. Algebra

3. Calculus



Outcome 1:Define and explain key concepts, as

specified in the content and apply a range of related


Outcome 2:Apply mathematical processes in non-

routine contexts, analyse and discuss these

applications of mathematics.

Outcome 3:Select and appropriately use computer

algebra systems and other technology to develop

mathematical ideas, produce results and carry out

analysis in situations requiring problem-solving,

modelling or investigative techniques or approaches.

To demonstrate achievement of the above outcomes,

students will be required to complete the following

tasks:

A function and calculus application task.

Two tests.

UNIT 4 This unit involves the study of calculus; algebra

and probability. Students will be required to apply

mathematical knowledge and skills to solve

problems in unfamiliar situations, including real-

life situations; learn and practise mathematical

algorithms, routines and techniques, and use them

to find solutions to problems. Students are

required to use appropriate technology including

computer algebra systems and/or computer

software packages.

Areas of study:

1. Calculus

2. Algebra

3. Probability



Outcome 1:Define and explain key concepts, as

specified in the content and apply a range of

related mathematical routines and procedures.

Outcome 2:Apply mathematical processes in non-

routine contexts and to analyse and discuss these

applications of mathematics.

Outcome 3:Select and appropriately use computer

algebra systems and other technology to develop

mathematical ideas, produce results and carry out

analysis in situations requiring problem-solving,

modelling or investigative techniques or

approaches.

To demonstrate achievement of the above

outcomes, students will be required to complete

the following tasks:

Analysis task 1 related to calculus.

Analysis task 2 related to probability.


62

PHYSICS (VCE)

UNIT 1: (VCAA Code: PH011)


Physics is the most fundamental of the experimental sciences in that it seeks to explain the basic

features of the natural world primarily in terms of the interactions between matter and energy.

Students are required to develop a qualitative and quantitative understanding of Physics ideas.

UNIT 1

Unit 1 consists of three areas of study:

Nuclear and radioactivity physics;

Electricity; and Energy from the nucleus.

Areas of Study: 1. Nuclear and radioactivity physics

2. Electricity

3. Energy from the nucleus

1. Nuclear and radioactivity physics Outcome 1: Describe the sources and uses of

nuclear reactions and radioactivity and their

effects on living things, the environment and in

industry.

Practical reports

Skills and Analysis tests

2. Electricity Outcome 2: Apply a basic DC circuit model to

simple battery operated devices, car and

household (AC) electrical systems; and describe

the safe and effective use of electricity by

individuals and the community.

Practical reports


3. Energy from the nucleus Outcome 3.3: Describe and explain typical

fission and fusion reactions, energy transfer and

transformation phenomena of importance in

stars and in the production of nuclear energy,

and the benefits and risks of the use of nuclear

energy as a power source for society.

Practical reports


Written Examination

UNIT 2

Unit 2 consists of three areas of study:

Motion; Wave-like properties of light; and

Investigations of sustainable energy sources.

Areas of Study:

1. Motion

2. Wave-like properties of light

3. Investigations: Sustainable energy

sources

1. Motion Outcome 1: Investigate, analyse and

mathematically model motion of particles and

bodies in terms of Aristotelian, Galilean and

Newtonian theories.

Practical reports


2. Wave-like properties of light Outcome 2: Describe and explain the wave

model of light, compare it with the particle

model of light and apply it to observed light

phenomena in practical investigations.

Practical reports


3. Investigations: Sustainable energy

sources Outcome 3.5: Use concepts of energy transfer

and transformations to design, conduct and

report on an experimental investigation into an

aspect of a renewable energy supply sustem.

Practical reports


Written Examination


63

PHYSICS (VCE)




UNIT 3 This unit focuses on ideas that underpin much of

technology found in areas such as communications,

commerce and industry. Unit 3 consists of two

prescribed areas of study. The third area of study is

chosen form one of six detailed studies to be

undertaken in either Unit 3 or Unit 4. The detailed

study will be assessed in Unit 4 coursework. The

detailed study will be selected by the teacher.

Areas of Study: 1. Motion in one and two dimensions

2. Electronics and photonics

3. Detailed Study

3.3 Further electronics or

3.6 Sound

School Assessed Coursework: Contributes 16% to the final assessment and consists of

the following assessment tasks:

Outcome 1: Investigate motion and related energy

transformations experimentally, and use the Newtonian

model in one and two dimensions to analyse motion in

the contexts of transport and related aspects of safety,

and motion in space.

Outcome 2: Investigate, describe, compare and explain

the operation of electronic and photonic devices and

analyse their use in domestic and industrial systems.

Outcome 3.3: Design and investigate an AC to DC

voltage regulated power supply system; and describe

and explain the operation of the system and its

components, and the effects of test equipment on the

system.

The above outcomes require the following to be

completed:

At least two different tasks from the following**:

A student-designed extended practical

investigation

Summary report of selected practical activities

from the student’s log book

A multimedia presentation

A data analysis

A report (written, oral, annotated visual)

A test (short answer and extended response)

A response to a media article

**Across the assessment tasks for Units 3 & 4, at least

one task must be an extended practical investigation

and at least one task must be a summary report of

selected practical activities

UNIT 4 The focus of Unit 4 is on the development of models to

explain the complex interactions of light and matter.

Unit 4 consists of two prescribed areas of study. Third

area of study is chosen from one of six detailed studies

to be undertaken in either Unit 3 or Unit 4. The detailed

study will be assessed in Unit 4 coursework. The

detailed study will be selected by the teacher.

Areas of Study: 1. Electric power

2. Interactions of light and matter

3. Detailed Study

3.3 Further electronics or

3.6 Sound

School Assessed Coursework: Contributes 24% to the final assessment and consists of

the following assessment tasks:

Outcome 1: Investigate and explain the operation of

electric motors, generators and alternators and the

generation, transmission, distribution and use of electric

power

Outcome 2: Use wave and photon models to analyse,

interpret and explain interactions of light and matter and

the quantised energy levels of atoms.

Outcome 3.6: Apply a wave model of sound and a field

model of electromagnetism to describe, analyse and

evaluate the recording and reproduction of sound.

The above outcomes require the following to be

completed:

At least two different tasks from the following**:

A student-designed extended practical investigation

Summary report of selected practical activities from

the student’s log book

A multimedia presentation

A data analysis

A report (written, oral, annotated visual)

A test (short answer and extended response)

A response to a media article

**Across the assessment tasks for Units 3 & 4, at least

one task must be an extended practical investigation

and at least one task must be a summary report of

selected practical activities


64

PSYCHOLOGY

UNIT 1: INTRODUCTION TO PSYCHOLOGY (VCAA Code: PY031)

UNIT 2: SELF AND OTHERS (VCAA Code: PY032)

Psychology is the scientific the human mind and behaviour. Students explore the scope of

psychology, its specialist disciplines such as neuropsychology, cognitive, and social and human

developmental psychology, and its fields of application. Students consider influences on human

behaviour from biological, behavioural, cognitive and socio-cultural perspectives. They study

the contribution of classical and contemporary studies, the development of theories used to

predict and explain the human mind, and behaviours associated with particular stages of

development over a lifespan.

UNIT 1

Areas of Study:

1. What is Psychology?

2. Lifespan Psychology


Outcome 1: Describe how research has

informed different psychological perspectives

to explain human behaviour, and explain

visual perception through these perspectives.

Visual presentation, poster, involving a

concept map of visual perception and

different perspectives.

Outcome 2: Describe a range of

psychological development theories and

conduct an investigation into one stage of the

lifespan of an individual.

Research Activity: Piaget’s four stages of

congnitive development.

Written examination

UNIT 2

Areas of Study:

1. Interpersonal and group behaviour

2. Intelligence and personality


Outcome 1: Explain how attitudes are

formed and changed, and discuss the factors

that affect the behaviour of individuals and

groups.

Test – short answer and extended

responses

Outcome 2: Compare different theories of

intelligence and personality, and compare

different methodologies used in the

measurement of these.

Essay

Written examination


65

PSYCHOLOGY (VCE)

UNIT 3: THE CONSCIOUS SELF (VCAA Code: PY033)

UNIT 4: BRAIN, BEHAVIOUR AND EXPERIENCE (VCAA Code: PY034)

End of year examination: Contribute 60% to the final assessment.

UNIT 3

This unit focuses on the study of the relationship

between the brain and the mind through

examining the basis of consciousness, behaviour,

cognition and memory. Students study the

structure and function of the human brain and

nervous system, and explore the nature of

consciousness and altered states of consciousness

including sleep. Students consider the function of

the nervous system in memory and investigate the

ways in which information is processed, stored

and utilised. Research methods are integrated

within the different approaches to psychology and

students learn to make evaluations of the

appropriateness of each model.

Areas of Study:

1. Mind, brain and body

2. Memory




Outcome 1: Explain the relationship between the

brain, states of consciousness including sleep, and

behaviour, and describe the contribution of

selected studies and brain research methods to the

investigation of brain function.

Essay

And

Test

Outcome 2: Compare theories that explain the

neural basis of memory and factors that affect its

retention, and evaluate the effectiveness of

techniques for improving and manipulating

memory.

Report of a research investigation related to

memory conducted by the student

UNIT 4

This unit focuses on the interrelationship

between learning, the brain and its responses to

experiences, and behaviour. Students study

cognitive psychological methods and mental

processing through the concepts of memory and

learning. Students use a biopsychosocial

framework to investigate how biological,

psychological and socio-cultural factors

contribute to the development of an individual’s

mental functioning and mental health. Research

methods continue to be integrated within

different methodological approaches to

psychology. Research studies are used to

illustrate the application of statistical procedures

and ethical principles are investigated.

Areas of Study:

1. Learning

2. Mental Health




Outcome 1: Explain the neural basis of

learning, and compare and contrast different

theories of learning and their applications.

Folio of practical activities – at least five

practicals and annotations of at least three of

these activities to illustrate selected aspects

of learning.

Outcome 2: Differentiate between mental

health and mental illness, and use a

biopsychosocial framework to explain the

causes and management of stress and a selected

mental disorder.

Report – using the biopsychosocial

framework to explain the causes and

management of a selected mental

disorder

And

Test


66

RELIGION AND SOCIETY (VCE)

UNIT 1: RELIGION IN SOCIETY (VCAA Code: RE011 )

UNIT 2: ETHICS AND MORALITY (VCAA Code: RE022)

Unit 1 focuses on the role of religious traditions in shaping personal and group identity by examining the

ways in which individuals and groups affect and change religious traditions, and are affected and changed

by them. Students are provided with the opportunity to understand the complex relationships that exist

between individuals, groups, religious traditions and the society in which they live. At least two or three

religious traditions should be studied within the unit.

Unit 2 focuses on ethics as a discipline that investigates morality; it involves reflection on what ‘right’

and ‘wrong’, and ‘good’ and ‘bad’ mean when applied to human decisions and actions. Ethics is

particularly concerned with the justification for moral choices and the cumulative effect of decisions

made by individuals and groups.

UNIT 1

Areas of Study:

1. The religious world

2. Religious traditions in Australia

3. Religious identity and life experience


Outcome 1: Explain the role of religion in

society.

Outcome 2: Explain the expression of

collective identity of particular religious

traditions in Australia, and the interaction

of these traditions with other religious

traditions and wider society.

Outcome 3: Recognise and discuss the

interplay between the identity of members,

as individuals or as specific communities,

and their religious traditions.

Assessment:

Report in multimedia format

Oral presentations

Essay

Test

Written exercises

Annotated charts and flow charts

Interviews

Debates

Analytical exercises

Identification exercises

Written examination

UNIT 2

Areas of Study:

1. Ethical method in pluralist society

2. Religion and morality in pluralist society

3. Contemporary ethical issues in pluralist

society


Outcome 1: Explain ethical decision-making

in pluralist society.

Outcome 2: Explain the ethical perspectives

and moral viewpoints upheld by at least two

religious traditions in pluralist society.

Outcome 3: Analyse and evaluate two or

more debates on contemporary ethical issues

in pluralist society.

Assessment:


Oral presentations

Essay

Test

Written exercises

Annotated charts and flow charts

Interviews

Debates


Identification exercises

Written examination


67

RELIGION AND SOCIETY (VCE)

UNIT 3: THE SEARCH FOR MEANING (VCAA Code:RE033 )

UNIT 4: CHALLENGE AND RESPONSE (VCAA Code:RE034 )

Religion society 3 & 4


UNIT 3 This unit focuses on core religious beliefs and

the ways in which they create meaning for

religious communities and individuals. These

beliefs refer to views about ultimate reality held

by individuals, groups, organizations and whole

societies. Religious beliefs may be

communicated and expressed through a variety

of aspects such as formal statements of belief,

sacred texts and other religious writings,

religious experience and spirituality, etc..

Areas of Study:

1. Meaning in religious traditions

2. Maintaining continuity of religious beliefs

3. Significant life experience and religious

belief




Outcome 1: Explain the nature, purpose and

expression of religious beliefs generally and for

one or more than one religious traditions.

Outcome 2: Analyse the maintenance of

religious beliefs for continuity in religious

traditions.

Outcome 3: Explain and draw conclusions

about the interplay between religious beliefs

and significant life experiences.

Assessment tasks:

At least three different tasks, one or more for

each outcome, selected from the following:

Written report


Essay

Case study



Media analysis

Test

Extended responses

Oral presentation

UNIT 4 This unit focuses on internal and external

developments which challenge significant beliefs of

the selected tradition/s, and which may produce

enduring historical or social consequences for the

tradition/s or for their social milieu. Students

explore historical profiles of religious traditions, and

analyse decisive occasions of religious challenge

and response to both historical and contemporary

contexts. Students also consider the implications of

religious belief for action on behalf of social justice

and for assessment of new problems arising from

social and technological change.

Areas of Study:

1. Historical challenges to religious traditions

2. Contemporary challenges and their impact




Outcome 1: Analyse how one or more than one

religious tradition/s responded to a significant

historical internal or external challenge, and evaluate

the outcome for the religious tradition/s.

Outcome 2: Analyse the interplay between religious

beliefs and their developed vision of religious

tradition/s for society in response to contemporary

challenge.

Assessment tasks:

At least two different tasks, one or more for each

outcome, selected from the following:

Written report


Essay

Case study



Media analysis

Test

Extended responses

Oral presentation


68

STUDIO ARTS

UNIT 1: ARTISTIC INSPIRATION & TECHNIQUES (VCAA Code: SA011)

UNIT 2: DESIGN EXPLORATION & CONCEPTS (VCAA Code: SA022)

This study focuses on using sources of inspiration and ideas as the basis for artworks and exploring a

wide range of materials and techniques as tools for translating ideas, observations and experiences into

visual form. Students also explore the ways in which artists from different times and locations have

interpreted ideas and sources of inspiration. Students also develop skills in the design process and in

visual analysis of artworks.

UNIT 1

Areas of Study:

1. Developing art ideas

2. Materials and Techniques

3. Interpretation of art ideas and use of

materials and techniques


Outcome 1: Source inspiration, identify

individual ideas and use a variety of methods

to translate these into visual language.

Outcome 2: Explore and use a variety of

materials and techniques to support and record

the development of individual ideas to produce

artworks.

Assessment: Practical work consisting of

developmental folio and final pieces of art

works, and design brief for the folio which

shows the sources of inspiration. The folio

must demonstrate ideas translated into visual

form through the use of a variety of materials

and techniques.

Outcome 3: Discuss how artists from different

times and locations have interpreted sources of

inspiration and used different materials and

techniques in the production of artworks.

Assessment:

Essay (500-600 words)

Visual material in form of research

Folio development and final artworks

Written Examination

UNIT 2

Areas of Study:

1. Design Exploration

2. Ideas and Styles in artworks


Outcome 1: Develop an individual design

process, including visual research and inquiry,

in order to produce a variety of design

explorations to create a number of artworks.

Assessment: Production of a variety of design

explorations and the production of a number of

related art works.

Outcome 2: Analyse and discuss the way in

which artists from different times and cultures

have created aesthetic qualities in artworks,

communicated ideas and developed styles.

Assessment:

Written or powerpoint presentation and

notes discussing artists’ works including

visual materials.

Folio/Developmental work.

Written Examination


69

STUDIO ARTS (VCE)

UNIT 3: STUDIO PRODUCTION AND PROFESSIONAL ART PRACTICES (VCAA Code:SA033)

UNIT 4: STUDIO PRODUCTION AND ART INDUSTRY CONTEXTS (VCAA Code:SA034)


UNIT 3 This unit focuses on the implementation of the

design process leading to the production of a

range of potential solutions/directions. The unit

also explores professional art practices in

relation to particular art form(s) and the

development of distinctive styles in artworks.

Areas of Study: 1. Exploration proposal

2. Design process

3. Professional art practices and styles




Outcome 1: Prepare an exploration proposal

that formulates the content and parameters of an

individual design process and, and that includes

a plan of how the proposal will be undertaken.

Outcome 2: Present an individual design

process that produces a range of potential

directions, which reflects the concepts and ideas

documented in the exploration proposal.

Outcome 3: Discuss art practices in relation to

particular artworks of at least two artists and

analyse ways in which artists develop their

artistic styles.

OC 3 assessment – a combination of the

following:

Collection of annotated research materials

Responses to structured questions

Annotated visual report

Essay

Assessment:

SAT 1 – Exploration proposal and Folio

(including a visual diary) (33%)

Subject to external review

UNIT 4 This unit focuses on the production of a

cohesive folio of finished artworks. In

developing this folio, students present visual and

written documentation explaining how potential

solutions generated in Unit 3 will be used to

produce a cohesive folio of finished artworks.

Areas of Study: 1. Folio of artworks

2. Focus, reflection and evaluation

3. Art industry contexts




Outcome 1: Present a cohesive folio of finished

artworks, based on selected potential directions

developed through the design process, that

demonstrates skilful application of materials and

techniques and that realises and communicates

the student’s ideas.

Outcome 2: Provide visual and written

documentation that identifies the folio focus and

evaluates the extent to which the finished

artworks reflect the selected potential directions,

and effectively demonstrate a cohesive

relationship between the works.

Outcome 3: Examine and explain the

preparation and presentation of artworks in at

least two different exhibition spaces, and

discuss the various roles, processes and

methods involved in the exhibition of artworks.

OC 3 assessment – as per unit 3

Assessment: SAT 2 – A cohesive folio of finished artworks

and an evaluation of the finished cohesive folio

(33%)

Subject to external review


70

TEXTS AND TRADITIONS (VCE)

UNIT 1: TEXTS IN TRADITIONS (VCAA Code: TT011)

UNIT 2: TEXTS IN SOCIETY (VCAA Code: TT022)

Many traditions have a special relationship with a set of writings. These writings have particular authority for the

tradition and may act as an important reference and foundation for its social organization, rituals, beliefs, values and

behaviour. The texts of a tradition usually include important stories which shape the tradition, in addition to other

types of literature.

Unit 1 examines the place of texts and their literary forms within a religious tradition. Story-telling is one of the

major literary forms in religious traditions; other forms include law, prophecy, sacred songs, reflection and

instruction. This unit explores the importance of texts at the source of a tradition and how we might find and

describe their meaning for the earlier and continuing tradition. This unit introduces students to basic methods of

exegesis to bring about a deeper awareness of the meaning of texts to the religious tradition. This unit explores how

texts have been used by people both within and beyond the religious tradition as a means of bringing meaning to the

text, or using the text to bring meaning to issues or ideas in a new cultural setting.

Unit 2 involves the study of texts as a means of investigating themes such as justice, racism and gender roles. It

includes consideration of the social context within which the texts were produced, the conditions under which they

are currently read, the reasons for reading them, the kinds of authority attributed to them by traditions, and the ways

in which the texts shape, and are shaped by, the content of the message contained in them. Students also compare

how texts from different religious traditions treat common social themes.

UNIT 1

Areas of Study: 1. Exploring literary forms

2. The formation and exegesis of text

3. Later uses and interpretations of sacred

texts

School Assessed Coursework: Outcome 1: Recognise and explain different

literary forms and analyse their role within a

tradition’s scripture.

Outcome 2: Apply basic exegetical methods

against cultural background in which the texts

are located.

Outcome 3: Discuss understandings and

interpretations of sacred text.

Assessment tasks for this unit include: Summaries

Textual commentaries

An essay

Oral presentation

Short reports

Exegetical exercises

Comparative tables

Short-answer questions

Written Examination

UNIT 2

Areas of Study: 1. Sacred texts in the past

2. Sacred texts today

3. Comparing religious traditions

School Assessed Coursework: Outcome 1: Understand the origin and

development of selected texts that express a

tradition’s relationship to society.

Outcome 2: Understand the type of authority

that a tradition attributes to its sacred texts and

how these texts affect the tradition’s

understanding of its relationship to society today.

Outcome 3: Discuss the similarities and

differences between the ways sacred texts of two

or more religious traditions view a particular

social theme.

Assessment tasks for this unit include: Summaries

Textual commentaries

An essay

Oral presentation

Short reports

Comparative tables

Short-answer questions Written Examination


71

TEXTS AND TRADITIONS (VCE)

UNIT 3: TEXTS AND THE EARLY TRADITION (VCAA Code: TT033)

UNIT 4: TEXTS AND THEIR TEACHINGS (VCAA Code: TT034)

Note: Students will be informed about the prescribed texts for study at the beginning of the

year.


UNIT 3 This unit examines texts relating to the origin and

early development of the selected text tradition,

focusing on events, people and places important

to the development of the tradition. It also

examines issues which relate to the writing of

texts such as: authorship, purpose and intended

audience. Students will develop an understanding

of the text as a whole in terms of its literary

structure and major themes.

Areas of Study: 1. The background of the tradition

2. Historical and literary background to the set

text

3. Interpreting texts - Exegesis (Part 1)




Outcome 1: Identify and explain social and

cultural contexts that influence the early

development of the religious tradition.

A short answer test or short report

Outcome 2: Discuss major themes of the set

text, and analyse its literary structure and issues

related to the writing of the set text.

An essay or report

Outcome 3: Apply exegetical methods to

develop an interpretation of some of the passages

for special study, and discuss the nature of, and

challenges to, exegetical method.

An exegetical task

UNIT 4

This unit continues the exegetical study of

foundational texts begun in Unit 3. It

considers the continuation of a tradition

because texts function as a means of

communicating teachings or understandings

about the relationship between the human

and the transcendent. Students will examine

a significant idea, belief or social theme

arising out of a study of selected texts,

paying particular attention to the way in

which the text deals with the particular issue

or theme in its original historical, social and

religious contexts

Area of Study:

1. Interpreting texts – Exegesis (Part 2)

2. Religious ideas, beliefs and social themes




Outcome 1: Apply exegetical methods to

develop an interpretation of all the passages for

special study.

An exegetical task and an essay on a theme

within the prescribed text.

Outcome 2: Discuss a significant religious idea,

belief or social theme in the set text, and analyse

and evaluate how related passages from the set

text have been interpreted within the tradition at

a later stage in light of the particular idea, belief

or theme.

An essay


72

VISUAL COMMUNICATION AND DESIGN

UNIT 1: INTRODUCTION TO VISUAL COMMUNICATION (VCAA Code: VC011)

UNIT 2: APPLICATIONS OF VISUAL COMMUNICATION DESIGN (VCAA Code: VC022)

Unit 1 focuses on using visual language to communicate messages, ideas and concepts. Students practise

their ability to draw what they observe and use visualisation drawing methods to explore their own ideas

and concepts. They will be introduced to the design process and develop and understanding of the

diversity of visual communication. Unit 2 focuses on the application of visual communication design

knowledge, design thinking skills and drawing methods to create visual communications to meet specific

purposes in designated design fields. Students use presentation drawing methods that incorporate the use

of technical drawing conventions to communicate information and ideas associated with the

environmental or industrial fields of design.

UNIT 1

Areas of Study:

1. Drawing as a means of communication

2. Design Elements and Design Principles

3. Visual communication design in context

School Assessed Coursework: Outcome 1: Create drawings for different

purposes using a range of drawing methods,

media and materials.

Outcome 2: Select and apply design elements

and design principles to create visual

communications that satisfy stated purposes.

Outcome 3: Describe how visual

communication has been influenced by past and

contemporary practices, and by social and

cultural factors.

Assessment tasks are selected from the

following:

Folio of observational, visualisation and

presentation drawings created using manual

and/or digital methods

Final presentations created using manual

and/or digital methods

Written report of a case study

Annotated visual report of a case study

Oral report of a case study supported by

written notes and/or visual materials

Visual and Written examination

UNIT 2

Areas of Study:

1. Technical drawing in context

2. Type and imagery

3. Applying the design process

School Assessed Coursework: Outcome 1: Create presentation drawings that

incorporate relevant technical drawing

conventions and effectively communicate

information and ideas for a selected design field.

Outcome 2: Manipulate type and images to

create visual communications suitable for print

and screen-based presentations, taking into

account copyright.

Outcome 3: Engage in stages of the design

process to create visual communications

appropriate to a given brief.

Assessment tasks are selected from the

following:

Folio of typography and image ideas and

concepts created using manual and digital

methods

Folio of technical drawings created using

manual and/or digital methods

Written and/or oral descriptions and analysis

of historical and contemporary design

examples

Folio demonstrating the design process

created using manual and/or digital methods

Final presentations visual communications

Visual and Written examination


73

VISUAL COMMUNICATION AND DESIGN (VCE)

UNIT 3: VISUAL COMMUNICATION PRACTICES (VCAA Code: VC033)

UNIT 4: DESIGNING TO A BRIEF (VCAA Code: VC034)


UNIT 3

This unit enables students to gain an understanding of the

process designers employ to structure their thinking and

communicate ideas for specific purposes. Students will

investigate and experiment with the use of manual and

digital methods, media and materials to make decisions

when selecting suitable approaches for the development of

their design ideas and concepts. Students will establish a

brief and apply their skills through the design process.

Areas of Study: 1. Analysis and practice in context

2. Design industry practice

3. Developing a brief and generating ideas

School Assessed Coursework: Contributes 20% to the final assessment and consists of the

following assessment tasks:

Outcome 1: Create visual communications for specific

contexts, purposes and audiences that are informed by their

analysis of existing visual communications.

Create 3 visual communications designed for different

contexts, purposes and audiences including evidence

of:

- Two- or three- dimensional presentation drawing

- Use of digital methods

AND

An explanation of the connections between each of

these visual communications and existing visual

communications using one of the following forms:

- Annotated visual communications

- Written or oral report supported by visual

evidence

Outcome 2: Describe how visual communications are

designed and produced in the design industry and explain

factors that influence these practices.

Any one or a combination of the following:

A written report; short or extended responses;

structured questions; annotated visual report

Outcome 3: Apply design thinking skills in preparing a

brief, undertaking research and generating a range of ideas

relevant to the brief.

A brief identifying the contexts, constraints, client’s

needs and target audience, and a folio generating

ideas relevant to the brief

UNIT 4 The focus of this unit is the development of design

concepts and two final presentations of visual

communications to meet the requirements of the brief.

Students reflect on the design process and the decisions

they took in the realisation of their ideas. They evaluate

their visual communications and devise a pitch to

communicate their design thinking and decision making to

the client.

Areas of Study: 1. Development of design concepts

2. Final presentations

3. Evaluation and explanation

School Assessed Coursework: Contributes 5% to the final assessment and is attained

through completion of Outcome 3.

School Assessed Task (SAT): Contributes 40% to final assessment and is attained

through completion of Outcome 3 in Unit 3, and

Outcomes 1 and 2 in Unit 4. SAT consists of the brief,

development folio and two final presentations.

Outcome 1: Develop distinctly different design concepts

for each need, and select and refine for each need a

concept that satisfies each of the requirements of the brief.


A folio of conceptual developments for each need

Outcome 2: Produce final visual communication

presentations that satisfy the requirements of the brief

Two distinct final presentations in two separate

presentation formats that fulfil the communication

needs of the client as detailed in the brief development

in Unit 3.

SAC

Outcome 3: Device a pitch to present and explain their

visual communications to an audience and evaluate the

visual communications against the brief.


A written report; an annotated visual report; an oral

presentation (contributes 5% to final assessement)

CONTENTS Page VCE at AIAmsc.aiahome.net/images/downloads/Year-11-and-12-HANDBOOK...IB at AIA 10 - 16...

Documents

Transcript of CONTENTS Page VCE at AIAmsc.aiahome.net/images/downloads/Year-11-and-12-HANDBOOK...IB at AIA 10 - 16...