SUBJECT SELECTION - rushworthp-12.vic.edu.au

SUBJECTSELECTION

2021

VCE & VCAL

TABLE OF CONTENTS

TOPIC PAGE

Welcome 2

The VCE program 3

VCE Assessment requirements 4

Pathway options at Rushworth P-12 College 5 - 9

The VCAL program 10-11

VCAL program requirements 12

Head Start Program: What is it? 13

VCE Subject summaries for 2021

14 - 31

2021 RP-12 VCE / VCAL Course Information

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WELCOME TO THE SENIOR SCHOOL

Dear Parents and Students,

At Rushworth P-12 College, the Senior School consists of students enrolled in Years 10, 11 and 12 and the staff who support these students. It is the aim of all Senior School staff to support students to facilitate a smooth transition to succeed in their final years of study and to beyond school.

This document contains information about the Victorian Certificate of Education (VCE), the Head Start Program and Victorian Certificate of Applied Learning (VCAL) and the studies offered at Rushworth P-12 College in 2021.

Please read the information carefully before you begin to make decisions about the program and subjects you will be choosing.

How well you are doing in this subject already?

Your subject teacher can assist you here. Have a look at your past school reports. Choosing a subject you are already achieving in can be a good place to start.

How much you enjoy or think you might like a subject?

Read the descriptions contained in these pages and consult with the relevant subject teachers. Find out what topics are covered and what assessment tasks are involved.

What you are interested in as a tertiary course or career?

See the Pathways Coordinator to find out if there are any prerequisites to gain entrance to a chosen course.

At Rushworth P-12 College we make every effort to provide students with a wide range of subjects to select from. The final curriculum offerings will be based upon student preferences and staff availability.

We look forward to working with parents and students in the lead up to 2020 and beyond, to engage, and inspire in the “Pursuit of Excellence”.

Yours sincerely,

Senior School Staff


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THE VCE PROGRAM The Victorian Certificate of Education (VCE) is a senior secondary certificate of education recognised within the Australian Qualifications Framework (AQF). It is designed to be completed over a minimum of two years, and includes general education curriculum components (VCE studies) and programs from Vocational Education and Training (VET) qualifications.

Each VCE study is designed to provide a two-year program. Studies at Unit 1 and Unit 2 level are nationally and internationally benchmarked to a Year 11 standard, and studies at Unit 3 and Unit 4 level are benchmarked to a Year 12 standard. In many studies, there are multiple options for students to choose from, such as a choice of mathematics studies and histories. Units 1 and 2 can be completed as single units and Units 3 and 4 in each study are designed to be taken as a sequence.

Your VCE Program is the complete list of VCE units you will do over the next two years.

A VCE PROGRAM MUST CONTAIN:

To qualify for the VCE you must satisfactorily complete a minimum of 16 units, which must include:

• At least 3 units of English Units 1, 2, 3 and 4 and • At least 3 sequences of Units 3 and 4 other than English • Students may apply to do a Units 3 and 4 study in Year 11 • Students may choose a Head Start apprenticeship or traineeship subject as part of their VCE program.

ENROLMENT REQUIREMENTS:

Entry into VCE is not automatic from Year 10 and students are reminded that standards of commitment are high and minimum standards need to be met.

One of these is a minimum attendance rate of 90%.

2021 VCE program to consist of:

Year 11 Year 12

VCE English (Units 1 & 2) VCE English (Units 3 & 4)

VCE Mathematics (Units 1 & 2)

VCE Subject (Units 1 & 2)




VCE Subject (Unit 3 & 4)




Or Head Start enrolment Or Head Start enrolment

ASSESSMENT

The Victorian Certification of Education (VCE) is a two-year certificate. The VCE will spread assessment over Years 11 and 12. Different methods of assessing students and their attainment of specified learning outcomes will give students the opportunity to develop and demonstrate a range of key knowledge and key skills.


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The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of learning outcomes specified for the unit. This decision will be based on the teacher's assessment of the student's overall performance on assessment tasks designated for the unit.

Units 1 and 2 The award of "Satisfactorily Completion" for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit in the Study Design.

Procedures for the assessment of levels of achievement are determined by the College in accordance with the College's satisfactory completion policy.

Units 3 and 4 The award of "Satisfactorily Completion" for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit in the Study Design.

A student's level of achievement will be determined by a combination of school assessed course work, tasks, and external examination.

Feedback to students: After work is submitted and marked, teachers will provide feedback to students. Appropriate feedback includes;

• Advice on problem areas • Advice on where and how improvements can be made for further learning • Reporting S or N decisions and/or written comments on students’ performance against each outcome

Students need to be aware of the following;

• about the ‘conditional’ nature of any School-assessed Coursework may change because of statistical moderation • that their total scores for School-Assessed Coursework may change because of statistical moderation

REPORTING

Completion of a unit will be reported on the Statement of Results issued by the Board of Studies as S (Satisfactory) or N (Not Satisfactory).

The College will also provide written descriptive reports on the level of achievement attained by students at the end of Units 1 and 2 and descriptive reports of student progress at the end of Unit 3.

End of Semester reports for Units 1 and 2, provided by the College, will give a grade (%), for levels of achievement in assessment tasks drawn from learning outcomes.

Unit 3 will be reported as percentage grades by the College. Reporting of grades for Units 3 and 4 will be undertaken by the Victorian Curriculum Assessment Authority (VCAA), on a student's final statement of results.


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THE STUDY HUB The Study Hub is exclusive to Year 12 students and is used as a supervised study space during student’s spare periods. The expectation is that students are working on classwork and practicing their studying techniques during these times to ensure they stay up to date with their coursework.

The Study Hub is also the Pathways Office so students from years 9-12 may organise time to meet with Pathways Manager to discuss & work on their career planning & development.

Time management, organisational skills

and study skills are all important aspects of VCE

studies.

Support is given to students to help

master these skills.


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PATHWAYS AT RUSHWORTH P-12 WHAT ARE VCE PATHWAYS?

A “pathway” is not a pre-set combination of units, but a suggested package. Students should use the “Examples of VCE pathways” section as a guide to select their VCE subjects in discussion with parents, subject teachers, Advisory teachers, the Yr. 9-12 Team Leader and the Pathways Coordinator.

WHY PATHWAYS?

• To help students and parents see connections between the subjects selected and post-school options; • To provide purpose and direction to the student’s program of studies; • To give a clear career focus to the students program


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PATHWAY A:

Arts, Humanities, International Studies, Global Studies, Business Studies

Compulsory Unit Suggested Units May lead to:

VCE English Mathematics*

History

Psychology

Business Studies

*Refer to advice on Mathematics option and/or talk to your current Mathematics teacher to determine the most appropriate choice

Employment

Limited opportunities for students seeking employment directly from VCE.

Some traineeships are available in;

Court Registrar, Government Administration, International Import/Export and Logistics, Business, Retail and Legal Services

TAFE

Examples of Certificates and Diplomas;

Travel and Tourism, International Business, Marketing, Human Resources, Tourism

University

Examples of Degrees;

Arts, Global Studies, International Relations, International Studies, Journalism, Media, Communications, Law, Psychology, Business

Before finalising units

Check prerequisites using the VTAC course search tool http://www.vtac.edu.au/

And/or make an appointment with the Pathways Coordinator

http://www.vtac.edu.au/


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PATHWAY B:

Creative & Design



History

Studio Arts

Product Design & Technology

Visual Communication & Design


Employment


TAFE


Visual Arts, Graphic Design, Screen and Media, Design, Photography, Product Design

University


Fine Arts, Creative Arts, Arts, Communication, Design, Film, Media, Advertising, Architecture, Marketing, Animation, Visual Arts, Product Design, Printing and Graphic Arts, Screen and Media, Photography






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PATHWAY C:

Health, Helping People



History

Biology

Chemistry

Health & Human Development

Physical Education

Psychology

Outdoor and Environmental Studies

Business Studies


Employment



Legal Administration, Dental Assistance, Children Services, Community Services, Business Administration

TAFE


Allied Health Assistant, Nursing, Health Administration, Leisure & Health, Massage, Dental Assisting, Pathology, Early Childhood Education & Care, Community Services, Disability, Youth Work, Dental Assistance

University


Nursing, Dentistry#, Medicine#, Physiotherapy#, Occupational Therapy#, Speech Pathology#, Optometry#, Exercise Science#, Myotherapy, Paramedicine#, Nutrition, Arts, Global Studies, Education/Teaching, Youth Work, Social Work, Psychology, Law, Criminology

#Dependent upon which Mathematics option is undertaken






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PATHWAY D:

Maths, Science



Biology**

Chemistry**

Physics**

Psychology

Outdoor and Environmental Studies

History


**Many science related degrees have prerequisite subjects – please check before finalising your subjects

Employment



Laboratory Technician

TAFE


Food Science & Technology, Horticultural Science, Surveying, Laboratory Technology, Conservation & Land Management, Veterinary Nursing, Agriculture

University


Science, Environmental Science, Forensic Science, Zoology, Animal Science, Data Science, Pharmaceutical Science, Surveying, Psychology, Veterinary Science, Engineering

#Dependent upon which Mathematics option is undertaken






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THE VCAL PROGRAM The Victorian Certificate of Applied Learning (VCAL) is broadening the educational, training and employment opportunities for the students who are more suited to learning in an applied, “practical” environment.

Unlike VCE, which is widely used by students as a pathway to university, students who study VCAL are more likely to be interested in going onto training at TAFE, completing an apprenticeship, or going straight into the workplace after completing Year 11 and/or 12.

AT RUSHWORTH P-12 COLLEGE:

Students will attend core classes at school, these classes will cover, Numeracy, Literacy, Work Related Skills, and Personal Development. They will also undertake Vocational Training and work placement in their chosen field in locations away from school.

ENROLMENT REQUIREMENTS:

• Students will be required to express their interest in a Head Start apprenticeship or traineeship during Term 3, 2021, with confirmation given late in Term 4, 2020.

• Vocational training, such as a Head Start apprenticeship, is a COMPULSORY component of a VCAL enrolment. • Students are required to secure a Work Placement for Term 1, 2021, before they leave school in 2020. • All students are to select ONE VCE subject. • Involvement in community programs will be an aspect of the VCAL program. For example, volunteering at the

Rushworth Easter Festival, Waranga Flicks Festival and other events.

ASSESSMENT

In a VCAL program students are assessed in a variety of different ways and elements. Students are assessed by their classroom teachers against set outcomes. This could include a piece of written work, or video evidence of a task, or teacher observations of a project.

Students will also be assessed on their TAFE work and their competence in their Work Placement.


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2020 VCAL PROGRAM TO CONSIST OF:

Intermediate VCAL Senior VCAL

Intermediate Literacy Skills Senior Literacy Skills

Intermediate Numeracy Skills VCE subject - Unit 3 & 4: Senior Certificate level

Intermediate Personal Development Skills Senior Personal Development Skills

Intermediate Work-Related Skills Senior Work-Related Skills

Vocational training (compulsory) Vocational training (compulsory)

Work Placement Work Placement

Involvement at three College events: Easter Festival, College Swimming & Athletics.

Involvement at four events: Easter Festival, College Swimming & Athletics and one other

Foundation VCAL will only be offered if required (individual basis).

Selection will be granted depending on the following;

• Forms completed and deadlines adhered to (Head Start & Work Placement). • Effort & behaviour from past year of study • Course availability. • Year 12 students wanting to achieve a Senior Certificate must complete a Unit 3/4 VCE subject.

External and Internal exams must be completed if available,

Including the GAT and VCE/VET related exams.


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Head Start is a new education pathway for secondary school students that complements school-based education with an apprenticeship or traineeship. Students can choose to complete their VCE or VCAL over three years alongside paid on-the-job training that leads to a qualification.

Head Start is designed to give students the confidence, capabilities and skills that employers in growth industries need. The program recognises that students learn in different ways, have different passions and empower their own career choices.

WHY GET A HEAD START?

Head Start students receive:

• career planning advice from the school career practitioner to find the right pathway

• a Head Start Pathway Plan tailored to the specific needs of the student and the employer

• one-on-one support from a Head Start Coordinator to keep students on the right track

• quality-assured training through TAFE and Skills First contracted providers

• a VCE or VCAL certificate

• significant progress towards, or completion of, a trade qualification

• payment of a fair training wage

• a tailored pathway into a priority industry career.

HEAD START COURSES

Head Start students can choose from apprenticeships and traineeships in key industries such as building, construction, community services and health, business and primary industries.

Over time, the focus will expand to new high-end, technology based courses to meet the growing needs of businesses.

HOW DOES HEAD START WORK WITH SCHOOL?

Depending on the requirement of the employer, it is expected that, at a minimum, students will undertake paid employment for:

• one day per week in Year 10

• two days per week in Year 11

• three days per week paid in Year 12

Year 12 may be undertaken over two years if required.

TO LEARN MORE ABOUT THE PROGRAM VISIT: WWW.EDUCATION.VIC.GOV.AU/HEADSTART

http://www.education.vic.gov.au/headstart


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ENGLISH The English language is central to the way in which students understand critique and appreciate their world and to the ways in which they participate in Australian society. The study of English encourages the development of literate individuals capable of critical and imaginative thinking in response to authors and their audiences.

STRUCTURE

Unit 1 In this unit, students read and respond to texts analytically and creatively. Students analyse and present arguments. They focus on the analysis and construction of texts that attempt to influence an audience.

Unit 2 In this Unit, students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. Students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience.

Unit 3 In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

Unit 4 In this Unit, students explore the meaningful connections between two texts. Students build their understanding of both the analysis and construction of texts that attempt to influence audiences.

ENTRY

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

ASSESSMENT

Units 1 and 2 The individual school will determine levels of achievement.

Units 3 and 4 Percentage contributions to the study score in VCE English are as follows:

- Unit 3 School-assessed Coursework: 25 per cent - Unit 4 School-assessed Coursework: 25 per cent - End-of-year examination: 50 per cent

Did you know ENGLISH is the number one

pre-requisite for most University courses?

You need to achieve a study score of 25-30 to meet the standard.


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MATHEMATICS NOTE:

Math is compulsory at Year 11, students are advised to meet with the Pathways Manager and VCE Coordinator before selecting their Math course.

General Maths in Year 11 is a preparation only for Further Maths in Year 12. Math is NOT compulsory in Year 12, but students are required to meet with the Pathways Manager and VCE

coordinator before making this choice. Maths is not available as a Fast Track selection.

GENERAL MATHEMATICS (YEAR 11) General Mathematics provides courses of study for a broad range of students and may be implemented in several ways. Some students will not study Mathematics beyond Units 1 and 2, while others will intend to study Further Mathematics Units 3 and 4. Units 1 and 2 are to be constructed by selecting material from the six areas of study using the following rules:

• For each unit, material covers four or more topics selected from at least three different areas of study. • Courses intended to provide preparation for study at the Units 3 and 4 level should include selection of material from

areas of study which provide a suitable background for these studies. • Selected material from an area of study provide a clear progression in key knowledge and key skills

STRUCTURE

Unit 1: General Mathematics (Further) focuses on everyday maths applications. Students will use and apply number skills and technology. A significant statistical content will be studied, as well as applications to solve equations in practical applications, financial situations and shape and measurement.

Unit 2: Students will build on skills obtained from Unit 1 and continue to acquire skills in statistics, geometry and trigonometry. Further material will be drawn from the study of networks and matrices, with a reliance on CAS technology.

ENTRY

There are no prerequisites for entry to Units 1 and 2.

ASSESSMENT

Satisfactory Completion Demonstration of achievement of Outcome 1 and 2 must be based on a selection of the following tasks:

- Assignments and tests - Summary or review notes - Projects and modeling tasks - Short written responses - Problem-solving tasks

For each unit, demonstration of achievement of Outcome 3 must be based on the student’s performance on a selection of tasks completed in demonstrating achievement of Outcomes 1 and 2, which incorporate the effective and appropriate use of technology in contexts related to topics in the selected material from the areas of study.


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MATHEMATICAL METHODS In undertaking this subject, students will develop their ability to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, and differentiation with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. Each of the units are comprised of the same four Areas of Study – Functions and graphs, Algebra, Calculus and Probability and statistics with the content and required skills becoming progressively more complex.

STRUCTURE

Unit 3: Calculus In this area of study students cover constant and average rates of change and an introduction to instantaneous rate of change of a function in familiar contexts, including graphical and numerical approaches to estimating and approximating these rates of change. They also learn the first principles approach to differentiation, differentiation and anti-differentiation of polynomial functions and power functions by rule, and related applications including the analysis of graphs. In Units 3 and 4, students cover graphical treatment of limits, continuity, and differentiability of functions of a single real variable, and differentiation, anti-differentiation, and integration of these functions.

Unit 4: Probability and statistics In this area of study students cover the concepts of event, frequency, probability and representation of finite sample spaces and events using various forms such as lists, grids, Venn diagrams, Karnaugh maps, tables, and tree diagrams. This includes consideration of impossible, certain, complementary, mutually exclusive, conditional, and independent events involving one, two or three events (as applicable), including rules for computation of probabilities for compound events. They also learn the introductory counting principles and techniques and their application to probability and the law of total probability in the case of two events. In Units 3 and 4, students cover discrete and continuous random variables, their representation using tables, probability functions (specified by rule and defining parameters as appropriate); the calculation and interpretation of central measures and measures of spread; and statistical inference for sample proportions. The focus is on understanding the notion of a random variable, related parameters, properties and application and interpretation in context for a given probability distribution.

ENTRY

A student must undertake each unit of Mathematical Methods in sequence to appropriately build their skills in preparation for Units 3 and 4.

ASSESSMENT

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

Units 3 and 4 Percentage contributions to the study score in VCE Mathematics are as follows:

- Unit 3 School-assessed Coursework: 17 per cent - Unit 4 School-assessed Coursework: 17 per cent - Units 3 and 4 examination 1 (no calculator allowed): 22 per cent - Units 3 and 4 examination 2 (calculator allowed): 44 per cent.


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FURTHER MATHEMATICS (YEAR 12) Further Mathematics consists of a compulsory core area of study ‘Data analysis and Recursion and Financial modeling ‘and then a selection of two from four modules in the ‘Applications’ area of study.

Assumed knowledge and skills for the ‘Data analysis’ area of study is contained in the topics: Univariate data, bivariate data, linear graphs and modelling, and linear relations and equations from General Mathematics Units 1 and 2.

STRUCTURE

Unit 3: Core material: Data analysis & Recursion and financial modeling – This area of study covers the presentation, summary, description, and analysis of univariate and bivariate sample data. Recursion and financial modelling covers the application of numerical computations and graphical techniques to the formulation and solution of various problems in business and financial contexts, including the solution of related equations.

Unit 4: Applications - module material: Further Mathematics is intended to provide a sound platform for life experiences involving financial and decision-making maths. Unit 3 consists a selection of two modules from Geometry and Trigonometry, Graphs and Relations, Matrices and Networks and Decision Mathematics.

ASSESSMENT

Assessment of levels of achievement The student’s level of achievement in Units 3 and 4 will be determined by school-assessed coursework and end-of-year examination.

Units 3 and 4 Percentage contributions to the study score in VCE Mathematics are as follows:

- Unit 3 School-assessed Coursework: 20 per cent - Unit 4 School-assessed Coursework: 14 per cent - Units 3 and 4 examination 1: 33 per cent - Units 3 and 4 examination 2: 33 per cent

At Year 11, students are advised to meet with the Pathways Manager and VCE Coordinator before selecting their

Math course. General Maths in Year 11 is a preparation only for Further Maths in Year 12. Math is NOT compulsory in Year 12, but students are required to meet with the Pathways Manager and VCE

coordinator before making this choice.

Please remember it is very important you speak to your current Maths teacher to ascertain what level of Maths

you should study in 2021


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LEGAL STUDIES

VCE Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals and the community. Students examine the processes of law-making, dispute resolution and administration of justice in Australia. Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal decisions and outcomes on Australian society

STRUCTURE

Unit 1: Guilt and Liability Throughout this unit students examine criminal law and civil law and its aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation.

In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

Unit 2: Sanctions, remedies and rights In this unit, students focus on why criminal law and civil law aims to protect the rights of individuals. When rights are infringed, a case or dispute may arise which needs to be determined or resolved, and sanctions or remedies may be imposed. This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness.

Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

ENTRY

There are no prerequisites for Units 1, 2. It is highly recommended students do Units 1, 2 if they intend doing Units 3 and 4.

ASSESSMENT

Units 1 and 2: Students will complete a range of practical and theoretical activities with class work and assessments including but not limited to:

Case studies, Data analysis, Visual presentations, such as a concept/mind map or poster and multimedia presentations, Oral presentations, such as a debate or podcast (audio or visual), blogs, Tests, and written responses, such as a research assignment, structure questions or written report and Examinations


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

STRUCTURE

Unit 1: Planning a business In this Unit, students investigate how business ideas are created and how conditions can be fostered for new business ideas to emerge. Students consider factors from the external environment and the effects these may have on the decisions made when planning a business. Students explore the factors within the internal environment and consider how planning decisions may have an effect on the ultimate success of a business. Unit 2: Establishing a business In this Unit, students are introduced to the legal requirements and financial considerations that are vital to establishing a business. Students develop their understanding that marketing encompasses a wide range of management practices. Students examine the staffing requirements that will meet the needs and objectives of the business and contribute to productivity and effectiveness Unit 3: Managing a business In this Unit, students are introduced to the key characteristics of businesses and their stakeholders. Students investigate essential factors such as motivation and training involved in effectively managing employees during their time at a business to ensure the business objectives are achieved. Students examine operations management and consider the best and most responsible use of available resources for the production of a quality final good or service in a competitive, global environment. Unit 4: Transforming a business In this Unit, students develop their understanding of the need for change. Students investigate the ways a business can search for new business opportunities as a source of future business growth and consider current forces for change on a business. Students explore how businesses respond to evaluation data.

ENTRY


ASSESSMENT

Units 1 and 2 The individual school will determine levels of achievement.

Units 3 and 4 Percentage contributions to the study score in VCE Business Management are as follows:

- Unit 3 School-assessed Coursework: 25 per cent - Unit 4 School-assessed Coursework: 25 per cent - End-of-year examination: 50 per cent


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HEALTH & HUMAN DEVELOPMENT

VCE Health and Human Development provides students with broad understandings of health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. The study provides opportunities for students to view health and wellbeing, and development, holistically – across the lifespan and the globe, and through a lens of social equity and justice. VCE Health and Human Development is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions.

STRUCTURE

Unit 1: Understanding health and wellbeing This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and also explore other interpretations. In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status.

Unit 2: Managing health and development This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

Unit 3: Australia’s health in a globalised world This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right.

Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

Unit 4: Health and human development in a global context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. Students look at global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program.


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ENTRY

There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4. It is highly recommended students do Units 1, 2 if they intend doing Units 3 and 4.

ASSESSMENT

Units 1 and 2: Students will complete a range of practical and theoretical activities with class work and assessments including but not limited to: Case studies, Data analysis, Visual presentations, such as a concept/mind map or poster and multimedia presentations, Oral presentations, such as a debate or podcast (audio or visual), blogs, Tests, and written responses, such as a research assignment or written report and Examinations

Units 3 and 4 Percentage contributions to the study score in VCE Health & Human Development are as follows:

- Unit 3 School-assessed Coursework: 25 per cent - Unit 4 School-assessed Coursework: 25 per cent - End-of-year examination: 50 per cent.


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PHYSICAL EDUCATION VCE Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of health, wellbeing and performance of people.

STRUCTURE

Unit 1: The human body in motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

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

Unit 3: Movement skills and energy for physical This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.

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

ENTRY

There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4.

ASSESSMENT

Units 1 and 2 The individual school will determine the level of achievement.

Units 3 and 4 Percentage contributions to the study score in VCE Physical Education are as follows:

- Unit 3 school-assessed coursework: 25 per cent - Unit 4 school-assessed coursework: 25 per cent - End-of-year examination: 50 per cent


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OUTDOOR & ENVIRONMENTAL STUDIES Outdoor and Environmental Studies brings together two important areas of human interest, environmental studies and outdoor education in the one subject, through academic study of environments and practical experiences of the outdoors.

VCE Outdoor and Environmental Studies is focused around the way humans interact and relate to outdoor environments. This includes environments that have had minimal human influence, as well as environments that have been subject to high levels of human interaction.

STRUCTURE

Unit 1: Understanding Outdoor Experiences Introduces students to Outdoor and Environmental Studies through an examination of the ways in which humans understand nature, the types of experiences they have had and their motivations for exploring the outdoors.

Unit 2: Environmental Impacts This unit focuses on developing your understanding of the characteristics of natural environments, human impacts on natural environments and how changes to nature affect people.

Unit 3: Relationships with Natural Environments Explores the ecological, historical and social contexts of relationships between humans and natural environments in Australia. We examine the impact of these relationships on natural environments.

Unit 4: The future of human-nature interactions Focuses on the sustainable use and management of natural environments. We examine the contemporary state of environments in Australia and consider the importance of the maintenance of natural environments.

ENTRY


ASSESSMENT

Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision

Units 3 and 4 Percentage contributions to the study score in VCE Outdoor and Environmental Studies are as follows:


Camps are a big feature of the Outdoor & Environmental Studies Course.

Two in Year 11 and two in Year 12.

Talk to Mr. McDonald about what they are.


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AGRICULTURAL AND HORTICULTURAL STUDIES VCE Agricultural and Horticultural Studies takes an interdisciplinary approach to the exploration of food and fibre production, with an overarching focus on land cultivation and the raising of plants and animals through evidence-based, sustainable and ethical practices. Students consider the role of agriculture and horticulture from local, state, national and global perspectives.

Practical tasks are integral to Agricultural and Horticultural Studies and may include: plant and/or animal management; experiential field trips; scientific trials, experiments and data analysis; business or entrepreneurial practices including value-adding activities; investigative reporting on best practice; and virtual reality experiences.

STRUCTURE

Unit 1: Change and opportunity In this unit students develop their understanding of Australia’s agricultural and horticultural industries and research the opportunities and practical realities of working in the sector. They consider sources of food and fibre indigenous to Victoria prior to European settlement, and current and past perceptions of Australian agricultural and horticultural industries. Students explore contemporary career pathways and professional roles, with a focus on innovation and creative problem solving in the face of change and challenge. Students seek to understand socio-cultural influences on food and fibre practices, and best practice in agriculture and horticulture in terms of climate zones, soil quality, plant and animal selection, workplace health and safety, and the collection and analysis of quality-assurance data. Students undertake practical tasks reflecting best-practice understandings.

Unit 2: Growing plants and animals In this unit students research plant and animal nutrition, growth and reproduction. They develop an understanding of the conditions in which plants and animals grow and reproduce, and of related issues and challenges. They evaluate the effectiveness and sustainability of agricultural or horticultural practices. Students investigate the structure, function, nutrition and growth of plants. They explore animal nutrition and digestion, and growth and development, and make comparisons between production methods. Students research reproductive processes and technologies for both plants and animals within the contexts of food and fibre production. They undertake practical tasks relating to the growth and management of plants and animals.

ENTRY

There are no prerequisites for entry to Units 1, 2. Students must undertake Unit 3 and Unit 4 as a sequence.

ASSESSMENT

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

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

The tasks allocated for assessment in this unit range from practical tasks, short written reports, oral presentations, case study analysis and production of a video or podcast.


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PRODUCT DESIGN & TECHNOLOGY

Product Design and Technology focuses on developing an understanding of the social, economic and environmental consequences of design choices and decision-making. Students develop skills to critically analyse the purpose, processes and products associated with design and technological innovation and activity. They develop the ability to understand, communicate and develop creative solutions while using tools, resources and human capabilities to complete a task for a given context.

STRUCTURE

Unit 1: Product redesign and sustainability In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end-user/s needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution.

Unit 2: Collaborative Design In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end-user/s needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution

Unit 3: Applying the product design process In this unit students are engaged in the design and development of a product that addresses a personal, local, or global problem (such as humanitarian issues), or that meets the needs and wants of a potential end-user/s. The product is developed through a design process and is influenced by a range of factors including the purpose, function and context of the product; user-centred design; innovation and creativity; design elements and principles; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology.

Unit 4: Product development and evaluation In this unit students engage with an end-user/s to gain feedback throughout the process of production. Students make comparisons between similar products to help evaluate the success of a product in relation to a range of product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the product design factors.

ENTRY


ASSESSMENT

Units 1 and 2 Individual school decision on levels of achievement.

Units 3 and 4 School assessed coursework and examination:

- Unit 3 & Unit 4 school-assessed coursework: 20 per cent - School-assessed task: 50 per cent - End-of-year examination: 30 per cent


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FOOD STUDIES In VCE Food Studies students explore food from a wide range of perspectives. They study past and present patterns of eating, Australian and global food production systems and the many physical and social functions and roles of food. They research economic, environmental and ethical dimensions of food and critically evaluate information, marketing messages and new trends. Practical work is integral to Food Studies and includes cooking, demonstrations, creating and responding to design briefs, dietary analysis, food sampling and taste testing, sensory analysis, product analysis and scientific experiments.

STRUCTURE

Unit 1: Food origins This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world.

Unit 2: Food makers In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in small-scale domestic settings, as both a comparison and complement to commercial production.

Unit 3: Food in daily life This unit investigates the many roles and everyday influences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Area of Study 2 focuses on influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments.

Unit 4: Food issues, challenges, and futures In this unit students examine debates about global and Australian food systems. Area of Study 1 focuses on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land. Area of Study 2 focuses on individual responses to food information and misinformation and the development of food knowledge, skills, and habits to empower consumers to make discerning food choices.

ENTRY


ASSESSMENT


Units 3 and 4 Percentage contributions to the study score in VCE Food and Technology are as follows:

- Unit 3 School-assessed Coursework: 18 per cent - Unit 4 School-assessed Coursework: 12 per cent - Units 3 and 4 School-assessed Task: 40 per cent - End-of-year examination: 30 per cent


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STUDIO ARTS The study aims to develop in students the ability to establish effective art practices. The units investigate the art industry and how artists have interpreted topics and developed personal styles. Students have the opportunity to work in a range of media, including drawing, painting, photography, mixed media, digital media, sculpture and printmaking.

STRUCTURE

Unit 1: Studio Inspiration and techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks.

Unit 2: Studio exploration and concepts In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process.

Unit 3: Studio practices and processes In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. For this study, the exploration proposal supports the student to identify a direction for their studio process. Students will select some of these potential directions from which to develop at least two artworks in Unit 4.

Unit 4: Studio practice and art industry contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks.

ENTRY

There are no prerequisites for entry to Units 1, 2, and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

ASSESSMENT

Units 1 and 2 Individual school decision on levels of achievement. Assessment tasks include:

- Written analysis of artworks and art periods - Folio of experimentation work & finished artworks

Units 3 and 4 School-assessed tasks and an end-of-year examination.

- Unit 3 School-assessed Coursework: 5 % - Unit 4 School -assessed Coursework: 5 % - Units 3 and 4 School –assessed Task: 60 % - End–of-year examination: 30 %


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PSYCHOLOGY

In VCE Psychology students explore how people think, feel and behave. Through a range of inquiry tasks such as experiments, observational studies, self-reports, simulations, animations and case studies, they investigate the connection between the brain and behaviour by focusing on key interrelated aspects of the discipline: the interplay between genetics and environment, individual differences and group dynamics, sensory perception and awareness, memory and learning, and mental health. Students also learn to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain awareness of the ethical, social and political contexts of scientific endeavours.

STRUCTURE

Unit 1: How are behaviour and mental processes shaped? This unit focuses on the structure and functioning of the human brain and its role in the overall functioning of the human nervous system. Students investigate brain plasticity, the impact of brain damage and consider the complex nature of psychological development.

Unit 2: How do external factors influence behaviour and metal processes? In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception can be distorted. They evaluate attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups.

Unit 3: How does experience affect behaviour and metal processes? In this unit students examine the functioning of the nervous system to explain how a person can interact with their environment, explore how stress may affect psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, new capacities and changed behaviours. They consider the limitations of memory and how memory can be improved.

Unit 4: PY034 - How is wellbeing developed and maintained? In this unit, students examine how changes in levels of consciousness can affect mental processes and behaviour. They look at the role of sleep and sleep disturbances. Students explore the mental health continuum and apply a biopsychosocial approach to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors.

ENTRY

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. It is advised that students complete Units 1 and 2 before starting Unit 3.

ASSESSMENT

Levels of Achievement


Units 3 and 4 Percentage contributions to the study score in VCE Psychology are as follows:



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BIOLOGY Biology is a diverse and evolving science discipline that seeks to understand and explore the nature of life, past and present. Despite the diversity of organisms and their many adaptations for survival in various environments, all life forms share a degree of relatedness and a common origin. The study explores the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity.

STRUCTURE

Unit 1: How do living things stay alive? In this unit students explain what is needed by an organism to stay alive. They are introduced to some of the challenges for organisms in sustaining life. Students examine the cell as the structural and functional unit of life and the requirements for sustaining cellular processes in terms of inputs and outputs. Types of adaptations that enhance the organism’s survival in a particular environment are analysed, and the role that homeostatic mechanisms play in maintaining the internal environment is studied. Students consider how the planet’s biodiversity is classified and investigate the factors that affect population growth. Unit 2: How is continuity of life maintained? In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disadvantages of these two types of reproduction. Unit 3: How do cells maintain life? The cell is a dynamic system of interacting molecules that define life. An understanding of the workings of the cell enables an appreciation of both the capabilities and the limitations of living organisms whether animal, plant, fungus or microorganism. The convergence of cytology, genetics and biochemistry makes cell biology one of the most rapidly evolving disciplines in contemporary biology. Unit 4: How does life change and respond to challenges over time? In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species.

ENTRY

There are no prerequisites for entry to Units 1, 2 and 3. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional preparation as prescribed by their teacher.

ASSESSMENT

Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4 Percentage contributions to the study score in VCE Biology are as follows:



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CHEMISTRY Chemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the complex biological interactions occurring in cells, can be described by chemical theories. Although there are no sharp boundaries between sciences such as chemistry, physics and biology, chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers.

Studying Chemistry can enrich students’ lives through the development of knowledge, skills, and attitudes, and enable them to become scientifically capable members of society. It will also provide a window on what it means to be a scientific researcher, working as a member of a community of practice, including insight into how new ideas are developed and investigated, and how evidence or data collected is used to expand knowledge and understanding of chemistry.

STRUCTURE

Unit 3: How can chemical processes be designed to optimise efficiency? Unit 3 is divided into 2 Areas of Study. The first looks at several energy sources their impact on the environment and ways in which they can be optimized. The second area of study looks at factors that affect the yield of chemical equations and how conditions can be modified to increase the yield of desired products.

Unit 4: How are organic compounds categorised analysed and used? The final chemistry unit has a strong focus on organic chemistry. Area of study one looks at the structure of organic molecules and methods used to analyse them. The second looks at food chemistry and is followed by a practical investigation that allows students to consider any facet of unit 3 and 4.

ENTRY

• There are no prerequisites for entry to Unit 3. • Students must undertake Unit 3 prior to undertaking Unit 4. • Students entering Unit 3 without Units 1 and/ or 2 may be required to undertake additional reading prescribed by

their teacher.

ASSESSMENT Units 1 and 2 Individual school decision on levels of achievement.

Units 3 and 4 Percentage contributions to the study score in VCE Chemistry are as follows:



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PHYSICS Physics seeks to understand and explain the physical world. It examines models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops. By looking at the way matter and energy interact through observations, measurements and experiments, physicists gain a better understanding of the underlying laws of nature.

In VCE Physics students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary physics-related issues and to communicate their views from an informed position.

STRUCTURE

Unit 3: How do fields explain motion and electricity? This unit explores how gravitational, electrical and magnetic fields are able to apply force and thereby affect the motion of object. The Areas of study break this up into a study of the fields themselves, generation of electrical power and motion itself and its relation to energy and mass.

Unit 4: How can two contradictory models explain both light and matter? The final physics unit concerns the main models that have been used to light and matter and how they can be combined to give us a clearer picture of the true nature of these phenomena. It looks at the wave model in detail the similarities between light and matter and culminates in a Practical investigation that can focus on any of the material contained in either Units 3 or 4.

ENTRY

• There are no prerequisites for entry to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4. • Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional reading as prescribed by

their teacher.

ASSESSMENT

Units 3 and 4 Percentage contributions to the study score in VCE Physics are as follows:


SUBJECT SELECTION - rushworthp-12.vic.edu.au

Documents

Transcript of SUBJECT SELECTION - rushworthp-12.vic.edu.au