Sei sulla pagina 1di 60

VCE Subjects Overview

Box Hill High School

22/06/2016

VCE Subjects Overview 2017

Page 1

Contents
VCE Engineering ...................................................................................................................................... 4
Systems Engineering Units 1 and 2 ................................................................................................. 4
Systems Engineering Units 3 and 4 ................................................................................................. 4
VCE English Subjects ............................................................................................................................... 5
English ............................................................................................................................................. 5
English as an Additional Language (EAL) ......................................................................................... 7
English Language ............................................................................................................................. 8
Literature ...................................................................................................................................... 10
VCE LOTE ............................................................................................................................................... 11
Chinese First Language ................................................................................................................. 11
Chinese Second Language or Chinese Second Language Advanced ............................................ 12
German ......................................................................................................................................... 13
VCE HUMANITIES .................................................................................................................................. 14
Geography ..................................................................................................................................... 14
Australian and Global Politics ....................................................................................................... 15
Global Politics ................................................................................................................................ 16
History 20th Century .................................................................................................................. 17
History Revolutions .................................................................................................................... 18
Accounting .................................................................................................................................... 19
Business Management .................................................................................................................. 20
Economics ..................................................................................................................................... 21
Legal Studies ................................................................................................................................. 23
Extended Investigation ................................................................................................................. 24
VCE Physical Education ......................................................................................................................... 25
Health and Human Development ................................................................................................. 25
Physical Education ........................................................................................................................ 27
VCE The Arts .......................................................................................................................................... 29
Drama ............................................................................................................................................ 29
Media Studies ............................................................................................................................... 31
Studio Arts..................................................................................................................................... 33
Visual Communication and Design ............................................................................................... 34
Theatre Studies ............................................................................................................................. 36
VCE Music.............................................................................................................................................. 37
22/06/2016

VCE Subjects Overview 2017

Page 2

Music Performance Units 1 and 2 .............................................................................................. 37


Music Solo Performance Units 3 & 4 ......................................................................................... 38
VCE Maths ............................................................................................................................................. 39
Algorithmics Units 3 and 4 ............................................................................................................ 39
General Maths Units 1 and 2 ........................................................................................................ 40
Further Maths Units 3 and 4 ......................................................................................................... 41
Maths Methods Units 1 and 2....................................................................................................... 42
Maths Methods Units 3 and 4....................................................................................................... 43
Specialist Maths Units 1 and 2 ...................................................................................................... 44
Specialist Maths Units 3 and 4 ...................................................................................................... 45
VCE Science ........................................................................................................................................... 46
Biology ........................................................................................................................................... 46
Chemistry ...................................................................................................................................... 48
Physics ........................................................................................................................................... 50
Psychology .................................................................................................................................... 52
VCE IT Subjects ...................................................................................................................................... 53
Algorithmics Units 3 and 4 ............................................................................................................ 53
Computing ..................................................................................................................................... 54
Informatics .................................................................................................................................... 55
Software Development ................................................................................................................. 56
VCE Food Technology............................................................................................................................ 57
Food Technology Units 1 and 2 ..................................................................................................... 57
Food Technology Units 3 and 4 ..................................................................................................... 58
VETis ...................................................................................................................................................... 59
What is VET in Schools? ................................................................................................................ 59
Laboratory Skills ............................................................................................................................ 60

22/06/2016

VCE Subjects Overview 2017

Page 3

VCE Engineering
Systems Engineering Units 1 and 2
Systems Engineering involves the design, creation
and operation of integrated systems. Students study
a range of areas involved in engineering which
include manufacturing, transport, automation,
control technologies, mechatronics,
electrotechnology and energy management.
Through project work the students learn to apply
engineering practices to their chosen project.
This subject also involves formal theory and
assessment leading to an external VCE assessed
examination.
Systems Engineering Unit 1
Students learn fundamental electromechanical engineering principles and component parts to
produce an operational system.
Topics covered are: Understanding systems, mechanical systems, digital manufacturing and
control systems.
Student project work will involve research, design, and planning an electromechanical system.
Systems Engineering Unit 2
Students learn basic electro technology engineering principles.
Topics covered include: Electrical circuits and components and system testing.
Students will produce a working electromechanical based project proposed in unit 1 including a
report.

Systems Engineering Units 3 and 4


Systems Engineering Unit 3
Students are exposed to the concepts of integrated systems engineering and energy management
and usage.
Students commence work on a controlled and integrated system. In this unit the focus is on
innovation, planning, design, manufacture and testing.
Systems Engineering Unit 4
Students are focussing on areas of Systems control and new and emerging technologies.
Students complete their project using a range of tools and equipment, and they focus on areas
such as risk management and project management.
Evaluating their system through testing and preparing a final report are part of the assessment of
this unit of work.
Students also complete an externally assessed examination as part of their VCE studies.

22/06/2016

VCE Subjects Overview 2017

Page 4

VCE English Subjects


English
Units 1 and 2 are completed in Year 11. Units 3 and 4 are
completed in Year 12. A sequence of at least three units of
VCE English is required in order to achieve the VCE
Certificate and an ATAR score.
Areas of Study: There is a new study design for English for
2016, which will affect Year 11 students.
The following two areas of study are taught in Unit 1.
AOS 1: Reading and Creating students explore how
meaning is created in a text. Students identify, discuss and analyse decisions authors have made.
They explore how authors use structures, conventions and language to represent characters,
settings, events, explore themes, and build the world of the text for the reader. Students develop
analytical responses dealing with the ways in which texts convey meaning and various points of
view on key issues. In developing creative responses to texts, students explore how purpose and
audience affect the choices they make as writers
AOS 2: Analysing and Presenting Argument students focus on the analysis and construction
of texts that attempt to influence an audience. They explore the use of language for persuasive
effect and the structure and presentation of argument. In considering the presentation of
arguments in oral form, students also learn about the conventions of oral communication for
persuasive purposes. Students practise written analysis of the presentation of argument and the
use of language to position the intended audience. They craft and present reasoned, structured
and supported arguments and experiment with the use of language to position audiences.
The following two areas of study are taught in Unit 2:
AOS 1: Reading and Comparing Texts students explore how comparing texts can provide a
deeper understanding of ideas, issues and themes. Students explore how features of texts,
including structures, conventions and language convey ideas, issues and themes that reflect and
explore the world and human experiences, including historical and social contexts. Students
produce a written comparison of selected texts, discussing important similarities and differences,
and exploring how the texts deal with similar or related ideas, issues or themes from different
perspectives.
AOS 2: Analysing and Presenting Argument - students build on their understanding of
argument and the use of persuasive language in texts that attempt to convince an audience to
share a point of view. Students practise developing and presenting reasoned points of view on
issues of contemporary social relevance. In constructing arguments students focus on the logical
development of their own ideas, and select evidence and language to support their arguments.
Students practise presenting arguments and points of view in writing.
In 2016 the following three Areas of Study will be taught in Unit 3. Unit 4 includes Areas of Study
1 and 2 only.
AOS 1: Text Analysis - reading and responding to a range of texts, particularly narrative texts,
in order to comprehends and analyse the ways that texts are constructed and interpreted. This
includes developing analysis of characters, themes, ideas and values within a text. Students will
develop confidence and competence in creating coherent, expressive analytical essays that
develop an interpretation of the set text.

22/06/2016

VCE Subjects Overview 2017

Page 5

AOS 2: Creating and Presenting students explore the concepts and ideas within a set Context.
The set texts are then explored in terms of how authors develop their own interpretation of these
ideas. Students demonstrate their understanding of the Context by producing a range of text types
that explore these ideas. For example, in Unit 3 students explore the ideas that Kristel Thornells
Night Street develops about the Context of The Imaginative Landscape. Students produce their
own creative, expository or persuasive writing in response to this text and ideas.
AOS 3: Using Language to Persuade students develop their understanding of issues,
contentions and how authors attempt to position and persuade their audience. Students view
persuasive writing from a range of sources, authors and utilizing a variety of persuasive devices
and elements. Students will develop confidence and competence in creating coherent essays that
analyse the ways that an author has used language to persuade a particular audience to agree
with their point of view. Students will also develop their own persuasive oral presentation.

22/06/2016

VCE Subjects Overview 2017

Page 6

English as an Additional Language (EAL)


Through engagement with texts from the contemporary world
and from the past, and using texts from Australia and from
other cultures, students studying English become confident,
articulate and critically aware communicators and further
develop a sense of themselves, their world and their place
within it. English helps equip students for participation in a
democratic society and the global community.
Units 1 and 2 are completed in Year 11. Units 3 and 4 are
completed in Year 12. A sequence of at least three units of VCE
English is required in order to achieve the VCE Certificate and an ATAR score.
Unit 1
In this unit, students read and respond to texts analytically and creatively. They analyse
arguments and the use of persuasive language in texts and create their own texts intended to
position audiences.
Students develop their skills in creating written, spoken and multimodal texts.
Unit 2
In this unit students compare the presentation of ideas, issues and themes in texts. They analyse
arguments presented and the use of persuasive language in texts and create their own texts
intended to position audiences.
Students develop their skills in creating written, spoken and multimodal texts.

22/06/2016

VCE Subjects Overview 2017

Page 7

English Language
Unit 1: Language and communication
Language is an essential aspect of human behaviour and it
is the means by which individuals relate to the world, to
each other, and to the communities of which they are
members. In this unit, students consider the way
language is organised so that its users have the means to
make sense of their experiences and to interact with
others. Students explore the various functions of language
and the nature of language as a highly elaborate system
of signs. The relationship between speech and writing as
the dominant modes of language and the impact of
situational and cultural contexts on language choices are
also considered. Students investigate childrens ability to
acquire language, and the stages of language acquisition across a range of subsystems.
Unit 2: Language change
In this unit, students focus on language change. Languages are dynamic and change is an
inevitable and a continuous process. Students consider factors contributing to change over time in
the English language and factors contributing to the spread of English. They explore texts from the
past, and contemporary texts, considering how all subsystems of the language system are affected
phonetics and phonology, morphology and lexicology, syntax, discourse and semantics. Attitudes
to language change vary considerably and these are also considered. In addition to developing an
understanding of how English has been transformed over the centuries, students explore the
various possibilities for the future of English. They consider how the global spread of English has
led to a diversification of the language, and to English now being used by more people as an
additional or a foreign language than as a first language. Contact between English and other
languages has led to the development of geographical and ethnic varieties, but has also hastened
the decline of indigenous languages. Students consider the cultural repercussions of the spread of
English.
Unit 3: Language variation and social purpose
In this unit, students investigate English language in the Australian social setting, along a
continuum of informal and formal registers. They consider language as a means of societal
interaction, understanding that through written and spoken texts we communicate information,
ideas, attitudes, prejudices and ideological stances.
Students examine the stylistic features of formal and informal language in both spoken and written
modes: the grammatical and discourse structure of language; the choice and meanings of words
within texts; how words are combined to convey a message; the purpose in conveying a message;
and the particular context in which a message is conveyed. Students learn how to describe the
interrelationship between words, sentences and text as a means of exploring how texts construct
message and meaning.
Students consider how texts are influenced by the situational and cultural contexts in which they
occur. They examine how function, field, mode, setting and the relationships between participants
all contribute to a persons language choices, as do the values, attitudes and beliefs held by
participants and the wider community. Students learn how speakers and writers select features
from within particular stylistic variants, or registers, and this in turn establishes the degree of
formality within a discourse. They learn how language can be indicative of relationships, power
22/06/2016

VCE Subjects Overview 2017

Page 8

structures and purpose through the choice of a particular variety of language, and through the
ways in which language varieties are used in processes of inclusion and exclusion.
Unit 4: Language variation and identity
In this unit, students focus on the role of language in establishing and challenging different
identities. Many varieties of English exist in contemporary Australian society, including national,
regional, cultural and social variations. Standard Australian English is the variety that is granted
prestige in contemporary Australian society and it has a role in establishing national identity.
However, non-Standard varieties also play a role in constructing users social and cultural
identities. Students examine both print and digital texts to consider the ways different identities
are constructed. Such historical and contemporary texts include, but should not be limited to,
extracts from novels, films or television programs, poetry, letters and emails, transcripts of spoken
interaction, songs, advertisements, speeches and bureaucratic or official documents.
Students explore how our sense of who we are is constantly evolving and responding to the
situations in which we find ourselves and is determined not only by how we see ourselves, but by
how others see us. Through our language we establish how we are unique as individuals, as well
as signalling our membership of particular groups. Students explore how language can distinguish
between us and them, thus reinforcing the degree of social distance and/or solidarity.

22/06/2016

VCE Subjects Overview 2017

Page 9

Literature
LI011 Literature 1
This unit focuses on the ways the interaction
between text and reader creates meaning.
Students analyses of the features and
conventions of texts help them develop
responses to a range of literary forms and
styles. They develop an awareness of how the
views and values that readers hold may
influence the reading of a text.

LI012 Literature 2
In this unit students explore the ways literary texts connect with each other and with the world.
They deepen their examination of the ways their own culture and the cultures represented in texts
can influence their interpretations and shape different meanings. Students consider the
relationships between authors, audiences and contexts and analyse the similarities and differences
across texts and establish connections between them. They engage in close reading of texts and
create analytical responses that are evidence-based.
LI013 Literature 3
This unit focuses on the ways writers construct their work and how meaning is created for and by
the reader. Students consider how the form of text (such as poetry, prose, drama, non-print or
combinations of these) affects meaning and generates different expectations in readers, the ways
texts represent views and values and comment on human experience and the social, historical and
cultural contexts of literary works.
LI014 Literature 4
This unit focuses on students creative and critical responses to texts. Students consider the
context of their responses to texts as well as the concerns, the style of the language and the point
of view in their re-created or adapted work.

22/06/2016

VCE Subjects Overview 2017

Page 10

VCE LOTE
Chinese First Language
Unit 1: L0041
This unit is designed to extend students knowledge
and skills in understanding spoken and written
Chinese. Students are required to: establish and
maintain a spoken or written exchange related to an
issue of interest or concern; listen to, read and
reorganise information and ideas from spoken and
written texts; produce a personal response to a
fictional text.
Unit 2: L0042
This unit is designed to extend students knowledge and skills in understanding spoken and written
Chinese. Students are required to: participate in a spoken or written exchange focusing on the
resolution of an issue; listen to, read, and extract and compare information and ideas from spoken
and written texts; produce an imaginative piece in spoken or written form.
Unit 3: L0043
This unit is designed to extend students knowledge and skills in understanding spoken and written
Chinese. Students are required to: express ideas through the production of original texts; analyse
and use information from spoken texts; exchange information, opinions and experiences.
Unit 4: L0044
This unit is designed to extend students knowledge and skills in understanding spoken and written
Chinese. Students are required to: analyse and use information from written texts; respond
critically to spoken and written texts which reflect aspects of the language and culture.

22/06/2016

VCE Subjects Overview 2017

Page 11

Chinese Second Language or


Chinese Second Language Advanced
Unit 1
This unit is designed to extend students knowledge and
skills in understanding spoken and written Chinese.
Students are required to: establish and maintain a
spoken or written exchange related to personal areas of
experience; listen to, read and obtain information from
spoken and written texts; produce a personal response
to a text focusing on real or imaginary experience.
Unit 2
This unit is designed to extend students knowledge and skills in understanding spoken and written
Chinese. Students are required to: participate in a spoken or written exchange related to making
arrangements and completing transactions; listen to, read, and extract and use information and
ideas from spoken and written texts; give expression to real or imaginary experience in spoken or
written form.
Unit 3: L0393
This unit is designed to extend students knowledge and skills in understanding spoken and written
Chinese. Students are required to: to express ideas through the production of original texts;
analyse and use information from spoken texts; exchange information, opinions and experiences.
Unit 4: L0394
This unit is designed to extend students knowledge and skills in understanding spoken and written
Chinese. Students are required to: analyse and use information from written texts; respond
critically to spoken and written texts which reflect aspects of the language and culture of Chinesespeaking communities.

22/06/2016

VCE Subjects Overview 2017

Page 12

German
LO101 LOTE: German 1
This unit is designed to extend students' knowledge and
skills in understanding, speaking and writing the
language. Students are required to: converse in German
on a range of general topics; convey orally in German the
meaning and flavour of the language, for example in an
announcement, program segment, recitation or song;
produce personal and imaginative writing in German;
understand oral, visual and written German information,
select from and use this information in writing in German
for a given purpose.
LO102 LOTE: German 2
This unit is designed to extend students' knowledge and skills in understanding, speaking and
writing the language. Students are required to: elicit, interpret and convey information, ideas and
opinions orally in German; convey orally in German the meaning and flavour of the language, for
example in a dramatised reading or story telling; produce informative writing in German;
understand oral, visual and written German information and convey this information in a different
discourse form in German.
LO103 LOTE: German 3
This unit is designed to extend students' knowledge and skills in understanding, speaking and
writing the language. Students are required to: participate in a discussion or negotiation; make a
sustained presentation or participate in a short scripted performance, giving particular attention to
appropriate and expressive pronunciation, intonation and phrasing; produce persuasive, personal
or imaginative writing.
LO104 LOTE: German 4
This unit is designed to extend students' knowledge and skills in understanding, speaking and
writing the language. Students are required to: present and defend a point of view to an audience;
participate in a performance, giving particular attention to appropriate and expressive
pronunciation, intonation and phrasing; produce evaluative or informative writing; combine and
adapt information for a given purpose.

22/06/2016

VCE Subjects Overview 2017

Page 13

VCE HUMANITIES
Geography
Unit 1: Hazards and disasters
In this unit students undertake an overview of hazards
before investigating two contrasting types of hazards and
the responses to them by people.
Hazards include a wide range of situations including those
within local areas, such as fast moving traffic or the
likelihood of coastal erosion, to regional and global
hazards such as drought and infectious disease. Students
examine the processes involved with hazards and hazard
events, including their causes and impacts, human
responses to hazard events and interconnections between human activities and natural
phenomena. This unit investigates how people have responded to specific types of hazards,
including attempts to reduce vulnerability to, and the impact of, hazard events.
Unit 2: Tourism
In this unit students investigate the characteristics of tourism, with particular emphasis on where
it has developed, its various forms, how it has changed and continues to change and its impacts
on people, places and environments.
The study of tourism at local, regional and global scales emphasises the interconnection within and
between places. There is an interconnection between places tourists originate from and their
destinations through the development of communication and transport infrastructure,
employment, together with cultural preservation and acculturation. The growth of tourism at all
scales requires careful management to ensure environmentally sustainable and economically viable
tourism. Students undertake fieldwork in this unit and report on fieldwork using the structure
provided.
Unit 3: Changing the land
This unit focuses on two investigations of geographical change: change to land cover and change
to land use.
Students investigate three major processes that are changing land cover in many regions of the
world.
Students investigate the distribution and causes of these three processes. At a local scale students
investigate land use change using appropriate fieldwork techniques and secondary sources. They
investigate the scale of change, the reasons for change and the impacts of change. Students
undertake fieldwork and produce a fieldwork report using the structure provided
Unit 4: Human population trends and issues
In this unit students investigate the geography of human populations. They explore the patterns of
population change, movement and distribution, and how governments, organisations and
individuals have responded to those changes in different parts of the world.
Population movements such as voluntary and forced movements over long or short terms add
further complexity to population structures and to economic, social, political and environmental
conditions.

22/06/2016

VCE Subjects Overview 2017

Page 14

Australian and Global Politics


Unit 1: The national citizen
In this unit students are introduced to the study of
politics as the exercise of power by individuals, groups
and nation-states. Students consider key concepts
related to power and influence, types of power, political
ideology and values, political involvement and active
citizenship. The nature of and philosophical ideas behind
democracy are studied, as well as the operation and
nature of contemporary Australian representative
democracy. Students examine the reasons why people
seek political power, the characteristics of successful
political activists and leaders, and the political ideas that
motivate them. The ways in which political power is
exercised and how that power is challenged and resisted
by others is explored. Students also examine the role and influence of social and political
movements as methods of organising political ideas and action.
VCE Australian Politics is contemporary in focus. While the focus of this study is the twenty-first
century and current events, historical events, examples and illustrations may provide students
with contextual understanding and may provide unique examples of the workings of the Australian
political system.
Unit 2: The global citizen
This unit focuses on the contemporary international community. Students examine their place
within this community through considering the debate over the existence of the global citizen. In
Area of Study 1 they explore the myriad ways their lives have been affected by the increased
interconnectedness the global threads of the world through the process of globalisation. In
Area of Study 2, students consider the extent to which the notion of an international community
exists, and investigate its ability to manage areas of global cooperation and respond to issues of
global conflict and instability.
This unit is concerned with contemporary issues and events. While these may have antecedents in
issues and events before the twenty-first century that students need to understand to
contextualise contemporary global situations, focus needs to be on the twenty-first century when
choosing particular examples and case studies.

22/06/2016

VCE Subjects Overview 2017

Page 15

Global Politics
Unit 3: Global actors
In this unit students investigate the key global actors in
twenty-first century global politics. They use
contemporary evidence to analyse the key global actors
and their aims, roles and power. They develop an
understanding of the key actors 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.
For the purposes of this study, the term non-state
actors covers a range of global actors: altruistic nongovernments organisations (NGOs), for example
Amnesty International and Greenpeace; organised religions; terrorist movements and organised
crime syndicates.
This unit is concerned with contemporary issues and events. While these may have antecedents in
issues and events before the twenty-first century, that students need to understand to
contextualise contemporary global situations, focus needs to be on the twenty-first century when
choosing particular examples and case studies.
Unit 4: Global challenges
In this unit students investigate 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.
This unit is concerned with contemporary issues and events. While these may have antecedents in
issues and events before the twenty-first century, that students need to understand to
contextualise contemporary global situations, focus needs to be on the twenty-first century when
choosing particular examples and case studies.

22/06/2016

VCE Subjects Overview 2017

Page 16

History 20th Century


Unit 1: Twentieth Century History 19181939
Overview: In Unit 1 students explore the nature of political,
social and cultural change in the period between the world
wars. This unit includes two areas of study.
Area of Study 1 - Ideology and Conflict: In this area of
study students explore the events, ideologies and
movements of the period after World War One; the
emergence of conflict; and the causes of World War Two.
They investigate the impact of the treaties which ended the
Great War and which redrew the map of Europe and broke
up the former empires of the defeated nations. They consider the aims, achievements and
limitations of the League of Nations. Upon completion of this unit the student should be able to
explain the consequences of the peace treaties which ended World War One, the impact of
ideologies on nations, and the events that led to World War Two.
Area of Study 2 - Social and Cultural Change: In this area of study students focus on the
social life and cultural expression in the 1920s and 1930s and their relation to the technological,
political and economic changes of the period. Students explore particular forms of cultural
expression from the period in one or more of the following contexts: Italy, Germany, Japan, USSR
and/ or USA. Upon completion of this unit the student should be able to explain patterns of social
life and cultural change in one or more contexts, and analyse the factors which influenced changes
to social life and culture, in the inter-war years.

Unit 2: Twentieth Century History 1945-2000


Overview: In Unit 2 students
explore the nature and impact of
the Cold War and challenges and
changes to existing political,
economic and social
arrangements in the second half
of the twentieth century.
Area of Study 1 - Competing
Ideologies: In this area of study
students focus on causes and consequences of the Cold War; the competing ideologies that
underpinned events, the effects on people, groups and nations, and the reasons for the end of this
sustained period of ideological conflict. Upon completion of this unit the student should be able to
explain the ideological divisions in the post-war period and analyse the nature, development and
impact of the Cold War on nations and people, in relation to one or more particular conflicts in the
period.
Area of Study 2 - Challenge and Change: In this area of study students focus on the ways in
which traditional ideas, values and political systems were challenged and changed by individuals
and groups in a range of contexts during the period 1945 to 2000. Students explore the causes of
significant political and social events and movements, and their consequences for nations and
people. Upon completion of this unit the student should be able to explain the causes and nature
of challenge and change in relation to two selected contexts in the second half of the twentieth
century and analyse the consequences for nations and people.

22/06/2016

VCE Subjects Overview 2017

Page 17

History Revolutions
HI133 History: Revolutions Unit 3
This unit focuses on a revolution as a means of
understanding revolution as a process of dramatically
accelerated social change (selected from the English,
American, French, Russian or Chinese revolutions). It
examines the nature of the crisis in the old regime and
considers the different theories put forward to explain
the cause of revolution. It also examines the ideas
utilised in the revolutionary struggle and the role of
groups and individuals in bringing about radical change.
The unit evaluates the consolidation of the revolution
and the creation of a new society.
HI134 History: Revolutions Unit 4
This unit focuses on a different revolution from the one studied in Unit 3. It examines the nature of
the crisis in the old regime and considers the different theories put forward to explain the cause of
revolution. It also examines the ideas utilised in the revolutionary struggle and the role of groups
and individuals in bringing about radical change. The unit evaluates the consolidation of the
revolution and the creation of a new society.

22/06/2016

VCE Subjects Overview 2017

Page 18

Accounting
AC011 Accounting 1
This unit focuses on the establishment of a small business
and the accounting and financial management of the
business. Students are introduced to the processes of
gathering, recording, reporting and analysing financial data
and information used by internal and external users.
Recording and reporting is restricted to the cash basis.
Students examine the role of accounting in the decisionmaking process using single entry recording of financial
data and information for the owner of a service business.
Where appropriate, the accounting procedures developed
in each area of study should incorporate the application of
accounting principles and the qualitative characteristics of
accounting information.
AC022 Accounting 2
This unit focuses on accounting for a single activity sole trader. Using the accrual approach,
students use a single entry recording system for the recording and reporting of cash and credit
transactions stock. They use financial and non-financial information to evaluate the performance of
a business. Using these evaluations, students suggest strategies to the owner on how to improve
the performance of the business. Where appropriate, the accounting procedures developed in each
area of study should incorporate the application of accounting principles and the qualitative
characteristics of accounting information.
AC033 Accounting 3
This unit focuses on financial accounting for a single activity trading business as operated by a sole
trader and emphasises the role of accounting as an information system. Students are introduced
to the double entry system of recording using the accrual basis of accounting. The perpetual
method of stock recording with the First In, First Out (FIFO) method is used. Where appropriate,
the accounting procedures developed in each area of study should incorporate the application of
accounting principles and the qualitative characteristics of accounting information.
AC044 Accounting 4
This unit 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 unit covers the accrual recording and reporting system for a single activity trading business
using the perpetual inventory recording system. Students learn about the role and importance of
budgeting for the business and undertake the practical completion of budgets for cash, financial
performance and financial position. In this unit students evaluate the information prepared and
analyse the results in order to suggest strategies to the owner. Where appropriate, the accounting
procedures developed in each area of study should incorporate the application of accounting
principles and the qualitative characteristics of accounting information.

22/06/2016

VCE Subjects Overview 2017

Page 19

Business Management
Unit 1 - Small Business Management
Small rather than large businesses make up the vast majority
of all businesses in the Australian economy. It is the small
business sector that provides a wide variety of goods and
services for both consumers and industries, such as
manufacturing, construction and retail. This, combined with
the employment opportunities, makes the small business
sector a vital component in the success, growth and stability
of Australia. Small businesses are tangible to students as they
are visible and often utilised in daily life. This unit provides an
opportunity for students to explore the operations of a small
business and its likelihood of success.
Unit 2: Communication and Management
This unit focuses on the importance of effective communication in achieving business objectives. It
includes communication both internally and externally to business with special attention to the
functions of marketing and public relations. Students develop knowledge of fundamental aspects of
business communication and are introduced to skills related to its effective use in different
contexts.
Unit 3: Corporate Management
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.
Unit 4: Managing People and Change
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.

22/06/2016

VCE Subjects Overview 2017

Page 20

Economics
EC011 Economics 1
The focus of this unit is the study of markets, economic
decision-making and issues of importance to the
Australian economy and its people in the twenty-first
century.
The Australian economy is essentially a market system.
To understand this system, analysis of basic economic
concepts and influences on economic decision-making is
important. A case study approach in this area provides
the opportunity for students to develop knowledge and
understanding about the nature, operation and role of
markets within the Australian economy in contexts
relevant to their particular interests or local environment.
All economies face issues that have an impact on the
standard of living of people and on the stability of the economy. Through a consideration of two or
more of the contemporary issues students will develop knowledge about how economic decisionmaking by individuals, groups, businesses and governments impacts on the standard of living of
Australians and the stability of the economy. Knowledge of the relationship between these
economic decision-making and political, social and ethical considerations will also be developed.
EC022 Economics 2
The focus of this unit is the study of Australias external relationships and economic issues of
importance in the global economy in the twenty-first century.
Australias external trading and investment relationships have a major impact on the standard of
living of Australian citizens and on the stability of the Australian economy. This impact is crucial to
Australias prosperity in the global economy in the twenty-first century. Understandings of these
external relationships will be developed through an exploration of the key economic concepts,
principles, theories and models which apply to Australias economic relationships with the rest of
the world, as well as through the use of a case study of one of Australias trading partners, for
example, Indonesia, China, India or Japan.
Globalisation is a widely used term in public discussion. It summarises major changes in
international relationships. The opportunity to explore the concept of globalisation and investigate
global issues provides students with an understanding of the impact of globalisation. This can
assist the choices and economic decisions students make now and in the future. Students will use
economic principles, models and methods of inquiry to explore the meaning of the concept of
globalisation and explore the social, environmental and ethical dimensions of economic decisionmaking in a global context.
EC033 Economics 3
The focus of this unit is the study of economic activity in Australia and the factors that affect the
achievement of the Australian Governments economic objectives.
Economic activity refers to any activity by individuals, firms or governments that generates
production, income, expenditure and employment. In order to understand the factors influencing
economic activity in Australia it is essential to explore these fundamental economic concepts.
22/06/2016

VCE Subjects Overview 2017

Page 21

Students will develop their understanding about how the market operates in the Australian
economy, understand the difference between microeconomics and macroeconomics and explore
how the level of economic activity is influenced by supply-side and demand-side factors.
All governments have specific economic goals or objectives they wish to achieve and a wide range
of aggregate demand and aggregate supply factors can affect the achievement of these objectives.
Over time, the objectives will vary in importance as economic circumstances change. In this area
of study, students will learn about why these economic goals are significant for the economic wellbeing of the Australian economy and provide an economic barometer which may be used to
gauge the performance of the Australian economy.
EC034 Economics 4
The focus of this unit is the study of the management of the Australian economy, which
concentrates on budgetary/fiscal, monetary and microeconomic reform policies.
Budgetary/fiscal policy and monetary policy are two macroeconomic policies used in Australia to
manage the level of activity in the economy. Students will develop understandings about how
these policies operate to achieve desired outcomes in relation to the achievement of the economic
objectives of the Australian economy. Students will develop a general knowledge of the operation
of these policies over the last ten years and a more detailed understanding of the operation of the
policies over the last three years. Students should be equipped to make informed predictions
about the operation of these policies for the short-term based on an analysis of current key
economic trends. Students will apply the language, theories and tools of economics to develop a
critical perspective about the role of these policies in the current government policy mix.
Microeconomic reform policy is focused on the supply side of the economy and is a long-term
process aimed at improving the efficiency and competitiveness of Australian firms, industries and
markets. Students will develop understandings about how a range of microeconomic reform
policies operate to achieve desired economic outcomes in relation to the achievement of the
economic objectives of the Australian economy. Students will develop a general knowledge of the
operation of these policies over the last ten years and a more detailed understanding of the
operation of the policies over the last three years. Students will apply the language, theories and
tools of economics to develop a critical perspective about the role of these policies in the current
government policy mix.

22/06/2016

VCE Subjects Overview 2017

Page 22

Legal Studies
Unit 1: Criminal law and justice
This unit explores the distinction between legal and
non-legal rules, the Victorian court hierarchy, and the
process of making laws through parliament. It focuses
on the role of police, their powers of investigation, the
procedures of a criminal trial and an examination of
possible sanctions that are available to the criminal
courts. In addition, students explore the concepts of
fairness and justice within the criminal justice system.
Unit 2: Civil law and the law in focus
This unit focuses on the effective resolution of civil disputes. It looks at the processes and
procedures involved in civil litigation and the possible defences to civil claims within our legal
system available to enforce the civil rights of our citizens. As well as the judicial procedure to
resolve civil disputes, the unit also investigates the alternative avenues of dispute resolution and
their effectiveness. This unit provides students with the opportunity to explore specific areas of law
and to analyse contemporary legal issues.
Unit 3: Law-making
The purpose of this unit is to enable 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 on the operation of the legal system.
Students undertake an evaluation of the strengths and weaknesses of the law-making bodies and
the processes used to influence change and reform.
Unit 4: Dispute resolution
This unit explores the function and jurisdiction of the courts, tribunals and alternative avenues of
dispute resolution with a view to comparing and evaluating the operation of the various dispute
resolution methods. Students develop an understanding of criminal and civil pre-trial and trial
processes and procedures which operate within the Victorian legal system. The current operation
of the jury system in criminal and civil trials will be examined and students will also review the
operation of the adversary system, giving consideration to its strengths and weaknesses. Students
will compare features of the adversary and inquisitorial systems of dispute resolution. In this unit
students evaluate the effective operation of the Victorian legal system and make recommendations
for possible improvement and reform.

22/06/2016

VCE Subjects Overview 2017

Page 23

Extended Investigation
The VCE Extended Investigation contains Units 34 only
and is designed to enable students to construct a
rigorous, searching research question and to conduct
research. The research question can come from any
discipline area but it must not duplicate any current Unit
3-4 VCE study. The students selected research question
is formally lodged with the Victorian Curriculum and
Assessment Authority in Term 1.
Students undertake independent research and consider
research ethics, relevant selected literature, conventions
of academic writing including referencing systems and
acknowledging sources. The work generated by the student, particularly for assessment
purposes, may not be used for any other VCE study in either the current year or in a
previous or subsequent year of enrolment.
There are three components of assessment:
School-assessed Coursework in Unit 330% contribution to the study score
Critical Thinking Test (online and externally set and assessed) 10% contribution to the
study score
Externally-assessed Task in Unit 4 consisting of the Extended Investigation written
report of 4000 words and an oral presentation in defence of the research findings 60%
contribution to the study score.
Students will be required to present the findings of their Extended Investigation to a
non-specialist audience. The language of both the written report and oral presentation
used to explain the nature and significance of the investigation therefore must be
accessible to an educated adult audience that does not necessarily have specialist
knowledge in the area of investigation that is the focus of research.

22/06/2016

VCE Subjects Overview 2017

Page 24

VCE Physical Education


Health and Human Development
HHD Unit 1 The Health and Development of
Australias Youth
In this unit students are introduced to the concepts of
health and individual human development. Individual
human development is a lifelong continuous process
beginning at conception and ending with death and is
perceived as involving a series of orderly and
predictable changes, which can be classified as
physical, social, emotional and intellectual. This unit
focuses on the health and individual human
development of Australias youth. For the purposes of this study, youth is defined as twelve to
eighteen years of age. There are many factors that influence health and individual human
development of youth, including the importance of nutrition for the provision of energy and growth
as well as food behaviours and their impact on youth health and individual human development. In
this unit students identify issues that impact on the health and individual human development of
Australias youth. Students investigate one health issue in detail and analyse personal, community
and government strategies or programs that affect youth health and individual human
development.
HHD Unit 2 Individual Human Development and Health Issues
Individual human development is perceived as
involving a series of orderly and predictable changes,
which can be classified as physical, social, emotional
and intellectual. Over the lifespan, individuals
accumulate life experiences that affect both their
health and individual human development. This unit
focuses on the lifespan stages of childhood and
adulthood. Health and development during childhood
has been identified as having a significant impact on
both health and development throughout the rest of
the lifespan. There are many determinants of health
and development of Australias children; however, social environments such as the family and
community are crucial, as children develop through their relationships with others.
The lifespan stage of adulthood represents a period of
great diversity. The period of adulthood commonly spans a
time frame of over sixty years. The health and individual
human development of this group can vary considerably
and is influenced by a range of determinants, which
include biological and behavioural factors, as well as
physical and social environments.

22/06/2016

VCE Subjects Overview 2017

Page 25

HHD Unit 3 - Australia's Health


In this area of study students develop an
understanding of the health status of Australians by
investigating the burden of disease and the health of
population groups in Australia. Students use key health
measures to compare health in Australia with other
developed countries, and analyse how biological,
behavioural and social determinants of health
contribute to variations in health status.
The NHPAs initiative seeks to bring a national health policy focus to diseases or conditions that
have a major impact on the health of Australians. The NHPAs represent the disease groups with
the largest burden of disease and potential costs (direct, indirect and intangible) to the Australian
community. Students examine the development of the NHPAs and their relationship to burden of
disease in Australia.
Students also examine different models of health and health promotion. They investigate the roles
and responsibilities of governments in addressing health needs and promoting health for all
through the provision of a national health system and health promotion initiatives. Students
examine the role of government and non-government organisations in providing programs and
support for the promotion of healthy eating.
HHD Unit 4 - Global health and human development
In this area of study students explore global health,
human development and sustainability and their
interdependencies. They identify similarities and
differences in the health status between people living in
developing countries and Australians, and analyse
reasons for the differences. The role of the United
Nations Millennium Development Goals is investigated in
relation to achieving sustainable improvements in health
status and human development.
Students also explore the role of international
organisations including the UN and WHO in achieving
sustainable improvements in health and human development. Students consider strategies
designed to promote health and sustainable human development globally, as well as Australias
contribution to international health programs through AusAid and contributions to non-government
organisations.

22/06/2016

VCE Subjects Overview 2017

Page 26

Physical Education
Unit 1
Body systems and human movement
In this area of study, students examine the systems of
the human body and how they translate into
movement. Through practical activities they explore
the major components of the musculoskeletal,
cardiovascular and respiratory systems and their
contributions and interactions during physical activity.
Anaerobic and aerobic pathways are introduced and
linked to the types of activities that utilise each of the
pathways.
Biomechanical movement principles
In this area of study, students examine biomechanical principles underpinning physical activity and
sport. Through their involvement in practical activities, students investigate and analyse
movements in a variety of activities to develop an
understanding of how the correct application of
biomechanical principles leads to improved performance.
Detailed Study 3.1: Technological advancements
from a biomechanical perspective
In this detailed study, students examine changes that have been made to sporting techniques and
equipment (including clothing, footwear and playing fields) and explore the biomechanical effect of
the change. By researching a recent change that has occurred in the selected sport, students
analyse the biomechanical effect, the result of the change, the impact of the change on
performance and participation, rules and the relevant implications of the change (biomechanical,
social and ethical).

Unit 2
Effective coaching practices
In this area of study, students focus on the roles and
responsibilities of a coach as well as looking at coaching
pathways and accreditation. The effectiveness of a coach
may be determined by their style, skills and behaviours. A
coach must have an understanding of skill learning
practices and interpersonal skills if they are to develop and
enhance the performance of athletes. Students apply these
skills by coaching a team.
Physically active lifestyles
This area of study focuses on the range of physical activity options in the community. Health
benefits of participation in regular physical activity and health consequences of physical inactivity
and sedentary behaviour are explored at individual and population levels. Students explore the
dimensions of the National Physical Activity Guidelines and investigate the current status of
physical activity and sedentary behaviour from an Australian perspective. Students investigate
factors that facilitate involvement in physical activity and consider barriers to participation for
various population groups. Students create and implement a program that encourages compliance
with the National Physical Activity Guidelines for a given age group.

22/06/2016

VCE Subjects Overview 2017

Page 27

Detailed Study 3.1: Decision making in sport


This detailed study introduces students to an understanding of games and sport, including how
they are categorised. Through a series of practical activities, and for a specific scenario, students
analyse and interpret different strategies and tactics used within game situations, and approaches
to coaching that develop a players ability to implement an appropriate strategic decision.

Unit 3
This Unit looks at the monitoring and promotion of physical activity. Data collection methods are
analysed to determine which is most appropriate depending upon the circumstances. The
influences on an individual's physical activity behaviour are also covered in detail and students
learn about the motivating factors and obstacles to exercise, as well as strategies to increase
physical activity levels.
Unit 3 also investigates the physiological responses to exercise, including acute responses, energy
system contribution to exercise and fatigue and recovery mechanisms. Students learn to apply
their knowledge to real-world exercise contexts and how the body responds according to various
physical demands.

Unit 4
This Unit focuses on enhancing physical performance
through a variety of strategies. Area of study 1 is a highly
practical part of the course and involves planning,
implementing and evaluating a 6-week training program.
Following this, students study the chronic adaptations to
training and how the body becomes conditioned as a
result of specific physical demands.
Finally, this Unit covers the strategies used to enhance
performance and maximise recovery, including diet and
hydration, physiological recovery strategies, psychological
recovery strategies, legal and illegal performance
enhancement strategies and anti-doping codes and practices.

22/06/2016

VCE Subjects Overview 2017

Page 28

VCE The Arts


Drama
This study provides students with the opportunity to
examine and explore the ways in which drama gives
form to, and makes meaning of, a range of social,
political, cultural and historical contexts. It focuses on
the development of expressive skills within dramatic
structures and the development and performance of
imagined characters, achieved through the refinement
of skills, techniques and processes in the creation and
presentation of dramatic works.
Unit 1: Dramatic Storytelling
This unit focuses on the creation and presentation of a devised performance based on stimulus
from a range of sources. Students are encouraged to develop an understanding of the major facets
of dramatic performance with specific use and manipulation of both naturalistic and nonnaturalistic performance styles and theatrical conventions. Students perform their work to an
audience before analysing their process of development and later comparing their analysis of a
further professional dramatic performance.
Unit 2: Creating Australian Drama
This unit focuses on the scope of Australian theatre across our history, society, and culture.
Students are encouraged to analyse the themes of Australian theatre and develop their own
original ensemble performances based on their own experiences. Students look at the work of
various Australian theatre practitioners and develop a comparative analysis between their work
and that of a professional production. Students finish this unit with the presentation of a
substantial performance based on their own ideas of Australian society, culture and history.
Unit 3: Ensemble Performance
This unit focuses on non-naturalistic drama from a
diverse range of contemporary and/or cultural
performance traditions. Non-naturalistic performance
styles and associated theatrical conventions are explored
in the creation, development and presentation of an
ensemble performance. Collaboration to create, develop
and present ensemble performance is central to this
performance. Students use and manipulate dramatic
elements, expressive skills and performance styles to
enhance performance. They select stagecraft and
theatrical conventions as appropriate to the performance. Students also document and evaluate
stages involved in the creation, development and presentation of the ensemble performance.
A professional performance that incorporates non-naturalistic performance style/s and production
elements selected from the prescribed VCE Unit 3 Drama Playlist published annually in the VCAA
Bulletin will also be analysed.
Descriptions of terms such as naturalism, non-naturalism, stimulus material, dramatic elements,
stagecraft, theatrical conventions, expressive skills and performance styles are provided in the
Glossary.

22/06/2016

VCE Subjects Overview 2017

Page 29

Unit 4: Solo Performance


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

22/06/2016

VCE Subjects Overview 2017

Page 30

Media Studies
Media Units 1, 2, 3 and 4 offers a focused curriculum
of analysis, creation, and evaluation giving students
the opportunity to study and develop socially relevant
material based around film, television, print,
photography, animation and the internet. Media
Studies fosters fundamental skills and understanding
of society beyond school.
Media focuses on two key areas of study - theoretical
analysis and practical creation of texts for an audience.
The criterion of a Media text is that it is created as a product for an audience; it is not Art for Arts
Sake. Media Studies fosters the awareness of the Audience as consumer and the texts as
Representation.
The subject focuses on narrative development and the interaction between production and story
codes throughout Units 1, 2, 3 and 4. Students study Media as both an influencer and informant;
heightening students Media Literacy, giving them applicable skills outside of school and promoting
a broader social awareness of the world around them.
Unit 1: Representation and Technologies of Representation
This unit focuses on developing student understanding of how the world is represented to an
audience via media texts. Students study concepts such as reception theory and the Male gaze
whilst researching and developing their own forms of representative texts, applying advertising
concepts, production elements and narrative devices. Students work both individually and
collaboratively to produce texts for various audiences, taking into consideration the required
processes of construction, values, positioning, selection and omission. Students are also given the
opportunity to specifically analyse New Media content and develop work across various platforms
and technologies.
Unit 2: Media Production and the Media Industry
This unit focuses on students actively applying their knowledge to substantial collaborative texts.
Students are given the opportunity to develop and construct their own original media texts, which
can range from short films, to photo essays, to magazine construction and beyond. Students work
in production teams across several weeks to develop their texts, undertaking specialist production
roles and marketing their work, before premiering it to an audience. Students are asked to analyse
their specialist roles and deepen their knowledge of the technicalities of production and the
Australian media landscape through a further series of analytical tasks.
Unit 3: Narrative and Media Production Design
In this unit, students develop an understanding of film, television or radio drama production and
story elements, and learn to recognise the role and significance of narrative organisation in
fictional film, television or radio drama texts. Students examine how production and story
elements work together to structure meaning in narratives to engage audiences. Students also
develop practical skills through undertaking exercises related to aspects of the design and
production process. They complete a media production design plan for a specific media form and
audience. They present the relevant specifications as a written planning document, with visual
representations that employ media planning conventions appropriate to the media form in which
the student chooses to work.

22/06/2016

VCE Subjects Overview 2017

Page 31

Unit 4: Media: Process, Influence and Societys Values


In this unit, students further develop practical skills in
the production of media products to realise the
production design plan completed during Unit 3.
Organisational and creative skills are refined and
applied throughout each stage of the production
process. Students analyse the relationship between
media texts, social values and discourses in the
media. The nature and extent of media influence, the
relationship between the media, media audiences and
media regulation are also critically analysed in this
unit. All students final Media texts are completed
individually before being critically assessed by an audience.

22/06/2016

VCE Subjects Overview 2017

Page 32

Studio Arts
We will be offering two streams of Studio Arts:
Studio Arts Materials and Studio Arts Digital (subjects to numbers)
Studio Arts Materials will encompass the use of traditional media including painting, print
making, drawing etc.
Studio Arts Digital will encompass the use of digital media including photography, Adobe
Photoshop, Illustrator, InDesign, 3D printing etc.
You may only choose one of these streams.
SA011 Studio Arts Unit 1
This unit focuses on using sources of inspiration and ideas to form the basis for artworks in Unit 1.
Students engage in the process of exploration, experimenting with a wide range of materials and
techniques as tools for translating their ideas, observations and experiences into visual form.
Students also explore the ways in which artists from different times and cultures have interpreted
sources of inspiration and used materials and techniques in the production of artworks.
SA022 Studio Arts Unit 2
This unit focuses on establishing a design process to be utilised by students in order to produce a
selection of finished artworks. The design process involves;
identifying and applying sources of inspiration,
experimenting with a wide range of materials and
techniques, exploring aesthetic qualities and creating
potential solutions to effectively develop final artworks.
Students also develop skills in visual analysis, in which
artworks from different times and cultures are analysed to
aid students understanding of artists ideas, sources of
inspiration, creation of aesthetic qualities and identifiable
styles.
SA033 Studio Arts Unit 3
This unit focuses on the implementation of the design process leading to the production of a range
of potential solutions. Students develop a work brief to define an area of exploration, applying a
design process to explore and develop their ideas to produce a range of potential solutions.
The unit also explores professional art practices in relation to particular art form(s) and the
development of distinctive styles in artworks. Students investigate various artists and artworks
from different times and cultures in order to determine artists influences, aesthetics in artworks,
legal obligations, ethical considerations as well as art making practices.
SA034 Studio Arts 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 in Unit 4. These artworks
should reflect the skilful application of materials and
techniques and the resolution of aims, ideas and aesthetic
qualities as explored and experimented in Unit 3.
This unit also explores aspects of artists involvement in the
current art industry, focusing on the role of galleries and the methods and considerations involved
in the preparation, presentation and conservation of artworks. Students analyse current art
industry issues regarding the content and context of art in a contemporary setting.
22/06/2016

VCE Subjects Overview 2017

Page 33

Visual Communication and Design


Unit 1: Introduction to Visual Communication Design
This unit focuses on using visual language to communicate messages, ideas and concepts. This
involves acquiring and applying design thinking skills
as well as drawing skills to make messages, ideas
and concepts visible and tangible. Students practise
their ability to draw what they observe and they use
visualisation drawing methods to explore their own
ideas and concepts. Students develop an
understanding of the importance of presentation
drawings to clearly communicate their final visual
communications.
Through experimentation and through exploration of
the relationship between design elements and design
principles, students develop an understanding of how design elements and principles affect the
visual message and the way information and ideas are read and perceived. Students review the
contextual background of visual communication through an investigation of design styles. This
research introduces students to the broader context of the place and purpose of design.
Outcome 1: Drawing as a Means of Communication
On completion of this unit the student should be able to create drawings for different purposes
using a range of drawing methods, media and materials.
Outcome 2: Design Elements and Design Principles
On completion of this unit the student should be able to select and apply design elements and
design principles to create visual communications that satisfy stated purposes.
Outcome 3: Visual Communication Design in Context
On completion of this unit the student should be able to describe how a visual communication has
been influenced by past and contemporary practices, and by social and cultural factors.
Unit 2: Applications of Visual Communication Design
This unit 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. They investigate how typography and imagery are used in visual communication
design. They apply design thinking skills when exploring ways in which images and type can be
manipulated to communicate ideas and concepts in different ways in the communication design
field.
Outcome 1: Technical Drawing in Context
On completion of this unit the student should be able to create presentation drawings that
incorporate relevant technical drawing conventions and effectively communicate information and
ideas for a selected design field.
Outcome 2: Type and Imagery
On completion of this unit the student should be able to manipulate type and images to create
visual communications suitable for print and screen-based presentations, taking into account
copyright.
Outcome 3: Applying the Design Process
On completion of this unit the student should be able to engage in stages of the design process to
create a visual communication appropriate to a given brief.
Unit 3: Design Thinking and Practice
In this unit students gain an understanding of the process designers employ to structure their
thinking and communicate ideas with clients, target audiences, other designers and specialists.

22/06/2016

VCE Subjects Overview 2017

Page 34

Through practical investigation and analysis of existing visual communications, students gain
insight into how the selection of methods, media, materials and the application of design elements
and design principles can create effective visual communications for specific audiences and
purposes. They investigate and experiment with the use of manual and digital methods, media and
materials to make informed decisions when selecting suitable approaches for the development of
their own design ideas and concepts.
Students use their research and analysis of visual communication designers to support the
development of their own work.
Outcome 1: Analysis and Practice in Context
On completion of this unit the student should be able to create visual communications for specific
contexts, purposes and audiences that are informed by their analysis of existing visual
communications.
Outcome 2: Design Industry Practice
On completion of this unit the student should be able to describe how visual communications are
designed and produced in the design industry and explain factors that influence these practices.
Outcome 3: Developing a Brief and Generating Ideas
On completion of this unit the student should be able to apply design thinking skills in preparing a
brief, undertaking research and generating a range of ideas relevant to the brief.
Unit 4: Design Development and Presentation
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. This involves applying the design process twice
to meet each of the stated needs.
Having completed their brief and generated ideas in
Unit 3, students continue the design process by
developing and refining concepts for each need stated
in the brief. They utilise a range of digital and manual
two- and three-dimensional methods, media and
materials. They investigate how the application of design elements and design principles creates
different communication messages with their target audience.
Outcome 1: Development of Design Concepts
On completion of this unit the student should be able to 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.
Outcome 2: Final Presentations
On completion of this unit the student should be able to produce final visual communication
presentations that satisfy the requirements of the brief.
Outcome 3: Evaluation and Explanation
On completion of this unit the student should be able to devise a pitch to present and explain their
visual communications to an audience and evaluate the visual communications against the brief.

22/06/2016

VCE Subjects Overview 2017

Page 35

Theatre Studies
In VCE Theatre Studies students interpret playscripts and produce theatre for audiences. Through
practical and theoretical engagement with playscripts from the pre-modern era to the present day,
students gain an insight into the history and rich possibilities of playscript-based theatrical
production and develop understanding and appreciation of the role and place of the practitioner in
theatre. Theatre practitioners develop, create and craft productions through research,
contextualisation, visualisation and the application of stagecraft. The study covers roles in theatre
practice including actor, director, designer, theatre technologist and theatre
administrator/manager.
Throughout the study, students work with playscripts in both their written form and in
performance, studying various areas of stagecraft that can be used to interpret these playscripts.
Students study the contexts, that is, the time, places and cultures, of playscripts, as well as their
language and theatrical possibilities. They explore ways that meaning can be constructed and
conveyed through theatrical performance. They consider the audiences who will engage with their
productions and incorporate knowledge and understanding of audience culture, demographic and
sensibilities in their interpretations.
Students apply stagecraft to collaboratively and individually interpret playscripts and their
theatrical possibilities. Through study of playscripts, contribution to the production of plays, and
the application of stagecraft, students develop knowledge and understanding of theatre and its
practices.
Unit 3: Playscript interpretation
In this unit students develop an interpretation of a playscript through the stages of the theatrical
production process: planning, development and presentation. Students specialise in two areas of
stagecraft, working collaboratively in order to realise the production of a playscript. They use
knowledge they develop from this experience to analyse the ways stagecraft can be used to
interpret previously unseen playscript excerpts. Students also attend a performance selected from
the prescribed VCE Theatre Studies Unit 3 Playlist published annually in the VCAA Bulletin VCE,
VCAL and VET, and analyse and evaluate the interpretation of the playscript in the performance.
Unit 4: Performance interpretation
In this unit students study a scene and associated monologue from the Theatre Studies Stagecraft
Examination published annually by the Victorian Curriculum and Assessment Authority, and
develop a theatrical treatment that includes the creation of a character by an actor, stagecraft
possibilities, and appropriate research. Students interpret a monologue from within a specified
scene using selected areas of stagecraft to realise their interpretation. Students work for
Outcomes 1 and 2 is supported through analysis of a performance they attend selected from the
prescribed VCE Theatre Studies Unit 4 Playlist published annually in the VCAA Bulletin VCE, VCAL
and VET.

Assessment
Units 3 and 4 school-assessed coursework
End-of-year performance examination
End-of-year written examination:

22/06/2016

45%
25%
30%

VCE Subjects Overview 2017

Page 36

VCE Music
Music Performance Units 1 and 2
MC011 Music Performance Unit 1
This unit focuses on performance in solo and group
contexts, studying approaches to performance and
performing, and developing skills in aural
comprehension. Students present a solo and a group
performance, demonstrate prepared technical work and
perform previously unseen music.
MC012 Music Performance Unit 2
This unit further develops skills in practical music and performance in solo and group contexts.
Students present a prepared program/s of solo and group works, demonstrate prepared technical
work, perform previously unseen music and develop skills in aural comprehension.
Selected works are analysed to enhance performance interpretation and to understand their
context, influences, characteristics and styles. This unit also focuses on music language that is
relevant to performance and used to analyse, compose or improvise music.

22/06/2016

VCE Subjects Overview 2017

Page 37

Music Solo Performance Units 3 & 4


Students who select Music Solo performance are
primarily concerned with recreating music represented
as published notated solo works. Units 3 and 4 Music
Solo performance focus on the preparation and
presentation of performances in solo and ensemble
contexts, demonstrating through performance an
understanding of interpretation and authenticity.
MC023 Music Performance: Solo Unit 3
This unit focuses on the preparation and presentation
of solo works. Students use performance techniques to
develop understanding of interpretation of a range of
styles. Music performance skills are broadened by
ensemble performance, solo technical work and unprepared performance. Music language
knowledge, aural comprehension skills and understanding of the structure and characteristics of an
ensemble work are also developed.
MC023 Music Performance: Solo Unit 4
This unit focuses on the preparation and presentation of a solo program of works, demonstrating
through performance an understanding of interpretation. Music performance skills are extended by
development of technical work in ensemble performance and unprepared performance skills, and
studies in aural comprehension. Understanding and recognition of musical characteristics of an
ensemble work are further developed.

22/06/2016

VCE Subjects Overview 2017

Page 38

VCE Maths
Algorithmics Units 3 and 4
The VCAA, in collaboration with the University of
Melbourne and Monash University, has developed a VCE
Higher Education Scored Study (HESS), VCE
Algorithmics.
This Units 3 and 4 study, pitched at a demanding
cognitive level, focuses on a new approach to solving
real-world problems using algorithmic techniques.
Algorithmics will be a fully scored VCE subject. It is
designed for students with a strong mathematics and
science background.
This study will provide a conceptual framework for structured problem solving in STEM (Science,
Technology, Engineering and Mathematics) and in other disciplines that involve formal reasoning.
VCE Algorithmics (HESS) also provides the foundation for studying Computer Science and Software
Engineering at tertiary level, and some universities may offer accelerated pathways to students
who have successfully completed this study. Melbourne and Monash Universities will offer credit for
this subject in their Computer Science courses.
Key features
VCE Algorithmics provides a highly structured and theoretically well-founded framework for solving
applied problems using computational methods. The focus is on algorithmic thinking: applying
systematic methods for analysing applied problems and designing efficient algorithms.
Algorithmics also covers deeper topics in computer science such as the possibility of artificial
intelligence and prospects for new models of computation inspired by physical and biological
systems.
Key content areas include:
1.
2.
3.
4.

Data modelling with abstract data types


Algorithm design and analysis
The limits of computability
Programming in a high-level language

Students are expected to be currently enrolled in, or have successfully completed VCE
Mathematical Methods (CAS) Units 1 and 2.

22/06/2016

VCE Subjects Overview 2017

Page 39

General Maths Units 1 and 2


General Mathematics provides for different combinations
of student interests and preparation for study of Further
Mathematics Units 3 and 4. The areas of study for
General Mathematics Unit 1 and Unit 2 are Algebra and
structure, Arithmetic and number, Discrete
mathematics, Geometry, measurement and
trigonometry, Graphs of linear and non-linear relations
and Statistics.
In undertaking these units, students are expected to be
able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists
and tables, diagrams and geometric constructions, algebraic manipulation, equations and graphs
with and without the use of technology. They should have facility with relevant mental and byhand approaches to estimation and computation.
The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of
technology for teaching and learning mathematics, for working mathematically, and in related
assessment, is also incorporated throughout each unit as applicable.

22/06/2016

VCE Subjects Overview 2017

Page 40

Further Maths Units 3 and 4


Further Mathematics consists of two areas of study, a
compulsory Core area of study to be completed in Unit
3 and an Applications area of study to be completed in
Unit 4.
The Core comprises Data analysis and Recursion and
financial modelling. The Applications comprises two
modules to be completed in their entirety, from a
selection of four possible modules: Matrices,
Networks and decision mathematics, Geometry and
measurement and Graphs and relations.
Data analysis comprises 40 per cent of the content to
be covered, Recursion and financial modelling
comprises 20 per cent of the content to be covered,
and each selected module comprises 20 per cent of the content to be covered. Assumed
knowledge and skills for the Core are contained in the General Mathematics Units 1 and 2 topics:
Computation and practical arithmetic, Investigating and comparing data distributions,
Investigating relationships between two numerical variables, Linear graphs and modelling,
Linear relations and equations, and Number patterns and recursion. For each module there are
related topics in General Mathematics Units 1 and 2.
In undertaking these units, students are expected to be able to apply techniques, routines and
processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric
constructions, algebraic manipulation, equations, and graphs. They should have a facility with
relevant mental and by-hand approaches to estimation and computation.
The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of
technology for teaching and learning mathematics, for working mathematically, and in related
assessment, is to be incorporated throughout each unit as applicable.

22/06/2016

VCE Subjects Overview 2017

Page 41

Maths Methods Units 1 and 2


Mathematical Methods (CAS) Units 1 and 2 are designed
as preparation for Mathematical Methods (CAS) Units 3
and 4.
Students are expected to have successfully
completed Year 10 Maths and have a strong
mathematical background.
Familiarity with determining the equation of a straight
line from combinations of sufficient information about
points on the line or the gradient of the line and
familiarity with Pythagoras theorem and its application
to finding the distance between two points is assumed.
Students should also be familiar with quadratic and
exponential functions, algebra and graphs, and basic
concepts of probability.
Unit 1
The areas of study for Unit 1 are Functions and graphs, Algebra, Calculus and Probability and
Statistics.
At the end of Unit 1, students are expected to have covered the content outlined in each area of
study, with the exception of Algebra which extends across Units 1 and 2.
Unit 2
In Unit 2 students focus on the study of simple transcendental functions and the calculus of simple
algebraic functions. The areas of study are Functions and graphs, Algebra, Calculus, and
Probability and statistics. At the end of Unit 2, students are expected to have covered the
material outlined in each area of study.
In undertaking these units, students are expected to be able to apply techniques, routines and
processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric
constructions, algebraic manipulation, equations, graphs, differentiation and anti-differentiation
with and without the use of technology. They should have facility with relevant mental and byhand approaches to estimation and computation.
The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for
teaching and learning mathematics, for working mathematically, and in related assessment, is also
incorporated throughout the unit as applicable.

22/06/2016

VCE Subjects Overview 2017

Page 42

Maths Methods Units 3 and 4


Mathematical Methods Units 3 and 4 consist of the
areas of study Functions and graphs, Calculus,
Algebra and Probability and statistics, which are
covered in progression from Unit 3 to Unit 4.
Assumed knowledge and skills for Mathematical
Methods Units 3 and 4 are contained in Mathematical
Methods Units 1 and 2, and will be drawn on, as
applicable, in the development of related content from
the areas of study, and key knowledge and skills for the
outcomes of Mathematical Methods Units 3 and 4.
For Unit 3 a selection of content would typically include the areas of study Functions and graphs
and Algebra, and applications of derivatives and differentiation, and identifying and analysing key
features of the functions and their graphs from the Calculus area of study.
For Unit 4, this selection would typically consist of remaining content from the areas of study:
Functions and graphs, Calculus and Algebra, and the study of random variables and discrete
and continuous probability distributions and the distribution of sample proportions. For Unit 4, the
content
from the Calculus area of study would include the treatment of anti-differentiation, integration,
the relation between integration and the area of regions specified by lines or curves described by
the rules of functions, and simple applications of this content.
In undertaking these units, students are expected to be able to apply techniques, routines and
processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric
constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation,
integration and inference with and without the use of technology. They should have facility with
relevant mental and by-hand approaches to estimation and computation.
The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for
working mathematically, and in related assessment, is to be incorporated throughout each unit as
applicable.

22/06/2016

VCE Subjects Overview 2017

Page 43

Specialist Maths Units 1 and 2


(formerly known as Advanced General Maths Units 1 and 2)

Specialist Mathematics Units 1 and 2 provide a course


of study for students who wish to undertake an in-depth
study of mathematics, with an emphasis on concepts,
skills and processes related to mathematical structure,
modelling, problem solving and reasoning. This study
has a focus on interest in the discipline of mathematics
in its own right and investigation of a broad range of
applications, as well as development of a sound
background for further studies in mathematics and
mathematics related fields.
Mathematical Methods Units 1 and 2 and Specialist
Mathematics Units 1 and 2, taken in conjunction,
provide a comprehensive preparation for Specialist
Mathematics Units 3 and 4. The areas of study for Units
1 and 2 of Specialist Mathematics are Algebra and structure, Arithmetic and number, Discrete
mathematics, Geometry, measurement and trigonometry, Graphs of linear and non-linear
relations and Statistics.
For Units 1 and 2, content are selected from the six areas of study using the following rules:
for each unit, content covers four or more topics in their entirety, selected from at least three
different areas of study
each unit includes two of the prescribed topics: Number systems and recursion; Vectors in the
plane; Geometry in the plane and proof; and Graphs of non-linear relations
other topics are selected from those included in the areas of study for Specialist Mathematics
Units 1 and 2 and/or General Mathematics Units 1 and 2
In undertaking these units, students are expected to be able to apply techniques, routines and
processes involving rational, real and complex arithmetic, sets, lists and tables, diagrams and
geometric constructions, algebraic manipulation, equations and graphs with and without the use of
technology. They should have facility with relevant mental and by-hand approaches to estimation
and computation.
The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for
teaching and learning mathematics, for working mathematically, and in related assessment, is to
be incorporated throughout each unit as applicable.

22/06/2016

VCE Subjects Overview 2017

Page 44

Specialist Maths Units 3 and 4


Specialist Mathematics Units 3 and 4 consist of the
areas of study: Functions and graphs, Algebra,
Calculus, Vectors, Mechanics and Probability and
statistics. The development of course content should
highlight mathematical structure, reasoning and
applications across a range of modelling contexts with
an appropriate selection of content for each of Unit 3
and Unit 4. The selection of content for Unit 3 and Unit
4 should be constructed so that there is a balanced and
progressive development of knowledge and skills with
connections among the areas of study being developed as appropriate across Unit 3 and Unit 4.
Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and skills from
Mathematical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics
Units 1 and 2 topics 'Number systems and recursion' and 'Geometry in the plane and proof', and
concurrent or previous study of Mathematical Methods Units 3 and 4. Together these cover the
assumed knowledge and skills for Specialist Mathematics, which are drawn on as applicable in the
development of content from the areas of study and key knowledge and skills for the outcomes.
In Unit 3 a study of Specialist Mathematics would typically include content from Functions and
graphs and a selection of material from the Algebra, Calculus and Vectors areas of study. In
Unit 4 this selection would typically consist of the remaining content from the Algebra, Calculus,
and Vectors areas of study and the content from the Mechanics and Probability and statistics
areas of study.
In undertaking these units, students are expected to be able to apply techniques, routines and
processes involving rational, real and complex arithmetic, sets, lists and tables, diagrams and
geometric constructions, algebraic manipulation, equations, graphs, differentiation, antidifferentiation and integration and inference with and without the use of technology. They should
have facility with relevant mental and by-hand approaches to estimation and computation.
The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for
teaching and learning mathematics, for working mathematically, and in related assessment, is to
be incorporated throughout each unit as applicable.

22/06/2016

VCE Subjects Overview 2017

Page 45

VCE Science
Biology
Biology Unit 1
This Unit introduces some of the challenges to an
organism in sustaining life. Students examine the cell as
the structural and functional unit of life, from the single
celled to the multicellular organism, and the
requirements for sustaining cellular processes in terms
of inputs and outputs. They analyse types of adaptations
that enhance the organisms survival in a particular
environment and consider the role homeostatic
mechanisms play in maintaining the internal
environment. Students investigate how a diverse group
of organisms form a living interconnected community
that is adapted to, and utilises the abiotic resources of its habitat. The role of a keystone species in
maintaining the structure of an ecosystem is explored. Students consider how the planets
biodiversity is classified and the factors that affect the growth of a population.
A student practical investigation related to the survival of an organism or species is undertaken in
Area of Study 3. The investigation draws on content from the previous Area of Studies (1 and/or
2).
Biology Unit 2
The focus of this unit is 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. The role of stem cells in the differentiation, growth, repair and replacement of cells
in humans is examines, and their potential use in medical therapies is considered.
Students use chromosome theory and terminology from classical genetics to explain the
inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict
outcomes of genetic crosses. They explore the relationship between genes, the environment and
the regulation of genes I giving rise to phenotypes. They consider the role of genetic knowledge in
decision making about the inheritance of autosomal dominant and autosomal recessive and sexlinked genetic disorders. In this context the use of genetic screening and its social and ethical
issues are examined.
A student-directed research investigation into an issue related to genetics and/or reproductive
science is to be undertaken in Areas of study 2. The investigation draws on content from the
previous Area of Studies (1 and/or 2).
Biology Unit 3 (new study design 2017)
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.
In this unit students investigate the workings of the cell from several perspectives. They explore
the importance of the insolubility of the plasma membrane in water and its differential
permeability to specific solutes in defining the cell, its internal spaces and the control of the
22/06/2016

VCE Subjects Overview 2017

Page 46

movement of molecules and ions in and out of such spaces. Students consider base pairing
specificity, the binding of enzymes and substrates, the response of receptors to signalling
molecules and reactions between antigens and antibodies to highlight the importance of molecular
interactions based on the complementary nature of specific molecules.
Students study the synthesis, structure and function of nucleic acids and proteins as key molecules
in cellular processes. They explore the chemistry of cells by examining the nature of biochemical
pathways, their components and energy transformations. Cells communicate with each other using
a variety of signalling molecules. Students consider the types of signals, the transduction of
information within the cell and cellular responses. At this molecular level students study the
human immune system and the interactions between its components to provide immunity to a
specific antigen.
A student practical investigation related to cellular processes and/or biological change and
continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is
assessed in Unit 4, Outcome 3. The findings of the investigation are presented in a scientific poster
format.
Biology Unit 4 (new study design 2017)
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 populations 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.
Students examine change in life forms using evidence from palaeontology, biogeography,
developmental biology and structural morphology. They explore how technological developments
in the fields of comparative genomics, molecular homology and bioinformatics have resulted in
evidence of change through measurements of relatedness between species.
Students examine the structural and cognitive trends in the human fossil record and the
interrelationships between human biological and cultural evolution. The biological consequences,
and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies
are explored for both the individual and the species.
A student practical investigation related to cellular processes and/or biological change and
continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is
assessed in Unit 4, Outcome 3. The findings of the investigation are presented in a scientific poster
format.

22/06/2016

VCE Subjects Overview 2017

Page 47

Chemistry
Chemistry Unit 1
The development and use of materials for specific
purposes is an important human endeavour. In this unit
students investigate the chemical properties of a range
of materials from metals and salts to polymers and
nanomaterials. Using their knowledge of elements and
atomic structure students explore and explain the
relationships between properties, structure and bonding
forces within and between particles that vary in size
from the visible, through nanoparticles, to molecules
and atoms.
Students examine the modification of metals, assess the factors that affect the formation of ionic
crystals and investigate a range of non-metallic substances from molecules to polymers and giant
lattices and relate their structures to specific applications.
Students are introduced to quantitative concepts in chemistry including the mole concept. They
apply their knowledge to determine the relative masses of elements and the composition of
substances. Throughout the unit students use chemistry terminology including symbols, formulas,
chemical nomenclature and equations to represent and explain observations and data from
experiments, and to discuss chemical phenomena.
A research investigation is undertaken in Area of Study 3 related to one of ten options that draw
upon and extend the content from Area of Study 1 and/or Area of Study 2.
Chemistry Unit 2
Water is the most widely used solvent on Earth. In this unit students explore the physical and
chemical properties of water, the reactions that occur in water and various methods of water
analysis.
Students examine the polar nature of a water molecule and the intermolecular forces between
water molecules. They explore the relationship between these bonding forces and the physical and
chemical properties of water. In this context students investigate solubility, concentration, pH and
reactions in water including precipitation, acid-base and redox. Students are introduced to
stoichiometry and to analytical techniques and instrumental procedures, and apply these to
determine concentrations of different species in water samples, including chemical contaminants.
They use chemistry terminology including symbols, units, formulas and equations to represent and
explain observations and data from experiments, and to discuss chemical phenomena. Students
explore the solvent properties of water in a variety of contexts and analyse selected issues
associated with substances dissolved in water.
A practical investigation into an aspect of water quality is undertaken in Area of Study 3. The
investigation draws on content from Area of Study 1 and/or Area of Study 2.
Chemistry Unit 3 (new study design 2017)
The global demand for energy and materials is increasing with world population growth. In this
unit students explore energy options and the chemical production of materials with reference to
efficiencies, renewability and the minimisation of their impact on the environment.
Students compare and evaluate different chemical energy resources, including fossil fuels,
biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the
energy transformations involved, the use of stoichiometry to calculate the amounts of reactants
and products involved in the reactions, and calculations of the amounts of energy released and
their representations. Students consider the purpose, design and operating principles of galvanic
cells, fuel cells and electrolytic cells. In this context they use the electrochemical series to predict

22/06/2016

VCE Subjects Overview 2017

Page 48

and write half and overall redox equations, and apply Faradays laws to calculate quantities in
electrolytic reactions.
Students analyse manufacturing processes with reference to factors that influence their reaction
rates and extent. They investigate and apply the equilibrium law and Le Chateliers principle to
different reaction systems, including predicting and explaining the conditions that will improve the
efficiency and percentage yield of chemical processes. They use the language and conventions of
chemistry including symbols, units, chemical formulas and equations to represent and explain
observations and data collected from experiments, and to discuss chemical phenomena.
A student practical investigation related to energy and/or food is undertaken either in Unit 3 or
Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. The findings of the
investigation are presented in a scientific poster format.
Chemistry Unit 4 (new study design 2017)
The carbon atom has unique characteristics that explain the diversity and number of organic
compounds that not only constitute living tissues but are also found in the fuels, foods, medicines
and many of the materials we use in everyday life. In this unit students investigate the structural
features, bonding, typical reactions and uses of the major families of organic compounds including
those found in food.
Students study the ways in which organic structures are represented and named. They process
data from instrumental analyses of organic compounds to confirm or deduce organic structures,
and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures.
Students consider the nature of the reactions involved to predict the products of reaction pathways
and to design pathways to produce particular compounds from given starting materials.
Students investigate key food molecules through an exploration of their chemical structures, the
hydrolytic reactions in which they are broken down and the condensation reactions in which they
are rebuilt to form new molecules. In this context the role of enzymes and coenzymes in
facilitating chemical reactions is explored. Students use calorimetry as an investigative tool to
determine the energy released in the combustion of foods.
A student practical investigation related to energy and/or food is undertaken in either Unit 3 or in
Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. The findings of the
investigation are presented in a scientific poster format.

22/06/2016

VCE Subjects Overview 2017

Page 49

Physics
Physics Unit 1
Ideas in physics are dynamic. As physicists explore
concepts, theories evolve. Often this requires the detection,
description and explanation of things that cannot be seen.
In this unit students explore how physics explains
phenomena, at various scales, which are not always visible
to the unaided human eye. They examine some of the
fundamental ideas and models used by physicists in an
attempt to understand and explain the world. Students
consider thermal concepts by investigating heat, probe
common analogies used to explain electricity and consider
the origins and formation of matter.
Students use thermodynamic principles to explain
phenomena related to changes in thermal energy. They
apply thermal laws when investigating energy transfers
within and between systems, and assess the impact of human use of energy on the environment.
Students examine the motion of electrons and explain how it can be manipulated and utilised.
They explore current scientifically accepted theories that explain how matter and energy have
changed since the origins of the Universe.
Students undertake quantitative investigations involving at least one independent, continuous
variable.
Physics Unit 2
In this unit students explore the power of experiments in developing models and theories. They
investigate a variety of phenomena by making their own observations and generating questions,
which in turn lead to experiments. Students make direct observations of physics phenomena and
examine the ways in which phenomena that may not be directly observable can be explored
through indirect observations.
In the core component of this unit students investigate the ways in which forces are involved both
in moving objects and in keeping objects stationary. Students choose one of twelve options related
to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics,
nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to
pursue an area of interest by investigating a selected question.
Students design and undertake investigations involving at least one independent, continuous
variable. A student-designed practical investigation relates to content drawn from Area of Study 1
and/or Area of Study 2 and is undertaken in Area of Study 3.
Physic Unit 3 (new study design 2017)
In this unit students explore the importance of energy in explaining and describing the physical
world. They examine the production of electricity and its delivery to homes. Students consider the
field model as a construct that has enabled an understanding of why objects move when they are
not apparently in contact with other objects. Applications of concepts related to fields include the
transmission of electricity over large distances and the design and operation of particle
accelerators. They explore the interactions, effects and applications of gravitational, electric and
magnetic fields. Students use Newtons laws to investigate motion in one and two dimensions, and
are introduced to Einsteins theories to explain the motion of very fast objects. They consider how
developing technologies can challenge existing explanations of the physical world, requiring a
review of conceptual models and theories. Students design and undertake investigations involving
at least two continuous independent variables.

22/06/2016

VCE Subjects Overview 2017

Page 50

A student-designed practical investigation related to waves, fields or motion is undertaken either


in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. The
findings of the investigation are presented in a scientific poster format.
Physic Unit 4 (new study design 2017)
A complex interplay exists between theory and experiment in generating models to explain natural
phenomena including light. Wave theory has classically been used to explain phenomena related to
light; however, continued exploration of light and matter has revealed the particle-like properties
of light. On very small scales, light and matter which initially seem to be quite different have
been observed as having similar properties.
In this unit, students explore the use of wave and particle theories to model the properties of light
and matter. They examine how the concept of the wave is used to explain the nature of light and
explore its limitations in describing light behaviour. Students further investigate light by using a
particle model to explain its behaviour. A wave model is also used to explain the behaviour of
matter which enables students to consider the relationship between light and matter. Students
learn to think beyond the concepts experienced in everyday life to study the physical world from a
new perspective. Students design and undertake investigations involving at least two continuous
independent variables.

A student-designed practical investigation related to waves, fields or motion is undertaken either


in Unit 3 or Unit 4, or across both Unit 3 and Unit 4, and is assessed in Unit 4, Outcome 3. The
findings of the investigation are presented in a scientific poster format.

22/06/2016

VCE Subjects Overview 2017

Page 51

Psychology
Unit 1: How are behavior and mental
processes shaped?
Human development involves changes in thoughts,
feelings and behaviours. In this unit students
investigate the structure and functioning of the
human brain and the role it plays in the overall
functioning of the human nervous system. Students
explore brain plasticity and the influence that brain
damage may have on a persons psychological
functioning. They consider the complex nature of
psychological development, including situations
where psychological development may not occur as expected. Students examine the contribution
that classical and contemporary studies have made to an understanding of the human brain and its
functions, and to the development of different psychological models and theories used to predict
and explain the development of thoughts, feelings and behaviours.
A student-directed research investigation related to brain function and/or development is
undertaken in this unit. The research investigation draws on content from Area of Study 1 and/or
Area of Study 2.
Unit 2: How do external factors influence behaviour and mental processes?
A persons thoughts, feelings and behaviours are influenced by a variety of biological,
psychological and social factors. In this unit students investigate how perception of stimuli enables
a person to interact with the world around them and how their perception of stimuli can be
distorted. They evaluate the role social cognition plays in a persons 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. They examine the contribution that
classical and contemporary research has made to the understanding of human perception and why
individuals and groups behave in specific ways.
A student practical investigation related to internal and external influences on behaviour is
undertaken in this unit. The investigation draws on content from Area of Study 1 and/or Area of
Study 2.
PY033 Psychology Unit 3
This unit develops student understanding of the mind, brain and body in terms of observable
behaviour. Students investigate the physiological and psychological importance of sleep and
factors that affect the type and quality of sleep, including the effects of sleep deprivation. Other
altered states of consciousness are also investigated. It includes the role of the nervous system in
understanding human behaviour, and the contribution of experimental brain studies to advance
understanding of the cognitive processes of the brain. The processes of memory are investigated,
including the manipulation and improvement of memory. Students apply appropriate methods of
psychological research and ethical principles to their own work.
PY034 Psychology Unit 4
This unit is designed to enable students to develop knowledge and skills of the processes involved
in learning. The study also examines well-known past experiments underpinning the different
theories of learning and the ethical issues that are related to experimenting with human and
animal subjects. Area of Study Two explores mental health and mental illness, including stress and
the bio psychosocial framework to understanding the causes and impact of mental health
problems. Concepts of normality and abnormality are also studied. Research methodologies
including experimental designs and sampling procedures are applied to experimental research and
evaluated.
22/06/2016

VCE Subjects Overview 2017

Page 52

VCE IT Subjects
Algorithmics Units 3 and 4
The VCAA, in collaboration with the University of
Melbourne and Monash University, has developed a new
VCE Higher Education Scored Study (HESS), VCE
Algorithmics.
This Units 3 and 4 study, pitched at a demanding
cognitive level, focuses on a new approach to solving
real-world problems using algorithmic techniques.
Algorithmics will be a fully scored VCE subject.
It is designed for students with a strong mathematics and science background. This study will
provide a conceptual framework for structured problem solving in STEM (Science, Technology,
Engineering and Mathematics) and in other disciplines that involve formal reasoning. VCE
Algorithmics (HESS) also provides the foundation for studying Computer Science and Software
Engineering at tertiary level, and some universities may offer accelerated pathways to students
who have successfully completed this study.
Melbourne and Monash Universities will offer credit for this subject in their Computer Science
courses.
Key features VCE Algorithmics provides a highly structured and theoretically well-founded
framework for solving applied problems using computational methods. The focus is on algorithmic
thinking: applying systematic methods for analysing applied problems and designing efficient
algorithms.
Algorithmics also covers deeper topics in computer science such as the possibility of artificial
intelligence and prospects for new models of computation inspired by physical and biological
systems.
Key content areas include:
1.
2.
3.
4.

Data modelling with abstract data types


Algorithm design and analysis
The limits of computability
Programming in a high-level language

Students are expected to be currently enrolled in, or have successfully completed VCE
Mathematical Methods (CAS) Units 1 and 2.

22/06/2016

VCE Subjects Overview 2017

Page 53

Computing
Unit 1: In this unit, students focus on how data,
information and networked digital systems can be used
to meet a range of users current and future needs. In
Area of Study 1 students collect primary data when
investigating an issue, practice or event and create a
digital solution that graphically presents the findings of
the investigation. In Area of Study 2 students examine
the technical underpinnings of wireless and mobile
networks, and security controls to protect stored and
transmitted data, to design a network solution that
meets an identified need or opportunity.
They predict the impact on users if the network solution were implemented. In Area of Study 3
students acquire and apply their knowledge of information architecture and user interfaces,
together with web authoring skills, when creating a website to present different viewpoints on a
contemporary issue. When creating solutions students need to apply relevant stages of the
problem-solving methodology as well as computational, design and systems thinking skills.
Unit 2: In this unit students focus on data and how the application of computational, design and
systems thinking skills support the creation of solutions that automate the processing of data. In
Area of Study 1 students develop their computational thinking skills when using a programming or
scripting language to create solutions. They engage in the design and development stages of the
problem-solving methodology. In Area of Study 2 students develop a sound understanding of data
and how a range of software tools can be used to extract data from large repositories and
manipulate it to create visualisations that are clear, usable and attractive, and reduce the
complexity of data. In Area of Study 3 students apply all stages of the problem-solving
methodology to create a solution using database management software and explain how they are
personally affected by their interactions with a database system.

22/06/2016

VCE Subjects Overview 2017

Page 54

Informatics
Unit 3: Informatics Units 3 and 4 students focus on
data, information and information systems. In Unit 3
students consider data and how it is acquired,
managed, manipulated and interpreted to meet a
range of needs. In Area of Study 1 students investigate
the way organisations acquire data using interactive
online solutions, such as websites and applications
(apps), and consider how users interact with these
solutions when conducting online transactions. They
examine how relational database management systems
(RDBMS) store and manipulate data typically acquired
this way. Students use software to create user flow diagrams that depict how users interact with
online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a
solution. Students develop an understanding of the power and risks of using complex data as a
basis for decision making.
In Area of Study 2 students complete the first part of a project. They frame a hypothesis and then
select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. This
data is manipulated using tools such as spreadsheets or databases to help analyse and interpret it
so that students can form a conclusion regarding their hypothesis. Students take an organised
approach to problem solving by preparing project plans and monitoring the progress of the project.
The second part of the project is completed in Unit 4.
Unit 4: In this unit, students focus on strategies and techniques for manipulating, managing and
securing data and information to meet a range of needs. In Area of Study 1 students draw on the
analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design,
develop and evaluate a multimodal, online solution that effectively communicates the conclusion
and findings. The evaluation focuses on the effectiveness of the solution in communicating the
conclusion and the reasonableness of the findings. Students use their project plan to monitor their
progress and assess the effectiveness of their plan and adjustments in managing the project. In
Area of Study 2, students explore how different organisations manage the storage and disposal of
data and information to minimise threats to the integrity and security of data and information and
to optimise the handling of information.

22/06/2016

VCE Subjects Overview 2017

Page 55

Software Development
Unit 3: In Software development Units 3 and 4 students focus on the application of a problemsolving methodology and underlying skills to create purpose-designed solutions using a
programming language. In Unit 3 students develop a detailed understanding of the analysis,
design and development stages of the problem-solving methodology and use a programming
language to create working software modules.
In Area of Study 1 students respond to given software designs and develop a set of working
modules through the use of a programming language. Students examine a range of software
design representations and interpret these when applying specific functions of a programming
language to create working modules.
In Area of Study 2 students analyse a need or opportunity, plan and design a solution and develop
computational, design and systems thinking skills. This forms the first part of a project that is
completed in Unit 4.

Unit 4: In this unit students focus on how the information needs of individuals and organisations
are met through the creation of software solutions used in a networked environment. They
continue to study the programming language used in Unit 3.
In Area of Study 1 students further their computational thinking skills by transforming their
detailed design prepared in Unit 3 into a software solution. They evaluate the efficiency and
effectiveness of the solution in meeting needs or opportunities. They also assess the effectiveness
of the project plan in monitoring project progress.
In Area of Study 2 students apply systems thinking skills when explaining the relationship between
two information systems that share data and how that dependency affects the performance of the
systems.

22/06/2016

VCE Subjects Overview 2017

Page 56

VCE Food Technology


Food Technology Units 1 and 2
Unit 1: Food safety and properties of food
In this unit students study safe and hygienic food
handling and storage practices to prevent food spoilage
and food poisoning, and apply these practices in the
preparation of food. They consider food preparation
practices suitable for use in a small-scale food
operation, such as in the home, a school setting or in a
small food business. Students consider the selection and
use of a range of tools and equipment suitable for use in food preparation.
Students examine the links between classification of foods and their properties, and examine
changes in properties of food when different preparation and processing techniques are used.
Students apply this knowledge when preparing food. They investigate quality and ethical
considerations in food selection. Students use the design process to meet the requirements of
design briefs to maximise the qualities of key foods.
Unit 2: Planning and preparation of food
In this unit students investigate the most appropriate tools and equipment to produce optimum
results, including the latest developments in food technology. Students research, analyse and
apply the most suitable food preparation, processing and cooking techniques to optimise the
physical, sensory and chemical properties of food.
Students work both independently and as members of a team to research and implement solutions
to a design brief. They use the design process to respond to challenges of preparing food safely
and hygienically for a range of contexts and consumers, taking into account nutritional
considerations, social and cultural influences, and resource access and availability. Students also
explore environmental considerations when planning and preparing meals.

22/06/2016

VCE Subjects Overview 2017

Page 57

Food Technology Units 3 and 4


Unit 3: Food preparation, processing and food
controls
In this unit students develop an understanding of food
safety in Australia and the relevant national, state and
local authorities and their regulations, including the
Hazard Analysis and Critical Control Points (HACCP)
system. They investigate the causes of food spoilage
and food poisoning and apply safe work practices while
preparing food.
Students demonstrate understanding of key foods, analyse the functions of the natural
components of key foods and apply this information in the preparation of foods. They investigate
cooking techniques and justify the use of the techniques they select when preparing key foods.
Students develop an understanding of the primary and secondary processes that are applied to
key foods, including food processing techniques to prevent spoilage. They also preserve food using
these techniques.
Students devise a design brief from which they develop a detailed design plan. Evaluation criteria
are developed from the design brief specifications. In preparing their design plan, students conduct
research and incorporate their knowledge about key foods, properties of food, tools, equipment,
safety and hygiene, preparation, cooking and preservation techniques. They make decisions
related to the specifications of the brief. In developing the design plan, students establish an
overall production timeline to complete the set of food items (the product) to meet the
requirements of the brief for implementation in Unit 4.
Unit 4: Food product development and emerging trends
In this unit students develop individual production plans for the proposed four to six food items
and implement the design plan they established in Unit 3. In completing this task, students apply
safe and hygienic work practices using a range of preparation and production processes, including
some which are complex. They use appropriate tools and equipment and evaluate their planning,
processes and product.
Students examine food product development, and research and analyse driving forces that have
contributed to product development. They investigate issues underpinning the emerging trends in
product development, including social pressures, consumer demand, technological developments,
and environmental considerations. Students also investigate food packaging, packaging systems
and marketing.

22/06/2016

VCE Subjects Overview 2017

Page 58

VETis
What is VET in Schools?
VET in Schools (VETiS) refers to Vocational
Education and Training (VET) courses undertaken as
part of secondary school studies.
Features of VET
It combines senior school studies and accredited
vocational education and training
Enables students to complete a nationally
recognised vocational qualification (e.g. Certificate
III in Laboratory Skills) and a senior school
certificate (VCE) at the same time
Allows a student to go directly into employment or
receive credit towards further vocational training
Develops students employability and industry-specific skills
It is a vocationally oriented school program designed to meet the needs of industry
Contribution to the VCE
VETiS programs with approved VCE VET Unit 3 & 4 sequence and a study score can contribute to
the ATAR in the Primary 4 or as a 5th or 6th Subject. Students undertaking VETiS programs that
are not in the approved VCE/VET suite, may be eligible for credit towards their VCE. Students that
successfully complete Unit 3 & 4 through the Block Credit recognition may receive a 10%
increment towards their ATAR.
VETiS at Box Hill High
Box Hill High School offers a wide range of VETiS programs to meet the learning needs of our
students.
At Box Hill High School we deliver Certificate III in Laboratory Skills.
We also offer a wide range of programs which are delivered off campus e.g. Allied Health,
Automotive Studies, Building and Construction, Hospitality, Engineering studies, Interior
Decoration, etc.
For a full list of programs and program descriptions including VCE contribution please refer to the
VETiS Handbook https://imvc.com.au/wp-content/uploads/2016/07/VET_2017_Handbook_Web.pdf

22/06/2016

VCE Subjects Overview 2017

Page 59

Laboratory Skills
The VCE VET Laboratory Skills program is drawn from a
national training package and offers a portable
qualification which is recognised throughout Australia.
The qualification provides students with a pathway to
work in a wide range of enterprises and industry sectors
such as process manufacturing, food and beverage
processing, biotechnology, biomedical research,
pathology testing, mining, chemical, forensic,
environmental analysis and education.
What qualification will I receive?
The VCE VET Laboratory Skills program enables you to receive the Certificate III in Laboratory
Skills. This nationally recognised qualification is drawn from the MSL09 Laboratory Skills Training
Package and is issued by a Registered Training Organisation (RTO).
What will I learn?
Certificate III in Laboratory Skills will provide you with the necessary knowledge and skills
associated with the day-to-day operation of a laboratory and associated technical tasks such as
sampling and testing. Units 1 and 2 of the program include recording and presenting data,
planning and conducting laboratory/field work, maintaining the laboratory fit for purpose, with
electives such as performing basic tests and assisting with fieldwork included. Units 3 and 4 offer
scored assessment and incorporate units such as performing aseptic techniques, contributing to
the achievement of quality objectives, preparing working solutions and performing microscopic
examinations.
What credit will I receive towards my VCE or VCAL?
VCE: you will be eligible for up to four units towards your VCE: two units at Units 1 and 2 levels,
and a Units 3 and 4 sequence. A study score is available for this program, which can contribute
directly towards your ATAR either as one of your best four studies (the primary four) or as your
fifth or sixth study.
VCAL: you will be eligible for up to four credits towards your VCAL at the Foundation,
Intermediate or Senior levels.
What career and/or employment opportunities will I have?
Completing the Certificate III in Laboratory Skills will assist you in pursuing a career in a range of
enterprises and industry sectors in areas such as biological testing, biotechnology, chemical
testing, construction material testing, environmental monitoring, food testing, pathology testing
and scientific glassblowing. Employment opportunities exist in positions such as an environmental
field assistant or laboratory assistant. Certificate III in Laboratory Skills also provides opportunities
for para-professional careers through vocational and higher education pathways which can lead to
employment opportunities in positions such as Laboratory Technician, Health Care Scientist or
Pathology Technical Officer.

22/06/2016

VCE Subjects Overview 2017

Page 60

Potrebbero piacerti anche