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VCE ENVIRONMENTAL SCIENCESummary of proposed changes to the study design

This table provides detailed information about proposed changes to the VCE Environmental Science study design.

General changes

Feature Current study design Proposal for revised study design

Systems thinking framework

Earth systems (atmosphere, biosphere, hydrosphere, lithosphere) are defined and examined in Unit 1 Area of Study 1

Environmental issues and projects are considered from an Earth systems perspective across Units 1 to 4 in terms of considering interactions between the atmosphere, biosphere, hydrosphere, lithosphere

Sustainability Sustainability and ecologically sustainable development are included in general terms across Units 1 to 4

More explicit inclusion of sustainability across Units 1 to 4, with specific principles included in Units 3 and 4

©VCAA, August 2014

VCE ENVIRONMENTAL SCIENCE SUMMARY OF PROPOSED CHANGES

Specific changes

Section Current study design Proposal for revised study design

Scope of study A single Rationale covers both proposed Scope of study and Rationale

Explains aspects of the broad field of environmental science that is included in VCE Environmental Science

Rationale Explains the importance of studying VCE Environmental Science, including post-secondary pathways

Aims Includes a set of eight VCE Environmental Science aims

Proposes a set of two aims specific to VCE Environmental Science and a set of seven generic aims which apply to all VCE sciences (Biology, Chemistry, Environmental Science, Physics and Psychology)

Key science skills

A set of key skills is listed specific to each Area of Study

A set of key science skills is described under seven general headings which apply to all VCE sciences across Units 1 to 4, with elaborations specific to VCE Environmental Science

Unit questions Unit titles Unit 1: The environment Unit 2: Monitoring the

environment Unit 3: Ecological issues: energy

and biodiversity Unit 4: Ecological sustainability

Unit questions designed to link concepts and ideas across the unit and to reflect the inquiry nature of science Unit 1: How are Earth systems

connected? Unit 2: Is pollution avoidable? Unit 3: How can Earth systems be

managed? Unit 4: Can Earth systems adapt

to change?

Area of study questions

Area of study has short phrases as titles

Area of study has questions as titles which are designed to enable exploration of the concepts and ideas related to the topics within the area of study

Key knowledge sub-headings

Key knowledge listed as a set of dot points

Key knowledge dot points listed under sets of sub-headings

©VCAA, August 20142



Unit 1 Area of Study 1

The environment concepts of environment,

ecosystem, components and processes

the Sun as a source of energy for life

components and structures of the hydrosphere, lithosphere, atmosphere and biosphere

biogeochemical cycles

How does Earth sustain life?Topics: Earth’s major systems processes for creating the

essential conditions for life on Earth

inputs for life outputs of lifeContent is similar to current content in Unit 1 Area of Study 1: stronger focus on the

connections between Earth’s four systems

expected key knowledge is more specific

Unit 1Area of Study 2

Environmental change characteristics and distribution,

causes and effects of human-induced environmental changes

human-induced changes that contribute to the conservation and remediation of the environment

Does Earth change in predictable ways?Topics: systems thinking environmental factors that affect

Earth over timeContent is similar to Unit 1 Area of Study 2 and Area of Study 3, except that: there is a stronger focus on the

connections between Earth’s four systems.

Victorian ecosystem characteristics have been deleted

time-frames for environmental change have been specified, and medium-term effects have been included

students will study selected examples of change over different timeframes

distinction between open, semi-permeable and closed systems is included





Ecosystems interactions between organisms distinguishing characteristics of

Victorian ecosystems natural short-term cyclic

environmental changes natural long-term cyclic

environmental changes natural random environmental

changes

Practical investigation into the monitoring of ecosystems or their components and/or change in ecosystems new area of study with a skills

focus investigation question relates to

content in Unit 1 Areas of Study 1 and/or 2

student designed and conducted laboratory and/or practical work


Environmental indicators types of environmental indicators

for pollution and ecological health of ecosystems

ecological niche physical, chemical, biological

environmental indicators for an ecosystem or environmental issue

When does pollution become a hazard?Topics: characteristics, sources and

transport mechanisms of pollutants

measurement and monitoring of pollutants

treatment of pollutants Content is similar to current Unit 4 Area of Study 1 except that: there is a focus on differentiating

between wastes, pollutants and contaminants, and understanding how pollutants cause adverse effects on living and environmental systems

students select a bioaccumulant and a water- or air-borne pollutant as a focus study

new inclusion related to contemporary technologies that reduce pollution



Using environmental indicators characteristics, distribution,

causes and effects of a selected local example of environmental degradation or environmental issue

environmental indicators used to monitor environmental degradation or environmental issue

role of monitoring program on

How is pollution managed?Students choose a question related to each of: air pollution water pollution soil pollutionThey compare sources, properties, movement through Earth’s spheres, measuring and monitoring, effects on living things and the environment, and treatment and management options.



environmental degradation or environmental issue

role of government policies and regulatory bodies in pollution control

use of indicators by governments and regulatory bodies, and in State of the Environment reporting

The focus is on pollution at national and global levels.The content is related to current elements of Unit 2 Area of Study 2 in terms of environmental monitoring, but applies specifically to pollution management. However, there is a decreased focus on examining government and regulatory body policies.Related content from Unit 4 Area of Study 1 related to mechanisms of pollutant action is also included.


Not included Case study involving the management of a selected pollutant of local interest.This is similar to the current requirement in Unit 4 Area of Study 1


Energy and global warming definitions and applications of

scientific concepts and principles of energy

fossil and non-fossil fuel resources

renewable and non-renewable energy sources

natural and enhanced greenhouse effect, greenhouse gases

contribution of human activities to enhanced greenhouse effect, impacts and mitigation strategies

Is maintaining biodiversity worth a sustained effort?Topics: importance of biodiversity biodiversity change over time measuring changes in biodiversity threats to biodiversity production and restoration of

biodiversityContent is similar to that of the current Unit 3 Area of Study 2. Specific sustainability principles have been included.





Diversity in the biosphere types, significance and value of

biodiversity conservation categories assessment of biodiversity threats to biodiversity assessment of threat in

determining conservation categories

methods of protecting environments and managing populations

use of scientific data to establish biodiversity treaties, agreements and regulatory frameworks

environmental impact assessment

precautionary principle

Is development sustainable?Students use principles related to sustainability and environmental management to evaluate a selected environmental science project. Content is similar to that of the current Unit 4 Area of Study 2, except that: different definitions of

sustainability and ecologically sustainable development are explored

specific sustainability principles are included


Pollution and health general characteristics of

mercury and sulfur dioxide as pollutants

characteristics of one pollutant (excluding mercury and sulfur dioxide)

Will Earth run out of energy?Topics: fossil fuels comparison of different energy

sources use of science to reduce the

impacts of energy useContent similar to current Unit 3 Area of Study 1 except that: greenhouse effects not considered

as part of this area of study, since it is part of the proposed Unit 4 Area of Study 2

specific sustainability principles are included

new content includes environmental rehabilitation of sites where energy sources are extracted, strategies for increasing energy conversion efficiency, projections of future energy needs





Applied environmental science assessment of environmental

risks and impacts of a selected environmental science project

ecologically sustainable development

environmental management tools and strategies

influence and consequences of regulatory frameworks

roles of community, media, environmental interest groups, non-government and/or government agencies in encouraging responsible environmental practices

Is climate predictable?Topics: major factors that alter Earth’s

atmosphere measurements of the atmosphere

that give useful information about changes in the climate

consequences of changing the composition of gases in the atmosphere

Much of the content of this area of study is new, but includes greenhouse effects as is currently in Unit 3 Area of Study 1 A new focus includes the interpretation of climate data and the associated uncertainties associated with predictions


Not included Practical investigation related to biodiversity or energy use from an environmental management perspective new area of study with a skills

focus investigation question relates to

content in Units 3 and/or 4 may be undertaken in either

Unit 3, Unit 4 or across both Units 3 and 4

student designed and conducted may involve collection of primary

and/or secondary data results presented as a scientific

poster may be undertaken in either Unit

3, Unit 4 or across both Units 3 and 4




Units 3 and/or 4 scientific poster template

Not included Scientific poster template provided which includes identified sections and suggested marking scheme

Practical logbook

Not included Students are required to maintain a practical logbook for record, authentication and assessment purposes

School-assessed Course

School-assessed Coursework is weighted across four outcomes

Proposed School-assessed Coursework is equally weighted across 5 outcomes



ASSESSMENTUnits 1 and 2Assessment tasks in the current and proposed study designs are similar. Some have been updated to reflect current assessment practice and the nature of the discipline, while more specific tasks are prescribed for some outcomes.

Current Unit 1 assessment tasks Proposed Unit 1 assessment tasks

Assessment tasks for this unit are:• fieldwork and reports• oral presentations• practical activities• practical reports• reports in multimedia and/or poster

format• tests.

Assessment tasks for this unit are:For Outcomes 1 and 2:A selection from the following: fieldwork report report of a practical activity involving the

collection of primary data annotations of a practical work folio of

activities or investigations research investigation involving the collection

of secondary data model of an aspect of Earth systems logbook of practical activities analysis of data/results including

generalisations/conclusions media analysis/response problem solving involving environmental

science concepts, skills and/or issues test comprising multiple choice and/or short

answer and/or extended response reflective learning journal/blog related to

selected activities or in response to an issue

The assessment tasks may be written, oral or multi-modal.

and

For Outcome 2: case study that demonstrates how changes

have affected a specific area over different time scales, showing the interrelationships and interactions of processes that occur over different time scales at a location.

The assessment task may be written, oral or multi-modal.



Current Unit 2 assessment tasks Proposed Unit 1 assessment tasks

Assessment tasks for this unit are:• fieldwork and reports• oral presentations• practical activities• practical reports• reports in multimedia and/or

poster format• tests.

For Outcomes 1 and 2:A selection from the following: report of a fieldwork exercise report of a practical activity involving the collection of

primary data research investigation involving the collection of

secondary data annotations of a practical logbook of activities or

investigations analysis of data/results including

generalisations/conclusions model of an aspect of Earth systems media analysis/response problem solving involving environmental concepts,

skills and/or issues test comprising multiple choice and/or short answer

and/or extended response reflective learning journal/blog related to selected

activities or in response to an issueandFor Outcome 2: a comparison of the sources, nature, transport

mechanism, effects and treatment of three selected pollutants, with reference to their actions in the atmosphere, biosphere, hydrosphere and lithosphere.

The assessment task may be written, oral or multi-modal.andFor Outcome 3: a report of a case study involving the management of

a selected pollutant of local interest. The assessment task may be written, oral or multi-

modal.data analysis test comprising multiple choice and/or short answer

and/or extended response.The assessment tasks may be written, oral or multi-modal.andFor Outcome 3:• a report of a student-designed quantitative laboratory

investigation using an appropriate format, for example, digital presentation, oral communication, scientific poster or written report.



Proposed Unit 3 AssessmentThe nature of assessment tasks in the current and proposed study designs is similar, although some assessment tasks have been updated to reflect current assessment practice and the nature of the discipline. The number of mandated tasks has been reduced from four to two. An indication of time for the task is intended to provide greater comparability in the scope of the tasks across classes and schools, and to reduce School-assessed Coursework load for teachers and students.

Outcomes Marks allocated* Assessment tasks

Outcome 1Explain the importance of Earth’s biodiversity, analyse the threats to biodiversity, and evaluate management strategies to maintain biodiversity in the context of one selected threatened endemic species.

50A report on the conservation of one selected threatened native species The assessment task may be written or multi-modal.

(up to 1000 words)

Outcome 2Apply the principles of ecologically sustainable development and environmental management to evaluate environmental science projects, including a focus on one selected environmental science project.

50An evaluation of a selected environmental science project.The assessment task may be written, oral or multi-modal.

(approximately 50 minutes)

Total marks 100

*School-assessed Coursework for Unit 3 contributes 20 per cent.



Proposed Unit 4 AssessmentThe nature of proposed assessment tasks has been broadened for Outcomes 1 and 2. An indication of time or word limits for the tasks is intended to provide greater comparability in the scope of the tasks across classes and schools, and to reduce School-assessed Coursework load for teachers and students.

The proposed Outcome 3 task may be undertaken in Unit 3, Unit 4, or across Unit 3 and Unit 4, but will be reported as part of Unit 4 School-assessed Coursework. A template has been constructed for production of the associated scientific poster task to assist in staged completion and authentication of student work.

Outcomes Marks allocated* Assessment tasks

Outcome 1Compare the advantages and disadvantages of a range of energy sources, evaluate the sustainability of their use, and discuss the impacts of their use on society and the environment.

30At least one task selected from: annotations of at least two practical

activities from a practical logbook report of a student investigation model of energy concepts evaluation of research media analysis/response analysis of data including generalisations

and conclusions response to structured questions reflective learning journal/blog related to

energy concepts(approximately 50 minutes)

Outcome 2Explain the causes and effects of changes to Earth’s climate, compare methods of measuring and monitoring atmospheric changes, and discuss the impacts of atmospheric changes on living things and the environment

30At least one task selected from: annotations of at least two practical

activities from a practical logbook report of a student investigation model of climate concepts evaluation of research media analysis/response analysis of data including generalisations

and conclusions response to structured questions reflective learning journal/blog elated to

climate concepts(approximately 50 minutes)

continued



Outcome 3Design and undertake an investigation related to biodiversity or energy use from an environmental management perspective, and present methodologies, findings and conclusions as a scientific poster.

30 Structured scientific poster according toVCAA template

(not exceeding 1000 words)

Total marks 90

*School-assessed Coursework for Unit 4 contributes 30 per cent.


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