vce subjects offered in 2013 by curriculum area€¦ · vce subjects offered in 2013 by curriculum...

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VCE SUBJECTS OFFERED IN 2013 BY CURRICULUM AREA

ARTS Theatre Studies Music Performance Media Studio Arts Visual Communication BUSINESS Business Management Legal Studies ENGLISH English Literature HPE Health and Human Development Outdoor and Environmental Studies Physical Education HUMANITIES History MATHEMATICS General Mathematics Further Mathematics Mathematical Methods (CAS) SCIENCE Biology Chemistry Environmental Science Physics Psychology TECHNOLOGY Agricultural and Horticultural Technology Product Design and Technology Information Technology Systems Engineering Food & Technology

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THEATRE STUDIES (THE ARTS)

Units 1 & 2 can be undertaken separately

UN

IT 1

Pre-modern theatre

This unit focuses on the application of acting and other stagecraft in relation to theatrical styles of the pre-modern era. Students work with playscripts from the pre-modern era of theatre, focusing on works created up to 1920 in both their written form and in performance. They also study theatrical and performance analysis and apply these skills to the analysis of a play in performance.

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IT 2

Modern theatre In this unit students study theatrical styles and stagecraft through working with playscripts in both their written form and in performance with an emphasis on the application of stagecraft. Students work with playscripts from the modern era, focusing on works from the 1920s to the present. They study theatrical analysis and production evaluation and apply these skills to the analysis of a play in performance.

Units 3 & 4 must be undertaken in sequence

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IT 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 analyse and evaluate the interpretation of the playscript in the performance.

UN

IT 4

Performance Interpretation

In this unit students study a scene and associated monologue from the Performance Examination (monologue list) published annually by the VCAA, and develop a theatrical brief that includes the creation of a character by an actor, stagecraft possibilities, and appropriate research. Students interpret and perform a monologue from within a specified scene through acting and other appropriate areas of stagecraft. Students attend a performance selected from the prescribed playlist, and analyse and evaluate acting in the production.

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MUSIC PERFORMANCE (THE ARTS)

Unit 1 & 2

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IT 1

This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges. They also develop skills in performing previously unseen music. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances.

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IT 2

In this unit students build their performance and musicianship skills. They present performances of selected group and solo music works using one or more instruments. Students study the work of other performers through listening and analysis and use specific strategies to optimise their own approach to performance. They also study strategies for developing technical and expressive performance skills. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise related technical work. They develop skills in performing previously unseen music and study specific concepts to build their musicianship knowledge and skills. Students also devise an original composition and/or improvisation.

Unit 3 & 4

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IT 3

This unit prepares students to present convincing performances of group and solo works. In this unit students select a program of group and solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis. The focus for analysis in Area of Study 3 is works and performances by Australian musicians.

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IT 4

In this unit students refine their ability to present convincing performances of group and solo works. Students select group and solo works that complement works selected in Unit 3. They further develop and refine instrumental and performance techniques that enable them to expressively shape their performance and communicate their understanding of the music style of each work. Students continue to develop skills in aural perception and comprehension, transcription, theory, analysis and unprepared performance. Students continue to study ways in which Australian performers interpret works that have been created since 1910 by Australian composers/songwriters.

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MEDIA (THE ARTS)

Unit 1 & 2 can be undertaken separately

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IT 1

Representation and technologies of representation Students develop an understanding of the relationship between media and the audience. They study new media developments and the impact on the individual and the society. Students develop practical and analytical skills using various technologies to produce their own media product. They gain knowledge in how the media represents issues and topics and explore codes and conventions used in media production.

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IT 2

Media production and the media industry Students develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students participate in specific stages of a media production, developing practical skills in their designated role. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate.

Unit 3 & 4 must be undertaken as a sequence

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IT 3

Narrative media and Media Production Design 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.

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IT 4

Media Processes, Influences and Society’s Values 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.

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STUDIO ARTS (THE ARTS)

Units 1 & 2 can be undertaken separately

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IT 1

Artistic Inspiration and Techniques

Students use sources of inspiration and ideas as the bases for artworks and the exploration of a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form. The application of materials and techniques and interpretation of sources of inspiration by artists from different times and locations are also examined.

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IT 2

Design Exploration and Concepts

The focus of this unit is to establish and use an effective design methodology for the production of design explorations and artworks. Students also develop skills in the analysis of artworks to understand how aesthetic qualities are created, ideas communicated and identifiable styles developed.

Units 3 & 4 must be undertaken in sequence

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IT 3

Studio Production & Professional Art Practices

Students implement the design process that leads to the production of a range of potential solutions. A work brief is initially prepared to set out the framework for the design process. Students also examine professional art practices in relation to particular art form(s) and the development of distinctive styles in artworks.

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IT 4

Studio Production and Art Industry Contexts

Students produce a cohesive folio of finished art works developed from potential solutions generated in Unit 3. Visual and written documentation explaining how the potential solutions will be used to produce the folio of artworks is also prepared. Students also examine the presentation of artworks and current art industry issues, with reference to the exhibition, promotion and critique of art works.

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VISUAL COMMUNICATION DESIGN (THE ARTS)


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IT 1

Introduction to Visual Communication Design Area of Study 1: Drawing as a means of communication Area of Study 2: Design elements and design principles Area of Study 3: Visual communication design in context Students will practice observational drawing exploring a range of materials and techniques. Students also investigate how existing visual communications are influenced by historical, social and cultural factors.

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IT 2

Applications of Visual Communication Design Area of Study 1: Technical drawing in context Area of Study 2: Type and imagery Area of Study 3: Applying the design process Students develop practical skills through two and three-dimensional drawing. Typography is explored through a design process that responds to a given brief.


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IT 3

Design Thinking and Practice Area of Study 1: Analysis and practice in context Area of Study 2: Design industry practice Area of Study 3: Developing a brief and generating ideas Students research, investigate and analyse visual communications. Students also develop a design brief that defines the need or needs of a client where two distinct final presentations will be produced in Unit 4.

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IT 4

Design Development and Presentation Area of Study 1: Development of design concepts Area of Study 2: Final presentations Area of Study 3: Evaluation and explanation Students undertake two separate design processes for two distinct concepts that will culminate in two presentations. Students will then be required to reflect, evaluate and pitch their idea and presentations to an audience.

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BUSINESS MANAGEMENT (BUSINESS STUDIES)


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IT 1

Small Business Management Small rather than large businesses make up the large majority of all businesses in the Australian economy. The small business sector provides a wide variety of goods and services for both consumers and industries, such as manufacturing, construction and retail. This, combined with employment opportunities, makes the small business sector a vital component in the success, growth and stability of Australia. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success.

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IT 2

Communication and Management This unit focuses on the importance of effective communication in achieving business objectives. Students investigate communication both internal and external to the business. The vital functions of marketing and public relations are considered, with students developing an understanding of the important role these functions play in the ultimate success of a business.


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IT 3

Corporate Management In this unit students investigate how large-scale organisations operate. Students examine the environment (both internal and external) in which large-scale organisations conduct their business, and then focus on aspects of individual business’ internal environment and how the operations of the business are managed. Students develop an understanding of the complexity and challenge of managing large-scale organisations and have the opportunity to compare theoretical perspectives with practical applications.

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IT 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.

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LEGAL STUDIES (BUSINESS STUDIES)


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IT 1

Criminal Law in Action Students examine the need for laws in society. They investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Students consider the role of parliament and subordinate authorities in law-making, law enforcement and adjudication in Victoria. Students investigate the processes and procedures followed by courts in hearing and resolving criminal cases.

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IT 2

Issues in Civil Law Students examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil law in society. The unit also focuses on the resolution of civil disputes through judicial determination and alternative methods in courts, tribunals and independent bodies.


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IT 3

Law Making This unit examines the institutions that determine our laws, their law-making powers and processes and their effectiveness for the law to keep up to date with changes in society. The relationship between courts and parliaments is explored. Students investigate the key features and operation of parliament, and its influences on law-making, with a focus on the role of the individual. The role played by the Commonwealth Constitution and its importance as a whole is considered while being compared with another country.

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IT 4

Resolution and Justice Students examine the institutions that adjudicate criminal cases and civil disputes. They investigate methods of dispute resolution that can be used as an alternative to civil litigation. Students develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial procedures that operate in the Victorian legal system. They consider reforms or changes that could further improve its effective operation.

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ENGLISH (ENGLISH)


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IT 1

The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. The way language is used to persuade the reader and language techniques, is closely examined. Students aim to develop competence and confidence in creating written, oral and multimodal responses to texts.

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IT 2

The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse their meaning and construction. The way language is used to persuade the reader and language techniques are closely examined. Students aim to develop further competence and confidence in creating written, oral and multimodal responses to texts.


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IT 3

The focus of this unit is on reading and responding both orally and in writing to a range of text types. Students analyse how writers create meaning and explore different ways in which texts can be interpreted. They create written texts by exploring ideas suggested by their reading within the chosen context. The students explain and justify choices they have made as authors. Media texts are analysed and responded to in issues study.

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IT 4

The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation of the text. Students create written or multimodal texts suggested by their reading within the chosen context. Students also explain creative choices they have made as authors in relation to form, purpose, language, audience and context.

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LITERATURE (ENGLISH)


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IT 1

This unit focuses on the ways literary texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. This variety of approaches to reading invites questions about the ideas and concerns of the text. While the emphasis is on students’ close engagement with language to explore texts, students also deepen their understanding with knowledge of the conventions associated with different forms of text, for example poetry, prose, drama and/or non-print text.

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IT 2

The focus of this unit is on students’ critical and creative responses to texts. Students deepen their understanding of their responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text. Students extend their exploration of the ideas and concerns of the text. They explore how cultural influences shape and form a text. Students make comparisons between several texts and identify some of the relationships that exist through features such as the language, characterisation and ideas.


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IT 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) affect meaning and generate different expectations in readers. From the text, students examine the way views and values are shaped by the social, historical and cultural contexts of literary works.

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IT 4

This unit focuses on students’ creative and critical responses to texts. Students consider context and in their own creative responses consider and justify their own choice of language style, themes and authorial voice. Students develop an interpretation of a text and learn to synthesise the insights gained by their engagement with various aspects of a text into a cogent, substantiated response.

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GENERAL & FURTHER MATHEMATICS (MATHEMATICS)


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IT 1

& 2

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The areas of study for Unit 1 and Unit 2 of General Mathematics are ‘Data analysis and simulation’, ‘Graphs of linear relations’, ‘Decision and business mathematics’ and ‘Geometry and trigonometry’. The appropriate use of technology is incorporated throughout the course. This will include the use of CAS calculators. General Mathematics is a precursor to Further Mathematics Units 3 & 4.

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IT 3

& 4

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Further Mathematics consists of a compulsory core area of study ‘Data analysis’ and a selection of three from six modules in the ‘Applications’ area of study. Unit 3 comprises the ‘Data analysis’ area of study which incorporates a statistical application task, and one of the selected modules from the ‘Applications’ area of study. Unit 4 comprises the two other selected modules from the ‘Applications’ area of study.

The three other modules could include: Business Mathematics, Graphs of linear and non-linear equations, Geometry and Trigonometry, Number Patterns, Networks and Business mathematics or Matrices.

Assumed knowledge and skills for these areas of study are contained in the relevant topics from General Mathematics Units 1 and 2. The appropriate use of technology is incorporated throughout the units. There are three outcomes –

appropriate knowledge and skills, application and analysis, and appropriate use of technology. All School assessed Coursework cover these three outcomes.

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MATHEMATICAL METHODS (MATHEMATICS)

There are no prerequisites for entry to Mathematical Methods (CAS) Units 1 and 2. However, students attempting Mathematical Methods (CAS) are expected to have a strong background in number, algebra, function, and probability.

It is not recommended that Unit 2 be undertaken unless Unit 1 is completed.

UN

IT 1

The areas of study for Unit 1 are ‘Functions and graphs’, ‘Algebra’, ‘Rates of change and calculus’ and ‘Probability’. Students are expected to be able to apply

techniques, routines and processes involving rational and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration with and without the use of technology, as applicable. Students should be familiar with relevant mental and by hand approaches in simple cases. 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.

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IT 2

Unit 2 is a progression of Unit 1. Circular Functions and Trigonometry are introduced, as are Computations and Permutations. Calculus techniques are further developed and applied to different situations.


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IT 3

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IT 4

Mathematical Methods (CAS) Units 3 and 4 consists of the following areas of study: ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge and skills for Mathematical Methods (CAS) Units 3 and 4 are contained in Mathematical Methods Units (CAS) 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 (CAS) Units 3 and 4.

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HEALTH & HUMAN DEVELOPMENT


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IT 1

The Health and Development of Australia’s Youth

In this unit, students describe the dimensions of, and the interrelationships within and between, health and individual human development. They describe and explain the factors that impact on the health and individual human development of Australia’s youth. Students outline health issues relevant to Australia’s youth and, in relation to a specific health issue, analyse strategies or programs

that have an impact on youth health and development.

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IT 2

Individual Human Development and Health Issues In this unit, students describe and explain the factors that affect the health and individual human development of Australia’s children and adults. They analyse a selected health issue facing Australia’s health system, and evaluate community and/or government actions that may address the issue.


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IT 3

Australia’s Health Students compare the health status of Australia’s population with other developed countries, explain variations in health status of population groups in Australia and discuss the role of the National Health Priority Areas in improving Australia’s health status. They discuss and analyse approaches to health and health promotion, and describe Australia’s health system and the different roles of government and non-government organisations in promoting health.

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IT 4

Global Health and Development Students analyse factors contributing to variations in health status between Australia and developing countries, evaluate progress towards the United Nations’ Millennium Development Goals and describe the interrelationships between health, human development and sustainability. Students describe and evaluate programs

implemented by international and Australian government and non-government organisations in promoting health, human development and sustainability.

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PHYSICAL EDUCATION (HEALTH AND PHYSICAL EDUCATION)


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IT 1

Bodies in Motion Students explore how the body systems work together to produce movement and explore how correct application of biomechanical principles can lead to improved performance. They are introduced to the basic characteristics of aerobic and anaerobic pathways and how they are utilised to provide the muscles with the energy required for movement. Practical activities are used to support and apply content. One detailed study is explored in greater depth; Tech. advancements from a biomechanical perspective OR Injury prevention and rehabilitation.

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IT 2

Sports Coaching and Physically Active Lifestyles Students explore a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. They apply this knowledge to practice sessions. Students are introduced to various levels of physical activity, how these vary across the lifespan and the role this plays in the health and wellbeing of the population. Students explore a range of factors that influence participation in regular physical activity, and collect data to identify perceived barriers and the ways in which these barriers can be overcome. Students select one detailed study to explore in greater depth: Decision making in sport OR Promoting active living.


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IT 3

Physical Activity Participation and Physiological Performance Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to the National Physical Activity Guidelines. Students analyse a range of Australian strategies that are effective in promoting participation in some form of regular activity. Students investigate the contribution of energy systems and interplay of each in physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.

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IT 4

Enhancing Performance Students undertake an activity analysis then use results to investigate the required fitness components and participate in a training program designed to improve or maintain these. Students learn to critically evaluate different techniques and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various practices from sporting competition.

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OUTDOOR AND ENVIRONMENTAL STUDIES (HEALTH AND PHYSICAL EDUCATION)


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IT 1

Exploring Outdoor Experiences This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus in on individuals and their personal responses to and experiences of outdoor environments.

Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments.

Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments.

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IT 2

Discovering Outdoor Environments This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impact on outdoor environments. In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop the practical skills required to minimise human impact on outdoor environments.


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IT 3

Relationships with Outdoor Environments The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Students consider a number of factors that influence contemporary relationships with outdoor environments. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction.

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IT 4

Sustainable Outdoor Relationships In this unit students explore the sustainable use and management of outdoor environments. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. Students engage in one or more related experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments, and evaluate the strategies and actions they employ.

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HISTORY (HUMANITIES)


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IT 1

Twentieth Century 1940-1945 The first half of the twentieth century was marked by significant change. In this unit students consider the way that societies responded to these changes and how they affected people’s lives.

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IT 2

Twentieth Century 1945-2000 This unit considers some of the major themes and principal events of post–World

War II history, and the ways in which individuals and communities responded to the political, economic, social and technological developments in domestic, regional and international settings.


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IT 3

Australian History - Imagining Australia This unit focuses on the European experience in Australia from the early years of the Port Phillip District (later Victoria) through the nineteenth century and up to the eve of World War I. Students are introduced to the visions and ideas which underpinned colonial society and will examine the ways in which they changed over the colonial period. The latter part of the unit focuses on the nature of Australian society around the turn of the twentieth century.

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IT 4

Australian History This unit continues the exploration of the ideas and visions underpinning Australian society by offering students the opportunity to examine a time when these visions were under threat. The emphasis is on the ways in which Australians responded to particular threats and the impact of their experiences on change and social cohesion. Students will also study changing Australian attitudes in relation to a number of issues that have been debated in the latter decades of the twentieth century.

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BIOLOGY (SCIENCE)


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IT 1

Unity and Diversity Students study the activities of cells and their structure and function including the composition of cells. Cell replication is introduced. The transport processes across plasma membranes are investigated. Common requirements of living things including energy, nutrients and exchange of gases are studied. Students conduct practical investigations to assist them in developing knowledge and understanding and to illustrate concepts. Students investigate biological technologies and other applications.

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IT 2

Organisms and their Environment Students study environmental factors common to all habitats and investigate structural and physiological adaptations of organisms to particular ecological niches. Plant growth responses are investigated. Behavioural and reproductive adaptations are used to study individual and group behaviour of animals. Relationships and energy flows within ecosystems are studied. Students conduct practical investigations to assist them in developing knowledge and understanding and to illustrate concepts.

Unit 3 & 4 must be undertaken as a sequence. Students entering Unit 3 without Units 1 and/or 2 will be required to undertake additional reading as prescribed by their teacher.

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IT 3

Signatures of Life Students investigate cell functioning, the biochemistry of cells and the role different molecular components play in cellular function and structure. The study of DNA and RNA leads students to investigate the diversity of proteins. Specific examples of the applications of molecular biology, including medicine are studied. Homeostasis, signalling molecules and signal transduction are included in a study of coordination and regulation. Immune responses, disorders of immune response and acquired immunity are investigated. Applications of molecular biology are explored.

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IT 4

Continuity and Change Students focus on molecular genetics and investigate individual units of inheritance and the genomes of different organisms. A study of asexually reproducing and sexually reproducing organisms is included. Students undertake practical investigations that involve the manipulation of DNA and inheritance traits. Students investigate changes to species and the process of natural selection. The interaction between human, cultural and technological evolutions and impact on the evolutionary process is studied. Students consider the bioethical issues associated with the application of particular gene technologies.

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CHEMISTRY (SCIENCE)


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IT 1

The Big Ideas of Chemistry This unit begins with a study of the history, development and structure of the modern Periodic table, its electronic configuration and properties. Students study metallic, ionic and covalent bonding, intermolecular forces and carbon chemistry. They investigate materials including nanotechnology and polymers. Students use the language of chemistry, its symbols and chemical formulas and equations, to explain observations and data collected from experiments.

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IT 2

Environmental Chemistry The Unit has a water focus. Students will investigate how chemistry is used to respond to the effects of human activities on our environment. Students are introduced to the quantitative chemical calculations used by analytical chemists. The principles and applications of green chemistry to processes and practices are included; students learn about new, cleaner and more efficient chemical processes using green chemistry principles.


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IT 3

Chemical Pathways Students investigate the scope of techniques available to the analytical chemist, including how and why the techniques work. They look at organic reaction pathways and the chemistry of particular organic molecules; the role of organic molecules in the generation of biochemical fuels and forensic analysis. Students study the application of principles of green chemistry to chemical processes and use chemical language, formulas and equations to explain observations and data collected from experiments.

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IT 4

Chemistry at work Students investigate the industrial production of chemicals and the energy changes associated with chemical reactions; the rate and yield or equilibrium position and

how these features are used to obtain optimum conditions in the industrial production of a selected chemical. Students look at how energy is produced from available resources and consider the efficiencies, advantages and disadvantages of each energy resource; galvanic cells and electrolytic cells, their operating principles, and applications including fuel cells. They use the language and symbols of chemistry, and chemical formulas and equations to explain observations and data collected from experiments.

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ENVIRONMENTAL SCIENCE (SCIENCE)


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IT 1

The Environment This unit focuses on the environment and its components. The function of ecosystems and the interactions in and between the ecological components are investigated. The unit presents opportunities to consider the effects of natural and human-induced changes in ecosystems.

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IT 2

Monitoring the Environment This unit focuses on the characteristics of environmental indicators and their use in monitoring programs. Environmental indicator data will be defined, collected and interpreted.

Unit 3 & 4 must be undertaken as a sequence.

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IT 3

Ecological Issues: Energy and Biodiversity This unit focuses on two major ecological issues which provide challenges for the present and the future. The consequences on the atmosphere of natural and enhanced greenhouse effects, and issues of biodiversity and its significance in sustaining ecological integrity, will be examined.

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IT 4

Ecological Sustainability This unit focuses on pollution and its relationship to the health of humans and the environment. It advances further understanding of managing the environment to ensure development meets human needs while maintaining ecological integrity of the environment.

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PHYSICS (SCIENCE)


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IT 1

This unit focuses on Physics as a human endeavour. Observations and ideas about the physical world related to aspects of energy are organised and explained through the use of conceptual models. The detailed studies provide opportunities to explore the application of energy concepts and models in nuclear energy, sustainable energy sources, flight, space and medical contexts.

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IT 2

This unit focuses on the application of models to more complex phenomena – motion and light – developed within contexts that are familiar to students and relevant to their experiences. Newtonian ideas of motion are extended to include a range of movements and more abstract ideas, while the wave and particle models of light provide a framework for exploring light phenomena in real world applications.


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IT 3

This unit focuses on the ideas that underpin much of the technology found in areas such as communications, engineering, commerce and industry. Motion in one and two dimensions is introduced, circuit models are applied to further aspects of electricity and electronics, and the operation and use of photonic devices are introduced. The detailed studies offer examples of theoretical and practical applications of these technologies.

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IT 4

This unit focuses on the development and limitations of models in explaining physical phenomena. A field model of electromagnetism is applied to the generation of electricity, and the development of models that explain the complex interactions of light and matter are considered. The detailed studies provide examples of

innovative technologies used for research and communication. Students continue to undertake extensive and regular experimental work in the laboratory.

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PSYCHOLOGY (SCIENCE)


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IT 1

Introduction to Psychology Students learn how research has informed different psychological perspectives used to explain human behaviour, and explain visual perception through these perspectives. They discuss a range of psychological development theories and conduct an investigation into one stage in the lifespan of an individual.

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IT 2

Self and Others

Students learn how attitudes are formed and changed, and discuss the factors that affect the behaviour of individuals and groups. They will also compare different theories of intelligence and personality, and compare different methodologies used in the measurement of these.


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IT 3

This unit focuses on the brain and nervous system as a whole structure and investigates their role in affecting human behaviour. Brain research methods are examined and different approaches of psychology are integrated in a study of visual perception and states of consciousness. Research methods are integrated within the different approaches to psychology and students learn to evaluate the appropriateness of each model. Consideration of ethical principles in the conduct of psychological research and practice is included.

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IT 4

In this unit students study cognitive psychological methods through the concepts of memory and learning. Research methods continue to be integrated within different methodological approaches to psychology. Students apply these methods to different studies and make evaluations of the appropriateness of each method. The application and understanding of ethical principles in the conduct of psychological research and practice are extended as students complete a research investigation of their own devising.

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AGRICULTURE AND HORTICULTURAL STUDIES (TECHNOLOGY)


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IT 1

Agricultural and Horticultural Operations Students apply their knowledge and skills in researching the feasibility and establishment of a small agricultural and/or horticultural business project. Students consider business opportunities and financial aspects, and growth and production of plants and animals. They use appropriate production skills, plan and use resources sustainably, and evaluate and report on the progress of the small business.

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IT 2

Production This unit focuses on plant and animal nutrition, as well as growth and reproduction, and their relationships within agribusiness systems. Students use a small business project to explore the role of agribusiness in value adding to the product of an agricultural and/or a horticultural business. They consider business and production operations, production and environmental risks, sustainability of operations, and marketing.


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IT 3

Technology, Innovation and Business Practices Students develop an understanding of the range of available equipment and processes that may be used in agricultural and horticultural businesses, including the current commonly used technologies and innovative technologies. Students individually design a small agricultural or horticultural business that involves the management of plants and/or animals.

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IT 4

Sustainable Management Students consider the effects of climate change and how business responds to these effects. They develop an understanding of the importance of identification, rectification and prevention of environmental degradation for the sustainability of agribusinesses. Students consider strategies for economic, social and environmentally sustainable resource management within agriculture and horticulture. Students continue to operate their small business project commenced in Unit 3.

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PRODUCT DESIGN & TECHNOLOGY (TECHNOLOGY)


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IT 1

Design Modification and Production

This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Many products in use today have been redesigned to suit the changing needs and demands of users but with little consideration of their sustainability. Knowledge of material use and suitability for particular products is essential in product design. Students will look at the Product design process and Product design factors and then produce a re-designed product safely using tools, equipment, machines and materials, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief.

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IT 2

Collaborative Design

In this unit students work in teams to design, develop, produce and evaluate an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. The students are able to gain inspiration from an historical and/or a cultural design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics.


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IT 3

Design, Technical Innovation & Manufacture In this unit, students investigate a client or end-user’s needs, prepare a design brief, devise evaluation criteria, carry out research and propose a series of design options. They justify the choice of a preferred design option and develop a work plan, and commence production of the product, which will be completed and evaluated in Unit 4. This unit also examines how a range of factors influence the design and development of products within industrial/commercial settings. It also looks at the relationship between the designer and client/end user in product development.

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IT 4

Product Development, Evaluation and Promotion Students continue to develop and manufacture the product designed in Unit 3, and record the production processes and modifications to the work plan and product. They evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria. Students make judgments about possible improvements. They promote their work by highlighting the product’s features to the client and/or end-user. Students will also look at ways of analysing and comparing products in regard to product design factors.

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FOOD AND TECHNOLOGY (TECHNOLOGY)


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IT 1

Food Safety and Properties of Food Students study and apply safe and hygienic food handling and storage 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. Students consider and use a range of tools and equipment used in food preparation. They examine the links between classification of foods and their properties, and use different preparation and processing techniques. 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.

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IT 2

Planning and preparation of food Students investigate the most appropriate tools and equipment, including the latest developments in food technology. They research, analyse and apply the most suitable food preparation, processing and cooking techniques to optimise the physical, sensory and chemical properties of food. They use the design process to respond to challenges of preparing food safely and hygienically for a range of contexts and consumers. Students also explore environmental considerations when planning and preparing meals.


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IT 3

Food Preparation, Processing and Food Controls Students develop an understanding of food safety in Australia. 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 these techniques. Students devise a design brief from which they develop a detailed design plan including evaluation criteria and then conduct research into the foods they will produce during Unit 4.

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IT 4

Food Product Development and Emerging Trends Students develop individual production plans for the proposed four to six food items and implement the design plan they established in Unit 3. Students examine food product development, and research and analyse reasons that have contributed to product development. They investigate issues underpinning the emerging trends in product development, including social pressures and consumer demand. Students also investigate food packaging, packaging systems and marketing.

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INFORMATION TECHNOLOGY (TECHNOLOGY)


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IT 1

IT in Action Students acquire and apply a range of knowledge and skills to manipulate different data types such as numeric, text, sound and images (still and moving) to create solutions that can be used to persuade, educate, inform and entertain.

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IT 2

IT Pathways In Area of Study 1 students analyse data from large repositories and manipulate selected data to create visualisations. In Area of Study 2 students develop skills in using programming or scripting language software and they investigate careers that involve the use of these skills. Working in teams is an important and effective strategy for solving problems, and this strategy is applied in Area of Study 3 when students solve problems for clients in the community.


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IT 3

IT Applications The focus of Unit 3 is the World Wide Web and how it supports the information needs of individuals, communities and organisations. Students investigate the design and technical underpinnings of different types of websites that support the varying needs of online communities. Students also examine techniques used by organisations to acquire data via websites and consider the relationship between how the data is acquired.

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IT 4

IT Applications In this unit students focus on how ICT is used by organisations to solve ongoing information problems and on the strategies used to protect the integrity and security of data and information. Either a Relational Database Management System (RDBMS) or Spreadsheet software is selected and used to create solutions to

information problems. Students also explore how organisations manage the storage, communication and disposal of data and information in order to minimise threats to the integrity and security of data and information, and to optimise efficient information handling.

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SYSTEMS ENGINEERING (TECHNOLOGY)


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IT 1

Mechanical Engineering Fundamentals This unit focuses on mechanical engineering fundamentals as the basis of understanding the underlying principles and the building blocks that operate in the simplest to more complex mechanical devices. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the main focus is on the construction of a system. The construction process draws heavily upon design and innovation within all the interrelated applied

learning activities.

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IT 2

Electrotechnology Engineering Fundamentals This unit focuses on building understanding of the fundamental principles of electrical and electronic circuits, collectively and commonly referred to as electrotechnology.


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IT 3

Systems Engineering and Energy This unit focuses on how mechanical and electrotechnology systems are combined to form a controlled integrated technological system. This includes knowledge of sources and types of energy that enable engineered technological systems to function.

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IT 4

Integrated and Controlled Systems Engineering This unit combines the contemporary focus of systems control and provides opportunities for students to build on their understanding and apply it to practical solutions through the construction of controlled integrated systems.

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VCAL PERSONAL DEVELOPMENT SKILLS (VCAL)

The purpose of all PDS units is to: focus on the development of organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. Each unit varies in the methods and extent to which these are required.

INTERMEDIATE PERSONAL DEVELOPMENT SKILLS: YEAR 11 LEVEL (ie. Unit 1 & 2 provides the same credit as a VCE Unit 1 & 2 subject)

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IT 1

Students plan and organise a complex activity that requires students to demonstrate:

subject specific knowledge applicable to a relevant personal, social, health & wellbeing, educational and/or family project or activity

skills applicable to the activity development of self-management skills development of leadership skills

interpersonal communication skills

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Students identify planning and organisational skills relevant to management of a health or community service activity and are required to demonstrate:

subject specific knowledge in regard to community engagement, social awareness, civic & civil responsibility

problem solving and comprehension skills presentation and research skills communication skills

planning & organisation skills

teamwork and group cohesion

SENIOR PERSONAL DEVELOPMENT SKILLS: YEAR 12 LEVEL (Unit 1/2 Senior PDS can contribute to the ATAR as a 5th or 6th subject)

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IT 1

The focus of this unit is the development of self through the planning of an activity to completion involving a range of related activities that requires students to demonstrate:

subject specific knowledge applicable to a relevant activity skills applicable to the activity understanding of cultural values and cultural awareness

organisational skills, leadership and decision making skills for group or team

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IT 2

Students are to manage the coordination of an activity or program within the community that requires them to demonstrate:

subject specific knowledge applicable to community engagement, social awareness, civic and civil responsibility

skills applicable to the activity

project management and coordination skills including goal setting evaluative and problem-solving skills introduction to skills for communicating, planning, organising and working in teams.

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VCAL WORK RELATED SKILLS

The purpose of all WRS units is to: develop employability skills, knowledge and attitudes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from a range of pathways.

INTERMEDIATE WORK RELATED SKILLS: YEAR 11 LEVEL (ie. Unit 1 & 2 provides the same credit as a VCE Unit 1 & 2 subject)

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IT 1

Students must demonstrate competency in the following learning outcomes:

learn about basic conditions & entitlements of a specific industry obtain & communicate information in response to a work related OH&S issue develop knowledge & understanding of OH&S in a work related context identify problems or safety hazards that can affect the safety of the work environment contribute to team objectives to achieve safe work procedures

use information & communications technology in relation to a work related activity

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IT 2


learn to analyse & organise information for a work related goal communicate information & ideas for a work related goal plan, organise & manage activities for a work related goal identify & solve problems for a work related purpose work with others & in teams to achieve a work related goal

use information & communications technology in relation to a work related activity

SENIOR WORK RELATED SKILLS: YEAR 12 LEVEL (Unit 1/2 Senior PDS can contribute to the ATAR as a 5th or 6th subject)

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IT 1


research information about the career pathways, functions & layout of a specific industry or workplace

communicate ideas & information about OH&S requirements for a work environment assist in the Hazard Identification Risk Assessment & Control Planning Process to meet

OH&S information in the work environment

develop an OH&S plan for a work environment that addresses OH&S issues work with others & in teams in a work environment in accordance with defined workplace

procedures use ICT in relation to a complex work related activity

use technology in accordance with OH&S guidelines in a work related context

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IT 2


collect, analyse & evaluate information in a work environment plan, organise & manage activities in a work environment, incorporating QA processes identify & solve problems in a work environment work with others & in teams in a work environment use information & communications technology in relation to a complex work related activity identify, apply & evaluate technology in a work environment show enterprise & identify opportunities in work processes

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VCAL LITERACY SKILLS

The purpose of the VCAL LITERACY strand: is to enable the development of skills, knowledge and attitudes in literacy that allows for progression in the main social contexts of family, employment, further learning and citizenship. Literacy skills corresponding with these social contexts include literacy for self-expression, practical purposes, knowledge and public debate. Literacy also includes reading, writing and oral communication skills.

INTERMEDIATE LITERACY SKILLS: YEAR 11 LEVEL

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To be credited with the Reading and Writing component of Literacy at Intermediate level, students must demonstrate competency in the following learning outcomes: writing for self expression - write a recount, narrative or expressive text writing for practical purposes - write an instructional or transactional text writing for knowledge - write a report or explanatory text

writing for public debate - write an argumentative or discursive text reading for self expression - meaning gained by reading narrative/recount/expressive text reading for practical purposes - meaning from reading instructional or transactional text reading for knowledge - meaning from reading explanatory/informative text

reading for public debate - meaning from reading persuasive or argumentative text

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n To be credited with the Oral Communication component of Literacy at Intermediate level,

students must demonstrate competency in the following learning outcomes: oracy for self-expression – use spoken language to communicate story and life experience oracy for knowledge - respond to spoken language in informative talks

oracy for practical purposes - use & respond to language in instructions/ transactions oracy for exploring issues and problem solving - spoken language in discussions to explore

issues

SENIOR LITERACY SKILLS: YEAR 12 LEVEL

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To be credited with the Reading and Writing component of Literacy at Senior level, students must demonstrate competency in the following learning outcomes:

writing for self expression - write a complex recount, narrative or expressive text writing for practical purposes - write a complex instructional or transactional text writing for knowledge - write a complex report or explanatory text writing for public debate - write a complex argumentative or discursive text reading for self expression - meaning gained by reading narrative/recount/expressive text

reading for practical purposes - meaning from reading instructional or transactional text reading for knowledge - meaning from reading explanatory/informative text reading for public debate - meaning from reading persuasive or argumentative text

Ora

l

Co

mm

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ica

tio

n To be credited with the Oral Communication component of Literacy at Senior level, students

must demonstrate competency in the following learning outcomes:

oracy for self-expression – use spoken language to communicate story and life experience oracy for knowledge - respond to spoken language in informative talks oracy for practical purposes - use & respond to language in instructions/ transactions oracy for exploring issues and problem solving - spoken language in discussions to explore

issues

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VCAL NUMERACY SKILLS

The purpose of the NUMERACY strand is to: develop mathematical skills in order to carry out purposes and functions within society related to designing, measuring, constructing, using graphical information, money, time and travel, and the underpinning skills and knowledge for further study in mathematics or related fields. The curriculum in this strand develops skills to facilitate the practical application of mathematics at home, work and in the community.

INTERMEDIATE NUMERACY SKILLS: YEAR 11 LEVEL

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Students must demonstrate competency in five out of the six following learning outcomes to be credited with Intermediate Numeracy Skills: numeracy for practical purposes - Design numeracy for practical purposes – Measuring numeracy for personal organisation – Money and Time

numeracy for personal organisation – Location numeracy for interpreting society – Data

numeracy for interpreting society – Numerical Information

SENIOR NUMERACY SKILLS: YEAR 12 LEVEL

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Students must demonstrate competence in six out of the following seven learning outcomes to be credited with this unit:

numeracy for practical purposes – Design numeracy for practical purposes – Measuring numeracy for personal organisation – Location numeracy for interpreting society – Data numeracy for interpreting society – Numerical Information numeracy for knowledge – Further Study in Maths (formulae) numeracy for knowledge – Further Study in Maths (problem solving)

vce subjects offered in 2013 by curriculum area€¦ · vce subjects offered in 2013 by curriculum...

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