Year 11 12 Handbook 2023

BRIGHTON
SECONDARY COLLEGE
YEAR 11 & 12
HANDBOOK
MEMBER
ARTWORK BY HARRY ROBERTS
CONTENTS
INTRODUCTION5
ACCOUNTING6 MATHEMATICS FLOWCHART 28
AUSTRALIAN & GLOBAL POLITICS 7 FOUNDATION MATHEMATICS 29
BIOLOGY8 GENERAL MATHEMATICS 30
BUSINESS MANAGEMENT 9 MATHEMATICAL METHODS 31
CHEMISTRY10 MATHEMATICAL METHODS 32
CHINESE FIRST LANGUAGE 11 SPECIALIST MATHEMATICS 33
DRAMA12 MEDIA 34
ECONOMICS13 MUSICAL PERFORMANCE 35
ENGLISH / ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) 14 OUTDOOR & ENVIRONMENTAL STUDIES 36
ENGLISH LANGUAGE 17 PHYSICAL EDUCATION 38
FOOD STUDIES 18 PHYSICS 39
FRENCH19 PRODUCT DESIGN AND TECHNOLOGY (TEXTILES) 40
GEOGRAPHY20 PRODUCT DESIGN AND TECHNOLOGY (WOOD) 41
HEALTH AND HUMAN DEVELOPMENT 21 PSYCHOLOGY 42
HISTORY – MODERN HISTORY 22 STUDIO ARTS 43
JAPANESE SECOND LANGUAGE 23 VISUAL COMMUNICATION AND DESIGN 46
LEGAL STUDIES 24 VET (VOCATIONAL EDUCATION & TRAINING) STUDIES 48
LITERATURE 26 IBDP AT BSC – SUBJECTS GUIDE 56
2 | YEAR 11 & 12 HANDBOOK YEAR 11 & 12 HANDBOOK | 3

INTRODUCTION
AT BRIGHTON SECONDARY COLLEGE, WE OFFER A RANGE OF
SENIOR PROGRAMS:
• VCE - VICTORIAN CERTIFICATE OF EDUCATION
• VCE (VM) - VICTORIAN CERTIFICATE OF EDUCATION (VOCATIONAL MAJOR)
• VET/ASBA - VICTORIAN EDUCATION AND TRAINING/AUSTRALIAN SCHOOL BASED APPRENTICESHIP OR
TRAINEESHIP
• IB - INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (MORE DETAILED INFORMATION IS AVAILABLE
IN THE IB HANDBOOK)
There are over 70 studies available in VCE, and those available at Brighton Secondary College are listed in this
handbook with an outline of each study and related assessments for Year 11 (Units 1 & 2). Detailed information relating
to Year 12 (Units 3 & 4) studies can be found on the VCAA website: www.vcaa.vic.edu.au
There are a large range of VET programs within the VCE and those that we offer are as part of a cluster arrangement
and are all conducted off-site. Students who express interest in a VET program will need to attend a selection
interview with a member of the Careers team. The VET offerings are listed at the end of this handbook.
Students considering completing the IBDP in Year 11 and 12 should refer to the IB Handbook.
Over the two years of VCE, students must do:
English Units 1, 2, 3, and 4 (from English, English Language, EAL or Literature.)
• Year 11 students must choose English/English Language/Literature.
• Year 12 students must choose an English subjects + 4 other subjects (5 in total)
• Five other subjects which may include VET and/or an external language. A Unit 3/4 study may be chosen if
Unit 1/2 of that study was satisfactorily completed the previous year.
• High performing students may also consider a University Extension study as part of their course.
• Students may include a VET study/Apprenticeship or Traineeship as part of their course.
• Students may also study a language externally (not offered by the College) as part of their course.
From 2023 the VCE will include a new vocational and applied learning program that sits within the VCE, replacing
VCAL. This will be referred to as VCE(VM) – VCE with Vocational Major. This program prepares students for
apprenticeships, traineeships, further education and training , and university through alternative entry programs or
directly into the workforce.
It is a two year program over Years 11 and 12 with most students undertaking between 16-20 units over the two years.
Studies are assessed at a school level through authentic assessment activities as for VCE studies. No external
examinations for the VCE (VM) specific studies (Work Related Skills units and VCE VM Personal Development Skills
units). An ATAR is available for students who complete external examinations (but this is not required for satisfactory
completion of VCE(VM)).
Over the two years VCE (VM) students must include:
• VCE English units (1,2, 3&4)
• VCE Mathematics units (Units 1&2 of either Foundation or General Maths)
• VCE (VM) Work Related Skills units (see description at end of VCE studies)
• VCE (VM) Personal Development Skills units (see description at end of VCE studies), and
• VET credits at Certificate II level or above (180 hours)
Students may also do other VCE subjects, and structured workplace learning as part of their program.
Students who select Outdoor & Environmental Studies in their choices will be required to meet the conditions for
selection outlined in the College’s Outdoor Education Policy.
There is an extensive Careers and Pathways program conducted for students in Year 11and 12 throughout the year
including individual course selection, interviews, VTAC interviews, Careers Expo and guest speakers.

ART MAKING AND
EXHIBITING.
UNITS 1 & 2
DESCRIPTION OF COURSE CONTENT
COMPLETION REQUIREMENTS UNIT 1: EXPLORE, EXPAND AND INVESTIGATE.
VCE Unit 1 focuses using sources of inspiration and individual ideas as the basis for exploring a wide range of materials and
techniques as tools for communicating ideas through art-making. Students explore and research how Australian and
The minimum requirement to obtain the VCE is: Indigenous artists manipulate artforms to communicate ideas. Students also explore aspects of the Australian arts
Students must satisfactorily complete a minimum of sixteen units of study including: industry.
1. 3 units of English including a unit 3 & 4 sequence from the English Group AREA OF STUDY 1. EXPLORE-MATERIALS, TECHNIQUES AND
2. 3 sequences of Units 3 and 4 studies other than English (may include VET) OUTCOME 1.
3. Remaining units can be taken from Units 1,2, 3 & 4 (including VET) On completion of this unit the student will be able to explore the characteristics and properties of materials and
All VCE Units 3&4 have external examinations. demonstrate how they can be manipulated to develop subject matter and represent ideas in art making.
VCE VM (VCE VOCATIONAL MAJOR) AREA OF STUDY 2. EXPAND-MAKE, PRESENT AND REFLECT.
To obtain the VCE (VM) students must satisfactorily complete at least 16 units, including: OUTCOME 2.
• 3 VCE English units (including a Unit 3–4 sequence) On completion of this Area of Study student should be able to explore and use a variety of materials and techniques
• 3 other Unit 3-4 sequences to support, record and develop individual ideas to produce highly finished artworks.
• 2 VCE Mathematics units 2 VCE VM Work Related Skills units
• 2 VCE VM Personal Development Skills units, and AREA OF STUDY 3. INVESTIGATE-RESEARCH AND PRESENT.
• 2 VET credits at Certificate II level or above (180 hours) OUTCOME 3.
There are no external examinations for the VCE VM specific studies (Work Related Skills units and VCE VM Personal On completion of this unit the student should be able to research Australian artists and present information about
Development Skills units) them in a format appropriate for a proposed exhibition.
An ATAR is available for students who complete external examinations (but not required for satisfactory completion)
At Brighton SC over the two years VCE (VM) students will study: UNIT 2: UNDERSTAND, DEVELOP AND RESOLVE.
• VCE English units (1,2, 3&4) In Unit 2 students continue to research how artworks are made by investigating how artists use aesthetic qualities to
• VCE Mathematics units (Units 1&2 of either Foundation or General Maths) represent ideas in artworks. They broaden their investigation to understand how artworks are displayed to audiences,
• VCE (VM) Work Related Skills units (1&2) and how ideas are represented to communicate meaning.
• VCE (VM) Personal Development Skills units (1&2)
• VET credits at Certificate II level or above (180 hours) (Units 1,2, 3&4) AREA OF STUDY 1. UNDERSTAND-IDEAS, ARTWORKS AND EXHIBITION
• VCE Unit of their choice (Units 1,2 3&4) OUTCOME 1.
Students may also do other VCE subjects, and structured workplace learning as part of their program.
On completion of this unit the student should be able to select a range of artworks from an exhibition and other
IB DIPLOMA PROGRAMME sources to design their own thematic exhibition.
• SL SUBJECTS – minimum 150 hours over 2 years. AREA OF STUDY 2. DEVELOP-THEME, AESTHETIC QUALITIES AND STYLE.
• HL SUBJECTS – minimum 240 hours over 2 years. OUTCOME 2.
• THEORY OF KNOWLEDGE – minimum 100 hours over 2 years. On completion of this unit the student should be able to explore and progressively document the use of art elements,
• EXTENDED ESSAY – minimum 60 hours over 2 years. art principles and aesthetic qualities to make experimental artworks in response to a selected theme.
This equates with approximately 23 formal class contact hours per week plus EE/CAS. AREA OF STUDY 3. RESOLVE-IDEAS, SUBJECT MATTER AND STYLE.
Each subject is awarded a 7 point maximum. OUTCOME 3.
3 HL + 3 SL =42 points maximum On completion of this unit the student should be able to progressively document art making to develop and resolve
TOK + EE = 3 points maximum subject matter and ideas in at least one finished artwork.
45 points maximum
RELATIONSHIP TO FURTHER OPTIONS:
• CAS completion is required for award of the qualification.
• 24 points minimum required, with certain conditions, for award of qualification. Students who do not achieve the UNITS 3 AND 4 OF ART MAKING AND EXHIBITING.
required score to be awarded the Diploma will be issued with a Certificate. University / TAFE study in various courses
HIGHER EDUCATION STUDY WHY STUDY THESE UNITS?
Highly performing and highly dedicated Year 11 students are encouraged to consider the opportunity to study a first- If you are interested in:
year university study (Extension Study) as part of their final year in Year 12. A large range of studies are available at a Fine Art, Art Education, Architecture, Art Therapy, Photography, Art History, Graphic Design.
number of tertiary institutions. Selection of places in these studies are extremely competitive and highly sought after. Gallery Director, Illustration, Art Museum Curator, Animation, Art Conservation, Interior Design, Product Design,
For those students who become involved, it is a very worthwhile and academically motivating experience. Industrial
For more information: https://vcaa.vic.edu.au/curriculum/vce/Pages/HigherEdStudiesVCE.aspx Design, Fashion Design, Visual Merchandising, Set and costume design, Multimedia

AUSTRALIAN &
ACCOUNTING GLOBAL POLITICS
UNITS 1 & 2
UNITS 1 & 2
UNIT 1: POLITICS, POWER AND POLITICAL ACTORS
UNIT 1: ROLE OF ACCOUNTING IN BUSINESS
In this unit, students learn that politics is about how political actors use power to resolve issues and conflicts over
This unit explores the establishment of a business and the role of accounting in the determination of business success
how society should operate. It allows students to gradually build on their understanding of what it is to think politically.
or failure. Students analyse, interpret and evaluate the performance of the business using financial and non-financial
Students examine how power may be used by political actors in various states to achieve their interests, and they
information. They use these evaluations to make recommendations regarding the suitability of a business as an
focus on a close study of a contested political issue in Australia.
investment.
Students record financial data and prepare reports for service businesses owned by sole proprietors. Students UNIT 2: DEMOCRACY: STABILITY AND CHANGE
also apply relevant accounting principles and financial indicators to measure business performance and take into In this unit, students investigate the key principles of democracy and assess the degree to which these principles
account the range of ethical considerations faced by business owners when making decisions, including financial, are expressed, experienced and challenged, in Australia and internationally. They consider democratic principles in
social and environmental. the Australian context and complete an in-depth study of a political issue or crisis that inherently challenges basic
democratic ideas or practice. Students also investigate the degree to which global political actors and trends can
UNIT 2: ACCOUNTING AND DECISION-MAKING FOR A TRADING BUSINESS
challenge, inhibit or undermine democracy, and evaluate the political significance of these challenges.
In this unit, students develop their knowledge of the accounting process for sole proprietors operating a trading
business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use ASSESSMENT FOR UNITS 1 & 2
manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Politics is assessed through tasks such as a political inquiry, a political debate, extended responses, short-answer
questions and/or an essay.
Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts
payable and non-current assets. They use relevant financial and other information to predict, budget and compare RELATIONSHIP TO FURTHER OPTIONS
the potential effects of alternative strategies on the performance of the business. Using these evaluations, students It is strongly recommended that you successfully complete Units 1 and 2 before undertaking Global Politics Units 3
develop and suggest to the owner strategies to improve business performance. This unit also highlights the need and 4.
for ethical considerations for business owners when making business decisions, including financial, social and
WHY STUDY THIS SUBJECT?
environmental.
VCE Politics introduces students to the complexities of Australian society and the contemporary world. It broadens
ASSESSMENT FOR UNITS 1 & 2 their outlook through examining how political change and decision-making happens and how power may be used.
Folio of tasks, Case study, Assignment, SACs and Exam The study assists students in becoming informed observers of and active participants in Australia’s political system,
and global citizens who are able to think critically about political issues, crises and challenges to democracy. VCE
RELATIONSHIP TO FURTHER OPTIONS
Politics provides students with opportunities to better understand their own rights, responsibilities and participation
It is strongly recommended that students complete Units 1 & 2 before undertaking Units 3 & 4.
as national citizens and members of the global community
WHY STUDY THIS UNIT? CAREER OPPORTUNITIES: diplomat, campaign manager, government, lawyer, journalist, lobbyist, lecturer, activist,
There are multiple career opportunities available to students who have a background in accounting. These include: policy analyst, teacher.
Accounting, marketing, small business ownership, law, journalism, real estate, insurance, banking and financial,
computing, engineering, stock broking, teaching, community service and welfare work
Accounting, marketing, small business ownership, law, journalism, real estate, insurance, banking and financial,
computing, engineering, stock broking, teaching, community service and welfare work.

BIOLOGY
UNITS 1 & 2
The study of Biology explores the diversity of life as it has evolved and changed over time, and considers how
living organisms function and interact. As well as increasing their understanding of scientific processes, students
develop insights into how knowledge in biology has changed, and continues to change, in response to new evidence,
discoveries and thinking. The course is vocabulary heavy but less mathematically based than physics or chemistry.
UNIT 1: HOW DO ORGANISMS REGULATE THEIR FUNCTIONS?
In this unit students examine the cell as the structural and functional unit of life, from the single celled to the
BUSINESS
multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth,
replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore
how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic
mechanisms play in maintaining an animal’s internal environment.
A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation
MANAGEMENT
involves the generation of primary data and is related to the function and/or the regulation of cells or systems. The
investigation draws on the key science skills and key knowledge from Area of Study 1 and/or Area of Study 2.
UNIT 2: HOW DOES INHERITANCE IMPACT ON DIVERSITY?
In this unit students explore reproduction and the transmission of biological information from generation to
generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain
the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic
UNITS 1 & 2
factors influence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of DESCRIPTION OF COURSE CONTENT
inheritance, interpret pedigree charts and predict outcomes of genetic crosses. UNIT 1 – PLANNING A BUSINESS
Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies, including the use • How Business ideas are created through a range of sources, such as identifying a gap in the market,
of reproductive cloning technologies. They study structural, physiological and behavioural adaptations that enhance • technological developments and changing customer needs.
an organism’s survival. Students explore interdependences between species, focusing on how keystone species • Business environment that may act as pressures or forces on the operations of a business.
and top predators structure and maintain the distribution, density and size of a population. They also consider the • Types of legal business structures and business models
contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of • Major planning and decisions necessary at the commencement of a business.
organisms in Australian ecosystems. • Corporate social responsibility management issues regarding business planning.
A student-directed research investigation into a contemporary ethical issue is to be undertaken in Area of Study 3.
The investigation relates to the application of genetic knowledge, reproductive science, inheritance or adaptations UNIT 2 – ESTABLISHING A BUSINESS
and interdependencies beneficial for survival. The investigation draws on key knowledge and key science skills from • Legal requirements and financial considerations when establishing a business.
Area of Study 1 and/or Area of Study 2. • Essential features of effective marketing.
• Market research processes.
ASSESSMENT OF UNIT
• Issues in marketing.
Practical reports, second hand data analysis, fieldwork reports, research, posters, media analyses tests and exams.
• Cost and benefit of Public relations to a business.
RELATIONSHIP TO FURTHER OPTIONS • Staffing needs for a business
It is recommended that students complete Units 1 & 2 before undertaking Units 3 & 4. • Corporate social responsibility management issues regarding marketing and staffing of a business.
WHY STUDY THIS UNIT? ASSESSMENT OF UNIT
Biology helps us to understand healthy lifestyles, explanations given by medical professionals, the nutritional quality Will include a mix of the following:
of food, and how to keep our gardens and pets healthy. Biology is important to those who might be considering a
• Case studies and Written reports
career in a medical or veterinary field, agriculture, forest management, environmental science, animal management,
• Oral and Multi-media presentations
management of a forest or marine park, and many other careers. A range of research opportunities are also
• Business surveys and analysis
available to those who choose to go on to do advanced studies in biology, zoology and botany, including honours,
• Preparation of a business plan
masters or doctoral degrees. Careers that use biological knowledge include: Medical Scientist, Laboratory
Supervisor, Laboratory Manager, Medical Technician, Research Assistant, Laboratory Assistant, Clinical technician RELATIONSHIP TO FURTHER OPTIONS
Neurophysiologist, Ambulance Officer, Medical Representative, Myofascial Therapist, Drug Rehabilitation, Hospital Provides a good foundation to Units 3 & 4, but is not a prerequisite.
Pharmacy Management, Retail Pharmacy, Naturopathy, homeopathy, traditional medicine, Biology Teacher, Scientific
Representative, Wine Maker, Marine Ecology, Marine Biologist, Waste Management Officer, Recycling Biomedical WHY STUDY THIS UNIT?
Waste, Fitness Consultant, and Surf-Life Saving. CAREER OPPORTUNITIES
For more information about careers in biotechnology, go to http://www.biotechnologyonline.gov.au/career/careers. Accounting, business consultant, marketing, small business ownership, human resource management, journalism,
html banking and financial, operations management, engineering, stock broking and teaching

CHEMISTRY
UNITS 1 & 2
UNIT 1: HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?
The development and use of materials for specific purposes is an important human endeavour. In this unit students
investigate the chemical structures and properties of a range of materials, including covalent compounds, metals,
ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider
how manufacturing innovations lead to more sustainable products being produced for society through the use of
renewable raw materials and a transition from a linear economy towards a circular economy.
Area of Study 1: How do the chemical structures of materials explain their properties and reactions?
In this area of study students focus on elements as the building blocks of useful materials. Students develop their skills
in the use of scientific equipment and apparatus. Students conduct flame tests to identify elements in the periodic
table. They model covalent, metallic and ionic structures using simple ball-and-stick models and may use computer
simulations of the three-dimensional representations of molecules and lattices to better understand structures. Area of Study 2: How are chemicals measured and analysed?
They use solubility tables to experimentally identify unknown ions in solution. They respond to challenges such as In this area of study students focus on the analysis and quantification of chemical reactions involving acids, bases,
developing their own reactivity series by reacting samples of metals with acids, oxygen and water. salts and gases. They measure the solubility of substances in water, explore the relationship between solubility and
Area of Study 2: How are materials quantified and classified? temperature using solubility curves, and learn to predict when a solute will dissolve or crystallise out of solution.
In this area of study students focus on the measurement of quantities in chemistry and the structures and properties They quantify amounts in chemistry using volumetric analysis, application of the ideal gas equation, stoichiometry
of organic compounds, including polymers. Students develop their skills in the use of scientific equipment and and calibration curves. Students develop their skills in the use of scientific equipment and apparatus. They use
apparatus. They perform calculations based on the generation of primary data, such as determining the empirical precipitation reactions to purify water. They perform acid-base titrations, such as comparing the ethanoic acid
formula of an ionic compound or hydrated salt and consider how the quality of data generated in experiments can be concentrations of vinegar, mayonnaise and tomato sauce. They construct calibration curves to analyse unknown
improved. They construct models to visualise the similarities and differences between families of organic compounds. concentrations of substances, such as the amount of nitrates or phosphates in water or soil samples. Students
Students may use common substances in their experiments such as making glue from milk. They investigate the respond to challenges such as determining the set of standards required in setting up a calibration curve in
environmental impact of the production of polymers: for example, the recycling of biodegradable polymers derived colorimetry.
from natural resources such as bio-polyethene. Students respond to challenges such as investigating how changing Area of Study 3: How do quantitative scientific investigations develop our understanding of chemical reactions?
formulations for polymers affects their structure and properties: for example, by creating slime. In this area of study students develop a research question related to the production of gases, acid-base or redox
Area of Study 3: How can chemical principles be applied to create a more sustainable future? reactions or the analysis of substances in water linked to the knowledge and skills developed in Unit 2 and adapt or
In this area of study students undertake an investigation involving the selection and evaluation of a recent discovery, design and then conduct a scientific investigation to generate appropriate quantitative data.
innovation, advance, case study, issue or challenge linked to the knowledge and skills developed in Unit 1, including ASSESSMENT OF UNIT 1 & 2
consideration of sustainability concepts (green chemistry principles, sustainable development and the transition Assessment may consist of a report of a laboratory activity, reflective annotations of practical activities from a
towards a circular economy). logbook, data analysis, modelling activities, media responses, summary practical reports, reflective writing, tests and
UNIT 2: HOW DO CHEMICAL REACTIONS SHAPE THE NATURAL WORLD? exams.
Society is dependent on the work of chemists to analyse the materials and products in everyday use. In this unit RELATIONSHIP TO FURTHER OPTIONS
students analyse and compare different substances dissolved in water and the gases that may be produced in It is strongly recommended that students complete Chemistry Units 1 & 2 before undertaking Chemistry Units 3 & 4
chemical reactions. They explore applications of acid-base and redox reactions in society. as the latter assumes that students have a sound knowledge of these two units. Students should also have a good
Area of Study 1: How do chemicals interact with water? working knowledge of year 10 Mathematics to support their ability to carry out the various mathematical calculations
In this area of study students focus on understanding the properties of water and investigating acid-base and redox that are required in Chemistry.
reactions. They explore water’s properties, including its density, specific heat capacity and latent heat of vaporisation. WHY STUDY THIS UNIT?
They write equations for acid-base and redox reactions and apply concepts including pH as a measure of acidity. Chemistry is listed as a prerequisite for many tertiary courses, together with or as an alternative to Mathematical
They explore applications of acid-base reactions and redox reactions in society. Students develop their skills in the Methods, Specialist Mathematics, Biology or Physics. It provides preparation for future University studies in Chemical,
use of scientific equipment and apparatus. They demonstrate their understanding of concentration using coloured Biological, Engineering or related fields.
solutions such as ammonium molybdate. Students explore pH: for example, by making their own indicators from
natural materials, developing their own pH scale and comparing the accuracy of their indicators with commercial CAREER OPPORTUNITIES
indicators. They investigate redox reactions by comparing corrosion rates of iron in tap water and sea water or Chemistry opens many career opportunities, many requiring further studies in university, but some require simply
building simple cells to power a diode. They respond to challenges such as investigating the action of soda water on completing Year 12, so the latter means you do not necessarily have to complete a university degree to enter a
seashells and linking their findings to socio-scientific issues such as ocean acidification. worthwhile career.

DRAMA
UNIT 1 INTRODUCING PERFORMANCE STYLES
In this unit students study three or more performance styles from a range of social, historical and cultural contexts.
They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or
representation of real life as it is lived.
This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes
real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community
experiences and stories. This unit also involves analysis of a student’s own performance work and a work by
professional drama performers.
Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive
and performance skills in the creation and presentation of characters, and develop awareness and understanding
of how characters are portrayed in a range of performance styles. They document the processes they use as they
explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and
performance styles.
In this unit the terms character, performance, story and style may be understood as one or more characters,
performances, stories or styles.
UNIT 2 AUSTRALIAN IDENTITY

In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also
involve exploring the work of selected drama practitioners and associated performance styles. This unit focuses
on the use and documentation of the processes involved in constructing a devised solo or ensemble performance.
Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text
and/or an icon from a contemporary or historical Australian context.
In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of
Australian identity. They examine selected performance styles and explore the associated conventions. Students
further develop their knowledge of the conventions of transformation of character, time and place, the application of
symbol, and how these conventions may be manipulated to create meaning in performance and the use of dramatic
elements and production areas.
Students analyse their own performance work as well as undertaking an analysis of a performance of an Australian
work, where possible, by professional actors.
Assessment
UNIT 1
• devise and document solo and/or ensemble drama works based on experiences and/or stories.
• perform devised drama works to an audience based on experience or stories.
• analyse the development, and the performance to an audience, of their devised work.
• analyse the presentation of ideas, stories and characters in a drama performance by professional or other
drama practitioners.
UNIT 2
• devise and document the processes used to create a solo or ensemble performance that reflects an aspect or
aspects of Australian identity and contemporary drama practice.
• present a devised performance that reflects aspects of Australian identity and contemporary drama practice.
• analyse the development, and performance to an audience, of their devised work.
• analyse and evaluate a performance of a drama work by Australian practitioners.

ECONOMICS
UNITS 1 & 2
UNIT 1 – ECONOMIC DECISION MAKING
• Identify basic economic problems of scarcity and the need for economic decision making
• The purpose of economic activity and the influence on material and non-material living standards
• Use demand and supply models to explain changes in prices and quantities traded
• Examine one or more markets to gain insight into the factors that may affect the way resources are allocated in
an economy
• Study the insights of behavioural economics and how those insights contrast with the traditional model of
consumer behaviour
• Analyses of written, visual and statistical evidence
• Folio of tasks, CATs and exams
UNIT 2 – ECONOMIC ISSUES AND LIVING STANDARDS
• The purpose of economic activity and the meaning of material and non-material living standards
• The relationship between the business cycle and economic indicators
• The factors that may affect the level of aggregate demand and aggregate supply and the level of economic
activity
• The potential costs of economic growth to environmental sustainability
• applying insights of economic theory and key economic skills to analyse economic issues
• Analyses of written, visual and statistical evidence
• Folio of tasks, CATs and exams
ASSESSMENT OF UNITS 1 & 2
• Tasks may include: case studies, economic simulation activities, presentations, fieldwork and analysis, debate, a folio
of applied economic exercises, formal CAT assessment under test conditions and exams.
It is strongly recommended that students complete Units 1 & 2 before undertaking Units 3 & 4.
WHY STUDY THIS UNIT?
CAREER OPPORTUNITIES: Accounting, marketing, small business ownership, law, journalism, real estate, insurance,
banking and financial, computing, engineering, stock broking, teaching, statistician, investment analyst and social
research.

ENGLISH / ENGLISH
AS AN ADDITIONAL
LANGUAGE (EAL)
UNITS 1 & 2
The study of English empowers students to read, write, speak and listen in different contexts. VCE English and English
as an Additional Language (EAL) prepares students to think and act critically and creatively, and to encounter the
beauty and challenge of their contemporary world with compassion and understanding. Students work to collaborate
and communicate widely, and to connect with our complex and plural society with confidence.
Through engagement with texts drawn from a range of times, cultures, forms and genres, and including Aboriginal
and Torres Strait Islander knowledge and voices, students develop insight into a varied range of ideas. They extend
their skills in responding to the texts they read and view, and their abilities in creating original texts, further expanding
their language to reflect accurately the purpose, audience and context of their responses.
By developing broad skills in communication and reflection, the study of English enables students to participate in UNIT 2
their diverse, dynamic and multicultural world productively and positively. In this unit, students analyse a set text, focussing on how meaning in created. They analyse arguments and the use of
This study enables students to: persuasive language in texts and create their own texts intended to position audiences.
• extend their English language skills through reading, writing, speaking, listening, thinking and viewing to meet the Area of Study 1 - Reading and Exploring Texts
demands of further study, the workplace, and their own needs and interests On completion of this unit the student should be able to explore and analyse how the vocabulary, text structures,
• enhance their understanding, enjoyment and appreciation of the English language through all modes language features and ideas in a text construct meaning.
• discuss, explore and analyse the form, purpose, context, text structures and language of texts from a range of Area of Study 2 - Exploring Argument
styles and genres On completion of this unit the student should be able to explore and analyse persuasive texts within the context
• discuss, explore and analyse how culture, values and context underpin the construction of texts and how this can of a contemporary issue, including the ways argument and language can be used to position an audience; and to
affect meaning and understanding construct a point of view text for oral presentation.
• convey ideas and demonstrate insight convincingly and confidently
• create print, digital and spoken texts ELIGIBILITY FOR EAL
• demonstrate the ability to make informed choices about the construction of texts in relation to purpose, Eligibility for VCE English as an additional language (EAL): To qualify for EAL in VCE a student must have no more
audience and context. than 7 years with English as their main language of instruction or have less than 7 years residency in a predominately
UNIT 1 English-speaking country (at the time of completion of Year 12).
In this unit, students read and respond personally and creatively to a range of texts. ASSESSMENT OF UNIT
Area of Study 1 - Reading and Exploring Texts You will be assessed by coursework assignments which are written or presented in class, and examinations at the end
of each semester.
On completion of this unit the student should be able to make personal connections with, and explore the vocabulary,
text structures, language features and ideas in, a text. RELATIONSHIP TO FURTHER OPTIONS
Area of Study 2 - Crafting Texts Success in Units 1 and 2 leads to Units 3 and 4 of the study.
On completion of this unit the student should be able to demonstrate an understanding of effective and cohesive WHY STUDY THIS UNIT?
writing through the crafting of their own texts designed for a specific context and audience to achieve a stated Your Study Score for entry to university must feature English/Literature as a component. Success in this Unit
purpose; and to describe individual decisions made about the vocabulary, text structures, language features and demonstrates a level of expertise in English which employers and higher education consider essential. A study score
conventions used during writing processes. in English is often a prerequisite for a large percentage of University courses.

ENGLISH
LANGUAGE
UNITS 1 & 2
FOOD STUDIES
VCE English Language explores the ways in which language is used by individuals and groups and reflects our thinking
and values. Learning about language helps us to understand ourselves, the groups with which we identify and the
society we inhabit. Informed by the discipline of linguistics, English Language provides students with metalinguistic
tools to understand and analyse language use, variation and change.
Students will develop and refine their skills in reading, writing, listening to and speaking English, they will read widely to
develop their analytical skills and understanding of linguistics and are expected to study a range of texts, including
UNITS 1 & 2
publications and public commentary about language in print and multimodal form. DESCRIPTION OF COURSE CONTENT
This study enables students to: VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food
knowledge and skills, and building individual pathways to health and wellbeing through the application of practical
• appreciate the historical, social and cultural roles of language in their lives
food skills. VCE Food Studies provides a framework for informed and confident food selection and food preparation
• describe and analyse the structures, features and functions of spoken and written English language using
within today’s complex architecture of influences and choices.
appropriate metalanguage
• investigate language acquisition, language choice, use and variation, and language change over time Students explore food from a wide range of perspectives. They study past and present patterns of eating, Australian
• reflect on and evaluate attitudes to language in historical, contemporary and individual contexts, with particular and global food production systems, and the many physical and social functions and roles of food. Students research
focus on identity, social cohesion and the distinctiveness of Australian Englishes sustainability and the legal, economic, psychological, sociocultural, health, ethical and political dimensions of food,
• explore and analyse the interplay between convention and creativity in language use and critically evaluate information, marketing messages and new trends.
• develop an awareness of the critical, intentional and innovative use of language and apply this to their own Practical activities are integral to Food Studies and include comparative food testing, cooking, creating and
writing and speaking responding to design briefs, demonstrations, dietary analysis, nutritional analysis, product analysis, scientific
• become engaged, skilled and effective communicators. experiments and sensory analysis (including taste testing and use of focus groups).
ASSESSMENT OF UNIT STRUCTURE
You will be assessed by coursework assignments which are written or presented in class, and examinations at the end The study is made up of two units.
of each semester.
UNIT 1: FOOD ORIGINS
UNIT 1: LANGUAGE AND COMMUNICATION
In this area of study students explore the origins and cultural roles of food, from early civilisations through to today’s
Area of Study 1 – The nature and function of language industrialised and global world. Through an overview of the earliest food production regions and systems, students
On completion of this unit the student should be able to identify and describe primary aspects of the nature and gain an understanding of the natural resources, climatic influences and social circumstances that have led to
functions of human language. global variety in food commodities, cuisines and cultures, with a focus on one selected region other than Australia.
Area of Study 2 – Language acquisition Through practical activities, students explore the use of ingredients available today that were used in earlier cultures.
These activities provide opportunities for students to extend and share their research into the world’s earliest food-
On completion of this unit the student should be able to identify and describe types of language acquisition, and to
producing regions, and to demonstrate and reflect on adaptations of selected food from earlier cuisines.
discuss and investigate language acquisition in the context of linguistic theories.
OUTCOME 1
UNIT 2: LANGUAGE CHANGE
On completion of this unit the student should be able to analyse major factors in the development of a globalised
Area of Study 1 – English across time food supply, and through practical activities critique the uses and adaptations of selected food from earlier cuisines in
On completion of this unit the student should be able to identify and describe language change and its effects on the contemporary recipes.
English language and analyse attitudes to language change.
OUTCOME 2
Area of Study 2 – Englishes in contact On completion of this unit the student should be able to describe patterns of change in Australia’s food industries and
On completion of this unit the student should be able to identify and explain the effects of the global spread of English cultures, and through practical activities critique contemporary uses of foods indigenous to Australia and those foods
through spoken and written texts. introduced through migration.t
RELATIONSHIP TO FURTHER OPTIONS UNIT 2: FOOD MAKERS
Success in Units 1 and 2 leads to Units 3 and 4 of the study. It is strongly recommended that you successfully In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food
completing Units 1 and 2 before undertaking Units 3 and 4 of the study production industries, while Area of Study 2 looks at food production in domestic and small-scale settings, as both a
WHY STUDY THIS UNIT? comparison and complement to commercial production. Students gain insight into the significance of food industries
Students with a naturally analytical mind will be best suited to this subject. The study supports language-related to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the
fields such as psychology, the study of other languages, speech and reading therapy, journalism and philosophy. It needs of consumers.
also supports study and employment in other communication-related fields, including designing information and Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to
communications technology solutions or programs. compare their foods to commercial products. They consider the effective provision and preparation of food in
Your Study Score for entry to university must feature English/Literature/English Language as a component. Success the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In
in this Unit demonstrates a level of expertise in English which employers and higher education consider essential. A demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs
study score in one of the English subjects is often a prerequisite for a large percentage of University courses. and circumstances. They consider the possible extension of their role as small-scale food producers by exploring
potential entrepreneurial opportunities.

AREA OF STUDY 1: AUSTRALIA’S FOOD SYSTEMS
In this area of study students focus on commercial food production in Australia, encompassing components of the
FRENCH
UNITS 1 & 2
food systems that include primary food production, processing and packaging, distribution and access through the
retail and food service sectors, media and marketing, consumption and waste management. DESCRIPTION OF COURSE CONTENT
Year 11 students of French study three prescribed themes: the individual, the French speaking communities and the
Students explore the ever-changing and dynamic nature of our food industries and their ongoing importance to
changing world. By the end of Year 11, students should be able to discuss, write, read and understand spoken texts
Australia’s economy. They investigate the characteristics of the various food industries and analyse current and
about those themes in French.
future challenges and opportunities, including the importance of food citizenship.
Students reflect on the sustainability of Australia’s food industry, including the impact on food security and food ASSESSMENT OF UNIT
sovereignty. They consider the influences on food industries and, in turn, how the food industries influence people. Students will be assessed on five macro skills: reading, listening and viewing, speaking and writing.
Students investigate new food product development and innovations, and the processes in place to ensure a safe UNIT 1:
food supply. • Outcome 1: Exchange meaning in a spoken interaction in French.
OUTCOME 1 • Outcome 2: Interpret information from two texts on the same subtopic presented in French, and respond in
On completion of this unit the student should be able to analyse relationships, opportunities and challenges within writing in French and in English.
Australia’s food systems, and respond to a design brief that produces a food product and demonstrates the • Outcome 3: Present information, concepts and ideas in writing in French on the selected subtopic for a specific
application of commercial food production principles. audience or purpose.
UNIT 2:
OUTCOME 2
• Outcome 1: Respond in writing in French to spoken, written or visual texts presented in French.
On completion of this unit the student should be able to use a range of measures to evaluate food products
• Outcome 2: Analyse and use information from written, spoken or visual texts to produce an extended written
prepared in different settings for a range of dietary requirements, and create a food product that illustrates potential
response in French.
adaptation in a commercial context.
• Outcome 3: Explain information, ideas and concepts orally in French to a specific audience about an aspect of
ASSESSMENT OF UNIT culture within communities where French is spoken.
Students are assessed in both practical and theory classes, selected from production reports, tests, multi-media RELATIONSHIP TO FURTHER OPTIONS
presentations, written reports. Students complete an end of semester exam. Unit 3 and 4 French
RELATIONSHIP TO FURTHER OPTIONS WHY STUDY THIS UNIT?
Units 1 and 2 lead to Units 3 and 4. Even though they are not a prerequisite, some of the skills and knowledge gained in French VCE is challenging and rewarding.
them gives students a head start in Year 12. Food Studies works in well with the VET hospitality course.
French VCE studies allow learners to gain more in-depth knowledge and understanding of the French language,
WHY STUDY THIS UNIT? culture and people. Studying French offers more employment opportunities throughout the world because French
This study gives students a hands-on understanding of food and how to prepare a wide variety of foods for a variety is spoken by 250 million people in the French speaking countries. French is useful in travel, education, linguistics,
of situations. It also gives students an understanding of food preparation, production and processing and helps them interpreting, science, art, cooking, law, medicine, engineering and other related fields. Studying a language in general is
to improve their ability to prepare high quality foods. proven to develop parts of the brain that enhance memory and foster open-mindedness.

HEALTH
GEOGRAPHY AND HUMAN
DEVELOPMENT
UNITS 1 & 2
VCE
UNIT 1 - HAZARDS AND DISASTERS:
Students undertake an overview of hazards before investigating two contrasting types of hazards and the responses
UNITS 1 & 2
to them by people. DESCRIPTION OF COURSE CONTENT
Hazards represent the potential to cause harm to people and/or the environment. They include those within local UNIT 1 –THE HEALTH AND DEVELOPMENT OF AUSTRALIA’S YOUTH
areas, such as fast-moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought • Understanding health and development
and infectious disease. Students examine the processes, including their causes and impacts, human responses to • Youth health and development
hazard events and interconnections between human activities and natural phenomena. • Health issues for Australia’s youth
UNIT 2 - TOURISM - ISSUES AND CHALLENGES
UNIT 2 – CHILD AND ADULTHOOD HEALTH AND DEVELOPMENT
Students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various
• Childhood Health and development
forms, how it has changed and continues to change and its impacts on people, places and environments. They select
• Adult health and development
contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations.
• Health issues for the Australian population
There is an interconnection between places tourists originate from and their destinations throughout the
development of communication and transport infrastructure, employment, together with cultural preservation and ASSESSMENT OF UNIT
acculturation. The growth of tourism at all scales requires careful management to ensure environmentally sustainable • Case study analysis
and economically viable tourism. • Data analysis
• Visual presentation
ASSESSMENT OF UNIT
• Multimedia presentation, using more than two data types
Assessment in Geography may include fieldwork reports, structured questions, case studies, reports and a folio of
• Oral presentation, such as debate or podcasts
exercises.
• Blog
RELATIONSHIP TO FURTHER OPTIONS • Test
It is strongly recommended that students complete Units 1 & 2 before undertaking Units 3 & 4. • Written response, such as a research assignment
WHY STUDY THIS UNIT? RELATIONSHIP TO FURTHER OPTIONS
VCE Geography enables students to examine natural and human phenomena, how and why they change, their Units 1 & 2 are not prerequisites for Units 3 & 4.
interconnections and the patters they form across the Earth’s surface. This study in particular enables students to
develop a sense of wonder and curiosity about people, culture and environments throughout the world, develop WHY STUDY THIS UNIT?
knowledge and understanding of geographic phenomena, and develop a range of skills to assist in analysing Health and human development enables students to investigate the dynamic influences on health and development
information and making informed judgments and decisions about geographical challenges. across the lifespan. Students will develop the knowledge, attitudes, values and skills to become actively involved in
shaping the influences that determine their own health and development, and the health of their local and national
In VCE Geography, students develop a range of skills, many of which employ spacial and digital technologies.
communities.
Investigative skills develop students’ ability to conduct geographic study and inquiry including the collection of
primary data through observation, surveys, fieldwork, and the collection of data and information from relevant CAREER OPPORTUNITIES
secondary sources. Nursing, dietician, teacher, health promotion officer, social worker, welfare officer, psychologist.

HISTORY – MODERN
HISTORY
UNITS 1 & 2
Modern History allows students to explore the significant events, ideas, individuals and movements that shaped the
social, political, economic and technological conditions and developments that have defined the modern world.
Answer questions such as:
• To what extent did the events, ideologies, individuals, movements and new nations contribute to the causes of
JAPANESE SECOND
World War Two?
• How did society and culture change?
• How did Cold War ideology contribute to increased tensions and conflict?
• What caused the challenges to existing political and/or social structures and conditions?
UNIT 1 – CHANGE AND CONFLICT
LANGUAGE
In this unit students investigate the nature of social, political, economic and cultural change in the later part of the
19th century and the first half of the 20th century. This unit focuses first on Germany and the rise of Hitler and then
explores the USSR under Stalin.
UNIT 2 – SOCIAL AND CULTURAL CHANGE
In this unit students investigate the nature and impact of the Cold War and challenges and changes to social, political
and economic structures and systems of power in the second half of the twentieth century and the first decade of the
UNITS 1 & 2
twenty-first century. DESCRIPTION OF COURSE CONTENT
The areas of study for Japanese Second Language comprise themes and topics, grammar, text types, vocabulary
ASSESSMENT OF UNIT 1 & 2
and different kinds of writing. There are three prescribed themes:
Essay, Historical Inquiry, Analysis of Primary sources, Evaluation of historical interpretations
THE INDIVIDUAL
Personal identity and lifestyle, Relationships, Aspirations, education and careers
Provides a good foundation to units 3 & 4, but is not a prerequisite.
THE JAPANESE-SPEAKING COMMUNITIES
The Japanese-speaking communities, Significant people, Living in a Japanese community/Visiting Japan
History allows students to understand how people and societies behaved in the past so we can apply our learning to
the present and future. It provides the opportunity to develop many of the key skills required in a changing society THE WORLD AROUND US
such as both written and verbal communication. Global and contemporary society, Community and media, The influence of technology
CAREER OPPORTUNITIES: ASSESSMENT OF UNIT
Anthropologist, conservator, author, criminologist, cultural heritage officer, lawyer, journalist, historian, lecturer, UNIT 1:
multimedia developer, project manager, public relations, publisher, researcher, teacher, travel agent and tour operator Outcome 1. Exchange meaning in a spoken interaction in Japanese.
Outcome 2. Interpret information from two texts on the same subtopic presented in Japanese, and respond in writing
in Japanese and in English
Outcome 3. Present information, concepts and ideas in writing in Japanese on the selected subtopic for a specific
audience and purpose.
UNIT 2:
Outcome 1. Respond in writing in Japanese to spoken, written or visual texts presented in Japanese.
Outcome 2. Analyse and use information from written, spoken or visual texts to produce an extended written
response in Japanese.
Outcome 3. Explain information, ideas and concepts orally in Japanese to a specific audience about an aspect of
culture within communities where Japanese is spoken.

Units 3 & 4 Japanese Second Language
Japan is a country with a fascinating language, culture and history. Studying the language and the culture as part
of VCE studies broadens students’ world view and enables them to better understand their own place in the world.
Learning a language enhances students’ logical and thinking skills and challenges them to develop communication
skills which can open the world to them.

LITERATURE
UNITS 1 AND 2
The study of VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of
stories and storytelling, and enables students to participate more fully in the cultural conversations that take place
around them. By reading and exploring a diverse range of established and emerging literary works, students become
increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high-order
thinking to express and develop their critical and creative voices.
Throughout this study, students deepen their awareness of the historical, social and cultural influences that shape
texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature
by considering literary forms and features, engaging with language, and refining their insight into authorial choices.
Students immerse themselves in challenging fiction and non-fiction texts, discovering and experimenting with a
variety of interpretations in order to develop their own responses.
This study enables students to:
• enjoy reading a range of challenging literary texts
• approach unfamiliar texts and negotiate diverse literary territories with confidence
• explore the ways in which authors craft their writing
• recognise there are many possible ways of interpreting literary texts
• develop their own responses to texts, recognising the impact of form, features and language in the creation of
meaning
• write creatively and critically, and develop their individual voice
• consider the views of others, including when developing interpretations
• express their ideas, through all language modes, with insight and flair.
UNIT 1
In this unit, students analyse a range of texts with a focus on language, structure and stylistic choices. They also
LEGAL STUDIES
explore the common features of a distinctive type of literature (movement or genre).
Area of Study 1 – Reading Practices
On completion of this unit the student should be able to respond to a range of texts through close analysis.
Area of Study 2 – Exploration of Literary Movements and Genres
On completion of this unit the student should be able to explore conventions common to a selected movement or
UNITS 1 & 2 genre, and engage with the ideas, concerns and representations from at least one complete text alongside multiple
DESCRIPTION OF COURSE CONTENT samples of other texts considered characteristic of the selected movement or genre.
UNIT 1 – THE PRESUMPTION OF INNOCENCE UNIT 2
In this unit, students develop an understanding of legal foundations, such as the different types and sources of law, In this unit, students consider the interconnectedness of place, culture and identity through the experiences, texts and
the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation
and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/ and its ongoing consequences, and issues of reconciliation and reclamation. Students also focus on the text and its
or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students historical, social and cultural context.
develop an appreciation of the manner in which legal principles and information are used in making reasoned Area of Study 1 – Voices of Country
judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a
criminal case is determined, and the types and purposes of sanctions. Students apply their understanding of how On completion of this unit the student should be able to explore and reflect on the voices, perspectives and
criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from knowledge in the texts of Aboriginal and Torres Strait Islander authors and creators.
the past four years. Area of Study 2 – The Text in its Context
UNIT 2 – WRONGS AND RIGHTS On completion of this unit the student should be able to analyse and respond to the representation of a specific time
period and/or culture explored in a text and reflect or comment on the ideas and concerns of individuals and groups
Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil in that context.
dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years.
Students also develop an understanding of how human rights are protected in Australia and possible reforms to the ASSESSMENT OF UNIT:
protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case You will make personal, creative, critical and analytical responses to these texts, showing your understanding of
study. character, language, structure and meaning of these texts.
ASSESSMENT OF UNIT You will be assessed by completing a variety of written responses to literature, and examinations at the end of each
Will include a mix of the following: Case studies, mock script or role plays, essays and tests, audio or visual semester.
presentation, folio and research reports and action plans and reports. RELATIONSHIP TO FURTHER OPTIONS
RELATIONSHIP TO FURTHER OPTIONS It is strongly recommended that you successfully complete Units 1 and 2 before undertaking Units 3 and 4 of the study.
Provides an excellent foundation to units 3 & 4, but is not a prerequisite. WHY STUDY THIS UNIT?
WHY STUDY THIS UNIT? Your Study Score for entry to university must feature English/Literature as a component.
The study of VCE Legal Studies enables students to become active and informed citizens by providing valuable insight Success in this subject demonstrates a high level of expertise in close reading, analysis of language, and ability to
into their relationship with the law and the legal system. Students develop knowledge and skills to enhance their express ideas fluently and cogently, which many employers and higher education consider very important. The
confidence and ability to access and participate in the legal system. independent reading and study needed for this course are evidence of self-reliance and personal motivation to
succeed.
CAREER OPPORTUNITIES
As Literature is a subject that builds strong written and communication skills, as well as critical thinking skills, it links
Lawyer, Court officer, law clerk, legal secretary, police officer, prison officer, teaching, marketing and accounting. well into fields such as the media, journalism, publishing, advertising, PR and education.

MATHEMATICS
FLOWCHART

GENERAL
MATHEMATICS
FOUNDATION UNIT 1 & 2
MATHEMATICS
This study is designed to provide access to worthwhile and challenging mathematical learning in a way which
takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’
awareness of the importance of mathematics in everyday life in a technological society, and confidence in making
effecting use of mathematical ideas, techniques and processes.
The areas of study will be selected from:
UNIT 1 & 2 UNIT 1 & 2:
DESCRIPTION OF COURSE CONTENT • Algebra and structure
The content in foundation mathematics focuses on the continuing mathematical development of students with • Arithmetic and number
respect to problems encountered in practical contexts in everyday life at home, in the community, at work and in • Discrete mathematics
study. • Geometry, measurement and trigonometry
Unit 1 & 2: • Graphs of linear and non-linear relations
• Algebra, number, and structure • Probability and Statistics
• Data analysis, probability, and statistics ASSESSMENT OF UNIT
• Financial and consumer mathematics Students will be assessed across three outcomes with class tests, application and analysis tasks. The use of
• Space and Measurement technology will generally be embedded in these tasks.
ASSESSMENT OF UNIT
Students will be assessed in a variety of tasks including portfolio’s, assignments, tests, modelling tasks, and OUTCOME 1
mathematical investigations. They will need to show understanding of the following outcomes: On completion of this unit the student should be able to define and explain key concepts as specified in the content
from the areas of study and apply a range of related mathematical routines and procedures.
OUTCOME 1
On completion of this unit the student should be able to use and apply a range of mathematical concepts, skills and OUTCOME 2
procedures from selected areas of study to solve practical problems based on a range of everyday and real-life On completion of this unit the student should be able to apply mathematical processes in non-routine contexts,
contexts. including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques
or approaches, and analyse and discuss these applications of mathematics.
OUTCOME 2
On completion of this unit the student should be able to apply mathematical processes in non-routine practical OUTCOME 3
contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving On completion of this unit the student should be able to apply computational thinking and use numerical, graphical,
techniques or approaches, and analyse and discuss these applications of mathematics. symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out
analysis in situations requiring investigative, modelling or problem-solving techniques or approaches.
OUTCOME 3
On completion of this unit the student should be able to apply computational thinking and use numerical, graphical, RELATIONSHIP TO FURTHER OPTIONS:
symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out General Mathematics is excellent preparation for students considering studying Further Mathematics 3 and 4. This
analysis in practical situations requiring investigative, modelling or problem-solving techniques or approaches. subject also fulfils many University and TAFE Mathematics prerequisites. A satisfactory result in General Mathematics
at Year 11 standard is looked at favourably by employers overall, and employers looking for new apprentices in
RELATIONSHIP TO FURTHER OPTIONS: particular.
Student taking Foundation mathematics are best preparing themselves for Foundations units 3 and 4, as well as for
utilizing mathematics in vocation or further study. This unit of work is especially useful for students undertaking VET WHY STUDY THIS UNIT?
studies. Do you like Maths but don’t necessarily want a career in Maths? Do you want to learn the real mathematics you’ll use
in your everyday life? Are you able to work with data and manipulate lists of numbers on a CAS Calculator? Do you
WHY STUDY THIS UNIT? like shapes, especially triangles? Do you know how to budget and the difference between borrowing and lending, a
If you have struggled to see the relevance of what you learnt in previous classes and want to focus more directly on mortgage and an annuity? Do you want the option of choosing Further Mathematics 3 & 4 in Year 12? If you answered
mathematics that you can apply in your daily life and your potential future job, then this is the course for you. yes to any of the above then this course would work well for you!

MATHEMATICAL SPECIALIST
METHODS MATHEMATICS
UNIT 1 & 2
UNIT 1 & 2 DESCRIPTION OF COURSE CONTENT
This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes
DESCRIPTION OF COURSE CONTENT into account the needs and aspirations of those students who intend to pursue careers involving a higher level of
This study is designed to provide access to worthwhile and challenging mathematical learning in a way which Mathematics.
takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’
The areas of study will be selected from:
awareness of the importance of mathematics in everyday life in a technological society, and confidence in making
effective use of mathematical ideas, techniques and processes. This study will also help students prepare for tertiary UNITS 1 & 2:
courses in the STEM fields. • Algebra and structure
Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving, applying, • Number theory
investigating, modelling, algorithmic thinking, coding, and problem posing and solving. • Discrete mathematics, proof, and coding
• Advanced trigonometry
UNITS 1 & 2:
• Graphing, matrices, and transformations
• Functions and graphs • Complex numbers, vectors, and kinematics
• Algebra • Statistics
• Calculus
ASSESSMENT OF UNIT
• Probability and Statistics
Students will be assessed across three outcomes with class tests, application and analysis tasks. The use of
ASSESSMENT OF UNIT technology will generally be embedded in these tasks.
Students will be assessed across three outcomes with class tests, application and analysis tasks. The use of
technology will generally be embedded in these tasks. OUTCOME 1
On completion of this unit the student should be able to define and explain key concepts as specified in the content
OUTCOME 1
from the areas of study and apply a range of related mathematical routines and procedures.
On completion of this unit the student should be able to define and explain key concepts as specified in the content
from the areas of study and apply a range of related mathematical routines and procedures. OUTCOME 2
On completion of this unit the student should be able to apply mathematical processes in non-routine contexts,
OUTCOME 2
including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques
On completion of this unit the student should be able to apply mathematical processes in non-routine contexts, or approaches, and analyse and discuss these applications of mathematics.
including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques
or approaches, and analyse and discuss these applications of mathematics. OUTCOME 3
On completion of this unit the student should be able to apply computational thinking and use numerical, graphical,
OUTCOME 3
symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out
On completion of this unit the student should be able to apply computational thinking and use numerical, graphical, analysis in situations requiring investigative, modelling or problem-solving techniques or approaches.
symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out
analysis in situations requiring investigative, modelling or problem-solving techniques or approaches. RELATIONSHIP TO FURTHER OPTIONS
This subject will open access to every VCE Mathematics pathway, as well as associated careers that require good
RELATIONSHIP TO FURTHER OPTIONS mathematical skills. Specialist Mathematics Units 1 & 2 in conjunction with Mathematical Methods Units 1 & 2 provides
Mathematical Methods Units 1 & 2 provides a pathway to the Year 12 study of Mathematical Methods Units 3 & 4. It is the necessary background to study Specialist Mathematics Units 3 & 4.
also required (in addition to Specialist Units 1 & 2) for students wishing to undertake Specialist Maths Units 3 & 4.
Students are advised to carefully check which level of Mathematics will best suit their needs for any tertiary courses.
Are you enjoying Year 10 Enrichment Mathematics? Do you wish to deepen your understanding of Mathematics in
WHY STUDY THIS UNIT? readiness for two fantastic years studying Mathematical Methods in Years 11 and 12? Do you wish to explore the more
Is Maths one of your favourite subjects? Might you be interested in a career in any of the STEM fields? If so, then Maths rigorous aspects of mathematical structure and proof? Do you wish to study Specialist Mathematics in Year 12? Are
Methods is the subject for you! A successful study of Maths Methods at Year 11 (along with Specialist) will enable you to you keen on taking a deeper dive into the nature of advanced mathematics? If so this is an excellent course that can
choose any of the Mathematics subjects offered at Year 12. For those keeping their options open or as a preparation really excel your understanding of both pure mathematics and how mathematics is applied in today’s world! Students
for any level of Year 12 Maths, this subject is an excellent choice for students beginning their VCE studies. are expected to choose Specialist Maths Units 1 & 2 concurrently with Maths Methods Units 1 & 2

MUSICAL
PERFORMANCE
UNITS 1 & 2
This course is designed for students who already play an instrument and want to further develop their performance
skills either solo or as a group. You will study a wide variety of music and develop technical skills on your instrument
and/or voice. There will be regular opportunities to perform for audiences in a variety of situations. Students looking
to study this course should have basic theory and aural skills and be having weekly lessons on their instrument or
voice.
PERFORMANCE
• Select, research and learn a program of music to perform.
• Develop instrumental skills and musicianship through regular practice.
MEDIA
• Develop group skills through rehearsing and performing with other musicians.
• Explore artist influences, compositional and performance techniques.
• Interpret and arrange music to create expressive and engaging performances.
PREPARING FOR PERFORMANCE
• Develop effective approaches to individual practice and group rehearsal.
UNITS 1 & 2 • Develop rehearsal strategies and trial the use of a range of instrumental techniques.
DESCRIPTION OF COURSE CONTENT • Research and practise relevant material that will enhance your ability to perform in the character and style of
The Media Studies course introduces students to the basic concepts of the study of the media as well as allowing the music.
students to create their own media products. The main areas of study are Representation and Technologies of • Identify strengths and weaknesses in your performance capabilities.
Representation, New Media, Media Production and the Australian Media Industry. • Develop a planned approach to address these challenges in order to optimise your performance.
In these units students will analyse a range of media forms and study codes and conventions that relate to them.. MUSIC LANGUAGE
Basic concepts of communication studies are investigated, recent and historical changes to the media are • Develop music theory, notation and aural skills.
considered and issues relating to the Australian media industry are examined. Students also produce a range of • Identify, notate and re-create short musical phrases.
media products based on their own research and analysis. • Analyse excerpts of music.
• Learn and use appropriate music language.
ASSESSMENT OF UNIT • Identify, describe and discuss how elements of music are manipulated by musicians to enhance a performance.
There are various forms of assessment in Media Studies. Students will be given the opportunity to demonstrate
their understanding of the key knowledge and skills through practical tasks such as the production of videos and ORGANISATION OF SOUND
magazines. Students will also complete written Assessment Tasks such as research reports, short answer questions • Create an original composition or perform an improvisation.
and extended written responses. Production and Theory tasks are given roughly equal weighting. There is an exam at • Identify characteristics from performance pieces which can be used and explored.
the end of both semesters. • Explore a range of strategies used by relative artists in order to explore creative possibilities.
• Use a range of tools to create, notate, record, present and perform the composition or improvisation.
Units 1 & 2 provide good knowledge and skills to move into Units 3 & 4 although they are not a compulsory prerequisite ASSESSMENT OF UNIT
of Units 3 & 4, they are highly recommended.. • Group and solo performances.
• Folio of technical work.
Media Studies could be chosen to complement subjects such as Drama, Visual Communication, Studio Art and IT. • Original composition or improvisation.
WHY STUDY THIS UNIT? • Written and aural exam.
Media Studies teaches us the knowledge and skills to become active viewers and then creators of the media that RELATIONSHIP TO FURTHER OPTIONS
surrounds our everyday lives. The practical components allow students to be creative and communicative while • Music Performance Units 3 & 4
learning how to work towards a professional level of skill.. • Music Investigation Units 3 & 4
Studying Media leads directly into many careers including Journalism, Public Relations, Advertising, Marketing, Film WHY STUDY THIS UNIT?
and Television Production, Magazine Production and Radio Production. Studying music as part of a balanced VCE program provides a fun, creative and social outlet which can help reduce
Options for future study include University and TAFE courses such as Communications, Media, Journalism, Film- stress and anxiety. The craft of learning an instrument teaches students focus and concentration, skills which carry
making Professional Writing and Editing and Animation. over into other subjects and aspects of life after school. Succeeding in music can lead to work in the Industry as a
Songwriter, Touring performer, Producer, DJ, Sound Engineer, TV and Film scoring, Teaching and Music Therapy.

OUTDOOR &
ENVIRONMENTAL
STUDIES
UNITS 3 & 4 (FOR YEAR 11 STUDENTS)
UNIT 3 - RELATIONSHIPS WITH NATURAL ENVIRONMENTS
• Historical and current perspectives
• Interactions and relationships with the Australian environment as expressed by indigenous cultures
• The role of environmental movements in changing human relationships with Australian environments
• Technology and commercialisation of outdoor activities
• Risk taking behaviour in the outdoors
UNIT 4 - THE FUTURE OF HUMAN-NATURE INTERACTIONS

• Interacting with the environment through outdoor activities
• The impact of outdoor activities on the environment
• Conflicts of interest in the environment
• Actions taken to maintain a healthy environment
• Management strategies for sustainability
ASSESSMENT OF UNIT
• Outdoor activities and camps
• Case studies
• Written Reports
• Research Analysis
• Oral Presentation
• End of semester examination

P.E./Outdoor Education Teacher, Park Ranger, Recreation Officer, Outdoor Guide, Environmental Scientist,
Environmental Research.
Outdoor Education is the study of how humans interact with the environment. In this study outdoor activities
provide the means for students to develop experiential knowledge of environments. Students will then relate those
outdoor experiences to the theory component of the subject. The study also focuses on human impacts on natural
environments and nature’s impact on humans, with a particular focus on outdoor recreation. Outdoor education also
provides students with the skills and knowledge to safely participate in activities such as mountain biking, surfing,
camping, bush-walking and cross-country skiing.

PHYSICS
UNITS 1 & 2
PHYSICAL
UNIT 1: HOW IS ENERGY USEFUL TO SOCIETY?
In this unit students examine some of the fundamental ideas and models used by physicists in an attempt to
understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and
EDUCATION
electricity are explored. Students apply these physics ideas to contemporary societal issues: communication, climate
change and global warming, medical treatment, electrical home safety and Australian energy needs.
Area of Study 1: How are light and heat explained?
In this area of study, students study light using the wave model and thermal energy using a particle model forming an
understanding of the fundamental physics ideas of reflection, refraction and dispersion. They use these to understand
UNITS 1 & 2 observations made of the world such as mirages and rainbows. They investigate energy transfers and explore how
light and thermal energy relate to one another. They apply light ideas to explain how light is used through optical
DESCRIPTION OF COURSE CONTENT fibres in communication, and how physics is used to inform global warming and climate change.
UNIT 1 – THE HUMAN BODY IN MOTION Area of Study 2: How is energy from the nucleus utilised?
Area of Study 1 - How does the musculoskeletal system work to produce movement? In this area of study, students build on their understanding of energy to explore energy that derives from the nuclei of
In this area of study students examine the musculoskeletal system of the human body and how the muscles and atoms. They learn about the properties of the radiation from the nucleus and the effects of this radiation on human
bones work together to produce movement. Through practical activities they explore the major components of the cells and tissues and apply this understanding to the use of radioisotopes in medical therapy. Students explore the
musculoskeletal system and their contributions and interactions during physical activity, sport and exercise. transfer of energy from the nucleus through the processes of fission and fusion and apply these ideas to evaluate the
Area of Study 2 – How does the cardiorespiratory system function at rest and during physical activity? viability of nuclear energy as an energy source for Australia.
In this area of study students examine the cardiovascular and respiratory systems of the human body and how Area of Study 3: How can electricity be used to transfer energy?
the heart, blood vessels and lungs function at rest and during physical activity. Through practical activities students Modelling is a useful tool in developing concepts that explain physical phenomena that cannot be directly observed.
explore the structure and function of the cardiorespiratory system and their contributions and interactions during In this area of study, students develop conceptual models to analyse electrical phenomena and undertake practical
physical activity, sport and exercise. investigations of circuit components. Concepts of electrical safety are developed through the study of safety
mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during
UNIT 2 – PHYSICAL ACTIVITY, SPORT AND SOCIETY
experimental investigations of DC circuits. They explore electrical safety and the use of transducers to transfer
Area of Study 1- What are the relationships between physical activity, sport, health and society energy in common devices.
In this area of study students focus on the role of physical activity, sport and society in developing and promoting
UNIT 2: HOW DOES PHYSICS HELP US TO UNDERSTAND THE WORLD?
healthy lifestyles and participation in physical activity across the lifespan. Students explore the social, cultural and
historical influences on participation in various forms of physical activity, including sport. They investigate at the In this unit students explore the power of experiments in developing models and theories. They investigate a variety of
individual and population levels the physical, social, mental and emotional benefits of participation in regular physical phenomena by making their own observations and generating questions, which in turn lead to experiments.
activity and the potential negative physical, social, mental and emotional consequences of physical inactivity and Area of Study 1: How is motion understood?
sedentary behaviour, including hypokinetic diseases such as Type 2 diabetes and obesity. In this area of study, students describe and analyse graphically, numerically and algebraically the energy and
Area of Study 2 – What are the contemporary issues associated with physical activity and sport? motion of an object, using specific physics terminology and conventions. They consider the effects of balanced and
In this area of study student’s focus on a range of contemporary issues associated with physical activity and/or unbalanced forces on motion and investigate the translational and rotational forces on static structures. Students
sport at the local, national and global level. They investigate in detail one issue relevant to physical activity and/ apply mathematical models during experimental investigations of motion and apply their understanding of motion
or sport. Possible issues suitable for investigation include declining levels of physical activity across the lifespan, and force through a case study.
active transport, gender equity in physical activity and sport, cultural diversity and inclusion in physical activity, risk Area of Study 2: Options: How does physics inform contemporary issues and applications in society?
management and safety in physical activity and sport, children competitive sport, the community and recreation, In this area of study, students develop a deeper understanding of an area of interest within diverse areas of physics.
access to physical activity for population groups such as children, rural and remote communities, cultural groups, They select from eighteen options, explore the related physics and use this physics to form a stance, opinion or
Aboriginal and Torres Strait Islanders and people with disabilities. solution to a contemporary societal issue or application. In their explorations, a range of investigation methodologies
ASSESSMENT OF UNIT may be used by students.
• Written reports Area of Study 3: How do physicists investigate questions?
• Laboratories Systematic experimentation is an important aspect of physics inquiry. In this area of study, students adapt or design
• Data analysis and then conduct a scientific investigation to generate appropriate primary qualitative and/or quantitative data,
• Case studies organise and interpret the data, and reach and evaluate a conclusion in response to the research question.
• Multimedia presentation
• Oral presentation ASSESSMENT OF UNIT 1 & 2
• End of semester examination Assessment may consist of annotated folios of practical activities, data analysis, device design and construction,
reports, modelling activities, media responses, summary practical reports, reflective writing, tests and exams.
Provides a good foundation to units 3 & 4, but not a prerequisite.
It is strongly recommended that students complete Physics Units 1 & 2 and Mathematical Methods Units 1 & 2 before
WHY STUDY THIS UNIT? undertaking Physics Units 3 & 4. Physics Units 3 & 4 assumes that students have a sound knowledge of these two units.
Physical Education examines the biological, physiological, psychological, social and cultural influences on
performance and participation in physical activity. Students will analyse the processes associated with skill
Physics is listed as a prerequisite for many tertiary courses, together with or as an alternative to Mathematical
development and biomechanical principles, thereby providing opportunities to reflect on factors that affect
Methods, Specialist Mathematics, Biology or Chemistry. It provides preparation for future studies in Engineering,
performance and participation, as well as improve their own performance.
Physical Sciences or related fields.
Physiotherapy, nursing, teaching, coaching, fitness instructor, personal trainer, sports scientist, sports person,
Some jobs can become available after completing Year 12 if you have successfully completed VCE Physics and
recreation officer.
Mathematics. With these subjects, you do not necessarily have to complete a university degree to enter a worthwhile
career.

PRODUCT DESIGN
AND TECHNOLOGY
(TEXTILES)
UNITS 1 & 2
There are two outcomes for both Units 1 and 2.
PRODUCT DESIGN
AND TECHNOLOGY
UNIT 1
Outcome 1: Students gain an understanding of the design process by producing a folio based on the modification of
an already existing design. Students create their own design brief, evaluation criteria and production plan. They also
develop fashion illustrations and research to coincide with their final garment.
(WOOD)
Outcome 2: Using sewing machines and hand sewing, students construct their garment designed in Outcome 1. During
this process, students assess the risks associated with the production of their garment and techniques of how to
safely and effectively prevent and avoid injuries. On the completion of their item, students evaluate their process and
final garment according to their evaluation criteria created in Outcome 1.
UNIT 2
UNITS 1 & 2
Outcome 1: Students work within a group to create a team design brief, evaluation criteria and production plan. They
can choose to create a garment independently or as a team according to their group’s design brief. Students develop DESCRIPTION OF COURSE CONTENT
fashion illustrations, research and peer evaluations to coincide with their final garment. UNIT 1: MATERIALS, PROCESSES AND DESIGN
Outcome 2: Using sewing machines and hand sewing, students construct their garment designed in Outcome 1. During The 3 main areas of study are:
this process, students assess the risks associated with the production of their garment and techniques of how to • Properties and uses of materials
safely and effectively prevent and avoid injuries. On the completion of their item, students evaluate their process and • Methods of communicating ideas
final garment using an in depth evaluation report. • Production processes.
It is strongly recommended that students have completed Years 9 & 10 Textiles as a foundation for this course.
UNIT 2: PARAMETERS OF DESIGN
ASSESSMENT OF UNIT
The 3 main areas of study are:
1. Units 1 & 2 Outcome 1 - Folio
2. Units 1 & 2 Outcome 2 – Production and Final Garment • Design considerations and constraints
3. Exam (Units 1 and 2) • Materials in design, development
• Design and realisation
• Unit 3/4 of the study and post VCE ASSESSMENT OF UNIT
• Fashion design Assessment is in the form of folio work, short tests, assignments and the completion of a practical product.
• Textile design RELATIONSHIP TO FURTHER OPTIONS
There are no pre-requisites for Units 3 and 4 Design Technology. However, it would be preferable for students to have
chosen Units 1 and 2 before attempting Units 3 and 4.
To form the basis for a career in one or more of any of the following:
Students who chose Design Technology may also wish to choose Visual Communication and Design to compliment
• Fashion design
the design aspects of the course and further strengthen those skills.
• Fashion editorial
• Fashion merchandising WHY STUDY THIS UNIT?
• Textile design Students who enjoy drawing, designing and making would benefit from this course. Post VCE options include Industrial
• Fashion stylist design, interior design, visual communication, cabinet making, builder etc.

STUDIO ARTS
UNITS 1 & 2
PSYCHOLOGY
UNITS 1 & 2
UNIT 1: ARTISTIC INSPIRATION AND TECHNIQUES
This unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and
exploring a wide range of materials and techniques as tools for communicating ideas through art-making. Students
explore and research the ways in which artists from different times and cultures have interpreted and expressed
DESCRIPTION OF COURSE CONTENT ideas.
Psychology is a multifaceted discipline that seeks to describe, explain, understand and predict human behaviour and Area of Study 1: Developing Art Ideas
mental processes. It includes many sub-fields of study that explore and seek to better understand how individuals,
groups, communities and societies think, feel and act. VCE Psychology is designed to enable students to explore the Outcome 1: On completion of this unit, the students should be able to source inspiration, identify individual ideas and
complex interactions between thoughts, emotions and behaviour; develop an insight into biological, psychological use a variety of methods to translate these into visual language.
and social factors and the key science skills that underpin much of psychology; and apply psychological models, Area of Study 2: Materials and Techniques
theories and concepts to everyday situations to enhance understanding of mental wellbeing. Outcome 2: On completion of this unit, the student should be able to explore and use a variety of materials and
UNIT 1: HOW ARE BEHAVIOR AND MENTAL PROCESSES SHAPED? techniques to support and record the development of individual ideas to produce artworks.
Human development involves changes in thoughts, feelings and behaviours. In this unit students examine the Area of Study 3: Interpretation of Art Ideas and Use of Materials and Techniques
complex nature of psychological development, including situations where psychological development may not On completion of this unit, the student should be able to discuss how artists from different times and cultures have
occur as expected. Students examine the contribution that classical and contemporary knowledge from Western interpreted sources of inspiration and used materials and techniques in the production of artworks.
and non-Western societies has made to an understanding of psychological development and to the development UNIT 2: DESIGN EXPLORATION AND CONCEPTS
of psychological models and theories used to predict and explain the development of thoughts, emotions and
behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental Area of Study 1: Design Exploration
processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s Outcome 1: Design Exploration And Concepts
psychological functioning. On completion of this unit, the student should be able to develop an individual design process, including visual
UNIT 2: HOW DO INTERNAL AND EXTERNAL FACTORS INFLUENCE BEHAVIOR AND MENTAL PROCESSES? research and inquiry, in order to produce a variety of design explorations to create a number of artworks.
A person’s thoughts, feeling and behaviours are influenced by a variety of biological, psychological and social factors. Area of Study 2: Ideas and Styles in Artworks
In this unit students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and Outcome 2: Design Aesthetics
relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of On completion of this unit, the student should be able to analyse and discuss the ways in which artists from different
individuals and groups, recognising that different cultural groups have different experiences and values. Students times and cultures have created aesthetic qualities in artworks, communicated ideas and developed styles.
examine the contribution that classical and contemporary research has made to the understandings of human
perception and why individuals and groups behave in specific ways. Students investigate how perception of stimuli ASSESSMENT OF UNIT
enables a person to interact with the world around them and how their perception of stimuli can be distorted. UNIT 1:
ASSESSMENT OF UNIT • A selection of exploratory work showing sources of ideas and inspiration translated into visual form through the
Assessment may include a report of a practical activity involving the collection of primary data, a research use of variety of materials and techniques
investigation involving the collection of secondary data, media analysis/response, problem solving involving • Minimum 2 finished artworks
psychological concepts, skills and/or issues, a test comprising multiple choice and/or short answer and/or extended • Short answer responses
response, a report of an investigation into internal and/or external influences on behaviour.
UNIT 2:
RELATIONSHIP TO FURTHER OPTIONS • A folio including design explorations and artworks
Units 3 and 4 Psychology • Minimum 2 finished artworks
WHY STUDY THIS UNIT? • Short answer responses
Psychology is a good companion to Biology and Health and Human Development. It provides a helpful introduction to
Psychology for those who go on to study the subject at tertiary level.
UNITS 3 AND 4 OF STUDIO ARTS
Psychology is relevant to careers such as Counselling Psychology, Clinical Psychology, Clinical Neuropsychology,
Community Psychology, Educational and Developmental Psychology, Forensic Psychology, Health Psychology, University / TAFE study in various courses
Organisational Psychologists, Academic Psychologists, and Sport Psychologists. WHY STUDY THESE UNITS?
Psychology also provides useful general knowledge about stress management, child development, human If you are interested in: Fine Art, Art Education, Architecture, Art Therapy, Photography, Art History, Graphic Design,
relationships, people management and learning. This knowledge is relevant to any career and can help us to maintain Gallery Direction, Illustration, Museum Curator, Animation, Art Conservation, Interior Design, Product Design, Industrial
healthy lifestyles. Design, Fashion Design, Visual Merchandising, Set and costume design, Multimedia

PERSONAL
DEVELOPMENT
SKILLS
The VCE VM Personal Development Skills study focuses on helping students develop personal identity and individual
pathways to optimal health and wellbeing. It begins with concepts of personal identity and the range of factors that
VISUAL
contribute to an individual’s perception of self. Students will investigate health in their community and play an active,
participatory role in designing and implementing activities to improve community health and wellbeing.
Students will examine community participation and how people work together effectively to achieve shared goals.
They will investigate different types of communities at a local, national, and global level. Students will look at active
citizenship and they will investigate the barriers and enablers to problem solving within the community. Students
COMMUNICATION
understand different perspectives on issues affecting their community, they will also plan, implement and evaluate an
active response to community need.
The study examines interpersonal skills and social awareness in different settings and contexts. Students will
examine leadership qualities and the characteristics of effective leaders and how these qualities can be applied
AND DESIGN
to the achievement of goals within personal and community contexts. Students participate in an extended project
relating to a community issue. Students will identify environmental, cultural, economic and social issues affecting the
community and select one for an extended community project. Students will reflect on how community awareness of
their selected issue can be improved.
WORK RELATED
UNITS 1 AND 2
Visual Communication and Design introduces students to the field of design, knowledge of colour, technical drawing,
freehand illustration, and design concept development and computer software applications. There are three
SKILLS
assessment outcomes each semester, each having a focus in one of these areas. Students develop the skills to
understand the design process and how to best use it when embracing product design, brand development and
forms of layout design. The application of the elements and principles of design increase their knowledge of the
design field and provide the necessary structure for working in this field.
ASSESSMENT OF UNIT VCE VM Work Related Skills allows students to understand and apply concepts and terminology related to the
Students are assessed by topic criteria and are encouraged to actively work to meet these requirements, both in and workplace and further studies to understand the complex and rapidly changing world of work and workplace
out of class. The assessment outcome is broken up into manageable parts and students work to complete these environments. It helps students understand and develop their skills, knowledge, capabilities and attributes as they
usually over a four-week period. Students are assessed as they work through the design process working to a Design relate to further education and employment, to develop effective communication skills to enable self-reflection and
Brief. Tests and an exam are the final means of assessment at the end of the semester. self-promotion and to practically apply their skills and knowledge.
This subject requires students to think about and investigate potential employment pathways, to develop a career
action plan, to seek appropriate advice and feedback on planned career and further study objectives. Students
Units 1 and 2 lead to Units 3 and 4. Even though they aren’t a prerequisite, many of the skills and knowledge gained
are required to consider the distinction between essential employability skills, specialist, and technical work skills;
transfer to Units 3 and 4 and provide a sound basis for students to develop their knowledge of the design field. The
to understand transferable skills and identify their personal skill and capabilities and promote them through
VET Multi Media course also enhances the skills acquired through this course.
development of a cover letter and resume and through mock interviews.
WHY STUDY THIS UNIT? Students also learn about healthy, collaborative and productive workplaces, workplace relationships and investigate
This study provides students with a hands-on understanding of the visual world in which we live and increases their key areas relating to workplace relations, including pay conditions and dispute resolution. Students look at how
awareness of aesthetics and an appropriate application of these in a visual sense. It also provides the basis for teamwork and effective communication contribute to a healthy, collegiate workplace. Students also learn about
a career in one or more of any of the following: Graphic Design, Industrial and Product Design, Design for the Built promoting themselves and their skills by developing an extensive professional portfolio to use for further education
Environment, Publishing and Layout Design. It also provides a background for anyone who wants to work in a creative and employment applications.
field.

VET (VOCATIONAL AT BRIGHTON SECONDARY COLLEGE, WE WILL BE OFFERING THE FOLLOWING VET PROGRAMS:
CERTIFICATE SCORED * CAMPUS
EDUCATION &
Cert. III in Allied Health Assistance Yes Holmesglen TAFE: Moorabbin
Cert. II in Animal Care No Box Hill TAFE: City
Cert. II in Automotive Studies No Kangan TAFE: Docklands
TRAINING) STUDIES
Cert. II in Beauty Servuces No Holmesglen TAFE: Moorabbin
Cert. II in Building and Construction –
No Holmesglen TAFE: Chadstone
Carpentry (partial)
Cert. II in Visual Arts No Holmesglen TAFE: Chadstone
VET PROGRAMS – OUTLINES Cert. III in Design Fundamentals No Box Hill TAFE: City
VET (Vocational Education & Training) programs have a particular industry focus and provide students with Cert. II Early Childhood Education &
curriculum based competencies that are developed and assessed to a standard deemed appropriate by industry. No Holmesglen TAFE: Moorabbin
Care
The program is normally delivered one half day per week over a two year period during Years 11 and 12. There are a Cert. II Electro technology Studies
No Holmesglen TAFE: Moorabbin
very small number of exceptions to this where students are required for a different time. Senior School students at (career start)
Brighton Secondary College are able to undertake a VCE/VET program offered by TAFE Colleges or other Registered Cert. II Engineering Studies Yes Holmesglen TAFE: Moorabbin
Training Organisations. All VET classes are offered off campus. VET providers include Holmesglen TAFE, Box Hill TAFE,
Kangan TAFE and the Academy or Interactive Entertainment. Cert. III in Equine Studies Yes Box Hill TAFE: City / Elgar
• VET may be taken as part of a VCEprogram
Cert. III in Events No Holmesglen TAFE: Moorabbin
• VET cannot be taken in the IBDP
• VET must be taken as part of the Vocational Major Stream Cert. II Applied Fashion Design &
BENEFITS Technology
• Students will gain an insight into a specific industry through an accredited training program that is recognised by Cert II Horticulture No Holmesglen TAFE: Glen Waverley
the industry.
Cert. II in Hospitality Yes Holmesglen TAFE: Moorabbin
• Students will experience a more hands on or applied form of learning.
• A VET study will provide students with a Nationally Accredited Certificate and credits towards their VCE. Cert. III in Information, Digital Media
and Technology – Partial (Games Yes Holmesglen TAFE: Moorabbin
SUCCESSFUL COMPLETION OF VET CERTIFICATE IN A SENIOR SECONDARY PROGRAM WILL PROVIDE STUDENTS Stream)
WITH: Cert. III Interior Decoration (Retail
• a VET certificate issued by a Registered Training Organisation (RTO) and credits towards the completion of their Services)
VCE certificate Cert. III in Laboratory Skills Yes Holmesglen TAFE: Moorabbin
• two Statements of results: One issued by the VCAA giving details of units completed in the VCE and a second one
Cert. II in Plumbing (Pre-
identifying units of competence/modules completed in the VET qualification No Holmesglen TAFE: Chadstone
Apprenticeship)
• a contribution to their ATAR which can improve access to further education
• pathways into employment and/or further VET qualifications Cert. II in Salon Assistant (Hair) No Kangan TAFE: Richmond
• workplace experience including structured workplace learning. Cert. III in Screen & Media (Game Art) No Academy of Interactive Entertainment: City
STUDENTS VALUE VET BECAUSE: Cert. II in Sport and Recreation Yes Holmesglen TAFE: Moorabbin
• it allows them to combine general and vocational studies which for many, provides a practical focus in a range of
industry areas Cert. III in Music
Yes Box Hill TAFE: Elgar
• it provides direct experience of business and industry. (Performance)
Cert. III in Music (Sound
• It allows students to experience an applied, or practical, learning environment. Yes Box Hill TAFE: Elgar
Production)
EMPLOYERS VALUE VET BECAUSE IT: Cert. III in Tourism No Holmesglen TAFE: Moorabbin
• contributes to the development of entry level skills for their industry
• provides students with a practical and focused introduction to workplace requirements *SCORED:
• enhances the employability of students Scored programs have examinations in November of the second year as for other VCE Unit 3&4 subjects. Students
• enables industry to contribute to educational programs in schools receive a study score out of 50 that may be counted as a primary four subject in the construction of their ATAR.
• enables industry to participate in local community networks.
NON SCORED SUBJECTS:
PARENTS SHOULD NOTE: A score is derived for these subjects out of 5. (10% of a full study score) These programs may be counted as a 5th or
• Except for rare exceptions, there is no additional cost for VET subjects. The instruction and materials costs are 6th subject in the construction of the ATAR.
covered entirely by Brighton Secondary College and through Government subsidies.
• Students who enrol in the first year of a VET program are expected to complete the full year. If a student were to OTHER VET PROGRAMS:
withdraw after the first semester and change to another subject, they would not receive credit for a VCE Unit 1 The programs listed above are all reasonably accessible to Brighton Students in terms of distance.
subject. If you wish to undertake a VET subject not listed in the table above, ask the Careers staff and we will endeavour to find
• Students who withdraw at the end of the first year may receive a Unit 1&2 VCE credit and a statement showing a provider.
the completed modules from the training certificate. But they will not qualify for the VET certificate.
For a complete list of accredited VET subjects, go to: https://www.vcaa.vic.edu.au/curriculum/vet/vce-vet-programs/
• Students must make their own travel arrangements get to their VET provider in time for the start of their class. In
Pages/Index.aspx
many cases, they may need to travel on public transport.
See also: https://www.vcaa.vic.edu.au/studentguides/getvet/Pages/Index.aspx

CERTIFICATE III IN ALLIED HEALTH ASSISTANCE
DELIVERED BY HOLMESGLEN MOORABBIN (SCORED)
This course is perfect for secondary students wishing to continue to study or work in the Allied Health or Health CERTIFICATE II IN CONSTRUCTION PATHWAYS
Industry and is delivered as a two year, part time course. DELIVERED BY HOLMESGLEN - CHADSTONE
The course will be delivered through a mixture of online activities, classroom delivery and laboratories, including in a This program will provide students skills and knowledge across the building trades of tiling, bricklaying and carpentry.
state-of-the-art allied health laboratory, community apartment and a simulated hospital environment. For students who are interested in the building trades but are not sure which one in particular, this program could help
During this course, students will gain industry specific training in basic medical terminology, anatomy and physiology, that decision making by giving an introduction to a variety of trades.
infection control and communications in the health industry. This certificate will provide pathways into further studies in the areas of Bricklaying / blocklaying; carpentry; wall and
They will also develop practical skills in patient movement and transport, taking clinical measurements and first aid. floor tiling; joinery; shopfitting.
CERTIFICATE II IN AUTOMOTIVE STUDIES CERTIFICATE III IN DESIGN FUNDAMENTALS

DELIVERED BY BOX HILL – CITY CAMPUS (NOT SCORED)
DELIVERED BY KANGAN - DOCKLANDS
This program provides general knowledge and practical workshop skills in motor mechanics, auto electrical, parts This certificate introduces students to graphic design, preparing them for a wide range of art and design courses at
interpreting, light engines and engine reconditioning. certificate, diploma and degree level.
The program is a great introduction to the automotive industry and gives you the opportunity to gain valuable work Students will be introduced to a wide variety of drawing materials and techniques when producing finished design
readiness and real world skills. This program will give you the skills to achieve competencies that will enhance your pieces using the Adobe suite of products including Photoshop, Illustrator and InDesign.
employment prospects in the automotive or automotive-related industries. Throughout the course, students will create illustrations both manually and digitally, explore layout and typography
Sample Program Outline: Remove and Refit Batteries, Apply sealants, Recharge Batteries, Operate Electrical Test and how to apply colour in a variety of contexts.
Equipment, Clean a Vehicle, Use and maintain measuring equipment, Remove and replace wheel and tyre assemblies, On successful completion of the course, students will have prepared a folio of design products, learnt how to present
Remove and replace cylinder head, Dismantle and assemble carburettor, Dismantle and assemble 4-stroke multi- them professionally and participated in an exhibition of their work.
cylinder engine, Dismantle and assemble fuel pump, Remove and replace radiator, Remove and replace clutch
assembly, Job Seeking Skills. CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE
Future Employment Opportunities: Automotive Air-conditioning Fitter, Automotive Electrician, Parts Interpreter, Bicycle DELIVERED BY HOLMESGLEN - MOORABBIN
Technician, Brake Mechanic, Exhaust Fitter and Repairer, Heavy Vehicle Motor Mechanic, Vehicle Serviceperson, Light This qualification enables you to work effectively as part of a professional team, plan experiences and provide
Vehicle Motor Mechanic. education and care to children, facilitating their leisure and play and enabling you to foster children’s development.
You will also be required to undertake several days of field placements in a variety of early childhood settings.
CERTIFICATE III IN BEAUTY SERVICES Graduates may work under direct supervision and, in some settings, may also have limited supervisory responsibilities
Delivered by Holmesglen – Moorabbin Campus of volunteers. You are required to have an understanding of a range of cultures and work with local communities in
Study the Certificate III in Beauty Services and gain the hands-on skills you need to start work as a beautician. You will the provision of services.
learn to provide a range of beauty services including nail, waxing, lash and brow and make-up. Students will gain skills including gaining an understanding of legal and ethical requirements, engaging with young
Career opportunities, include: children and their families, facilitating children’s leisure and play and fostering holistic development and wellbeing.
• beautician
• beauty therapist CERT. II ELECTRO TECHNOLOGY STUDIES (CAREER START)
Pathways to further study: DELIVERED BY HOLMESGLEN - MOORABBIN
• SHB40115 Certificate IV in Beauty Services This course is a pre-vocational electrical course, designed to provide an introduction to the electrical/electronics
• SHB50115 Diploma of Beauty Therapy industries in areas such as air-conditioning, electrical, refrigeration or instrumentation. It enables you to develop
The focus is on making sure you have a strong customer-service approach when consulting with clients, so you’re broad based competencies in a range of electro technology fields such as lighting, general power, fire protection
ready to walk into a job at your future salon. and security, robotics, instrumentation, optical data and voice systems, electrical motors and control systems. It
In the first year students will complete make up artistry skills and pedicure/manicure skills, which includes nail services, also enables you to make more informed choices in the selection of vocational career paths and gain a recognised
make up and other related salon services. First Aid is also completed in the first year. credential and credits for further training as an apprentice or trainee in the electro technology industry.
In the second year, students will complete a higher level of complexity for the make up, as well as completing waxing During this course, you are required to provide overalls, work boots and clear safety glasses.
skills.
All students will complete a first aid course as part of the program.
CERTIFICATE II IN ENGINEERING (FABRICATION STREAM)
DELIVERED BY HOLMESGLEN - MOORABBIN (SCORED)
CERTIFICATE II IN BUILDING AND CONSTRUCTION - CARPENTRY - Engineers are interested in how things work and are employed to design, invent, create, maintain and improve
everything from buildings to bridges and aeroplanes, to plastics and computers. This course aims to provide pre-
(PARTIAL) employment training and pathways in the engineering manufacturing or related industries and accommodate entry
into the wider engineering industry. The program incorporates theory and practical based modules with a work
DELIVERED BY HOLMESGLEN - CHADSTONE
placement component that allows you to gain valuable work readiness and real world skills.
This is a two year course which opens up employment opportunities in the building construction and building design
industries by providing skills and knowledge required by the carpentry and building trades. The Certificate II in Building Fabrication tradespeople learn to make and repair metal fabricated products including the shaping, cutting and
and Construction is designed to enhance carpentry and/or associated building trades apprenticeship prospects. welding of metal.
During the course you will gain experience in using hand and power tools, and learn a wide range of carpentry skills The Engineering program will provide you with a taste of the varied manufacturing and engineering career
including how to install windows and doors, wall framing, interior fixing and roofing. possibilities as well as information and skills to help your with your future education, training and employment.
If you wish to complete the entire pre-apprenticeship certificate, you will need to undertake units beyond the Sample Program Outline: Machining, Fabrication, Hand and Power Tools, Electro technology principles, Engineering
requirements of the VCE/VET program. drawings, Plan the manufacture of components, Handle engineering materials, Manufacture components, Cutting,
Successfully completing this course gives you credit towards a Certificate III in Carpentry Apprenticeship. You will grinding and turning,
need to have a contract with an employer before continuing your training as an apprentice. This course is suitable if Future Employment Opportunities: Mechanical Fabrication, Automotive Engineer, Fitter and Turner, Metal Trades
you have an interest in carpentry, joinery, stair building or shop fitting. Assistant, Tool Maker, Mechanical Engineer, CNC Operator.

CERTIFICATE II IN HOSPITALITY
DELIVERED BY HOLMESGLEN - CHADSTONE (SCORED)
The first year of this course will give you an introduction to the hospitality industry with skills to work in both the kitchen
and restaurant. All skills learned will be immediately attractive to employers. You will have the opportunity to work with
state-of-the-art equipment at either Moorabbin or Waverley campuses. Among the many things you will learn are:
• How to follow hygiene procedures
• Prepare and present food
• How to interact with guests in live restaurant service
On completion of the first year you will receive a Food Handlers Certificate or equivalent, Responsible Service of
CERTIFICATE III IN EVENTS Alcohol certificate and Certificate II in Hospitality.
The second year of the course will give you the choice of learning the skills required to gain employment in a fine
DELIVERED BY HOLMESGLEN - MOORABBIN
dining restaurant (Hospitality stream) or commencing a career as a Chef (Kitchen Operations stream). You will
Coordinating festivals, weddings, conferences, special events or functions requires certain skills. The Holmesglen
receive specialist instruction in the Institute’s restaurants and kitchens at Waverley or Moorabbin campuses and will
Certificate III in Events course aims at providing a real insight into the events industry and the skills and knowledge
participate in the operation of the restaurants.
required to be successful in this career.
On successful completion of your first year, you will be awarded a Certificate II in Hospitality. On successful completion
Throughout the course you will learn how to communicate event ideas, gather information, plan and organise
of your choice of stream in your second year, you will receive either an enhanced Certificate II in Hospitality
activities, work in teams and solve problems.
(Hospitality Stream) or a Certificate II in Kitchen Operations (Kitchen Operations Stream) .
In your first year you will develop and promote a special themed event, put an event proposal together for an ‘in
Career Opportunities: Barista, Food & Beverage Attendant, Kitchen hand, Apprentice Chef
house’ customer and organise an end of year event. The focus for the second year is to further develop your skills and
knowledge of the events industry, by running a larger Holmesglen in house event. This will further develop you skills in
meeting management, team building, client liaison and co-ordinating the event.
CERT. III INFORMATION TECHNOLOGY – GAMES CREATION (PARTIAL)
This course is a great introduction into the Diploma of Events where you will continue to utilise these skills and DELIVERED BY HOLMESGLEN - MOORABBIN (SCORED)
further develop knowledge within this industry, and ultimately run your own events. This course is suitable if you Partial completion of the Certificate III in Information Technology (Games Creation) program is designed to introduce
have an interest in event management, wedding planning, international event coordination and festival or sporting and engage enthusiastic and passionate students to the game industry. The program is an ideal introduction to
coordination. enter the world of game development. Students undertake a range of learning experiences including caring for
and installing computer hardware, creating and editing digital images, programming games and creating 2D digital
CERTIFICATE II IN APPLIED FASHION DESIGN AND TECHNOLOGY animations, using advanced features of computer applications, building and maintaining a gaming website, web
administration and client support. Sample Program Outline: Care for and install computer hardware; Create and
DELIVERED BY HOLMESGLEN - CHADSTONE edit digital images; Programme games and create 2D digital animations using advanced features of computer
The VCE VET Applied Fashion Design and Technology program provides an introductory overview of fashion design applications; Build and maintain a gaming website, web administration and client support.
which may lead to employment opportunities producing fashion products where a basic understanding of design
Future Employment Opportunities: Completing this certificate course provides a pathway to the higher level
skills is required. It is particularly suitable for those who are self-employed and involved in low volume production (eg
Certificate IV and into the Diploma.
for markets, repairs and alterations).Completion of this program will provide you with a folio of fashion design work
suitable for use at interview for a variety of fashion design courses from certificate, through to diploma and degree The focus of the course is on three main roles in the games industry: Games Designer, Games Programmer, and
level. You may be able to claim credit transfer for some units, when apply for further study in the VET sector. Games Artist. This program prepares students for employment operating under supervision as a junior games
developer in the IT, multimedia and games industry.
The Applied Fashion Design and Technology program involves design, sewing, and pattern making modules exposing
you to creative production oriented environment within the fashion industry. This program incorporates a variety of
industry areas including clothing manufacturing, alterations, dressmaking, costume design and clothing/fabric retail.
CERTIFICATE III IN INTERIOR DECORATION RETAIL SERVICES
VCE VET Applied Fashion Design and Technology provides students with basic design and development skill and DELIVERED BY HOLMESGLEN - CHADSTONE
knowledge to prepare them for work in the fashion industry. Students will be provided with the opportunity to This course is designed to develop the knowledge and skills required for the selection and coordination of interior
acquire and develop skills in sewing, design processes, working with patterns, applying standards and interpreting furnishings and finishes in the decoration of domestic and commercial interiors. You study interior decoration and
basic sketches. Units 3 and 4 of the program include identifying fibres and fabrics, fabric performance and handling, will learn the practical skills and knowledge to plan and implement creative design and decoration solutions for
garment repairs, alterations, basic pattern-making principles, preparing and market design concepts. This is a commercial and residential applications.
hands-on qualification that allows for some creative expression to develop and be displayed in the practical projects You will also learn skills in computing (CAD), presentation methods, restoration decoration, soft and hard material
undertaken. application, colour theory and lighting design. You will have the opportunity to use Photoshop, Illustrator, Word and
Future Employment Opportunities: Employment opportunities may include a clothing tradesperson, product tester/ Excel during the program, which will assist you in developing fantastic portfolios, required in the application for all art-
inspector, product dispatcher, garment cutter, pattern maker, designer or milliner. based courses.
CERTIFICATE II IN HORTICULTURE CERTIFICATE III IN LABORATORY SKILLS

DELIVERED BY HOLMESGLEN - WAVERLEY DELIVERED BY HOLMESGLEN - MOORABBIN (SCORED)
During this course, you can complement and expand your scientific studies by gaining the practical skills and
BECAUSE THIS PROGRAM IS AT THE WAVERLEY CAMPUS, PRIVATE TRANSPORT WILL BE REQUIRED. knowledge to assist in collecting and preparing samples and to carry out, measure and record results of experiments
This course is suitable if you have an interest in aboriculure, production horticulture, floriculture, turf management, in the physical, chemical, biological or life sciences. You will learn skills in maintaining a laboratory, routine sampling
parks, gardens, nurseries and landscaping. and testing, recording data, and using laboratory computing programs. You will also learn how to prepare cultures,
This course offers you the opportunity to acquire a wide range of skills. You will learn how to build timber and retaining perform sterile techniques and assist with field work.
walls, maintain gardens, test soil, drive a tractor, use a ride-on mower, and identify pests and diseases in plants. It is a This course will be undertaken in the new state-of-the-art laboratories at Holmesglen Moorabbin where you will
great course if you want to work outdoors in a variety of situations. have access to equipment that can usually only be found in a technical setting. This program leads to the award of
This course also offers an introduction to careers in areas such as landscape gardening, nurseries, turf management a qualification that articulates directly to further qualifications including the Certificate IV in Laboratory Techniques,
and aboriculture. Undertaken at the Holmesglen specialised horticulture training centre, this course is a great Diploma of Laboratory Technology and Advanced Diploma of Laboratory Operations. This course is suitable if you
introduction to the horticulture industry. have an interest in biological testing, biotechnology, chemical testing, environmental monitoring, food testing and
pathology testing.
During the course, you must wear boots and overalls. Also, it incorporates an extensive practical component,
therefore some degree of physical fitness is preferred. If you are studying Chemistry as a VCE study, this VET program will enhance those studies.

CERTIFICATE III IN MUSIC (SPECIALISING IN PERFORMANCE
DELIVERED BY BOX HILL - ELGAR
This course will improve your skills in the core fundamentals of music, whether it be musicianship, theory, performance
skills, music business, recording and music production skills). Completing this course will set you on the right path,
giving you a strong foundation to either continue study or start your career.
You will find our world class purpose built learning facility will give you the opportunity to learn in key areas including
CERTIFICATE II IN PLUMBING • band workshops, lessons,
DELIVERED BY HOLMESGLEN - CHADSTONE • recording studies,
The Certificate II in Plumbing (Pre-apprenticeship) is designed to provide entry-level training for those secondary • music notation,
school students who want to pursue employment and career opportunities within the plumbing industry. • listening skills,
• performance workshops,
Career opportunities, include: Plumbing apprenticeship
• performance skills,
• The course is delivered in Holmesglen’s specially designed facilities, where an emphasis is placed on providing • instrument lessons,
hands-on practical training. • basics of copyright,
• Students will be provided with the following skills and knowledge in plumbing, including: • WHS (Workplace Health and Safety) and
• technical drawing and plan development • working in the music industry.
• plumbing fixtures and fittings, Study Pathways after successful completion.
• introduction to welding.
You may choose to apply for entry into the Certificate IV in Music (CUA40915) or our world renowned degree
• Students will learn the basic language used in relation to materials used, tools and types of work
programs.
CERTIFICATE III IN SCREEN AND MEDIA - (GAME ART) Career Outcomes After successful completion, possible roles may include: ›
DELIVERED BY THE ACADEMY OF INTERACTIVE ENTERTAINMENT - CITY • musician
The Game Art Foundations course will teach students how to develop 3D environments, characters and animation • songwriter
for interactive games. Game art development is an exciting and dynamic entertainment medium that is quickly being • producer
adapted into traditional areas such as architecture, product design and film making as well as emerging technologies • band member
such as VR and AR.
CERTIFICATE III IN MUSIC INDUSTRY (SPECIALISING IN SOUND
The course covers the techniques of making 3D artwork for games including:
• Concept art PRODUCTION)
• 3D modelling DELIVERED BY BOX HILL – ELGAR
• Texturing A brand new, multi-million dollar facility awaits all aspiring musicians here at Box Hill Institute! For all students
• Animation interested in the world of music production or audio engineering looking to cement foundational skills in a creative
• Lighting program. This course will set you on the right path. Study in our world class recording studios and production suites.
• Gray boxing Key study areas include:
• Creating animated game characters
• signal path and audio componentry
• Creating interactive environments
• studio skills and setting up audio systems
• Adding audio
• basics of copyright
• Interactive game play elements
• WHS (Workplace Health and Safety)
The Game Art Foundations course teaches students best practice for a creative and iterative pipeline with the
• working in the music industry.
importance on developing quality 3D artwork for games. Students will work with real-time game engines to showcase
This course will provide you with the knowledge to understand the basics of audio in live and studio environments. You
their creativity and build their technical knowledge in order to maximise their artwork within fun and engaging game
will study the fundamentals of sound production business including copyright and working effectively in the music
environments.
industry.
CERTIFICATE III IN SPORT AND RECREATION CERTIFICATE III IN TOURISM
DELIVERED BY HOLMESGLEN - MOORABBIN (SCORED)
DELIVERED BY HOLMESGLEN - MOORABBIN
If you are enthusiastic about physical fitness and sport, this course is for you. Study the Certificate III in Sport and
The tourism industry is an ever changing and exciting industry to work in. Career prospects range from selling dream
Recreation and build a solid background in the industry, ideal if you are considering a career such as a sports and
holidays to customers as a travel agent, working for an airline or cruise company, to guiding Australian or overseas
recreation officer, fitness instructor, recreation officer or sporting coach.
tours.
The course places an emphasis on sporting skills and industry knowledge. In the first year, you will complete an
Holmesglen has a hands on approach to learning about tourism. You will study in a simulated travel office
exciting range of sporting related units and develop a basic level of skills of instructing and officiating in a variety
environment using the latest tourism technology. Throughout the course the emphasis is on developing knowledge
games and sports. You will also develop knowledge of the sporting industry and relevant workplace skills. You will
of the tourism industry, including Australian and international tourist destinations, travel agency operations and
learn about the preparation and equipment required for sporting and recreation sessions, how to conduct these
promoting attractions. There will be several local tourism based excursions.
sessions, first aid and how to deal with clients. There will be a wide variety of sports covered which will be tailored to
your interests. The second year of the program brings a focus on fitness training and instruction. You will also develop You will learn how to prepare quotes, source airfares for domestic flights and sell tourism products and services. You
knowledge of sport and recreation markets and participation patterns, and go on to develop public education will also be taught how to provide great customer service and participate in safe work practices.
programs in a related area. A feature of the year two program is the optional trip to the Gold Coast to explore the tourism industry in Queensland
This course is suitable if you have an interest in sports recreation, fitness instructing, sports development and sports and the operations of a theme park. This course is suitable if you have an interest in travel consultation, reservation
coaching. sales agent for a tour company or airline, theme park attending, tour guiding and attraction attending.

ASSESSMENT: STANDARD LEVEL
Assessment component Weighting
External assessment (3 hours) 70%
IBDP AT BSC –
Paper 1: Guided textual analysis (1 hour 15 minutes) 35%
The paper consists of two non-literary passages, from two different text types, each accompanied
by a question. Students choose one passage and write an analysis of it.
Paper 2: Comparative essay (1 hour 45 minutes) 35%
SUBJECTS GUIDE
The paper consists of four general questions. In response to one question students write a
comparative essay based on two literary works studied in the course.
Internal assessment 30%

This component consists of an individual oral which is internally assessed by the teacher and
A critical point to note regarding the International Baccalaureate Diploma Programme is that the course runs externally moderated by the IB at the end of the course.
throughout the final two-years of Senior School. The following information regarding both the course description Individual oral (15 minutes)
and the assessments covers both years, with formal assessment completed in Year 12. Material covered from the
beginning of Year 11 is built on over the course of the programme into and throughout Year 12 and all will be reviewed Supported by an extract from one non-literary body of work and one from a literary work, students
for the final examinations. Coursework for submission is also worked on over the course of the diploma. Students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to
need to be prepared to work consistently and thoroughly in order to achieve their best. All students must study six the following prompt:
subjects (one from each of group 1-5 plus group 6 or another from group 2-4) and the core. Examine the ways in which the global issue of your choice is presented through the content and
form of one of the works and one of the bodies of work that you have studied.
THE IBDP CORE
Every DP student must complete the three core elements.
• Theory of knowledge (TOK) explores questions about knowledge and the process of knowing. TOK emphasizes
comparisons and connections between areas of knowledge and encourages students to become more aware
of their own perspectives and the perspectives of others. ASSESSMENT: HIGH LEVEL
• Creativity, activity, service (CAS) provides students with the chance to participate in a range of experiences
alongside their academic studies. The three strands of CAS are creativity (arts, and other experiences that Assessment component Weighting
involve creative thinking), activity (physical exertion contributing to a healthy lifestyle) and service (an unpaid
collaborative and reciprocal engagement with the community). External assessment (4 hours) 80%
• The extended essay (EE) presents students with an opportunity to explore a topic of special interest,either
through one of their six DP subjects or through an interdisciplinary approach. The EE helps students to develop
Paper 1: Guided textual analysis (2 hours 15 minutes) 35%
the self-regulated research and writing skills that they need to fulfil their aspirations at university.
The paper consists of two non-literary passages, from two different text types, each accompanied
GROUP 1: ENGLISH A – LANGUAGE AND LITERATURE by a question. Students write an analysis of each of the passages.
Description of Course Content Paper 2: Comparative essay (1 hour 45 minutes) 25%
In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining The paper consists of four general questions. In response to one question students write a
communicative acts across literary form and textual type alongside appropriate secondary readings, students will comparative essay based on two literary works studied in the course.
investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture.
HL essay
Studies in language and literature similarly engages students in an exploration of the nature of the human experience 20%
and of the ways in which personal views are constructed and communicated. In their engagement with the characters Students submit an essay on one non-literary body of work, or a literary work studied during the
or the situations portrayed in the texts, students achieve a better understanding of others and of themselves while course. The essay must be 1,200-1,500 words in length.
developing the capacity for empathy. The tasks involved in these courses are also instrumental in developing critical-
thinking skills. As students interact with the texts and with each other, they continuously check their hypotheses Internal assessment 20%
against the evidence in the texts and against other readers’ interpretations to reflect and evaluate how their own This component consists of an individual oral which is internally assessed by the teacher and
assumptions and beliefs frame possible textual meanings. As a result, they acquire the ability to take a critical externally moderated by the IB at the end of the course.
distance and inspect a statement or hypothesis to determine the extent to which it is supported by fact.
Individual oral (15 minutes)
Area of exploration—time and space
Supported by an extract from one non-literary body of work and one from a literary work, students
This area of exploration focuses on the idea that language is a social capacity and as such is intertwined with will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to
community, culture and history. It explores the variety of cultural contexts in which texts are produced and read the following prompt:
across time and space as well as the ways texts themselves reflect or refract the world at large.
Examine the ways in which the global issue of your choice is presented through the content and
Area of exploration—intertextuality: connecting texts form of one of the works and one of the bodies of work that you have studied.
This area of exploration focuses on the concerns of intertextuality, or the connections between and among media,
text and audience involving diverse traditions and ideas. It focuses on the comparative study of texts so that students
may gain deeper appreciation of both unique characteristics of individual texts and complex systems of connection.

Paper 1 (1 hour 15 minutes) 25%

Productive skills—writing
One writing task of 250–400 words from a choice of three, each from a different theme, choosing
a text type from among those listed in the examination instructions.
Paper 2: (1 hour 45 minutes)
50%
Receptive skills—separate sections for listening and reading
25%
Listening comprehension (45 minutes)
Group 2: Language Acquisition - French B or Spanish ab initio Reading comprehension (1 hour)
25%
Comprehension exercises on three audio passages and three written texts, drawn from all five
Description of Course Content themes.
Language ab initio and language B are language acquisition courses designed to provide students with the necessary
skills and intercultural understanding to enable them to communicate successfully in an environment where the Internal assessment 25%
language studied is spoken. This is undertaken through the study of language specifics (vocabulary and grammar),
universal themes, the target language culture and target language texts. This process allows the learner to go beyond This component is internally assessed by the teacher and externally moderated by the IB at the
the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity. end of the course.
Areas of exploration Individual oral assessment
Five prescribed themes are common to the syllabuses of French B and Spanish ab initio; the themes provide relevant A conversation with the teacher, based on a visual stimulus, followed by discussion based on an
contexts for study at all levels of language acquisition in the DP, and opportunities for students to communicate about additional theme.
matters of personal, local or national, and global interest.
The five prescribed themes are:
• identities
ASSESSMENT: HIGH LEVEL
• experiences
• human ingenuity
• social organization Assessment component Weighting
• sharing the planet.
The themes allow students to compare the target language and culture(s) to other languages and cultures with which External assessment (3 hours) 75%
they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas
in the DP. Paper 1 (1 hours 30 minutes) 25%
French B Productive skills—writing
French B is a language acquisition course designed for students with some previous experience of French. In the One writing task of 450–600 words from a choice of three, each from a different theme, choosing
course, students further develop their ability to communicate in French through the study of language, themes and a text type from among those listed in the examination instructions.
50%
texts. Students will continue to develop their knowledge of vocabulary and grammar, as well as their conceptual Paper 2 (2 hours)
understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics 25%
Receptive skills—separate sections for listening and reading 25%
relating to course content and the French culture.
In undertaking this course students will develop their: Reading comprehension (1 hour)
Receptive skills: Students understand and evaluate a variety of written and spoken authentic personal, professional Comprehension exercises on three audio passages and three written texts, drawn from all five
and mass media texts; they understand fundamental elements of literary texts such as theme, plot and character. themes.
They analyse arguments, distinguishing main points from relevant supporting details and explanations. They use
strategies to deduce meaning. Internal assessment 25%
Productive skills: Students present and develop their ideas and opinions on a variety of topics, both orally and in This component consists of an individual oral which is internally assessed by the teacher and
writing. They construct and support arguments with explanations and examples. They speak and write at length, and externally moderated by the IB at the end of the course.
with purpose, in order to meet a wide range of communicative needs: describing, narrating, comparing, explaining,
Individual oral assessment
persuading, justifying, evaluating.
A conversation with the teacher, based on a visual stimulus, followed by discussion based on an
Interactive skills: Students initiate, maintain and close oral exchanges, displaying some ability to make adjustments
additional theme. (30 marks)
in style or emphasis. They use a variety of strategies to maintain the flow of conversations and discussions on a
variety of topics relating to course content and the culture. Students use strategies to negotiate meaning and foster
communication.

GROUP 3: BUSINESS MANAGEMENT
Description of Course Content
Business management is a rigorous, challenging and dynamic discipline in the individuals and societies subject
group. The role of businesses is to produce and sell goods and services that meet human needs and wants by
organizing resources. Profitmaking, risk-taking and operating in a competitive environment characterize most
business organizations. Business management studies the process of decision-making within an organization and
examines the use of information technology in business contexts. Business management studies business functions,
management processes and decision-making in contemporary contexts of strategic uncertainty. It examines how
business decisions are influenced by factors internal and external to an organization, and how these decisions impact
upon its stakeholders, both internally and externally. Business management also explores how individuals and groups
interact within an organization, how they may be successfully managed and how they can ethically optimize the use
of resources in a world with increasing scarcity and concern for sustainability.
The course is designed to develop students’ knowledge and understanding of business management theories, as
well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business
activities at local, national and international levels. The course covers a range of organizations from all sectors, as well
as the socio-cultural and economic contexts in which those organizations operate.
Course Outline
Unit 1: Business organization and environment
1.1 Introduction to business management
1.2 Types of organizations
Spanish ab initio 1.3 Organizational objectives
Spanish ab initio is a language acquisition course designed for students with no prior experience of the target 1.4 Stakeholders
language, or for those students with very limited previous exposure. It should be noted that Spanish ab initio is offered 1.5 External environment
at SL only. 1.6 Growth and evolution
In undertaking this course students will develop their: 1.7 Organizational planning tools (HL only)
Receptive skills: Students understand, both aurally and in writing, simple sentences and some more complex Unit 2: Human resource management
sentences relating to the five prescribed themes and related topics. They understand simple authentic and adapted
2.1 Functions and evolution of human resource management
written and audio texts and related questions in Spanish.
2.2 Organizational structure
Productive skills: Students express information fairly accurately, in both writing and in speech, using a range of basic
vocabulary and grammatical structures. They communicate orally and respond appropriately to most questions on 2.3 Leadership and management
the five prescribed themes and related topics. 2.4 Motivation
Interactive skills: Students understand and respond clearly to some information and ideas within the range of the 2.5 Organizational (corporate) culture (HL only)
five prescribed themes and related topics. They engage in simple conversations. They use strategies to negotiate 2.6 Industrial/employee relations (HL only)
meaning and foster communication.
Unit 3: Finance and accounts
3.1 Sources of finance
ASSESSMENT: 3.2 Costs and revenues
3.3 Break-even analysis
Assessment component Weighting 3.4 Final accounts (some HL only)
3.5 Profitability and liquidity ratio analysis
External assessment (3 hours) 75% 3.6 Efficiency ratio analysis (HL only)
3.7 Cash flow
Paper 1 (1 hour) 25% 3.8 Investment appraisal (some HL only)
Productive skills—writing 3.9 Budgets (HL only)
Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each
task from among those listed in the examination instructions. Unit 4: Marketing
Paper 2: (1 hour 45 minutes) 4.1 The role of marketing
50% 4.2 Marketing planning (including introduction to the four Ps)
Receptive skills—separate sections for listening and reading
25% 4.3 Sales forecasting (HL only)
25%
Reading comprehension (1 hour) 4.4 Market research
Comprehension exercises on three audio passages and three written texts, drawn from all five 4.5 The four Ps (product, price, promotion, place)
themes.
4.6 The extended marketing mix of seven Ps (HL only)
Internal assessment 25% 4.7 International marketing (HL only)
This component is internally assessed by the teacher and externally moderated by the IB at the 4.8 E-commerce
end of the course. Unit 5: Operations management
Individual oral assessment 5.1 The role of operations management
A conversation with the teacher, based on a visual stimulus, followed by discussion based on an 5.2 Production methods
additional theme. 5.3 Lean production and quality management (HL only)
5.4 Location
5.5 Production planning (HL only)
5.6 Research and development (HL only)
5.7 Crisis management and contingency planning (HL only)


External assessment (4 hours and 30 minutes) 75%
Assessment component Weighting Paper 1 (2 hours 15 minutes) 35%

Based on a case study issued in advance, with additional unseen material for sections B and C.
External assessment (3 hours) 75% Section A
Syllabus content: Units 1–5 including HL extension topics
Paper 1 (1 hour 15 minutes) 30% Students answer two of three structured questions based on the pre-seen case study.
Based on a case study issued in advance, with additional unseen material for section B. Section B
Section A Syllabus content: Units 1–5 including HL extension topics
Syllabus content: Units 1–5 Students answer one compulsory structured question primarily based on the additional stimulus
Students answer two of three structured questions based on the pre-seen case study. material.
Section B Section C
Syllabus content: Units 1–5 Syllabus content: Units 1–5 including HL extension topics
Students answer one compulsory structured question primarily based on the additional stimulus Students answer one compulsory extended response question primarily based on the additional
40%
material. 45% stimulus material.
Paper 2: (1 hour 45 minutes) Paper 2 (2 hours)
Section A Section A
Students answer one of two structured questions based on stimulus material with a quantitative Students answer one of two structured questions based on stimulus material with a quantitative
focus. focus.
Section B Section B
Students answer one of three structured questions based on stimulus material. Students answer two of three structured questions based on stimulus material.
Section C Section C
Students answer one of three extended response questions primarily based on two concepts that Students answer one of three extended response questions primarily based on two concepts that
underpin the course. underpin the course.
Internal assessment (15 teaching hours) 25% Internal assessment (30 teaching hours) 25%
This component is internally assessed by the teacher and externally moderated by the IB at the This component is internally assessed by the teacher and externally moderated by the IB at the
end of the course. end of the course.
Written Comentary Research Project
Students produce a written commentary based on three to five supporting documents about a Students research and report on an issue facing an organization or a decision to be made by an
real issue or problem facing an organisation. organization (or several organizations).
Maximum 1500 words. Maximum 2000 words.

GROUP 4: SCIENCES – CHEMISTRY OR SPORTS, EXERCISE, HEALTH
SCIENCE
CHEMISTRY
As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying
patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted
and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models
and explanatory theories, both of which rely heavily on creative but rational thinking. DP chemistry enables students
to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world
context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques
which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course
is the learning that takes place through scientific inquiry both in the classroom and the laboratory.
Course Outline
Rec om m en ded T eac h in g H ou r s
S ylla bu s C om pon en t
SL HL
S ylla bu s C on t en t 110 1 80
S t r u ct u r e 1 . M o d e l s o f t h e p a r t i c u l a t e n a t u r e o f m a t te r
Structure 1.1—Introduction to the particulate nature of matter
Structure 1.2—The nuclear atom

17 21
Structure 1.3—Electron configurations
Structure 1.4—Counting particles by mass: The mole
Structure 1.5—Ideal gases
S t r u ct u r e 2 . M o d e l s o f b o n d i n g a n d s t r u c t u r e
Structure 2.1—The ionic model
Structure 2.2—The covalent model 20 30
Structure 2.3—The metallic model
Structure 2.4—From models to materials
S t r u ct u r e 3 . C l a s s i f i c a t i o n o f m a t t e r
Structure 3.1—The periodic table: Classification of elements 16 31
Structure 3.2—Functional groups: Classification of organic

compounds
R e a c t i v i t y 1 . W h a t d r i v e s ch e m i c a l r e a c t i o n s ?
Reactivity 1.1—Measuring enthalpy change
Reactivity 1.2—Energy cycles in reactions 12 22 ASSESSMENT

Assessment
Reactivity 1.3—Energy from fuels
Time (hours)
Reactivity 1.4—Entropy and spontaneity (Additional higher level) Type of Weighting of
Format of assessment
assessment final grade
R e a c t i v i t y 2 . H o w mu c h , ho w f a s t a n d h o w f a r ? SL HL
Reactivity 2.1—How much? The amount of chemical change

21 31
Ex t er n al 3.0 4.5 80%
Reactivity 2.2—How fast? The rate of chemical change
Paper 1A: Multiple-choice questions
Paper 1B: Data-based questions
Reactivity 2.3—How far? The extent of chemical change Paper 1 1.5 2.0 36%
and questions on experimental
work
R e a c t i v i t y 3 . W h a t a r e t h e m e c h a n i s m s o f c h em i c a l c h a n g e ?
Short answer and extended-
Paper 2 1.5 2.5 44%
Reactivity 3.1—Proton transfer reactions response questions
Reactivity 3.2—Electron transfer reactions 24 45 In t er n al 10 2 0%
Reactivity 3.3—Electron sharing reactions the scientific investigation is an

openended task in which the
Reactivity 3.4—Electron-pair sharing reactions student gathers and analyses data
in order to answer their own
Ex per im en t al pr og r am m e 40 60 Scientific formulated research question. The
10 20%
investigation outcome of the scientific
Practical work 20 40 investigation will be assessed
through the form of a written
Collaborative sciences project 10 10 report. The maximum overall word
count for the report is 3,000 words.
Scientific investigation 10 10

Sports, Exercise, Health Science
Sports, exercise and health science (SEHS) is an experimental science that combines academic study with the
acquisition of practical and investigative skills. It is an applied science course within group 4, with aspects of biological
and physical science being studied in the specific context of sports, exercise and health. SEHS involves the study of Assessment component Weighting
the science that underpins physical performance and provides the opportunity to apply these principles.
The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and External assessment (3 hours) 80%
nutrition, which are studied in the context of sports, exercise and health. Students will cover a range of core and
option topics, and carry out practical (experimental) investigations in both laboratory and field settings. This will Paper 1 (45 minutes) 20%
provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and
30 multiple-choice questions on core material.
critically analyse human performance. Where relevant, the course will address issues of international dimension and
ethics by considering sports, exercise and health relative to the individual and in a global context. Paper 2: (1 hour 15 minutes) 40%
Both theory and practical work are undertaken by all students. Short-answer and extended-response questions on core material.
Course Outline Paper 3 (1 hour) 20%
Core Several short-answer questions (all compulsory) in each of the two options studied
There are six compulsory topics in the core.
1. Anatomy Internal assessment (10 teaching hours) 20%
2. Exercise physiology This component is internally assessed by the teacher and externally moderated by the IB at the
3. Energy systems end of the course.
4. Movement analysis • Individual investigation- student choice under teacher supervision
5. Skill in sports
6. Measurement and evaluation of human performance
Additional higher level (AHL) ASSESSMENT: HIGH LEVEL
There are seven additional topics for higher level.
7. Further anatomy Assessment component Weighting
8. The endocrine system
9. Fatigue External assessment (3 hours and 30 minutes) 80%
10. Friction and drag
Paper 1 (1 hour) 20%
11. Skill acquisition and analysis
40 multiple-choice questions on core material.
12. Genetics and athletic performance
Paper 2: (2 hour 15 minutes) 35%
13. Exercise and immunity
Short-answer and extended-response questions on core material.
Options
Paper 3 (1 hour and i5 minutes) 25%
There are four options. Students are required to study any two options.
This paper will have questions on core and SL option material.
A. Optimizing physiological performance
• Section A: one data-based question and several short-answer questions on experimental
B. Psychology of sports
work.
C. Physical activity and health • Section B: short-answer and extended-response questions from one option.
D. Nutrition for sports, exercise and health
Internal assessment (10 teaching hours) 20%
This component is internally assessed by the teacher and externally moderated by the IB at the
end of the course.
• Individual investigation- student choice under teacher supervision

Paper 1 (90 minutes) 40%

Technology required.
Compulsory short-response questions based on the syllabus.
Paper 2: (90 minutes) 40%
GROUP 5: MATHEMATICS – APPLICATIONS AND INTERPRETATIONS Technology required.
Compulsory extended-response questions based on the syllabus.
This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a
data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often
used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes Internal assessment component 20%
topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course This component is internally assessed by the teacher and externally moderated by the IB at the
makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: end of the course.
applications and interpretation will develop mathematical thinking, often in the context of a practical problem and Mathematical exploration
using technology to justify conjectures. Internal assessment in mathematics is an individual exploration. This is a piece of written work that
Problem solving is central to learning mathematics and involves the acquisition of mathematical skills and concepts involves investigating an area of mathematics. (20 marks)
in a wide range of situations, including non-routine, open-ended and real-world problems. Having followed a DP
mathematics course, students will be expected to demonstrate the following:
1. Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts and ASSESSMENT: HIGH LEVEL
techniques in a variety of familiar and unfamiliar contexts.
2. Problem solving: Recall, select and use their knowledge of mathematical skills, results and models in both Assessment component Weighting
abstract and real-world contexts to solve problems.
3. Communication and interpretation: Transform common realistic contexts into mathematics; comment on the External assessment (4 hours) 80%
context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology;
record methods, solutions and conclusions using standardized notation; use appropriate notation and
Paper 1 (90 minutes) 30%
terminology.
Technology required.
4. Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve
Compulsory short-response questions based on the syllabus.
problems.
Paper 2: (90) 33%
5. Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and
inference and by the manipulation of mathematical expressions. Technology required.
Compulsory extended-response questions based on the syllabus.
6. Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing
and analysing information, making conjectures, drawing conclusions, and testing their validity. Paper 3 (60 minutes)
20%
Course Outline Technology required.
Two compulsory extended response problem-solving questions.
Topic 1 – Numbers and Algebra
Topic 2 – Functions
Internal assessment component 20%
Topic 3 – Geometry and trigonometry
Topic 4 - Statistics and probability end of the course.
Topic 5 – Calculus Mathematical exploration
The Mathematical Exploration - Investigative, problem-solving and modelling skills development leading to an Internal assessment in mathematics is an individual exploration. This is a piece of written work that
individual exploration. The exploration is a piece of written work that involves investigating an area of mathematics. involves investigating an area of mathematics. (20 marks)

External - marked by an IBDP examiner 30%

Textual analysis
Students demonstrate their knowledge and understanding of how meaning is constructed in film.
They do this through a written analysis of a prescribed film text based on a chosen extract (lasting
no more than five minutes) from that film. Students consider the cultural context of the film and a
variety of film elements.
Comparative study 30%
Students carry out research into a chosen area of film focus, identifying and comparing two films
from within that area and presenting their discoveries as a recorded multimedia comparative
study.
Internal assessment component 30%

end of the course.
Film portfolio
Students at SL and HL undertake a variety of film-making exercises in three film production
roles, led by clearly defined filmmaker intentions. They acquire and develop practical skills and
techniques through participation in film exercises, experiments and the creation of at least one
completed film.
External - marked by an IBDP examiner 30%

Textual analysis
Students demonstrate their knowledge and understanding of how meaning is constructed in film.
They do this through a written analysis of a prescribed film text based on a chosen extract (lasting
33%
no more than five minutes) from that film. Students consider the cultural context of the film and a
GROUP 6: FILM variety of film elements.
Description of Course Content Comparative study
Students carry out research into a chosen area of film focus, identifying and comparing two films 20%
The DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study
and analysis of film texts, and through practical exercises in film production, the film course develops students’ critical from within that area and presenting their discoveries as a recorded multimedia comparative
abilities and their appreciation of artistic, cultural, historical and global perspectives in film. Students examine film study
concepts, theories, practices and ideas from multiple perspectives, challenging their own viewpoints and biases in
order to understand and value those of others. Internal assessment component
DP film students experiment with film and multimedia technology, acquiring the skills and creative competencies This component is internally assessed by the teacher and externally moderated by the IB at the
required to successfully communicate through the language of the medium. They develop an artistic voice and learn end of the course.
how to express personal perspectives through film. Film portfolio 25%
The film course emphasizes the importance of working collaboratively. It focuses on the international and intercultural Students at SL and HL undertake a variety of film-making exercises in three film production
dynamic that triggers and sustains contemporary film, while fostering in students an appreciation of the development roles, led by clearly defined filmmaker intentions. They acquire and develop practical skills and
of film across time, space and culture. DP film students are challenged to understand alternative views, to respect and techniques through participation in film exercises, experiments and the creation of at least one
appreciate the diverse cultures that exist within film, and to have open and critical minds. completed film.
At the core of the DP film course lies the need for creative exploration and innovation. Students are challenged Collaborative film project 35%
to acquire and develop critical thinking, reflective analysis and the imaginative synthesis that is achieved through
Bringing together all they have encountered during the film course, students at HL work
practical engagement in the art, craft and study of film.
collaboratively in a core production team to plan and create an original completed film.
Assessment for the film course is all coursework, there are no examinations.

BRIGHTON
SECONDARY COLLEGE
Address – 120 Marriage Road, Brighton East VIC 3187
Telephone – 03 9592 7488
Email – brighton.sc@education.vic.gov.au
Website – www.brightonsc.vic.edu.au
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BRIGHTON

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COMPLETION REQUIREMENTS UNIT 1: EXPLORE, EXPAND AND INVESTIGATE.

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UNIT 2 AUSTRALIAN IDENTITY

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RELATIONSHIP TO FURTHER OPTIONS

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UNIT 4 - THE FUTURE OF HUMAN-NATURE INTERACTIONS

RELATIONSHIP TO FURTHER OPTIONS

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Cert. II in Animal Care No Box Hill TAFE: City

Cert. II in Automotive Studies No Kangan TAFE: Docklands

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CERTIFICATE II IN AUTOMOTIVE STUDIES CERTIFICATE III IN DESIGN FUNDAMENTALS

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CERTIFICATE II IN HORTICULTURE CERTIFICATE III IN LABORATORY SKILLS

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Assessment component Weighting

External assessment (3 hours) 70%

Internal assessment 30%

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Assessment component Weighting

External assessment (3 hours) 75%

Paper 1 (1 hour 15 minutes) 25%

Areas of exploration Individual oral assessment

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Assessment component Weighting

Assessment component Weighting Paper 1 (2 hours 15 minutes) 35%

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Structure 1.1—Introduction to the particulate nature of matter

Structure 1.2—The nuclear atom

Structure 1.4—Counting particles by mass: The mole

Structure 1.5—Ideal gases

Structure 2.1—The ionic model

Structure 2.2—The covalent model 20 30

Structure 2.3—The metallic model

Structure 2.4—From models to materials

Structure 3.1—The periodic table: Classification of elements 16 31