Maths & Science

In the EAL elective students will be supported in a language rich environment to build their knowledge of academic and everyday language. This will build capacity and confidence in both English and mainstream classes. Intensive and explicit study of the English language will be offered across a range of contexts. Students will develop their language skills to communicate effectively and confidently. Students will build their skills and knowledge through a supported and structured learning cycle to build reading, writing and speaking and listening skills. Students will emerge as confident and capable users of the English language.

In the EAL elective students will be supported in a language rich environment to build their knowledge of academic and everyday language. This will build capacity and confidence in both English and mainstream classes. Intensive and explicit study of the English language will be offered across a range of contexts. Students will develop their language skills to communicate effectively and confidently. Students will build their skills and knowledge through a supported and structured learning cycle to build reading, writing and speaking and listening skills. Students will emerge as confident and capable users of the English language.

Language and Literature is a semester-based elective designed to complement the Year 10 English program and for students to get a taste of VCE English Language and VCE English Literature. This course offers students the opportunity to understand etymology and recognise, identify, use and analyse sentence and clause structure. Students also develop deeper analytical skills through the study of literary texts including poetry, short stories, and plays. Students will explore creative writing and investigate the evolution of language in Australia, gaining a broader understanding of how language shapes and reflects culture.

Curriculum Contribution: $45

This subject focuses on creating a range of visual art works and designs by exploring a variety of themes, issues and ideas through the elements and principles of art and design. Students will experiment with and apply skills relevant to various materials, techniques and processes, such as technical and freehand drawing, painting, and printmaking. In their responses to various design briefs and research of selected artists and their works, students learn to analyse visual art works by understanding the characteristics and role of art and design within different cultures and history.

Curriculum Contribution: $20

Dance in the Media, has been developed in response to the positive feedback, levels of student engagement, participation, and enjoyment demonstrated throughout Year 9 Dance Styles Semester 1, 2026 at the WEST Campus. Students showed particular interest in exploring a variety of dance styles and engaging with movement and dance experiences that connected to their everyday lives and popular culture. Their enthusiasm for current dance trends, music, and digital media highlighted the value of providing relevant learning opportunities that reflect how young people can experience and interact with dance today.

This unit would therefore build on students’ existing skills and interests and deepen their understanding of dance as a creative, communicative, and influential art form. The focus on familiar and engaging media contexts is designed to maintain high levels of motivation while supporting the development of critical thinking, creativity, and dance literacy appropriate for Year 10 learners.

It would also help sustain student engagement while providing a natural pathway into VCE Dance and VET Dance for learners at the West Campus.

Curriculum Contribution: $20

In this elective students will explore a range of dance styles from different times and cultures. They will learn a range of technical skills and movements as well as developing a basic understanding of the history and context of each style. Students will apply their understanding and knowledge and build their own choreographic skills as they produce a range of different dance works in various dance styles. The students will also develop a strong kinaesthetic awareness and muscle memory as they learn different dance works in their exploration of dance styles.

Curriculum Contribution: $20

In Page to Stage: Scripting Drama, students will learn the structures and conventions behind scripting drama, as well as develop their dramaturgical perspectives. They will devise solo and group pieces in an array of theatrical styles, and transform these from concept to script to performance.

Curriculum Contribution: $20

Ever wondered how a single argument can become a story, or how a comedy sketch can say something serious? In Drama: Conflict, Comedy and Chaos, you’ll explore performance through three big idea and  discover how performers have entertained, challenged and connected with audiences for centuries. You’ll devise and perform your own original scenes, get hands-on with scripts, use theatre to make a point through protest performance, bring wild Italian street comedy to life through Commedia Dell’arte including the art of mask making, and finish with a spectacular Magic Realism production packed with special effects and production areas. This subject is hands-on, creative and built for you.

Curriculum Contribution: $20

Are you a keen music maker? Do you want to play music with other musicians? Do you want to become a better musician? Do you want to learn how to perform to an audience? Do you want to learn how to make your own music?

If you answered yes to any of the above, then Music Makers is the subject for you. Come ready to play and perform a range of music both solo and group, discover the elements that make a great song and a great performance, and learn to create your own songs and melodies. Music Makers is the step up you need if you’re passionate about learning music at high school.

Curriculum Contribution: $20 

Who wants to get fit and have fun at the same time whilst training with friends? Learn about how to use a whole range of fitness equipment such as free weights, resistance bands, machine weights and cardio equipment. Understand how to train specific fitness components to be better in your chosen sport. Write your own fitness program and take part in fitness sessions to improve your fitness. If you are serious about fitness and want to train at school, Fitness and Training is the subject for you. Whether it’s speed, strength or endurance, the great thing about this subject is that you get to tailor your fitness program to meet your specific needs. It is also a great subject to complete if you are thinking about doing VCE Physical Education.

Curriculum Contribution $20

How can you create the most force when hitting or throwing a ball? What is the most effective way to train for an event? Do sports drinks really work? All these questions and more will be explored in this brand-new PE elective. Every year, all over the world, billions of dollars are spent on developing the latest and best equipment and techniques to improve sporting performance. In this practical based subject you will explore the science behind sporting performance with a look at biomechanics, sports nutrition, training principles, fitness assessment, sports psychology, technological advancements in equipment, plus many more. The theory content with be explored in practical PE classes where you will get to see the theories in action. This is also a great pathway for students wanting to do VCE Physical Education. To compliment this engaging new PE program, you’ll build on your health knowledge with a deeper look at improving healthy lifestyle behaviours of a teenager.

Curriculum Contribution: $20

Are you highly motivated and skilled in many sports? Do you have a competitive edge and love to compete for glory? In Year 9 Sports you will get to showcase your talents by competing in many sporting competitions. You’ll be in charge of planning and running the events as you take on various rolls such as captain, coach, umpire, scorer, tournament director and so on. This practical PE subject requires students who are self-motivated and keen to take learning into their own hands and of course, those that love a bit of healthy competition. Students should only choose this subject if they have a passion for sport and want to be active.

Do you have what it takes to win in the ‘Game of Life’? Do you have the skills ready for the world of work and finance? Are you confident in evaluating and making life choices? Decisions…decisions….decisions…. Let’s take a journey together through life as we develop our knowledge and skills in making wise financial choices through shopping excursions, Excel budgeting activities and other activities linked to real-world experiences. In exploring the working world, we will investigate the changes in workplaces as well as develop skills to prepare you for your job-seeking initiatives in the near or far future.

Ever wonder how the rich get richer? Do you know the background of successful entrepreneurs such as Steve Jobs and Elon Musk? Join us as we investigate the secrets of success of famous entrepreneurs and reflect on how their success can inspire our success through exploration of entrepreneurial skills, effective advertising strategies, and technological advancements. Have you been mining bitcoin? Have you been curious about the share market? Investing is the way of the future! Join us as we play a game of high-risk and high reward.

We are more connected than ever. Do you want to travel to Europe in under 24 hours? Eat avocados in the middle of summer? Or exploring cultures through social media? There is nothing stopping you. Our whole world is now connected. What we do in Australia can impact communities in Africa. Local events can have global impacts on our resources. Food production, fair trade, and technology connect us all. Discover how you are a global citizen in a newly connected world. Explore how your world is expanding each and every day. If you are interested in finding out how you are part of a global community, this subject is for you

Curriculum Contribution: $20

Get ready to think like a geographer! In Year 10 Geography, you’ll dive into the big issues shaping our planet — from climate change and global inequality to the way cities grow and people connect. You’ll use real-world data, digital maps, and fieldwork skills to explore how human and natural systems interact. Through hands-on investigations and critical thinking, you’ll uncover how our choices affect the world around us — and what we can do to create a more sustainable future. Whether it’s analysing urban trends or tackling environmental challenges, this course gives you the tools to ask big questions, find meaningful answers, and make a difference.

Students will travel back to the turn of the twentieth century and see Australia’s perspective and experience in one of the richest and disastrous periods of our time. Investigating the causes and events of both World War I and II from an Australian perspective, students will determine the lasting effects these battles had on our country and our people. As the twentieth century progresses, we will research the movement of people as a result of world events, seeing what brought people to the land down under. Students will ponder the experiences of Indigenous Australians across the 1900s as they fought for rights to be counted and heard in the modern landscape.

Students will take an enticing walk through some of Australia’s deep past, stretching back tens-of- thousands of years. They will consider the fascinating histories of our First Nations peoples. They will investigate the arrival of the Europeans in what they’d call ‘New Holland’ and how this changed the landscape of the country. Students will consider the impact that industrialisation in Europe had on us and our movements towards the dawn of the twentieth century.

Why did Henry VIII have so many wives? What influence did Elizabeth I have? The Tudor dynasty was a rich and dynamic part of English history that lasted more than 150 years. Investigate the power struggle between Richard III and Henry VII that led to the House of Tudor. Learn about the cultural impacts of Tudor England, their political power and how their decisions impacted the country forever. Join us as we visit the infamous torture methods this period is known for; burning at the stake, the rack, hung-drawn-and-quartered and execution. If you love history, are interested in fights over power, the fight to keep power, and the importance a royal blood line– then this subject is for you.

Do you wonder why Putin was able to invade the Ukraine? Have you ever wondered what is in the United Nations’ “Declaration of Human Rights”, or questioned Australia’s treatment of asylum seekers or Aboriginal & Torres Strait Islander Peoples? You will explore the wide world of international laws and global politics. You will use analysing and evaluation skills to determine who has power and who is powerless and why. You will investigate Australia’s political system and look at case studies involving the rights of asylum seekers and Indigenous Australians, as well as the international treaties and declarations that Australia is obligated to follow.

How do we know what’s actually real? In this mind-bending Year 10 philosophy elective, we’ll crack open Plato’s Cave, dive into Descartes’ doubt, and put different ways of knowing—like the scientific method—to the test. We’ll watch The Matrix (because, of course), explore wild theories about free will, and debate whether a God exists. If you love questioning everything, this course will leave you thinking about reality, truth, and existence in ways you never imagined. Buckle up—your brain is about to go on an existential rollercoaster.

This is a year long subject.

Want to discover the Ancient Sidewalks of Rome? How about cruising down the Canals of Venice? Want to shop to till you drop in Milan? Are you interested in learning about an ancient classic culture? Get prepared for a life rich in cultural adventure by learning Italian so you are ready for your post-school travels!

Italian Language is for students who wish to expand their range and control of linguistic systems and to further develop their language use. Students will experiment with a range of communication modes. They further develop their competency in the language by working on speaking, listening, reading and writing skills. In developing their communication skills, students are able to demonstrate comprehension of written and spoken material and communicate ideas through conversation and writing.

Italian Language will take up two elective choices.

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This semester based elective course is designed to give students a taste of the topics covered in VCE Psychology. Students will explore topics such as how information transfers from sensory to our long-term memory. They will describe different ways to learn, such as through Classical and Operant conditioning, and Observational Learning. Students will describe mental health, mental health problems and specific mental health disorders and their characteristics. Lastly, they will explain how people experience different stages of NREM/ REM sleep throughout the night. Students conduct scientific studies and formulate hypotheses, collect and analyse data. Students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical considerations when performing research on human/living subjects.

This subject is highly recommended for any students wanting to continue with VCE Psychology.

Curriculum Contribution: $25

Minimum requirements: Device must a minimum of 8Gb of RAM and 256Gb hard drive, 512 Gb hard drive recommended. Software is free for educational purposes.

Students use the Unreal Engine software, a commercial level program developed by Epic Games, to create their own 1^st or 3^rd person computer game.  Students will be introduced to human user design concepts and the design cycle, advanced block coding, and geometric and Physics concepts that are applied in virtual worlds.

Stage one involves students building their own environment in the theme of their game, creating landscapes and buildings that their avatar can move through referred to as White Boxing.  In the second phase, students learn how to create objects to place in the game that the avatar can interact with such as health pickups, bombs, moving platforms and opening and closing doors.

Students are given checkpoints along the way for completion of certain tasks and will have a timeline that they have to keep to, to ensure completion of the project within the semester. At the end of the subject students should have produced a fully interactive game with a playable level and start and finish screen.

This course is for:

• Students who enjoy creating their own world
• Students who are imaginative
• Students who enjoy gaming
• Student who are interested in higher order digital skills

Curriculum Contribution: $90

Do you want to be able to: Produce good quality food? Know how food affects your body? Design healthy and delicious meals?

The aim of this unit is to equip you with the skills and knowledge to be able to independently produce good quality food products in a safe and hygienic manner. You will learn about the importance of eating healthy and how food can affect your entire wellbeing. Your creativity will shine whilst using the design process to plan meals on a budget and for particular celebrations.

Curriculum Contribution: $70 for General Excellence

The Robotics elective will combine elements for both technology streams: digital and design. Students will be given a drive base design and a specific challenge that the robot will need to achieve. Students will need to design, build, and code the robot, then demonstrate that the robot can successfully complete the set challenge based on the FIRST Robotics Competition.

Students will receive opportunities to learn about the design cycle, using 3D design programs, programming and logic skills, engineering concepts, electronics, project management, and safety awareness. Students will complete projects and assessments from using digital CAD programs to safe handling of tools in the workshop.

Students will have the opportunity to participate in the two available competitions, the Southern Cross Reginal (Sydney) in mid-March and the Melbourne Robotics tournament in early July. These competitions are an external commitment to class and not compulsory but are an amazing opportunity to develop teamwork and project management skills. Costs for competitions are separate to the class.

Are you passionate about real world issues? Would you like the opportunity to lead initiatives that can create change in our broader community?

This semester long course will empower students to make a difference through activities and projects both within and outside our school setting. Students will also focus on the development of their interpersonal and critical and creative thinking skills to be better prepared for success in their future pathways and aspirations. In particular, students will be supported in their personal growth in areas such as: Leadership, Team Work, Planning and Decision Making.

This subject is also designed to be an introduction to Personal Development Skills which is offered with the VCE Vocational Major pathway in the Senior School program at RSC.

Do you want the opportunity to undertake work experience? Do you want to be better prepared for part time work or a vocational pathway in your future?

This year long elective will give you the work related skills to make your resume stand out. You will be able to get a taste for the industries and careers that interest you and to begin the journey to toward the skills, knowledge and certifications to get you there. Students undertaking this course have exclusive access to opportunities such as:

• Work experience
• White Card Training
• TAFE Taster experiences
• Professional Portfolio/Resume Development
• *This elective is creditable for units 1 and 2 of WRS in VCE (Vocational Major). Please students interested in an SBAT pathway are highly recommended to undertake this program.

Unit 1
In this unit, students engage in reading and viewing texts for personal connections. They develop an understanding of effective and cohesive writing. Students apply, extend and challenge their understanding and use of imaginative, persuasive and informative text through a growing awareness of situated contexts, stated purposes and audience.

Unit 2
In this unit, students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing, to further open possible meanings in a text. They consider the way arguments are developed and delivered in many forms of media. Students develop their skills in a range of written, spoken and multimodal texts.

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

Unit 4
In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

Unit 1

In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Unit 2

In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

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

Unit 4
In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

Unit 1
In this unit, students consider how language, structure and stylistic choices are used in different literary forms and types of texts. They explore concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres. Students begin to identify and explore textual details, including language and features, to develop a close analysis response to a text.

Unit 2
In this unit, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They focus on the text and its historical, social and cultural context. Students reflect on representations of a specific time period and/or culture within a text. Students develop the ability to analyse language closely, recognising that words have historical and cultural import.

Unit 3: Language variation and social purpose
In this unit students investigate English language in contemporary Australian social settings, along a continuum of informal and formal registers. Students examine the stylistic features of formal and informal language in both spoken and written modes. Students learn how to describe the interrelationship between words, sentences and text as a means of exploring how texts construct message and meaning. Students consider how texts are influenced by the situational and cultural contexts in which they occur. They learn how language can be indicative of relationships, power structures and purpose through the choice of a particular variety of language, and through the ways in which language varieties are used in processes of inclusion and exclusion.

Unit 4: Language variation and identity
In this unit students focus on the role of language in establishing and challenging different identities. Students examine both print and digital texts to consider the ways different identities are constructed. Students explore how our sense of identity evolves in response to situations and experiences and is influenced by how we see ourselves and how others see us. Through our language we express ourselves as individuals and signal our membership of particular groups. Students explore how language can distinguish between ‘us’ and ‘them’, creating solidarity and reinforcing social distance.

Unit 1: Establishing and operating a service business

This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. The cash basis of recording and reporting is used throughout this unit. Using single entry recording of financial data analysis of accounting information, students will examine the role of accounting in the decision-making process for a sole proprietor of a service business.

Unit 2: Accounting for trading business

This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate performance of the business using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. Students develop their understanding of the importance of ICT in the accounting process by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports.

It is highly recommended that students intending to undertake this subject in Unit 3 & 4, should have successfully completed and passed Accounting Unit 2 prior.

Unit 3: Recording and reporting for trading business

This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is used.

Unit 4: Control and analysis of business performance

This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit I based on the double entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system.

Unit 1: Studio inspiration and techniques

In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks.

Unit 2: Studio exploration and concepts

In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand developments in studio practice. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art.

Unit 3: Studio practices and processes

In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. For this study, the exploration proposal supports the student to identify a direction for their studio process. This process records trialling, experimenting, analysing and evaluating the extent to which art practices successfully communicate ideas presented in the exploration proposal. Students will select some of these potential directions from which to develop at least two artworks in Unit 4. The study of artists and their work practices and processes may provide inspiration for students’ own approaches to art making. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques.

Unit 4: Studio practice and art industry contexts

In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists’ involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions.

Unit 1: How do living things stay alive?

In this unit students explain what is needed by an organism to stay alive. They are introduced to some of the challenges for organisms in sustaining life. Students examine the cell as the structural and functional unit of life and the requirements for sustaining cellular processes in terms of inputs and outputs. Types of adaptations that enhance the organism’s survival in particular environments are analysed, and the role that homeostatic mechanisms play in maintaining the internal environment is studied. Students consider how the planet’s biodiversity is classified and investigate the factors that affect population growth.

Unit 2: How is continuity of life maintained?

In this unit students focus on asexual and sexual cell reproduction and the transmission of biological information from generation to generation. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered. Students explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They consider the role of genetic knowledge in decision-making about the inheritance of various genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

It is highly recommended that students intending to undertake this subject in Unit 3 & 4, should have successfully completed and passed Biology Unit 1 and 2 prior.

Unit 3: How do cells maintain life?

In this unit students investigate the workings of the cell from several perspectives. These different perspectives enable consideration of both capabilities and the limitations of living organisms whether animal, plant, fungus or microorganism. Students examine the key molecules and biomechanical pathways involved in cellular processes both within the cell and between cells. At this molecular level students study the human immune system and the interactions between its components to provide immunity to specific antigen. A student investigation related to biological change and/or continuity is undertaken in either Unit 3 or Unit 4, or across both Unit 3 and Unit 4. The findings of the investigation are presented in a scientific poster format.

Unit 4: How does life change and respond to challenges over time?

In this unit students consider the continual change and the challenges to which life on Earth has been subjected. They examine change in life forms, investigate the relatedness between species and consider the impact of various change events on a population’s gene pool. Students explore the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies are explored for both the individual and the species.

Unit 1: Planning a business

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of those on planning a business.

Unit 2: Establishing a business

This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area, applying this knowledge to contemporary business case studies from the past four years.

Unit 3: Managing a business

In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice.

Unit 4: Transforming a business

Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory.

Unit 1: How can the diversity of materials be explained?

The development and use of materials for specific purpose is an important human endeavour. In this unit students investigate the chemical properties and practical applications of a range of materials including metals, crystals, polymers, nanomaterials and giant lattices. They explore and explain the relationships between properties, structure and bonding focus within and between particles that vary in size from the visible through to nanoparticles, molecules and atoms.  Students are introduced to quantitative concepts in chemistry.

Unit 2: What makes water such a unique chemical?

Water is the most widely used solvent on earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the structure and bonding within and between water molecules in order to investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox.  They are introduced to stoichiometry and to analytical techniques and instrumental procedures analysis, and apply these to determine concentrations of different species in water samples, including chemical contaminants. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water.

It is highly recommended that students intending to undertake this subject in Unit 3 & 4, should have successfully completed and passed Chemistry Unit 1 & 2 prior.

Unit 3: How can chemical processes be designed to optimise efficiency?

The global demand for energy and materials is increasing with the growth of world population. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources and investigate the combustion of fuels. They consider the purpose, design and operating of principles of galvanic cells, fuel cells and electrolytic cells and calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They apply the equilibrium law and Le Chatelier’s principle to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes.

Unit 4: How are organic compounds categorised, analysed and used?

Carbon is the basis of the diverse compounds found in living tissues and in the fuels, foods, medicines and many of the materials we used in everyday life. In this unit students investigate the structural features, bonding, reactions and uses of the major families of organic compounds including those found in food.  Students process data from instrumental analyses to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. They predict the products of reaction pathways and design pathways to produce particular compounds from given starting materials. Students investigate key food molecules including carbohydrates proteins, lipids and vitamins and use calorimetry to determine the energy released in the combustion of food.

Unit 1:

In this unit students explore the potential of the body as an instrument of expression. They learn about and develop physical skills. Students discover the diversity of expressive movement by exploring body actions, and commence the process of developing a personal movement vocabulary. They also begin to develop skills in documenting and analysing movement and develop understanding of how choreographers use these processes. Knowledge of physiology, including care and maintenance of the body, is applied to the execution of body actions through the safe application of physical skills. Students develop and perform movement studies and dances with unified compositions created through a range of movement creation processes. They discuss influences on their own dance backgrounds and on the expressive intentions of movement vocabulary in their own dances.

Unit 2:

This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement: time, space and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance-making and performing processes involved in choreographing and performing their own dance works and dance works created by others. Students are also introduced to dance traditions, styles and works. Dance traditions, styles and works selected for study might encompass dance traditions and indigenous cultures or other culturally specific dance through to the works of ballet choreographers, modern dance, early musical theatre/ film choreography and the work of tap/ jazz or street performers. Students describe the movement vocabulary in their own and others’ dances by identifying expressive body actions and ways the elements of movement have been manipulated. Students also analyse and discuss the communication of their own and others choreographers’ intentions, through the structuring of form, and the choreographic and expressive use of the elements of movement. This analysis supports students’ understanding of the link between theoretical and practical aspects of each area of study.

Unit 3:

This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the execution of a diverse range of body actions and use of performances skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the solo dance work, and learning, rehearsing and performing the learnt group dance work are analysed. This analysis connects each student’s own work as a choreographer to the work of professional choreographers.

Students develop their understanding of choreographic skills through an analysis of ways that the expressive intentions chosen by choreographers of twentieth and/or twenty-first century solo dance works – these are selected from the prescribed list. Students analyse the dance design and use of movement vocabulary, as well as consider influences on the choreographers’ choice of expressive intention, and production aspects of the dance works.

Unit 4:

This unit focuses on choreography, rehearsal and performance of a unified solo dance work. When rehearsing and performing this work students focus on expressive and accurate execution of choreography variations of spatial organisation and demonstration of artistry in performance. Students also document and analyse the dance-making and performance processes involved in choreography, rehearsal and performance of the solo dance work. Students’ understanding of choreographic skills is also developed and refined through an analysis of ways in which the choreographers’ intention can be expressed through the manipulation of different types of group structures. These include unison, canon, contrast, symmetrical and asymmetrical groupings and formations. Students also analyse the use of the elements of spatial organisation- direction, level, eye/body focus and dimension- in a group dance work by twentieth and/or twenty-first century choreographer. Influences on choices made by choreographers in these works are also studied.

Unit 1:  Dramatic storytelling

This unit focuses on creating, presenting and analysing a devised 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 of a performance by professional drama practitioners. In this unit students use performance styles from a range of contexts associated with naturalism and non-naturalism.  Students examine storytelling through the creation of solo and/or ensemble devised performance/s. They manipulate expressive skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performance styles and document the processes they use. Students also gain an awareness of how performance is shaped and given meaning. They investigate a range of stimulus material and learn about stagecraft, conventions and performance styles from a range of contexts.

Unit 2: Non-naturalistic Australian drama

This unit focuses on the use of documentation of the processes involved in constructing a devised solo or ensemble performance that uses non-naturalistic performance styles. 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 of historical Australian context.  Students use a range of stimulus material in creating the performance and examine non-naturalistic performance styles from a range of contexts relevant to Australia and Australians. Conventions appropriate to the selected performance styles are also explored. Students’ knowledge of how dramatic elements can be enhanced or manipulated through performance is further developed in this unit. Students analyse their own performance work as well as undertake the analysis of a performance of an Australian work by other actors.

Unit 3: Devised non-naturalistic ensemble performance

This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance. Students use and manipulate dramatic elements, conventions, performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to shape and enhance the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

Unit 4: Non-naturalistic solo performance

Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions. They develop skill in extracting dramatic potential from a stimulus material and use dramatic elements, conventions, performance styles and expressive skills to develop and present a short solo performance. These skills are further developed as students create a devised solo performance in response to a prescribed structure.

Unit 1: How are Earth’s dynamic systems interconnected to support life?

In this unit students examine the processes and interactions occurring within and between Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere, and lithosphere. They focus on how ecosystem functioning can influence many local, regional, and global environmental conditions such as plant productivity, soil fertility, water quality and air quality. Students explore how changes that have taken place throughout geological and recent history are fundamental to predicting the likely impact of future changes. They consider a variety of influencing factors in achieving a solutions-focused approach to responsible management of challenges related to natural and human-induced environmental change.

Unit 2: What affects Earth’s capacity to sustain life?

In this unit students consider pollution as well as food and water security as complex and systemic environmental challenges facing current and future generations. They examine the characteristics, impacts, assessment, and management of a range of pollutants that are emitted or discharged into Earth’s air, soil, water and biological systems, and explore factors that limit and enable the sustainable supply of adequate and affordable food and water.

Unit 1: Food origins

This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. Students explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living global trade in food. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world. Students also investigate Australian indigenous food prior to European settlement and how food patterns have changed over time. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. They consider the influence of technology and globalisation on food patterns.

Unit 2: Food makers

In this unit students investigate food systems in contemporary Australia, exploring both commercial food production industries and food production in small-scale domestic settings. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Students produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. Students design new food products and adapt recipes to suit particular needs and circumstances.

Unit 3: Food in a daily life

This unit investigates the many roles and everyday influences of food. Students explore the science of food – they consider the physiology of eating, the microbiology of digestion and appreciating food. They also investigate the functional properties of food and the changes that occur during food preparation and cooking. Students analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating and develop their understanding of diverse nutrient requirements.

Students also investigate how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns. The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns.

 Unit 4: Food issues, challenges and futures

In this unit students examine debates about global and Australian food systems. Students focus on issues related to the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land. Students also investigate individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. Students consider how to assess information and draw evidence-based conclusions, and apply this methodology to navigate contemporary food fads, trends and diets. Students’ food production repertoire reflects the Australian Dietary Guidelines and the Australian Guide to Healthy Eating.

Unit 1 & 2

In Foundation Mathematics there is a strong emphasis on the use of mathematics in practical contexts encountered in everyday life in the community, at work and at study. The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Space, shape and design’, ‘Patterns and number’, ‘Data’ and ‘Measurement’.

All four areas of study are to be completed over the two units. The content should be developed using contexts present in students’ other studies, work and personal or other familiar situations.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, equations and graphs with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

Unit 1 & 2
For Units 1 and 2, to suit the range of students entering the study, content must be selected from the six areas of study using the following rules:

• For each unit, content covers four or more topics in their entirety, selected from at least three different areas of study.
• Courses intended as preparation for study at Units 3 and 4 level should include a selection of topics from areas of study that provide a suitable background for these studies.
• Topics can also be selected from those available for Specialist Mathematics Units 1 and 2.
• Content covered from an area of study provides a clear progression in knowledge and skills from Unit 1 to Unit 2.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations and graphs with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

It is highly recommended that students intending to undertake this subject in Unit 3 & 4, should have successfully completed and passed General Maths Unit 1 & 2 prior.

Unit 3 & 4

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

Unit 1: Hazards and disasters

In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events.

Unit 2: Tourism

In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impact on people, places and environments.

The study of tourism at local, regional and global scales emphasises the interconnection within and between places. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, together with cultural preservation and acculturation. The growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism. Students undertake fieldwork in this unit and report on fieldwork using the structure provided.

Unit 3: Changing the land

This unit focuses on two investigations of geographical change: change to land cover and change to land use. Students investigate three major processes that are changing land cover in many regions of the world. Students investigate the distribution and causes of these three processes. At a local scale students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the scale of change, the reasons for change and the impacts of change. Students undertake fieldwork and produce a fieldwork report using the structure provided.

Unit 4: Human population – trends and issues

In this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Population movements such as voluntary and forced movements over long or short terms add further complexity to population structures and to economic, social, political and environmental conditions.

Unit 1: Understanding Health and Wellbeing

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and also explore other interpretations. For the purposes of this study, students should consider wellbeing to be an implicit element of health. In this unit students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including those among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status. With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.

Unit 2: Managing Health and development

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

Unit 3: Australia’s health in a globalised world

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as a background to their analysis and evaluation of variations in the health status of Australians. Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

Unit 4: Health and Human development in a global context

This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Area of Study 2 looks at global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.

Unit 1: Twentieth century history 1918-1939

In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars. World War One is regarded by many as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures. These changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by the Great Depression also contributed to the development of political movements. Despite ideals about future peace, reflected in the establishment of the League of Nations, the world was again overtaken by war in 1939. The period after World War One was characterised by significant social and cultural change in the contrasting decades of the 1920s and 1930s. New fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism. In Germany, the persecution of the Jewish people became intensified. In the USSR, millions of people were forced to work in state-owned factories and farms and had limited personal freedom. Japan became increasingly militarised and anti-western. In the USA, the consumerism and material progress of the 1920s was tempered by the Great Crash of 1929. Writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes.

Unit 2: Twentieth century history 1945-2000

In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. The establishment of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human rights. Despite internationalist moves, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, setting the backdrop for the Cold War. The period also saw challenge and change to the established order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. New countries were created and independence was achieved through both military and diplomatic means. Old conflicts also continued and terrorism became increasingly global. The second half of the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement, feminism and environmental movements.

Unit 3 & 4:

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror. In these units students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative. They construct an argument about the past using primary sources as evidence and evaluate the extent to which the revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical interpretations about the causes and consequences of revolution and the effects of change instigated by the new order. In developing a course, teachers select two revolutions to be studied from the following, one for Unit 3 and one for Unit 4:

• The American Revolution of 1776.
• The French Revolution of 1789.
• The Russian Revolution of October 1917.
• The Chinese Revolution of 1949.

For the two selected revolutions, both areas of study must be undertaken. Students are expected to demonstrate a progression from Unit 3 to Unit 4 in historical understanding and skills.

Unit 1: Criminal law in action

Students examine the need for laws in society. They investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Through a consideration of contemporary cases and issues, students learn about different types of crimes and explore rights and responsibilities under criminal law. Students also consider the role of parliament and subordinate authorities in law-making, as well as the impact of the Victorian Charter of Rights and Responsibilities on law enforcement and adjudication in Victoria.

Students investigate the processes and procedures followed by courts in hearing and resolving criminal cases. They explore the main features and operations of criminal courts and consider the effectiveness of the criminal justice system in achieving justice.

Unit 2: Issues in civil law

Students examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil law in society and how it affects them as individuals. The unit also focuses on the resolution of civil disputes through judicial determination and alternative methods in courts, tribunals and independent bodies. Students examine these methods of dispute resolution and evaluate their effectiveness. Individuals can influence a change in the law by taking a case to court. Students focus on cases that have had a broader impact on the legal system and on the rights of individuals. Students develop an appreciation of the role played by such cases and undertake an analysis of relevant legal issues.

Unit 3: Law- making

In this unit students develop an understanding of the institutions that determine our laws, and their law-making powers and processes. They undertake an informed evaluation of the effectiveness of law-making bodies and examine the need for the law to keep up to date with changes in society. Students develop an appreciation of the complex nature of law-making by investigating the key features and operation of parliament, and influences on law-making, with a focus on the role of the individual. Central to the investigation of law-making is the role played by the Commonwealth Constitution. Students develop an understanding of the importance of the Constitution in their lives and on society as a whole, and undertake a comparative analysis with another country. They learn of the importance of the role played by the High Court of Australia in interpreting and enforcing the Constitution, and ensuring that parliaments do not act outside their areas of power nor infringe protected rights. Students investigate the nature and importance of courts as law-makers and undertake an evaluation of their effectiveness as law-making bodies. They also investigate the relationships that exist between parliaments and courts. Throughout this unit, students examine relevant cases to support their learning and apply legal principles to these cases.

Unit 4: Resolution and justice

Students examine the institutions that adjudicate criminal cases and civil disputes. They also investigate methods of dispute resolution that can be used as an alternative to civil litigation. Students investigate the processes and procedures followed in courtrooms and develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial procedures that operate in the Victorian legal system. Using the elements of an effective legal system, students consider the extent to which court processes and procedures contribute to the effective operation of the legal system. They also consider reforms or changes that could further improve its effective operation. Throughout this unit, students examine current or recent cases to support their learning, and apply legal principles to these illustrative cases.

Unit 3: Form and transformation

In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students develop creative responses to texts and their skills in communicating ideas in both written and oral forms.

Unit 4: Interpreting texts

In this unit students develop critical and analytic responses to texts. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis.

Unit 1

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units. The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’. At the end of Unit 1, students are expected to have covered the content outlined in each area of study, with the exception of ‘Algebra’ which extends across Units 1 and 2. This content should be presented so that there is a balanced and progressive development of skills and knowledge from each of the four areas of study with connections between and across the areas of study being developed consistently throughout both Units 1 and 2. In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs and differentiation with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.

Unit 2

In Unit 2 students focus on the study of simple transcendental functions and the calculus of simple algebraic functions. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’. At the end of Unit 2, students are expected to have covered the material outlined in each area of study. Material from the ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’ areas of study should be organised so that there is a clear progression of skills and knowledge from Unit 1 to Unit 2 in each area of study. In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation and anti-differentiation with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.

It is highly recommended that students intending to undertake this subject in Unit 3 & 4, should have successfully completed Mathematical Methods Unit 1 & 2 prior.

Units 3 & 4

Units 3 and 4 consist of the areas of study ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and statistics’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and skills for the outcomes of Mathematical Methods Units 3 and 4.

For Unit 3 a selection of content would typically include the areas of study ‘Functions and graphs’ and ‘Algebra’, and applications of derivatives and differentiation, and identifying and analysing key features of the functions and their graphs from the ‘Calculus’ area of study. For Unit 4, this selection would typically consist of remaining content from the areas of study: ‘Functions and graphs’, ‘Calculus’ and ‘Algebra’, and the study of random variables and discrete and continuous probability distributions and the distribution of sample proportions. For Unit 4, the content from the ‘Calculus’ area of study would be likely to include the treatment of anti-differentiation, integration, the relation between integration and the area of regions specified by lines or curves described by the rules of functions, and simple applications of this content. The selection of content from the areas of study should be constructed so that there is a development in the complexity and sophistication of problem types and mathematical processes used (modelling, transformations, graph sketching and equation solving) in application to contexts related to these areas of study. There should be a clear progression of skills and knowledge from Unit 3 to Unit 4 in each area of study.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

Unit 1: Media representations

Students are introduced to the concept of audience and what it entails. They consider how audiences engage with the media to construct and negotiate understandings of the world and themselves through their participation in the consumption, reception, production, curation and distribution of media products. Notions of identity and self are implicit in the ways audiences select, create, share, engage with and read media products. Through the examination of a range of media forms and products, students consider how representations of self and identity are constructed, distributed, engaged with, consumed and read. Students consider different readings of media products and how meaning is suggested through the complex relationships between content creators and producers, media forms and audiences.

Unit 2: Narrative across media forms

In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

Unit 3: Media narratives and pre-production

In this unit students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Narratives are defined as the depiction of a chain of events in a cause and effect relationship occurring in physical and/or virtual space and time in non-fictional and fictional media products.

Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product in Unit 4.

 Unit 4: Media production and issues in media

In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

Music Inquiry rotates with Music Performance Unit 3 & 4

This study offers pathways for students whose main interest is a combination of performing, composing/arranging and investigating music through music making, analysing and responding in relation to their particular interests. It recognises that music is frequently a collaborative art where students work with others, and at other times individually.

Music making is a collective and integrated experience. It involves composing, arranging, interpreting, reimagining, improvising, recreating, performing and critiquing music in an informed manner. All these activities involve active engagement in imaginative music making, responding and remaking. Students perform and compose/arrange music to demonstrate musical influences of an existing style and/or performer in relation to their own works and the works of others.

Students develop aural skills by responding to music from a range of sources across time and place, comparing their music characteristics. They analyse music works and/or styles and explore how they have influenced subsequent music makers, including students’ own works. They develop an understanding of how the treatment of music elements, concepts and compositional devices in one work and/or style can be identified and explained in the works of others, leading to a reflection on their own music making.

Philosophy VCE Unit 1

What is the nature of reality? How can we acquire certain knowledge? These are some of the questions that have challenged humans for millennia and underpin ongoing endeavours in areas as diverse as science, justice and the arts. This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. The emphasis is on philosophical inquiry – ‘doing philosophy’ – which allows students to also engage with the study and practice the philosophy of logic which are central to this. As students learn to think philosophically, appropriate examples of philosophical viewpoints and arguments, both contemporary and historical, are used to support, stimulate and enhance their thinking about central concepts and problems. Students investigate relevant debates in epistemology and metaphysics, and consider whether the philosophical bases of these debates continue to have relevance in contemporary society and our everyday lives.

Philosophy VCE Unit 2

What is morality? Where does it come from? How do we determine what is right and what is wrong and how does this work in real life? How do we determine what we value as a society?

This unit enables students to explore these questions in relation to different categories of value judgment within the realms of morality, political and social philosophy and aesthetics. Students also explore ways in which viewpoints and arguments in value theory can inform and be informed by contemporary debates. Students critically reflect on their experience of doing philosophy and develop perspectives on the nature, purpose and value of philosophy. They also reflect on the value of philosophy for navigating questions of contemporary living.

They study at least one primary philosophical text, using the complete text or an extract, and develop a range of skills including formulating philosophical questions and developing philosophical perspectives.

Philosophy VCE Unit 3

This unit considers the crucial question of what it is for a human to live well. It explores questions of relevance to our own good lives – what is happiness? What role should pleasure and self-discipline, friendship and love play in the good life? – as well questions regarding the good life as it may be understood within the context of our relationships with others beyond our immediate communities.

Students consider the implications of adopting particular perspectives, viewpoints and arguments for questions of relevance to contemporary living, such as our relationship with those beyond our immediate communities, non-human animals and the broader natural world.

Students engage with the set texts to develop perspectives on questions relating to the good life, including questions of relevance to contemporary living. Through critical reflection on ideas, perspectives, viewpoints and arguments, students develop and defend their own philosophical positions.

Philosophy VCE Unit 4

In recent decades, developments in information and communication technologies have changed the way we share beliefs and acquire and justify knowledge. More than ever, we rely on the testimony of others, in particular, those we judge to be experts. But what is an expert? What qualities must testimony have to be trusted? And, in a world filled with multiple and often contradictory sources, how do we separate good beliefs from poor beliefs?

This unit focuses on interpersonal aspects of belief and belief formation, considering what it means to believe well by examining the nature of belief and the grounds for accepting or rejecting beliefs. Across 2 areas of study, students explore what our obligations are in relation to belief; when we should adjust or change our beliefs; and to what extent we should take responsibility for fostering the good beliefs of others and the conditions that make them possible. Through so doing, students are invited to consider the interrelationship between believing well and living well. Students use concepts, arguments and viewpoints from the set texts to develop perspectives and justified philosophical positions on belief formation and justification in relation to a range of general questions. Students also apply their learning to identify and engage with epistemological issues that arise from case studies suggested by selected contexts.

Unit 1: The human body in motion

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.

Unit 2: Physical activity, sport and society

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

Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students focus on a range of contemporary issues associated with physical activity and/or sport at the local, national and global level. They investigate in detail one issue relevant to physical activity and/ or sport. Using a social-ecological perspective, they evaluate the effect of individual, social, policy and physical environmental factors on participation in physical activity. Students develop an understanding of the historical, and current perspectives of the issue and forecast future trends. They form conclusions in relation to the impact these factors have on physical activity and sport in society.

Unit 3: Movement skills and energy for physical activity

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Unit 4: Training to improve performance

In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

Unit 1: What ideas explain the physical world?

In this unit students explore some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. They consider thermal concepts by investigating heat and assessing the impact of human use of energy on the environment. Students evaluate common analogies used to explain electricity and investigate how electricity can be manipulated and utilised. They examine current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe.

Unit 2: What do experiments reveal about the physical world?

This unit requires that students undertake a core study related to motion, one option from a choice of twelve options, and a student-designed investigation related to motion and/or one of the twelve options. In this unit, students explore the power of experiments in developing models and theories. They make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored including through indirect observations. Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. They choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science.

It is highly recommended that students intending to undertake this subject in Unit 3 & 4, should have successfully completed and passed Physics Unit 1 & 2 prior.

Unit 3: How do fields explain motion and electricity?

In this unit, students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. They explore the interactions, effects and applications of gravitational, electric and magnetic fields including the design and operation of particle accelerators. Students use Newton’s laws and Einstein’s theories to investigate and describe motion.

 Unit 4: How can two contradictory models explain both light and matter?

In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and analyse its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter. Students are challenged to think beyond the concepts experienced in everyday life to study the physical world from a new perspective.

Unit 1: How are behaviour and mental processes shaped?

In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected.

Unit 2: How do external factors influence behaviour and mental processes?

A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups.

Unit 3: How does experience affect behaviour and mental processes?

The nervous system influences behaviour and the way people experience the world. In this unit students examine the functioning of the nervous system to explain how a person can interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved.

Unit 4: How is wellbeing developed and maintained?

Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit, students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors.

Unit 3

In this unit students apply the problem-solving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.

In Area of Study 1 students respond to teacher-provided solution requirements and designs and develop a set of working modules through the use of a programming language. Students examine a simple software requirements specification and a range of software design tools in order to apply specific processing features of a programming language to create working modules. In Area of Study 2 students analyse a need or opportunity, select an appropriate development model, prepare a project plan, develop a software requirements specification and design a software solution. Area of Study 2 forms the first part of the School-assessed Task (SAT) that is completed in Unit 4, Area of Study 1.

Unit 4

In this unit students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.

In Area of Study 1 students apply the problem-solving stages of development and evaluation to develop their preferred design prepared in Unit 3, Area of Study 2, into a software solution and evaluate the solution, chosen development model and project plan. Area of Study 1 forms the second part of the School-assessed Task (SAT). In Area of Study 2 students examine the security practices of an organisation and the risks to software and data during the development and use of the software solutions. Students evaluate the current security practices and develop a risk management plan.

Unit 1 & 2

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4.

The areas of study for Units 1 and 2 of Specialist Mathematics are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’. For Units 1 and 2, to suit the range of students entering the study, and cover the four prescribed topics, content must be selected from the six areas of study using the following rules:

– For each unit, content covers four or more topics in their entirety, selected from at least three different areas of study.

– Each unit must include two of the prescribed topics: Number systems and recursion; Vectors in the plane; Geometry in the plane and proof; and Graphs of non-linear relations.

– Other topics can be selected from those included in the areas of study for Specialist Mathematics Units 1 and 2 and/or General Mathematics Units 1 and 2
courses intended as preparation for study at the Units 3 and 4 level, should include selection of content from areas of study that provide a suitable background for these studies.

– Content from an area of study provides a clear progression in knowledge and skills from Unit 1 to Unit 2.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations and graphs with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

It is highly recommended that students intending to undertake this subject in Unit 3 & 4, should have successfully completed Mathematical Methods Unit 1 & 2 and Specialist Maths Unit 1 & 2 prior.

Unit 3 & 4

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

Unit 1: Introduction to visual communication design

This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how they affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. Students are introduced to the importance of copyright and intellectual property and the conventions for acknowledging sources of inspiration. In this unit students are introduced to four stages of the design process: research, generation of ideas, and development of concepts and refinement of visual communications.

Unit 2: Applications of visual communication within design fields

This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields.

Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.

Unit 3: Visual communication design practices

In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of the process of visual communication designers to support the development of their own designs. They establish a brief for a client and apply design thinking through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.

Unit 4: Visual communication design development, evaluation and presentation

The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience. As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused.

Certificate III

The unit codes studied in the Certificate III in Music Industry (CUA30915) are as listed:

• Contribute to health and safety of self and others
• Implement copyright arrangements
• Work effectively in the music industry
• Apply knowledge of style and genre to music industry practice
• Play or sing simple musical pieces
• Develop ensemble skills for playing or singing music.

The Certificate III is a two year course, therefore students should have undertaken this subject prior to Year 12.

Certificate III

The unit codes studied in the Certificate III in Sport and Recreation (SIS305513) are as listed:

Year 1

• Organise personal work priorities and development
• Participate in workplace health and safety
• Conduct non-instructional sport, fitness and recreation sessions
• Respond to emergency situations
• Provide first aid
• Use social media tools for collaboration and engagement
  Provide quality service
• Conduct sport, fitness or recreation events
• Book athlete travel and accommodation

Year 2

• Participate in WHS hazard identification, risk assessment and risk control
• Facilitate groups
• Plan and conduct programs
• Conduct sport coaching sessions with foundation level participants
• Educate user groups.

Curriculum Contribution: $30

Want to get ready for a life behind the lens? This subject will teach you the DIY (do-it-your-self) tool set needed to make your own video and get it ready for YouTube. Students construct sets, props and costumes to roll camera of a zero budget a scene remake of a famous media text (tv show, anime, movie etc.). Students will also learn how to review and critique a TV show/video game in creating their own “hot take” review analysis ready for the internet. Like, share and subscribe!

Curriculum Contribution: $30

Considering music subjects for Year 11 and 12? “Music: Stage and Beyond” is the pathway to prepare you for the challenge and fun of music in senior years.  You will be studying topics like performance, music theory, aural training, music analysis and composition. You will develop your confidence in ensemble and solo performance through songs and works in styles that interest you and are ideal for your instrument. By the end of this course, you’ll know if you’ve got what it takes to take on VCE Music or VET Music Performance.

In this elective student investigate why so many companies want so many details about us.  They will look at the collection of data, such as social media, and what companies do with. They will also look at how it is process, the so called “Big Data”. What does it mean? How big is “Big Data”?

Student will also examine privacy laws. Has the law kept up with the technology? Is it specific enough? What happens if a company breaks a law in another country? Whose laws do they follow? Who prosecutes global companies?

Finally, students will learn about networks. Students will consider the different hardware involved in setting up a network.  What is the difference between local and global networks? What is the Internet really and who owns it? What is travelling along the miles of cable and through the ether? What’s the big deal about fibre optic cable really? How do we keep our data safe?

This elective will prepare students who are considering pursuing a digital career or simply looking to understand the expanding digital world that we now live in.  The demand for workers with digital skills will only increase in the future and regardless of your choice career pathway, increasing your digital skills and understanding will prepare your well for what is to come.

This elective is for:

• The Computer Scientist!
• The Data Analyst!
• The Media Analyst!
• The IT Specialist!
• The Web Designer!
• The Networks Specialist!
• The Cyber Security Analyst!
• The Cryptographer!

Curriculum Contribution: $65

Discover Your Fashion Potential! Are you drawn to designing your own unique wardrobe? Curious about tailoring and altering clothes to fit perfectly? Fascinated by the world of fashion design and how creative professionals bring their visions to life? Want to uncover which colours and styles truly enhance your natural features? Fashion and Design is your gateway to this exciting creative world! In this immersive course, you’ll bridge theory and practice through engaging hands-on projects:  Master both traditional and modern sewing techniques Design and create your own garment from initial concept to finished piece Learn to interpret commercial patterns and professional sewing instructions Explore diverse textile arts including embroidery, knitting, crochet, tie-dying, and fabric painting Analyse body shapes and colour theory to identify the most flattering styles for different individuals  This course offers the perfect blend of practical skills and creative expression—empowering you to understand not just how clothes are made, but how to create garments that truly celebrate individuality and personal style!

This subject will lead to VCE Product Design and Technology and VCE Art Making and Exhibiting.

Curriculum Contribution $100

“The best way to predict the future is to create it”, 16th President of the United States, President Abraham Lincoln.

Product design has taken care of many of life’s menial tasks for us. We have chairs to sit on, and hinges so doors can open and close.

Product design can make our lives easier. It can make us reconsider the world around us and how we interact with it.

Are you the sort of person that looks at the design of a product and thinks ‘I could have done a better job than that’? Is there a more sustainable design solution to protect our planet and precious resources?

In product design technology students will learn creative thinking skills, how to visualise design ideas in three-dimensions and produce high-quality hand-crafted products. The development of skills with basic and more complex hand tools will help prepare students for VCE Product Design and Technology.

Students explore how product design is affected by and can influence issues related to sustainability, as well as other product design factors such as function, quality, ergonomics and aesthetics.

Students will experience a sense of accomplishment from designing and fabricating a range of functional three-dimensional products, with a focus on finishing techniques to achieve high-quality outcomes.

Curriculum Contribution: $135

Do you want to: Know where your food originated from? Why we cook food? Be able to cater for different dietary requirements?

The aim of this unit is to develop your knowledge about how the Australian cuisine has evolved over time. You will further fine tune your independence and confidence preparing healthy meals in the kitchen. You will learn about the scientific changes that take place in foods through different food preparation methods. You will investigate the importance of safety and hygiene in the kitchen to prevent food poisoning. You will continue to use the design process to problem solve and find solutions to a design brief.

Curriculum Contribution $20

Are you thinking of studying Health and Human Development as a VCE subject? Are you keen to get a head-start so you are well prepared? If so, then this year 10 prequal to senior Health and Human Development is the subject that will give you the best chance possible of achieving your goals. Explore engaging topics including the amazing human lifespan, learn about child development and how humans transition from youth to adulthood. Investigate how religion, gender, culture and socio-economic status affect health, and identify major health inequalities among Australia’s youth. Perhaps you’re interested to know more about the health care systems in Australia. There are so many interesting and engaging lessons to be learnt in Health and Human Development at year 10.

Curriculum Contribution: $20

Do you have what it takes to be a coach? Are you a leader who wants to help others? Learn all about being a sports coach in this PE subject. You’ll develop the knowledge of how to break down a complex skill, how to create effective coaching activities and be able to deliver fun and exciting sessions. You’ll gain an insight into the different styles of coaching by analysing some of your coaching heroes. While this is mainly a practical based subject, the theory content learned will be ideal for those who are planning to do VCE Physical Education.