2017-18 VCE Curriculum Handbook

HANDBOOK 2017-18
A GUIDE FOR
VCE
STUDENTS
IN VCE COURSE SELECTION

VCE Handbook 2017 - 2018
Contents
Introduction ............................................................................................................................... 4
The handbook is made up of two sections: .......................................................................4
Section 1 - The VCE Program at Mac.Rob ..............................................................................4
How do you submit your course, and when? ....................................................................4
What if you change your mind? .........................................................................................4
About the VCE ............................................................................................................................5
How is the VCE organised? ................................................................................................ 5
Special requirements for VCE at Mac.Rob .........................................................................5
What must you do to graduate with your VCE? ........................................................................6
Studies and units ....................................................................................................................6
What is VET? ..........................................................................................................................6
What is VCAL? ........................................................................................................................6
What should you consider in choosing your 2017-18 courses? ................................................7
How many Unit 3, 4 studies should I include in my 2017 Year 11 course? ...........................8
Can I take a study at Units 3, 4 levels without having studied Units 1, 2? ..........................10
Can I study external VCE units? ............................................................................................... 11
VCE Studies Offered at Mac.Rob 2017 ....................................................................................13
SECTION 2 - Unit Descriptions for VCE Studies ........................................................................14
Accounting ........................................................................................................................... 14
Algorithmics .........................................................................................................................15
Biology..................................................................................................................................15
Chemistry ............................................................................................................................. 17
Computing............................................................................................................................ 18
Drama...................................................................................................................................19
& Theatre Studies ................................................................................................................19
Economics ............................................................................................................................ 20
ENGLISH STUDIES .................................................................................................................20
English/EAL........................................................................................................................... 20
English/EAL (English as an Additional Language).................................................................22
English Language ..................................................................................................................22
Units 1 & 2........................................................................................................................22
Units 3 & 4........................................................................................................................23
Literature ............................................................................................................................. 24
Environnemental Science ....................................................................................................25
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Extended Investigation ........................................................................................................25

Food Studies.........................................................................................................................26
Geography............................................................................................................................ 27
Global Politics.......................................................................................................................28
Health and Human Development ........................................................................................28
HISTORY STUDIES (Unit 1 & 2 only) .....................................................................................29
Unit 1: People and Power ....................................................................................................29
Unit 2: Twentieth Century History (Since 1945) ..................................................................30
History: Ancient History .......................................................................................................30
HISTORY STUDIES (Units 3 & 4 only) ....................................................................................30
History: Revolutions .............................................................................................................30
Indigenous Language of Victoria: Revival and Reclamation ................................................31
Languages: French, German, Indonesian and Japanese ......................................................31
Legal Studies ........................................................................................................................31
Mathematics ........................................................................................................................32
Further Mathematics: ..........................................................................................................33
Summary of Combinations of Mathematics units: ..........................................................34
Media ...................................................................................................................................34
MUSIC STUDIES ....................................................................................................................35
Music Investigation Units 3 & 4 ........................................................................................... 35
Music Performance ..............................................................................................................35
Philosophy ............................................................................................................................ 36
Physical Education ...............................................................................................................37
Physics ..................................................................................................................................41
Psychology ........................................................................................................................... 42
Visual Arts: Art, Studio Arts & Visual Communication Design Art .......................................43
Studio Arts............................................................................................................................ 44
Visual Communication Design ............................................................................................. 45
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Introduction
Welcome to the VCE. This Handbook is to help you understand the Victorian Certificate of Education as it is
taught at Mac.Rob. It will also guide you in choosing a program that will prepare you for employment, or for
further education and training at a university or TAFE.
The handbook is made up of two sections:
Section 1 The VCE Program at Mac.Rob

Section 2 Descriptions of VCE Studies currently offered at Mac.Rob
In addition to this Handbook, students will receive a folder containing other important information. Please
keep your folder it will be important at the end of next year for selecting your Year 12 course.
Section 1 - The VCE Program at Mac.Rob

The VCE is mostly studied over two years.
However, at Mac.Rob Year 10 students may have studied one or more of the following: a community LOTE
externally in Year 9 and/or Year 10, one or two VCE Elective units within the Year 10 Elective program, Music
Performance (two units) or Mathematical Methods (two units) within the Accelerated Mathematics program,
or a VET course at Units 1/2 level.
How do you submit your course, and when?

Students will submit their course selection for 2017 online by August 26, but will also submit a hardcopy
selection form to the Senior School Office. The hardcopy course form asks you to provide extra information
such as your ideas about possible careers beyond school. Closer to this time, we will provide a guide to
entering your online selection.
What if you change your mind?

You can request limited changes for your Year 11 course at these times:
1. Before the VCE Orientation Program in November
2. At the end of the VCE Orientation Program in early December
3. Day 1 of Term 1, 2017
4. In June 2017, for Semester 2
In each case, there will be limitations caused by timetable requirements, subject combinations, staffing and
availability of space in classes, so it is important that you consider your course very carefully this year. The
course you select in August this year for study in 2017 should be one you will be very happy to study if you are
unable to change your selection at a later date. Do not choose a subject because your friend is doing it you
may find yourself undertaking a subject you really do not enjoy and be unable to change out of it.
For Year 12, 2018: you may make major alterations to your plans Year 12 course selection will occur in
August 2017. However, planning a two year program at this stage is important in that sequential studies are
planned appropriately rather than finding, at a later date, that you should have undertaken a specific Unit 1
and/or Unit 2 study which is a perquisite a Unit 3, 4 study. Such studies include Mathematics, Languages, the
Sciences - Chemistry and Physics and most VETs.
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About the VCE

How is the VCE organised?
A VCE study is made up of units, each unit lasting one semester. Most studies offer four units, but you dont
have to take all four units.
There are two levels of units within the VCE:
Units 1 and 2, which are usually taken in the first year of VCE. Most students take both units in a
study, but it is possible in Year 11 (if the timetable allows) to take only one unit of a particular study.
All units which are part of the Mac.Rob Year 10 course are either Unit 1 or 2 level.
Units 3 and 4, which are more advanced, are mostly taken in the final year of VCE. Units 3 and 4 must
be studied as a sequence - that is, if you take Unit 3 of any study, you must take Unit 4 also.
Students at Mac.Rob will normally be expected to take 20 or 22 units in their Year 11 and 12 program. This is in
addition to any units studied while in Year 10. This means a student would include:
In Year 11: 12 units (i.e. 6 year length subjects). It is usual that either one or two Unit 3, 4 studies are
included in this program. If any external LOTE is studied, this will be in addition to the 12 semester
units taken at Mac.Rob. Any Unit 3, 4 LOTE taken at this level will be counted as one of the 6 Unit 3, 4
studies (maximum) a student includes within her VCE course of study and would mean she can only
include one Unit 3, 4 study in her Mac.Rob program in Year 11. However, any VET study, because it is
conducted within our VET cluster arrangements, is regarded as one of your Mac.Rob subjects.
In Year 12: either 8 or 10 units (i.e. 4 or 5, subjects). The minimum number of studies that a Year 12
student must take at Mac.Rob in Year 12 is four Unit 3, 4 sequences. An external LOTE or a University
Enhancement Study is in addition to this minimum requirement. It is important that, if planning to
include an external LOTE or a University Enhancement Study when in Year 12, that you structure your
Year 11 course around this, choosing only one Unit 3, 4 sequence at year 11 (unless you have already
completed a Unit 3, 4 LOTE when in Year 10, in which case no Unit 3, 4 study should be chosen at Year
11 if you are planning to undertake a University Enhancement Study). Note: If considering a
University Enhancement Study you should speak with your LCO or one of the Careers teachers as only
a small number of students are approved to study such subjects, recommendations being based on
achievement in Year 11. Hence, you may wish to study such a subject but not be approved to study it
the understanding between the universities and the schools means that school will only approve
those students who they believe have the maturity, motivation and capacity to cope with the
demands of a first year university subject.
Special requirements for VCE at Mac.Rob

Studying two, Unit 3/4 studies while in Year 11 is allowed only if a student meets criteria, which
include: meeting the 90% attendance requirements in each subject, not receiving an NS (Not
Submitted) outcome for any assessment in any subject and achieving a High/Very High or A/ A+
average across all subjects. However, students should understand that a Very High average in one
subject will counterbalance a Medium average in another subject.
A student will not be allowed to take more than two Unit 3/4 studies in Year 11 (external studies are
included in the two).
Students taking two Unit 3/4 studies in Year 11 are expected to choose only four Unit 3/4 studies in
Year 12, unless there are exceptional circumstances.
Students taking one Unit 3, 4 study are expected to choose a maximum of five Unit 3, 4 studies in
Year 12. The minimum Year 12 Mac.Rob course is 4 subjects.
Students should not take 6 Unit 3, 4 studies in Year 12.
Students are not permitted to repeat VCE subjects. If a subject was previously completed at a
different school or education provider (such as the VSL or a Saturday Language school), then Mac.Rob
considers this subject to have been completed and, as the home school, will not endorse the
application for a repeated enrolment in the same subject the following year.
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What must you do to graduate with your VCE?

The Victorian Curriculum and Assessment Authority (VCAA) sets these requirements.
You must satisfactorily complete at least 16 units. Regardless of how many you do altogether, you must also
satisfactorily complete:
At least 3 units of the English Group
English Units 1 to 4
English as an Additional Language Units 3 and 4
English Language Units 1 to 4
Literature Units 1 to 4
Of the minimum 3 units, at least one must be from Units 3 and 4. Please note: to obtain an ATAR, you must
have a Unit 3, 4 sequence from this group.
You must also complete three sequences of Units 3 and 4 studies in addition to meeting the English
requirement. These can be from VCE studies and/or VCE VET programs.
Studies and units

A full list of all VCE studies available in Victoria is found in the VCAAs booklet Where to now?
(http://www.vcaa.vic.edu.au/Pages/vce/publications/WhereToNow/default.aspx). A list of studies available at
Mac.Rob is found on page 16 of this booklet.
What is VET?
VET stands for Vocational Education and Training.
In addition to the VCE studies listed on page 16, a range of vocational studies have also been offered within
the schools regional cluster (https://imvc.com.au/courses/) and have proved to be very popular with Mac.Rob
students. A number of Year 10 students are already enrolled in VET courses - these students may move on to
Units 3 and 4 in 2017 if they wish. Students beginning a VET program in Year 11 must enrol in Units 1 and 2.
Your folder of VCE information contains a VET Handbook, with details of studies offered within our cluster of
schools.
A VET subject counts as one of your school-based subjects, even though you may study it off campus. This will
usually take place on a Wednesday afternoon. VET subjects can also contribute towards your ATAR, if they are
studied through units 1 4. How they contribute towards the ATAR varies with individual VET subjects.
What is VCAL?
VCAL stands for Victorian Certificate of Applied Learning
VCAL is an alternative to the usual VCE if you are interested in a more employment-related course. The key
features of VCAL:
It involves applied learning a hands-on approach
The exact balance between VCE Studies and VCAL studies will be negotiated on an individual basis
You can undertake a School-Based Apprenticeship or Traineeship involving 15 hours of paid work
per week - in fields such as these:
o Retail
o Hospitality
o Sports Administration
o (there are more!)
OR
Undertake a VET study
Your course involves fewer VCE studies BUT it is still possible to graduate with a conventional VCE Certificate
and obtain an ATAR.
All questions about VET and VCAL studies should be addressed to Ms Serpless or Ms Puszka.
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What should you consider in choosing your 2017-18 courses?

The range of studies listed on page 16 is broad and we expect that there will be at least one class in each of
these subjects in 2017-2018. However, for classes to be viable, a certain minimum number of students must
select the subject in order that the class can run. Students are asked to include an additional two back-up
subjects when selecting their course so that, should a class they have chosen within their desired course not
be able to run due to insufficient numbers, the first subject on their back-up list will be allocated or, if that is
also not viable, the second subject will be allocated.
Mac.Rob, the VCAA and VTAC are unanimous in advising you to choose subjects that:
You enjoy and that interest you
You are good at you should consider the grades you are achieving in your Year 10 subjects as a
guide. Rarely do grades improve as you progress to more senior levels with more challenging
subject content. It does not happen that a student receiving grades of Medium to Low in a given Year
10 subject finds they have been able to improve the level of achievement to A level or above in the
corresponding VCE study. So, choose wisely.
Reflect what you are interested in studying at tertiary level and that will develop the skills to help you
in those studies
May be a prerequisite for studying a course you are interested in
Help provide you with more career options if you are undecided
It is not advisable, at this stage, to close your mind to possibilities, saying: I know what subjects Im doing next
year. Instead, think of:
1. A broad course. The flexibility of the VCE encourages all students to take a variety of studies, while
providing them with the ability to specialise in a particular area. You may decide to specialise in Music
studies or Language studies or Science studies, but it is very important that you also be able to prepare
for a wide variety of career options. Don't choose subjects that may limit or narrow your choices. For
instance, planning on just one or two possible careers is not recommended. Remember that most
subjects develop skills rather than simply a body of knowledge. These skills help you to develop qualities
which are important in higher level study and for this reason, it is important that you consider many
subject options. Students should also be aware that some tertiary institutions and employers prefer
students to have studied a broad curriculum in their school years, including many overseas universities.
(See Ms Serpless for further information about studying at an overseas university)
2. Interest. Choose studies that you will enjoy. Most students perform better in these subjects. Beware of
choosing subjects because you have heard about the impact of scaling in calculating the ATAR, and never
choose subjects simply because they are scaled up, or because well-meaning people advise you to do so.
VTACs Choice! (http://www.vtac.edu.au/pdf/publications/choice.pdf) makes it very clear that such a
practice is unwise and may actually disadvantage you when you choose studies in which you are not
strong.
3. Be realistic! If you find certain subjects difficult and have trouble grasping and understanding topics in
Year 10, remember that the subject will become more complex at Units 1 and 2 level, and even more so
at Units 3 and 4 level, not less so! Hard work alone cannot guarantee success in each area. You need to
take your abilities into account. Semester 1 reports will have provided good information for you read
carefully.
4. Research! Find out about all the various studies - read all of the unit descriptions and talk to teachers
about them. Try also to talk to current VCE students. Make use of our course counsellors, Ms Serpless,
Ms Puszka, Year Level Co-ordinators and Faculty Heads.
5. Do you need 1, 2 as background studies for Units 3, 4? It is possible to enter most VCE studies at Unit 3, 4
level without having previously studied Units 1 or 2. Some subjects in our curriculum do not have a Unit
1, 2 equivalent. In some cases, however, preparatory units are recommended if you are planning to take
the Units 3 and 4 that follow. Also, in some, background definitely IS required (e.g. Maths, Language,
Chemistry and Physics). Discuss this with the course counsellors if it affects your choice or if you are
unsure.
6. Consider your time management skills. Think carefully before choosing more than two subjects in the
Arts category within your course (e.g. Drama, Music Performance, Art/Studio Arts, Visual Communication
Design, Media) these all have intense periods of work/preparation for assessment. You will be fine if
you are well organised and can plan things ahead.
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7. This is your choice! The choice of subjects you make may ultimately determine your career and how you
will spend a large proportion of your life. Make sure you are aiming for a future that will satisfy you,
rather than friends or family, however well-meaning they may be.
8. Tertiary Prerequisites. Be aware of VCE prerequisites for tertiary courses, listed in Tertiary Entry 2019.
These prerequisites will apply to tertiary and TAFE courses in 2019. Do not rely on other years
prerequisites (e.g. for 2013, 2014 or 2015) these are not your year! Also, be wary of advice about
prerequisites from past students or friends and relatives things may have changed! Check your
information carefully, and ask Ms Serpless or Ms Puszka if in doubt.
9. Thinking of studying in the USA? While the VCE is recognized as a secondary qualification for entry to
American colleges, there are specific requirements and you should speak to Ms Serpless and Ms Puszka.
How many Unit 3, 4 studies should I include in my 2017 Year 11 course?

It is usual for Year 11 students to include one Unit 3, 4 study in their Year 11 course, along with five Unit 1, 2
studies at the school. While nearly three quarters of our Year 10 students satisfy the requirements to
undertake two Unit 3, 4 studies in Year 11, because of course structure, sequencing of studies or personal
choice, they do not all include two Unit 3, 4 sequences in their Year 11 course in fact, fewer than 30% of our
Yr 11 students include two Unit 3, 4 studies in their course selection.
Some important things to consider:

Unit 3, 4 studies significantly increase your workload, so you should think very carefully before
including two of these studies in your Year 11 course.
Remember also that only six Unit 3/4 studies can contribute to the students ATAR at the end of Year
12.
If you wish to study an external Language at Unit 3, 4 level, or to take another 3, 4 study which is not
offered at Mac.Rob, this study will count as ONE of the MAXIMUM OF TWO Unit 3, 4 studies in your
Year 11 course, and you will be expected to have a full course of SIX studies at this school.
All students must take the normal program of 6 studies at Mac.Rob in Year 11 (or VET plus 5 studies).
Remember also that taking two Unit 3, 4 studies in Year 11 means that, in Year 12, you would take
FOUR subjects, all of which would be at Mac.Rob.
Should you do more than 6 Unit 3, 4 studies in your VCE?

Sometimes students and parents think it would be a good idea to do as many as possible in order to maximise
the ATAR. Our experience at Mac.Rob is that there is no statistical benefit, and that by taking on a huge
workload, some students actually disadvantage themselves. Accordingly, the school only approves the study of
SIX Unit 3, 4 studies.
What are the positives and negatives of taking a 3, 4 study in Year 11?
More challenging work - many students enjoy the challenge of extending their skills
Practice in workload management and study skills
It may reduce your Year 12 workload - a maximum of six Unit 3, 4 studies contribute to your ATAR,
and doing one (or perhaps two) in Year 11 enables you to study four in Year 12.
However
The work is much harder than Year 10 and Year 11 work
Some students are not yet well equipped to manage study at this level
Some students concentrate too much on the Unit 3, 4 study and, by neglecting their Unit 1, 2 studies,
do not develop the foundation knowledge well enough for further development of the study in Year
12. This is a serious problem for some students, and does disadvantage some.
Mac.Rob sets selection criteria in order to take a Unit 3, 4 study in Year 11

These criteria are quite rigorous, and are designed to make sure students are equipped to meet the
requirements of Year 12-level study.
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Academic performance
Year 10 Semester reports contain a mix of AusVELS reports and VCE unit reports. The measures of
performance used in these reports differ (VH to L in AusVELS reports; A+ to UG in VCE reports). The
criteria for Unit 3, 4 selection reflect these differences. They are designed to make sure that students are
able to balance the challenges of Unit 3, 4 with the importance of doing well in Unit 1, 2 studies.
In order to study one Unit 3, 4 study in Year 11, students must average between M and H for their
combined AusVELS-assessed subjects and B for their combined VCE Units
In order to study two Unit 3, 4 studies in Year 11, students must average between H and VH for AusVELS -
assessed subjects and A or above for their combined VCE units. Permission to study two Unit 3, 4 subjects
is accorded by the school and should not be assumed by the student. We expect a Year 10 student to be
working hard in all subjects not just in the ones that she expects to continue on with in VCE. At the
same time it is possible for a student to be stronger in some subjects than others and that is why an
average across all subjects, with each subject contributing equally to the outcome, is the basis for the
schools judgement.
A measure of academic performance will be based, first of all, on Semester 1 results (because they are
the only indicators of performance available at the time of course selection). However, Semester 2 results
will also be considered for all students whose work did not meet the criteria in Semester 1, whilst
ensuring students who did meet the criteria continue to do so.
Mr Sawaki and Mr Beale will consult with Year 10 Year-Level Co-ordinators and class teachers about
student performance at the end of both semesters 1 and 2 in developing final decisions as to whether a
student can include two Unit 3, 4 studies in her Year 11 course. At course selection time in August, the
semester 1 reports will provide the basis of any decision, at that stage, about whether a Year 10 student
has shown herself capable of including two Unit 3, 4 studies in her Year 11 course. If a student includes
two Unit 3, 4 studies in her selection and her Semester 1 reports do not indicate performance is at the
required level, the student will be asked to re-select her course to include one Unit 3, 4 study only.
Decisions about classes, identification of staffing needs and school planning processes are based on the
numbers finalised in August and so it is important a realistic picture is developed at that time. A student
may work harder to reach the required level by the end of the year and may ask that her course be
reconsidered once Semester 2 results are available. The student may be approved, in November, to
access a second Unit 3, 4 study but cannot be guaranteed entry to a specific subject it will depend upon
students already allocated, the number of vacancies that exist at that time and the number of other Year
10 students also requesting such changes. It is NOT possible, at this stage, to formulate new classes and
so the student may need to maintain her course selection approved in August/September.
In addition to academic performance, other factors such as organisational skills, work habits,
punctuality, attendance and involvement in the wider school community (such as extra-curricular
activities) are taken into account when allowing students to enrol in Unit 3, 4 subjects in Year 11. Student
wellbeing is the schools main priority; therefore if it is judged that enrolment in a Unit 3, 4 subject may
adversely impact a student, the school reserves the right to not allow entry to that subject.
Approach to work and study skills

This is equally important.
A student should demonstrate very good study and time management skills across her whole course
not just in subjects she likes or is good at. Late or non-submission of work is a strong indicator of poor
skills and habits. An NS result in any subject in Year 10 will preclude the student from being able to
access two Unit 3, 4 studies in Year 11. So once again, check the messages in your Semester One
reports.
What should you do if you think, at this stage, that you dont meet these criteria?
You may check with your Course Counsellor or LCO early in Term 3, before completing your course selection
on-line, if you meet the academic criteria based upon your Semester 1 report. If you do not meet the
requirements for two Unit 3, 4 studies which was part of your plan, you should reconsider your course and
select one Unit 3, 4 study only. If you include two Unit 3, 4 studies and are not yet at the required level, your
P a g e 9 | 45
LCO will check your course submission and ask you to reconsider your selection to include one Unit 3, 4 study
only.
If you do not meet the required standard of work in Semester 2, at that point you will be asked select another
Unit 1, 2 subject. Please note that your choice late in the year may be quite limited.
In some cases, decisions may be made during early-mid December. This is particularly so where a student is
relying on Semester 2 reports to demonstrate improvement in her work. These are not available until the end
of Term 4.
So work hard to improve in Semester 2!
Can I take a study at Units 3, 4 levels without having studied Units 1, 2?

You should consider this when selecting subjects for 2017 and again when selecting your course for Year 12. In
most studies, the answer is yes. The majority of VCE Unit 3, 4 studies have no recommended preparation so
often you do not need to take a study at Unit 1, 2 level first.
It is also a requirement that in order to take Specialist Maths 3, 4, you must have either already studied Maths
Methods 3, 4, or be taking it concurrently. Please note that Mac.Rob does not allow students to take Specialist
Maths 3, 4 while in Year 11.
At Mac.Rob, the 3, 4 Science subjects that require the completion of Unit 1 and/or 2 are Chemistry and
Physics. In order to be able to do Unit 3, 4 Chemistry, it is a requirement to complete Units 1 and 2 in Year 11.
In order to be able to do Unit 3, 4 Physics, it is a requirement to complete at least Unit 2 Physics in either Year
10 or 11.
If you are studying a VET subject Units 1&2 are required in order to study Units 3&4.
In some studies, it is important to have strong skills already established before you attempt a Unit 3, 4 level.
You should discuss this with teachers of those subjects.
Will you be disadvantaged by not studying a VCE subject as an elective in Year 10?
No. Students should chose such subjects on the basis of interest only. If you have not studied, say, Biology Unit
1 in Year 10 you can still study and achieve well by studying Biology Unit 3, 4 at Year 11.
Does taking a VCE elective in Year 10 provide an advantage in meeting the criteria for Unit 3, 4 studies?
No. Good performance across your whole course is the important thing.
What if you have studied Mathematical Methods Units 1 & 2 in Year 10?
(This study is offered to Year 10 students as part of the schools Accelerated Mathematics program). Two
principles are relevant in considering Mathematical Methods Units 3 & 4 in Year 11, 2017:
The criteria which applies to any student considering a Unit 3, 4 study will apply here also
Mac.Robs Maths Faculty will supplement this by giving Accelerated Maths students specific
guidelines on the appropriateness of their considering studying Maths Methods Units 3 & 4 in their
Year 11 year, based on their performance throughout Maths Methods 1, 2 in Year 10.
You should refer also to the more detailed advice in the Mathematics Studies section of this handbook.
P a g e 10 | 45
Can I study external VCE units?

Yes! Provided that the subject is NOT offered at Mac.Rob.
Please keep in mind that if a subject is offered at Mac.Rob, you are expected to take that subject here at
school. Students gain credit for any VCE studies that are satisfactorily completed at an approved VCE Provider.
Many of our students have already undertaken the study of a VCE Language Other Than English (LOTE) at
weekend schools and through VSL and many will continue with that study next year. A small number of
students have taken other VCE Units that are not offered at this school (for example: Dance, Italian).
Students who choose to include their external study within their program must study at an approved VCE
provider. Include the details of this subject during the Mac.Rob subject selection period online. You will also
need to obtain a copy of the Assessing School Enrolment Notification form (see right for an example) from
your external study provider. This form must be brought to the VCE Co-ordinator at the start of the school year
in order for enrolment to be confirmed. These providers may be Victorian School of Languages (VSL) schools,
independent LOTE schools or TAFE providers. If you think this may apply to you, please see the VCE Co-
ordinator Ms Chandler, who co-ordinates external enrolments.
Students will be required to attend MGHS in a full time capacity (normally 6 studies (12 units) in Year
11, and at least 4 studies (8 units) in Year 12). For all students, an external study at evening or weekend school
will be an addition to their full course here at MGHS.
VET studies may be studied at another campus, but as you are enrolled in these studies within the cluster of
schools to which Mac.Rob belongs, these are considered to be internal studies.
Plan your course for Year 12 carefully if you are considering two Unit 3/4 studies in Year 11. You must take 4
subjects in Year 12, and we will expect all four to be at Mac.Rob.
Studies at university level while in Year 12

These subjects are called University Extension or Enhancement subjects or Higher Education (HE) Studies. They
enable students to add a first year university subject to their normal Year 12 course, and are available to
exceptional students on the Principals recommendation.
You will be required to take four Unit 3/4 studies at Mac.Rob during Year 12, so a university study will be
additional to that minimum course.
HE Studies may count as a 10% increment (fifth or sixth study) in the ATAR, provided that it is passed (and
VCAA conditions were met, regarding restrictions on certain combinations of subjects). Upon satisfactory
completion an increment will be awarded for the Higher Education study and will be determined as follows
Where a student completes a Higher Education VCE study and the average mark over all the HE units
awarded is at least 90, the Higher Education increment will be 5.0.
awarded is at least 80 but less than 90, the Higher Education increment will be 4.5.
More information will be given to eligible students at the end of Year 11 (2017).
University studies are not available for students while in Year 11.
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Further Information
The Careers Room in K2.01 is open each day, including lunchtime and recess. Drop in if you have any
questions or would like to use the many resources available.
You may also want to make an appointment to see Ms Serpless or Ms Puszka for an individual
consultation during class time.
The Careers Newsletter that you are emailed each week contains information on activities both at
school, such as lunchtime guest speakers or careers related excursions, as well as outside school, such
as university information sessions and open days.
Ms Puszka is available to assist you in organizing a Work Experience placement during term holiday
periods or in the designated week in December. Make sure you utilise this opportunity to investigate
a career of your choosing.
Use the online exploration section of your Morrisby Report to further investigate suggested and
associated careers.
Go to: http://www.macrobcareers.com , a site which will provide you with many quick links to further
information.
P a g e 12 | 45
VCE Studies Offered at Mac.Rob 2017

STUDY GROUP STUDY UNITS 1/2 UNITS
ENGLISH English 3/4
English as an Additional Language (EAL) No VCAA units
English Language
Literature
HEALTH Health and Human Development
SCIENCE Physical Education
HUMANITIES Accounting
TECHNOLOGY Art
& ARTS Computing Offered at MHS
Drama
Economics
No Unit 1/2
Extended Investigation equivalent

Food Technology
Geography
Global Politics
Not offered in
History: Ancient History 2017
No Unit 1/2
History: Revolutions equivalent

No Unit 3/4
History: People and Power Unit 1 & 20th Century Unit 2 equivalent
Indigenous Language of Victoria: Revival and Not offered in

Reclamation 2017
Legal Studies
Philosophy
Studio Arts
Not offered in
Theatre Studies 2017
Visual Communication Design Language:
Media
Japanese (Sec. Lang.)
Music Performance
Music Investigations
LANGUAGES Language: French
Language: German
Language: Indonesian (Sec. Lang)
Language: Japanese (Sec. Lang)
SCIENCES Biology
Chemistry
Environmental Science
Physics
Psychology
MATHS Further Maths
General Maths Required for
Further Maths
Maths Methods
Specialist Maths Required for
Specialist 3, 4
Algorithmics No VCAA Units
offered
P a g e 13 | 45
SECTION 2 - Unit Descriptions for VCE Studies

Accounting
http://www.vcaa.vic.edu.au/Documents/vce/account/AccountingSD-2013.pdf
Unit 1: Establishing and operating a service business

Areas of study:
1. Going into business.
Describe the resources required and explain and discuss the knowledge and skills necessary to set up a small
business.
2. Recording financial data and reporting accounting information.
Identify and record the financial data and report and explain accounting information for a sole proprietor of a
service business.
Unit 2: Accounting for a trading business

Areas of study:
1. Recording financial data and reporting accounting information
Record financial data and report accounting information for a sole trader.
2. ICT in accounting.
Record financial data and report accounting information using a commercial accounting software package for
a single activity sole trader, and discuss the use of ICT in the accounting process.
3. Evaluation of business performance.
Select and use financial and non-financial information to evaluate the performance of a business and suggest
strategies that may improve business performance.
Unit 3: Recording and reporting for a trading business (double entry)

Areas of study:
1. Recording of financial data.
Record financial data using a double entry system for a single activity sole trader, and explain selected aspects
of this accounting system.
2. Balance day adjustments and reporting and interpreting of accounting information.
Record balance day adjustments and prepare and interpret accounting reports.
Unit 4: Control and analysis of business performance

Areas of study:
1. Extension of recording and reporting
Record financial data using double entry accounting and report accounting information using an accrual based
system for a single activity sole trader, and explain selected aspects of this accounting system.
2. Financial planning and decision making
Prepare budgets and variance reports, evaluate the performance of a business using financial and non-
financial information and suggest strategies to improve the profitability and liquidity of the business.
P a g e 14 | 45
Algorithmics
http://www.vcaa.vic.edu.au/Pages/vce/studies/algorithmics/algorithmicsindex.aspx
This VCE study investigates algorithmics, a structured framework for solving real-world practical problems with
computational methods. Algorithmics is fundamental to computer science and software engineering and is
essential for understanding the technical underpinnings of the information society. Beyond its use in
computing, algorithmics provides a general discipline of rational thought through the methodical way it
approaches problem solving across many different fields. VCE Algorithmics examines how information about
the world can be systematically represented and how the processes can be made sufficiently explicit and
precise so they can be implemented in a computer program. The focus is not on coding but on `algorithmic
thinking. Algorithmics covers systematic methods for analysing real-world problems and identifying salient
aspects of the real world to model. It explores the design of algorithms, resulting in a powerful approach to
manipulating and reasoning about structured information. Mathematical techniques are used to establish
crucial properties of algorithms, such as how their performance scales with the amount of data processed. This
leads to an understanding of what types of algorithms are able to work efficiently at very large scales.
Algorithmics also covers deeper topics in computer science such as the possibility of artificial intelligence and
potential for new models of computation inspired by physical and biological systems. This investigation of
theoretically rigorous topics is complemented by developing implementation skills in a high-level programming
language, enabling algorithmic performance to be studied empirically.
Unit 3: Algorithmic problem solving

This unit focuses on how algorithms are used for solving complex problems. Algorithms are systematic
problem solving procedures that exist independently of computers. The study of algorithms lies at the heart of
computer science and provides the formal foundation for computer programming. However, algorithmic
problem solving is also a technique that can be applied very broadly in addressing a wide range of complex
practical problems. In Area of Study 1 students acquire and apply a range of knowledge and skills to model
real-world information. This includes the design of data structures for a problem that will be further
considered in Area of Study 2. In Area of Study 2 students learn how to design algorithms following a variety of
simple algorithm design patterns. They apply this knowledge to design and implement the algorithm that
works on the data structures determined in Area of Study 1. In Area of Study 3 students acquire and apply
knowledge and skills for testing, evaluating the adequacy of, and documenting solutions.
Unit 4: Principles of algorithm design

This unit focuses on the algorithm design process. Students develop the knowledge and skills to identify the
resources that an algorithm needs to function effectively. In Area of Study 1 students investigate the
correctness and efficiency of algorithms and apply these to the formal analysis of a nave algorithm for a given
problem. In Area of Study 2 students encounter a variety of more sophisticated algorithm design patterns, and
apply their knowledge of these to construct an improved solution for the problem posed in Area of Study 1. In
Area of Study 3 students learn about the hard limits to computability, and that there are computational
problems which cannot be solved using any kind of computational machinery.
Biology
http://www.vcaa.vic.edu.au/Documents/vce/biology/BiologySD-2016.pdf
Biology is a diverse and evolving science discipline that seeks to understand and explore the nature of life, past
and present. The study explores the dynamic relationships between organisms and their interactions with the
non-living environment. It also explores the processes of life, from the molecular world of the cell to that of
the whole organism, that maintain life and ensure its continuity.
Throughout all four units of Biology, students engage in a range of inquiry tasks that may be self-designed,
develop key science skills and interrogate the links between theory, knowledge and practice. The inquiry tasks
can include laboratory experiments (this may include compulsory dissections), fieldwork, microscopy, data
logging, simulations, animations, literature reviews and the use of global databases and bioinformatics tools.
In the scientific inquiry, students pose questions, formulate hypotheses and collect, analyse and critically
interpret qualitative and quantitative data. They analyse the limitations of data, evaluate methodologies and
results, justify conclusions, make recommendations and communicate their findings. Students investigate and
evaluate issues, changes and alternative proposals by considering both shorter and longer term consequences
P a g e 15 | 45
for the individual, environment and society. Knowledge of the safety considerations and bioethical standards
associated with biological investigations is key to the study of VCE Biology. The study of biology prepares
students for continuing studies in biosciences and medical sciences.
Unit 1: How do living things stay alive?

In this unit students are introduced to some of the challenges to an organism in sustaining life. Students
examine the cell as the structural and functional unit of life, from the single celled to the multicellular
organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse
types of adaptations that enhance the organisms survival in a particular environment and consider the role
homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse
group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic
resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is
explored. Students consider how the planets biodiversity is classified and the factors that affect the growth of
a population.
Unit 2: How is continuity of life maintained?

In this unit students focus on cell reproduction and the transmission of biological information from generation
to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They
examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic
organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the
advantages and disadvantages of these two types of reproduction. The role of stem cells in the differentiation,
growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is
considered. Students use chromosome theory and terminology from classical genetics to explain the
inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes
of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes
in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the
inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the
uses of genetic screening and its social and ethical issues are examined.
Unit 3: How do cells maintain life?

This unit focuses on the cell as a dynamic system of interacting molecules that define life, and how they
interact to facilitate complex biochemical processes and responses in the whole organisms. Students
investigate the workings of the cell from several perspectives. They explore the importance of the differential
permeability of the plasma membrane in water to specific solutes, its internal spaces and the control of the
movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the
binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between
antigens and antibodies to highlight the importance of molecular interactions based on the complementary
nature of specific molecules. Students study the synthesis, structure and function of nucleic acids and proteins
as key molecules in cellular processes. They examine the nature of biochemical pathways, their components
and energy transformations. Students consider the types of signalling molecules used in cell communication,
the transduction of information within the cell and cellular responses. At this molecular level students study
the human immune system and the interactions between its components to provide immunity to a specific
antigen.
Unit 4: How does life change and respond to challenges over time?
In this unit students consider the continual change and challenges to which life on Earth has been subjected.
They investigate the relatedness between species and the impact of various change events on a populations
gene pool which leads up to exploring the mechanism for biological evolution by natural selection that leads to
the rise of new species. Students examine change in life forms using evidence from palaeontology,
biogeography, developmental biology and structural morphology. They explore how technological
developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in
evidence of change through measurements of relatedness between species. Students examine the structural
and cognitive trends in the human fossil record and the interrelationships between human biological and
cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA
molecule and applying biotechnologies is explored for both the individual and the species.
P a g e 16 | 45
Chemistry
http://www.vcaa.vic.edu.au/Documents/vce/chemistry/ChemistrySD-2016.pdf
VCE Chemistry enables students to explore key processes related to matter and its behaviour. Students
consider the relationship between materials and energy through four themes: the design and composition of
useful materials, the reactions and analysis of chemicals in water, the efficient production and use of energy
and materials, and the investigation of carbon-based compounds as important components of body tissues
and materials used in society. Students examine classical and contemporary research, models and theories to
understand how knowledge in chemistry has evolved and continues to evolve in response to new evidence
and discoveries. An understanding of the complexities and diversity of chemistry leads students to appreciate
the interconnectedness of the content areas both within chemistry, and across chemistry and the other
sciences.
As well as an increased understanding of scientific processes, 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, social and political contexts of scientific endeavours.
Unit 1: How can the diversity of materials be explained?

The development and use of materials for specific purposes is an important human endeavour. In this unit
students investigate the chemical properties of a range of materials from metals and salts to polymers and
nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the
relationships between properties, structure and bonding forces within and between particles that vary in size
from the visible, through nanoparticles, to molecules and atoms. Students examine the modification of metals,
assess the factors that affect the formation of ionic crystals and investigate a range of non-metallic substances
from molecules to polymers and giant lattices and relate their structures to specific applications. Students are
introduced to quantitative concepts in chemistry including the mole concept. They apply their knowledge to
determine the relative masses of elements and the composition of substances. Throughout the unit students
use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent
and explain observations and data from experiments, and to discuss chemical phenomena.
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 polar nature of a water molecule and the intermolecular forces between water molecules. They
explore the relationship between these bonding forces and the physical and chemical properties of water. In
this context students investigate solubility, concentration, pH and reactions in water including precipitation,
acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental
procedures, and apply these to determine concentrations of different species in water samples, including
chemical contaminants. They use chemistry terminology including symbols, units, formulas and equations to
represent and explain observations and data from experiments, and to discuss chemical phenomena. Students
explore the solvent properties of water in a variety of contexts and analyse selected issues associated with
substances dissolved in water.
Unit 3: How can chemical processes be designed to optimize efficiency?

Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic
cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved,
the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and
calculations of the amounts of energy released and their representations. Students consider the purpose,
design and operating principles of galvanic cells, fuel cells and electrolytic cells. In this context they use the
electrochemical series to predict and write half and overall redox equations, and apply Faradays laws to
calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to
factors that influence their reaction rates and extent. They investigate and apply the equilibrium law and Le
Chateliers principle to different reaction systems, including to predict and explain the conditions that will
improve the efficiency and percentage yield of chemical processes. They use the language and conventions of
chemistry including symbols, units, chemical formulas and equations to represent and explain observations
and data collected from experiments, and to discuss chemical phenomena.
P a g e 17 | 45
Unit 4: How are organic compounds categorised, analysed and used?

Students study the ways in which organic structures are represented and named. They process data from
instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric
analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of
the reactions involved to predict the products of reaction pathways and to design pathways to produce
particular compounds from given starting materials. Students investigate key food molecules through an
exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the
condensation reactions in which they are rebuilt to form new molecules. In this context the role of enzymes
and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an investigative tool
to determine the energy released in the combustion of foods.
Computing
http://www.vcaa.vic.edu.au/Documents/vce/computing/ComputingSD-2016.pdf
The ubiquity and rapid pace of developments in digital systems, and the increasing availability of digitised data
and information are having major influences on many aspects of society and the economy. This study equips
students with the knowledge and skills to be discerning users of digital systems, data and information and
creators of digital solutions.
The study provides students with practical opportunities to create digital solutions for real-world problems in a
range of settings, developing an essential tool set for current and future learning, work and social endeavours.
The subject should be seen as accommodating a number of state and national efforts to increase digital
literacy. This includes the addition of Digital Technologies as a Learning Area in the Victorian Curriculum and
Malcolm Turnbulls 2015 statement that digital literacy is as important as reading and writing and the Federal
Governments $1.1 billion investment in the ideas boom.
Perhaps of more fundamental concern are the rapidly changing requirements of employers. I have included an
infographic summary from an August 2015 report from the Foundation for Young Australians, entitled New
Work Order. It should be essential reading for us all, though its most pressing conclusion is that within four
years, over 50 percent of jobs will require significant digital skills that students are currently not learning in
schools.
Scope of Study:
VCE Computing focuses on the application of a problem-solving methodology, and strategies and techniques
for managing information systems in a range of contexts, to create digital solutions that meet specific needs.
The study examines the attributes of each component of an information system including people, processes,
data and digital systems (hardware, software, networks), and how their interrelationships affect the types and
quality of digital solutions.
VCE Computing is underpinned by four key concepts: approaches to problem solving, data and information,
digital systems and interactions and impact. Together these form the conceptual framework of the study and
the organising elements for its key knowledge.
Key concepts are applied through the use of projects that involve the collection, manipulation and
presentation of data. As a result, the concepts learnt can be applied to any discipline, ranging from Geography
and History, Business and Economics, Science and Mathematics, with projects aiming to determine a problem
in any one of these learning areas and create a digital solution.
It is intended that students will apply the problem-solving methodology to problems in any subject area.
P a g e 18 | 45
Drama
http://www.vcaa.vic.edu.au/Documents/vce/drama/Drama-SD-2014.pdf
& Theatre Studies

http://www.vcaa.vic.edu.au/Documents/vce/theatre/TheatreStudiesSD-2014.pdf
The Year 11 course will involve Unit 2 Drama and Unit 2 Theatre Studies. This will provide a wide-ranging
theatrical and dramatic experience. The two contrasting, but complementary, subjects will allow students to
have the experience of play-building (scripting) their own material, and also use pre-existing scripts from the
20th Century; each thread leads to a performance to an audience. Drama involves a combination of research
for devising performance work, learning about different theoretical approaches to performance and individual
and group performances. Theatre Studies concentrates on bringing a script to life on the stage and performing
it to an audience. The approach to both Drama and Theatre Studies at VCE level is that in order to improve on
performance ability, it is necessary to ground all performance in dramatic theory. Students will have the
opportunity to explore the development of theatre across time and cultures, devising and performing their
own scripts and those of published playwrights. Unit 3 and 4 Drama will also be offered in 2017. Unit 2 Drama
introduces students to Australian Theatre and Drama. Using a variety of sources as stimulus materials, the
recurrent themes, motifs, issues and archetypal Australian characters present in our shared stories are
examined and used to create a new piece of Australian Drama. Students analyse their own process and
performance and also attend and analyse the performance of an Australian play by a professional company.
Unit 2 Theatre Studies examines the innovations made in theatre during the Modern Era. Three or more plays
which use different theatrical styles and conventions are studied and brought to life on the stage, using the
appropriate stagecraft elements (set, costume, lighting and multimedia, sound, prop, hair and make-up
design). Students critically reflect on their own process and performance. They attend and analyse a
professional performance of a play from the Modern Era.
Units 3 & 4 Drama focuses dually on performance making and performance analysis and evaluation. In terms
of performance making, students will be required to devise, script, direct, and perform in dramatic
presentations, both individually and in groups of varying sizes.
Unit 3 Drama focuses specifically on Ensemble Performance. It challenges students to work cohesively and
effectively within group situations in order to produce a substantial original contemporary performance work
based on a prescribed structure and using a variety of performance styles. Students then analyse their process
and final performance. Students will also attend a professional performance and complete a written analysis.
Unit 4 Drama explores Solo Performance the single student working concurrently as actor, researcher,
director and writer. A short (two minute) solo task is followed by the preparation for the Solo Performance
Examination task. This uses the prescribed structures published by the VCAA as the stimulus for a seven
minute solo performance. Students will also be required to critically reflect upon their process and
performance.
Drama and Theatre Studies provides the opportunity to explore theatre traditions across time and cultures,
using these ideas to stimulate the performance making process. It is a remarkably vibrant course which
encourages the development of confidence, critical thinking skills, aesthetic awareness, leadership skills and
interpersonal skills.
Performance assessment involves the writing, directing and performing of an ensemble piece, and a
performance exam for which you will devise and perform a solo piece. Written assessment includes personal
analytical reflections on your performance work, an end of year written exam, and a review of a professional
play in performance.
P a g e 19 | 45
Economics
http://www.vcaa.vic.edu.au/Documents/vce/economics/EconomicsSD-2017.pdf
Economics is a dynamic and constantly evolving field. As a social science, Economics is interested in the way
humans behave and the decisions made to meet the needs and wants of society. In this unit students explore
their role in the economy, how they interact with businesses and the way economic models and theories have
been developed to explain the causes and effects of human action. Students explore some fundamental
economic concepts.
They examine basic economic models where consumers and businesses engage in mutually beneficial
transactions and investigate the motivations and consequences of both consumer and business behaviour.
They examine how individuals might respond to incentives and how technology may have altered the way
businesses and consumers interact. Students are encouraged to investigate contemporary examples and case
studies to enhance their understanding of the introductory economic concepts.
Students examine a simple microeconomic model to explain changes in prices and quantities traded. Through
close examination of one or more key markets they gain insight into the factors that may affect the way
resources are allocated in an economy and how market power can affect efficiency and living standards.
Unit 1: The behaviour of consumers and businesses
Unit 2: Contemporary economic issues
Unit 3: Australias economic prosperity
Unit 4: Managing the economy

Assessment: school assessed coursework includes research essay, problem-solving exercises, data
investigation and analysis, examination.
ENGLISH STUDIES
English/EAL
http://www.vcaa.vic.edu.au/Documents/vce/english/EnglishEAL-SD-2016.pdf
The study of English contributes to the development of literate individuals capable of critical and creative
thinking, aesthetic appreciation and creativity. This study also develops students ability to create and analyse
texts, moving from interpretation to reflection and critical analysis.
Through engagement with texts from the contemporary world and from the past, and using texts from
Australia and from other cultures, students studying English become confident, articulate and critically aware
communicators and further develop a sense of themselves, their world and their place within it. English helps
equip students for participation in a democratic society and the global community.
This study will build on the learning established through AusVELS English in the key discipline concepts of
language, literature and literacy, and the language modes of listening, speaking, reading, viewing and writing.
Unit 1
Area of study 1: Reading and Creating texts

In this area of study students explore how meaning is created in a text. Students identify, discuss and analyse
decisions authors have made. They explore how authors use structures, conventions and language to
represent characters, settings, events, explore themes, and build the world of the text for the reader. Students
investigate how the meaning of a text is affected by the contexts in which it is created and read.
Area of study 2: Analysing and presenting argument

In this area of study students focus on the analysis and construction of texts that attempt to influence an
audience. Students read a range of texts that attempt to position audiences in a variety of ways. They explore
the use of language for persuasive effect and the structure and presentation of argument. They consider
different types of persuasive language, including written, spoken, and visual, and combinations of these, and
how language is used to position the reader.
P a g e 20 | 45
Students consider the contention of texts; the development of the argument including logic and reasoning,
tone and bias; and the intended audience. Students consider how authors craft texts to support and extend
the impact of an argument.
In considering the presentation of arguments in oral form, students also learn about the conventions of oral
communication for persuasive purposes. Students consider the persuasive impact of tone, diction and
audience engagement in the presentation of a viewpoint. They practise their listening and speaking skills
through discussion and debate, developing their own arguments and critiquing the arguments of others.
Unit 2
Area of study 1: Reading and Comparing texts

In this area of study students explore how comparing texts can provide a deeper understanding of ideas, issues
and themes. They investigate how the readers understanding of one text is broadened and deepened when
considered in relation to another text. Students explore how features of texts, including structures,
conventions and language convey ideas, issues and themes that reflect and explore the world and human
experiences, including historical and social contexts. Students practise their listening and speaking skills
through discussion, developing their ideas and thinking in relation to the texts studied.
Area of study 2: Analysing and presenting argument

In this area of study students build on their understanding of argument and the use of persuasive language in
texts that attempt to influence an audience. Students consider a range of texts where the primary purpose is
to convince an audience to share a point of view. They develop an understanding of how texts are constructed
for specific persuasive effects by identifying and discussing the impact of argument and persuasive language
used to influence an audience. Students practise developing and presenting reasoned points of view on issues
of contemporary social relevance. In constructing arguments students focus on the logical development of
their own ideas, and select evidence and language to support their arguments.
The primary connection between the texts selected for Unit 2 Area of Study 1 should be the ideas, issues and
themes explored. The texts should share related ideas, issues and themes and explore these from similar or
contrasting perspectives.
Unit 3
Area of study 1: Reading and creating texts

In this area of study students identify, discuss and analyse how the features of selected texts create meaning
and how they influence interpretation. In identifying and analysing explicit and implied ideas and values in
texts, students examine the ways in which readers are invited to respond to texts. They develop and justify
their own detailed interpretations of texts. Students prepare sustained analytical interpretations of selected
texts, discussing how features of the texts create meaning and using textual evidence to support their
responses. They use planning and drafting to test and clarify their ideas, and edit
Area of study 2: Analysing argument

In this area of study students analyse and compare the use of argument and language in texts that debate a
topical issue. The texts must have appeared in the media since 1 September of the previous year. Students
read and view media texts in a variety of forms, including print, non-print and multimodal, and develop their
understanding of the way in which language and argument complement one another in positioning the reader.
Considering information about the purpose, audience and context of a text, students explore the argument of
a persuasive piece, and the way written, spoken and visual language is used. In considering these, students
examine the ways that persuasive language is used to express an argument and how this may strengthen or
detract from the intended impact of a text.
Please note in Unit 3 EAL students will also study Listening to texts
In this area of study students develop and refine their listening skills. They listen to a range of spoken texts and
use active listening strategies to understand information, ideas and opinions presented in texts. Listening skills
are developed in the context of Areas of Study 1 and 2 and specific speaking and listening activities. Students
develop skills to understand spoken texts on a literal and inferential level, demonstrating an understanding of
P a g e 21 | 45
how spoken texts construct meaning for a variety of listeners. This understanding includes the relationship
between the speaker/s and their audience, the purpose of the spoken text and the speakers views and
attitudes and how these affect the structure and language of the spoken text. Spoken texts refer to texts from
a range of contexts, such as conversations, narratives, speeches, interviews, lectures, radio. Some spoken texts
may be supported by written or visual material, such as television news reports. Students use information
about the context to support their understanding of the spoken text. Students demonstrate their
understanding through a range of spoken, written and visual forms, including class discussion, note-taking,
graphic organisers and responses to short-answer questions.
Unit 4
Area of study 1: Reading and comparing texts

In this area of study students explore the meaningful connections between two texts. They analyse texts,
including the interplay between character and setting, voice and structure, and how ideas, issues and themes
are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that
reflect the world and human experiences. Students produce a written analysis comparing selected texts,
discussing important similarities and differences and exploring how the texts deal with similar or related ideas,
issues or themes from different perspectives to reflect particular values.
Area of study 2: Presenting argument

In this area of study students build their understanding of both the analysis and construction of texts that
attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for
the development of their own persuasive texts in relation to a topical issue that has appeared in the media
since 1 September of the previous year. This area of study focuses on the construction of persuasive texts.
Students use their understanding of argument and language as the basis for the development of an oral
presentation of their points of view. Students draw on their knowledge to express their viewpoints through
arguments and persuasive language selected specifically to position an audience. Students use discussion and
writing to clarify their thinking and develop a viewpoint on an issue, to plan and prepare an argument and its
supporting evidence, and to develop and prepare any materials to support an oral presentation.
English/EAL (English as an Additional Language)

This subject is available only at Units 3/4 level at Mac.Rob. Students must meet VCAA criteria which relate to
years of education in English and years of residence in an English-speaking country. Please speak to Ms Israel
for further details.
English Language
http://www.vcaa.vic.edu.au/Documents/vce/englishlanguage/EnglishLanguageSD_2016.pdf
This relatively new and exciting VCE study covers a broad spectrum of study areas and is a mix of linguistics,
sociology, psychology and history, to name but a few! This English study is unlike any other in that it aims to
have relevance to students daily lives by looking at the way we use English Language in our interactions with
others to achieve particular effects. It examines the nature of language in different social contexts and teaches
students to be more competent writers and speakers.
Units 1 & 2
Among the means of communication used by people, language occupies a unique and central place. Language
serves many purposes: to inform others, to make inquiries, to carry out transactions, to establish and maintain
relationships, to express and affirm individual and group identity, to preserve knowledge and traditions, and to
express pleasure.
This study aims to combine learning about the nature of language in human thought and communication with
learning how to use English more effectively and creatively. It is informed by the discipline of linguistics and
integrates a systematic exploration of the nature of English with development of skills in description and
analysis of a diverse range of English texts, including spoken and written varieties.
P a g e 22 | 45
Unit 1: Language and communication

The focus of this Unit is language and its use in communication. Students explore the different functions of
language in written and spoken communication, including conversations, advertising, graffiti, and various
other text types. Students investigate childrens ability to learn language and the stages of acquisition across a
range of subsystems. The following areas are studied:
1. The nature and functions of language
2. Language acquisition
Unit 2: Language Change

The focus of this Unit is how English has changed over the centuries, and the current role of English in global
society. As English has spread across the world, various different English varieties have emerged, such as
African- American Vernacular English, Singaporean English, and Jamaican English. At the same time, students
consider the cultural impact of the spread of English on minority languages, including Aboriginal languages
that are now threatened. The following areas are studied:
English across time
English in contact
Units 3 & 4
Unit 3: Language Variation and Social Purpose
Unit 3 looks at English is the Australian social setting along the continuum of informal and formal language
registers. Students look at the stylistic features of different formalities and how this is reflected through the
synthesis of language. This Unit focuses on how language uses written and spoken modes to communicate
information, ideas, attitudes, prejudices and ideological stances. Students examine how texts are influenced by
situational and cultural contexts and how language can indicate relationships, power structures and purpose.
The following areas are studied:
Informal language
Formal language
Unit 4: Language Variation and Identity

Unit 4 focuses on the role that language plays in establishing and challenging different identities. A variety of
texts are analysed to see how different identities are constructed through language. Students explore how our
sense of who we are is constantly evolving and responding to the situations in which we find ourselves and is
determined not only be how we see ourselves, but by how others see us. Students will also undertake to
strengthen their understanding of the International Phonetic Alphabet and how to represent a range of
Australian accents. The following areas are studied:
Language variation in Australian society
Individual and group identities
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Literature
http://www.vcaa.vic.edu.au/Documents/vce/literature/LiteratureSD-2016.pdf
VCE Literature provides opportunities for students to develop their awareness of other people, places and
cultures and explore the way texts represent the complexity of human experience. Students examine the
evolving and dialogic nature of texts, the changing contexts in which they were produced and notions of value.
They develop an understanding and appreciation of literature, and an ability to reflect critically on the
aesthetic and intellectual aspects of texts. The study of Literature enables students to consider the power and
complexity of language, the ways literary features and techniques contribute to meaning and the significance
of form and structure. They develop their capacity to read and interpret texts and reflect on their
interpretations and those of others, and in turn reflect on their personal experience and the experiences of
others, cultivating an awareness that there are multiple readings of texts and that the nature of language and
text is dynamic. They are encouraged to be independent, innovative and creative, developing the ability to
read deeply and widely and to establish and articulate their views through creative and analytical responses.
Unit 1: Approaches to literature

In this unit students focus on the ways in which the interaction between text and reader creates meaning.
Students analyses of the features and conventions of texts help them develop increasingly discriminating
responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the
ideas and concerns of texts and gain insights into how texts function as representations of human experience.
They develop familiarity with key terms, concepts and practices that equip them for further studies in
literature. They develop an awareness of how the views and values that readers hold may influence the
reading of a text.
Unit 2: Context and connections

In this unit students explore the ways literary texts connect with each other and with the world. They deepen
their examination of the ways their own culture and the cultures represented in texts can influence their
interpretations and shape different meanings. Drawing on a range of literary texts, students consider the
relationships between authors, audiences and contexts. Ideas, language and structures of different texts from
past and present eras and/or cultures are compared and contrasted. Students analyse the similarities and
differences across texts and establish connections between them. They engage in close reading of texts and
create analytical responses that are evidence-based. By experimenting with textual structures and language
features, students understand how imaginative texts are informed by close analysis.
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 draw on their study of adaptations and transformations to develop creative responses
to texts.
Unit 4: Interpreting texts

In this unit students develop critical and analytic responses to texts. They consider the context of their
responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They
investigate literary criticism informing both the reading and writing of texts. Students develop an informed and
sustained interpretation supported by close textual analysis. For the purposes of this unit, literary criticism is
characterised by extended, informed and substantiated views on texts and may include reviews, peer-
reviewed articles and transcripts of speeches. Specifically, for Unit 4 Outcome 1, the literary criticism selected
must reflect different perspectives, assumptions and ideas about the views and values of the text/s studied.
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Environnemental Science
(http://www.vcaa.vic.edu.au/Documents/vce/envscience/EnviroScienceSD-2016.pdf)
VCE Environmental Science is an interdisciplinary subject that applies scientific methodology to the study of
environmental issues. This Unit 3/4 subject crosses the boundaries of the more traditional subjects
including biology, chemistry, physics, mathematics, and the social sciences. The investigation of
environmental issues from a variety of perspectives allows students to develop a broad understanding of
the complexities of these issues and the exploration of appropriate management options.
The subject suits students who have an interest in current issues and enjoy applying scientific method to the
investigation of environmental topics. Important skills required by students undertaking the subject include
critical and analytical thinking; the application of simple statistical calculations to analyse data; synthesis of
information from a variety of sources; and an ability to evaluate the costs and benefits of various
management strategies. Learning tasks include: problem solving, decision-making, data analysis, factual
recall, individual research, fieldwork and group work.
Students will require a scientific calculator for use during classes in addition to the mid-year and end-
of-year examinations.
Unit 3:
Area of Study 1:
Explores the concept of energy and the consequences of its use by society; the principles of energy;
different energy resources used by humans; the causes and impacts of the enhanced greenhouse
effect; and the management strategies developed to address environmental issues arising from
energy use.
Area of Study 2:
Explores the concept of biodiversity, its role in sustaining species and the ecological services, biological
resources and social benefits they provide for humans. Investigates processes that threaten biodiversity,
and the scientific principles applied in managing biodiversity; examines a selected endangered species and
strategies implemented to secure its conservation.
Unit 4:
Area of Study 1:
Explores the relationship between pollution and the health of humans and the environment; the
characteristics of selected pollutants; the evaluation of management options for reducing the risk of a
pollutant affecting the health of the environment and humans.
Area of Study 2:
Explores the application of principles of ecologically sustainable development and methods used
in environmental management; an in-depth study of a selected environmental science project.
Students can complete Unit 3 and 4 Environmental Science without completing Unit 1 and 2 (and we do not
offer Unit 1 and 2 at Mac.Rob).
Extended Investigation
(http://www.vcaa.vic.edu.au/Documents/vce/extendedinvestigation/ExtendedInvestigationSD-2014.pdf)
The Extended Investigation enables students to develop, refine and extend knowledge and skills in
independent research and carry out an investigation that focuses on a rigorous research question. Students
conduct a review of relevant literature and develop research project management knowledge and skills and
ways of effectively presenting and communicating research findings.
Students are introduced to a broad range of research methods and explore their comparative suitability for
the investigation of particular questions. Through this study, students develop their capacity to explore, justify
and defend their research findings to a general audience in both oral and written forms.
P a g e 25 | 45
The skills that students develop in this study are transferable to any higher education course or vocational
education and training program.
Unit 3:
Area of study 1 - Designing a research question

Students devise a research question that requires a detailed inquiry and that is of significance. They set the
parameters for their research and examine a range of research methods.
Area of study 2 - Planning and commencing the investigation

In this area of study students learn about the practical components of planning and undertaking research,
methods of research and their application, establishing timelines and milestones and the general principles of
research project management. Area of study 3 - Critical thinking
This area of study provides students with the opportunity to apply critical thinking skills to their research.
Unit 4:
Area of study 1 - Presenting the final research report

In this area of study students complete their Extended Investigation and write the final report (4000 words)
that provides their response to the research question.
Area of study 2 - Defending research findings

In this area of study students shape their research and findings into presentation format. They present their
investigation to a non-specialist panel and respond to questions and challenges (15-20 minutes).
Food Studies
http://www.vcaa.vic.edu.au/Documents/vce/technology/FoodStudiesSD_2017.pdf
Australia has a varied and abundant food supply, and food and cooking have become prominent in digital
media and publishing. Globally, many people do not have access to a secure and varied food supply and many
Australians, amid a variety of influences, consume food and beverage products that may harm their health.
This study examines the background to this abundance and explores reasons for our food choices. VCE Food
Studies is designed to build the capacities of students to make informed food choices. Students develop their
understanding of food while acquiring skills that enable them to take greater ownership of their food decisions
and eating patterns. This study complements and supports further training and employment opportunities in
the fields of home economics, food technology, food manufacturing and hospitality
The study is made up of four units.
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.
Unit 2: Food makers

In this unit students investigate food systems in contemporary Australia.
Unit 3: Food in daily life

This unit investigates the many roles and everyday influences of food.
Unit 4: Food issues, challenges and futures

In this unit students examine debates about global and Australian food systems.
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Geography
http://www.vcaa.vic.edu.au/Documents/vce/geography/GeographySD_2016.pdf
Geography is a structured way of exploring, analysing and understanding the world. Geographers are
interested in key questions concerning places and geographic phenomena: What is it? Where is it? What are
the effects of it being there? How is it changing over time, and how could, or should, it change in the future?
How are places and phenomena connected and how do they differ? Students explore these phenomena
through fieldwork and a wide range of secondary sources. This allows students to appreciate the complexity of
the interconnections between environments, economies and cultures. Adopting a spatial perspective to
phenomena regarding the physical world and the people who inhabit it is a unique aspect of Geography.
The subject suits students who have an interest in topical issues, people and places, and the diversity of
cultures and environments on Earth. Important skills required by students undertaking the subject include the
ability to interpret and present information in a variety of formats; analyse and describe data to identify trends
and spatial patterns; discuss the factors which contribute to the development of phenomena; identify impacts
and extrapolate and predict future outcomes; and evaluate how people respond to phenomena. The learning
tasks students are required to complete include short and extended written responses and the presentation of
data in a variety of formats.
Please note, students can undertake Unit 1 and 2 independently of each other, and students can study Units 3
and 4 without having completed Unit 1 and /or Unit 2.
Unit 1: Hazards and disasters

Students examine hazard events, including their causes and impacts, human responses to these events, and
the interconnections between human activities and natural phenomena. 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 investigate how people have
responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard
events.
Unit 2: Tourism
Over one billion tourists a year cross international boundaries with greater numbers involved as domestic
tourists within their own countries. In this unit students investigate the characteristics of tourism, with
particular emphasis on where it has developed its various forms, how it has changed and continues to change
and its impacts on people, places and environments. They select contrasting examples of tourism from within
Australia and elsewhere in the world to support their investigations.
Unit 3: Changing the land

People have changed the land to produce a diversity of different land uses across the landscape. In Area of
Study 1 students look at one local example of where there has been such change, and through fieldwork
investigate why it has changed, and how these changes have impacted on the environment as well as the
social conditions and economic activity.
The world supports a diversity of natural land cover due to differences in the biophysical environment, such as
climate and topography, as well as the influence of human activities. Land cover includes biomes such as
forest, tundra and deserts. In Area of Study 2, students investigate changes to land cover through
deforestation, desertification and glacier and ice melt over geological time scales, as well as in recent decades.
Students investigate the causes and impacts of these changes on a global scale, in addition to local and
national examples, and how they have been managed.
Unit 4: Human population trends and issues

Students explore various aspects of the worlds population and their pattern of change over time and space,
and how these changes are being managed in different parts of the world. They learn about various aspects of
population dynamics, including birth rates, infant mortality and life expectancy, and how these aspects
transition as countries develop economically. They investigate the major causes of changes in population
dynamics since the Industrial Revolution and more recently, and the role of population movement in the
changing pattern of population distribution. They examine some of the challenges resulting from major trends
P a g e 27 | 45
in the demographic profile of different places, contrasting places experiencing rapid population growth with
those experiencing a decline in birth rates leading to an ageing population.
Global Politics
(http://www.vcaa.vic.edu.au/Documents/vce/politics/GlobalPoliticsU3-4-2016.pdf)
Global Politics is the study of the political, social, cultural and economic forces that shape interactions
between state and non-state actors in the twenty-first century. It examines the interconnectedness of twenty-
first century global citizens and the impact of globalisation on culture, language, human rights and the
environment. It examines the nature and effectiveness of key global actors in the twenty-first century and
global challenges, including human rights, people movements, development issues and weapons proliferation.
It explores the nature of global crises such as environmental degradation, war and terrorism, and the
effectiveness of responses and proposed solutions by key global actors.
Please note this subject is currently being reviewed for accreditation by VCAA. As of May 2016 a Study Design
for Global Politics in 2017 has not been released. Students will be given this information as soon as it is
published.
Health and Human Development

http://www.vcaa.vic.edu.au/Documents/vce/hhd/HealthHumanDevelopmentSD-2014.pdf)
Unit 1: The health and development of Australias youth

Understanding youth health and human development
In this area of study students develop understanding of the concepts of youth health and individual human
development, and explore the interrelationships that exist within and between them. Students become aware
of the differing methods for measuring health status and develop a greater understanding of the health status
of youth.
Youth issues
In this area of study students develop understanding of a range of determinants and their ability to influence
youth health and individual human development. Students explore the importance of nutrition and the
developmental functions it performs in the body, including the consequences of nutritional imbalance on the
health and individual human development of youth.
Unit 2: Individual human development and health issues

Prenatal health and individual development
In this area of study students develop understanding of the health and individual human development of
Australias unborn children. Students study the physical changes that occur from conception to birth. Students
investigate how determinants, including physical environment, biological, behavioural and social, influence
prenatal health and individual human development.
Child health and individual development
The focus of this area of study is the development of students understanding of the health and individual
human development of Australias children. Students study the period from birth to approximately twelve
years. They explore the physical, social, emotional and intellectual changes that occur from birth to late
childhood. Students investigate how determinants, including physical environment, biological, behavioural and
social, influence child health and development.
Unit 3: Australias health

Australians generally enjoy good health and are among the healthiest people in the world when compared to
other developed countries. The health status of Australians can be measured in many ways, such as
consideration of burden of disease, health adjusted life expectancy, disability adjusted life years (DALYs), life
expectancy, under- five mortality rate, mortality and morbidity rates, incidence and prevalence of disease.
Despite Australias good health status, there is still potential for improvements. The National Health Priority
Areas (NHPAs) initiative provides a national approach that aims to improve health status in the areas that
contribute most of the burden of disease in Australia. Regardless of how health is measured, health is not
P a g e 28 | 45
shared equally by all Australians. Different levels of health are experienced by different groups, which can be
attributed to biological, behavioural and social determinants of health.
Funding for the Australian health system involves a combination of both government and non- government
sources. The Australian Government makes a significant contribution to the health system through the funding
of Medicare. Both government and non-government organisations play an important role in the
implementation of a range of initiatives designed to promote health in Australia.
Unit 4: Global health and human development

This unit takes a global perspective on achieving sustainable improvements in health and human development.
In the context of this unit human development is about creating an environment in which people can develop
to their full potential and lead productive, creative lives in accord with their needs and interests. It is about
expanding peoples choices and enhancing capabilities (the range of things people can be and do), having
access to knowledge, health and a decent standard of living, and participating in the life of their community
and decisions affecting their lives (adapted from the United Nations Development Programme, 1990).
Sustainability refers to meeting the needs of the present without compromising the ability of future
generations to meet their own needs (United Nations, 1992).
The United Nations (UN) human development work is encapsulated in the Millennium Development Goals,
where the worlds countries have agreed to a set of measurable goals and targets for combating poverty,
hunger, disease, illiteracy, environmental degradation and discrimination against women. A significant focus of
the Millennium Development Goals is reducing the inequalities that result in human poverty and lead to
inequalities in health status and human development.
The World Health Organization (WHO) is the directing and co-ordinating authority for international health
within the United Nations. Both the WHO and the UN have a range of strategies aimed at reducing global
burdens of disease and promoting human development through the achievement of the Millennium
Development Goals. The Australian Agency for International Development (AusAID) manages the Australian
Governments overseas aid program. AusAID aims to reduce poverty in developing countries and improve
human development, with a focus on assisting developing countries to achieve the Millennium Development
Goals. Non-government organisations also play a role in promoting sustainable human development.
HISTORY STUDIES (Unit 1 & 2 only)

Unit 1: People and Power
http://www.vcaa.vic.edu.au/Pages/vce/studies/history/histstudy.aspx
Challenge and change are fundamental processes in human history. Discontent and desire to change grow
until an established idea or society is challenged by one person or by a group of formally organised people. A
struggle ensues resulting in old and new battles for supremacy. Eventually a new balance emerges, but to
what extent is there continuity and change between the old and the new?
People and power considers these struggles for change in the light of the struggle for power in China, starting
with Western Imperialism in China, moving through to the victory of the Chinese Communist Party in the
Chinese civil war in 1949:
1. Power and authority
This part of the study will examine the traditional structures of power in pre-revolutionary China. The
focus will be on Chinas last monarch, the Qing Dynasty, how they exercised power over China and how
they dealt with the challenge of Western Imperialism.
2. Dissenting groups and challenges
The groups that emerged to challenge Chinas traditional order, with a particular focus on Mao Zedong
and the Chinese Communist Party.
3. Change
This area of study focuses on the extent to which the Chinese Communist Party was successful in its effort
to change China for the better. The focus of this area of study will be on the rule of Mao and the Chinese
Communist Party from 1949-1976
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Unit 2: Twentieth Century History (Since 1945)

http://www.vcaa.vic.edu.au/Pages/vce/studies/history/histstudy.aspx
This Unit examines important world developments following World War Two. It provides the opportunity to
study major themes and principal events of post war history with attention to domestic and international
developments.
It considers the Cold War as it unfolded in Eastern Europe, Korea, Cuba and Vietnam during the period of the
Vietnam War. An examination will be undertaken of social movements in the latter half of the Twentieth
Century such as the civil rights movement, the hippy movement and other liberation movements around the
world, which resulted in the spread of decolonisation.
Areas of Study cover:
1. Ideas and Political Power
2. Movements of the People
3. Issues for the Millennium
History: Ancient History

http://www.vcaa.vic.edu.au/Pages/vce/studies/history/ancient/ancienthistoryindex.aspx
The study of Ancient History allows the development of different disciplinary skills, given the different nature
of the historical record, with less reliance on written primary sources, and a greater role for archaeology.
Unit 1: Ancient Mesopotamia

In this unit, students explore Ancient Mesopotamia. The lands between the rivers Tigris and the Euphrates
have been described as the cradle of civilisation. Although this view is now contested in ancient history and
archaeology, the study of Ancient Mesopotamia provides important insights about the growth of cities.
Students investigate the creation of city-states and empires. They examine the invention of writing a pivotal
development in human history. This unit highlights the importance of primary sources (the material record and
written sources) to historical inquiry about the origins of civilisation.
Unit 2: Early China

The foundations of civilisation in China have traditionally been located in the Yellow River Valley, but
archaeological evidence now suggests that early settlement was not confined to this area. Life in small
agricultural communities, with distinct regional identities, marks the beginnings of civilisation in China.
Interactions between these small and diverse settlements led to the formation of rival states, and then to the
growth of an enduring civilisation. The development of a series of empires was central to Chinese civilisation.
HISTORY STUDIES (Units 3 & 4 only)

History: Revolutions
http://www.vcaa.vic.edu.au/Pages/vce/studies/history/revolutions/revolutionindex.asp
Revolutions are the dramatic means by which societies can break with their past; they occur in societies which
are no longer functioning and where there is support for social and political transformation. By their very
nature, revolutions involve destruction and rebuilding, depression and liberation, turmoil, bloodshed and hope
for a better future. They may also lead to civil war, terror, repression and may produce colourful and dynamic
leaders.
Revolutions 3 & 4 examines two revolutions which had a far-reaching influence on subsequent world history.
At Mac.Rob we focus on:
The French Revolution of 1789
The Russian Revolution of 1917For each revolution, Areas of Study cover:
Revolutionary ideas, leaders, movements and events
Creating a new society
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Indigenous Language of Victoria: Revival and Reclamation

http://www.vcaa.vic.edu.au/Pages/vce/studies/lote/ausindigenous/ausindigindex.aspx
The students will be expected to work with a native language speaker to develop an understanding of the
nature of the language in terms of phonology, morphology, lexicology, syntax and semantics, working towards
discourse if there is sufficient content. Some languages will provide the opportunity for full engagement in all
aspects of the language, others have very little surviving so will look at trends in surrounding languages and
work towards the reclamation of what little survives by the local community.
Each unit consists of three outcomes:
1. Victorian/Australian Indigenous languages overview
2. Skills for language reclamation
3. Creative use of the target language
These units increase in complexity over the course of the four units, for example starting at creating
utterances in the target language and building towards cross-lingual comparison of trends in localised
languages.
Languages: French, German, Indonesian and Japanese

FRENCH (http://www.vcaa.vic.edu.au/Documents/vce/french/frenchsd.pdf)
GERMAN (http://www.vcaa.vic.edu.au/Documents/vce/german/germansd.pdf)
INDONESIAN (http://www.vcaa.vic.edu.au/Documents/vce/indonesian2nd/indonslsd.pdf)
JAPANESE (http://www.vcaa.vic.edu.au/Documents/vce/japanese2nd/JapaneseSLSD.pdf)
Units 1 to 4 will be offered in each of these Languages Other Than English. Normally students will have
completed the relevant LOTE study at Middle School level before undertaking VCE LOTE study.
The VCE LOTE courses are designed to enable the students to develop and expand the receptive, productive
and interactive use of the language.
New language structures will be introduced in the context of topics or themes which enable the student to
develop and practice all aspects of language ability. A large variety of texts will be presented and discussed,
and students are expected to produce various pieces of written work in the language, using different text
types and kinds of writing.
Students are encouraged to use the language in conversations and discussions, presentations of topics,
situational role-plays, and oral performances.
The Assessment Tasks in Units 1 - 4 are based on the development of the principles of language learning,
namely the development of listening, speaking, reading and writing competence.
Units 1 - 4 encourage a stronger focus on the cultural aspects and background studies. Unit 3 & 4 students
have access to a native speaker conversation assistant.
The study of most Languages other than English in the VCE attracts a bonus of 5 points to Study Scores (at the
level of the ATAR scaled mean).
Legal Studies
http://www.vcaa.vic.edu.au/Documents/vce/legalstudies/legalstudiessd-2011.pdf
Unit 1: Criminal Law in Action

This unit allows students to explore aspects of criminal law and the criminal trial through the use of case
studies and mock court activities. Current government policy and legal reform in areas such as sentencing are
debated. Students are introduced to the skill of mooting.
Unit 2: Issues in Civil Law

This unit covers legal wrongs such as defamation. The trial procedures are explored and the system evaluated
to understand difficulties faced by people trying to resolve their disputes. This unit tackles a range of legal
issues and has an area of study focusing upon the question of rights.
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Unit 3: Law Making

This unit explores the effectiveness of the Parliamentary system and the role that individuals and groups can
play in bringing about legal change. A comparative study is made of the way Human Rights are protected in
countries with and without a Constitution. The role played by the courts, especially the High Court, in law
making is studied.
Unit 4: Resolution and Justice

This unit explores the effectiveness of methods of dispute resolution within the Australian legal system.
Reforming the legal system to improve its operation is a major focus.
Mathematics
(http://www.vcaa.vic.edu.au/Documents/vce/mathematics/MathematicsSD-2016.pdf)
The VCE Study Design for Mathematics has significant changes beginning in 2017 and subjects offered at Units
1 and 2 reflect this change in curriculum.
General Mathematics Units 1 and 2 provides for a range of courses of study involving non-calculus based
topics for a broad range of students and may be implemented in various ways to reflect student
interests in, and applications of, mathematics. The areas of study for General Mathematics Unit 1 and Unit 2
are Algebra and structure, Arithmetic and number, Discrete mathematics, Geometry, measurement and
trigonometry, Graphs of linear and non-linear relations and Statistics. These two units incorporate topics
that provide preparation for various combinations of studies at Units 3 and 4, especially Further Mathematics,
and cover assumed knowledge and skills for those units.
Mathematical Methods Units 1 and 2 are completely prescribed and 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. 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. 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. These two
units are designed as preparation for Mathematical Methods Units 3 and 4 and cover assumed knowledge and
skills for those units. (This study is equivalent to that taken by Year 10 accelerated Mathematics students in
2015)
Specialist Mathematics Units 1 and 2 comprise a combination of prescribed and selected non-calculus based
topics and provide courses of study for students interested in advanced study of mathematics, with a focus on
mathematical structure and reasoning. This study has a focus on interest in the discipline of mathematics in its
own right and investigation of a broad range of applications, as well as development of a sound background
for further studies in mathematics and mathematics related fields.
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.
These two units incorporate topics that, in conjunction with Mathematical Methods Units 1 and 2, provide
preparation for Specialist Mathematics Units 3 and 4 and cover assumed knowledge and skills for those units.
Further Mathematics Units 3 and 4 is designed to be widely accessible and comprise a combination of non-
calculus based content from a prescribed core and a selection of two from four possible modules across a
range of application contexts. They provide general preparation for employment or further study, in particular
where data analysis, recursion and number patterns are important. Further Mathematics consists of two areas
of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be
completed in Unit 4. The Core comprises Data analysis and Recursion and financial modelling. The
Applications comprises two modules from a selection of four possible modules: Matrices, Networks and
decision mathematics, Geometry and measurement and Graphs and relations.
Assumed knowledge and skills for the Core are contained in the General Mathematics Units 1 and 2 topics and
for each module there are related topics in General Mathematics Units 1 and 2. Students who have done only
Mathematical Methods Units 1 and 2 will also have had access to assumed knowledge and skills to undertake
Further Mathematics but may also need to undertake some supplementary study.
P a g e 32 | 45
Further Mathematics:
May be taken alone or with Mathematical Methods Units 3/4
May be used for employment and general tertiary purposes- you should check VICTER 2017 Year 11
preparation for this subject.
The Mathematics Faculty suggests that General Mathematics Units 1 and 2 offers the best
preparation.
Mathematical Methods Units 3 and 4 are completely prescribed and extend the introductory study of simple
elementary functions of a single real variable, to include combinations of these functions, algebra, calculus,
probability and statistics, and their applications in a variety of practical and theoretical contexts. 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.

These two units also provide background for further study in, for example, science, humanities, economics and
medicine.
Mathematical Methods;
may be taken alone or with either Specialist Mathematics 3/4 or Further Mathematics
this subject is a prerequisite for many tertiary courses including Science, Business and Health
Sciences.
Year 11 Preparation: Mathematical Methods 1/2 must be taken (NB students in the Year 10
Accelerated
Mathematics program have already done this).
Specialist Mathematics Units 3 and 4 are designed to be taken in conjunction with Mathematical Methods
Units 3 and 4, or following previous completion of Mathematical Methods Units 3 and 4. The areas of study
extend content from Mathematical Methods Units 3 and 4 to include rational and other quotient functions as
well as other advanced mathematics topics such as complex numbers, vectors, differential equations,
mechanics and statistical inference. Study of Specialist Mathematics Units 3 and 4 assumes concurrent study
or previous completion of Mathematical Methods Units 3 and 4.
Specialist Mathematics Units 3 and 4 also assumes familiarity with the key knowledge and skills from
Mathematical Methods Units 1 and 2 and the key knowledge and skills from Specialist Mathematics Units 1
and 2. Specialist Mathematics;
must be taken in conjunction with Mathematical Methods 3/4 (unless a student has previously
completed Mathematical Methods 3/4).
a pre-requisite alongside Mathematical Methods 3/4 for a small number of tertiary courses (e.g. some
Engineering courses) Yr 11 Preparation: MGHS students wishing to take Specialist Mathematics Units
3/4 should study both Specialist Mathematics Units 1 and 2 and Mathematical Methods 1/2 and
Please note that Specialist Mathematics 3/4 is not available to Year 11 students, unless the
most exceptional circumstances exist.
Some important guidelines in choosing Mathematics units:
Students should select Mathematics subjects on the basis of interest, ability and tertiary course pre-
requisites.
Students who have had difficulty with Year 10 Mathematics will most likely find 1/2
Mathematics Methods even more difficult. Unless Methods is needed to satisfy tertiary pre-
requisites, such students may find it more appropriate to take 1/2 General Further, or discontinue
their study of Mathematics.
Year 10 Accelerated Mathematics students will receive advice from the Mathematics Faculty
regarding the wisdom of choosing of 3/4 Mathematics Methods in 2015.
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This school does not encourage students taking both Specialist Mathematics and Further
Mathematics within their VCE course. In preparing for tertiary courses and careers, it is much better
to take a wider variety of subjects.
Summary of Combinations of Mathematics units:

Units 1 and 2 Units 3 and 4
General Mathematics Further Mathematics
Mathematical Methods Mathematical Methods or Further Mathematics
General Mathematics and Mathematical Methods Mathematical Methods and/or Further Mathematics
Mathematical Methods Mathematical Methods and Specialist Mathematics
Mathematical Methods and General Mathematics Mathematical Methods and Specialist Mathematics
Mathematical Methods and Specialist Mathematics Mathematical Methods and Specialist Mathematics
General Mathematics or Specialist Mathematics and Further Mathematics, Mathematical Methods and
Mathematical Methods Specialist Mathematics
Media
http://www.vcaa.vic.edu.au/Documents/vce/media/media-sd-2012.pdf
VCE Media is a subject that enables students to explore how meaning is produced by the media, and how
production and story elements in media texts work together to engage audiences. There is a focus on the way
in which specific media texts embody and reflect the social values specific to contemporary society as well as
an exploration of the way in which the values of the past influenced the construction of representations in
texts from the other historical periods. Students also look at the implications of technology on the
construction and consumption of media products.
In addition, there is a practical element to this subject, in which students take on the roles and responsibilities
of media personnel and plan, design and produce their own media products such as a short film, a magazine or
a multimedia production. Students use various technical equipment and software programs to make this
product.
Unit 1: Representation and technologies of representation

This unit encourages students to develop an understanding of the relationship between the media, technology
and the representations present in media different forms. The unit also involves the study of the implications
of media technology for the individual and society. Students develop practical and analytical skills through
their study and creation of representations.
Unit 2: Media production and the media industry

This unit enables students to develop their understanding of the specialist production stages and roles within
the collaborative creation of a media product. Students also develop an understanding of the current industry
issues and developments in relation to the production stages and roles and the broader framework within
which Australian media organisations operate.
Unit 3: Narrative and media production design

This unit examines various production and story elements, with a focus on the significance of narrative
organisation in fictional media texts. The practical element of this unit consists of short exercises using
technical equipment and the completion of a design plan for the media product the script and story board for
a short film or the design, layout and content of a magazine or photographs.
Unit 4: Media: Process, influence and societys values

In this Unit, students will develop practical skills through their production and realisation of a media design
plan developed in Unit 3. There is also a theoretical part to this unit in which students analyse the relationship
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between media texts, social values and discourses in the media. The final part of the unit involves an
exploration of the relationship between media audiences, the media and regulation.
Students taking this subject should be aware of the commitment it entails, which includes production sessions
outside of normal school hours, as most filming/photographic shoots are likely to be undertaken outside of
school.
It is also useful if students enter this Unit have an idea of the product they wish to make, plus a knowledge of
how to use the equipment (e.g. Digital camera, colour printer) and computer programs(e.g. Premiere,
Photoshop, Flash, InDesign)
Please note Media Units 3 & 4 are subject to change in 2018 when a new Study Design will be released.
MUSIC STUDIES
Music Investigation Units 3 & 4
http://www.vcaa.vic.edu.au/Pages/vce/studies/music/musicinvestigateunits3-4/musicinvestigateindex.aspx
Units 34 Overall, the performance program must allow the student to demonstrate broad and deep
knowledge and understanding of the selected Investigation Topic. The program should represent a diversity of
character and allow students to demonstrate a range of complex technical and expressive skills and use
relevant performance conventions and artistic knowledge. The works may be from different music styles
and/or from different cultures, eras and geographical locations. A minimum of four works must be prepared
across Units 3 and 4; however the actual number of works included in the program will vary according to the
length and complexity of typical works in the selected Investigation Topic.
In Unit 3 the performance program must consist of at least two works that relate to the Investigation Topic
including a work selected from a current prescribed list that is central to the Investigation Topic. The Unit 3
school based performance program presented for assessment of Outcome 3 should be about 15 minutes
duration for soloists and groups of one to three assessed performers. For groups of four or more assessed
performers, the program should be about 2025 minutes duration.
In Unit 4 the performance program must consist of at least two works that relate to the Investigation Topic
and complement the works studied in Unit 3. The Unit 4 performance program presented for assessment of
Outcome 3 should be about 10 minutes duration for soloists and groups of one to three assessed performers.
For groups of four or more assessed performers, the program should be about 1015 minutes duration.
Music Performance
http://www.vcaa.vic.edu.au/Pages/vce/studies/music/musicperformunits3-4/musicperformunits3-4index.aspx
Music Performance Units 1 to 4 aims to broaden and enrich students musical experience, to assist students to
develop personal awareness of the expressive and aesthetic qualities of music and to encourage a life-long
engagement with music and music making. Music performance involves synthesis of knowledge of the music
work/s being performed including their structure, style and context and their expressive qualities.
Performance also requires the use of an instrument to interpret and realise the work, and knowledge and
understanding of how to use an instrument/s to produce and manipulate sound. Performers use musicianship
skills along with instrumental techniques to present musically engaging performances. Through research and
analysis of performances by leading practitioners, students become aware of ways that performance
conventions, musical nuance and effective communication between performers and audience can facilitate
engaging, exciting and meaningful performances. Students expand their musical vocabulary and develop
language to articulate their awareness and understanding of the impact that interpretative decisions have on
the music they perform, listen to and analyse.
Music Performance can include both solo and group performance but in units 3 & 4 students are to select
either solo or group performance as their focus.
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Philosophy
http://www.vcaa.vic.edu.au/Documents/vce/philosophy/PhilosophySD-2014.pdf
Philosophy is concerned with issues that go to our most fundamental beliefs about ourselves, the world and
our place in it. It deals with big and important questions in a way that is rigorous and disciplined. The course is
designed to provide intellectual challenge for students and to develop their thinking/reasoning skills and their
ability to communicate complex ideas.
Philosophy introduces the types of argument and analysis used by philosophers in response to fundamental
questions that have intrigued humans for thousands of years. Students develop knowledge of key
philosophical ideas and engage in philosophical debate about contemporary issues and contemporary life.
Unit 1: Existence, knowledge and reasoning:

This Unit focuses on metaphysics, epistemology, and logic and reasoning. There are three Areas of Study and
three Outcomes.
Area of Study 1 - Metaphysics students study at least two topics from a given list of five topics, one of which
must be
Topic 1: Mind and body, or
Topic 2: Self and identity
Area of Study 2 - Epistemology

Topic 1 - Knowledge and justification
Area of Study 3 - Introduction to logic and reasoning
A range of key terms associated with philosophical reasoning are outlined in the key knowledge. The key skills
emphasise analysis of argument and the use of appropriate terminology when undertaking analysis and
evaluation.
Unit 2: Ethics and philosophical investigation:

Unit 2 consists of a study of ethics and one other specialist topic. Area of Study 1 - Ethics Meta-ethics,
normative ethics and applied ethics are the topics given for study and students are introduced to all three.
Area of Study 2 - Other great questions in philosophy in this area of study students investigate one of four
specialist topics: either Aesthetics, Philosophy of religion, Political philosophy or other traditions of thought.
Area of Study 3 - Techniques of reasoning

The study of logic and reasoning has been expanded in Unit 2 to include a range of more sophisticated key
terms and patterns of good and bad reasoning. The key skills include the ability to recognise and describe
errors of reasoning.
Assessment for both Units 1 and 2 comprises:
A philosophical essay
A philosophical dialogue
Philosophical reflections as part of an ongoing journal
Short answer responses and discussion activities undertaken in class
Unit 3: The good life:

The Unit has three areas of study and three outcomes.
Area of Study 1 - Critical analysis of philosophical views on the good life.

This Area of Study focuses on the analysis and evaluation of the set texts. The historical and philosophical
context of the set texts is a component of the key knowledge for Outcome 1.
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Area of Study 2 - Critical comparison of philosophical views on the good life

Students undertake a critical comparison of the similarities and differences between the arguments and
viewpoints related to the good life in the set texts.
Area of Study 3 - Analysis and critical comparison of philosophical and other ways of thinking about the good
life
The focus of this Area of Study is critical analysis and evaluation of viewpoints and arguments on the good life
occurring in sources beyond the set texts. It includes using the set texts, outside sources, personal experience
and contemporary debates to develop critical reflections on the good life. It also requires students to use the
set texts to inform responses to debates on the good life occurring in sources beyond the set texts.
Unit 4: Mind, science and knowledge:

There are two Areas of Study and two Outcomes for the Unit.
Area of Study 1 - The nature of mind and body.

The key knowledge and skills explicitly include criticism, historical and contemporary contexts, critical
comparison of set texts and analysis and evaluation in the context of contemporary debates.
Area of Study 2 - Knowledge, belief and science

The key knowledge and skills explicitly include criticism, relevant historical and contemporary contexts, a study
of inductive and deductive reasoning and analysis and evaluation of arguments concerning the nature of
knowledge in the context of contemporary debate.
Physical Education
http://www.vcaa.vic.edu.au/Documents/vce/physicaledu/PhysicalEducationSD_2017.pdf
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.
Area of Study 1
How does the musculoskeletal system work to produce movement?
In this area of study students examine the musculoskeletal system of the human body and how the muscles
and bones work together to produce movement. Through practical activities they explore the major
components of the musculoskeletal system and their contributions and interactions during physical activity,
sport and exercise.
Students evaluate the social, cultural and environmental influences on movement, and how the capacity and
functioning of the muscular and skeletal systems may act as an enabler or barrier to participation in physical
activity. Sedentary behaviour, overtraining and participation at the elite and recreational level are investigated
as possible causes of illness and injury to the musculoskeletal system. Students consider a variety of legal and
illegal practices and substances used to enhance performance from an ethical and a biophysical perspective.
Outcome 1
On completion of this unit students should be able to collect and analyse information from, and participate in,
a variety of practical activities to explain how the musculoskeletal system functions and its limiting conditions,
P a g e 37 | 45
and evaluate the ethical and performance implications of the use of practices and substances that enhance
human movement.
Area of Study 2
How does the cardiorespiratory system function at rest and during physical activity?
In this area of study students examine the cardiovascular and respiratory systems of the human body and how
the heart, blood vessels and lungs function at rest and during physical activity. Through practical activities
students explore the structure and function of the cardiorespiratory system and their contributions and
interactions during physical activity, sport and exercise. Enablers and barriers to the capacity and functioning
of the cardiovascular and respiratory systems are investigated from a sociocultural, environmental and
physical perspective. Students explore the ethical and performance considerations of the use of a variety of
legal and illegal practices and substances special to each system.
Outcome 2
On completion of this unit students should be able to collect and analyse information from, and participate in,
a variety of practical activities to explain how the cardiovascular and respiratory systems function and the
limiting conditions of each system, and discuss the ethical and performance implications of the use of practices
and substances to enhance the performance of these two systems.
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 peoples 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 apply various methods to assess physical activity and sedentary behaviour levels at the individual and
population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines.
Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to
critique a range of individual- and settings-based strategies that are effective in promoting participation in
some form of regular physical activity.
Area of Study 1
What are the relationships between physical activity, sport, health and society?
In this area of study students focus on the role of physical activity, sport and society in developing and
promoting healthy lifestyles and participation in physical activity across the lifespan. Students explore the
social, cultural and historical influences on participation in various forms of physical activity, including sport.
They investigate at the individual and population levels the physical, social, mental and emotional benefits of
participation in regular physical activity and the potential negative physical, social, mental and emotional
consequences of physical inactivity and sedentary behaviour, including hypokinetic diseases such as Type 2
diabetes and obesity.
Students investigate sociocultural factors that influence physical activity and consider opportunities and
barriers to participation for various population groups and settings. They develop an understanding of the use
of subjective and objective methods for assessing physical activity and sedentary behaviour at the individual
and population level and compare these to physical activity and sedentary behaviour guidelines. Students
identify and describe the components of a social-ecological model and/or the Youth Physical Activity
Promotion Model to assist in the critique and creation of strategies aimed at increasing physical activity and/or
P a g e 38 | 45
reducing sedentary behaviour within a given population. Students create and implement an individual activity
plan that meets the physical activity and sedentary behaviour guidelines.
Outcome 1
On completion of this unit the student should be able to collect and analyse data related to individual and
population levels of participation in physical activity and sedentary behaviour to create, undertake and
evaluate an activity plan that meets the physical activity and sedentary behaviour guidelines for an individual
or a specific group.
Area of Study 2
What are the contemporary issues associated with physical activity and sport?
In this area of study, 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. Possible issues suitable for investigation include declining levels of physical activity across the
lifespan, active transport, gender equity in physical activity and sport, cultural diversity and inclusion in
physical activity, risk management and safety in physical activity and sport, children and competitive sport, the
community and recreation, access to physical activity for population groups such as children, rural and remote
communities, cultural groups, Aboriginal and Torres Strait Islanders and people with disabilities.
Students select and explore one issue from a social-ecological perspective to 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.
Outcome 2
On completion of this unit the student should be able to apply a social-ecological framework to research,
analyse and evaluate a contemporary issue associated with participation in physical activity and/or sport in a
local, national or global setting.
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
re ne 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.
Area of Study 1
How are movement skills improved?
In this area of study students examine the biomechanical and skill acquisition principles that can be applied
when analysing and improving movement skills used in physical activity and sport. Through coaching and
involvement in a variety of practical activities, students investigate and analyse movements to develop an
understanding of how the correct application of biomechanical and skill acquisition principles leads to greater
efficiency and accuracy in movement skills.
Outcome 1
On completion of this unit the student should be able to collect and analyse information from, and participate
in, a variety of physical activities to develop and re ne movement skills from a coaching perspective, through
the application of biomechanical and skill acquisition principles.
Area of Study 2
How does the body produce energy?
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In this area of study students explore the various systems and mechanisms associated with the production of
energy required for human movement. They consider the cardiovascular, respiratory and muscular systems
and the roles of each in supplying oxygen and energy to the working muscles. They examine the way in which
energy for activity is produced by the three energy systems and the associated fuels used for activities of
varying intensity and duration. Students also consider the many factors contributing to fatigue as well as
recovery strategies used to return to pre-exercise conditions. Through practical activities students explore the
interplay of the energy systems during physical activity.
Outcome 2
On completion of this unit the student should be able to use data collected in practical activities to analyse
how the major body and energy systems work together to enable movements to occur, and explain the factors
causing fatigue and suitable recovery strategies.
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.
Area of Study 1
What are the foundations of an effective training program?
In this area of study, students focus on the information required to form the foundation of an effective
training program. They use data from an activity analysis and determine the fitness requirements of a selected
physical activity. They also use data collected from participating in a series of fitness tests to inform the design
of the training program.
Outcome 1
On completion of this unit the student should be able to analyse data from an activity analysis and fitness tests
to determine and assess the fitness components and energy system requirements of the activity.
Area of Study 2
How is training implemented effectively to improve fitness?
In this area of study students focus on the implementation and evaluation of training principles and methods
from a practical and theoretical perspective. They consider the manner in which fitness can be improved
through the application of appropriate training principles and methods. Students identify and consider
components of an exercise training session, they monitor, record and adjust training. Students explain the
chronic adaptations to the cardiovascular, respiratory and muscular systems.
Outcome 2
On completion of this unit the student should be able to participate in a variety of training methods, and
design and evaluate training programs to enhance components.
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Physics
http://www.vcaa.vic.edu.au/Documents/vce/physics/PhysicsSD-2016.pdf
Physics seeks to understand and explain the physical world. It examines models and ideas used to make sense
of the world and which are sometimes challenged as new knowledge develops. By looking at the way matter
and energy interact through observations, measurements and experiments, physicists gain a better
understanding of the underlying laws of nature. VCE Physics provides students with opportunities to explore
questions related to the natural and constructed world. The study provides a contextual approach to exploring
selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics,
quantum physics and waves. Students also have options for study related to astrophysics, bioelectricity,
biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports
science. Students examine classical and contemporary research, models and theories to understand how
knowledge in physics has evolved and continues to evolve in response to new evidence and discoveries. An
understanding of the complexities and diversity of physics leads students to appreciate the
interconnectedness of the content areas both within physics, and across physics and the other sciences.
Unit 1: What ideas explain the physical world?

Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection,
description and explanation of things that cannot be seen. In this unit students explore how physics explains
phenomena, at various scales, which are not always visible to the unaided human eye. They examine some of
the fundamental ideas and models used by physicists in an attempt to understand and explain the world.
Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity
and consider the origins and formation of matter. Students use thermodynamic principles to explain
phenomena related to changes in thermal energy. They apply thermal laws when investigating energy
transfers within and between systems, and assess the impact of human use of energy on the environment.
Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore
current scientifically accepted theories that explain how matter and energy have changed since the origins of
the Universe.
Unit 2: What do experiments reveal about the physical world?

In this unit students explore the power of experiments in developing models and theories. They investigate a
variety of phenomena by making their own observations and generating questions, which in turn lead to
experiments. Students make direct observations of physics phenomena and examine the ways in which
phenomena that may not be directly observable can be explored through indirect observations. In the core
component of this unit students investigate the ways in which forces are involved both in moving objects and
in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics,
bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound
and sports science. The option enables students to pursue an area of interest by investigating a selected
question.
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. Applications of concepts related to fields include the transmission of electricity over large
distances and the design and operation of particle accelerators. They explore the interactions, effects and
applications of gravitational, electric and magnetic fields. Students use Newtons laws to investigate motion in
one and two dimensions, and are introduced to Einsteins theories to explain the motion of very fast objects.
They consider how developing technologies can challenge existing explanations of the physical world,
requiring a review of conceptual models and theories. Students design and undertake investigations involving
at least two continuous independent variables. There are three areas of study. In area of study 1, students look
at how things move without contact by exploring fields and interaction, effects of fields and application of field
concepts. In area of study 2, we cover how fields are used to move electrical energy by investigating the
generation and transmission of electricity. In area of study 3, students investigate Newtons laws of motion,
Einsteins theory of relativity and relationships between force, energy and mass.
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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 explore its limitations in
describing light behaviour. Students further investigate light by using a particle model to explain its behaviour.
A wave model is also used to explain the behaviour of matter which enables students to consider the
relationship between light and matter. Students learn to think beyond the concepts experienced in everyday
life to study the physical world from a new perspective. Students design and undertake investigations involving
at least two continuous independent variables. There are three areas of study. In area of study 1, we look at
how waves explain the behaviour of light by exploring the properties of mechanical waves and light as a wave.
In area of study, we look at how light and matter are similar by investigating the behaviour of light, matter as
particles or waves, similarities between light and matter and production of light from matter. Area of study 3
involves a practical investigation where students design and undertake an investigation related to content in
Units 3 and/or 4.
Psychology
(http://www.vcaa.vic.edu.au/Documents/vce/psychology/PsychologySD-2016.pdf)
Psychology is a broad discipline that incorporates both the scientific study of human behaviour through
biological, psychological and social perspectives and the systematic application of this knowledge to personal
and social circumstances in everyday life. VCE Psychology enables students to explore how people think, feel
and behave through the use of a biopsychosocial approach. As a scientific model, this approach considers
biological, psychological and social factors and their complex interactions in the understanding of
psychological phenomena. The study explores the connection between the brain and behaviour by focusing on
several key interrelated aspects of the discipline: the interplay between genetics and environment, individual
differences and group dynamics, sensory perception and awareness, memory and learning, and mental health.
Students examine classical and contemporary research and the use of imaging technologies, models and
theories to understand how knowledge in psychology has evolved and continues to evolve in response to new
evidence and discoveries. An understanding of the complexities and diversity of psychology leads students to
appreciate the interconnectedness between different content areas both within psychology, and across
psychology and the other sciences.
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 persons psychological functioning. They consider the complex nature of psychological
development, including situations where psychological development may not occur as expected. Students
examine the contribution that classical and contemporary studies have made to an understanding of the
human brain and its functions, and to the development of different psychological models and theories used to
predict and explain the development of thoughts, feelings and behaviours.
Unit 2: How do external factors influence behaviour and mental processes?

In this unit students investigate how perception of stimuli enables a person to interact with the world around
them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a
persons attitudes, perception of themselves and relationships with others. Students explore a variety of
factors and contexts that can influence the behaviour of an individual and groups. They examine the
contribution that classical and contemporary research has made to the understanding of human perception
and why individuals and groups behave in specific ways.
Unit 3: How does experience affect behaviour and mental processes?

Unit 3 Psychology is about how experience affects behaviour and mental processes, the role of the nervous
system in psychological functioning, and how people learn and remember. In this unit students use key science
skills, relevant research and ethical factors. We will cover three areas of study. In area of study 1, we look at
how the nervous system enables psychological functioning by studying the functioning of the nervous system
and how the structure and function enables a person to interact with the external world. In area of study 2, we
look at how people learn and remember by covering the neural basis of learning and memory, models to
explain learning including ethics, the process of memory in the context of the multi-store model and the
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interactions specific regions of the brain and the reliability of memory in terms of methods of information
retrieval, the effects of brain trauma and neurodegenerative diseases.
Unit 4: How is wellbeing developed and maintained?

Unit 4 Psychology is about how wellbeing is developed and maintained, how the levels of consciousness affect
mental processes and behaviour, and the influences on mental well-being. In this unit students continue to use
key science skills, relevant research and ethical factors. We will be covering three areas of study. In area of
study 1, we look at how levels of consciousness affect mental processes and behaviour which include the
nature of consciousness, the importance of sleep, and the effects of sleep disturbances and possible
treatments. In area of study 2, we look at what influences mental wellbeing including the definition of mental
health, factors that contribute to the development and progression of mental health disorders, the application
of a biopsychosocial approach as a scientific model to explain specific phobia, and maintenance of mental
health. Area of study 3 is a practical investigation where students undertake a practical investigation related to
mental processes and psychological functioning, and present methodologies, findings and conclusions in a
scientific poster, as well as maintaining a practical work folio.
Visual Arts: Art, Studio Arts & Visual Communication Design Art
http://www.vcaa.vic.edu.au/Documents/vce/art/ArtSD-2017.pdf
VCE Art is designed to encourage artistic development through personal and independent exploration. It
encourages students to explore ideas and to demonstrate effective working methods and a range of technical
skills through a process of investigation and experimentation. Students may work in one or more of a range of
studio forms including drawing, photography, painting, printmaking, computer arts, sculpture/installation,
textiles and fashion/garment construction, mixed media and others as so desired by the student.
The study also aims to equip students with the ability to respond to art in an informed and articulate manner
by applying the Analytical Frameworks Formal, Personal, Cultural and Contemporary Frameworks as set out
in the Art Study Design.
With the acquisition of technical and analytical skills, personal involvement and critical study, students should
build an ability to interpret art and to discuss and debate the ideas and issues which it raises.
Unit 1
Area of Study 1: Art and Meaning
Area of Study 2: Art making and Personal Meaning
Unit 2
Area of Study 1: Art and Culture
Area of study 2: Art making and Cultural Expression
Unit 3
Area of Study 1: Interpreting Art
Area of Study 2: Investigation and Interpretation through Art making
Unit 4
Area of Study 1: Discussing and Debating Art
Area of Study 2: Realisation and Resolution
In each of these units, students prepare a visual diary of developmental work, folio of final artwork(s) and an
essay or report. Units 3 and 4 also include a written end of year examination. Further detail of each of the
tasks in the units is available from the Art Department.
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Studio Arts
http://www.vcaa.vic.edu.au/Documents/vce/studioarts/StudioArtsSD-2017.pdf
VCE Studio Arts introduces students to the role and practices of artists in society. Students develop an
understanding of the way artists work in a range of cultures and periods of time, the artists perceptions,
beliefs and actions and their relationship with the viewer. Student research focuses on critical, reflective and
creative thinking, the visual analysis of artworks and the investigation of how artists have interpreted sources
of inspiration and influences in their art making. Students examine how artists develop their practice and have
used materials, techniques and processes to create aesthetic qualities in artworks. They study how artists have
developed style and explored their cultural identity in their artwork. Students use this knowledge to inform
their own studio practice and to support art making. Visiting a variety of art exhibition spaces is integral to the
students artistic and creative development. Students also consider the ways in which artists work to develop
and resolve artworks, including their use of inspiration and their creative process. The role of artists in society
includes their relationships with others in the art industry and the presentation and exhibition of artworks in
art galleries and exhibition spaces. Students research aspects of the art industry including the presentation,
conservation and marketing of artworks.
Unit 1: Artistic Inspiration and Techniques

Area of Study 1: Developing Art Ideas
Area of Study 2: Materials and Techniques
Area of Study 3: Interpretation of Art Ideas and Use of Materials and Techniques
Unit 2: Design Exploration and Concepts

Area of Study 1: Design Exploration
Area of Study 2: Ideas and Styles in Artworks
Unit 3: Studio Production and Professional Art Practices

Area of Study 1: Exploration Proposal
Area of Study 2: Design Process
Area of Study 3: Professional Art Practices and Styles
Unit 4: Studio Production and Art Industry Contexts

Area of Study 1: Folio of Artworks
Area of Study 2: Focus, Reflection and Evaluation
Area of Study 3: Art Industry Contexts
In Units 1 and 2, students prepare folios and written presentations. In Unit 3, students prepare a work brief, a
developmental folio and a written report; In Unit 4, a folio of finished art works and a written report form the
units assessment. Units 3 and 4 also have an end of year examination requiring written responses.
Please Note: This course is designed specifically for students who have advanced skills in their chosen medium
and who wish to apply for practical arts courses.
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Visual Communication Design

http://www.vcaa.vic.edu.au/Documents/vce/visualcomm/VisualCommunicationDesignSD-2013.pdf
The study of Visual Communication Design can provide pathways to training and tertiary study in design and
design-related studies, including graphic design, industrial and architectural design and communication design.
Students employ a design process to generate and develop visual communications. The design process
provides a structure to organise design thinking and is shaped by considerations of aesthetics and
functionality, as well as social, environmental and economic factors.
Students have the opportunity to investigate the work and practices of Australian and international designers
from a variety of social, cultural, historical and contemporary contexts.
The Visual Communication Design study examines the way visual language can be used to convey ideas,
information and messages in the fields of communication, environmental and industrial design. Designers
create and communicate through visual means to shape the everyday quality of life for individuals,
communities and societies. Visual communication design relies on drawing as the primary component of visual
language to support the conception and visualisation of ideas. Consequently, the study emphasises the
importance of developing a variety of drawing skills to visualise thinking.
Unit 1: Introduction to visual communication design

In this unit students are introduced to three stages of the design process, researching designers, generating
ideas and applying design knowledge and drawing skills to develop concepts.
Unit 2: Applications of visual communication design

This unit focuses on the application of visual communication design knowledge, design thinking skills and
drawing methods to create visual communications to meet specific purposes in designated design fields.
Unit 3: Design thinking and practice

In this unit students gain an understanding of the process designers employ to structure their thinking and
communicate ideas with clients, target audiences, other designers and specialists.
Students use their research and analysis of visual communication designers to support the development of
their own work. They establish a brief and apply design thinking skills through the design process.
Design from a variety of historical and contemporary design fields is considered by students to provide
directions, themes or starting points for investigation and inspiration for their own work.
Unit 4: Design development and presentation

The focus of this unit is the development of design concepts and two final presentations of visual
communications to meet the requirements of the brief. This involves applying the design process twice to
meet each of the stated needs.
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2017-18 VCE Curriculum Handbook

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2017-18 VCE Curriculum Handbook

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HANDBOOK 2017-18

IN VCE COURSE SELECTION

Extended Investigation ........................................................................................................25

The handbook is made up of two sections:

Section 1 The VCE Program at Mac.Rob

Section 1 - The VCE Program at Mac.Rob

How do you submit your course, and when?

What if you change your mind?

About the VCE

Special requirements for VCE at Mac.Rob

What must you do to graduate with your VCE?

Studies and units

What should you consider in choosing your 2017-18 courses?

How many Unit 3, 4 studies should I include in my 2017 Year 11 course?

Some important things to consider:

Should you do more than 6 Unit 3, 4 studies in your VCE?

Mac.Rob sets selection criteria in order to take a Unit 3, 4 study in Year 11

Approach to work and study skills

Can I take a study at Units 3, 4 levels without having studied Units 1, 2?

Can I study external VCE units?

Studies at university level while in Year 12

VCE Studies Offered at Mac.Rob 2017

SECTION 2 - Unit Descriptions for VCE Studies

Unit 1: Establishing and operating a service business

Unit 2: Accounting for a trading business

Unit 3: Recording and reporting for a trading business (double entry)

Unit 4: Control and analysis of business performance

Unit 3: Algorithmic problem solving

Unit 4: Principles of algorithm design

Unit 1: How do living things stay alive?

Unit 2: How is continuity of life maintained?

Unit 3: How do cells maintain life?

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

Unit 2: What makes water such a unique chemical?

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

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

& Theatre Studies

Unit 1: The behaviour of consumers and businesses

Unit 2: Contemporary economic issues

Unit 3: Australias economic prosperity

Unit 4: Managing the economy

Area of study 1: Reading and Creating texts

Area of study 2: Analysing and presenting argument

Area of study 1: Reading and Comparing texts

Area of study 2: Analysing and presenting argument

Area of study 1: Reading and creating texts

Area of study 2: Analysing argument

Area of study 1: Reading and comparing texts

Area of study 2: Presenting argument

English/EAL (English as an Additional Language)

Unit 1: Language and communication

Unit 2: Language Change

Unit 4: Language Variation and Identity

Unit 1: Approaches to literature

Unit 2: Context and connections

Unit 3: Form and transformation

Unit 4: Interpreting texts

Area of study 1 - Designing a research question

Area of study 2 - Planning and commencing the investigation

Area of study 1 - Presenting the final research report

Area of study 2 - Defending research findings

Unit 1: Food origins