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• CORE

Year 11 students will choose one of the below three options for their study in Religious Education throughout the year:

• Year 11 Youth Ministry
• Unit 2 - Religion and Society
• Unit 2 - Texts and Traditions

Year 11 - Youth Ministry

In Youth Ministry, students explore Social Justice issues in preparation for Christian Service. The other section of the course is largely project and teams based. Students work in groups on practical projects that make a difference to the lives of others. This includes younger students, their peers, people in the community and the local parishes. Topics and projects are negotiated with the class and would include some of the following: Christian Youth Leadership, Spirituality and Ministry, Faith in Action including service, fundraising and awareness raising, and Parish Life, establishing and building connections. There is a compulsory practical component in the course. Students are actively involved in their Parish and assist in developing our Ignatian Charism Evening for the following year’s Year 7 group and their parents. The Youth Ministry class will also improve their knowledge of scripture and its relevance for today’s world by studying VCE Texts and Traditions Unit 2 over the whole year. Students participate in five days of Service during Activities Week and complete at least an additional ten hours of mainly parish-based service activities over the year.

Unit 2 - Religion and Society

How do we discern what is morally right? When faced with ambiguous situations, how do we navigate decision-making? Is societal consensus our guide, or do we follow our instincts? Alternatively, do we turn to the definitions of goodness provided by spirituality, religious beliefs, or denominations? Ethics involves uncovering the perspectives that shape practical moral judgment. Studying ethics entails identifying arguments, analysing reasoning, and exploring influences behind moral judgments. Ethical decisions are influenced by concepts, principles, and theories. This unit delves into various methods of ethical decision-making within at least two religious traditions and their corresponding philosophical frameworks, examining ethical dilemmas in societies with diverse worldviews based on these investigations.

Unit 2 - Texts and Traditions

This unit involves students examining sacred texts to explore societal perspectives on various issues like social structures, justice, authority, the environment, racism, and gender. The selected texts should serve as potential sources for ideas on these societal matters. Some texts may advocate for changes in attitudes and values, while others may propose alterations in social, religious, and political institutions. Certain texts might uphold existing social, cultural, religious, and political elements. Students analyse the social context in which these sacred texts originated, the current conditions of their readership, the motivations for reading them, and the authority attributed to them by religious traditions and society. The study also encompasses understanding how these texts influence and are influenced by the messages they convey. Additionally, students compare how sacred texts from different religious traditions address these social issues.

• CORE

Unit 3 and 4 - Religion & Society

This unit delves into the overarching purposes of religion and scrutinises the beliefs developed by religious traditions or denominations in response to life's fundamental questions. Students examine how these beliefs shape the distinctive identity of each tradition, exploring their expression through different aspects of religion. The course emphasises the dynamic interaction between religious traditions, denominations, and the societies they inhabit, highlighting their roles as living institutions capable of influencing and being influenced by societal dynamics. It underscores the continuous development of these traditions, fueled by the intellectual and aesthetic contributions of their members, responding to challenges and changes within both religious and societal contexts. The unit further explores how religious traditions and denominations navigate challenges, either endorsing or resisting societal changes, aiming to maintain authenticity, authority, and identity. Students engage in an exploration of challenges faced by religious traditions or denominations over time, followed by an in-depth study of a specific challenge and its impact on a selected tradition or denomination. Religions such as Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism serve as focal points for this comprehensive exploration.

Year 12 - Religious Education electives

Year 12 Students will choose one of the below two options for their study in Religious Education throughout the year:

• Unit 3/4 Religion and Society plus three school-based Religious Education electives in Terms 1-3 (electives listed below)
• Three school-based Religious Education electives in Terms 1-3 (electives listed below)

Future Pathways

This subject forms the basis of further study in:

• Theology
• Politics
• Journalism

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Sociology
• Modern History & Revolutions
• Legal Studies

• CORE

The Personal Development Program upholds the belief that enhanced student wellbeing significantly contributes and influences enhanced student learning achievements. It also complements the College’s curriculum offerings as well as its House-based vertical pastoral care structures. It seeks to nurture positive emotional and social capabilities, empowering students to cultivate a distinct sense of belonging, significance, purpose, and advancement throughout their time at Loyola College and beyond.

As with all year levels, the Year 11, Personal Development Program runs fortnightly exploring vital themes and subjects such as engagement, high performance mindfulness, acting wisely and responsibly around drugs and alcohol and understanding the consequences of addiction.

Positive Education through an Ignatian Lens continues, drawing from the six elements of positive psychology (PERMAH):

• Positive Emotion
• Engagement
• Relationships
• Meaning
• Accomplishment
• Health
  

• CORE

The Personal Development Program in Year 12 upholds the belief that enhanced student wellbeing significantly contributes and influences enhanced student learning achievements. It also complements the College’s curriculum offerings as well as its House-based vertical pastoral care structures. It seeks to nurture positive emotional and social capabilities, empowering students to cultivate a distinct sense of belonging, significance, purpose, and advancement throughout their time at Loyola College and beyond.

As with all year levels, the Year 12, Personal Development Program runs fortnightly exploring vital themes and subjects such as managing stress, revision skills and techniques, anxiety and emotions, life beyond Loyola College and acting responsibly to minimise risk taking behaviours.

Positive Education through an Ignatian Lens continues, drawing from the six elements of positive psychology (PERMAH):

• Positive Emotion
• Engagement
• Relationships
• Meaning
• Accomplishment
• Health
  

• CORE

All students in Year 11 are involved in the Sport Program, with each student being aligned with an ACS Sport. All students are required to participate in their chosen sport on Wednesday afternoons each week. For those students selected in ACS teams, compulsory training will be held after school. It is compulsory for students selected in ACS teams to represent the school as per the Loyola College Enrolment Agreement.

Year 12 students who have excelled in their chosen sport are offered a leadership role in their final year of schooling as Principal’s Representatives in our ACS teams. Year 12 students who are not Principal’s Representatives but wish to choose sport to meet their co-curriculum requirements may apply to the Director of Sport to be involved in the Interschool competition and be part of an ACS (Association of Coeducational Schools) squad. Compulsory training will be held on a regular afternoon. The sporting competition is directed towards teaching teamwork, developing character and inculcating high personal standards of behaviour.

• CORE

Unit 1 - Reading and Exploring + Crafting Texts

In the "Reading and exploring texts" area of study, students focus on personal connections with stories, discussing ideas, values, and the role of language features in creating meaning. They explore cultural, social, and historical values in texts, connecting them to their own experiences. Through discussions and reflections, students develop thinking and engage with others' ideas, enhancing their understanding. In "Crafting texts," students engage with effective writing by reading mentor texts and collaboratively discussing what constitutes compelling writing. They apply diverse vocabulary, text structures, and language features in their own work, exploring various forms of writing. Three mentor texts are studied in-depth, serving as inspiration and models for effective writing strategies.

Unit 2 - Reading and Exploring Texts + Exploring Argument

In the "Reading and exploring texts" study, students refine reading and viewing skills, focusing on inferential understanding to enrich their writing in response to diverse texts. Exploring different text types from Unit 1, they analyse vocabulary, structures, and language features, connecting ideas with historical, social, and cultural contexts. Discussions encourage examining text representations through personal cultural lenses, fostering analytical and abstract exploration. Analytical writing skills develop, emphasising idea discussion, metalanguage application, evidence integration, and formal essay structures.

In "Exploring argument," students study persuasive texts related to contemporary local and national issues. They analyse text structures, contention, evidence use, and persuasive strategies, evaluating language and visuals' impact. Applying argument knowledge, they create a point of view text for oral presentation, drawing from various persuasive sources. Suitable texts span print, digital, audio, and audiovisual mediums, fostering critical analysis. . Working with audio/visual texts, they explore spoken language elements and their impact on argument and audience.

Unit 3 - Reading and Responding to Texts + Creating Texts

In "Reading and responding to texts," students critically engage with a chosen text, analysing its dynamics, character motivations, and construction of meaning through vocabulary, structures, and language features. They explore historical, social, and cultural contexts, understanding how these influence interpretation for different audiences. Analytical writing enhances skills in challenging ideas, applying metalanguage, integrating evidence, and using organisational structures.

In "Creating texts," students build on Unit 1 knowledge, engaging with mentor texts for an imaginative and critical understanding of effective writing. Close reading expands vocabulary, structures, and language understanding. Mentor texts inspire creative processes, and students experiment with adaptation, reflecting choices in commentaries. Collaborative work explores the impact of language on ideas. Students connect experiences to enrich writing, experimenting with standard and non-standard language conventions. The Framework of Ideas guides the study, with schools selecting one idea and three mentor texts. Teachers encourage meaningful connections with student experiences, aiming to empower confident and intentional writing in Unit 4.

Unit 4 - Reading and Responding to Texts + Analysing Argument

In "Reading and responding to texts," students refine reading and viewing skills, critically analysing texts to deepen their comprehension of conveyed ideas and values. They engage with the dynamics of a text, exploring both explicit and implicit elements while considering historical, social, and cultural contexts. Sustained analytical writing hones skills to engage with and challenge ideas, apply metalanguage, integrate evidence, and use organisational structures. Discussions further clarify thoughts, enhancing understanding and contributing to well-developed writing.

In "Analysing argument," students examine media texts debating contemporary national or international issues, analysing the synergy of argument, language, and visuals. Explicit teaching on contextual and cultural background enhances exploration. Students analyse audio and/or audiovisual argument structures, plan written analyses, and create a point of view text for oral presentation, showcasing their understanding of argument and language.

Future Pathways

This subject forms the basis of further study in:

• Journalism
• Art Making and Exhibiting
• History

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Literature
• Art Making and Exhibiting

• CORE

Unit 1 - Language and Communication

In this unit, students explore the essential role of language in human behavior, how it shapes individuals' connection to the world and their communities. They delve into the organisation of language, understanding how it helps make sense of experiences and facilitates interaction. The functions of language, its nature as a system of signs, and the influence of situational and cultural contexts on language choices are examined. The unit also covers the relationship between speech and writing, highlighting their significance. Additionally, students investigate children's language acquisition abilities, exploring stages across various subsystems.

Unit 2 - Language Change

In this unit, students explore language change, recognising it as a natural and ongoing process. They investigate factors influencing changes in English over time and its global spread. Analyzing texts from the past and present, students assess how language change impacts various language subsystems. The unit emphasises the evolution of English and its increasing use globally, leading to linguistic diversification. Students examine the cultural implications of English's spread, acknowledging its impact on indigenous languages. The course aims to foster an understanding of language transformation from historical shifts to the contemporary global linguistic landscape.

Unit 3 -Language Variation and Purpose

In this unit, students explore the use of English in contemporary Australian contexts, understanding language as a tool for interaction. They investigate how written and spoken texts convey information, ideas, attitudes, and ideologies. Examining formal and informal language features, grammatical structures, and word choices, students learn to analyse the interrelationship between words, sentences, and texts. Emphasising the influence of function, register, and tenor, they recognise how situational and cultural contexts shape language choices. The course highlights the role of language in expressing relationships, power dynamics, and purpose, illustrating how language features indicate formality and contribute to processes of inclusion and exclusion.

Unit 4 -Langauge Variation and Identity

In this unit, students delve into the role of language in shaping and challenging identities. They explore the diverse varieties of English in contemporary Australian society, shaped by geography, culture, and social factors. While Standard Australian English holds prestige, various language varieties contribute to constructing social and cultural identities. Students analyse texts to understand how identities are imposed, negotiated, and conveyed. The course explores how identity evolves through experiences and perceptions, expressing individuality and group membership. Through language, distinctions between 'us' and 'them' emerge, fostering solidarity or reinforcing social distance. The unit offers insights into the intricate connection between language and identity formation.

Future Pathways

This subject forms the basis of further study in:

• Advertising
• Marketing
• Speech Pathology

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Sociology
• Media
• Theatre Studies

• CORE
• ACCELERATED

Unit 1 - Reading Practices + Exploration of Literary Movements and Genres

In "Reading Practices," students analyse how language and stylistic choices shape literary forms, considering print and non-print texts and reflecting on their impact on meaning. They closely examine literary features and language, developing skills to identify textual details for a nuanced analysis. In "Exploration of Literary Movements and Genres," students explore common concerns, ideas, and styles in specific literary movements or genres. Studying texts within these categories, they identify attributes, patterns, and shared ideas, engaging with language, settings, and characterisations. Students experiment with assumptions and representations, studying at least one complete text alongside multiple samples from the chosen movement or genre.

Unit 2 - Voices of Country + The Text in its Context

In "Voices of Country," students explore Aboriginal and Torres Strait Islander perspectives through their voices, texts, and experiences. Examining the interconnectedness of place, culture, and identity, they delve into the impact of colonization, ongoing consequences, and issues of reconciliation. Students analyze representations in Indigenous texts, challenging assumptions and stereotypes arising from colonization. The study also involves acknowledging diverse Australian views and values. In "The text in its context," students focus on a text's historical, social, and cultural backdrop, understanding its point of view, language, and representations. They learn to scrutinize textual details to reveal its contextual meaning and recognize the historical and cultural significance of language.

Unit 3 -Adaptations and Transformations + Developing Interpretations

In "Adaptations and Transformations," students focus on how a text's form contributes to its meaning, conducting a close analysis of a set text. They then explore the impact of adapting the text to a different form, comparing the original with the adaptation in a new context. This study involves reflecting on how adaptations may emphasise or minimise viewpoints, assumptions, and ideas from the original text. In "Developing Interpretations," students analyse a set text, considering how ideas, views, and values are presented and endorsed, challenged, or marginalised through literary forms and language. They develop interpretations informed by historical, social, and cultural contexts, incorporating supplementary readings to enrich understanding and present a nuanced interpretation of the text.

Unit 4 -Creative Responses to Texts + Close Analysis of Texts

In "Creative Responses to Texts," students explore imaginative techniques for transforming literary works. They learn how context and form impact a text's meaning, creating their own creative adaptations. Students gain insights into language, voice, form, and structure, drawing inferences from the original text to craft their writing. Reflecting on tone and style, they delve into the explored views and values. In "Close Analysis of Texts," students scrutinise language, style, and construction, closely examining specific passages to understand the overall text. They expressively write detailed analyses, considering literary forms, features, language, and the text's views and values, fostering a critical reflection on their responses.

Future Pathways

This subject forms the basis of further study in:

• Journalism
• Law
• Theatre

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Theatre Studies
• Drama
• Art Creative Practice

• UNITS 1 & 2
• CORE

English as an Additional Language (EAL)

The English as an Additional Language (EAL) curriculum at Loyola College is designed to foster the educational and personal growth of eligible students whose first language is not English. The curriculum supports the development of English language skills in reading, writing, listening, and speaking, enabling students to effectively communicate in various contexts.

Students are provided with the language tools and strategies needed to access and engage with the broader curriculum, ensuring they can succeed in all subject areas.

Eligibility for EAL is determined by factors including the student's country of origin, language background, and length of residence in Australia. Schools are required to submit an application for students who wish to enrol in EAL Units 3 and 4, ensuring that they meet the specific criteria set by the VCAA.

Assessment Tasks & Weighting

Assessment
25%
Projects
25%
Exams
50%

Complementary Study Areas

This subject combines well with:

• English Language
• Drama
• Food Studies

• ELECTIVE

Units 1 & 2

Foundation Mathematics Units 1&2 encourages students to develop independent and collaborative skills, communication of mathematical ideas, and the acquisition of knowledge for informed decision-making in the workplace and day to day contexts related to mathematics. The areas of study undertaken are 'Algebra, number, and structure,' 'Data analysis, probability and statistics,' 'Discrete mathematics,' and 'Space and measurement,' applying them in real-life contexts. Students will work with arithmetic, data displays, diagrams, geometric concepts, and more, using both traditional and technological approaches. Mental and manual estimation and computation methods are encouraged, while the use of technology to aid numerical, graphical, statistical, and financial problem solving are integrated throughout the unit for learning and assessment.

Units 3 & 4

Foundation Mathematics Units 3 and 4 aims to equip students with essential mathematical knowledge and skills for real-world problem-solving in various settings, including workplaces, personal life, further education, communities, and global contexts. The areas of study covered in each unit consist of 'Algebra, number and structure,' 'Data analysis, probability and statistics,' 'Discrete mathematics,' and 'Space and measurement'. Content is selected based on students' existing studies, work, personal situations, and national/international contexts. Assumed knowledge from Units 1 and 2 is integrated, emphasizing the application of techniques in arithmetic, data analysis, geometry, and algebra, with and without technology. Numerical, graphical, geometric, symbolic, and statistical technological tools are utilized throughout each unit.

Future Pathways

This subject forms the basis of further study in:

• Finance Sector
• Education
• Accountant

Assessment Tasks & Weighting

Unit 3: School assessed coursework
40%
Unit 4: School assessed coursework
20%
End of Year Examination
40%

Complementary Study Areas

This subject combines well with:

• Mathematics - General
• Accounting
• Business Management

• ACCELERATED
• ELECTIVE

Units 1 & 2

Units 1 and 2 are designed to engage a variety of student interests and prepare them for further studies in VCE General Mathematics Units 3 and 4. The units cover the following areas of study: 'Data analysis, probability and statistics,' 'Algebra, number and structure,' 'Functions, relations and graphs,' and 'Discrete mathematics'. Students will develop skills in rational and real arithmetic, sets, matrices, network and geometric constructions, algebraic manipulation, recurrence relations, equations, and graphs, with or without technology. Emphasis is on proficiency in mental and manual computation, while utilizing numerical, graphical, geometric, symbolic, financial, and statistical technology where applicable throughout each unit.

Units 3 & 4

General Mathematics Units 3 and 4 focus on the practical application of mathematics in real-life scenarios through the areas of study of 'Data analysis, probability and statistics,' and 'Discrete mathematics.' Unit 3 explores Data analysis and Recursion and financial modelling. Unit 4 covers Matrices and Networks, and decision mathematics. Assumed knowledge and skills are drawn from Units 1 and 2, supporting the development of related content and key outcomes. Students are expected to apply techniques in univariate and bivariate data analysis, matrix operations, diagrams, networks, algorithms, recurrence relations, financial calculations, equations, and graphs, with and without technology. Proficiency in mental and manual computation is encouraged, alongside the use of numerical, graphical, geometric, symbolic, statistical, and financial technology functionalities throughout each unit.

Future Pathways

This subject forms the basis of further study in:

• Logistics manager
• statistician
• Finance Sector

Assessment Tasks & Weighting

Unit 3: School assessed coursework
24%
Unit 4: School assessed coursework
16%
End of Year Examinations
Exam 1 30% Exam 2 30%

Complementary Study Areas

This subject combines well with:

• Accounting
• Business Management
• Health and Physical Education

• ACCELERATED
• ELECTIVE

Unit 1

Unit 1 focuses on exploring simple algebraic functions, covered through the areas of study: 'Functions, relations and graphs,' 'Algebra, number and structure,' 'Calculus,' and 'Data analysis, probability and statistics.' Throughout this unit, students are expected to apply techniques involving arithmetic, sets, diagrams, algorithms, algebraic manipulation, equations, graphs, and differentiation, both with and without technology. Proficiency in mental and manual computation is encouraged. The integration of numerical, graphical, geometric, symbolic, and statistical technology functionalities is emphasized throughout the unit for effective teaching, learning, and assessment, as applicable.

Unit 2

In Unit 2 students focus on the exploration of simple transcendental functions, polynomial function calculus, and related modelling applications through the areas of study of 'Functions, relations and graphs,' 'Algebra, number and structure,' 'Calculus,' and 'Data analysis, probability and statistics.' Throughout the unit, students will apply techniques involving arithmetic, sets, diagrams, algorithms, algebraic manipulation, equations, graphs, differentiation, and anti-differentiation, with and without technology. Proficiency in mental and manual computation is encouraged, and the integration of numerical, graphical, geometric, symbolic, and statistical technology functionalities is emphasized for teaching, learning, and assessment, where appropriate.

Units 3 & 4

Units 3&4 Mathematical Methods builds on students learning from units 1&2 and continues to develop their knowledge in the four areas of study: 'Algebra, number and structure,' 'Data analysis, probability and statistics,' 'Calculus,' and 'Functions, relations and graphs'. Students will need to demonstrate knowledge of key skills and concepts for the areas of study and apply them in a range of problem solving and modelling scenarios. During their studies students will apply diverse mathematical techniques, from arithmetic to calculus to probability and statistics, both with and without technology. Proficiency in mental and manual computation, along with utilizing technology's numerical, graphical, symbolic, and statistical functionalities, are emphasized throughout the units.

Future Pathways

This subject forms the basis of further study in:

• Engineer
• Scientist
• Architect

Assessment Tasks & Weighting

Unit 3: School assessed coursework
20%
Unit 4: School assessed coursework
20%
End of Year Examinations
Exam 1 20% Exam 2 40%

Complementary Study Areas

This subject combines well with:

• Mathematics - Specialist
• Physics
• Data Analytics

• ELECTIVE

Unit 1

Across units 1&2 students study the following five areas of study: ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, ‘Functions, relations and graphs’ and ‘Space and measurement’.

During unit 1 students will cover the ‘Algebra, number and structure’ and ‘Discrete mathematics’ areas of study.

In this unit, students apply techniques in arithmetic, sets, matrices, diagrams, logic gates, algorithms, algebra, recurrence relations, and more, with and without technology. They construct proofs, develop algorithms, and use diverse approaches to estimation and computation. The incorporation of technology's numerical, graphical, geometric, symbolic, and statistical functionalities is incorporated in the teaching, learning, and assessment.

Unit 2

Unit 2 incorporates the areas of study of ‘Data analysis, probability and statistics’, ‘Space and measurement’, ‘Algebra, number and structure’ and ‘Functions, relations and graphs’.

In this unit, students explore techniques in rational, real, and complex arithmetic, sets, vectors, matrices, and geometric constructions, both with and without technology. Students are required to be able to construct proofs, develop algorithms, and apply mental and manual computation for estimation. Technology, encompassing numerical, graphical, geometric, symbolic, and statistical functionalities is integrated into teaching, learning, problem solving and assessment.

Units 3 & 4

Units 3 and 4 encompasses six areas of study: ‘Algebra, number and structure,’ ‘Calculus,’ ‘Data analysis, probability and statistics,’ ‘Discrete mathematics,’ ‘Functions, relations and graphs,’ and ‘Space and measurement.’ The course content emphasizes mathematical structure, reasoning, proof, and applications across various modelling contexts. Students engage in techniques involving complex arithmetic, vectors, algorithms, proof, differentiation and anti-differentiation, graphing, probability distributions and statistical testing with and without technology. Proficiency in mental and manual computation, alongside the integration of technology's numerical, graphical, geometric, symbolic, and statistical functionalities, is incorporated into the learning, problem-solving, and assessment for each unit.

Future Pathways

This subject forms the basis of further study in:

• Engineer
• Physicist
• Programmer

Assessment Tasks & Weighting

Unit 3: School assessed coursework
20%
Unit 4: School assessed coursework
20%
End of Year Examinations
Exam 1 20% Exam 2 40%

Complementary Study Areas

This subject combines well with:

• Mathematics - Methods
• Physics
• Data Analytics

• ACCELERATED
• ELECTIVE

Unit 1 - How do organisms regulate their functions?

In this unit, students will comprehensively explore cellular biology—the foundational element of life sciences. The curriculum delves into the details of cellular processes, spanning from singular cell structures to the complexities of multicellular organisms. Topics include growth dynamics, cellular replacement mechanisms, and the pivotal role of stem cells in differentiation and renewal. The curriculum extends its focus to the specialised functions of cells within plants and animals. Furthermore, students will conduct a rigorous, student-directed scientific investigation, generating primary data that relates to cellular functions or regulatory mechanisms. This inquiry leverages key scientific skills and knowledge acquired in preceding study areas.

Unit 2 - How does inheritance impact on diversity?

In this unit, students delve into the intricate world of reproduction and the transmission of biological information, exploring its impact on species diversity. Students analyse inheritance patterns, interpret pedigree charts, and predict genetic outcomes. The unit delves into the advantages and disadvantages of asexual and sexual reproductive strategies, including cutting-edge technologies like reproductive cloning. Structural, physiological, and behavioural adaptations for survival are studied, along with the interdependencies between species, emphasising the role of keystone species and top predators. A student-led research investigation into contemporary ethical issues related to genetic knowledge, reproductive science, inheritance, or adaptations will also be undertaken.

Unit 3 -How do cells maintain life?

In this unit, students explore cellular processes. Focusing on nucleic acids and proteins as pivotal molecules, students delve into gene structure, expression in various cell types, and the diverse functions of proteins. The curriculum delves into the manipulation of DNA and the application of biotechnologies, examining their biological implications. Biochemical pathways, specifically in photosynthesis and cellular respiration, are analysed for structure, regulation, and rate, with insights into potential agricultural advancements through biotechnological interventions. Students apply their understanding through case studies, data analysis, and exploration of bioethical issues, covering topics like DNA structure discovery, proteomic research, transgenic organisms, gene technologies, and the impacts of enzyme inhibitors.

Unit 4 -How does life change and respond to challenges?

In this unit, students are invited to explore the challenges for life on Earth to exist. The intricacies of the human immune system, particularly the interactions that relate immunity to specific pathogens are studied. Students analyse how biological knowledge can address bioethical issues related to disease. Evolutionary biology unfolds through accumulated evidence, examining events that impact gene pools and biological consequences of allele frequency changes. Evidence from paleontology, structural morphology, molecular homology, and genomics reveals species relatedness and life form changes over time. Through case studies and data analysis, students apply their knowledge, tackling diverse topics like immunotherapy, vaccinations, evolutionary trends, and the impact of new technologies on evolutionary biology study.

Future Pathways

This subject forms the basis of further study in:

• Medicine
• Pharmacy
• Biomedicine

Assessment Tasks & Weighting

Unit 3: School assessed coursework
20%
Unit 4: School assessed coursework
30%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Psychology
• English
• Health and Physical Education

• ELECTIVE

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

In this unit, students explore the fascinating world of chemical structures and properties. It encompasses a variety of topics, such as covalent compounds, metals, ionic compounds, and polymers. Students learn about measuring chemical quantities and delve into the impact of manufacturing innovations on sustainability, emphasising renewable raw materials and the shift from a linear to a circular economy. Practical investigations include exploring the reactivity series of metals, chromatography for mixture separation, precipitation reactions for identifying ionic compounds, empirical formula determination, and polymer synthesis. Students will use chemistry terminology, using symbols, formulas, nomenclature, and equations to represent and explain their observations and data.

Unit 2 - How do chemical reactions shape the natural world?

In this unit, students analyse substances dissolved in water and gases produced in chemical reactions. They will explores the real-world applications of acid-base and redox reactions. Practical investigations cover specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of gas, volumetric analysis, and calibration curve usage. Throughout, students employ chemistry terminology like symbols, formulas, nomenclature, and equations to represent and explain their observations and data. This unit provides a hands-on approach for understanding chemical concepts, fostering both practical skills and a grasp of essential chemistry principles.

Unit 3 -How can design and innovation help to optimise chemical processes?

In this unit, students embark on an exploration of the chemical production of energy and materials, focusing on innovation, design, and sustainability principles. This guides students in applying these concepts to minimise potential harm to human health and the environment. Students analyse and compare various fuels as energy sources, considering energy transformations, chemical reactions, efficiencies, and environmental impacts. They also explore the role of food in supplying energy to living systems. Other topics include the design and principles of galvanic cells, fuel cells, rechargeable cells, and electrolytic cells, evaluating their suitability for meeting society's energy and material needs.

Unit 4 -How can design and innovation help to optimise chemical processes?

In this unit, students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity. A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken.

Future Pathways

This subject forms the basis of further study in:

• Medicine
• Engineering
• Pharmacy

Assessment Tasks & Weighting

Unit 3: School assessed coursework
20%
Unit 4: School assessed coursework
30%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Physics
• Mathematics - Methods

• ELECTIVE

Unit 1 - How is energy useful to society?

In this unit, students examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. Students build on their understanding of energy to explore energy that derives from the nuclei of atoms and develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.

Unit 2 - How does physics help us to understand the world?

In this unit, students discover the impact of experiments on building models and theories by making observations, asking questions, and conducting their own experiments. Students first investigate the forces affecting moving and stationary objects, applying these concepts to a chosen motion case study. Secondly, students choose from eighteen options, such as climate science, flight, and medical physics, allowing students to explore a specific interest and apply physics to address contemporary societal issues. Finally, students undertake a self-designed investigation, generating primary data and drawing on science skills from previous studies. This unit encourages hands-on exploration and empowers students to apply physics to real-world challenges.

Unit 3 - How do fields explain motion and electricity?

In this unit, students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes and the transmission of electricity over large distances and in the design and operation of particle accelerators.

Unit 4 -How have creative ideas and investigation revolutionised thinking in physics?

In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Students are also challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of special relativity, when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.

Future Pathways

This subject forms the basis of further study in:

• Engineering
• Astronomy/astrophysics
• IT

Assessment Tasks & Weighting

Unit 3: School assessed coursework
30%
Unit 4: School assessed coursework
20%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Systems Engineering
• Mathematics - Methods
• Health and Physical Education

• ACCELERATED
• ELECTIVE

Unit 1 - How are behaviour and mental processes shaped?

In this unit, students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

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

In this unit, students assess the impact of social cognition on attitudes, self-perception, and peer relationships. Exploring diverse factors and contexts that shape individual and group behavior, students recognise the influence of culture on experiences and values. Students undertake classical and contemporary research to comprehend human perception and behaviours, investigating how stimuli perception shapes interactions and can be subject to distortion. This unit encourages a thoughtful examination of social influences on cognition, fostering an understanding of the complex relationship between individuals and their social environments.

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

In this unit, students explore how research, both old and new, helps us understand how our nervous system works and what factors influence learning and memory. They look into how our nervous system interacts with the world and how stress affects psychological well-being. Stress is studied as a psychobiological process, including recent research on the gut-brain connection. Students also investigate the mechanisms behind learning and memory, how knowledge is acquired, and develop new behaviours. They learn about models explaining memory and how different parts of our brain work together. The use of mnemonics to enhance memory is also discussed.

Unit 4 -How is mental wellbeing supported and maintained?

In this unit, students delve into the importance of sleep and its effects on mental well-being. They explore the biological mechanisms that control sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep throughout life. Changes to the sleep-wake cycle and sleep hygiene are studied for their impact on psychological functioning. Classical and contemporary research on sleep is also analysed. Students also examine different perspectives on mental well-being. They approach mental well-being as a continuum, applying a scientific biopsychosocial model to understand specific phobias. The unit provides insights into sleep and mental well-being.

Future Pathways

This subject forms the basis of further study in:

• Psychology
• Social work
• Marketing

Assessment Tasks & Weighting

Unit 3: School assessed coursework
20%
Unit 4: School assessed coursework
30%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Sociology
• Biology
• Health & Human Development

• ELECTIVE

Unit 1 - Mechanical systems

This unit explores engineering fundamentals, emphasising the core concepts, principles, and components of mechanical systems. Students explore the creation of a system through design and innovation processes, with a focus on mechanical systems incorporating potential electrical elements. The curriculum covers the physics and theoretical understanding of mechanical systems while encouraging hands-on experience in building functional systems. Students also investigate how systems utilise or convert energy, essential for their functionality. The unit introduces mechanical engineering principles, exploring subsystems, device motions, applied physics, and mathematical calculations to define and explain physical characteristics within these systems.

Unit 2 - Electrotechnological systems

This unit focuses on fundamental electrotechnological engineering principles, covering electrical and electronic circuitry, including microelectronic components. Students apply the systems engineering process to create operational electrotechnological systems, which may involve mechanical elements or electro-mechanical subsystems. The curriculum explores the physics and theoretical understanding of these systems, emphasising hands-on experience in designing and innovating such systems. Electrotechnology, a dynamic field responding to rapid technological developments, involves contemporary design and manufacturing with increased automation and microcontroller integration. Students delve into emerging technologies, studying applied electrical theory, standard representation of electronic components, and mathematical processes to define and explain electrical circuit characteristics.

Unit 3 -Integrated and controlled systems

In this unit students study engineering principles used to explain physical properties of integrated systems and how they work. Students design and plan an operational, mechanical and electrotechnological integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems. Students learn about sources and types of energy that enable engineered technological systems to function. Comparisons are made between the use of renewable and non-renewable energy sources and their impacts. Students develop their understanding of technological systems developed to capture and store renewable energy and technological developments to improve the credentials of non-renewables.

Unit 4 - Systems control

In this unit, students finalise the mechanical and electrotechnological system they started in Unit 3. They explore new technologies, understanding their development and impacts. Students advance their integrated system, emphasising the open-source model. Thorough documentation of the project and risk management is crucial. Utilising various materials and tools, students test, diagnose, and analyse system performance. Evaluation of both the process and the system is emphasised, fostering a comprehensive understanding of the integrated and controlled system's creation.

Future Pathways

This subject forms the basis of further study in:

• Engineering
• Research and Development
• Mechanics

Assessment Tasks & Weighting

Unit 3: School assessed coursework
10%
Unit 4: School assessed coursework
10%
Unit 3 and 4 School assessed task
50%
End of Year Examination
30%

Complementary Study Areas

This subject combines well with:

• Physics
• Mathematics - Foundation
• Mathematics - General

• ACCELERATED
• ELECTIVE

Unit 1 - Role of accounting in business

Unit 1 explores starting a business and how accounting shapes its success. Students learn to assess a business using financial and non-financial info, making investment recommendations. They gain practical skills by recording financial data and creating reports for individually-owned service businesses. The curriculum emphasises applying the Conceptual Framework and financial indicators, considering ethical aspects in business decisions - financial, social, and environmental. It's a comprehensive look at business and accounting, preparing students for real-world scenarios and ethical decision-making.

Unit 2 - Accounting and descision-making for a trading business

In Unit 2, students delve into accounting for sole proprietors in trading businesses, focusing on inventory, accounts receivable, accounts payable, and non-current assets. Using both manual methods and technology like spreadsheets, they create historical and budgeted accounting reports. Analysis and evaluation of business performance guide predictions, budgeting, and comparison of alternative strategies. Students propose improvement strategies based on their assessments. Emphasising ethical considerations, financial indicators, and the Conceptual Framework, the unit encourages accounting procedures that align with responsible decision-making for business owners across financial, social, and environmental aspects.

Unit 3 - Financial accounting for a trading business

Unit 3 focuses on financial accounting for a sole proprietor's trading business, emphasising accounting as an information system. Students practice the double-entry system, preparing reports using accrual accounting and perpetual inventory recording. They gain insights into recording, reporting, and evaluating the impact of decisions on business performance. Interpreting reports in various formats, students suggest strategies for performance improvement. The unit stresses integrating the Conceptual Framework, financial indicators, and ethical considerations into accounting procedures, fostering responsible decision-making for business owners in financial, social, and environmental contexts.

Unit 4 - Recording, reporting, budgeting and decision-making

In Unit 4 students deepen their grasp of accounting for a sole proprietor's trading business, focusing on its role as an information system. Using the double-entry system, students record financial data and create reports with accrual accounting and perpetual inventory methods, employing both manual and ICT methods. They expand their knowledge with balance day adjustments and alternative depreciation methods. The unit explores budgeting's role in decision-making, analysing accounting reports and graphics to evaluate business performance. Students then propose strategies for business improvement, emphasising the integration of the Conceptual Framework, financial indicators, and ethical considerations in accounting procedures.

Future Pathways

This subject forms the basis of further study in:

• Accountant
• Book-keepers
• Chief Financial Officers

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Business Management
• Economics
• Mathematics - General

• ELECTIVE

Unit 1 - Ancient Mesopotamia

In Unit 1, students explore the origins of early societies in Ancient Mesopotamia, the region between the Tigris and Euphrates rivers, often referred to as the 'cradle of civilization.' While this characterization is debated, studying Ancient Mesopotamia offers crucial insights into city growth and civilization development. The unit delves into the formation of city-states and empires, highlighting the pivotal invention of writing in human history. Emphasizing the significance of primary sources, both material records and written sources, students inquire into the origins of civilization in this historically rich region.

Unit 2 - Ancient Egypt

In this unit, students explore Old Kingdom Egypt's features and examine power representation in Middle Kingdom Egypt and the Second Intermediate Period. They analyze the conditions that sustained a civilization lasting approximately three thousand years. In contrast to Mesopotamia, Egypt faced minimal external threats for most of its history, with the Nile acting as a vital resource for urban settlements in Upper and Lower Egypt. Kingdoms flourished along the riverbanks. The unit emphasizes the significance of primary sources—both material records and written sources—to inquire into the history of Old and Middle Kingdom Egypt.

Unit 3 - Ancient Greece

Over the course of Unit 3, students delve into the historical importance of the social, political, and economic aspects of Ancient Greece. Socially, hierarchies led to diverse individual experiences, with significant variations based on gender, nationality, and social status. The study explores the impact of political institutions and power distribution on different groups. In a specific focus on crisis in Ancient Greece, students analyse four significant individuals and their roles in shaping events during times of internal political struggles, civil war, and interstate conflicts. Students investigate the causes and consequences of these crises, examining how key individuals influenced events and made decisions that impacted their societies. Simultaneously, students explore limitations on individual power.

Unit 4 - Ancient Rome

Similarly, during Unit 4, students dive into the historical importance of the social, political, and economic aspects of Ancient Rome. Socially, hierarchies led to diverse individual experiences, with significant variations based on gender, nationality, and social status. The study explores the impact of political institutions and power distribution on different groups. In a specific focus on crisis in Ancient Rome, students analyse four significant individuals and their roles in shaping events during times of internal political struggles, civil war, and interstate conflicts. Students investigate the causes and consequences of these crises, examining how key individuals influenced events and made decisions that impacted their societies. Simultaneously, students explore limitations on individual power.

Future Pathways

This subject forms the basis of further study in:

• Anthropologist
• Curator
• Academic

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Modern History & Revolutions
• Geography
• Sociology

• ELECTIVE

Unit 1 - Planning a business

Unit 1 is essential for understanding the formation of businesses and that the encouragement of conditions for new ideas are crucial for national wellbeing in Australia. Transforming a business idea into reality is fundamental for economic and social development. This unit focuses on understanding the factors influencing business ideas, examining both internal and external business environments. Students explore how these factors impact business planning, recognizing the essential role such planning plays in fostering a nation's overall prosperity and development.

Unit 2 - Establishing a business

Throughout Unit 2 students concentrate on the initial phase of a business's existence. Establishing a business entails adhering to legal requirements and making crucial decisions about financial record-keeping systems, staffing, and customer base development. Students explore the necessary legal obligations for business establishment, study key aspects of effective marketing, and strategize for staffing and financial record-keeping that aligns with the business's needs. The unit employs contemporary and current business case studies from to analyse and apply knowledge to various management practices in this domain.

Unit 3 - Managing a business

In Unit 3, students delve into the essential processes and challenges of efficiently managing a business to attain its objectives. They explore various business types and their distinct goals, scrutinising corporate culture, management styles, and skills, and understanding their interconnectedness. Students investigate strategies for effectively managing both staff and business operations to achieve objectives. The complexity and challenges of business management are underscored, with the use of contemporary case studies, offering a chance to compare theoretical perspectives with current industry practices.

Unit 4 - Transforming a business

In Unit 4, students delve into the essential processes and challenges of efficiently managing a business to attain its objectives. They explore various business types and their distinct goals, scrutinizing corporate culture, management styles, and skills, and understanding their interconnectedness. Students investigate strategies for effectively managing both staff and business operations to achieve objectives. The complexity and challenges of business management are underscored, with the use of contemporary case studies from the past four years offering a chance to compare theoretical perspectives with current industry practices.

Future Pathways

This subject forms the basis of further study in:

• Entreprenuer
• Sales representative
• Teacher

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Accounting
• Economics

• ACCELERATED
• ELECTIVE

Unit 1 - Economic decision making

The study of Unit 1 involves exploring the dynamic and ever-changing field of economics, a social science that examines human behavior and decisions to meet the needs and desires of society. The focus is on understanding individuals' roles in the economy, their interactions with businesses, and the government's role. Fundamental economic concepts are introduced and examined, including basic models illustrating mutually beneficial transactions between consumers and businesses. Motivations behind consumer and business behavior, as well as responses to incentives, are explored. Demand and supply models are utilised to explain changes in prices and quantities traded, offering insights into resource allocation and the impact of market power on efficiency and living standards.

Unit 2 - Economic issues and living standards

Unit 2 introduces economic issues and living standards. Economic activity is a central consideration in achieving this goal. Students explore the connection between economic activity and economic growth, investigating the significance of economic growth in enhancing living standards. They assess the benefits and costs associated with sustained economic growth and question the adequacy of current measurements for assessing living standards. Students engage in applied economic analysis of two contemporary economic issues, examining them from local, national, and international perspectives.

Unit 3 - Australia's living standards

In Unit 3, students investigate the dynamic Australian economy, emphasising the market as the primary resource allocation instrument while recognising the significant role of government intervention. The investigation focuses on the market's role in resource allocation and the factors influencing the price and quantity of various goods and services. The macroeconomy is also explored, with students investigating factors impacting aggregate demand and aggregate supply. The application of theories helps explain how changes in these variables influence the achievement of domestic macroeconomic goals and living standards. Additionally, students analyse how international transactions are recorded and examine economic factors affecting the exchange rate, terms of trade, and Australia's international competitiveness.

Unit 4 - Managing the economy

The study of Unit 4 focuses on the critical role of the Australian economy in achieving its domestic macroeconomic goals, directly impacting living standards. Policymakers, such as the Australian Government and the Reserve Bank of Australia (RBA), wield a variety of policy instruments to influence these goals and, consequently, living standards. Students examine aggregate demand policies, emphasising their role in stabilizing the business cycle to attain domestic macroeconomic objectives. Students will develop an understanding of how the Australian Government can manipulate budgetary outlays and receipts to directly and indirectly impact aggregate demand levels, thus influencing the achievement of macroeconomic goals and living standards.

Future Pathways

This subject forms the basis of further study in:

• Economist
• Policy Advisor
• Teacher

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Accounting
• Business Management
• Mathematics - Methods

• ACCELERATED
• ELECTIVE

Unit 1 - Hazards and Disasters

Unit 1 explores human responses to various hazards and disasters. Hazards represent potential harm to people or the environment, while disasters are significant disruptions affecting communities, encompassing human, material, economic, or environmental losses. Hazards range from local situations like fast-moving traffic to regional and global threats like drought or infectious diseases. Students gain an overview of hazards before delving into two contrasting types and their responses. The anlysis includes the processes involved, causes and impacts of hazards, human responses, and the interconnectedness of human activities with natural phenomena, considering the influence of climate change.

Unit 2 - Tourism: Issues and challenges

In Unit 2, students explore the characteristics of tourism, its various forms, evolution, and ongoing changes, along with its impact on people, places, and environments. They address ethical tourism issues and challenges, selecting diverse examples from Australia and around the world for their investigations. Tourism involves people staying outside their usual environment for more than 24 hours but less than one consecutive year, significantly impacting local, regional, and national environments, economies, and cultures since the 1950s. The global travel and tourism industry creates numerous jobs and contributes significantly to the global GDP. The unit emphasises the interconnectedness within and between places, examining the impacts, issues, and challenges arising from different forms of tourism.

Unit 3 - Changing the land

During Unit 3 students will focus on two investigations of geographical change: change to land cover and change to land use. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms and flora and fauna and, increasingly, interconnections with human activity. Students investigate two major processes that are changing land cover in many regions of the world: melting glaciers and ice sheets, and deforestation. At a local scale students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the processes of change, the reasons for change and the impacts of change.

Unit 4 - Human population: trends and issues

In Unit 4, students explore the geography of human populations, investigating patterns of change, movement, and distribution. They examine how governments, organisations, and individuals respond to these changes globally. Students start with population dynamics and lead into an investigation into two significant population trends in different parts of the world. This includes an analysis of the environmental, economic, social, and cultural impacts of population dynamics on people and places. Students explore interconnections between the reasons for population change, evaluating strategies developed in response to population issues and challenges. This encompasses examining a growing population trend in one country and an aging population trend in another, offering a global perspective.

Future Pathways

This subject forms the basis of further study in:

• Volcanologist
• Land Surveyor
• Architect

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Sociology
• Modern History & Revolutions
• Outdoor Education Unit 3 & 4 Only

• ACCELERATED
• ELECTIVE

Unit 1 - The presumption of innocence

During a study of Unit 1 students gain insights into legal foundations, exploring various types and sources of law, characteristics of effective law, and an overview of parliamentary and judicial systems. They delve into the principles of justice and examine key concepts of criminal law, applying them to real or hypothetical scenarios to assess the potential guilt of an accused. Through this process, students learn how legal principles shape reasoned judgments about culpability. The unit also covers the determination of criminal cases and the types and purposes of sanctions, with students evaluating recent criminal cases to understand how cases are resolved and the effectiveness of sanctions.

Unit 2 - Wrongs and rights

In Unit 2, students explore civil law, which seeks to safeguard individual rights, addressing disputes and awarding remedies when rights are violated. Students explore key concepts of civil law, applying them to real or hypothetical situations to assess liability in civil disputes. The unit covers various areas of civil law, examining methods and institutions for dispute resolution and remedy provision. Through an investigation of civil cases from the past four years, students apply their knowledge. Additionally, the unit includes an exploration of human rights protection in Australia, potential reforms in rights protection, and an examination of a contemporary human rights issue with a specific focus on a case study.

Unit 3 - Rights and justice

Unit 3 focuses on a study of the methods and institutions within the criminal and civil justice system, evaluating their suitability for determining criminal cases and resolving civil disputes. The focus includes the Victorian court hierarchy, encompassing the Magistrates’ Court, County Court, and Supreme Court, along with alternative means for case resolution. Topics explored encompass the rights of the accused and victims in the criminal justice system, the roles of various stakeholders, and the effectiveness of sanctions and remedies. The unit emphasizes the adherence to principles of justice throughout, requiring students to apply legal reasoning and information to real or hypothetical scenarios.

Unit 4 - The people, law and reform

In Unit 4, students cover Australia's laws and legal system, examining how the Australian Constitution establishes the law-making powers of Commonwealth and state parliaments while safeguarding the people through checks on parliament in law-making. The unit explores the pivotal role of the High Court in protecting and interpreting the Australian Constitution. It investigates the intricate relationship between parliament and the courts in law-making, along with the influences of individuals, media, and law reform bodies on legal changes. Throughout, students apply legal reasoning to actual or hypothetical scenarios.

Future Pathways

This subject forms the basis of further study in:

• Solicitor
• Human Relations Manager
• Actuary

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Modern History & Revolutions
• Sociology
• Outdoor Education Unit 3 & 4 Only

• ELECTIVE

Unit 1 - Change and conflict

In Unit 1, students explore the transformative period of the late 19th century and the first half of the 20th century, focusing on social, political, economic, and cultural changes. The era witnessed challenges to existing empires, marked by militarism and imperialism, with significant shifts in global power dynamics. World War One emerged as a pivotal turning point, reshaping borders and ideologies. The aftermath brought economic instability, contributing to social hardship and the rise of political movements. The subsequent decades saw significant changes, from the establishment of the League of Nations to the rise of fascist governments, impacting societies worldwide, including Germany, the USSR, Japan, Turkey, and the USA. This period also witnessed cultural and technological shifts, reflecting the complex interplay of political, economic, and social forces.

Unit 2 - The changing world order

Unit 2 explores the Cold War's nature and impact, along with challenges and changes to global social, political, and economic structures from the mid-20th century to the early 21st century. Despite the establishment of internationalist initiatives like the United Nations and the Universal Declaration of Human Rights, the Cold War dominated the period, marked by ideological conflicts and proxy wars. The collapse of the USSR and the fall of the Berlin Wall in 1989 were pivotal events. Decolonisation movements, ethnic conflicts, and terrorism persisted. Social movements, civil rights, feminism, and environmental activism emerged. The 21st century brought a shifting world order, technological advancements, and challenges such as terrorism and the Global Financial Crisis, impacting global dynamics and migration. Unit 2 also explores the role of technology, exemplified by the internet and its impact on communication and social and political change, including events like the Arab Spring.

Unit 3 - Russian Revolution

Unit 3 covers the Russian Revolution. Students focus on both the long-term causes and short-term triggers of revolution. They assess how revolutionary outbreaks result from the interplay of significant events, ideologies, individuals, and popular movements, influenced directly or indirectly by the political, social, economic, cultural, and environmental conditions of the time. Students analyse events to understand how specific conditions deeply influenced and contributed to revolution outbreaks. The study of the revolution also emphasises examining the consequences of revolutions and evaluating the extent to which these consequences-maintained continuity or brought about societal change. The success of revolutions was not guaranteed, and students analyse the significant challenges faced by new regimes in the aftermath of revolution. They assess the success and outcomes of these regimes' responses to challenges, determining the extent of dramatic and widespread political, social, cultural, and economic change, progress, or decline.

Unit 4 - Chinese Revolution

Similarly, Unit 4 investigates the causes and consequences of the Chinese Revolution. Students focus on both the long-term causes and short-term triggers of revolution. They assess how revolutionary outbreaks result from the interplay of significant events, ideologies, individuals, and popular movements, influenced directly or indirectly by the political, social, economic, cultural, and environmental conditions of the time. Students analyse events to understand how specific conditions deeply influenced and contributed to revolution outbreaks. The study of the revolution also emphasises examining the consequences of revolutions and evaluating the extent to which these consequences maintained continuity or brought about societal change. The success of revolutions was not guaranteed, and students analyse the significant challenges faced by new regimes in the aftermath of revolution. They assess the success and outcomes of these regimes' responses to challenges, determining the extent of dramatic and widespread political, social, cultural, and economic change, progress, or decline.

Future Pathways

This subject forms the basis of further study in:

• Intelligence Officer
• Teacher
• Social Worker

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Ancient History
• Geography
• Legal Studies

• ELECTIVE

Unit 1 - Youth and family

Unit 1 encompasses the social construction of youth, considering the diverse experiences of young people across time and space. Students analyse factors contributing to varied youth experiences and examine the potential drawbacks of oversimplified categorisation, such as stereotyping. Additionally, students investigate the family as a social institution, recognising the diversity of family structures and experiences in multicultural societies like Australia.

Unit 2 - Deviance and crime

In Unit 2, students delve into the concept of deviance, exploring behaviors considered outside societal norms. Deviance is defined by actions beyond the accepted range of behavior in a society or the violation of social norms. Students examine explanations for deviance, including functionalist, social control, and labelling theories. The study extends to crime and punishment, investigating crime patterns related to age, gender, and nationality. Factors contributing to criminal behaviour, such as financial status, access to resources, addiction, mental health, abuse, neglect, and peer pressure, are considered. The unit also explores various methods of punishment, evaluating their effectiveness in achieving punishment goals such as retribution, deterrence, rehabilitation, and societal protection.

Unit 3 - Culture and ethnicity

The focus of Unit 3 is on critically examining the historical suppression of and the increasing public awareness of Australian Indigenous cultures. The exploration includes an analysis of the impact of the past on subsequent generations and contemporary factors influencing the awareness of Australian Indigenous cultures. Both Indigenous and non-Indigenous perspectives and responses are considered in this exploration. Another key area of study is on ethnicity as a key sociological category influencing social life. Individuals often identify themselves or others based on a common heritage that gives them a unique social identity. Ethnicity is dynamic and subject to change, shaped by political, cultural, and social forces. It contrasts with the concept of race, which typically refers to groups based on visible physical characteristics.

Unit 4 - Community, social movements and social change

In Unit 4, students explore sociological perspectives on the idea of community and how different types of community are experienced. The focus includes an examination of the relationship between social movements and social change. The course analyses the evolving definitions and experiences of community, considering the challenges and opportunities presented by political, social, economic, and technological changes. Particular attention is given to the concept of community, drawing from the theories of Ferdinand Tonnies and Michel Maffesoli. Additionally, students investigate the role of social movements, understanding them as organised efforts by groups to achieve social change, encompassing aspects such as purpose, evolution, power dynamics, and outcomes.

Future Pathways

This subject forms the basis of further study in:

• Social Worker
• Nurse
• Psychologist

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Geography
• Legal Studies
• Psychology

• ACCELERATED
• ELECTIVE

Unit 1 - Family, Health, and Education

In this unit, students cultivate a comprehensive understanding of the language and cultures prevalent in French-speaking communities by examining Family, Health, and Education. Through the medium of French, students proficiently access and disseminate valuable information on these subjects and their respective subtopics. This process involves the consolidation and expansion of vocabulary, grammar knowledge, and language proficiency. A key emphasis is placed on the analysis of cultural products or practices, spanning visual, spoken, or written texts. This analytical approach enhances students' grasp of the nuanced cultural elements embedded within the French language, fostering a more profound appreciation of the interconnectedness between language and culture.

Unit 2 - The World and Us, Celebrations, Art & Culture, and Technology

In this unit, students cultivate a nuanced understanding of facets within language and culture by engaging with topics such as The World and Us, Celebrations, Art & Culture, and Technology. Proficiently analyzing visual, spoken, and written texts, students utilize French to access and disseminate valuable information on these subjects and their respective subtopics. This process entails the meticulous consolidation and expansion of vocabulary, grammar knowledge, and language skills. Through the exploration of diverse mediums, students deepen their appreciation for the intricate interplay between language and culture within the context of French-speaking communities, thereby refining their linguistic proficiency and cultural insight.

Unit 3 - Francophony, Gastronomie, and Family & Relationships

In this unit, students explore how French speakers interpret and articulate ideas, as well as negotiate and persuade in French, focusing on Francophony, Gastronomie, and Family & Relationships. Engaging in the interpretation of information, informing others, and reflecting on the development of persuasive arguments, students utilize French to access and disseminate pertinent information on these subtopics. This process is integral to the meticulous consolidation and expansion of vocabulary, grammar knowledge, and language skills. By delving into these themes, students refine their ability to navigate the intricacies of the French language and contribute meaningfully to discussions on diverse cultural aspects within French-speaking communities.

Unit 4 - French History and The Arts

Unit 4 students undertake comprehensive research and presentation on a cultural product or practice from a French-speaking community. Their objective is to develop knowledge and skills facilitating the sharing of critical information. The focus areas include French History, The Arts, and an individually selected cultural product or practice. Throughout the research process, students articulate differences and similarities between cultural contexts. The emphasis lies on honing language skills essential for effective participation in spoken interactions in French, ensuring a comprehensive ability to present information, express ideas and opinions about the cultural product or practice, and engage in extended discussions.

Future Pathways

This subject forms the basis of further study in:

• Business Correspondent
• Diplomat
• Aviation

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Chemistry
• Literature
• Mathematics - Specialist

• ACCELERATED
• ELECTIVE

Unit 1 - Careers, Travel, Religions and Traditions

In Unit 1, students learn about Careers, Travel, Religions and Traditions. They use the Indonesian language to explore and share information on these topics. The focus is on understanding cultural aspects shown in different ways such as images, speech, or writing. This includes a wide range of media including stories, poems, plays, novels, songs, films, photos, art, buildings, technology, food, clothes, sports, and celebrations. Students use what they have learned about Indonesian culture and language in new situations. They also consider how language and culture affect how people talk in different situations and to different groups of people.

Unit 2 - Women, Youth, Health

In Unit 2, students research Women, Youth and Health, unraveling language and cultural nuances. They scrutinize visual, spoken, and written texts, utilizing Indonesian to share and acquire information on these topics. This process reinforces vocabulary, grammar, and language skills. Cultural products or practices serve as illustrative examples, showcasing the diversity of perspectives across communities. Introspection on the dynamic relationship between language and culture occurs, discerning its influence on meaning, comprehension, and individual language use within specific contexts and for distinct audiences. Your support in these educational endeavors is appreciated.

Unit 3 -Social Inequality, Western Influences, Transmigration

In Unit 3, students explore Social Inequality, Western Influences, and Transmigration, investigating how Indonesian speakers interpret and express ideas, negotiate, and persuade. They engage in interpreting information, informing others, and developing persuasive arguments in Indonesian. Using the language, students share and acquire information on subtopics, strengthening their vocabulary, grammar, and language skills. Consideration is given to the influence of language and culture on shaping meaning, with reflection on the practices, products, and perspectives of Indonesian-speaking communities. Students also contemplate the practical application of knowledge of Indonesian and these communities in various contexts, such as further study, travel, business, or community involvement.

Unit 4 -Indonesian-Australian Relations, Environment, Discussion Topic

In Unit 4, students explore Indonesian-Australian Relations, Environment, and a Discussion Topic of their choice. Students leverage their knowledge of Indonesian-speaking communities, analyzing cultural perspectives and language while articulating personal observations. The exploration involves consolidating and extending vocabulary, grammar knowledge, and language skills in Indonesian. Students also identify and reflect on cultural products or practices that offer insights into these communities, drawn from various texts, activities, and creations. Reflection extends to how culture, place, and time shape values, attitudes, and behaviors, considering how knowledge of multiple cultures influences interpersonal relationships and global functioning.

Future Pathways

This subject forms the basis of further study in:

• Tourism
• Customs & Immigration
• Environmental Advisor

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Sociology
• English Language
• Mathematics - Foundation

• ACCELERATED
• ELECTIVE

Unit 1 - Personal Identity and Lifestyles, Youth & Education, Health & Wellbeing

In this unit, students explore Personal Identity and Lifestyles, Young people in Italy & Education System, and Health & Wellbeing to grasp the language and culture of Italian-speaking communities. Through Italian, they share and acquire information on these topics, enhancing vocabulary, grammar, and language skills. The emphasis is on analyzing cultural products or practices, encompassing diverse forms like stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports, and festivals. Cultural insights are then applied to new contexts, and students reflect on the interplay between language and culture. This reflection extends to understanding how this interplay influences individual language use in specific contexts and for distinct audiences.

Unit 2 - Festivals, Feminism in Italy, and The Migrant Experience

In this unit, students explore Festivals, Feminism in Italy, and The Migrant Experience to gain insights into language and culture. They exchange information on these topics, enhancing Italian vocabulary, grammar, and language skills. The use of cultural products or practices serves to illustrate how culture and perspectives differ among communities. Students engage in reflection on the dynamic relationship between language and culture, contemplating its impact on meaning, understanding, and individual language use in specific contexts and for specific audiences. This exploration encourages a nuanced understanding of the varied linguistic and cultural landscapes within Italian-speaking communities.

Unit 3 -Social Media & Influencers and The Environment & Sustainability

In this unit, students explore the nuances of how Italian speakers interpret and articulate ideas, as well as negotiate and persuade in Italian, focusing on Social Media & Influencers and The Environment & Sustainability. Engaging in the interpretation of information, informing others, and reflecting on the development of persuasive arguments, students employ Italian to access and disseminate pertinent information on these subtopics. This process is integral to the meticulous consolidation and expansion of vocabulary, grammar knowledge, and language skills. By delving into these themes, students refine their ability to navigate Italian language intricacies and contribute meaningfully to discussions on contemporary issues within Italian-speaking communities.

Unit 4 -HoL to add

In this area of study, students conduct thorough research and present information on a cultural product or practice from an Italian-speaking community. Their objective is to develop knowledge and skills enabling them to share observations and critically analyze how the chosen product or practice reflects specific cultural perspectives or behaviors. The focus areas include Tourism, Renaissance & Leonardo Da Vinci, and New Immigration in Italy, along with an individual investigation into a cultural product or practice Throughout the research process, students delve into specialized content, language, and cultural information related to their selected subtopic. Utilizing their acquired knowledge, students articulate differences and similarities between cultural contexts, be it present and past situations or among Italian-speaking communities globally. Emphasis is placed on honing language skills crucial for effective participation in spoken interactions in Italian, ensuring a comprehensive ability to present information, articulate ideas and opinions, and engage in extended discussions about the cultural product or practice.

Future Pathways

This subject forms the basis of further study in:

• Interpreter
• Language Teacher
• Tourism

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Ancient History
• English Language
• Mathematics - Foundation

• ELECTIVE
• ACCELERATED

Unit 1 - Understanding health and wellbeing.

In this unit, students explore health and wellbeing as a concept with varied and evolving perspectives and definitions. They come to understand that it occurs in many contexts and is subject to a wide range of interpretations, with different meanings for different people. As a foundation to their understanding of health, students investigate the World Health Organization’s (WHO) definition and other interpretations. They also explore the fundamental conditions required for health as stated by the WHO, which provide a social justice lens for exploring health inequities.

In this unit, students identify perspectives relating to health and wellbeing, and inquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islander Peoples. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health outcomes and the indicators used to measure and evaluate health status. With a focus on youth, the unit equips students to consider their own health as individuals and as a cohort. They build health literacy by interpreting and using data in a research investigation into one youth health focus area, and by investigating the role of food.

Unit 2 - Managing health and development

In this unit, students investigate transitions in health and wellbeing, and human development, from lifespan and societal perspectives. They explore the changes and expectations that are integral to the progression from youth to adulthood. Students apply health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

Students explore health literacy through an investigation of the Australian healthcare system from the perspective of youth and analyse health information. They investigate the challenges and opportunities presented by digital media and consider issues surrounding the use of health data and access to quality health care.

Unit 3 - Australia’s health in a globalised world

In this unit, students look at health and wellbeing, disease and illness as being multidimensional, dynamic and subject to different interpretations and contexts. They explore health and wellbeing as a global concept and take a broader approach to inquiry. Students consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians.

Students focus on health promotion and improvements in population health over time. Through researching health improvements and evaluating successful programs, they explore various public health approaches and the interdependence of different models. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

Unit 4 - Health and human development in a global context

In this unit, students examine health and human development in a global context. They use data to investigate health status and human development in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in health status over time and studying the key concept of sustainability. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict and the mass movement of people.

Students consider global action to improve health and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the goals and objectives of the World Health Organization (WHO). They also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their own capacity to act.

Future Pathways

This subject forms the basis of further study in:

• Nursing
• Nutrition & Dietics
• Health Officer

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Biology
• Food Studies
• Health and Physical Education

• ACCELERATED
• ELECTIVE

Unit 3 -Relationships with outdoor environments

This unit delves into the ecological, historical, and social dimensions of human interactions with outdoor spaces in Australia. Over 60,000 years, the dynamic relationship between humans and the environment has evolved, explored through case studies showcasing various impacts on outdoor settings. Students analyze factors influencing these relationships, engaging in practical experiences in areas with historical human interaction evidence. Comparisons and reflections on diverse outdoor environments contribute to theoretical knowledge and skill development. In Units 3 and 4, students independently investigate the evolving relationships and sustainability of at least two visited outdoor environments, with assessment in Unit 4, Outcome 3.

Unit 4 -Sustainable outdoor environments

This unit focuses on exploring the sustainable use and management of outdoor environments. Students observe and assess the health of outdoor spaces, recognizing its significance for the future of Australian landscapes and the population. Emphasizing the urgency to balance human needs with environmental preservation, students examine current acts, conventions, and management strategies. Engaging in various outdoor experiences, they conduct ongoing investigations into the health and care of these spaces, applying practical skills and knowledge. Reflecting on their experiences, students compare outdoor environments using theoretical knowledge. As global citizens, they investigate actions promoting sustainability and propose solutions to threats, undertaking an independent investigation across Units 3 and 4.

Future Pathways

This subject forms the basis of further study in:

• Park Ranger
• Outdoor Education teacher
• land management

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examiantion
50%

Complementary Study Areas

This subject combines well with:

• Geography
• VCE VET Sport & Recreation
• Biology

• ACCELERATED
• ELECTIVE

Unit 1 - The human body in motion

In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement, and how these systems interact and respond at various intensities. Students investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions. They consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems, evaluating perceived physiological benefits and describing potential harms.

Unit 2 - Physical activity, sport and society

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

Through a series of practical activities, students experience and explore different types of physical activity promoted within and beyond their community. They gain an appreciation of the movement required for health benefits and the consequences of physical inactivity and sedentary behaviour. Using various methods to assess physical activity and sedentary behaviour, students analyse data to investigate perceived barriers and enablers, and explore opportunities to enhance participation in physical activity. Students explore and apply the social-ecological model to critique a range of individual- and settings-based strategies that are effective in promoting participation in regular physical activity. They create and participate in a personal plan with movement strategies that optimise adherence to physical activity and sedentary behaviour guidelines.

By investigating a range of contemporary issues associated with physical activity, sport and exercise, students explore factors that affect access, inclusion, participation and performance. Students then select one issue at the local, national or global level and analyse key concepts within the issue, including investigating, participating in and prescribing movement experiences that highlight the issue.

Students develop an understanding of the historical and current perspectives on the issue and consider the future implications on participation and performance.

Unit 3 - Movement skills and energy for physical activity, sport and exercise

This unit introduces students to principles used to analyse human movement from a biophysical perspective. Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skill-acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correctly applying these principles can lead to improved performance outcomes.

Students consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They investigate the characteristics and interplay of the 3 energy systems for performance during physical activity, sport and exercise. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Unit 4 -Training to improve performance

In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite).

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 assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components. Students then consider all physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.

Future Pathways

This subject forms the basis of further study in:

• Exercise science
• Physical Education teacher
• Personal trainer

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Health & Human Development
• VCE VET Sport & Recreation
• Biology

• ELECTIVE

Unit 1 - Dance

In this unit, students explore the body's potential as an instrument of expression and communication while systematically developing their physical dance skills. They investigate diverse expressive movements and purposes for dancing across various times, places, cultures, traditions, and styles. Students begin creating a personal movement vocabulary and practising the documentation and analysis of movement, gaining insight into how choreographers utilise these practices. They also learn about relevant physiology, health and wellbeing, and body care, applying this knowledge through regular dance training. Additionally, students engage with the choreographic process, creating cohesive dance compositions and performances. They discuss the influences on other choreographers and how these affect the intentions and movement vocabulary in selected dance works.

Unit 2 - Dance

In Unit 2, students delve into the creation and performance of dance works, exploring various elements and aspects inherent in the dances they study, create, and observe. Through a series of practical lessons and tasks, they refine their techniques, developing their own choreographed routines with clear intentions and structured forms. These routines are crafted to convey specific meanings and are organised into distinct sections. Students also gain exposure to a range of dance styles, encompassing both cultural and contemporary forms. By analysing and discussing their own choreographic choices and those of established choreographers, they deepen their understanding of the meaning and structure of dance works.

Unit 3 - Dance

In this unit, students choreograph, rehearse, and perform a solo dance piece, showcasing a diverse range of physical skills and movements. They continue systematic dance training and learn a duo or group dance created by another choreographer, enhancing their ability to execute movement vocabulary safely and perform with artistry. Students analyse the creation and performance of both their solo and the learned dance, focusing on choreographing, rehearsing, preparing for performance, and performing. Furthermore, students examine how choreographers develop intentions through choreographic devices and phrase arrangements, analysing dance design and movement vocabulary. Additionally, students consider the influences on choreographers' choices regarding intentions, movement vocabulary, and production aspects.

Unit 4 - Dance

In this unit, students choreograph, rehearse, and perform a solo dance work with a cohesive structure, focusing on accurately conveying the intention through precise spatial variations and demonstrating artistry in performance. Students further their understanding of the choreographic process by analysing a group dance work by a twentieth or twenty-first-century choreographer, which examines how the intention is expressed through the manipulation of spatial relationships, including group structures such as canon, contrast, unison, and asymmetrical or symmetrical groupings. Additionally, they investigate the influences on the choreographers' choices regarding spatial organisation, including direction, level, focus, and dimension.

Future Pathways

This subject forms the basis of further study in:

• Choregrapther/Dancer/Dance Teacher
• Pilates Instructor
• Arts Admin

Assessment Tasks & Weighting

Unit 3: School assessed coursework
15%
Unit 4: School assessed coursework
10%
End of Year Examination - Practical
50%
End of Year Examination - Written
25%

Complementary Study Areas

This subject combines well with:

• Drama
• Physical Education
• Health and Physical Education

• ACCELERATED
• ELECTIVE

Unit 1 - Introducing performance styles

In this unit, students learn about different performance styles from various social, historical and cultural contexts. They use drama traditions of ritual and storytelling to create performances. The focus of the unit is on creating and presenting a solo or ensemble performance based on personal, cultural, or community experiences and stories. Students also analyse their own performance work and that of professional drama performers. They use play-making techniques to give meaning to their performance and develop their expressive and performance skills. The unit involves documenting the process of exploring stimulus material, experimenting with production areas, dramatic elements, conventions, and performance styles.

Unit 2 - Australian Identity

In this unit, secondary students explore Australian identity in contemporary drama. They learn about drama practitioners and performance styles, focusing on creating solo or group performances. These performances are based on a person, event, issue, place, artwork, text, or icon from Australian history or today. They use stimulus material to dive into Australian identity and study performance styles and conventions. They also develop their skills in transforming characters, time, and place, using symbols, and using dramatic elements. Students analyze their own work and professional Australian performances. They also study various performance styles from different historical, social, and cultural contexts.

Unit 3 - Devised ensemble performance

In this unit, students explore drama by studying the work of drama practitioners and using modern techniques to create group performances. They learn different performance styles from various cultures and times, experimenting with changing characters, time, and place. The goal is to effectively communicate a message or impact the audience. Students keep records of their work, assess their performance, and analyze a professional drama performance. Overall, the unit focuses on understanding and applying diverse drama techniques to create impactful group performances while encouraging reflection and analysis of their work.

Unit 4 - Devised solo performance

In this unit, students learn how to create and perform their own solo performances. They study various contemporary and traditional performance styles and use play-making techniques to develop their works. They also experiment with character, time, and place. Throughout the process, students apply conventions, dramatic elements, and expressive skills to give meaning to their work. They also learn how to enhance their performance through the use of production areas and symbols. Students document and evaluate their progress and are encouraged to attend performances that showcase a range of performance styles.

Future Pathways

This subject forms the basis of further study in:

• Acting
• Drama,
• Event Management

Assessment Tasks & Weighting

Unit 3: School assessed coursework
30%
Unit 4: School assessed coursework
10%
End of Year Examination - Practical
35%
End of Year Examination - Written
25%

Complementary Study Areas

This subject combines well with:

• English
• Literature
• Media

• ELECTIVE

Unit 1 - Organisation of music

In Unit 2, students explore how music creates specific effects. They analyze and perform various musical works to understand how effects are achieved. Students also compose their own music, reflecting their comprehension of theory concepts. They prepare ensemble or solo performances to enhance technical control and stylistic understanding. The goal is to convey a specified effect in at least one performance. Additionally, students compose short music exercises to showcase their understanding of music organization. Through analyzing diverse music, they learn how creators use elements and compositional devices to convey ideas, further developing their understanding of musical language concepts.

Unit 2 - Effect in music

In Unit 2, students explore how music creates specific effects. They analyze and perform various musical works to understand how effects are achieved. Students also create their own music, reflecting their comprehension. They prepare ensemble or solo performances to enhance technical control and stylistic understanding. The goal is to convey a specified effect in at least one performance. Additionally, students compose short music exercises to showcase their understanding of music organization. Through analyzing diverse music, they learn how creators use elements and compositional devices to convey ideas, further developing their understanding of musical language concepts.

Unit 3 - Music repertoire performance

In Units 3 and 4, students focus on playing music from a written scores and learn about different music styles and how to perform them well. They can play any instrument with sheet music available. Students aim to show their excellent skills as soloists and in groups. They also learn to judge their own and others' performances and explain their musical choices. Students identify and work on technical and expressive challenges in the music they're practicing. They listen to a great variety of music and learn about concepts like scales, harmony, and rhythm. They can choose music styles like classical, pop, or even music from other cultures. The main task is to prepare a 20-minute music program, including at least one piece by an Australian composer, and they need to perform at least one piece with other musicians.

Unit 4 - Music repertoire performance

Students begin their recital program to be presented in Unit 4. They use music analysis skills to refine strategies for developing their performance. Students analyse a wide range of recorded music and develop their ability to identify, recreate and notate Music Language concepts, relevant to the works students are preparing for performance. Through singing, students develop a deep understanding of aural concepts which are vital for solo performance and ensemble skills.

Future Pathways

This subject forms the basis of further study in:

• Musician,
• Sound Engineer
• Education

Assessment Tasks & Weighting

Unit 3: School assessed coursework
20%
Unit 4: School assessed coursework
10%
End of Year Examination - Performance Exam
50%
End of Year Examination - Written Exam
20%

Complementary Study Areas

This subject combines well with:

• Mathematics
• Science

• ELECTIVE

Unit 1 - Pre-modern theatre styles and conventions

This unit focuses on the application of acting, direction and design in relation to theatre styles from the pre-modern era, that is, works prior to the 1920s. Students creatively and imaginatively work in production roles with scripts from the pre-modern era of theatre, focusing on at least three distinct theatre styles and their conventions. They study innovations in theatre production in the pre-modern era and apply this knowledge to their own works. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work.

Unit 2 - Modern theatre styles and conventions

This unit focuses on the application of acting, direction and design in relation to theatre styles from the modern era, that is, the 1920s to the present. Students creatively and imaginatively work in production roles with scripts from the modern era of theatre, focusing on at least three distinct theatre styles. They study innovations in theatre production in the modern era and apply this knowledge to their own works. Students develop knowledge and skills about theatre production processes including dramaturgy, planning, development and performance to an audience and apply this to their work. They study safe and ethical working practices in theatre production and develop skills of performance analysis, which they apply to the analysis of a play in performance.

Unit 3 - Producing theatre

In this unit students develop an interpretation of a script through the three stages of the theatre production process: planning, development and presentation. Students specialise in two production roles, working collaboratively, creatively and imaginatively to realise the production of a script. They use knowledge developed during this process to analyse and evaluate the ways work in production roles can be used to interpret script excerpts previously unstudied. Students develop knowledge and apply elements of theatre composition, and safe and ethical working practices in the theatre.

Unit 4 - Presenting an interpretation

In this unit students study a scene and an associated monologue. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the three stages of the production process. Students then develop a creative and imaginative interpretation of the monologue that is embedded in the specified scene. To realise their interpretation, they work in production roles as an actor and director, or as a designer.

Students’ work for Areas of Study 1 and 2 is supported through analysis of a performance they attend. The performance must be selected from the VCE Theatre Studies Unit 4 Playlist. The Playlist is published annually on the VCAA website. Students analyse acting, direction and design and the use of theatre technologies, as appropriate to the production.

Future Pathways

This subject forms the basis of further study in:

• Production Management
• Actor
• Event Coordinator

Assessment Tasks & Weighting

Unit 3: School assessed coursework
30%
Unit 4: School assessed coursework
15%
End of Year Examination - Monologue Exam
25%
End of Year Examination - Written
30%

Complementary Study Areas

This subject combines well with:

• Literature
• Music Performance
• Drama

• ACCELERATED
• ELECTIVE

Unit 1 - Food Origins

In this unit, students explore the historical and cultural dimensions of food. Area of Study 1 delves into the evolution of human food sourcing, tracing the transition from hunter-gatherer societies to contemporary urban living and global food trade. Emphasis is placed on understanding the origins and roles of food, with a focus on a specific food-producing region. In Area of Study 2, the focus shifts to Australia, examining indigenous food pre-European settlement and the impact of industries, immigration, and technology on food patterns. Students engage in practical activities, considering the concept of an Australian cuisine shaped by innovation, technology, and globalisation.

Unit 2 - Food makers

In this unit, students explore contemporary food systems in Australia. Area of Study 1 focuses on commercial food production industries, examining their significance to the Australian economy and their ability to provide safe, high-quality food. Area of Study 2 compares and complements this by investigating food production in domestic and small-scale settings. Students acquire practical skills, producing foods and using evaluation measures to compare them to commercial products. The unit emphasizes effective provision and preparation of food at home, analysing the benefits and challenges of practical food skills in daily life. Students also explore entrepreneurial opportunities, considering the extension of their role as small-scale food producers.

Unit 3 - Food in daily life

In this unit, students explore the multifaceted roles and influences of food. Area of Study 1 delves into the science of food, examining our physiological need for it, its impact on our bodies, and the science of food appreciation. Students analyze the nutritional rationale behind healthy eating recommendations and explore diverse nutrient requirements. Area of Study 2 focuses on societal influences on food choices, investigating how communities and individuals shape eating patterns, and the role of food in expressing identity. Students also explore behavioral principles for establishing lifelong, healthy dietary patterns. Practical activities enhance their ability to plan and prepare food to meet various dietary needs while promoting nutritious and sustainable meal patterns.

Unit 4 - Food issues, challenges and futures

In this unit, students explore debates surrounding Australia's role in global food systems and address challenges in feeding a growing world population. Area of Study 1 emphasizes individual responses to food information, focusing on developing knowledge, skills, and habits to empower consumers in making informed food choices. The relationship between food security, sovereignty, and citizenship is considered, and students learn to assess information and navigate contemporary food trends. In Area of Study 2, environmental, ethical, and agricultural issues are examined, with a focus on water and land use, technology, and sustainability. Practical activities help students apply their understanding to environmental and ethical food issues, aligning with healthy eating recommendations and considering the impact of food choices on human and planetary health.

Future Pathways

This subject forms the basis of further study in:

• Dietician
• Nursing
• Hospitality

Assessment Tasks & Weighting

Unit 3 School Assessed Coursework
30%
Unit 4: School Assessed Coursework
30%
End of Year Examination
40%

Complementary Study Areas

This subject combines well with:

• Health & Human Development
• Physical Education
• VCE VET Hospitality

• ELECTIVE

Unit 1 - Design practices

This unit centers on the practices of designers in various product design specialisations, emphasising collaborative teamwork, research processes, and idea generation techniques. Students develop critical, creative, and speculative thinking skills while creating designs, utilising both manual and digital drawing systems. They experiment with materials, tools, and processes to prototype and propose physical product concepts. The unit involves analysing existing products and technological innovations, emphasising the importance of design briefs and factors influencing design. Students employ the Double Diamond design approach, exploring and testing materials and processes safely to develop innovative products, combining graphical product concepts with prototypes for exploration and proposal.

Unit 2 - Positive impacts for end users

In this unit, designers are encouraged to conduct extensive local and global research to understand the diverse needs of end users. The focus is on inclusive product design solutions that enhance belonging, access, usability, and equity. Students delve into the social and physical influences on design, creating a user profile, researching specific needs, and developing inclusive products with a positive impact. Cultural influences are explored, with an emphasis on understanding how Aboriginal and Torres Strait Islander peoples design, incorporating sustainable practices for environmental care, and acknowledging traditions in contemporary designs. Students also have opportunities to connect with their personal or cultural heritages.

Unit 3 - Ethical product design and development

In this unit, students engage in researching real needs or opportunities with ethical considerations, linking personal, local, or global contexts. They utilise a problem-based design approach, employing the Double Diamond design process and design thinking to develop product concepts and a final proof of concept. Emphasis is placed on addressing social, economic, and environmental ethical considerations, analysing materials for sustainable practices, and navigating tensions in manufacturing. Students explore influential factors in industrial product design, examining historical designs, obsolescence, market speed, durability, and nature integration. They formulate design briefs, conduct market research, and generate, evaluate, and prototype ethical product concepts, culminating in a final proof of concept.

Unit 4 - Production and evaluation of ethical designs

In this unit, students act as designers, focusing on safe work practices within their chosen specialisations, refining production skills with diverse materials, tools, and processes. They employ ethical research methods, collect and analyse data, and engage with end users for feedback, applying findings to their designed solutions. The unit emphasises speculative design thinking to drive research, product development, and entrepreneurial activities, examining current, emerging, and future technologies and market trends. Area of Study 1 involves continuing the production of the designed product from Unit 3, monitoring progress, and justifying decisions. In Area of Study 2, students evaluate products, speculate on future enhancements, and explore innovative and entrepreneurial design approaches.

Future Pathways

This subject forms the basis of further study in:

• Fashion/Textiles Designer

Assessment Tasks & Weighting

School assessed task
50%
Unit 3: School assessed coursework
10%
Unit 4: School assessed coursework
10%
End of Year Examination
30%

Complementary Study Areas

This subject combines well with:

• Visual Communication & Design
• Art Creative Practice
• Art Making and Exhibiting

• ELECTIVE

Unit 1 - Design practices

This unit centers on the practices of designers in various product design specialisations, emphasising collaborative teamwork, research processes, and idea generation techniques. Students develop critical, creative, and speculative thinking skills while creating designs, utilising both manual and digital drawing systems. They experiment with materials, tools, and processes to prototype and propose physical product concepts. The unit involves analysing existing products and technological innovations, emphasising the importance of design briefs and factors influencing design. Students employ the Double Diamond design approach, exploring and testing materials and processes safely to develop innovative products, combining graphical product concepts with prototypes for exploration and proposal.

Unit 2 - Positive impacts for end users

In this unit, designers are encouraged to conduct extensive local and global research to understand the diverse needs of end users. The focus is on inclusive product design solutions that enhance belonging, access, usability, and equity. Students delve into the social and physical influences on design, creating a user profile, researching specific needs, and developing inclusive products with a positive impact. Cultural influences are explored, with an emphasis on understanding how Aboriginal and Torres Strait Islander peoples design, incorporating sustainable practices for environmental care, and acknowledging traditions in contemporary designs. Students also have opportunities to connect with their personal or cultural heritages.

Unit 3 - Ethical product design and development

In this unit, students engage in researching real needs or opportunities with ethical considerations, linking personal, local, or global contexts. They utilise a problem-based design approach, employing the Double Diamond design process and design thinking to develop product concepts and a final proof of concept. Emphasis is placed on addressing social, economic, and environmental ethical considerations, analysing materials for sustainable practices, and navigating tensions in manufacturing. Students explore influential factors in industrial product design, examining historical designs, obsolescence, market speed, durability, and nature integration. They formulate design briefs, conduct market research, and generate, evaluate, and prototype ethical product concepts, culminating in a final proof of concept.

Unit 4 - Production and evaluation of ethical designs

In this unit, students act as designers, focusing on safe work practices within their chosen specialisations, refining production skills with diverse materials, tools, and processes. They employ ethical research methods, collect and analyse data, and engage with end users for feedback, applying findings to their designed solutions. The unit emphasises speculative design thinking to drive research, product development, and entrepreneurial activities, examining current, emerging, and future technologies and market trends. Area of Study 1 involves continuing the production of the designed product from Unit 3, monitoring progress, and justifying decisions. In Area of Study 2, students evaluate products, speculate on future enhancements, and explore innovative and entrepreneurial design approaches.

Future Pathways

This subject forms the basis of further study in:

• Carpentry
• furniture designer
• building and construction

Assessment Tasks & Weighting

School assessed task
50%
Unit 3: School assessed coursework
10%
Unit 4: School assessed coursework
10%
End of Year Examination
30%

Complementary Study Areas

This subject combines well with:

• Visual Communication & Design
• Systems Engineering
• Physics

• ACCELERATED
• ELECTIVE

Unit 1 - Database software, spreadsheet software and data visualisation software.

In this area of study students use software tools to create data visualisations in response to teacher-provided requirements and designs. Students apply computational thinking skills when extracting meaning from data and apply design thinking skills and knowledge to create data visualisations.

Unit 2 - An appropriate programming language

In this area of study students use a programming language to create a working software solution in response to teacher-provided solution requirements. Students apply computational and design thinking skills when preparing solution designs and transforming them into a working solution.

• ELECTIVE

Unit 3 -Data analytics

In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 (Data Analytics) students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. In Area of Study 2 (Data analytics: Analysis and Design) students complete the first part of a research project of their own choice.

Unit 4 -Data analytics

In unit 4, students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 (Data analytics: Development and Evaluation) students draw on the analysis and conclusion of their research topic and then design, develop and evaluate a data visualisation that effectively communicates the conclusion and findings. In Area of Study 2 Cybersecurity, students explore how different organisations manage the storage and disposal of data and information to minimise threats to the integrity and security of data and information and to optimise the handling of information.

Future Pathways

This subject forms the basis of further study in:

• Cyber Security Specialist
• Data Analyst
• Network Technician

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Software Development
• Systems Engineering

• ELECTIVE

Unit 3 -Software development

In this area of study students examine the features and purposes of different design tools to accurately interpret the requirements and designs for developing working software modules. Students use a programming language and undertake the problem-solving activities of manipulation (coding), validation, testing and documentation in the development stage. Students apply computational thinking skills when interpreting given solution requirements and designs, and when developing them into working modules.

Unit 4 - Software development

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

Future Pathways

This subject forms the basis of further study in:

• Programmer
• Software Engineer
• Data Scientist

Assessment Tasks & Weighting

Unit 3: School assessed coursework
25%
Unit 4: School assessed coursework
25%
End of Year Examination
50%

Complementary Study Areas

This subject combines well with:

• Data Analytics
• Systems Engineering
• Physics

• ELECTIVE

Unit 1 - Interpreting Artworks and Exploring the Creative Practice

In Unit 1, students engage in experiential learning to explore creative ideas and artistic communication. They examine their connection to artworks, exploring how the presentation of art influences perspectives. Students delve into the process of art creation, studying artists from various societies and periods. They develop their own interpretations and viewpoints on art's meaning and messages. The focus is on artists inspired by personal identity, with analysis of at least three artists and their works. Students apply the Structural and Personal Lens to analyze and interpret art, reflecting on their own ideas in their art practice. They experiment with various materials and techniques to develop technical skills and creativity.

Unit 2 - Interpreting Artworks and Exploring the Creative Practice

In Unit 2, students use Inquiry learning to explore how artists create and collaborate, primarily through the Cultural Lens. They investigate how artists express social and personal ideas, practice collaborative art-making with the Creative Practice, and develop their own art informed by historical and contemporary cultural influences. Art can reflect beliefs, commemorate individuals or events, support social causes, or challenge societal norms. Students delve into the impact of social and cultural context on art, as well as its various societal roles. While the Cultural Lens is the main focus, students can also apply the Structural and Personal Lenses as needed for analysing art and documenting their artistic practice. This subject suits critical, reflective and creative thinkers.

Unit 3 - Investigation, Ideas, Artworks and the Creative Practice

Unit 3 focuses on Inquiry and Project-based learning for students to develop a Body of Work. They experiment with materials, techniques, and the Creative Practice while drawing inspiration from historical and contemporary artists. Students also explore potential issues arising from the artworks and the artist's practice. The unit begins with researching a selected artist to create a finished artwork contributing to their Body of Work spanning Units 3 and 4. Throughout Unit 3, students apply the Interpretive Lenses in both Making and Responding, using critical and creative thinking skills to develop ideas and experiment with various artistic elements.

Unit 4 - Interpreting, Resolving and Presenting Artworks and the Creative Practice

In Unit 4, students continue their art development with Project-based and Inquiry learning, expanding their Body of Work. They research historical and contemporary artists to inform their own practice, using Interpretive Lenses to analyse and interpret the meanings of these artists' works. The Interpretive Lenses also guide their Creative Practice, refining their ideas. They critique their Creative Practice before finalizing and presenting their Body of Work, which showcases their personal ideas. The presentation includes documentation of their Creative Practice. In this unit, Areas of Study 1 and 2 run concurrently, and the Interpretive Lenses support students in understanding the various layers of meaning in artworks. Students examine diverse artworks and interpret their ideas and meanings in different contexts. This subject suits critical, reflective and creative thinkers.

Future Pathways

This subject forms the basis of further study in:

• Visual Arts Teacher
• Artist
• Advertising and Marketing

Assessment Tasks & Weighting

Unit 3: School assessed coursework
10%
Unit 4: School assessed task
60%
End of Year Examination
30%

Complementary Study Areas

This subject combines well with:

• Visual Communication & Design
• Art Making and Exhibiting
• Media

• ELECTIVE

Unit 1 - Explore, Expand and Investigate

In this unit, students delve into diverse art forms, examining materials, techniques, and processes. They enhance their comprehension of material characteristics and their applications in art creation, exploring historical shifts in specific art forms. Students investigate how artists employ materials and techniques, fostering creativity and a comprehensive understanding of art forms. The exploration is documented in a Visual Arts journal, encompassing both visual and written records, while emphasising safe material handling.

Unit 2 - Understand, Develop and Resolve

In Unit 2, students investigate the creation of artworks, focusing on how artists employ aesthetic qualities to convey ideas. They expand their research to comprehend how artworks are presented to audiences for effective communication of meaning. Responding to a designated theme, students progressively develop their ideas, employing materials, techniques, art elements, and principles. The planning and execution of at least one final artwork are documented in their Visual Arts journal. Through this process, students explore how art elements and principles combine to evoke emotions, create expression, and establish visual language in artworks. They also gain insight into exhibition planning, design, and the roles involved in presenting artworks in various spaces.

Unit 3 - Collect, Extend and Connect

In this unit, students actively engage in art-making, employing diverse materials, techniques, and processes to develop imaginative and creative artworks. They explore contexts, subject matter, and ideas while investigating how artists use visual language to convey meaning. The Visual Arts journal serves as a record for research, documenting artists, artworks, and collected ideas, as well as the iterative aspects of art-making. Through planned development, students create artworks reflecting their own ideas and evolving styles. Critiques with peer presentations offer constructive feedback, and after evaluation, students refine their artworks. Additionally, students visit exhibitions in various spaces, studying the role of curators and gaining inspiration for their own creations.

Unit 4 - Consolidate, Present and Conserve

In Unit 4, students build upon their Unit 3 artworks, refining and extending ideas in specific art forms. The Visual Arts journal documents the progressive resolution, showcasing developing technical skills and refinement of subject matter, visual language, and style. Evaluation encompasses materials, techniques, and processes. The journal includes continued art-making development, evaluation, visual documentation processes, annotations, artist connections, exhibition presentation, and research on conservation and display planning. Emphasising individual artwork progress, students articulate development, respond to critiques, and create new artworks. They organize artwork presentations, engage in critiques, and visit exhibitions, documenting investigations in the Visual Arts journal. Art space selections differ between Unit 3 and Unit 4, fostering inspiration and care considerations for their artworks.

Future Pathways

This subject forms the basis of further study in:

• Curator
• Art Critic and Journalism
• Artist

Assessment Tasks & Weighting

Unit 3: School assessed coursework
5%
Unit 4: School assessed coursework
5%
Unit 4: School assessed task
60%
End of Year Examination
30%

Complementary Study Areas

This subject combines well with:

• Art Creative Practice
• Visual Communication & Design
• Media

• ELECTIVE

Unit 1 - Media Forms, Representations and Australian Stories

In this unit, the evolving relationship between audiences and media is explored as audiences engage with various media products, constructing meaning through shared language with producers. Students delve into the core concepts of representation and meaning in diverse media forms, analyzing codes, conventions, and narrative structures. The focus is on understanding audiences as both producers and consumers of media, with an examination of how media creators and institutions shape production. Working across media forms, students produce representations, demonstrating an understanding of each form's characteristics in conveying meaning. The unit also emphasizes the features of Australian narratives, fostering research skills and exploring the influence of media professionals on genre and style. Additionally, students engage with Indigenous voices to appreciate their contribution to cultural identity.

Unit 2 - Narrative Across Media Forms

In this unit, students explore the centrality of narratives in media, present across diverse forms like film, television, digital productions, and interactive content. Media industries, including journalism and filmmaking, rely on narratives constructed through interconnected images, sounds, and words, employing codes and conventions. The advent of new media technologies introduces hybrid narrative forms like collaborative and user-generated content, challenging traditional notions. The unit emphasizes understanding narratives in varied contexts and media, analysing the impact of technological developments on society, narrative design, and audience engagement. Students engage in production activities, creating narratives that reflect awareness of structure, media codes, and conventions in corresponding forms.

Unit 3 - Media Narratives, Contexts and Pre-Production

In this unit, students analyse societal narratives through a close examination of media stories. Narratives, encompassing fictional and non-fictional events in physical or virtual spaces, are dissected for codes and conventions shaping meaning. The study deepens understanding of how codes and narrative conventions interact, considering influences from social, historical, institutional, cultural, economic, and political contexts. Through focused analysis, students research specific codes and conventions in their chosen media form, preparing to incorporate these techniques in their own work. The pre-production phase involves designing a media product for a target audience, utilizing media technologies and documenting progress through planning documents for production and post-production in Unit 4.

Unit 4 - Media Production: Agency and Control in and of the Media

In this unit, students execute and refine their media productions, advancing from Unit 3's pre-production plans. They respond to feedback and reflect on their work, documenting the production iterations toward completion. The unit emphasizes the contextual framework shaping media products' production, distribution, and consumption. Social, historical, institutional, cultural, economic, and political contexts influence explicit or implied views and values in media, impacting societal norms. Students analyze diverse media products to understand creators' roles in their temporal and geographical contexts. Exploring the media-audience relationship, students assess opportunities and challenges in the evolving media industry, examining communication dynamics and the Australian government's regulatory role.

Future Pathways

This subject forms the basis of further study in:

• Film Director
• Animator
• Set Design

Assessment Tasks & Weighting

Unit 3: School assessed coursework
10%
Unit 4: School assessed coursework
10%
Unit 4: School assessed task
40%
End of Year Examination
40%

Complementary Study Areas

This subject combines well with:

• Art Creative Practice
• Visual Communication & Design
• Art Making and Exhibiting

• ELECTIVE

Unit 1 - Finding, Reframind and Resolving Design Problems

In this unit, students explore human-centered design practices, discovering methods to identify and solve design problems that enhance life for individuals and communities. They grasp the evolution of design concepts over time, emphasizing human-centered research and collaborative approaches. The VCD design process, divergent and convergent thinking modes, and the development of design criteria are introduced. Practical projects focus on message and object design, integrating visual language and encouraging sustainable practices. Students engage in critiques, applying the VCD process, and considering the impact of economic, technological, cultural, environmental, and social factors on design decisions, emphasizing design's potential for positive change.

Unit 2 - Design Contexts and Connections

Unit 2 builds on Unit 1's visual communication practices, emphasizing the VCD design process. Students apply human-centered research and design elements to create environments and interactive experiences, simulating roles in architecture, landscape architecture, interior design, and user-experience (UX). Tasks integrate historical and cultural design influences, fostering connections between design, context, and emotion. Design critiques refine students' articulation and justification skills. Cultural design practices, particularly in Indigenous contexts, are explored, addressing protocols for using Indigenous knowledge and navigating issues of ownership and intellectual property in design across various specialist fields and contexts.

Unit 3 - Visual communication in Design Practice

In this unit, students delve into the working methods of designers and analyse their designs across various fields. Studying contemporary designers provides insights into designing messages, objects, environments, and interactive experiences. Students compare contexts, relationships, responsibilities, and the role of visual language in design communication. They explore evolving professional design practices, developing practical skills. Analysing design examples, they focus on purposes, functions, and aesthetic impacts. This study forms the basis for investigating the VCD design process, where students address a design problem through the Discover, Define, and Develop phases, preparing for the refinement and resolution of design solutions in Unit 4.

Unit 4 - Delivering Design Solutions

In this unit, students extend the VCD design process, refining and presenting solutions for two communication needs. Ideas from Unit 3 are evaluated, refined, and iteratively reviewed, utilizing manual and digital methods, exploring various media and materials. Concepts are tested with models or prototypes. Upon resolution, students create a pitch justifying their design decisions and respond to feedback through final refinements. They choose presentation formats, considering aesthetic impact and communication, selecting materials and media distinct for each solution. This unit emphasizes the iterative nature of design, incorporating evaluations, refinements, and effective communication in the design process.

Future Pathways

This subject forms the basis of further study in:

• Architect
• Digital Graphic Artist
• Web Designer

Assessment Tasks & Weighting

Unit 3: School assessed coursework
20%
Unit 4: School assessed task
50%
End of Year Examination
30%

Complementary Study Areas

This subject combines well with:

• Art Creative Practice
• Art Making and Exhibiting
• Media

• ACCELERATED
• ELECTIVE

Unit 1 & 2 - Certificate II in Hospitality

Certificate II in Hospitality prepares students with a range of hospitality and operational skills that allows for immediate employment and / or further study in the Hospitality industry. This subject Includes units such as prepare and serve espresso coffee, non-alcoholic beverages, food and beverage service, provide advice on food, clean and tidy bars and processing financial transactions. Students will work in Loyola's Iggy's restaurant in terms 2 and 3 providing front of house service to customers. Students interested in studying this course will be required to complete a Letter of Commitment.

Unit 3 & 4 - Certificate II in Cookery

Certificate II in Cookery leads perfectly from the Certificate II in Hospitality. This subject prepares students with a range of food preparation and cookery skills to prepare food and menu items. It prepares students for immediate employment and or further study or apprenticeships in the Hospitality industry. Units undertaken include preparing appetisers and salads, preparing stocks, soups and sauces, preparing vegetable, fruit and farinaceous dishes and work effectively in a commercial kitchen. Students will follow on from their front of house experience in Year 1 and work in food cooking and preparation in Iggy's restaurant each Thursday in terms 2 and 3. Students will learn a range of service styles including breakfast buffets, lunches, cocktail evenings and formal dinners. Students are strongly advised against undertaking this subject without first completing Units 1 and 2 in Hospitality.

Future Pathways

This subject forms the basis of further study in:

• Chef
• Waiter / Waitress
• Food services manager

Assessment Tasks & Weighting

2 x Portfolio task
44%
1 x Work Performance task

Exam
34%

Complementary Study Areas

This subject combines well with:

• Health & Human Development
• Food Studies
• Health and Physical Education

• ACCELERATED
• ELECTIVE

Unit 1 & 2

Certificate III in Screen & Media provides students with a pathway to a variety of creative industries. Units 3 and 4 offer scored assessment and incorporate units such as 2D digital animations, writing content for a range of media, authoring interactive sequences and creating visual design components. Unts of Competency undertaken in Year 1 may include:

Apply critical thinking skills in a team environment, apply work health and safety practices and work effectively in the creative arts industry. This subject would be suitable for students who have an interest in Multimedia, Graphic Design, Information

Technology and Web Development and Animation.

Unit 3 & 4

Certificate III in Screen & Media provides students with a pathway to a variety of creative industries. Units 3 and 4 offer scored assessment and incorporate units such as 2D digital animations, writing content for a range of media, authoring interactive sequences and creating visual design components. Units of Competency undertaken in Year 2 Elective units may include: Follow a design process, produce and prepare photo images and maintain interactive content. It is not advised that students select this subject without completing units 1 & 2 of Screen & Media.

Future Pathways

This subject forms the basis of further study in:

• Graphics designer
• Fine artist
• Web developer

Assessment Tasks & Weighting

2 x Portfolio tasks
44%
1 x Work Performance task

Exam
34%

Complementary Study Areas

This subject combines well with:

• Visual Communication & Design
• Art Making and Exhibiting
• Art Creative Practice

• ACCELERATED
• ELECTIVE

Unit 1 & 2 - Certificate III Sport, Aquatics and Recreation

The Certificate III in Sport, Aquatics and Recreations provides students with the opportunity to gain both theoretical knowledge and practical skills in a sports setting. It allows students to demonstrate competency in a range of areas and prepares them to work in various settings within the sport and recreation industry. Students will learn and undertake a range of Units which include, but are not limited to, conducting Non-Instructional Sport, Fitness or Recreation sessions, using social media tools for collaboration, conducting sport, fitness or recreation events and participating in conditioning for sport. This subject is ideal for students who wish to pursue a career in the fitness and recreation industries.

Unit 3 & 4 - Certificate III Sport, Aquatics and Recreation

In Year 2 of the Certificate III in Sport, Aquatics and Recreations, students will build on their knowledge learnt in Year 1 of the sport and recreation program. Students will participate in a range of Units including planning and conducting programs, conducting sport sessions with foundation level participants, work health and safety and facilitating groups. As this is a VCE / VET program, students will undertake scored assessment which will contribute to the students overall ATAR. It is not recommended that students undertake this subject without completing Year 1 of Sport, Aquatics and Recreation.

Future Pathways

This subject forms the basis of further study in:

• Recreation officer
• Sport coaching
• Fitness instructor

Assessment Tasks & Weighting

2 x Portfolio tasks
44%
1 x Work Performance task

Exam
34%

Complementary Study Areas

This subject combines well with:

• Health and Physical Education
• Outdoor Education Unit 3 & 4 Only
• Health & Human Development

Accelerated Unit 3 & 4 Subjects