MESC Senior School Handbooks

VCE Subjects (M-Z)

VCE SUBJECTS

 

Mathematics

Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and events.  It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise.  Mathematics also provides a means by which people can understand and manage human and natural aspects of the world and inter-relationships between these.  Essential mathematical activities include: conjecturing, hypothesising and problem posing; estimating, calculating and computing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem solving. 

 

Technology in Mathematics:

The appropriate use of technology to support and develop the teaching and learning of mathematics is to be incorporated throughout each unit and course. This will include the useof some of the following technologies for various areas of study or topics: graphics calculators, spread sheets, graphing packages, dynamic geometry systems, statical analysis systems, and computer algebra systems (CAS). Technology will be used in both teh learning of new material and the application of this material in a variety of different contexts. 

 

Eligibility for VCE (Baccalaureate):

For students to be eligible for the award of VCE (Baccalaureate) they will need to study 

either Mathematical Methods (CAS) Units 3 and 4 or Specialist Mathematics Units 3 and 4.

 

Structure: The study is made up of the following units:

 

Year 11 Subjects:

  • General Mathematics Units 1 and 2
  • Mathematical Methods Units 1 and 2
  • Specialist Mathematics Units 1 and 2

 

Year 12 Subjects:

  • General Mathematics Units 3 and 4
  • Mathematical Methods Units 3 and 4
  • Specialist Mathematics Unit 3 and 4

General Mathematics - Unit 1 & 2

General Mathematics Units 1 and 2 cater for a range of student interests, provide preparation for the study of VCE General Mathematics at the Units 3 and 4 level and contain assumed knowledge and skills for these units. The areas of study for Unit 1 and 2 of General Mathematics are ‘Data analysis, probability and statistics’, ‘Algebra, number, and structure’, ‘Functions, relations, and graphs’, ‘Discrete mathematics’ and ‘Space and measurement’. 

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

 

Entry: 

Students wishing to enrol in General Mathematics should have achieved an average “At the standard” result in Year 10 Mathematics and have well developed mathematical skills. 

Pathway: 

General Mathematics may lead on to General Mathematics at Year 12 or students may choose not to pursue mathematics at Year 12. 

 

Proposed Subject Cost:    GENERAL MATHEMATICS 1 & 2:   $40 

Additionally, students are required to purchase a CAS calculator (CASIO CLASSPAD), and it is recommended that students also retain/purchase scientific calculator. 

 

Mathematical Methods - Units 1 & 2

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units. 

The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’. At the end of Unit 1, students are expected to have covered the content outlined in each area of study, with the exception of ‘Algebra’ which extends across Units 1 and 2.  

In Unit 2 students focus on the study of simple transcendental functions and the calculus of simple algebraic functions. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’. At the end of Unit 2, students are expected to have covered the material outlined in each area of study. Material from the ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’ areas of study should be organised so that there is a clear progression of skills and knowledge from Unit 1 to Unit 2 in each area of study.  

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

 

Entry: 

Entry to this subject is based on demonstrated performance. Students who wish to enrol in Mathematical Methods must have achieved “Above the standard” in Year 10 Mathematics. Students’ Year 10 Semester One examination result will also be examined to ensure they have the prerequisite knowledge and skills. 

Pathway: 

Students who pass Mathematical Methods Units 1 and 2 may consider General Mathematics at Year 12. Students who perform well may consider Mathematical Methods at Year 12. For students to be eligible for the award of VCE (Baccalaureate) they will need to study either Mathematical Methods (CAS) Units 3 and 4 or Specialist Mathematics Units 3 and 4. Although it is possible to prepare for Mathematical Methods (CAS) Units 3 and 4 by studying only Mathematical Methods (CAS) Units 1 and 2, a much firmer basis is obtained by also studying Specialist Mathematics Units 1 and 2. 

 

Proposed Subject Cost:     MATHEMATICAL METHODS 1 & 2:    $40 

Additionally, students are required to purchase a CAS calculator, and it is recommended that students also retain/purchase scientific calculator. 

 

Specialist Mathematics - Units 1 & 2

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem-solving, reasoning and proof. This study has a focus on interest in the discipline of mathematics and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields.  

Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. Study of Specialist Mathematics Units 3 and 4 also assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.  

The areas of study for Specialist Mathematics Units 1 and 2 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, ‘Functions, relations and graphs’ and ‘Space and measurement’.  

At the end of Unit 1 students will cover the material in the areas of study: ‘Algebra, number and structure’ and ‘Discrete mathematics’. Concepts from these areas of study will be further developed and used in Unit 2 and also in Units 3 and 4. In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists, tables and matrices, diagrams, graphs, logic gates and geometric constructions, algorithms, algebraic manipulation, recurrence relations, equations and graphs, with and without the use of technology. They are expected to be able to construct proofs and develop and interpret algorithms to solve problems. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable. 

 

Entry: 

Only students who are enrolled in Mathematical Methods should consider this subject 

Pathway: 

Specialist Mathematics students are likely to go on to Mathematics Methods and/or Specialist Mathematics at Year 12 and be considering tertiary studies requiring mathematics and related subjects. Students are strongly encouraged to check prerequisites for entrance to tertiary courses. Although it is possible to prepare for Mathematical Methods (CAS) Units 3 and 4 by studying only Mathematical Methods Units 1 and 2, a much firmer basis is obtained by also studying Specialist Units 1 and 2. 

 

Proposed Subject Cost:             SPECIALIST MATHEMATICS 1 & 2:   $40 

Additionally, students are required to purchase a CAS calculator, and it is recommended that students also retain/purchase scientific calculator 

General Mathematics - Units 3 & 4

General Mathematics Units 3 and 4 focus on real-life application of mathematics and consist of the areas of study ‘Data analysis, probability and statistics’ and ‘Discrete mathematics’. Unit 3 comprises Data analysis and Recursion and financial modelling, and Unit 4 comprises Matrices and Networks and decision mathematics. Assumed knowledge and skills for General Mathematics Units 3 and 4 are contained in General Mathematics Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of General Mathematics Units 3 and 4. 

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams, networks, algorithms, algebraic manipulation, recurrence relations, equations and graphs. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic statistical and financial functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable. 

 

Entry: 

Students attempting General Mathematics should have satisfactorily completed all three outcomes in General Mathematics Units 1 and 2 or Mathematical Methods 1 and 2. 

 

Proposed Subject Cost:            GENERAL MATHEMATICS 3 & 4:   $70 

Additionally, students are required to purchase a CAS calculator, and it is recommended that students also retain/purchase scientific calculator. 

 

Specialist Mathematics - Units 3 & 4

Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Algebra, number and structure’, ‘Calculus’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, ‘Functions, relations and graphs’, and ‘Space and measurement’.  

Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and key skills from Mathematical Methods Units 1 and 2; the key knowledge and key skills from Specialist Mathematics Units 1 and 2; and concurrent study or previous completion of Mathematical Methods Units 3 and 4. Together these cover the assumed knowledge and skills for Specialist Mathematics Units 3 and 4, which are drawn on as applicable in the development of content from the areas of study and key knowledge and key skills for the outcomes. 

For Unit 3 a selection of content will include content from the ‘Discrete mathematics’, ‘Functions, relations and graphs’, ‘Algebra, number and structure’, ‘Space and measurement’ and ‘Calculus’ areas of study. In Unit 4 the corresponding selection of content will consist of the remaining content from the ‘Discrete mathematics’, ‘Calculus’, and ‘Space and measurement’ areas of study and the content from the ‘Data analysis, probability and statistics’ area of study. 

In undertaking these units, students are expected to be able to apply techniques, routines 

and processes involving rational, real and complex arithmetic, sets, lists, tables and vectors, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation, anti-differentiation and integration and inference, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, will be incorporated throughout each unit as applicable. 

 

Entry: 

Enrolment in Specialist Mathematics Units 3 and 4 assumes a current enrolment in, or previous completion of, Mathematical Methods Units 3 and 4. In all but the most exceptional circumstances students must successfully complete Units 1 and 2 Specialist Mathematics in Year 11. 

 

Proposed Subject Cost:      SPECIALIST MATHEMATICS 3 & 4:   $70 

Additionally, students are required to purchase a CAS calculator, and it is recommended that students also retain/purchase scientific calculator 

 

Media

 

The media have a significant impact on people’s lives. The media entertain, educate, inform and provide channels of communication. The media not only comment on culture, they reflect the society which creates them. The study of media includes media forms such as the press, radio, film, TV, and social media, and, media processes such as publishing, advertising, news production, and popular culture.

 

Structure: The study is made up of four units:

 

Unit 1

The main purpose of this unit is to enable studentsto develop an understanding of the relationship between the media, technology and the representations present in media forms. Students also develop practical and analytical skills in a study of the production of media products using film, photography, audioor print/digital media.

 

Unit 2

The main purpose of this unit is to enable students to develop an awareness of the specialist production stages and roles within the collaborative organisation of media production in film, photography, audio or print/digital media. Students develop practical skills and analyse issues concerning the media production process. Students also engage in the study of new media technologies and their impact on audiences & society in both analytical and practical tasks. 

 

Unit 3

The main purpose of this unit is to enable students to develop an understanding of the production & story techniques and the role of audiences. Students will also analyse the significance of narrative organisation in the representation of ideologies in fictional media texts. Students also develop practical skills through research, experimentation and design of media productions.

 

Unit 4

The main purpose of this unit is to enable students to further develop practical skills in the production of media products and to realise a production design. Students will also analyse issues raised about the role and influence of the media and media audiences.

 

Entry:

There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4. 

 

Proposed Subject Cost:         MEDIA 1 & 2:  $120       MEDIA 3 & 4:  $120

As an elective, this subject will only proceed if enough interest is sought and confirmed

 

Music

This study is based on active engagement in, and considered response to, all aspects of music. Students develop and refine musicianship skills and critical awareness of their relationship with music as listener, performer, composer, consumer and user of music technologies. Students explore, reflect on, and respond to the music they listen to, create and perform and consider its contexts, associations and interactions.

Students study music styles and genres from diverse cultures, times and locations. They analyse and evaluate live and recorded performances and learn to incorporate, adapt and interpret musical elements and ideas from the work of leading practitioners. Student’s study and practise ways of effectively communicating and expressing musical ideas to an audience as performer and/or composer. 

Students build fundamental musicianship skills by developing and refining their use of the rhetorical, technical and theoretical language of music through studies in aural and written analyses of performed, recorded and notated music. They use this knowledge and understanding to describe, define and express in music the intricacies and nuances of musical form and style. The practical application of this knowledge also assists students to compose, arrange, interpret, reimagine, improvise and critique music in an informed and a creative manner. Students develop competence in the use of digital music technologies and equipment as creative tools, broadening their versatility as music practitioners. 

 

Outcome 1

Students select a program of group and solo works. Students may balance the program to suit their interests; for example, there may be a group emphasis or a solo emphasis or the program might be equally weighted. Students are free to select these works from a range of sources. The program will allow the student to demonstrate a range of technical, stylistic and interpretative demands and should be appropriate to their developing level of technical expertise. Students are encouraged to explore repertoire that extends the boundaries of their current interests and knowledge.

 

Outcome 2

Students prepare a program designed to build and extend their skills and confidence as performers. The program will address technical and expressive issues relevant to the student’s preparation and performance practice of works selected for Outcome 1 and their overall development as a musician. 

 

Outcome 3

Teachers select works and excerpts for study through critical listening and aural analysis. Works for study will encompass similar styles/genres to those the students are preparing to perform. Other works selected for study will extend students’ knowledge and understanding of ways that performers make decisions about how they will interpret works and manipulate.

 

Entry:

There are no prerequisites for entry to Units 1, 2 and 3. However, to undertake Units 3 and 4 Solo Performance students should have about three years’ experience prior to Year 11 on a musical instrument or voice. Students must undertake Unit 3 prior to undertaking Unit 4.  A basis in music theory would also be useful.

 

Proposed Subject Cost:        MUSIC 1 & 2:   $200           MUSIC 3 &4:   $200

As an elective, this subject will only proceed if enough interest is sought and confirmed

 

Outdoor and Environmental Studies

This study explores the relationships humans have with the outdoor environment, which

includes natural environments subject to both minimal and extensive human intervention. Outdoor recreation activities are undertaken to create learning experiences which enable students to understand how human-nature relationships have been constructed.

 

Unit 1: Exploring Outdoor Experiences.

This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to, and experiences of, outdoor environments. Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments. Students understand the links between practical experiences and theoretical investigations, gaining insight into a variety of responses to, and relationships with, nature.

 

Unit 2: Discovering Outdoor Environments 

This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the impact of humans on outdoor environments. In this unit students study the impact of nature on humans, and the ecological, social and economic implications of the impact of humans on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise the impact of humans on outdoor environments. Through practical experiences students are able to make comparisons between and to reflect upon outdoor environments, as well as to develop theoretical knowledge about natural environments.

 

Unit 3: Relationships with Outdoor Environments 

The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of a range of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Through these practical experiences students are able to make Comparisons between and to reflect upon outdoor environments, as well as to develop theoretical knowledge and skills about specific natural environments.

 

Unit 4: Sustainable Outdoor Relationships

In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues relating to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current acts and conventions as well as management strategies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. Students engage in one or more related experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments, and evaluate the strategies and actions they employ. Through these practical experiences students are able to make comparisons between and to reflect upon outdoor environments, as well as to develop and apply theoretical knowledge about outdoor environments. 

 

Entry: 

There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4. 

 

Proposed Subject Cost:         OUTDOOR & ENVIRONMENTAL STUDIES 1 & 2:   $35

                                                         OUTDOOR & ENVIRONMENTAL STUDIES 3 & 4:   $45

Please note: Approximate cost of $880 as extra-curricular items to enhance learning and cover described activites listed above. This will be charged throughout the year via Compass Events

As an elective, this subject will only proceed if enough interest is sought and confirmed

 

Physical Education

VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. Through practical activities, students apply the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise.

 

The study in VCE Physical Education prepares students for employment and/or further study in fields such as exercise and sport science, health science, education, recreation, sport development and coaching,health promotion and related careers such as nursing and paramedics. 

 

VCE Physical Education explores big ideas such as:

  • How does the body produce movement?
  • How does the body produce energy for movement?
  • What are the relationships between physical activity, sport, health and society?
  • What are the contemporary issues associated with physical activity and sport?
  • How are movement skills improved?
  • What are the foundations of an effective training program?
  • How is training implemented to improve fitness?

Unit 1: The Human Body in Motion

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system. 

 

Unit 2: Physical Activity, Sport and Society

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

Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. 

Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied.

Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual and settings-based strategies that are effective in promoting participation in some form of regular physical activity.

 

Unit 3: Movement Skills and Energy for Physical Activity

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.

Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

 

Unit 4: Training to Improve Performance

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

Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

 

Proposed Subject Cost:         PHYSICAL EDUCATION    1 & 2:   $120

            PHYSICAL EDUCATION    3 & 4:  $65

 

Please note: Approximate cost of $50 as extra-curricular items to enhance learning for Unit 3 & 4. This will be charged throughout the year via Compass Events

As an elective, this subject will only proceed if enough interest is sought and confirmed

 

PHYSICS

Physics is where we study movement, energy, electricity, and the ways things interact. It allows us to work and develop advancements in areas such as engineering, medicine, space science and climate science. Physics is intimately involved in creating many modern technologies, from cars and aeroplanes to kettles and computers. It examines the largest events in the universe, such as the Big Bang as well as the smallest, such as the particles that make up matter. Physics includes the use of theories and models, investigation of hypotheses, collection and analysis of data, drawing conclusions, and selection and use of a range of appropriate technologies and mathematical techniques. Physics has a strong focus on finding measurements and using applied mathematics to describe the relationships between things. Physics theories are developed as a result of studying the ways that matter interacts with matter, and the ways that light and matter mutually interact, have led to innovations in medicine, electronics, energy use, telecommunications and materials science. This study design provides a curriculum that is interesting and challenging for students, including students who are aiming for medical, engineering, technological and science-based careers. 

 

Structure 

The study is made up of four units. Each contains three outcomes, including practical and research investigations. Please note that Unit 1 and 2 will run on a new study design in 2023, second-hand textbooks cannot be purchased. 

 

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 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 Explain the World? 

In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to climate science, nuclear energy, flight, structural engineering, astrophysics, astrobiology, Australian traditional artefacts and techniques, particle physics, cosmology and local physics research. The option enables students to pursue an area of interest by investigating a selected question. They also adapt or design an investigation that involves concepts explored in unit 2, focusing on developing their key science skills and communication. 

 

Unit 3: How do Fields Explain Motion and Electricity? 

In this unit students explore the importance of energy in explaining and describing the physical world. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the generation and transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects. 

 

Unit 4: How Can Two Contradictory Models Explain Both Light and Matter? 

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

 

Entry: 

There are no prerequisites for entry to Units 1, 2 and 3, although students are advised to complete Units 1 and 2 before Unit 3. Students who enter the study at Unit 3 should be willing to undertake some preparation as specified by their teacher. Students must undertake Unit 3 prior to undertaking Unit 4.

Students are strongly recommended to be comfortable with mathematics, particularly algebra, linear equations and trigonometry.

 

Proposed Subject Cost:         PHYSICS 1 & 2: $65          PHYSICS 3 & 4: $75

As an elective, this subject will only proceed if enough interest is sought and confirmed

 

 

Product Design and Technology

(Wood, Metal, Textiles, Ceramics)

 

The wonderful thing about the Product Design Technology course is that it gives the opportunity for students to consider their preferred future, the one they want to have, so they need to ponder world sustainability, ethics and social responsibility as they create their designs. The actions that students of this time take as an individual and a designer will impact upon future generations.

Students have an opportunity to undertake a range of practical experiences which will involve diverse design thinking skills. Students initially look at existing designers and investigate how those designers have resolved certain human needs with successful design solutions. Students will then apply that knowledge and understanding to a design task undertaken within our school environment.

Students in VCE Product Design and Technology can choose to study Textiles/Fashion as part of the course.

In VCE Product Design and Technology, students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation.

 

Unit 1: Product Re-design and Sustainability

This unit focuses on the analysis, modification and improvement of product design. It provides a structured approach towards the design process, and looks at examples of design practice used by a designer. The students examine the tools, processes and techniques and knowledge used by a designer to develop a solution to a specific problem.

On completion of the unit, students should be able to: use methods and processes used by the designer to design and manufacture a product. They should know how to use and evaluate the use of materials, tools, equipment and processes applied in the production of a product.

 

Unit 2: Collaborative Design

In this unit students work as a member of a team to develop a product range or contribute to the design and production of a group product. This mirrors professional design practice where designers often work within a multidisciplinary team to develop a solution to design problems. The students learn about restrictions and parameters within design set by the end-user’s needs, producer’s requirements, social conventions and environmental concerns. This unit focuses on the impact of these factors on the design solution.

 

Unit 3: Applying the Product Design Process

This unit focuses on the design and development of a product for the mass market. It requires students to design for others. Product development in industryis investigated through the study of ways of establishing needs and other considerations that are observed when developing the design and product for a client.

On completion of this unit students should be able to: explain the role of the designer and how products are designed and produced to meet the needs of a client. They also need to explain how products are designed and produced within an industrial/commercial setting. Finally, students are asked to develop a product for a client.

 

Unit 4: Product Development and Evaluation

This unit focuses on how judgements about the success of products can be informed by a comparison in terms of a product’s quality, usefulness and appeal. The role and influence of product promotion and marketing are also considered.

On completion of this unit students should be able to: explain the relationships linking aesthetic appeal, function of products and user needs. They need to develop a product for a client and evaluate the final design and production in relation to the needs of the client.

 

Proposed Subject Cost:         Product Design & Technology 1& 2:   $150

                                                         Product Design & Technology 3 &4:   $150

As an elective, this subject will only proceed if enough interest is sought and confirmed

 

Psychology

Psychology is a multifaceted discipline that seeks to describe, explain, understand and predict human behaviour and mental processes. It includes many sub-fields of study that explore and seek to better understand how individuals, groups, communities and societies think, feel and act. VCE Psychology applies a biopsychosocial approach to the systematic study of mental processes and behaviour.  

 

Students study contemporary research, models and theories to understand how knowledge in psychology has developed and how this knowledge continues to change in response to new evidence and discoveries in an effort to solve day-to-day problems and improve psychological wellbeing. Where possible, engagement with Aboriginal and Torres Strait Islander ways of doing, being and knowing has been integrated into the study, providing students with the opportunity to contrast the Western paradigm of psychology with Indigenous psychology. 

 

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills and to interrogate the links between knowledge, theory and practice. 

 

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 that classical and contemporary knowledge 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. 

 This unit is separated into three areas of study. A student-directed research investigation into contemporary psychological research is undertaken in Area of Study 3. 

  • Area of Study 1 (AOS1) What infleunces psychological development? 
  • Area of study 2 (AOS2) How are mental processes and behaviour influenced by the brain? 
  • Area of study 3 (AOS3) How does contemporary psychology conduct and validate psychological research? 

 

Unit 2: How Do Internal and External Factors Influence Behaviour and Mental Processes? 

In this unit students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning. 

 Students examine the contribution that classical and contemporary research has made to the understandings of human perception and why individuals and groups behave in specific ways. Students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. 

 

This unit is separated into three areas of study. A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. 

  • Area of study 1 (AOS1) How are people influenced to behave in particular ways? 
  • Area of study 2 (AOS2) What influences a person’s perception of the world? 
  • Area of study 3 (AOS3) How do scientific investigations develop understanding of influences on perception and behaviour? 

Unit 3: How Does Experience Affect Behaviour and Mental Processes? 

In this unit students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory. Students investigate how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning. 

 Students investigate how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. They consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is explored, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory. 

 

This unit is separated into two areas of study. 

  • Area of study 1 (AOS1) How does the nervous system enable psychological functioning? 
  • Area of study 2 (AOS2) How do people learn and remember? 

Unit 4: How is Mental Wellbeing Supported and Maintained? 

In this unit students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep. Students consider ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing. They explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia. They explore how mental wellbeing can be supported by considering the importance of biopsychosocial protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples. 

 

This unit is separated into three areas of study. 

  • Area of study 1 (AOS1) How does sleep affect mental processes and behaviour? 
  • Area of study 2 (AOS2) What influences mental wellbeing? 
  • Area of study 3 (AOS3) How is scientific inquiry used to investigate mental processes and psychological functioning? 

Entry:

There are no prequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4. 

Proposed Subject Cost:         PSYCHOLOGY 1 & 2:   $50     PSYCHOLOGY 3 & 4:   $60

Please note: Approximate cost of $25 as extra-curricular items to enhance learning. This will be charged throughout the year via Compass Events

As an elective, this subject will only proceed if enough interest is sought and confirmed

 

Visual Communication Design

This study is intended to assist students in the understanding, production and interpretation of a range of visual communications. It involves a study of the design and presentation of visual communication, which includes an understanding of, and application of, drawing and drawing conventions, design elements, principles and the design process. The study also provides the opportunity to develop an informed, critical and discriminating approach to areas of design encountered in everyday life.

 

Structure: The study is made up of four units:

 

Unit 1: Introduction to Visual Communication Design

This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts.  Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

 

Unit 2: Applications of Visual Communication Design

This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design.

 

Unit 3: Design Thinking Practice

In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigae and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. 

 

Unit 4: Design Development and Presentation

The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience.

 

Entry:

There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to Unit 4. must undertake Unit 3 prior to Unit 4.

 

Proposed Subject Cost:                     VCD 1 & 2:   $110     VCD 3 & 4:   $110

As an elective, this subject will only proceed if enough interest is sought and confirmed