VCE Humanities

ACCOUNTING 

Successful completion of Units 1 & 2 is highly recommended for enrolment in Units 3 & 4. 

Units 1, 2, 3 & 4 

Course Description:    

Unit 1: Role of Accounting in Business 

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. 

Students record financial data and prepare reports for service businesses owned by sole proprietors. 

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework and financial indicators to measure business performance and consider the range of ethical considerations faced by business owners when making decisions, including financial, social and environmental. 

Unit 2: Accounting and Decision-Making for a Trading Business 

In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. 

Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance. 

Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework, financial indicators and ethical considerations for business owners when making business decisions, including financial, social and environmental. 

Unit 3: Financial Accounting for a Trading Business 

This unit focuses on financial accounting for a trading business owned by a sole proprietor and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. 

Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business. 

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework, financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental. 

Unit 4: Recording, Reporting, Budgeting and Decision-Making 

In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. 

Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report. 

Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance. 

Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework and financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental. 

Assessment:                        

The student’s performance in each outcome will be assessed using one or more of the following: 

• structured questions (manual and ICT-based) 

• folio of exercises (manual and ICT-based) 

• a case study (manual and ICT-based) 

• a report (written, oral or ICT-based). 

Expected Skills:  

Problem solving, ability to read, interpret and analyse information, good numeracy skills, basic spreadsheet skills. 

Special Course Commitments: 

Out of scheduled class times may be necessary to complete practice exams and assessment tasks for Units 3 & 4. 

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BUSINESS MANAGEMENT 

Successful completion of Units 1 & 2 is highly recommended for enrolment in Units 3 & 4. 

Units 1, 2, 3 & 4  

Course Description:    

Unit 1: Planning a Business. 

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

Unit 2: Establishing a Business.  

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

Unit 3: Managing a Business. 

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

Unit 4: Transforming a Business. 

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

Assessment:            

The course uses a selection of the following methods of Assessment: 

a case study analysis 

• short-answer and extended-answer structured questions 
• a business research report 
• an interview with and a report on a chosen business 
• a school-based, short-term business activity 
• a business simulation exercise 
• an essay 
• a business survey and analysis 
• a media analysis. 

Expected Skills:      

The ability to comprehend, interpret, analyse and evaluate information, including complex texts is required for this subject. Other skills such as organising, problem solving, planning, reporting and decision-making are also required. It is expected that students take an interest in current business affairs as portrayed in the media. 

MODERN HISTORY 

Successful completion of Modern History Units 1 & 2 is highly recommended for enrolment in Revolutions Units 3 & 4. 

Units 1 & 2  

Course Description:   

Unit 1: Change and conflict 

Area of Study 1: Ideology and conflict 

In this area of study students focus on the events, ideologies, individuals and movements of the period that led to the end of empires and the emergence of new nation states before and after World War One; the consequences of World War One; the emergence of conflict; and the causes of World War Two. 

• How did significant events and ideas contribute to conflict and change?  
• How did individuals and movements challenge existing political and economic conditions?   
• What were the consequences of World War One? 
• How did ideology influence the emergence of new nation states?  
• To what extent did the events, ideologies, individuals, movements and new nations contribute to the causes of World War Two? 

Area of Study 2: Social and cultural change  

In this area of study students focus on the social life and cultural expression in the late nineteenth century and the first half of the twentieth century, and their relation to the technological, political and economic changes of the period. Students explore particular forms of cultural expression from the period. 

• How did society and culture change? 
• How did cultural life both reflect and challenge the prevailing political, economic and social conditions? 
• How did ideologies contribute to continuities and changes in society and culture? 
• What role did individuals, groups and movements play in social and cultural continuity and/or change? 

Unit 2: The changing world order  

Area of Study 1: Causes, course and consequences of the Cold War 

In this area of study students focus on the causes and consequences of the Cold War; the competing ideologies that underpinned events, the consequences on people, groups and nations, and the causes of the end of the Cold War and the collapse of the USSR. 

• What were the causes of the Cold War? 
• How did Cold War ideology contribute to increased tensions and conflict? 
• What were the consequences of the Cold War on nations and peoples? 
• What caused the end of the Cold War? 
• How did the social, political, economic and cultural conditions influence and change the post-Cold War world? 

Area of Study 2: Challenge and change 

In this area of study students focus on the ways in which traditional ideas, values and political systems were challenged and changed by individuals and groups in a range of contexts during the second half of the twentieth century and first decade of the twenty-first century. Students also consider the extent to which ideas, values and political systems remained the same and/or change was resisted. Students explore the causes of significant political and social events and movements, and their consequences for nations and people. 

• What caused the challenges to existing political and/or social structures and conditions? 
• How did the actions and ideas of popular movements and individuals contribute to continuity and change? 
• To what extent did change occur?  
• What were the perspectives and experiences of those who demanded and/or resisted change? 

Assessment: 

Assessment tasks over Units 1 and 2 include the following: 

• a historical inquiry 
• an essay 
• evaluation of historical sources  
• short-answer questions 
• extended responses 
• a multimedia presentation 

Expected Skills:      

The ability to understand and analyse complex texts and visual material is required. 

REVOLUTIONS 

Successful completion of Modern History Units 1 & 2 is highly recommended for enrolment in Revolutions Units 3 & 4. 

Units 3 & 4  

Course Description:   

Unit 3: The American Revolution 1754 to 1789 

Unit 4: The Russian Revolution 1896 to 1927 

In these units students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments as well as evaluate other historical interpretations. 

Assessment:            

This course will select from the following methods of Assessment: 

• Historical Inquiry 
• Analysis of primary sources 
• Exams 
• Essay 
• Evaluation of historical interpretations 

Expected Skills:      

The ability to understand and analyse complex texts and visual material is required.  

LEGAL STUDIES 

Successful completion of Units 1 & 2 is highly recommended for enrolment in Units 3 & 4. 

Units 1, 2, 3 & 4  

Course Description:   

Unit 1: The Presumption of Innocence 

In this unit, students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. 

Students investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions. 

Unit 2: Wrongs and Rights 

In this unit, students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. 

Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study. 

Unit 3: Rights and Justice 

In this unit, students examine the methods and institutions in the criminal and civil justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases. 

Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. 

Unit 4: The People, the law and reform 

In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. 

Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform. 

Assessment:            

This course may use the following methods of Assessment: 

• Tests 
• Case studies 
• Assignments 
• Essays 
• Mock court or role-plays 
• Folios and reports 
• Annotated visual displays. 
• Examinations 

Expected Skills: 

The ability to read, analyse, evaluate and synthesise complex texts and key knowledge is required. 

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