VCE SUBJECT SELECTION 2022 - Coburg High School
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VCE SUBJECT SELECTION 2022 H A N D B O O K
CONTENTS
INTRODUCTION3
SECTION 1: THE VCE PROGRAM 4
VCAA Requirement for VCE Completion 4
English as an Additional Language Eligibility 4
Satisfactory Completion of Units 5
Calculation of the ATAR 5
Prerequisite Studies 6
Possible Acceleration in a VCE Subject 6
Subject Selection Process 6
Subject Sequences and Pathways 7
Summary Overview of VCE Course Options 8
SECTION 2: VCE STUDIES OFFERED 9
Learning Area Leaders 11
English12
Humanities19
Languages31
Mathematics33
Health and Physical Education 39
Performing Arts 45
Science51
Digital Technologies 59
Visual Arts 61
Design and Technologies 67
2
INTRODUCTION
Welcome to the senior years of study. This handbook is a resource
for students and their parents/guardians which outlines the Victorian
Certificate of Education (VCE) curriculum at Coburg High School
across Year 11 and Year 12 to assist in choosing a structured course.
This Handbook is designed to assist students choose studies in which they are not strong. The
and parents to understand the structure of VCE, choice of subjects may ultimately influence how a
and has been compiled to enable students to student may spend a proportion of their future
make informed choices when selecting a course studies and career. Therefore they are advised to
of subjects that supports their career aspirations select subjects that will satisfy a future they are
and associated pathways. interested in.
The Handbook has two sections: Plan a course to follow a pathways plan
1. An outline of the VCE Program Students will be provided with opportunities to
2. Description of VCE Subjects develop a Careers Action Plan to assist them in
decisions regarding their future career pathways.
Our Senior Years curriculum is designed to
Students will also be allocated a Pathways
allow students:
Counsellor who will assist in course decisions,
prior to the official course selection day. They are
Breadth and depth of study
advised to consult further with the CHS Careers
The flexibility of the VCE encourages all students Advisor to ensure the selections they make are in
to take a variety of studies. Students should line with future study opportunities such as
carefully choose subjects to prepare them for a university entry requirements.
range of possible career options, and should not
In addition to this Handbook, students have been
choose combinations of subjects that may
directed towards the following additional material
overly restrict their career choices.
www.vtac.edu.au/publications for information
about researching courses and prerequisites,
Pursue interests and develop talents scaling, ATAR and CourseSearch.
It is advised that students choose subjects they
enjoy as they often perform better in these
subjects and avoid choosing subjects based on
the impact of scaling in calculating the ATAR. Note that in some VCE subjects offered, there are
Choosing subjects purely because they are subject levies to cover the cost of consumables
‘scaled up’ is not recommended, and it may used by students in that course and the indicative
actually disadvantage students when they levies are listed for some subjects on the subject
page. An updated list of levies will be provided
before subject selections are finalised.
3
SECTION 1:
THE VCE PROGRAM The Victorian Tertiary Admissions Centre (VTAC) advise
that for the calculation of the student’s Australian
A VCE program is ideal if you Tertiary Admission Rank (ATAR), satisfactory completion
of both Units 3 and 4 of an English sequence is required.
are considering a pathway to university The English requirement can be selected from any one
or TAFE. A VCE program is designed to of the following studies:
be undertaken over a minimum period • English (Units 3 and 4)
• Literature (Units 3 and 4)
of two years. Each subject offered at
• E
nglish as an Additional Language (Units 3 and 4) -
VCE is broken up into four semester see below eligibility criteria for EAL
length units. Most studies offer four • English Language (Units 3 and 4 from 2023 only)
units, but students do not necessarily If a student completes more than four units of English
studies, the extra units will be counted simply as
have to take all four units. additional VCE units, as is the case with any other VCE
subject.
There are two levels of units within the VCE:
All VCE units require a minimum of 50 hours of class
UNITS 1 AND 2 time. A student needs to attend sufficient class time
These are usually taken in the first year of VCE (90%) to complete work. Evidence of the
completion of work will be in the form of a
in Year 11. (Most students undertake a
record of the work completed in class and
sequence of both units in a study, but it is
for homework, as well as the satisfactory completion
possible in Year 11 (subject to timetabling
of assessment tasks.
constraints) for students to make a change
and select a different Unit 2 subject.)
UNITS 3 AND 4 English as an Additional Language (EAL) Eligibility
These are more advanced, and are mostly
taken in Year 12. Units 3 and 4 must be studied A student may be eligible for EAL study and is
as a sequence - that is, if you considered eligible for EAL status if both of the
take Unit 3 of any study, you must also take following conditions are satisfied.
Unit 4. 1. The student has been a resident in Australia or other
p re d o m i n a n t ly E n g l i s h s p e a k i n g c o u n t r y
VCAA REQUIREMENT FOR VCE for no more than seven (7) years. The period of seven (7)
COMPLETION years is to be calculated cumulatively over
the student’s whole life. Calculation is made
Students select subjects within a VCE program
prior to January 1 of the year in which the
to meet the minimum requirements stated by the study is taken at the Units 3 and 4 level.
Victorian Curriculum and Assessment Authority
(VCAA).
2. English has been the student’s major language of
To be awarded your VCE certificate at Coburg instruction for a total period of not more than seven (7)
High School, students must satisfactorily years over the period of their education.
complete a minimum of 16 unitsof study. These Note: The EAL coordinator will determine student
must include: eligibility for EAL units of study on an individual basis.
• 3 units from the English group of studies - (of
which two m ustbe a Unit 3 and 4 Sequence)
4
• 3 other sequences of Units 3 and 4 (6 units)
SATISFACTORY COMPLETION OF UNITS English group, the applicant’s best three other
scores and 10% of the applicant’s next two best
Procedures for the assessment of levels of
scores (English and the best three other scores
achievement in Unit 1 and 2 are a matter for
are called the primary four).
each school to decide in alignment with the
Victorian Curriculum and Assessment Authority Prerequisite studies are not necessarily required
(VCAA) VCE Study Designs. The award of to be in the best four when calculating the ATAR;
satisfactory completion for a unit is based on a therefore students have greater freedom in
decision that the student has demonstrated subject choice. However, note that many
achievement of the set of outcomes specified universities have minimum study scores as part
for the unit. This includes, but is not limited to, of their prerequisites.
student performance in assessment tasks.
Students must also abide by all school and VCAA
policies including authentication and attendance IMPORTANT POINTS TO NOTE ABOUT
policies as stipulated in the school’s VCE Policy
THE ATAR:
Handbook. Please refer to this handbook for • No more than two LOTE (Language other
more details related to these policies. than English) or two Mathematics or two
Music or two Information Technology or
In Units 3 and 4, the VCAA will oversee the
two History or two English studies may be
assessment of all students. Students’ level of
included in the best of four. Only one of
achievement will be determined by a
‘English’ and English as an Additional
combination of School-assessed Coursework
Language’ (EAL) is allowed.
(SAC), School-assessed Tasks (SAT - relevant to
only a few subjects), and end-of-year • See the document ABC of Scaling for an
examinations which may be written, oral or explanation of the subject scaling process
performance. Students undertaking a Unit 3/4 (see VTAC guide for details).
sequence will also sit the General Achievement
• To encourage the study of languages, a
Test (GAT), typically held in June each year.
further adjustment is made during the
To receive a study score, students must achieve scaling process. Each LOTE is adjusted up
two or more graded assessments and receive by adding five to the initial ATAR subject
Satisfactory for both Units 3 and 4. The study score average. All students of a LOTE
score is reported on a scale of 0-50. This is a receive an adjustment, but it is not a
measure of how well the student performed in uniform adjustment. For scores at or close
relation to all others who took the study within to 30, the adjustment is 5, but the
the State. adjustment decreases as the score moves
away from 30. This bonus on the study
Information related to specific assessments and
score is also added on to a second LOTE.
timelines will be provided by classroom teachers
at the beginning of the year in line with the • Some students may complete their VCE
appropriate VCAA Study Design and Assessment over more than two years. However, time
Handbooks. taken to complete the VCE may be taken into
account by some tertiary institutions. Please
CALCULATION OF THE ATAR check with individual universities.
Accumulation of further study or studies in
For each study, VCE students will obtain a Study
a later year will lead to the calculation of a
Score (relative position) out of 50 based on the
new ATAR Ranking and course entry will be
grades awarded for examinations, SACs and
based on the most current ATAR (although
SATs. The ATAR will take into account the study
VTAC will provide previous ATAR scores to
score for an approved Unit 3/4 sequence in the
selection authorities).
5
PREREQUISITE STUDIES AT CHS Students interested in early access to a VCE subject
must have consistently submitted work on time and met
Students can undertake any VCE study from Units the school’s attendance requirements. With early
1 to 3 without having any previous experience in the access there is also a risk that some students may
study. However, it is highly recommended that concentrate on the accelerated VCE subject to the
students undertake studies they have some skills detriment of their other subjects. This can be
and previous experience with. Some studies make counterproductive and might lead to a lower attainment
strong recommendations about students previous at Unit 3/4 level in the following year. The Student
experience, especially at Units 3 and 4. Support Team and Careers Coordinator will provide
more details on criteria and advice on the suitability for
Knowledge of tertiary prerequisites is important as
acceleration.
it will help students to strike an appropriate balance
between selected subjects in order to keep career
pathways and options open. Information related to SUBJECT SELECTION PROCESS:
prerequisites can be found on the VTAC website Year 10 students will have the opportunity to begin their
when it is published by VTAC in July. When subject selection process during the Careers and
investigating requirements for particular courses, Pathways sessions at school at the end of Term 2. This
ensure you obtain information from a range of will involve a scheduled Managed Individual Pathways
institutions as different tertiary providers may have (MIPs) interview where discussions relating to an initial
different prerequisites. It is also advisable to speak course selection should be had with the students’
with the Careers Counsellor for further support if assigned course counsellor. A VCE Subject Expo and
you are unsure. parent information evening will be held in the last week
of Term 2 for students and parents to clarify any
questions relating to the VCE. Students will then finalise
POSSIBLE ACCELERATION IN A VCE their course selection early in Term 3, where they will
SUBJECT be required to complete a subject selection form. You
There may be students who will benefit from the must acknowledge parental consent as part of the form.
additional challenge of taking a VCE unit early, Once students have selected a range of subjects that
either a Unit 1/2 in Year 10, and/or a Unit 3/4 in Year enable a balance of interest, abilities and tertiary
11. This is usually only in one subject in a given year. requirements, some choices will need to be made. The
There are a range of stipulations that must be met, selection of subjects should be guided by the information
some of which are achieving at least at the expected in this Handbook, which contains descriptions of Unit
level in English and Mathematics. Students must 1-4 VCE studies being offered.
also be performing above the expected level in the Please note that some students may require re-
subject area for which they are applying for access counselling of their subject selection, as at times there
in 2022. may be a clash with the timetable and blocked subjects.
The school also acknowledges that depending on
sufficient student numbers, some subjects may not be
available to study, however students are encouraged to
select their prefered subjects.
6
SUBJECT SEQUENCES AND PATHWAYS
A VCE program at Coburg High School will generally consist of 20 to 24 units taken over two to three years. Year
11 students must take 6 VCE units each semester which may include an accelerated subject (if approved). Year
12 students will normally undertake 5 unit 3/4 sequences in their final year of schooling.
Students can gain credit for any VCE studies that are satisfactorily completed at an approved VCE provider.
Students who choose to include their external study within their program must study at an approved VCE provider.
Approved providers include the Victorian School of Languages (VSL) and community LOTE schools. Please include
the details of this subject on your Course Selection form, along with the course for Coburg High School.
Depending on timetable options and available spaces in classes, changing from a Unit 1 study in Semester 1 to
a different Unit 2 study in Semester 2 might be possible for students who realise that a particular subject does
not suit their interests, strengths and aspirations. However, changes may not always be possible or advisable
for the following reasons:
• Class size and timetable constraints may prevent a transfer from one subject to another
• Attaining success in a VCE Study depends on learning specific knowledge and skills so it is important to
undertake both Units 1 and 2 in a sequence whenever possible.
It is in the students best interest to think seriously and thoroughly about their course selections, rather than
apply to switch studies later on in Year 11. Access to a small number of subjects may be dependent on the
approval of a relevant subject teacher based on the student’s outcomes and application in the subject in Year
10.
IN 2022 AND 2023, STUDENTS AT COBURG HIGH SCHOOL:
• In Year 11 students are required to select 6 subjects
• In Year 12 students are required to select 5 subjects
SUMMARY OVERVIEW OF VCE COURSE OPTIONS
Year 11 Semester 1 Year 11 Semester 2 Year 12 Semester 1 & 2
Option A
Study AUnit 1 Study AUnit 2 Study AUnits 3 & 4
(most common)
Study BUnit 2
Option B Study AUnit 1 Study B Units 3 & 4
(subject to constraints)
Option C Study AUnit 1 Study A Unit 2 Study B Units 3 & 4
(Need to meet eligibility
Option D Study C Unit 3 Study C Unit 4 criteria to study Unit 3/4
sequence in Yr 11)
7
SPECIFIC SUBJECT ADVICE FOR
CHOOSING A VCE PROGRAM
Choosing an English Folio Subjects
Students must complete 4 units of an English. It is advised that students do not select more than two
English may be selected from English 1-4, EAL folio studies in their VCE course. These studies will fall
1-4, Literature 1-4 or English Language 1-4. within the Digital Technologies, Performing, and Visual
Arts Learning Areas.These studies all have intense
Any combination meets the requirements
periods of work and preparation for their assessment
eg. English 1/2 + Literature 3/4 pieces. Students must be very well organised if they are
to be successful in these subjects.
Literature 1/2 + English 3/4
EAL: English as an Additional Language is only GENERAL ADVICE ON CHOOSING A VCE
offered at Unit 3/4 level to students who meet COURSE
the eligibility requirements (See page 4 for
Choosing the right course can be challenging for many
eligibility details). The structure of the EAL
students. CHS provides information and course
course is similar in many respects to the English
counselling advice to students throughout the subject
study, but is modified and includes a listening
selection process, however, the decision of what to
component. EAL students generally study one
study is ultimately your choice. When choosing a VCE
less text on the text list and undertake a different
course you should consider the following:
end of year examination paper at Unit 3/4 level.
Interests: What subjects do I like?
Choosing a Maths
Strengths: What subjects am I good at?
Students who choose maths in VCE may NOT
select all three Mathematics (i.e. General Pathways: What subjects do I need for future courses?
Mathematics, Mathematical Methods and
Breadth: Choose a course of subjects that keep career
Specialist Mathematics). In addition, students
options open.
who select Specialist Maths (Units 1-4) must
also take Mathematical Methods (Units 1-4). Sequence: It’s important to study each unit in order
On the other hand, students do not need to (Units 1 to 4)
choose a Maths subject for VCE, but students (Note: It is possible to change from Unit 1 in one subject
should ensure that they consider any in Semester 1 to Unit 2 in another subject in Semester
prerequisites for future courses they wish to 2 but it is not advisable and it will depend on timetable
study. Students should consult the VTAC guide constraints and whether there are spots available in
for this information. They should keep in mind the other class. It is not possible to change a Unit 3 to
their past results when choosing a maths a different Unit 4.)
subject to ensure they have the required
knowledge and skills to be successful in that Note that some VCE subjects may have a fee or levy to
subject. Year 10 Maths will receive cover the cost of consumables.
recommendations for appropriate math subjects
during course counselling based on their results
in Year 10, and teachers can provide advice on
the student performance and the suitability of
a course for each student.
8
SECTION 2:
VCE STUDIES OFFERED
The following subjects are offered at Units 1-4 inclusive. Subjects will only run
if there is sufficient demand.
Learning VCE Study Unit 1 Unit 2 Unit 3 Unit 4 Page
Area
English
English • • • • 12
EAL • • • • 14
(subject to numbers) (subject to numbers)
Literature • • • • 16
English Language • • • • 18
(2023) (2023)
Humanities
Modern History • •↘ 19
Revolutions • • 20
Legal Studies • • • • 21
Philosophy • • • • 23
Geography • • • • 25
Business Management • • • • 27
Australian and Global
• •↘ 29
Politics
Global Politics • • 30
Languages
Spanish • • • • 31
It is strongly recommended that students complete this unit before commencing the following one.
All Units 3 and 4 studies must be taken as a sequence.
9 ↘ Leads to Unit 3 and 4 sequence
Mathematics General Mathematics • •↘ 33
Further Mathematics • • 34
Mathematical Methods • • • • 35
Specialist Mathematics • • • • 37
Health & PE
Physical Education • • • • 39
Outdoor and
• • • • 41
Environmental Studies
Health and Human
• • • • 43
Development
Performing
Dance • • • • 45
Arts
Drama • • • • 47
Music Performance • • • • 49
Science
Biology • • • • 51
Chemistry • • • • 53
Physics • • • • 56
Psychology • • • • 58
Digital Applied Computing • •↘ 59
Technologies
Software Development • • 61
Visual Arts
Media • • • • 62
Studio Arts • • • • 64
Visual Communication
• • • • 66
Design
Design and
Food Studies • • • • 68
Technologies
Acknowledgment: information on the following VCE Study Designs is based on VCAA documents.
A full list of all VCE studies available in Victoria can be found on the VCAA website
http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx
10WHO CAN I TALK TO FOR ADVICE ABOUT PARTICULAR SUBJECTS?
• You will be given the chance to talk to your Home Group teacher, course counsellor and your friends
before subject selection.
• The Learning Area Leaders will be available during a Subject Expo if you’d like to discuss the details
of subjects further. Their names, contact details and images are available below. You may also email
them with any questions at any time.
• You will have until early Term 3 to submit your choices, so you have lots of time to talk to your subject
teachers.
LEARNING AREA LEADERS
SUBJECT LEARNING AREA EMAIL PHOTO
LEADERS
English Lachlan Gaylard lachlan.gaylard@coburg.vic.edu.au
Digital
Selina Dennis selina.dennis@coburg.vic.edu.au
Technologies
Design &
Jeanette Williams jeanette.williams@coburg.vic.edu.au
Technologies
Health &
Physical Paul Arney paul.arney@coburg.vic.edu.au
Education
Humanities Chloe Tayler chloe.tayler@coburg.vic.edu.au
Languages Lourdes Garcia lourdes.garcialarque@coburg.vic.edu.au
Mathematics Memhuda Oztas memduha.oztas@coburg.vic.edu.au
Performing
Jenna Carracher jenna.carracher@coburg.vic.edu.au
Arts
Science Katherine Ryan katherine.ryan@coburg.vic.edu.au
Visual Arts Leah Murphy leah.murphy@coburg.vic.edu.au
11WHAT KNOWLEDGE & SKILLS WILL I BUILD?
ENGLISH
•
e nhance your understanding, enjoyment and
UNITS 1 AND 2 appreciation of the English language in its written,
spoken and multimodal forms
• analyse your own and others’ texts, and make relevant
connections to themselves, their community and the
world
SUBJECT OVERVIEW
• understand how culture, values and context underpin
Through engagement with texts from the the construction of texts and how this can affect
contemporary world and from the past, meaning and interpretation
and using texts from Australia and from
other cultures, students studying English
HOW WILL I BE ASSESSED IN THIS SUBJECT?
become confident, articulate and critically
aware communicators and further ASSESSMENT COULD INCLUDE:
develop a sense of themselves, their world
• an analytical response to a set text
and their place within it. English helps
equip students for participation in a • a creative response to a set text such as a monologue,
democratic society and the global script, short story, illustrated narrative, short film or
community. graphic text
• an analysis of the use of argument and persuasive
language in text/s
UNIT 1 DESCRIPTION • a text intended to position an audience
Students read and respond to texts
• a comparative analytical response to set texts
analytically and creatively. They analyse
arguments and the use of persuasive • a persuasive text that presents an argument or
language in texts and create their own viewpoint
texts intended to position audiences. They
develop their skills in creating written, WHICH SUBJECTS FROM YEAR 10
spoken and multimodal texts. DOES THIS FOLLOW ON FROM?
English Literature
UNIT 2 DESCRIPTION Humanities
Students also compare the presentation
of ideas, issues and themes in texts. They
analyse arguments presented and the use
WHAT ELSE DO I NEED TO KNOW?
of persuasive language in texts and create
their own texts intended to position You must take an English subject in both Years
audiences. 11 and 12. This can be English, English as an
Additional Language, English Language or
Literature or a combination. For more
information, see page 4 of the VCE Subject
Selection Handbook.
12ENGLISH
UNITS 3 AND 4
SUBJECT OVERVIEW WHAT KNOWLEDGE & SKILLS
WILL I BUILD?
Through engagement with texts from the
• the ways in which different texts provide different
contemporary world and from the past,
perspectives on ideas, issues and themes and
and using texts from Australia and from
how comparing them can offer an enriched
other cultures, students studying English
understanding of the ideas, issues and themes
become confident, articulate and critically
aware communicators and further • use textual evidence appropriately to support
develop a sense of themselves, their world comparative analysis
and their place within it. English helps
• plan creative responses to texts
equip students for participation in a
democratic society and the global • apply the conventions of oral presentation in the
community. delivery of spoken texts
WHAT TYPES OF FURTHER STUDY OR
CAREERS COULD SUBJECT LEAD ON TO?
UNIT 3 DESCRIPTION
Students read and respond to texts Bachelor of Arts Writer
analytically and creatively. They analyse Journalist Librarian
arguments and the use of persuasive
language in texts. Medicine Law
Artist Teaching
UNIT 4 DESCRIPTION
HOW WILL I BE ASSESSED IN THIS
Students explore the meaningful
SUBJECT?
connections between two texts. They
analyse texts, including the interplay A range of School-Assessed Coursework and an
between character and setting, voice and end-of-year exam.
structure, and how ideas, issues and
themes are conveyed.
WHAT ELSE DO I NEED TO KNOW?
You must take an English subject in both Years
11 and 12. This can be English, English as an
Additional Language, English Language or
Literature or a combination. For more
information, see page 4 of the VCE Subject
Selection Handbook.
13ENGLISH AS AN ADDITIONAL WHAT KNOWLEDGE & SKILLS WILL I BUILD?
LANGUAGE • the ways in which texts provide different perspectives
UNITS 1 AND 2 on ideas, issues and themes and how comparing
them can offer an enriched understanding of the
ideas, issues and themes
• use textual evidence appropriately to support
comparative analysis
SUBJECT OVERVIEW
• plan creative responses to texts
Through engagement with texts from the
contemporary world and from the past, • apply the conventions of oral presentation in the
and using texts from Australia and from delivery of spoken texts
other cultures, students studying English • developing listening comprehension skills
become confident, articulate and critically
aware communicators and further
develop a sense of themselves, their world
and their place within it. English helps HOW WILL I BE ASSESSED IN THIS SUBJECT?
equip students for participation in a
democratic society and the global A range of School-Assessed Coursework and an
community. end-of-year exam.
UNIT 1 DESCRIPTION WHAT TYPES OF FURTHER STUDY OR CAREERS
In this unit, students read and respond to COULD SUBJECT LEAD ON TO?
texts analytically and creatively. They
analyse arguments and the use of
persuasive language in texts and create
their own texts intended to position
Bachelor of Arts Writer
audiences. They develop and refine their
listening skills throughout the year. Journalist Librarian
Medicine Law
Artist Teaching
UNIT 2 DESCRIPTION
In this unit students compare the
presentation of ideas, issues and themes
in texts. They analyse arguments
presented and the use of persuasive
WHAT ELSE DO I NEED TO KNOW?
language in texts and create their own You must take an English subject in both
texts intended to position audiences. Years 11 and 12. For VCE EAL eligibility,
check with the EAL Coordinator and / or
refer to the VCAA requirements and page
4 of the VCE Subject Selection Handbook.
14ENGLISH AS AN ADDITIONAL WHAT KNOWLEDGE & SKILLS
ENGLISH
ENGLISH WILL I BUILD?
LANGUAGE
UNITS 3 AND 4 • the ways in which different texts provide different
perspectives on ideas, issues and themes and how
comparing them can offer an enriched understanding
of the ideas, issues and themes
• u se textual evidence appropriately to support
SUBJECT OVERVIEW comparative analysis
Through engagement with texts from the • plan creative responses to texts
contemporary world and from the past,
• apply the conventions of oral presentation in the
and using texts from Australia and from
delivery of spoken texts
other cultures, students studying English
become confident, articulate and critically
aware communicators and further WHAT TYPES OF FURTHER STUDY OR
develop a sense of themselves, their world
CAREERS COULD SUBJECT LEAD ON TO?
and their place within it. English helps
Bachelor of Arts Writer
equip students for participation in a
democratic society and the global Journalist Librarian
community. Medicine Law
Artist Teaching
UNIT 3 DESCRIPTION HOW WILL I BE ASSESSED IN THIS SUBJECT?
In this unit students read and respond to A range of School-Assessed Coursework and an end-
texts analytically and creatively. They of-year exam.
analyse arguments and the use of
persuasive language in texts. They develop
and refine their listening skills.
UNIT 4 DESCRIPTION
WHAT ELSE DO I NEED TO KNOW?
In this unit students compare the
presentation of ideas, issues and themes You must take an English subject in both
in texts. They create an oral presentation Years 11 and 12. For VCE EAL eligibility,
intended to position audiences about an check with the EAL Coordinator and / or
issue currently debated in the media. refer to the VCAA requirements and page
4 of the VCE Subject Selection Handbook.
15WHAT KNOWLEDGE & SKILLS WILL I BUILD?
ENGLISH LITERATURE
• features of society and the ideas and behaviour
UNITS 1 AND 2 which the text appears to reflect or endorse,
challenge or question.
• ways in which characters, setting, events and ideas
convey the social concerns of a different era and/
or culture
SUBJECT OVERVIEW
• analyse how features of the text contribute to
In Literature, students undertake close meaning.
reading of texts and analyse how language
and literary elements and techniques
function within a text. Emphasis is placed
on recognition of a text’s complexity and
HOW WILL I BE ASSESSED IN THIS SUBJECT?
meaning, and on consideration of how that
meaning is embodied in its literary form. Could include: essay, journal entries, close analysis,
There are different types of texts read, oral, discussion participation, presentation.
including plays, poems, films and books.
WHICH SUBJECTS FROM YEAR 10
UNIT 1 DESCRIPTION DOES THIS FOLLOW ON FROM?
Students focus on the ways in which the
interaction between text and reader English Literature
creates meaning. Students’ analyses of Humanities Global Conflict
the features and conventions of texts help
them develop increasingly discriminating
responses to a range of literary forms and
styles. They develop an awareness of how
the views and values that readers hold
may influence the reading of a text.
UNIT 2 DESCRIPTION WHAT ELSE DO I NEED TO KNOW?
In this unit students explore the ways You do not need to have done Year 10
literary texts connect with each other and Literature to take it in VCE, though it does
with the world. They deepen their help. The skills learnt in Literature
examination of the ways their own culture translate well to English. Literature can
and the cultures represented in texts can count as the compulsory English subject
influence their interpretations and shape required to Year 12, but can be taken in
different meanings. addition to English. For more information,
see page 4 of the VCE Subject Selection
Handbook.
16ENGLISH LITERATURE
UNITS 3 AND 4
WHAT KNOWLEDGE & SKILLS
SUBJECT OVERVIEW WILL I BUILD?
• the ways that literary criticism presents
In Literature, students undertake close
assumptions and ideas about aspects of culture
reading of texts and analyse how language
and society and how these inform readings of the
and literary elements and techniques
text
function within a text. Emphasis is placed
on recognition of a text’s complexity and • analyse how literary criticism informs readings of
meaning, and on consideration of how that texts
meaning is embodied in its literary form.
• identify and analyse the views and values in texts
There are different types of texts read,
including plays, poems, films and books.
WHAT TYPES OF FURTHER STUDY OR
CAREERS COULD SUBJECT LEAD ON TO?
UNIT 3 DESCRIPTION Critic Writer
Students consider how the form of a text Journalism Librarian
affects meaning, and how writers History Editing
construct their texts. They investigate
Academia Teaching
ways writers adapt and transform texts.
They consider how the perspectives of
HOW WILL I BE ASSESSED IN THIS SUBJECT?
those adapting texts may inform or
influence the adaptations. • A written interpretation of the text
• Written analysis of textual interpretations
UNIT 4 DESCRIPTION
• Creative response
In this unit students develop critical and
analytic responses to texts. They • End of year examination
investigate literary criticism informing
both the reading and writing of texts.
Students develop an informed and
sustained interpretation supported by WHAT ELSE DO I NEED TO KNOW?
close textual analysis. The skills learnt in Literature translate well
to English and vice-versa. Literature can count
as the compulsory English subject required to
Year 12, but can be taken in addition to English.
For more information, see page 4 of the VCE
Subject Selection Handbook.
17WHAT KNOWLEDGE & SKILLS WILL I BUILD?
ENGLISH LANGUAGE
• Logical thinking
UNITS 1 AND 2 •
•
Critical analysis and discussion
An interest in the world, in words, in language,
education and politics
SUBJECT OVERVIEW • An understanding of how language affects and
The language that we use can reflect our thinking shapes who we are
and our values. VCE English Language explores
the ways in which language is used and
manipulated by people in a variety of contexts.
Informed by the discipline of linguistics, this HOW WILL I BE ASSESSED IN THIS SUBJECT?
subject provides students with an understanding • A range of School-assessed coursework and an
of language use, variation and change. It is a end of unit exam for each unit
systematic study of language and its use, both
historically and in the present day.
UNIT 1 DESCRIPTION WHICH SUBJECTS FROM YEAR 10
Language is an essential aspect of human DOES THIS FOLLOW ON FROM?
behaviour. Students consider the way language
is organised and explore the nature of language English Literature
through situational and cultural contexts. Media
Students investigate the ability of children to
acquire language, including the stages of first
and additional language acquisition. Written and
spoken language is considered using a range of
subsystems, including phonetics and phonology,
morphology and lexicology, syntax, semantics and
discourse analysis.
UNIT 2 DESCRIPTION
WHAT ELSE DO I NEED TO KNOW?
Languages are dynamic and change is an
inevitable and continued process. Students You must take an English subject in both
consider factors contributing to language change Years 11 and 12. This can be English,
over time and the factors contributing to the English as an Additional Language,
spread of English across the globe. They consider Literature, or English Language. You may
the linguistic and cultural repercussions of the choose to do a combination of Englishes
spread of English in terms of diversification, but should not select more than two. For
geographic and ethnic varieties and this impact more information, see page 4 of the VCE
this has had and continues to have on indigenous Subject Selection Handbook.
languages.
18WHAT KNOWLEDGE & SKILLS WILL I BUILD?
MODERN HISTORY
• Ask and use a range of historical questions
UNITS 1 AND 2 •
•
Analyse sources
Construct arguments
• Evaluate significance
• Employability Skills: planning, problem-solving,
SUBJECT OVERVIEW
communication, initiative and enterprise, self-
History involves making meaning of the past and management
the present. As we ask new questions, fresh
understandings come to light. In what ways has
the last century generated change? In what ways
has society stayed the same? Students examine
HOW WILL I BE ASSESSED IN THIS SUBJECT?
the power structures, ideas, key individuals that
help learners to understand themselves, others A combination of the following:
and the contemporary world. Modern History
• A historical inquiry
examines the causes and consequences of
conflict and change in the modern era. • An essay
• Evaluation of historical sources
UNIT 1 -(CHANGE AND CONFLICT)
• Short-answer questions
In this unit students investigate the nature of
social, political, economic and cultural change • Extended response
and conflict between the two World Wars. How • A multimedia presentation
did society change and in what ways did it stay
the same? Students explore the fall of empires
in the late 19th century, the consequences of
World War One, strengthening ideologies such as
WHICH SUBJECTS FROM YEAR 10
Marxism, oppression of certain groups such as DOES THIS FOLLOW ON FROM?
the Jewish community in Nazi Germany and the
presence of the Ku Klux Klan in America. Global Conflict Humanities
Politics
UNIT 2 -(THE CHANGING WORLD ORDER)
In this unit students investigate the nature and
impact of the Cold War. From the end of World
War Two, traditional attitudes to race, war, gender,
sexuality, religion, the environment and human
rights were questioned. Students then explore WHAT ELSE DO I NEED TO KNOW?
multiple contexts of the late-twentieth and
Textbooks for Units 1 and 2 are required.
twenty-first century including terrorism, regional
conflicts and self-determination conflicts. This
may include, but not limited to: the anti-apartheid
movement in South Africa, the Cambodian
genocide, the Irish Troubles and the Arab Spring.
19WHAT KNOWLEDGE & SKILLS
REVOLUTIONS WILL I BUILD?
• Evaluate sources for use as evidence
UNITS 3 AND 4 • Analyse perspectives
• Construct arguments
• Evaluate significance
SUBJECT OVERVIEW • Employability Skills: planning, problem-solving,
communication, initiative and enterprise, self-
Revolutions represent great ruptures in history.
management
they are major turning point which result in
destrution of the existing orders. Revolutions is
a history subject that deeply questions what
causes a society to revolt against the powers at
WHAT TYPES OF FURTHER STUDY OR
the top and what happens in a post-revolutionary
CAREERS COULD SUBJECT LEAD ON TO?
society.
UNIT 3 -RUSSIAN REVOLUTION OF 1917
Law Journalism
UNIT 4 -CHINESE REVOLUTION OF 1949 Historian Art Historian
Criminologist Writer
Each unit examines a different revoltuion and HOW WILL I BE ASSESSED IN THIS SUBJECT?
is divided into two outcomes: Causes of
Revolution and Consequences of Revolution. A combination of the following:
Students examine the long-term and short- • A historical inquiry
term triggers of revolutions, such as economic
• An essay
and social inequalities in tsarist Russia and the
Long March in China. Students explore the • Evaluation of historical sources
consequences of the revolution, investigating
• Extended responses
the challenges new regimes faced in
consolidating power. Students evaluate the
influence of key individuals such as Vladimir
Lenin and Mao Zedong.
WHAT ELSE DO I NEED TO KNOW?
VCE Revolutions may involve an OPTIONAL
student lecture excursion in September to the
HTAV student lecture series to support student
success on the end-of-year exam.
20WHAT KNOWLEDGE & SKILLS WILL I
LEGAL STUDIES
BUILD?
UNITS 1 AND 2 •
•
Use key legal terminology effectively
Research and analyse legal information
• Apply legal reasoning and principles to actual
legal cases and scenarios
SUBJECT OVERVIEW
Legal Studies investigates criminal and civil law,
evaluating how they protect the rights of HOW WILL I BE ASSESSED?
individuals in society. This subject is about
School Assessed Coursework could include:
enforcing and instituting the law. Students
examine how the law is applied to determine • Folio of exercises
the outcome of both criminal and civil cases.
• Structured questions
• Classroom presentation
UNIT 1 - GUILT & LIABILITY • Role-play
What is the difference between murder and • Debate
manslaughter? What must be proven for
• A report or a question-and-answer session
someone to be convicted of a crime? In Unit 1
students answer these questions and explore
the basis of criminal and civil law; including key
concepts and types of crimes/civil wrongs. WHICH SUBJECTS FROM YEAR 10
DOES THIS FOLLOW ON FROM?
UNIT 2 -SANCTIONS, REMEDIES &
RIGHTS Humanities
In Unit 2 students apply their Unit 1
knowledge to two recent civil and criminal
cases such as Rebel Wilson vs. Bauer media.
Furthermore they explore suggested reforms
to improve the legal system aiming to analyse
the effectiveness of our legal system to
uphold the principles of justice.
WHAT ELSE DO I NEED TO KNOW?
Possible whole day excursion to the courts
or the ability to meet and talk to a current
chief justice about the application of the
law.
21WHAT KNOWLEDGE & SKILLS
LEGAL STUDIES
WILL I BUILD?
UNITS 3 AND 4 •
•
Synthesise and apply legal principles
Evaluate the ability of the justice system
to achieve the principles of justice.
• Discuss the role of legal and political institutions.
SUBJECT OVERVIEW
VCE Legal Studies Unit 3 examines the
Victorian justice system including the role and WHAT TYPES OF FURTHER STUDY OR
rights of all people involved in the criminal and CAREERS COULD SUBJECT LEAD ON TO?
civil justice system. They also consider the
process and appropriateness of criminal Law Law Enforcement
sanctions and civil remedies. VCE Legal
Policy and Law Making Business
Studies Unit 4, then explores the relationship
between parliament and the courts with a Education Social Justice
consideration of the Australian Constitution
and Commonwealth, the High court and the
roles of the media and law reform bodies in
influencing law reform. HOW WILL I BE ASSESSED IN THIS SUBJECT?
School Assessed Coursework could include: a case
UNIT 3 DESCRIPTION study; structured questions; an essay; a report or a folio
of exercises. There is also an end of year examination.
This Unit focuses on rights and justice. You will
explore the Victorian criminal justice system.
You will explore the criminal justice system, its
personnel and institutions and the various
ways it determines a criminal case. This
includes the rights of people involved and the
appropriateness of criminal sanctions.
UNIT 4 DESCRIPTION
This Unit focuses on people and the law. How
does the Constitution protect our rights? You
will also analyse how civil disputes can be WHAT ELSE DO I NEED TO KNOW?
effectively resolved and reforms needed to
Possible whole day excursion to the courts
improve our justice system. You will investigate
or the ability to meet and talk to a current
parliament and the courts, and the relationship
chief justice about the application of the
between the two in law-making, and consider
law.
the roles of the individual, the media and law
reform bodies in changing laws.
22PHILOSOPHY
UNITS 1 AND 2
SUBJECT OVERVIEW WHAT KNOWLEDGE & SKILLS WILL I
VCE Philosophy explores foundational ideas and BUILD?
enduring questions of ethics, knowledge and • Understand the nature of Western philosophy
existence. Philosophy is the founding discipline and its methods
of logic and critical reasoning, influencing
• Identify and ask philosophical questions
approaches in mathematics, digital coding,
science and the humanities. Philosophy • Undersand and analyse philosophical ideas in
students grapple with relevant contemporary their histrorical contexts
debates such as artificial intelligence, the
• Explore ideas with clarity, precision and logic
nature of morality, humans’ and animals’ rights,
and the line between truth and belief. • Explore relationships between philosophical
questions and contemporary issues
UNIT 1 DESCRIPTION • Engage in philosophical exchange with others
• Cultivate open-mindedness, reflecting
This Unit focuses on existence, knowledge and
critically on your thinking and that of others
reasoning. What is the nature of reality and
identity? How can we acquire certain knowledge?
This unit asks critical discussion questions of HOW WILL I BE ASSESSED?
two key areas of philosophy: epistemology School Assessed Coursework could include: an
(knowledge) and metaphysics (existence) essay, a written analysis, short-answer responses,
through the study of techniques of logic and a written reflection, presentations, a dialogue, a
critical thinking. research task.
UNIT 2 DESCRIPTION
WHICH SUBJECTS FROM YEAR 10
This unit focuses on questions and values, and
DOES THIS FOLLOW ON FROM?
examines different categories of value judgment
within the realms of morality, political and social
philosophy and aesthetics. Students explore Humanities Philosophy
ways in which viewpoints and arguments in
value theory can inform and be informed by Literature Global Conflicts
contemporary debates. Politics
23WHAT KNOWLEDGE & SKILLS
PHILOSOPHY WILL I BUILD?
UNITS 3 AND 4
• Understand philosophical concepts used in
discussions realated to the mind and body,
personal identity, and the question of what makes
a ‘good life’
• Understand and analyse philosophical ideas in
SUBJECT OVERVIEW their historical contexts
VCE Philosophy explores the big questions of • Explore and express ideas with clarity, precision
mind, self, personal identity and the good life. and logic
Philosophy is the founding discipline of logic
• Explore relationships between philosophical
and critical reasoning, influencing approaches
questions and contemporary issues
in mathematics, digital coding, science and the
humanities. Philosophy students consider how • Formulate and justify critical responses to
personal identity impacts on contemporary philosophical viewpoints
debates and how technological advancement
• Interpret and synthesise source material
contributes to our living of a good life.
• Cultivate open-mindedness, reflecting critically
UNIT 3 DESCRIPTION on your thinking and that of others
This Unit focuses on mind, bodies and persons.
It considers basic questions regarding the
mind and the self through two key questions: WHAT TYPES OF FURTHER STUDY OR
Are human beings more than their bodies? Is CAREERS COULD SUBJECT LEAD ON TO?
there a basis for the belief that an individual
remains the same person over time? You will
critically compare the viewpoints with Ethicist Lawyer
contemporary debates and other spheres of Journalist Academic
discourse such as religion, psychology,
Politician Chief Executive Officer
sociology and politics.
Teacher Innovator
UNIT 4 DESCRIPTION Researcher
This Unit focuses on the idea of ‘the good life’.
It considers the crucial question of what it is
for a human to live well. What does an
HOW WILL I BE ASSESSED IN THIS SUBJECT?
understanding of human nature tell us about
what it is to live well? What is the role of • Could include: An essay, strutured questions,
happiness in a well lived life? Is morality writeen reflections, a presentation, a written
central to a good life? How does our social dialogue, a research task
context impact on our conception of a good life?
• There will also be an end of year exam
24GEOGRAPHY
UNITS 1 AND 2 WHAT KNOWLEDGE & SKILLS WILL I BUILD?
• Fieldwork, research and report writing
• Data analysis and interpretation
• Sophisticated online mapping technology
SUBJECT OVERVIEW
• Read, analyse and interpret maps, data and
Students cultivate a sense of wonder and geographic information
curiosity about people, cultures and
• Evaluate the impacts of events and phenomena
environments throughout the world and
develop knowledge and understanding of • Predict and evaulate outcomes of changes and
geographic phenomena. Units 1 and 2 cover the impact on society
disasters and tourism, and students will learn
• Describe patterns of change
the complexity of natural and human-induced
geographic phenomena across the Earth’s
surface.
HOW WILL I BE ASSESSED IN THIS SUBJECT?
UNIT 1 DESCRIPTION Combination of:
• Case studies
This Unit focuses on hazards and disasters.
Students will investigate the characteristics of • Fieldwork reports
hazards and their effects on people, places and • Sturctured questions
environments, with particular emphasis on
• Analysis of data
how people attempt to reduce their vulnerability
to hazards.
WHICH SUBJECTS FROM YEAR 10
UNIT 2 DESCRIPTION DOES THIS FOLLOW ON FROM?
This Unit focuses on tourism. Students will Urban Planning Humanities
investigate the characteristics of tourism and
its effects on people, places and environments,
with particular emphasis on where it has
developed, its various forms and how people
manage it.
WHAT ELSE DO I NEED TO KNOW?
GTAV VCE Geography Textbooks for Units
1 and 2 are required.
Some fieldwork may require small
expenses relating to travel and supplies.
25WHAT KNOWLEDGE & SKILLS
GEOGRAPHY WILL I BUILD?
UNITS 3 AND 4 • Read, analyse and interpret maps, data and
geographic information
• Evaluate the impacts of events and phenomena
• Predict and evaluate outcomes of changes and
SUBJECT OVERVIEW the impact on society
• describe patterns of change
Students cultivate a sense of wonder and
curiosity about people, cultures and environments
throughout the world and develop understanding
of geographic phenomena.
WHAT TYPES OF FURTHER STUDY OR CAREERS
COULD SUBJECT LEAD ON TO?
UNIT 1 DESCRIPTION
This Unit focuses on changing the land and
includes an overview of global land cover and Geography Architecture
changes that have occured over time with regard
Planning Engineering
to deforesation and ice loss. Students will also
investigate the nature, processes and impacts of Earth Sciences International Studies
land use change around Melbourne’s Politics Global Security
Metropolitan Area through fieldwork.
Logistics
UNIT 2 DESCRIPTION
This Unit focuses on human population and
includes an investigation into the geography of
HOW WILL I BE ASSESSED IN THIS SUBJECT?
human population. Students explore the patterns Combination of:
of population change, movement and distribution
• Case studies
and how governments, organisations and
individuals have responded to those changes in • Fieldwork reports
different parts of the world.
• Sturctured questions
• Analysis of data
WHAT ELSE DO I NEED TO KNOW?
GTAV VCE Textbooks for Units 3 and 4 are
required.
26WHAT KNOWLEDGE & SKILLS WILL I BUILD?
BUSINESS MANAGEMENT
• How to establish a business
UNITS 1 AND 2 •
•
Business operations
Management practices
• Local, national and global markets
SUBJECT OVERVIEW • Business problem-solving strategies
• Marketing a business
Do you want to run your own business? Be a
CEO for a multinational/transnational
business? Or be a champion in driving
sustainable business practices? If so then
Business Management is for you! HOW WILL I BE ASSESSED IN THIS SUBJECT?
The following tasks may be assessed for School
Business Management follows the process
from the first idea for a business concept, to Assessed Coursework:
planning and establishing a business, through
• Case study
to the day-to-day management of a business.
It also considers the changes that are needed • Business research report
to ensure continued success of a business.
• Business plan
• Structured questions
UNIT 1 DESCRIPTION • Media analysis
This Unit focuses on planning a business. In
this Unit, students explore the factors affecting
business ideas and the internal and external WHICH SUBJECTS FROM YEAR 10
environments within which businesses operate, DOES THIS FOLLOW ON FROM?
and the effect of these on planning a business.
Money Talks Humanities (CORE)
UNIT 2 DESCRIPTION
This Unit focuses on establishing a business.
In this Unit, 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.
27BUSINESS MANAGEMENT WHAT KNOWLEDGE & SKILLS
WILL I BUILD?
UNITS 3 AND 4 •
•
Apply business concepts
Business Operations & Opportunities
• Management Strategies
• Analysing change in business
SUBJECT OVERVIEW
What separates businesses that thrive from
WHAT TYPES OF FURTHER STUDY OR
those that fail? How do businesses change?
CAREERS COULD SUBJECT LEAD ON TO?
How do you motivate employees? VCE
Business Management Units 3 & 4 investigate
changes that need to be made to ensure Operations Commerce
continued success of a business. Students Management Project Management
learn management skills/styles, operations
Human Resource Advertising and
management, review key performance
Management Marketing
indicators and how leadership ensures
Management
businesses meet their objectives. Change Management
Consulatant
UNIT 3 DESCRITPION
This Unit Focuses on managing a business.
Students explore the key processes and
HOW WILL I BE ASSESSED IN THIS SUBJECT?
issues concerned with managing a business
efficiently and effectively to achieve the The following tasks may be assessed for School
business objectives. They consider
Assessed Coursework:
corporate culture, management styles,
management skills and the relationship • Case study
between each of these. Students investigate • Structured questions
strategies to manage both staff and
business operations to meet objectives. • Essay
• Report
UNIT 4 DESCRIPTION
• Media analysis
This Unit focuses on 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 WHAT ELSE DO I NEED TO KNOW?
indicators to determine current
performance and the strategic management Possible excursion to visit a factory or
necessary to position a business for the business.
future.
28AUSTRALIAN &
GLOBAL POLITICS
UNITS 1 AND 2
WHAT KNOWLEDGE & SKILLS WILL I BUILD?
SUBJECT OVERVIEW
• explain and analyse the social, economic and
Students are introduced to ideas relating to the political impacts of globalisation
exercise of political power. They explore political
• analyse the impact of global
concepts across the ideological spectrum; left,
interconnectedness on human rights, culture
right, conservative, radical. Students seek to
and the environment
understand how these ideas shape political
systems with a particular focus on liberalism.
They consider the nature of power in Australia and HOW WILL I BE ASSESSED?
explore the influence of key political actors;
• Research report
political parties, interest groups and the media. In
Unit 2, we expand our political world by looking at • Case study
Global issues; connections, cooperation and • Essay
conflict. Students will explore issues associated
with globalisation, crisis and terrorism. Students • Short-answer questions OR
study these issues in the context of current • Extended response questions
political events and debates.
WHICH SUBJECTS FROM YEAR 10
UNIT 1 DESCRIPTION DOES THIS FOLLOW ON FROM?
This Unit focuses on ideas, actors and power. Humanities Global Conflict
Students discuss the concepts and significance of
politics, power, authority and legitimacy. We learn Money Talks Philosophy
about how these concepts within our own political Urban Geography Politics
system as well as socialist, fascist, authoritarian
and theocratic. Students explore politics through
the analysis of both the Australian political system
and an example of a non-democratic political
system through case studies.
UNIT 2 DESCRIPTION
WHAT ELSE DO I NEED TO KNOW?
This Unit focuses on global connections. Students You will need to keep up with the weekly
explore how lives have been affected by the news.
increased interconnectedness - the global links -
of the world through the process of globalisation.
They investigate the ability of the global community
to manage areas of global cooperation and to
respond to issues of global conflict and instability. 29You can also read
