YEAR 11 SUBJECT SELECTION INFORMATION 2021
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YEAR 11
SUBJECT SELECTION INFORMATION
2021
www.thomascarr.vic.edu.au
Contents
Introduction ................................................................................................................................................................................ 4
Important Contacts ..................................................................................................................................................................... 4
Curriculum Pathways .................................................................................................................................................................. 5
English ..................................................................................................................................................................................... 5
Mathematics ........................................................................................................................................................................... 6
Science .................................................................................................................................................................................... 7
Curriculum Subject Information ................................................................................................................................................. 8
Accounting Units 1 and 2 ........................................................................................................................................................ 8
Applied Computing: Units 1 and 2 .......................................................................................................................................... 8
Art Units 1 and 2 ..................................................................................................................................................................... 9
Biology Units 1 and 2 ............................................................................................................................................................ 10
Business Management Units 1 and 2 ................................................................................................................................... 11
Chemistry Units 1 and 2 ........................................................................................................................................................ 12
Drama Units 1 and 2 ............................................................................................................................................................. 13
Economics Units 1 and 2 ....................................................................................................................................................... 13
English Units 1 and 2 ............................................................................................................................................................. 14
English Language: Units 1 and 2 ........................................................................................................................................... 15
Environmental Science Units 1 and 2 ................................................................................................................................... 16
Food Technology: Units 1 and 2 ........................................................................................................................................... 17
General Mathematics Units 1 and 2 ..................................................................................................................................... 18
Geography Units 1 and 2 ...................................................................................................................................................... 18
Health and Human Development Units 1 and 2 ................................................................................................................... 19
History Units 1 and 2 (Ancient History) ................................................................................................................................ 20
History Units 1 and 2 (20th Century History) ......................................................................................................................... 21
Language – Indonesian Units 1 and 2 ................................................................................................................................... 22
Language - Italian Units 1 and 2 ........................................................................................................................................... 23
Legal Studies Units 1 and 2 ................................................................................................................................................... 24
Literature Units 1 and 2 ........................................................................................................................................................ 25
Mathematical Methods Units 1 and 2 .................................................................................................................................. 26
Media Studies Units 1 and 2 ................................................................................................................................................. 27
Music Performance Units 1 and 2 ........................................................................................................................................ 27
Outdoor and Environmental Studies Units 3 and 4 .............................................................................................................. 28
Physical Education Units 1 and 2 .......................................................................................................................................... 30
Physics Units 1 and 2 ............................................................................................................................................................ 31
Product Design & Technology: Textiles Units 1 and 2 .......................................................................................................... 32
2
Psychology Units 1 and 2 ...................................................................................................................................................... 33
Religious Education – Thomas Carr College.......................................................................................................................... 33
Religion and Society Units 1 and 2 ....................................................................................................................................... 34
Specialist Mathematics Units 1 and 2 ................................................................................................................................... 35
Systems Engineering Units 1 and 2 (New in 2021) ............................................................................................................... 36
Studio Arts Units 1 and 2 ...................................................................................................................................................... 37
Visual Communication and Design Units 1 and 2 ................................................................................................................. 37
3
Introduction
Thomas Carr College is committed to providing an engaging and innovative learning environment and developing in students
independent thinking and informed decision-making. Year 11 is a significant move away from the Core and Elective subjects
of Years 7 -10. This document provides information for students who are beginning Year 11, to make informed choices about
the VCE and VET offerings and provides important contact information.
The Senior School at Thomas Carr College offers a range of student pathways. At the senior school level, the pathways
include the Victorian Certificate of Education (VCE). The College also offers the Victorian Certificate of Applied Learning
(VCAL), as well as Vocational Education and Training in School (VET) courses. The Trade Training Centre will offer VET
certificate courses in Carpentry, Bricklaying and Furniture Making. Thomas Carr College is also be part of the Wyndham VET
cluster of schools offering a range of VET certificates for students in the cluster. Several external providers with which the
College has partnerships offers other VET certificates. There is also the possibility of a School Based Apprenticeship and
Traineeship (SBAT). This information can be found in the VET Handbook 2021 and the PreCAL VCAL Handbook 2021. This
comprehensive approach aims to allow students to develop study programs tailored to their individual needs.
Each year, every effort is made to meet the subject selection preferences for the maximum number of students. Some of the
options listed may not be offered due to insufficient student demand. Individual students cannot always be guaranteed of their
first preference.
Students are encouraged to seek the advice to make considered decisions about possible learning pathways. VCE units are
offered in sequence and the best possible pathway to success is to firstly choose correctly and then to complete the units
sequentially.
Important Contacts
To learn more about the Year 11 VCE curriculum and learning pathways offered at Thomas Carr College, please refer to the
below contacts. For all subject-specific questions please contact your subject teacher or the relevant Head of Learning.
For all the other questions related to the subject selection process and to learn more about the subjects offered at Years 11
including VCE options please contact Ms. Geraldine McIntyre (Director of Learning and Teaching – Senior School).
For questions related to the College’s VCAL or VET programs please contact Ms. Natasha Le Noel (VCAL/VET Co-ordinator).
For information about Careers and other pathway options please contact Ms. Naomi Nolan (Careers Team Leader).
Role Name Email
Deputy Principal - Learning and Teaching Mr Andrew Bryson andrew.Bryson@thomascarr.vic.edu.au
Director of Faith and Mission Mrs Geralyn McCarthy geralyn.mccarthy@thomascarr.vic.edu.au
Director of Learning & Teaching: Ms Geraldine McIntyre geraldine.mcintyre@thomascarr.vic.edu.au
Senior School
Director of Learning & Teaching: Mr Nick Ambrozy nick.ambrozy@thomascarr.vic.edu.au
Middle School
Careers/Pathways Mrs Naomi Nolan naomi.nolan@thomascarr.vic.edu.au
Head of Learning: Religious Education Mrs Elizabeth Holligan elizabeth.holligan@thomascarr.vic.edu.au
Head of Learning: English/Languages Ms Jessica Atwood jessica.atwood@thomascarr.vic.edu.au
Head of Learning: Humanities Ms Renata Machado renata.machado@thomascarr.vic.edu.au
Head of Learning: Mathematics Mr George Toth george.toth@thomascarr.vic.edu.au
Head of Learning: Science/HPE Mr Stephen Manitta stephen.manitta@thomascarr.vic.edu.au
Head of Learning: Arts/Technology Mrs Joanna Grujovski joanna.grujovski@thomascarr.vic.edu.au
VCAL/VET Co-ordinator Ms Natasha Le Noel natasha.lenoel@thomascarr.vic.edu.au
4
Curriculum Pathways
English
Curriculum Map: English
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Creative Writing From Page to Literature Literature
Screen
It's Lit - Magis
English English
(Magis Elective) (Magis Elective)
Communication English English English
English English
The Evolution of English English
English Language Language
5
Mathematics
Curriculum Map: Mathematics
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Math General
Math Math General Math Further Math
(Core) Math
Math Math Math Pre Math
Math Methods Math Methods
(Magis Elective) (Magis Elective) (Magis Elective) Methods
Specialist Math Specialist Math
Accounting,
The Game of Life Economics
Pathway
6Science
Curriculum Map: Science
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Science
Food Lab (Semester) Biology Biology
(Magis Elective)
Psychology Psychology
Science Science Investigation
Environmental
Sustainability and Environmental
Science
our Future Science
(2021)
Learning in Depth All In the Mind
Science
Chemistry Chemistry
(Full Year)
Science
(Magis Elective)
Science
Changing World Physics Physics
(Magis Elective)
7Curriculum Subject Information
Accounting Units 1 and 2
Rationale: VCE Accounting introduces students to the nature of financial recording, reporting and decision-
making processes of a sole proprietor business. Students study both theoretical and practical aspects
of accounting. Financial data will be collected and recorded, and accounting information reported,
using both manual and information and communications technology (ICT) methods.
Learning Focus: Students are introduced to the processes of gathering and recording financial data and the reporting
and analysing of accounting information by internal and external users. The case basis of recording
and reporting is used throughout the year. Students investigate the reasons for establishing a small
business and the factors that may lead to failure. The financial reports used by the owners of a small
business are also studied and the purpose to each report identified. An analysis and evaluation of the
performance of a small business is also studied using both financial and non-financial information.
Outcomes/ Students studying Accounting Units 1 and 2 will be expected to:
Assessment: • Describe and analyse: the internal and external sources of finance, the role and benefits of cash
and profit budgeting in planning and control, applicable accounting assumptions and qualitative
characteristics of accounting information.
• Identify and evaluate internal control procedures, balance day adjustments and the effect on the
financial reports, the quality of financial reports that are suitable to users.
• Analyse and evaluate business performance using financial and non-financial information.
Pathways Students can continue to study Accounting in the VCE by continuing to pursue further studies in
Accounting Unit 3 and 4.
Applied Computing: Units 1 and 2
Rationale: Technology continues to evolve rapidly, providing opportunities for enterprising individuals to create
new technologies and innovative uses for existing technologies. This study equips students with the
knowledge and skills required to adapt to a dynamic technological landscape, including the ability to
identify emerging technologies, envisage new uses for digital technologies and consider the benefits
that these technologies can bring to society at a local and at a global level.
VCE Applied Computing facilitates student-centred learning that enables students to build capabilities
in critical and creative thinking, and to develop communication and collaboration, and personal, social
and information and communications technology (ICT) skills. Students are provided with practical
opportunities and choices to create digital solutions for real-world problems in a range of settings.
Learning Focus: Unit 1: Applied computing
In this unit, students are introduced to the stages of the problem-solving methodology. Students focus
on how data can be used within software tools such as databases and spreadsheets to create data
visualisations, and the use of programming languages to develop working software solutions.
Unit 2: Applied computing
In this unit students focus on developing innovative solutions to needs or opportunities that they have
identified and propose strategies for reducing security risks to data and information in a networked
environment.
Outcomes/ • a presentation (oral, multimedia, visual) of an innovative solution
Assessment: • a written report
• an annotated visual report
• a case study with structured questions
• the design of a wireless network or a working model of a wireless network
• Examinations
Pathways VCE Applied Computing provides a pathway to further studies in areas such as business analysis,
computer science, cybersecurity, data analytics and data science, data management, games
development, ICT, networks, robotics, software engineering and telecommunications, and other
careers relating to digital technologies.
8Art Units 1 and 2
Rationale: The VCE Art study recognises art as an integral part of our lives. Art is a potent and dynamic visual
language through which we can communicate personal experiences, ideas, cultural values and beliefs.
In both the process of making and examining art, students can realise the power to inspire change
through imagination, creativity and innovation.
Learning Focus: In Unit 1, students apply the Formal and Personal Framework to interpret the meanings and messages
of artworks and document the reflection of their own ideas and art making. In their practical work, they
explore the characteristics and qualities of materials and areas of personal interest to generate their
own artworks.
Unit 2 identifies ways in which art expresses and reflects culture. They use the Formal and Cultural
Frame- works to examine the meanings and messages of selected artworks. In their practical work,
students continue to explore techniques and develop personal and creative responses in their art
making.
Outcomes/ Unit 1 Art and meaning/Art making and personal meaning: Outcomes
Assessment:
• Theoretical: Analyse and interpret a variety of artworks using the Formal Framework and the
Personal Framework:
• Folio: Present visual creative responses that demonstrate their personal interests and ideas
through trialling techniques, materials and processes.
Unit 2 Art and culture/ Art making and cultural expression: Outcomes
• Theoretical: Analyse, interpret, compare artworks from different cultures using the Formal
Framework and the Cultural Framework:
• Folio: Demonstrate technical development in the presentation of visual responses that include one
finished artwork, through the exploration of selected media, materials and techniques.
• Examinations
Pathways VCE Art Unit 3 and 4
Studio Art Unit 3 and 4
9Biology Units 1 and 2
Rationale: Biology enables students to investigate the processes involved in sustaining life at cellular, system,
species and ecosystem levels.
In undertaking this study, students examine how life has evolved over time and understand that in
the dynamic and interconnected system of life all change has a consequence that may affect an
individual, a species or the collective biodiversity of Earth.
The study gives students insights into how knowledge of molecular and evolutionary concepts
underpins much of contemporary biology, and the applications used by society to resolve problems
and make advancements.
In Biology students, develop a range of inquiry skills involving practical experimentation and research,
analytical skills including critical and creative thinking, and communication skills.
Students use scientific and cognitive skills and understanding to analyse contemporary biology-
related issues and communicate their views from an informed position.
Learning Focus: Biology is a diverse and evolving science discipline that seeks to understand and explore the nature
of life, past and present. Despite the diversity of organisms and their many adaptations for survival
in various environments, all life forms share a degree of relatedness and a common origin.
The study explores the dynamic relationships between organisms and their interactions with the
non-living environment. It also explores the processes of life, from the molecular world of the cell to
that of the whole organism, that maintain life and ensure its continuity.
Students study cell reproduction and the transmission of biological information from generation to
generation. Students examine classical and contemporary research, models and theories to
understand how knowledge in biology has evolved and continues to evolve in response to new
evidence and discoveries.
An understanding of the complexities and diversity of biology leads students to appreciate the
interconnectedness of the content areas both within biology, and across biology and the other
sciences.
Outcomes / Students studying Unit 1 and 2 Biology will be expected to complete the following Assessments:
Assessment: • Semester examinations
• Practical investigations
• Tests
• Research Investigation
Pathways After the completion of this subject students can further their studies of Biology by completing Biology
Units 3 and 4.
10Business Management Units 1 and 2
Rationale: It is the small business sector that provides a wide variety of goods and services for both consumers
and industries, such as manufacturing, construction and retail. This, combined with employment
opportunities, makes the small business sector a vital component in the success, growth and stability
of Australia. Small businesses are tangible to students as they are visible and accessible in daily life.
VCE Business Management examines the ways in which people at various levels within a business
organisation manage resources to achieve the objectives of the organisation.
Learning Focus: Students develop an understanding of the complexity, challenges and rewards that come from
business management and gain an insight into the various ways' resources can be managed in small,
medium and large-scale organisation.
Students will learn that small rather than large businesses make up most of all businesses in the
Australian economy.
This unit provides an opportunity for students to explore the operations of a small business and its
likelihood of success. Students investigate communication both internal and external to the business.
They develop knowledge of aspects of business communication and are introduced to skills related to
its effective use in different contexts.
The vital functions of marketing and public relations are considered, with students developing an
understanding of the important role these functions play in the ultimate success of a business.
Outcomes / Students studying Business Management Units 1 and 2 will be expected to:
Assessment: Explain a set of generic business characteristics and apply them to a range of businesses.
Apply decision-making and planning skills to establish and operate a small business and evaluate
the management of an ethical and a socially responsible small business.
Discuss one or more of the day-to-day operations associated with an ethical and a socially
responsible small business and apply the operation/s to a business situation.
Apply and justify a range of effective communication methods used in business-related situations.
Analyse and evaluate effective marketing strategies, processes and public relations and apply
these to small business-related situations
Pathways Students can continue to study Business Management in the VCE by continuing to pursue further
studies in Business Management Units 3 and 4.
11Chemistry Units 1 and 2
Rationale: Chemistry is a key science in explaining the workings of our universe through an understanding of the
properties and interaction of substances that make up matter. Most processes, from the formation of
molecules in outer space to the complex biological interactions occurring in cells, can be described by
chemical theories. Chemistry is used to explain natural phenomena at the molecular level, as well as
create new materials such as medicines and polymers.
Learning Focus: Unit 1: How can the diversity of materials be explained?
The development and use of materials for specific purposes is an important human endeavour. In this,
unit students investigate the chemical properties of a range of materials from metals and salts to
polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore
and explain the relationships between properties, structure and bonding forces within and between
particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Students
examine the modification of metals, assess the factors that affect the formation of ionic crystals and
investigate a range of non-metallic substances from molecules to polymers and giant lattices and relate
their structures to specific applications. Students are introduced to quantitative concepts in chemistry
including the mole concept. They apply their knowledge to determine the relative masses of elements
and the composition of substances.
Unit 2: What makes water such a unique chemical?
Water is the most widely used solvent on Earth. In this, unit students explore the physical and chemical
properties of water, the reactions that occur in water and various methods of water analysis. Students
examine the polar nature of a water molecule and the intermolecular forces between water molecules.
They explore the relationship between these bonding forces and the physical and chemical properties
of water. In this, context students investigate solubility, concentration, pH and reactions in water
including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical
techniques and instrumental procedures and apply these to determine concentrations of different
species in water samples, including chemical contaminants.
Outcomes/ Chemistry Units 1 and 2 will be assessed by:
Assessment: • Classroom tests
• Practical reports
• Summary reports of practical work
• Second-hand data interpretation
• Responding to stimulus material
• Semester examinations
Pathways Students who successfully complete Units 1 and 2 Chemistry may continue to study Units 3 and
4 Chemistry.
12Drama Units 1 and 2
Rationale: People tell stories, explore ideas, make sense of their worlds and communicate meaning through
drama. Drama develops personal and social identity. VCE Drama connects students to the traditions
of drama practice and, through the processes of devising and performing drama, allows them to
explore, understand and respond to the contexts, narratives and stories that shape their worlds. The
study requires students to be creative and critical thinkers. Through work as solo and ensemble
performers and engagement with the work of professional drama practitioners, students develop an
appreciation of drama as an art form and develop skills of criticism and aesthetic understanding. VCE
Drama equips students with knowledge, skills and confidence to communicate as individuals and
collaboratively in social and work-related contexts. The study of drama can provide pathways to
training and tertiary study in acting, communication and drama criticism.
Learning Focus: These units focus on creating, presenting and analysing a devised performance that includes real or
imagined characters. Students create solo and ensemble performances and manipulate expressive
skills in the creation and presentation of characters. They develop awareness and understanding of
how characters are portrayed in naturalistic and non-naturalistic performance style/s. Students gain
an awareness of how performance is shaped and given meaning. They investigate a range of stimulus
material and learn about stagecraft, theatrical conventions and performance styles from a range of
social and cultural contexts. Students analyse their own performance work and that of other
professional practitioners.
Outcomes/ Students studying Units 1 and 2 Drama will be expected to complete the following assessment tasks:
Assessments Ensemble and solo performances
Documentation of creative processes
Written analyses
Examinations
Pathways Drama Units 3 and 4
Theatre Studies 3 and 4
Economics Units 1 and 2
Rationale: Economics is the study of how individuals and societies use resources to satisfy needs. It is central to
understanding why individuals and societies behave as they do. Economic decisions are about resource
use in producing goods and services and about the distribution of the proceeds of production. To
understand the basis for these decisions, and their impact, requires an understanding of basic economic
principles and concepts. problems. This assists students to better understand the economy and its role
in society and environment, along with the values and attributes underpinning it.
Learning Focus: Students will develop an awareness of the links between economics and the influence of political, ethical,
environmental and social forces on economic decision making. Students develop an ability to identify,
collect and process data from a range of sources. They use the inquiry process to plan economics
investigations, analyse data and form conclusions supported by evidence. They also use economic
reasoning, including cost-benefit analysis, to solve economic problems. This assists students to better
understand the economy and its role in society and environment, along with the values and attributes
underpinning it.
Outcomes/ Students studying Economics Units 1 and 2 will be expected to:
Assessment: Closely examine how a society organises itself to meet the needs and wants of its citizens. Specific
focus is on markets and what factors influence prices and resource allocation.
Analyse and describe economic events and their impact on growth, living standards and the
environment. Specific focus is on Gross Domestic Product, inflation and distribution of wealth and
income
.
Pathways Students can continue to study Economics in the VCE by continuing to pursue further studies in
Economics Units 3 and 4.
13English Units 1 and 2
Rationale: The study of English encourages the development of literate individuals capable of critical and
imaginative thinking, aesthetic appreciation and creativity. The mastery of the key knowledge and skills
described in this study design underpins effective functioning in the contexts of study and work as well
as productive participation in a democratic society in the twenty-first century.
Learning Focus: The study of English contributes to the development of literate individuals capable of critical and
creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to
create and analyse texts, moving from interpretation to reflection and critical analysis. Through
engagement with texts from the contemporary world and from the past, and using texts from Australia
and from other cultures, students studying English become confident, articulate and critically aware
communicators and further develop a sense of themselves, their world and their place within it. English
helps equip students for participation in a democratic society and the global community. This study will
build on the learning established through AusVELS English in the key discipline concepts of language,
literature and literacy, and the language modes of listening, speaking, reading, viewing and writing.
Outcomes/ Students studying Units 1 and 2 English will be need to satisfactorily complete:
Assessment: text response essays
creative response essays
argument analysis essays
oral presentations
comparative responses
Semester Examinations
Pathways The study of subject English is regarded as a priority throughout secondary schooling and is compulsory
at every level. Students may continue a Units 3 and 4 sequence from one of three English options:
English, Literature or English Language
.
14English Language: Units 1 and 2
Rationale: English Language builds on students’ previous learning about the conventions and codes used by
speakers and writers of English. Informed by the discipline of linguistics, it provides students with
metalinguistic tools to understand and analyse language use, variation and change. Students studying
English Language examine how uses and interpretations of language are nuanced and complex rather
than a series of fixed conventions. Students explore how people use spoken and written English to
communicate, to think and innovate, to construct identities, to build and interrogate attitudes and
assumptions and to create and disrupt social cohesion.
Learning Focus: The study of English Language enables students to further develop and refine their skills in reading,
writing, listening to and speaking English. Students learn about personal and public discourses in
workplaces, fields of study, trades and social groups. In this, study students read widely to develop
their analytical skills and understanding of linguistics. Students are expected to study a range of texts,
including publications and public commentary about language in print and multimodal form. Students
also observe and discuss contemporary language in use, as well as consider a range of written and
spoken texts. Knowledge of how language functions provides a useful basis for further study or
employment in numerous fields such as arts, sciences, law, politics, trades and education. The study
supports language-related fields such as psychology, the study of other languages, speech and
reading therapy, journalism and philosophy. It also supports study and employment in other
communication-related fields, including designing information and communications technology
solutions or programs.
Outcomes/ Students studying English Language Units 1 and 2 will be expected to:
Assessment: identify and describe primary aspects of the nature and functions of human language
describe what children learn when they acquire language and discuss a range of perspectives on
how language is acquired.
describe language change as represented in a range of texts and analyse a range of attitudes to
language change.
describe and explain the effects of the global spread of English in terms of both conformity and
diversity, through a range of spoken and written texts
Pathways There are no prerequisites for taking this subject. The study of subject English is regarded as a priority
throughout secondary schooling and is compulsory at every level. Students may continue a Units 3
and 4 sequence from one of three English options: English, Literature or English Language. They may
also study more than one English subject if desired.
15Environmental Science Units 1 and 2
Rationale: Environmental Science enables students to explore the challenges that human interactions with the
environment presents for the future. Throughout this subject, students examine how environmental
actions affect, and are affected by, ethical, social and political influences. Students explore elements
that sustain Earth systems for future generations.
An important feature of undertaking a VCE science study is the opportunity for students to engage in
a range of inquiry tasks that may be self-designed, develop key science skills and interrogate the links
between theory, knowledge and practice. This type of critical thinking is essential in working towards
the conservation of our natural resources for future generations.
Learning Focus: In Environmental Science students, develop a range of inquiry skills involving practical experimentation
and research, analytical skills including critical and creative thinking, and communication skills. This is
achieved through exploring the Earth and its major systems, processes for sustaining life on Earth, the
inputs and out puts of life, environmental factors that affect Earth over time and the types,
measurement and effect pollution has on planetary systems.
Students investigate three pollutants of national or global concern. They will take their knowledge and
apply this through designing and conducting their own scientific study to collect data, review secondary
data and draw conclusions, centred on a key question of the student’s design.
Outcomes/ The assessment for this subject will consist of one SAC per Outcome. Each SAC will include one of
Assessment: the following:
a fieldwork reports
a case studies
a report of a practical activity involving the collection of primary data
Scientific poster
Community engagement/awareness campaign.
Practical report using primary and/or secondary data
Pathways VCE Environmental Science Unit 1 and 2 will lead to Units 3 and 4. Environmental science has strong
links provides for continuing study pathways within the field and leads to a range of careers. Diverse
areas of employment range from design, including landscape or building architecture, engineering and
urban planning, environmental consultancy, advocacy and conservation research.
16Food Technology: Units 1 and 2
Rationale: Australia has a varied and abundant food supply, and food and cooking have become prominent in
digital media and publishing. Globally, many people do not have access to a secure and varied food
supply and many Australians, amid a variety of influences, consume food and beverage products
that may harm their health.
This study examines the background to this abundance and explores reasons for our food choices.
VCE Food Studies is designed to build the capacities of students to make informed food choices.
Students develop their understanding of food while acquiring skills that enable them to take greater
ownership of their food decisions and eating patterns. This study complements and supports further
training and employment opportunities in the fields of home economics, food technology, food
manufacturing and hospitality.
Learning Focus: Unit 1: Food origins
This unit focuses on food from historical and cultural perspectives. Students investigate the origins
and roles of food through time and across the world. Students explore how humanity has historically
sourced its food, examining the general progression from hunter-gatherer to rural-based agriculture,
to today’s urban living and global trade in food. Students consider the origins and significance of food
through inquiry into food-producing regions of the world.
Unit 2: Food makers
In this, unit students investigate food systems in contemporary Australia. They focus on commercial
food production industries, following food production in small-scale domestic settings, as both a
comparison and complement to commercial production. Students gain insight into the significance of
food industries to the Australian economy and investigate the capacity of industry to provide safe,
high-quality food that meets the needs of consumers. Students use practical skills and knowledge to
produce foods and consider a range of evaluation measures to compare their foods to commercial
products.
Outcomes/ The award of satisfactory completion for a unit is based on whether the student has demonstrated
Assessments the set of outcomes specified for the unit. Teachers will use a variety of learning activities and
assessment tasks to provide a range of opportunities for students to demonstrate the key
knowledge and key skills in the outcomes.
Examination
Pathways Food Studies Units 3 and 4
17General Mathematics Units 1 and 2
Rationale: General Mathematics provides a course of study for a broad range of students that may be
implemented in several ways. The appropriate use of technology to support and develop the teaching
and learning of mathematics is to be incorporated throughout the course. This may include the use of
some of the following technologies for various areas of study or topics: CAS calculators,
spreadsheets, graphing packages, dynamic geometry systems, statistical analysis systems, and
computer algebra systems.
Learning Focus: Throughout students study ‘Investigating and comparing data distributions, ‘Linear relations and
Equations’, ‘Linear Graphs and Models’, ‘Relationships between two numerical variables’, ‘Sequences
and Series', ‘Financial Arithmetic’, ‘Graphs and Networks’, “Computation and practical Arithmetic” and
‘Matrices’.
The appropriate use of technology to support and develop learning of mathematics is incorporated
throughout the course. Students are required to define and explain key concepts as specified in the
content from each area of study, and to apply mathematical processes in routine and non-routine
contexts. Students are expected to select and appropriately use technology to develop mathematical
ideas, produce results and carry out analysis in situations requiring problem solving, modelling or
investigative techniques.
Outcomes/ Outcomes
Assessment:
1. Able to define and explain key concepts and apply a range of related mathematical routines
and procedures.
2. Able to apply mathematical processes to non-routine contexts.
Pathways The minimum recommended prior learning is Year 10 Mathematics. On successful completion of
General Mathematics Units 1&2, students can choose to study Further Mathematics Units 3&4.
Geography Units 1 and 2
Rationale: VCE Geography enables students to examine natural and human phenomena, how and why they
change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they
develop a better understanding of their own place and its spaces and those in other parts of the world.
These spatial perspectives, when integrated with historical, economic, ecological and cultural
perspectives, deepen understanding of places, environments and human interactions with these.
Interpretative and analytical skills enable students to interpret information presented in a variety of
formats including maps, graphs, diagrams and images.
Learning Focus: Unit One: Hazards and Disasters
Students will undertake investigations into how hazards develop. These can include geological, hydro
meteorological, biological and technological hazards. They will compare two different types of hazards
and how people respond to them.
Unit Two: Tourism
In this unit students investigate the characteristics of tourism, with emphasis on where it has
developed, it is various forms, how it has changed and continues to change and its impacts on people,
places and environments. They select contrasting examples of tourism from within Australia and
elsewhere in the world to support their investigations
.
Outcomes Students will be assessed in the following ways:
/Assessment: A Fieldwork Report
Short Answer Questions
Data Analysis
Examination
Pathways Students can continue to study Geography in the VCE by electing to undertake studies in Geography
Unit 3 and 4.
18Health and Human Development Units 1 and 2
Rationale: VCE Health and Human Development provides students with broad understandings of health and
wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is
to themselves and to families, communities, nations and global society. Students explore the
complex interplay of biological, sociocultural and environmental factors that support and improve
health and wellbeing and those that put it at risk. The study provides opportunities for students to view
health and wellbeing, and development, holistically – across the lifespan and the globe, and through
a lens of social equity and justice.
Learning Focus: In this, unit students identify personal perspectives and priorities relating to health and wellbeing, and
enquire into factors that influence health attitudes, beliefs and practices, including between
Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing,
the complex interplay of influences on health and wellbeing and the indicators used to measure and
evaluate health status. With a focus on youth, students consider their own health as individuals and
as a cohort. They build health literacy through interpreting and using data, through investigating the
role of food, and through extended inquiry into one youth health focus area.
Outcomes/ Students studying Unit 1 and 2 Health and Human Development will be expected to complete the
Assessment: following Assessments:
Topic tests
Case Study
Written report
Data Analysis
Pathways Students may continue their studies of Health and Human Development by studying Unit 3 and 4
Health and Human Development.
19History Units 1 and 2 (Ancient History)
Rationale: The Ancient World provides us with many insights about the growth of cities and development of
societies. There are various historical debates about the relevance and usefulness of ancient
civilisations today. Students wanting to study the contributions the Ancient World has made to our
current global setting are given an opportunity to question how cities developed and how we know
about them thousands of years later. Students are given a chance to investigate the power ancient
leaders held and how it contributed to the building of ancient monuments.
Learning Focus: Unit 1: Ancient Mesopotamia
In this unit, students explore Ancient Mesopotamia with the creation of city-states and empires. They
examine the invention of writing – a pivotal development in human history. This unit highlights the
importance of primary sources (the material record and written sources) to historical inquiry about the
origins of civilisation.
This unit address:
Area of Study 1: Discovering Civilisation and
Area of Study 2: Ancient Empires.
Unit 2: Ancient Egypt
Ancient Egypt gave rise to a civilisation that endured for approximately three thousand years. Unlike
Mesopotamia, Egypt was not threatened by its neighbours for the greater part of its history. The Nile
served as the lifeblood of urban settlements in Upper and Lower Egypt. Kingdoms rose, flourished
and fell around the banks of this great river. This unit highlights the importance of primary sources
(the material record and written sources) to historical inquiry about Old and Middle Kingdom Egypt.
This unit addresses:
Area of study 1: Egypt the double crown and
Area of study 2: Middle kingdom Egypt: Power and propaganda.
Outcomes/ Students will be assessed in the following ways:
Assessment: An historical inquiry
Analysis of primary sources
Analysis of historical interpretations
Essay
Examination
Pathways There are no prerequisites for this subject.
Students can continue to study Ancient History in the VCE by electing to undertake VCE Ancient
History Units 3 and 4.
20History Units 1 and 2 (20th Century History)
Rationale: History is the practice of understanding and making meaning of the past. We do this by analysing
human experiences and various historian perspectives. The rise of differing ideologies has left a mark
on our world’s history. Ideologies of fascism, nazism, communism, democracy and capitalism have
affected global events and significantly changed peoples’ lives. In studying political ideologies and how
they impacted our world, students can better understand the world they live in today.
Learning Focus: In Unit 1, students will study the periods between years from 1918 to 1939 leading up to World War 2,
they examine the importance of this period, which is characterised by significant social and cultural
change where new fascist governments used the military, education and propaganda to impose
controls on the way people lived. Students compare life in the 1920’s and 1930’s between Nazi
Germany and America.
In Unit 2, students analyse the causes of the Cold War in the aftermath of World War Two. They
investigate significant events and developments and the consequences for nations and people in the
period 1945 –1991, focusing on conflicts such as the Korean War, Malay-Borneo, Vietnam War and
the Space and Arms race including the Cuban Missile Crisis.
Outcomes/ Students will complete SAC assessments, tests and reports where they will:
Assessment: Analyse and apply historical accounts and knowledge to several source materials to draw
conclusions regarding the accuracy and meaning of key issues surrounding the period studied.
Understand and explain the key ideas and influences of political struggles and ideologies
Discuss and analyse the characteristics of social and cultural changes occurring during this time
Pathways Students can continue to study History in the VCE by continuing to develop their inquiry and literacy
skills further in Unit 3 and 4 History Revolutions.
21Language – Indonesian Units 1 and 2
Rationale: The study of a language other than English contributes to the overall education of students, most
particularly in communication, but also in the areas of cross-cultural understanding, cognitive
development, literacy and general knowledge. It provides access to the culture of communities, which
use the language, and promotes understanding of different attitudes and values within the wider
Australian community and beyond.
Learning Focus: Unit 1 and 2
Area of study 1: Interpersonal communication
In this area of study students, develop their skills and knowledge to establish and maintain an informal,
personal, spoken interaction in Indonesian on a selected subtopic.
Area of study 2: Interpretive communication
In this area of study students locate and use information from two texts in Indonesian, chosen from a
written, spoken or audio-visual format.
Area of study 3: Presentational communication
Students’ present content related to the selected subtopic in Indonesian in written form, which may
include supporting visual elements.
Outcomes/ In Year 11, students complete a variety of in-class and out-of-class school assessed coursework
Assessment: (SACs). Outcomes are based on the three areas of study, are assessed using a range of tasks,
including:
Written tasks
Speaking tasks
Listening tasks
Oral presentations
Pathways It is strongly recommended that students have completed Year 10 Indonesian to adequately prepare
themselves for this subject. However, students may request a meeting with the Head of Learning:
Languages to discuss the opportunity to study Units 1 and 2 Indonesian without having completed
Year 10 Indonesian. This could include students who want to learn both Indonesian and Italian in VCE,
or for students who have acquired the language outside of school. Students who take Units 1 and 2
Indonesian Second Language have the option to progress to Units 3 and 4 in Year 12.
22Language - Italian Units 1 and 2
Rationale: Learning a second language opens pathways to travel and job opportunities that would otherwise be
closed doors. Melbourne is deeply rooted in Italian traditions, and therefore learning the language has
practical applications both locally and abroad. With such a rich culture and history, Italy is a world
influencer on many frontiers, including art, food, and fashion. Studies have shown that the knowledge of
another language improves one’s English, and that once students know a second language, it is easier
to learn a third or fourth. Thus, learning Italian also serves as a pathway for learning more languages in
the future and becoming a truly global human being.
Additionally, the study of a language in VCE greatly contributes to one’s ATAR score, with the Victorian
government rewarding students with additional marks as incentive.
Learning This study is designed to enable students to use Italian to communicate with others through speaking,
Focus: listening, reading, writing and viewing. Students are taught to understand and appreciate the cultural
contexts in which Italian is used in both a European and Australian context. Students study language as
a system making connections between Italian and English, and/or other languages. Students are also
encouraged to apply Italian to work, further study, training or leisure.
Outcomes / Topics studied during Italian Units 1 & 2 include family, hobbies, film, historical figures, technology and
Assessment: identity.
Students completing Unit 1 or 2 may complete a number or variety of the following assessments:
Outcome 1:
Formal letter, or fax, or email or role- play or interview.
Outcome 2:
Listen to spoken texts (e.g. conversations, interviews, broadcasts) and reorganize information and
ideas in a different text type and • read written texts (e.g. extracts, advertisements, letters) and
reorganise information and ideas in a different text type.
Outcome 3:
Journal entry or personal account or short story.
Pathways: There are no prerequisites for entry into Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Italian is designed for students who will, typically, have studied the language for at
least 200 hours prior to the commencement of Unit 1. It is possible, however, that some students with
less formal experience will also be able to meet the requirements successfully. Units 1 to 4 are designed
to be of an appropriate standard for the final years of secondary education. All VCE studies are
benchmarked against comparable national and international curriculum.
23Legal Studies Units 1 and 2
Rationale: VCE Legal Studies examines the processes of law-making, dispute resolution and the administration
of justice in Australia.
Students develop an understanding of the impact of the legal system on the lives of citizens, and the
implications of legal decisions and outcomes on Australian society. The study provides students with
an appreciation of how individuals can be involved in decision-making within the legal system,
encouraging civic engagement and helping them to become more informed and active citizens.
Learning Focus: The law influences all aspects of society – at home, at work and in the wider community. Laws are
used by society to preserve social cohesion, and to ensure the protection of people from harm and
from the infringement of their rights. These laws can be grouped according to their source and whether
they are criminal or civil in nature.
Following an overview of the law in general, this unit focuses on criminal law. Students examine the
need for laws in society. They investigate the key features of criminal law, how it is enforced and
adjudicated and possible outcomes and impacts of crime. Through a consideration of contemporary
cases and issues, students learn about different types of crimes and explore rights and responsibilities
under criminal law. Students investigate the processes and procedures followed by courts in hearing
and resolving criminal cases. They explore the main features and operations of criminal courts and
consider the effectiveness of the criminal justice system in achieving justice.
Outcomes/ Students studying Legal Studies Units 1 and 2 will be expected to:
Assessment: Describe and analyse the need for Law; the elements of criminal liability law, crimes against the
person and property, the court hierarchy, the role of courts in law making, the process of dispute
resolution and the protection of rights
Identify and evaluate criminal and civil law, criminal sanctions, the jurisdiction of courts within the
hierarchy and the processes of dispute resolution
Pathways Students can continue to study Legal Studies in the VCE choosing Legal Studies Unit 3 and 4.
24Literature Units 1 and 2
Rationale: The study of literature focuses on the enjoyment and appreciation of reading that arises from
discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on
their interpretations and those of others. The study is based on the premise that meaning is derived
from the relationship between the text, the context in which it was produced and the experience of life
and literature the reader brings to the texts. The study of literature encourages independent and critical
thinking in students’ analytical and creative responses to texts, which will assist students in the
workforce and in future academic study.
Learning Focus: This unit focuses on the ways literary texts represent human experience and the reading practices
students develop to deepen their understanding of a text. Students respond to a range of texts
personally, critically and creatively. This variety of approaches to reading invites questions about the
ideas and concerns of the text. While the emphasis is on students’ close engagement with language
to explore texts, students also inform their understanding with knowledge of the conventions
associated with different forms of text, such as poetry, prose, drama and/or non-print texts
.
Outcomes Students studying Units 1 and 2 Literature will be need to satisfactorily complete:
/Assessment: Oral presentation on personal context and interpretation
Short Story using Tim Winton as inspiration
Film analysis
Comparative essay
Screenplay
Social commentary
Pathways There are no prerequisites for this subject; however, it is recommended that students have a strong
passion for reading literature. The study of subject English is regarded as a priority throughout
secondary schooling and is compulsory at every level. Students may continue a Units 3 and 4
sequence from one of three English options: English, Literature or English Language. They may also
study more than one English subject if desired.
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