Course Selection

Year 12 Subjects

Year 12 English

Course outline: 

In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. 

*Texts are chosen from the list of prescribed texts in the Text List published by the VCAA. 

Areas of study: 

  • Reading and creating texts 
  • Analysing argument 

Outcomes: 

On completion of this unit, students should be able to: 

  1. To produce an analytical interpretation of a selected text, and a creative response to a different selected text. 
  2. Analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media. 

Assessment: 

Course outline: 

COURSE OUTLINE: 

In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media. 

*Texts are chosen from the list of prescribed texts in the Text List published by the VCAA. 

Areas of study: 

  • • Reading and comparing texts 
  • • Presenting argument 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes. 
  2. To construct a sustained and reasoned point of view on an issue currently debated in the media. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above, School Assessed Coursework and end-of-year examination. 
  • Unit 3 School Assessed Coursework: 25% 
  • Unit 4 School Assessed Coursework: 25% 
  • Units 3 and 4 end-of-year examination: 50% 

Course outline: 

Students who are eligible for EAL support are entitled to some modifications to Units 1 and 2, to be negotiated by the teacher and Head of English. In Year 12, the course is prescribed, but there are slight changes to the regular VCE structure, whereby Outcome 1 is scored differently. There is no change with Outcome 2, and Outcome 3 requires a different task to be completed, which is also assessed differently. 

Year 12 Art Creative Practice

Course outline: 

In Unit 3, students use Inquiry and Project-based learning as starting points to develop[ a Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation. Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist. 

Areas of study: 

  • Investigation and presentation 
  • Personal investigation using the Creative Practice 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Develop personal ideas using research that examines one artwork and the practice of an artist, and produce at least one finished artwork using the Creative Practice. 
  2. Apply and explore ideas and an area of personal interest using the Creative Practice. 

Assessment: 

Unit 3&4 are divided into three sections 

  • School-assessed Coursework for Unit 4 Outcome 3 will contribute 10% to the study score 
  • End-of-year exam will contribute 30% to the study score 
  • The School-assessed Task will contribute 60% to the study score. 

You must pass both the written and practical work to pass overall. 

Course outline: 

In Unit 4, students continue to develop their art practice through project-based and inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research, students study the practices of selected historical and contemporary artists to inform their own art practice. They use the Interpretive Lenses to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study. Students also apply te Interpretive Lenses throughout the Creative Practice to resolve and refine their Body of Work. Students continue to build upon the ideas begun in Unit 3 and present a critique of their use of Creative Practice. 

Areas of study: 

  • Documentation and critique of the Creative Practice 
  • Resolution and presentation of a Body of Work 
  • Comparison of artists, their practice and their artworks 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Document their use of Creative Practice and present a critique to inform the refinement and resolution of a Body of Work. 
  2. Use the Creative Practice to resolve and present a Body of Work. 
  3. Compare the practices of historical and contemporary artists, and use the Interpretive Lenses to analyse and interpret the meanings and messages of selected artworks. 

Assessment: 

  • See Unit 3 

Year 12 Art Making & Exhibiting

Areas of study: 

  • Collect – inspirations, influences and images 
  • Extend – make, critique and reflect 
  • Connect – curate, design and propose 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Collect information from artists and artworks in specific art forms to develop subject matter and ideas in their own art making. 
  2. Make artworks in specific art forms, prepare and present a critique, and reflect on feedback. 
  3. Research and plan an exhibition of the artworks of three artists. 

Assessment: 

  • Outcomes 1 and 2 form the basis of the School-assessed Task and 30% of the study score. 
  • Outcome 3 is the School-assessed Coursework and is 5% of the study score. 

Areas of study: 

  • Consolidate – refine and resolve 
  • Present – plan and critique 
  • Conserve – present and care 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Refine and resolve at least one finished artwork in a specific art form and document the materials, techniques and processes used in art making. 
  2. Plan and display at least one finished artwork in a specific art form, and present a critique. 
  3. Understand the presentation, conservation and care of artworks, including the conservation and care of their own artworks. 

Assessment: 

  • Outcomes 1 and 2 form the basis of the School-assessed Tasks and 30% of the study score. 
  • Outcome 3 is the School-assessed Coursework and is 5% of the study score. 
  • All outcomes of Unit 3 and 4 form the basis for the end of year exam, worth 30% of the study score. 

Year 12 Dance

Course outline: 

In this unit students choreograph, rehearse and perform a solo dance work that allows them to execute a diverse range of physical skills and actions drawn from all movement categories. 

Areas of: 

  • Dance perspectives – students develop an understanding of the ways selected choreographers of two prescribed dance works arrange selected movement vocabulary into phrases and movement sections to create a form to communicate their intention. 
  • Choreography, performance and analysis of a skills based solo dance work – students choreograph and perform a solo dance work that demonstrates the safe use of a wide range of physical skills. 
  • Dance technique, performance and analysis of a learnt dance work – students learn, rehearse and perform a duo or group dance work created by another choreographer. 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse two selected dance works. 
  2. Choreograph, rehearse and perform a skills-based solo dance work and analyse the processes used to realise the solo dance work. 
  3. Learn, rehearse and prepare for performance, and perform a duo or group dance work by another choreographer and analyse the processes used. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students choreograph, rehearse and perform a solo dance work with a cohesive structure. 

Areas of study: 

  • Dance perspectives – students analyse a twentieth or twenty-first century group dance work. 
  • Choreography, performance and dance-making analysis – focuses on choreography and performance of a solo dance work. 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse a selected group dance work. 
  2. Choreograph, rehearse, perform and analyse their realisation of a solo dance work. 


Assessment: 

  • The student’s level of achievement in Unit 3 & 4 will be determined by School Assessed Coursework contributing 25% to the study score 
  • The level of achievement for Units 3 & 4 is also assessed by an end-of-year performance examination, which will contribute 50% to the study score and an end-of-year written examination which will contribute 25% to the study score. 

Year 12 Drama

Course outline: 

In this unit students explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance. Throughout development of their work they experiment with transformation of character, time and place, and application of symbol while manipulating dramatic elements, expressive skills, performance skills and production areas. Students document and evaluate stages involved in the creation, development and presentation of the ensemble performance and analyse a work selected from the prescribed play list. The play to be analysed must be selected from the prescribed play list published annually in the VCAA Bulletin. 

Areas of study: 

  • Devising and presenting ensemble performance 
  • Analysing a devised ensemble performance 
  • Analysing and evaluating a professional drama performance 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Collaborate on the construction and presentation of an ensemble performance to an audience. 
  2. Analyse and evaluate the development and realisation of the ensemble performance and its character(s) from Outcome 1. 
  3. Analyse and evaluate a non-naturalistic performance selected from the prescribed play list. 

Assessment: 

  • See Unit 4 

Course outline: 

This unit focuses on the development and the presentation of devised solo performances from a prescribed structure. Students draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts. The processes involved in the development of solo works are also analysed and evaluated. Students will select one solo performance from a list published annually in the VCAA Bulletin. 

Areas of study: 

  • Demonstrating techniques of solo performance 
  • Devising a solo performance 
  • Analysing and evaluating a devised solo performance 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Create and present a short solo performance based on stimulus material and evaluate the processes used. 
  2. Develop and perform a solo work selected from the prescribed structure. 
  3. Analyse and evaluate processes involved in the preparation and realisation of a solo performance. 


Assessment: 

S or N based on the demonstrated achievement of the outcomes specified above. 

  • Unit 3 School Assessed Coursework 30% 
  • Unit 4 School Assessed Coursework 10% 
  • Unit 3&4 written and performance exams 60% 

Year 12 Media

Course outline: 

In this unit students explore stories that circulate in society through media narratives. Students will study two films in detail and complete a SAC on these. They will develop skills in either photography or film and demonstrate these skills in a SAC and will also complete a production design for a product that they will create in Unit 4. 

Areas of study: 

  • Narrative and ideology 
  • Media production development 
  • Media production design 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Discuss the way that production and story elements combine to create meaning in fictional narratives 
  2. Learn to use a range of technical equipment and processes to explore and develop a range of skills in their chosen medium. 
  3. Prepare a detailed media production design. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They will also study a number of shorter media texts. 

Areas of study: 

  • Media production 
  • Agency control in and out of the media 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Produce the media product they designed in Unit 3 exactly as specified. 
  2. Learn about the changing relationship between media and audience, the way media is regulated and controlled in Australia and explore the ethical and legal issues. 


Assessment: 

  • S or N based on achievement of the outcomes. All coursework must be completed. Units 3&4 have an end of year exam which constitutes 40% of the final score. 

Year 12 Music Inquiry

Course outline 

In this unit, through music making and responding, students focus on connections between music created in different times and/or places and the influence(s) of one on the other. Their music making involves the integrated music experiences of performing, creating and responding. They compose, arrange, interpret, reimagine, improvise, recreate, perform and critique music in a scaffolded manner that will lead to their project in Unit 4. 

Areas of study: 

  • Music making 
  • Analysing for music making 
  • Responding 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Perform a short work in the style of a selected work/creator from Area of Study 2, explain how their performance relates to the selected music style and/or creator and create and/or arrange music and demonstrate the connection to the selected music style and/or creator. 
  2. Analyse and describe the treatment of music elements, concepts and compositional devices in two works, discussing how one work has influenced the other, and formulating and presenting a proposal for an Area of Investigation for Unit 4. 
  3. Listen and respond to selected music excerpts from a range of styles and identify, describe and discuss the musical characteristics of each, and compare similarities and differences. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students deepen their understanding of the influence of music by considering it at a personal level in an Area of Investigation. They move from considering and reflecting on the influences in the works of others, to applying new understandings of influence in their own music making. 

Areas of study: 

  • Music making 
  • Analysing for music making 
  • Responding 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Perform/create/arrange works and explain how their performance/composition/arrangement has been influenced by their selected music style and/or creator studied in Area of Study 2. 
  2. Analyse and describe the treatment of music elements, concepts and compositional devices in two works from their Area of Investigation, and reflect on how these works have influenced their own music making. 
  3. Identify, describe and discuss musical characteristics of selected music excerpts and compare similarities and differences between them. 


Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. 
  • School assessed coursework for Unit 3 will contribute 30% to the study score. 
  • School assessed coursework for Unit 4 will contribute 5% to the study score. 
  • The Externally assessed Task will contribute 50% to the study score and the end of year will contribute 15% to the study score. 

Year 12 Music Repertoire Performance

Course outline 

In this unit students begin developing the recital program they will present in Unit 4. Students use music analysis skills to refine strategies for developing their performances. They analyse technical, expressive and stylistic challenges relevant to the works they are preparing for performance, and present these strategies for assessment at a school-based discussion. Students analyse interpretation in a wide range of recorded music, responding to and analysing musical elements, concepts and compositional devices. They develop their ability to identify, recreate and notate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to the works studied. 

Areas of study: 

  • Performing 
  • Analysing for performing 
  • Responding 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Explain the artistic and practical considerations used to select a program of works for performance, and demonstrate a divers range of techniques and expressive qualities through performance of works including one work from the prescribed list intended for their final recital program and at least one ensemble work 
  2. Demonstrate and discuss techniques related to performance of selected works, including aspects of interpretation 
  3. Discuss the interpretation of expressive elements of music, and identify, recreate, notate and transcribe short excerpts of music using voice or instrument. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students continue to develop the performance program established for Unit 3 for their end of year practical examination. Analysis, interpretation and music language skills from Unit 3 are further developed. 

Areas of study:

  • Performing 
  • Analysing for performing 
  • Responding 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Perform a final recital of up to 20 minutes duration, demonstrating a diverse range of techniques and expressive qualities reflecting an understanding of a range of music styles and performance conventions. 
  2. Demonstrate and discuss techniques (technical and expressive) relevant to the performance and development of a personal interpretation of works selected for the performance. 
  3. Discuss the interpretation of expressive elements of music in pre-recorded works and develop their auditory discrimination and memory skills through identifying, re-creating and notating short examples. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. 
  • School assessed coursework for Unit 3 will contribute 20% to the study score. 
  • School assessed coursework for Unit 4 will contribute 10% to the study score. 
  • The performance examination will contribute 50% to the study score and the end of year aural and written examination will contribute 15% to the study score. 

Year 12 Visual Communication Design

Areas of study: 

  • Analysis and practice in context
  • Design industry practice
  • Developing a brief and generating ideas

Outcomes: 

On completion of this unit, students should be able to: 

  1. Create visual communications for specific contexts, purposes and audiences. They will analyse and then redesign an existing visual communications based on their findings. 
  2. Describe how visual communications are designed and produced in the design industry and explain factors that influence these practices. Students will discuss designers work in the real world and relate it back to the design process. 
  3. Apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief. 


Assessment: 

  • See Unit 4 

Areas of study: 

  • Development, refinement and evaluation
  • Final presentation

Outcomes: 

On completion of this unit, students should be able to: 

  1. Develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief. Devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief. 
  2. Produce two final pieces that are different formats and satisfy the requirements of the visual communication brief. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcome specified. 
  • The level of achievement will be determined by: 
  • School-assessed Coursework 25% 
  • School-assessed Task 40% 
  • End of year examination 35% 

ON Campus VCE VET Cert III in Screen Media

Outcomes: 

This VCE VET Certificate III Program is designed to give students skills in entry level employment in the Creative and Digital Media industry. Skills such as Animation, Website Design, Audio, Mobile and Desktop Game Development and Digital Advertising will be covered. The Internet gives rural and regional people the ability to work with and for people throughout the world and the Creative and Digital Media industry is increasingly an employer of vocationally trained people. 

Software & skills covered: 

  • Photoshop 
  • Animate 
  • Maya 
  • Illustrator 
  • Dreamweaver 
  • Audacity 
  • Garage Band 
  • Mobile Phone/Tablet Development 

The completion of this certificate and an end-of-year exam, allows students the accreditation of a VCAA ATAR score for VCE 

Student requisites: 

The school provides all the resources necessary for students to successfully complete the course. 

Note: There is no need for parents to purchase a new computer for their child to successfully complete this course. 

Units of competence: 

  • Develop/extend critical thinking skills 
  • Contribute to health/safety of self/others 
  • Work effectively in creative arts industry 
  • Work effectively in business context 
  • Evaluate design nature in industry context 
  • Create 3D digital models 
  • Prepare video assets 
  • Produce and prepare photo images 
  • Prepare audio assets 
  • Apply introductory programming technique 
  • Explore/apply design to 3D forms 
  • Create 2D digital animations 
  • Author interactive sequences 
  • Create visual design components 
  • Write content for a range of media 

This program is delivered by Wonthaggi Secondary College of behalf of Registered Training Organisation (RTO) IVET. 

ON Campus VCE VET Cert III in Visual Arts

Outcomes: 

This VCE VET Certificate III Program is designed to give students skills in a range of Fine Arts practices to build on their understanding of what is currently used in the Visual Arts industry. 

The chief aim of this course is to provide folio development and preparation opportunities to those students considering a Fine Arts pathway. It is designed to complement existing VCE art subjects and is available to VCE Vocational Major students as well. 

Skills covered: 

  • Basic drawing techniques 
  • Advanced drawing techniques and production 
  • The use of colour 
  • Advanced digital photography techniques 
  • Painting techniques – oil, gouache, acrylic and watercolour 
  • Sculpture techniques – clay, stone 
  • Advanced creative techniques 

The completion of this certificate allows students the accreditation of a VCAA 10% increment to their ATAR score for VCE. 

Student requisites: 

The school provides all the resources necessary for students to successfully complete the course. 

Note: There may be need for purchases of non-typical art making materials as determined by the student. 

Units of competence: 

  • Use basic drawing techniques 
  • Produce drawings to communicate ideas 
  • Produce drawings 
  • Explore the use of colour 
  • Produce and prepare photo images 
  • Produce paintings 
  • Produce prints 
  • Produce sculpture 
  • Produce creative work 

This program is delivered by Bass Coast College of behalf of Registered Training Organisation (RTO) Australian Institute of Education and Training. 

Year 12 Accounting

Course outline: 

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

Areas of study: 

  • Recording and analysing financial data 
  • Preparing and interpreting accounting reports 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Record financial data using a double entry system; explain the role of the general journal, general ledger and inventory cards in the recording process; and describe, discuss and analyse various aspects of the accounting system, including ethical considerations. 
  2. Record transactions and prepare, interpret and analyse accounting reports for a trading business. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report. 

Areas of study: 

  • Extension of recording and reporting 
  • Budgeting and decision making 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Develop an understanding of the recording and reporting of financial data in the general journal and general ledger by focusing on balance day adjustments and the alternative methods of depreciating for non-current depreciable assets. 
  2. Prepare budgeted accounting reports and variance reports for a trading business using financial and other relevant information and model, analyse and discuss the effect of alternative strategies on the performance of a business. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above, School Assessed Coursework and end-of-year examination. 

Year 12 Business Management

Course outline: 

In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. 

Areas of study: 

  • Business foundations 
  • Human resource management 
  • Operations management 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Discuss the key characteristics of business and stakeholders, and analyse the relationship between corporate culture, management styles and management skills. 
  2. Explain theories of motivation and apply them to a range of contexts, and analyse and evaluate strategies related to the management of employees. 
  3. Analyse the relationship between business objectives and operations management, and propose and evaluate strategies to improve the efficiency and effectiveness of business operations. 

Assessment: 

  • See Unit 4 

Course outline: 

Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. 

Areas of study: 

  • Reviewing performance – the need for change 
  • Implementing change 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Explain the way business change may come about, use key performance indicators to analyse the performance of a business, discuss the driving and restraining forces for change and evaluate management strategies to position a business for the future. 
  2. Evaluate the effectiveness of a variety of strategies used by managers to implement change and discuss the effect of change on the stakeholders of a business. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above, School Assessed Coursework and end-of-year examination. 
  • Unit 3 School Assessed Coursework: 25% 
  • Unit 4 School Assessed Coursework: 25% 
  • Units 3 and 4 end-of-year examination: 50% 

Year 12 Economics

Course outline: 

The Australian economy is constantly evolving. The main instrument for allocating resources is the market but the Australian Government also plays a significant role in this regard. In this unit students investigate the role of the market in allocating resources and examine the factors that are likely to affect the price and quantity traded for a range of goods and services. 

Areas of study: 

  • An introduction to microeconomics 
  • Domestic macroeconomic goals 
  • Australia and the international economy 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse how markets operate to allocate resources and evaluate the role of markets and government intervention in achieving efficient outcomes. 
  2. Analyse key contemporary factors that may have affected domestic macroeconomic goals over the past two years, evaluate the extent to which the goals have been achieved and discuss the effects on living standards. 
  3. Analyse key contemporary factors that may have affected domestic macroeconomic goals over the past two years, evaluate the extent to which the goals have been achieved and discuss the effects on living standards. 

Assessment: 

  • See Unit 4 
 
 

Course outline: 

The ability of the Australian Government to achieve its domestic macroeconomic goals has a significant effect on living standards in Australia. The Australian Government can utilise a wide range of policy instruments to influence these goals and to positively affect living standards. 

Areas of study: 

  • Aggregate demand policies and domestic economic stability 
  • Aggregate supply policies 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Discuss the operation of aggregate demand policies and analyse their intended effects on the achievement of the domestic macroeconomic goals and living standards. 
  2. Discuss the operation of aggregate supply policies and analyse the effect of these policies on the domestic macroeconomic goals and living standards. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above, School Assessed Coursework and end-of-year examination. 
  • Unit 3 School Assessed Coursework: 25% 
  • Unit 4 School Assessed Coursework: 25% 
  • Units 3 and 4 end-of-year examination: 50% 

Year 12 Legal Studies

Course outline: 

In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. 

Areas of study: 

  • The Victorian criminal justice system 
  • The Victorian civil justice system 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Explain the rights of the accused and of victims in the criminal justice system, discuss the means used to determine criminal cases and evaluate the ability of the criminal justice system to achieve the principles of justice. 
  2. Analyse the factors to consider when initiating a civil claim, discuss the institutions and methods used to resolve civil disputes and evaluate the ability of the justice system to achieve the principles of justice. 

Assessment: 

  • See Unit 4 
 
 
 
 
 
 

Course outline: 

In this unit students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

Areas of study:

  • Sanctions
  • Remedies
  • Rights

Outcomes:

On completion of this unit, students should be able to:

  • Explain key concepts in the determination of a criminal case and discuss the principles of justice in relation to the determination of criminal cases, sanctions and sentencing approaches.
  • Explain key concepts in the resolution of a civil dispute, and discuss the principles of justice in relation to the resolution of civil disputes and remedies.
  • Evaluate the ways in which right are protected in Australia, compare this approach with that adopted by another country and discuss the impact of an Australian case on the rights of individuals in the legal system.

Assessment:

  • S or N based on the demonstrated achievement of the outcomes specified above.The end-of-year examination in both units contributes to 25% of the final grade.

Year 12 Geography

Course outline: 

This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms and flora and fauna and, increasingly, interconnections with human activity. Natural land cover has been altered by many processes such as geomorphological events, plant succession and climate change. People have modified land cover to produce a range of land uses to satisfy needs such as housing, resource provision, communication, recreation and so on. 

Areas of study: 

  • Land cover change 
  • Land use change 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse, describe and explain land use change and assess its impact. 
  2. Analyse, describe and explain processes that result in changes to land cover and discuss the impacts and responses resulting from these changes. 


Assessment: 

  • See Unit 4 

Course outline: 

In this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental impacts on people and places. 

Areas of study: 

  • Population dynamics 
  • Population issues and challenges 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse, describe and explain population dynamics on a global scale. 
  2. Analyse, describe and explain the nature of significant population issues and challenges in selected locations and evaluate responses. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above, School Assessed Coursework and end-of-year examination. 
  • Unit 3 School Assessed Coursework: 25% 
  • Unit 4 School Assessed Coursework: 25% 
  • Units 3 and 4 end-of-year examination: 50% 

Year 12 History Revolutions

Areas of study for units 3&4: 

  • Causes of revolution 
  • Consequences of revolution 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse the causes of revolution, and evaluate the contribution of significant events, ideas, individuals and popular movements. 
  2. Analyse the consequences of revolution and evaluate the extent of continuity and change in the post-revolutionary society. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit, School-Assessed Coursework and an end of year examination. 
  • Unit 3 School-Assessed Coursework: 25% 
  • Unit 4 School-Assessed Coursework: 25% 
  • End of Year Examination: 50% 

Year 11 Australian & Global Politics

Course outline: 

In this unit students investigate the key global actors of contemporary global politics. They use evidence to analyse the key global actors and their aims, roles and power. They develop an understanding of the key actors through an in-depth examination of the concepts of national interests and power as they relate to the state, and the way in which one Asia-Pacific state uses power to achieve its objectives. 

Areas of study: 

  • Global actors 
  • Power in the Asia-Pacific 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Evaluate the power of key global actors and assess the extent to which they achieve their aims and are able to challenge state sovereignty. 
  2. Analyse and evaluate the effectiveness of the use of various types of power by a specific Asia-Pacific state in pursuit of its national interests. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global citizenship. They then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises and consider the varying effectiveness of responses and challenges to solving them. 

Areas of study: 

  • Ethical issues and debates 
  • Crises and responses 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse the debates relating to two global ethical issues and evaluate the effectiveness of global actors’ responses to these issues. 
  2. Analyse two contemporary global crises and evaluate the effectiveness of global actors’ responses to these issues. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above, School Assessed Coursework and end-of-year examination. 
  • Unit 3 School Assessed Coursework: 25% 
  • Unit 4 School Assessed Coursework: 25% 
  • Units 3 and 4 end-of-year examination: 50% 

Year 12 Literature

Course outline: 

In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations and explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text. 

Areas of study: 

  • Adaptations and transformations 
  • Developing interpretations 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse the extent to which meaning changes when a text is adapted to a different form. 
  2. Develop interpretations of a set text informed by the ideas, views and values of the set text and a supplementary reading. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students develop creative responses to texts and their skills in communicating ideas in both written and oral forms. Students develop an informed and sustained interpretation supported by close textual analysis. 

Areas of study: 

  • Creative responses to texts 
  • Close analysis of texts 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Respond creatively to a text and comment critically on both the original text and the creative response. 
  2. Analyse literary forms, features and language to present a coherent view of a whole text.

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above, School Assessed Coursework and end-of-year examination. 
  • Unit 3 School Assessed Coursework: 25% 
  • Unit 4 School Assessed Coursework: 25% 
  • Units 3 and 4 end-of-year examination: 50% 

In Units 3 and 4 Literature, students must study at least six texts. Five of the required six texts must be selected from the Text List published by the VCAA. 

The selection must include: 

  • one novel
  • one collection of poetry
  • one play
  • two further texts selected from novels, plays, collections of poetry, collections of short stories or other literature. At least one of the texts selected must be Australian. 

Students study a sixth text for Unit 3 Area of Study 1. The text used for Unit 3 Area of Study 1 must be an adaptation of one of the five required texts selected from the Text List published by the VCAA. The text may include but is not limited to: 

  • live performance by a professional theatre company
  • film, including script
  • television mini-series
  • play script. 

Year 12 Computing

Course outline: 

In this unit students apply the problem-solving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. 

Areas of study: 

  • Software development: programming 
  • Software development: analysis and design 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Interpret teacher-provided solution requirements and designs, and apply a range of functions and techniques using a programming language to develop and test working software modules. 
  2. Analyse and document a need or opportunity, justify the use of an appropriate development model, formulate a project plan, generate alternative design ideas and represent the preferred solution design for creating a software solution. 

Assessment: 

  • See Unit 3 

Course outline: 

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

Areas of study: 

  • Software development: development and evaluation 
  • Cybersecurity: software security 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Develop and evaluate a software solution that meets requirements, evaluate the effectiveness of the development model and assess the effectiveness of the project plan. 
  2. Respond to a teacher-provided case study to examine the current software development security strategies of an organisation, identify the risks and the consequences of ineffective strategies and recommend a risk management plan to improve current security practices. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above. 
  • The level of achievement is determined as follows: 
  • Unit 3 School-Assessed Coursework: 10% 
  • Unit 4 School-Assessed Coursework: 10% 
  • Units 3 and 4 examination: 50% 
  • School Assessed Task: 30% 

Course outline: 

In this unit students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. 

Areas of study: 

  • Data analytics 
  • Data analytics: analysis and design 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Respond to teacher-provided solution requirements and designs to extract data from large repositories, manipulate and cleanse data and apply a range of functions to develop software solutions to present findings. 
  2. Propose a research question, formulate a project plan, collect and analyse data, generate alternative design ideas and represent the preferred design for creating infographics or dynamic data visualisations. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats. 

Areas of study: 

  • Data analytics: development and evaluation 
  • Cybersecurity: data and information security 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Develop and evaluate infographics or dynamic data visualisations that present findings in response to a research question, and assess the effectiveness of the project plan in monitoring progress. 
  2. Respond to a teacher-provided case study to investigate the current data and information security strategies of an organisation, examine the threats to the security of data and information, and recommend strategies to improve current practices. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above. 
  • The level of achievement is determined as follows: 
  • Unit 3 School-Assessed Coursework: 10% 
  • Unit 4 School-Assessed Coursework: 10% 
  • Units 3 and 4 examination: 50% 
  • School Assessed Task: 30% 

Year 12 Japanese

  • Areas of study: 
  • Interpersonal communication 
  • Interpretive communication 
  • Presentational communication 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Participate in a spoken exchange in Japanese to resolve a personal issue. 
  2. Interpret information from texts and write responses in Japanese. 
  3. Express ideas in a personal, informative or imaginative piece of writing in Japanese. 

Assessment: 

  • A three to four minute role play, focusing on negotiating a solution to a personal issue. 
  • Responses to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected subtopic. 
  • An approximately 450-ji personal, informative or imaginative piece of writing. 
  • School-assessed Coursework for Unit 3 will contribute 25% to the study score. 

Areas of study: 

  • Interpersonal communication 
  • Interpretive communication 
  • Presentational communication 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Share information, ideas and opinions in a spoken exchange in Japanese. 
  2. Analyse information from written, spoken and viewed texts for use in a written response in Japanese. 
  3. Present information, concepts and ideas in evaluative or persuasive writing on an issue in Japanese. 

Assessment: 

  • A three to four minute interview providing information and responding to questions about cultural product or practice. 
  • An approximately 450-ji written response for a specific audience and purpose, incorporating information from three or more texts. 
  • An approximately 500-ji evaluative or persuasive piece of writing. 
  • School-Assessed Coursework for Unit 4 will contribute 25% to the study score. 
  • The end-of-year examinations together will contribute 50% to the study score. 
  • oral examination: approximately 15 minutes. 
  • written examination: 2 hours plus 15 minutes reading time 

*Extra support for speaking Japanese is provided outside of class time. 

Year 12 Mathematics

Course outline: 

This course would suit students preparing for further study in such areas as Business Studies, Economics Courses, Social Science or Biological Science. 

Areas of study: 

Students study a common core: 

  • Data analysis, recursion 
  • Financial modelling 
  • Matrices 
  • Networks and Decision Mathematics 

Outcomes: 

On completion of these units, students should be able to: 

  1. Define and explain key terms and concepts as specified in the areas of study and use this knowledge to apply related mathematical procedures to solve routine application problems. 
  2. Apply mathematical processes in contexts related to the modules and to analyse and discuss these applications of mathematics. 
  3. Select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches in the areas of study. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above. The student’s level of achievement for Units 3 and 4 will be determined by: 
  • School-Assessed Coursework for Unit 3: 24% 
  • School-Assessed Coursework for Unit 4: 16% 
  • Two end-of-year exams: 60% 

Course outline: 

This course is intended for students interested in pursuing Mathematics studies at a tertiary level and is a prerequisite for many Engineering/Science and Business/Economics degree courses. The course develops and extends Mathematical Methods Units 1 & 2. 

The appropriate use of Computer Algebra System (CAS) technology to support and develop the teaching and learning of mathematics, and in related assessments, is to be incorporated throughout the unit. 

Areas of study: 

  • Functions and Graphs 
  • Algebra 
  • Calculus 
  • Probability and Statistics 

Outcomes: 

On completion of these units, students should be able to: 

  1. Define and explain key concepts as specified in the areas of study and to apply a range of related mathematical routines and procedures. 
  2. Apply mathematical processes in non-routine contexts and to analyse and discuss these applications of mathematics. 
  3. Select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above. 
  • The student’s level of achievement for Units 3 and 4 will be determined by: 
  • School-Assessed Coursework for Unit 3: 20% 
  • School-Assessed Coursework for Unit 4: 20% 
  • Two end-of-year exams: Exam 1 20% 
  • Exam 2 40% 

Course outline: 

This course is intended for students interested in pursuing Mathematics studies at a tertiary level and is a prerequisite for many Science and Engineering degree courses. This study extends the material from Mathematical Methods Units 3 & 4 and can only be taken following or concurrently with Mathematical Methods Units 3 & 4. 

The appropriate use of Computer Algebra System (CAS) technology to support and develop the teaching and learning of mathematics, and in related assessments, is to be incorporated throughout the unit. 

Areas of study: 

• Functions, Relations and Graphs 

  • Algebra 
  • Calculus 
  • Vectors 
  • Mechanics 
  • Probability and Statistics 
  • OUTCOMES: 

On completion of these units, students should be able to: 

  1. Define and explain key terms and concepts as specified in the areas of study and to apply a range of related mathematical routines and procedures. 
  2. Apply mathematical processes with an emphasis on general cases in non-routine contexts and to analyse and discuss these applications of mathematics. 
  3. Select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified above. The student’s level of achievement for Units 3 and 4 will be determined by: 
  • School-Assessed Coursework for Unit 3: 20% School-Assessed Coursework for Unit 4: 20% Two end-of-year exams: Exam 1 20% Exam 2 40% 

Year 12 Health & Human Development

Course outline: 

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organisation (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Students look at health promotion and improvements in population health over time. Students look at various public health approaches and models and evaluate health programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context. 

Areas of study: 

  • Understanding Health and Wellbeing 
  • Promoting Health and Wellbeing 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status. 
  2. Explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies. 

Assessment: 

  • Assessment for Units 3 & 4: S or N based on the demonstrated achievement of the outcomes specified for the unit. 
  • Unit 3 School-Assessed Coursework: 25%. 
  • Unit 4 School-Assessed Coursework: 25% 
  • Units 3 and 4 examination: 50% 

Course outline: 

This unit examines health and wellbeing and human development in a global context. Students investigate health status and burden of disease in different countries. Students study the concepts of sustainability and human development. They consider the health implications of increases globalisation and worldwide trends relating to climate change, digital technologies, world trade and mass movement of people. They focus on the United Nations’ Sustainable Development Goals (SDGs) and the work of the World Health Organisation (WHO). Students investigate the role of non-government organisations (NGOs) and Australia’s overseas aid program. 

Areas of study: 

  • Health and Wellbeing in a Global Context 
  • Health and Sustainable Development Goals 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse similarities and differences in health status and burden of disease globally and the factors that contribute to differences in health and wellbeing. 
  2. Analyse relationships between the SDGs and their role in the promotion of health and human development and evaluate the effectiveness of global aid programs. 

Assessment: 

  • Assessment for Units 3 & 4: S or N based on the demonstrated achievement of the outcomes specified for the unit. 
  • Unit 3 School-Assessed Coursework: 25%. 
  • Unit 4 School-Assessed Coursework: 25% 
  • Units 3 and 4 examination: 50% 

Year 12 Outdoor & Environmental Studies

Course outline: 

This unit considers the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. It examines the impact of those relationships on the outdoor environment. 

Students should experience at least 20 hours in one or more outdoor environments that have characteristics of natural environments and evidence of human intervention. The outdoor environments visited will include local natural and man-made venues for a variety of outdoor activities such as surfing, rock climbing, riding and bush walking. These experiences provide the basis for comparison and opportunities to develop knowledge and skills in classroom and practical settings. 

Areas of study: 

  • Historical relationships with outdoor environments 
  • Relationships with Australian environments since 1990 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Explain and evaluate how relationships with Australia outdoor environments have changed over time, with reference to specific outdoor experiences. 
  2. Analyse and evaluate the factors influencing societal relationships with outdoor environments since 1990, with reference to specific outdoor experiences. 

Assessment: 

  • S or N based on demonstrated achievement in the outcomes specified for the unit. 
  • Unit 3 School-Assessed Coursework: 25% 
  • Unit 4 School-Assessed Coursework: 25% 
  • Units 3 and 4 end-of-year examination: 50% 
  • Assessment Tasks 
  • Written reports 
  • Practical reports 
  • Analysis of data 
  • Tests 

Course outline: 

In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. 

Students should experience at least 20 hours in one or more outdoor environments that have characteristics of natural environments and evidence of human intervention. This will involve visiting a natural environment such as Mt Hotham National Park and Alpine Resort, to participate in a range of Alpine based activities such as Downhill Skiing and Snowboarding. The experiences provide the basis for comparison and opportunities to develop knowledge and skills in classroom and practical settings. (approx. cost $650) 

Areas of study: 

  • Healthy outdoor environments 
  • Sustainable outdoor environments 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Evaluate the contemporary state of Australia outdoor environments and analyse the importance of healthy outdoor environments and sustainability for individuals and society, with reference to specific outdoor experiences. 
  2. Analyse conflicts over the use of outdoor environments and evaluate practices and strategies for sustaining outdoor environments, with reference to specific outdoor experiences. 

Assessment: 

  • See Unit 3 

Year 12 Physical Education

Course outline: 

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

Areas of study: 

  • How are movement skills improved? 
  • How does the body produce energy? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Collect and analyse information from, and participate in, a variety of physical activities to develop and refine movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles. 
  2. Use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the factors causing fatigue and suitable recovery strategies. 

Compulsory practical participation is required for successful completion of Outcome 2. 

Assessment: 

  • Assessment Tasks Units 3 & 4 
  • Written tasks -Written report -Laboratory report -Data Analysis -Tests -Structured Questions 
  • Assessment for Units 3 & 4: S or N based on the demonstrated achievement of the outcomes specified for the unit. 
  • Unit 3 School-Assessed Coursework: 25%. 
  • Unit 4 School-Assessed Coursework: 25%. 
  • Units 3 and 4 examination: 50% 

Course outline: 

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

Areas of study: 

  • What are the foundations of an effective training program? 
  • How is training implemented effectively to improve fitness? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse data from an activity analysis and fitness tests to determine and assess the fitness components and energy system requirements of the activity. 
  2. Participate in a variety of training methods and design and evaluate training programs to enhance specific fitness components. 

Compulsory practical participation is required for successful completion of Outcome 1. This involves the student completing a minimum of five different training methods, along with a selection of fitness tests. 

Assessment: 

See Unit 3 

 

Year 12 Biology

Course outline: 

In this unit students investigate the workings of the cell from several perspectives. Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. Students apply their knowledge of cellular processes through investigation of a selected case study, data analysis and/or a bioethical issue. 

Areas of study: 

  • What is the role of nucleic acids and proteins in maintaining life? 
  • How are biomechanical pathways regulated? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse the relationship between nucleic acids and proteins, and evaluate how tools and techniques can be used and applied in the manipulation of DNA. 
  2. Analyse the structure and regulation of biochemical pathways in photosynthesis and cellular respiration, and evaluate how biotechnology can be used to solve problems related to the regulation of biochemical pathways. 

Assessment: 

  • See Unit 4 

Course outline: 

In this unit students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. They study the human immune system and the interactions between its components to provide immunity to a specific pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease. 

Areas of study: 

  • How do organisms respond to pathogens? 
  • How are species related over time? 
  • How is scientific enquiry used to investigate cellular processes and/or biological change? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse the immune response to specific antigens, compare the different ways that immunity may be acquired and evaluate challenges and strategies in the treatment of disease. 
  2. Analyse the evidence for genetic changes in populations and changes in species over time, analyse the evidence for relatedness between species, and evaluate the evidence for human change over time. 
  3. Design and conduct a scientific investigation related to cellular processes and/or how life changes and responds to challenges, and present an aim, methodology and methods, results, discussion and a conclusion in a scientific poster. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. Units 3 & 4 Coursework will contribute 40% to the final assessment. The end-of-year examination will contribute 60% to the final assessment. 

 

Year 12 Chemistry

Course outline: 

In this unit students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. 

Areas of study: 

  • What are the options for energy production? 
  • How can the yield of a chemical product be optimised 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Compare fuels quantitatively with reference to combustion products and energy outputs, apply knowledge of the electrochemical series to design, construct and test galvanic cells, and evaluate energy resources based on energy efficiency, renewability and environmental impact. 
  2. Apply rate and equilibrium principles to predict how the rate and extent of reactions can be optimised, and explain how electrolysis is involved in the production of chemicals and in the recharging of batteries. 

Assessment: 

Assessment Tasks for Unit 3 and 4 

  • A report on a laboratory investigation 
  • A response to a set of structured questions 
  • Practical log book 
  • Practical investigation presented as a 1000 word scientific poster 

Final assessment – S or N based on the demonstrated achievement of the outcomes specified for the unit. School-Assessed Coursework for Unit 3 will contribute 16% to the final assessment, for Unit 4 will contribute 24% to the final assessment. The final examination will contribute 60% to the final assessment. 

Course outline: 

In this unit students study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. 

Areas of study: 

  • How can the diversity of carbon compounds be explained and categorised? 
  • What is the chemistry of food 
  • Practical investigation 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Compare the general structures and reactions of the major organic families of compounds, deduce structures of organic compounds using instrumental analysis data, and design reaction pathways for the synthesis of organic molecules. 
  2. Distinguish between the chemical structures of key food molecules, analyse the chemical reactions involved in the metabolism of the major components of food including the role of enzymes, and calculate the energy content of food using calorimetry. 
  3. Design and undertake a practical investigation related to energy and/or food, and present methodologies, findings and conclusions in a scientific poster. 

Assessment: 

  • See Unit 3 

 

Year 12 Environmental Science

Areas of study: 

  • Why is maintaining biodiversity worth a sustained effort? 
  • When is development sustainable? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Explain the importance of Earth’s biodiversity and how it has changed over time, analyse the threats to biodiversity, and evaluate management strategies to maintain biodiversity in the context of one selected threatened endemic species. 
  2. Explain how sustainability principles relate to environmental management, analyse how stakeholder perspectives can influence environmental decision-making, and evaluate the effectiveness of environmental management strategies in a selected case study. 

Assessment: 

Assessment Tasks 

  • A written report drawing on data collected from fieldwork or other sources (approximately 50 minutes and/or up to 1000 words) 
  • A multimodal presentation (approximately 10 minutes) 

Areas of study:  

  • • How can we respond to climate change? 
  • • What might be a more sustainable mix of energy sources? 
  • • How is scientific enquiry used to investigate contemporary environmental challenges? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse the major factors that affect Earth’s climate, explain how past and future climate variability can be measured and modelled, and evaluate options for managing climate change. 
  2. Compare the advantages and disadvantages of using a range of energy sources, and evaluate the suitability and impacts of their use in terms of upholding sustainability principles. 
  3. Design and conduct a scientific investigation related to biodiversity, environmental management, climate change and/or energy use, and present an aim, methodology and method, results, discussion and a conclusion in a scientific poster. 

Assessment: 

Assessment Tasks 

  • A response to structured questions 
  • A report of a student investigation 
  • A structured scientific poster according to the VCAA template (not exceeding 1000 words). 

Final assessments for Units 3 & 4 

S or N based on the demonstrated achievement of the outcomes specified for the unit. School-Assessed Coursework in Unit 3 will contribute 20% to the study score, Unit 4 will contribute 30% to the study score. The end-of-year examination will contribute 50% to the study score.  

Year 12 Physics

Areas of study: 

  • How do things move without contact? 
  • How are fields used to move electrical energy 
  • How fast can things go? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse gravitational, electric and magnetic fields, and use these to explain the operation of motors and particle accelerators and the orbits of satellites. 
  2. Analyse and evaluate an electricity generation and distribution system. 
  3. Investigate motion and related energy transformations experimentally, analyse motion using Newton’s Laws of Motion in one and two dimensions, and explain the motion of objects moving at very large speeds using Einstein’s theory of special relativity. 

Assessment: 

Assessment Tasks: 

  • Annotation of at least two practical activities from a practical logbook 
  • A report of a physics phenomenon 
  • An analysis of an electricity generation and distribution system 

Areas of study: 

  • How can waves explain the behaviour of light? 
  • How are light and matter similar? 
  • Practical investigation 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Apply wave concepts to analyse, interpret and explain the behaviour of light. 
  2. Provide evidence for the nature of light and matter, and analyse the data from experiments that supports this evidence. 
  3. Design and undertake a practical investigation related to waves or fields or motion, and present methodologies, findings and conclusions in a scientific poster. 

Assessment: 

Assessment Tasks: 

  • Annotations of at least two practical activities from a practical logbook 
  • A test 
  • Structured scientific poster 

Final assessment: S or N based on demonstrated achievement of the outcomes specified for the unit. 

School-Assessed Coursework for Unit 3 will contribute 21% to the study score, Unit 4 will contribute 19% to the study score and an end-of-year exam with contribute 60% to the study score. 

 

Year 12 Psychology

Areas of study: 

  • • How does the nervous system enable psychological functioning? 
  • • How do people learn and remember? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse how the functioning of the human nervous system enables a person to interact with the external world, and evaluate the different ways in which stress can affect psychobiological functioning. 
  2. Apply different approaches to explain learning to familiar and novel contexts and discuss memory as a psychobiological process. 

Assessment: 

  • See Unit 4 

Areas of study: 

  • • How does sleep affect mental processes and behaviour? 
  • • What influences mental wellbeing? 
  • • How is scientific inquiry used to investigate mental processes and psychological functioning? 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse the demand for sleep and evaluate the effects of sleep disruption on a person’s psychological functioning. 
  2. Discuss the concept of mental wellbeing, apply a biopsychosocial approach to explain the development and management of specific phobia, and discuss protective factors that contribute to the maintenance of mental wellbeing. 
  3. Design and conduct a scientific investigation related to mental processes and psychological functioning, and present an aim, methodology and method, results, discussion and conclusion in a scientific poster. 

Assessment: 

For each outcome for each Unit 3 or 4, one task selected from: 

  • analysis and evaluation of at least one psychological case study, experiment, model or simulation 
  • analysis and evaluation of generated primary and/or collated secondary data 
  • comparison and evaluation of psychological concepts, methodologies and methods, and findings from three student practical activities 
  • analysis and comparison of two or more contemporary media texts 
  • communication of the design, analysis and findings of a student-designed and student-conducted scientific investigation through a structured scientific poster and logbook entries 

S or N based on the demonstrated achievement of the outcomes specified above. School-Assessed Coursework for Unit 3 will contribute 20% to the study score. Unit 4 will contribute 30% to the study score. The end-of-year examination will contribute 50% to the study score. 

Year 12 Product Design & Technology - Textiles

Course outline: 

This unit focuses on utilising the product design process and influencing factors to design and develop a product that meets the needs of an end-user/s. Students will examine product design and development in detail, for both one-off products and various manufacturing processes in industrial settings. 

Areas of study: 

  • • Designing for end-user/s 
  • • Product development in industry 
  • • Designing for others 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Investigate and define a design problem, and discuss how the design process leads to product design development. 
  2. Explain and analyse influences on the design, development and manufacture of products within industrial settings. 
  3. Document the product design process used to meet the needs of an end-user/s and commence production of the designed product. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. 

Course outline: 

This unit focuses on the manufacturing of a product and the evaluations made at various points of the product design process. Students will compare, analyse and evaluate commercial products in terms of the product design factors, to help judge the success of a product and meeting end-user needs. The environmental, economic and social impact of products are also analysed and evaluated. 

Areas of study: 

  • Product analysis and comparison 
  • Product manufacture 
  • Product evaluation 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Compare, analyse and evaluate similar commercial products, taking into account a range of factors and using appropriate techniques. 
  2. Apply a range of production skills and processes safely to make the product designed in Unit 3 and manage time and resources effectively and efficiently. 
  3. Evaluate the finished product through testing and feedback against criteria, create end-user instructions or care labels and recommend improvements to future products. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. 

 

Year 12 Product Design &Technology - Engineering

Course outline: 

This unit focuses on utilising the product design process and influencing factors to design and develop a product that meets the needs of an end-user/s. Students will examine product design and development in detail, for both one-off products and various manufacturing processes in industrial settings. 

Areas of study: 

  • Designing for end-user/s 
  • Product development in industry 
  • Designing for others 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Investigate and define a design problem, and discuss how the design process leads to product design development. 
  2. Explain and analyse influences on the design, development and manufacture of products within industrial settings. 
  3. Document the product design process used to meet the needs of an end-user/s and commence production of the designed product. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. 

Course outline: 

This unit focuses on the manufacturing of a product and the evaluations made at various points of the product design process. Students will compare, analyse and evaluate commercial products in terms of the product design factors, to help judge the success of a product and meeting end-user needs. The environmental, economic and social impact of products are also analysed and evaluated. 

Areas of study: 

  • Product analysis and comparison 
  • Product manufacture 
  • Product evaluation 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Compare, analyse and evaluate similar commercial products, taking into account a range of factors and using appropriate techniques. 
  2. Apply a range of production skills and processes safely to make the product designed in Unit 3 and manage time and resources effectively and efficiently. 
  3. Evaluate the finished product through testing and feedback against criteria, create end-user instructions or care labels and recommend improvements to future products. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. 

 

Year 12 Food Studies

Course outline: 

This unit initially covers how foods meet our physiological needs; how it nourishes and sometimes harms us. Influences on healthy food choice such as accessibility, beliefs, culture and marketing are covered in greater detail. The chemical changes which food undergo when processing and cooking allow students to make more informed decisions and thereby produce higher quality food products. 

Areas of study: 

  • The science of food 
  • Food choices, health and wellbeing 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Explain the processes of eating and digesting food, and the utilisation of macronutrients, and justify the science behind the development of the Australian Dietary Guidelines, and apply principles of nutrition in practical activities to examine specific dietary needs. 
  2. Analyse factors affecting food behaviours of individuals through examining the relationships between food access, values, beliefs and choices, and demonstrate practical skills to evaluate factors affecting planning and preparing healthy meals for children and families. 

Assessment: 

  • S or N based on the demonstrated 

Course outline: 

In this unit students examine debates about global and Australian food systems; including farming, environment and sustainability. Issues of food security, accessibility and wastage are also covered. The second half of this semester considers the information available to consumers, and how it can be misrepresented at times by marketers and engineers of fad diets. Students make evidence based decisions to allow more discerning food choices. 

Areas of study: 

  • Navigating food information 
  • Environment and ethics 

Outcomes: 

On completion of this unit, students should be able to: 

  1. Analyse food information by applying principles of evidence-based research and healthy eating recommendations to evaluate a selected food trend, fad or diet, and claims on food packaging and advertisements, and undertake practical activities that meet the healthy eating recommendations of the Australian Dietary Guidelines. 
  2. Critique issues affecting food systems in terms of ethics, sustainability and food sovereignty, and through practical activities propose future solutions that reflect sociocultural, sustainable and ethical food values and goals. 

Assessment: 

  • S or N based on the demonstrated achievement of the outcomes specified for the unit. 

 

VCE VET Programs

VCE VET?

Vocational Education and Training (VET) allows senior secondary students to participate in programs selected from a range of industry areas. VCE and VCAL students are able to learn practical workplace skills that are recognised by industry and employers, combining classroom learning with hands-on workplace learning. It aims to help meet the needs of industry while preparing young people for the workplace of the future.

NATIONALLY ACCREDITED CERTIFICATE COURSES
The courses studied are training qualifications within the Australian Quality Training Framework. They are comprised of industry competency standards and are delivered by Registered Training Organisations. This means that both the certificate and its components (Units of Competence) are recognised nation-wide.

Units of Competence that have been successfully completed by students during their VCE VET course may be credited to other training or employment situations. For example, an apprentice may be excused from studying some competencies at trade school as he/she has already completed them as part of their VCE VET course.
CREDIT TOWARDS THE VCE A major advantage for students studying a VCE VET course, is that it also counts towards their VCE program. As a result, at the end of Year 12 successful students will receive:

  • a VCE certificate
  • a nationally recognised VET qualification
  • enhanced training pathways
  • enhanced employment opportunities

The results for a number of VCE VET courses also contribute to a student’s ATAR (Australian Tertiary Admissions Rank) score. These VCE VET Programs see students undertake SAC’s and an end of year exam just like a normal Unit 3-4 VCE Program.

CREDIT TOWARDS THE VCAL
VCE VET courses provide a valuable opportunity for VCAL students to achieve credits in the VCAL key area of “Industry Specific Skills”.
VCE VET AT WONTHAGGI SECONDARY COLLEGE WSC has been active in providing VCE VET options for its students. Students of WSC have accessed a variety of rewarding VCE VET courses both on-campus and off-campus. In addition to the advantages listed above, it is most pleasing that students are able to develop skills in areas in which they have a genuine interest, while at the same
time enhancing their employment and training prospects. Auspicing arrangements with Registered Training Organisations allows WSC to offer a number of VCE VET courses to students. These are timetabled along with traditional subjects throughout the school week. Please note that, like all other subjects offered at Years 11 and 12, the final decision on which subjects will operate is dependent on student selections, staffing availability and timetabling restrictions.

COST
Students selecting a VET subject offered by the College will be required to pay a “materials levy” for their chosen subject/s. If students choose to use materials other than those provided by the school they will be expected to pay the difference between the cost of the materials provided and the materials requested. Below is a list of estimated materials charges for 2020 on campus VET subjects:

  • Screen & Media $10
  • Furnishing $150 includes all workbooks, quality timbers, fasteners and hardware
  • Outdoor Recreation (VCAL) $80 per semester Sport & Recreation $80 per semester

Please contact the school if payment of these fees will cause financial hardship

On Campus VCE VET Programs


VSR 1/2/3/4

*Follow on from Year 10 Outdoor Recreation ADVANCE, VET Programs Outdoor Recreation-Surfing

The Certificate III in Sport and Recreation will develop the skills and knowledge students require to support the operation of facilities and assist in conducting sport and recreation programs as well as develop a comprehensive understanding of the Sport and Recreation industry. Job opportunities include: pool lifeguard, sports retail, sports trainer, swim teacher, after school sports programs, recreation officer, sport and recreation attendant, leisure services officer, outdoor leader.

The completion of this certificate and an exam, allows students the accreditation of a VCAA ATAR Score for VCE.

Units of Competency

  • Organise personal work priorities
  • Provide first aid
  • Participate in workplace health and safety
  • Participate in WHS hazard identification, risk assessment and risk control
  • Conduct sport coaching with foundation level participants
  • Use social media tools for collaboration
  • Conduct non-instruct sport/fit sessions
  • Provide quality service
  • Respond to emergency situations
  •  Develop and update officiating knowledge
  • Conduct sport/fitness/recreation events
  • Surf small waves using basic manoeuvres
  • Continuously improve officiating skills and knowledge
  • Plan and conduct programs
  • Facilitate groups
  • Educate user groups

This program is delivered by WSC on behalf of Registered Training Organisation (RTO), IVET.

VEF 1/2/3/4

The VCE VET Furnishing Program aims to:

  • Provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in the furniture or furniture-related industries.
  • Enable participants to gain a recognised credential and to make an informed choice of vocation or career path.

The course predominantly covers subjects usually taken in the first year of training in a Cabinet- Making apprenticeship. Units of Competence completed satisfactorily are fully transferable if a student takes on an apprenticeship in this field.

Completion requirements for the qualification

The VCE VET Furnishing program consists of:

Unit 1 and 2:

  • three compulsory units of competency and a minimum of six units of competency

Unit 3 and 4:

  •  four compulsory units of competency.

Program Duration
The VCE VET Furnishing program has a total minimum nominal hour duration of 370 hours. This program may be completed over two or three years. To access a study score the Units 3 and 4 sequence must be delivered and assessed in a single enrolment.

Units of Competency

  • Develop career plan for furnishing industry
  • Participate in sustainable work practice
  •  Demonstrate care and apply safe practices at work
  • Select and apply hardware
  • Prepare surfaces
  • Apply domestic surface coatings
  • Join furnishing materials
  • Make simple timber joints
  • Use furniture making hand/power tools
  • Assemble furniture components
  • Undertake basic furniture making project
  • Make measurements and calculations

This program is delivered by WSC on behalf of Registered Training Organisation (RTO), AIET.

VMM 1/2/3/4
This VCE VET Certificate III Program is designed to give students skills in entry level employment in the Creative and Digital Media industry. Skills such as Animation, Website Design, Audio, Mobile and Desktop Game Development and Digital Advertising will be covered. The Internet gives rural and regional people the ability to work with and for people throughout the world and the Creative and Digital Media industry is increasingly an employer of vocationally trained people.

Software & skills covered:

  • Photoshop
  • Animate
  • Maya
  • Illustrator
  • Dreamweaver
  • Audacity
  • Garage Band
  • Mobile Phone/Tablet Development

The completion of this certificate and an exam, allows students the accreditation of a VCAA ATAR Score for VCE.

STUDENT REQUISITES
The school provides all the resources necessary for students to successfully complete the course.
Note: There is no need for parents to purchase a new computer for their child to successfully complete this course.

Units of Competency

  • Develop/extend critical thinking skills
  •  Contribute to health/safety of self/others
  • Work effectively in creative arts industry
  • Work effectively in business context
  • Evaluate design nature in industry context
  • Create 3D digital models
  • Prepare video assets
  • Produce and prepare photo images
  • Prepare audio assets
  • Apply introductory programming technique
  • Explore/apply design to 2D forms
  • Create 2D digital animations
  • Author interactive sequences
  • Create visual design components
    Write content for a range of media

This program is delivered by WSC on behalf of Registered Training Organisation (RTO), Chisholm Institute.

External VET Programs

School Based Apprenticeship and Traineeship (SBAT). Popular external courses include:

  • Certificate II in Horticulture (Bass Coast Adult Education Centre)
  • Certificate II in Salon Assistance (Hairdressing – Bass Coast Adult Education Centre)
  • Certificate III in Early Childhood Education (TAFE Gippsland- Leongatha)
  • Certificate II in Automotive (TAFE Gippsland- Leongatha)
  • Certificate II in Engineering (TAFE Gippsland- Leongatha)
  • Certificate II in Animal Studies (TAFE Gippsland- Leongatha)
  • Certificate II in Agriculture (TAFE Gippsland- Leongatha)
  • Certificate II in Plumbing (AGA – Korumburra)
  • Certificate II in Electrotechnology (AGA – Korumburra)
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