COURSE SELECTION HANDBOOK

COURSE SELECTION HANDBOOK VCE, 2018

TABLE OF CONTENTS VCE (VICTORIAN CERTIFICATE OF EDUCATION) 3 BUILDING A PROGRAM 5 UNIT SELECTION AT BLACKBURN HIGH SCHOOL 6 COURSE SELECTION PROCESS 7 LEARNING AREA: ENGLISH 10 English 10 English as an Additional Language (EAL) 11 Literature 12 English Language 13 LEARNING AREA: MUSIC 14 Music Performance 14 Music Styles and Composition 15 Music Investigation 16 LEARNING AREA: ARTS 18 Drama 18 Studio Arts 19 Visual Communication and Design 21 Media 23 LEARNING AREA: HUMANITIES 26 Accounting 26 Business Management 27 Geography 28 History 29 Legal Studies 30 Philosophy 32 LEARNING AREA: LANGUAGES 33 French 33 German 34 LEARNING AREA: MATHEMATICS 35 Selecting a Maths course 35 General Mathematics 37 Mathematical Methods 38 Specialist Maths 39 Further Maths 40 LEARNING AREA: PHYSICAL EDUCATION/HEALTH 41 Physical Education 41 Health and Human Development 43 LEARNING AREA: SCIENCE 45 Biology 45 Chemistry 46 Physics 48 Psychology 50 LEARNING AREA: TECHNOLOGY 51 Product Design and Technology Textiles: Unit 1 & 2 51 Product Design Technology Materials: Unit 1 & 2 52 Food Studies: Unit 1 & 2 53 Computing: Unit 1 & 2 54 Informatics: Unit 3 & 4 55 Systems Engineering: 1 & 2 56 ABBREVIATIONS GLOSSARY 57 RESOURCES 57 Page 2 BLACKBURN HIGH SCHOOL

VCE (VICTORIAN CERTIFICATE OF EDUCATION) The Victorian Certificate of Education (VCE) is a two-year certificate based around the successful completion of senior secondary school. The VCE provides pathways to further study at university, TAFE and to the world of work. The VCE comprises over 90 studies. Blackburn High School determines which of the available studies the school could adequately resource to provide a comprehensive senior curriculum. Studies from all of the eight Learning Areas, developed by the Victorian Curriculum and Assessment Authority (VCAA), are included and cater for the choices and requirements of this school community. At Blackburn High School students will usually study 22 units. A unit represents about 100 hours of work and lasts for half a year (a semester). Units 1 and 2 are normally attempted in Year 11 and are generally undertaken as a sequence. Units 3 and 4 are normally attempted in Year 12 and must be undertaken as a sequence. Satisfactory completion of VCE involves the study of a minimum of 16 units that must satisfy the specified formal requirements. In choosing their VCE studies, students should ensure that their study programs satisfy the requirements needed for entry to the tertiary education programs or occupations that students intend to pursue when they leave school. Students should also consider their strengths and weaknesses in the subjects that they studied in Years 7-10. They should discuss their intended or chosen program with their parents and their teachers, especially those with special knowledge of VCE courses, such as the Pathways and Transitions Leader, Directors of Learning and Teaching or Assistant Principal, Senior School or Learning Area Leaders. Apart from the information in this Course Selection Handbook, students should also consult the following: Where to Now? Guide to the VCE, VCAL and Apprenticeships and Traineeships Tertiary Entrance Requirements (published in The Age and The Herald-Sun ) Choice! A Guide to VCE studies and the ATAR, VTAC The list of resources contained at the end of this booklet. In selecting a two year course, those students wishing to undertake study at a university or TAFE institution need to consult the relevant Tertiary Entrance Requirements (Newspaper lift out or the VICTER booklet) to ensure that their chosen courses will allow access to a range of tertiary courses. Access to a university or TAFE institution for VCE students is usually by the calculation of an Australian Tertiary Admissions Rank (ATAR), after successful completion of the VCE. Students enrolled in the Victorian Certificate of Education course will be required to accept more responsibility for their learning than when studying in Years 7-10 and to be actively engaged in the collection and analysis of material that is relevant to a particular study. Out of class requirements make it essential for students at the VCE level to become independent learners. COURSE SELECTION HANDBOOK VCE, 2018 Page 3

VCE (VICTORIAN CERTIFICATE OF EDUCATION) SATISFACTORY COMPLETION OF UNITS Each VCE unit includes a set of outcomes. These outcomes must be achieved for satisfactory completion of the unit. Achievement of the outcomes is based on the school s assessment of the student s performance in accordance with the Victorian Curriculum and Assessment Authority requirements. At the end of each year, the VCAA will issue a Statement of Results to all students enrolled in VCE units. ASSESSMENT UNITS 1 AND 2 The VCAA will issue a Statement of Results which will show S or N for each unit. An S indicates that the learning outcomes for the unit have been satisfactorily completed. The school report will also record the level of achievement in completing assessment tasks associated with each of the outcomes. Examinations will form part of the schoolbased assessment in Units 1 and 2. UNITS 3 AND 4 All Units 3 and 4 studies will have both schoolbased assessment and external examinations. The three assessments will be reported as grades (A+ to E or UG) by VCAA. School reports will show only satisfactory completion of outcomes, as grades for SACs and SATs are subject to moderation by VCAA. VCAA will conduct examinations that contribute to the study score in Units 3 and 4. Page 4 BLACKBURN HIGH SCHOOL

BUILDING A PROGRAM VCE SUBJECTS 2018 The studies offered at the VCE level at Blackburn High School are as follows: English/EAL: English/ English as an Additional Language (EAL), Literature, English Language Performing Arts: Music Performance: Music Investigation (Units 3 & 4), Music: Style and Composition, Drama. Visual Arts: Art, Studio Arts, Visual Communication Media Studies Humanities: Accounting, Business Management, Geography, History: Twentieth Century (Units 1 and 2), History: Revolutions (Units 3 and 4), Legal Studies, Philosophy. Language other than English (LOTE): French (Units 1-4 offered in 2018), German (Units 1-4 offered in 2018). Mathematics: General Mathematics (Units 1 and 2), Further Mathematics (Units 3 and 4), Mathematical Methods(Units 1-4), Specialist Mathematics (Units 1-4) Physical Education and Health: Physical Education, Health and Human Development. Science: Biology, Chemistry, Physics, Psychology Technology: Product Design and Technology - Materials (Units 1 and 2), Product Design and Technology Textiles (Units 1 and 2), Food Studies - (Units 1 and 2), Systems Engineering (Units 1 and 2), Computing (Units 1 and 2), Informatics (Units 3 and 4). Students should note that: Each unit runs for one semester (half year); This school offers each student a maximum of six units in each semester, i.e. 12 units per year; Subject to approval, eligible students on an early VCE pathway may undertake Units 3 and 4 in Year 11 and Units 1 and 2 in Year 10. Changes in unit selection are possible but restricted according to: 1. VCAA final dates for enrolment or withdrawal; 2. Size of classes; A unit may be repeated but credit gained only once towards the VCE; Students need to check tertiary requirements regarding completion of a Unit 3/4 sequence over two years; Special provisions apply for students returning to study or transferring from interstate or overseas; While 16 units is a minimum, it is expected that most students will satisfactorily complete more than this minimum number. Most students at Blackburn High complete 12 units in Year 11 and 10 units in Year 12. Note: All courses are offered from Units 1-4 unless otherwise specified. COURSE SELECTION HANDBOOK VCE, 2018 Page 5

BUILDING A PROGRAM A VCE program is chosen from the complete list of VCE units studied over two or more years. When building a program, a student must select 4 units of an English subject. Students then select the other units that best fulfil requirements to make a total of 22 units. Counselling sessions are completed during Mentor Group to help to identify student interest areas and likely career pathways. Students may also seek advice from the Pathways and Transitions Leader at the school. It is unwise to choose too narrow a program that could limit flexibility and the ability to pursue alternative pathways should circumstances and interests change. In building a program by selecting the units from those studies offered at Blackburn High School (listed in this Course Selection Handbook), students need to satisfy the VCAA requirements for Satisfactory Completion of the VCE - namely, students must: satisfactorily complete 3 units from the English group, of which two are Units 3 and 4 satisfactorily complete a minimum of 16 units satisfactorily complete three sequences of Units 3 and 4 in addition to English 3 and 4. UNIT SELECTION AT BLACKBURN HIGH SCHOOL Most students will follow a chronological pattern of units from Units 1 to 4, generally taking Units 1 and 2 in Year 11 and Units 3 and 4 in Year 12. This is the recommended procedure and the VCE program is arranged on this understanding. Some students, for a variety of reasons, may complete one Unit 3 and 4 study in Year 11. This is permissible with the following provisions: That there is clearly demonstrated evidence of academic success as well as a very good work ethic during Year 10. That the units fit into the student s timetable. That there will be no perceived disadvantage to teachers or other students in the class by the decision. (In the event of oversized classes, priority will be given to students in Year 12). Page 6 BLACKBURN HIGH SCHOOL

COURSE SELECTION PROCESS This booklet will help students and their parents make appropriate and informed choices about unit and program selection. Parents and students requiring additional information should contact the relevant Learning Area Leader. Whilst the VCE program initially selected creates a course of study for a period of two years, there is provision for students to change direction or focus during that time. It is vital, however, that all students undertake a meaningful course of study that will provide pathways into further study or employment. The course selection process is started quite early in order to allow sufficient time: For students to consider the implications of their choices. To facilitate the extensive counselling that will be necessary to ensure that all students have in fact followed the guidelines and selected appropriate units that form a coherent course of study. To allow the school time to investigate the possibility of resourcing and timetabling student requirements. This initial selection is an important step in the process and considerable thought should be given to the selection of units. In building a VCE program. Students are supported by: Pathways investigations during Mentor group in Year 10; Individual counselling by staff members, to ensure that students have selected within VCAA guidelines; A VCE Information session during Mentor time to inform students of curriculum and administrative arrangements to be put in place; Individual checking of submitted VCE subject preferences; Parent Information Evening for VCE students on Wednesday 19th July Online subject selections open on Wednesday 19th July and close on Friday 28th July Final subject confirmation. In regard to course adjustment, students and parents need to recognise that units will only be conducted if there is sufficient demand from the students. The feasibility of a class being conducted is dependent on many variables and constraints. The timetable, minimum class size, and physical and human resources available to the school are all factors that need to be taken into account. The school s highest priority is to satisfy the choices and requirements of as many students as possible. All course selection will be finalised in November and students will receive a copy of their approved program. COURSE SELECTION HANDBOOK VCE, 2018 Page 7

COURSE SELECTION PROCESS VCE AND THE ATAR The ATAR is based upon VCE results for Units 3 and 4. All of the results do not have to be from one year. A maximum of six studies can contribute to the ATAR. The ATAR is calculated using: the student s best scaled score in English, English as an Additional Language (EAL), Literature or English Language PLUS 10% of the scaled score from a student s 5th study PLUS 10% of the score from a student s 6th study (if six VCE subjects completed) The student is then ranked in order of these aggregates the highest rank being 99.95 and then decreasing in steps of 0.05. The group of students with the highest aggregates will be assigned the highest rank of 99.95. The lowest automatically reported ATAR is 30.00, with ATARs below 30.00 being reported as less than 30. the scaled scores of a student s next best three studies (makes up the primary four) PLUS RESTRICTIONS ON STUDY USE IN THE ATAR CALCULATION The restrictions listed here are for studies completed after 2007. Additional restrictions may apply where earlier studies have been completed. Contact VTAC for further information. RESTRICTIONS ON STUDIES IN THE ATAR Only one of the following combinations can be used in the best six (that is, in the calculation of the ATAR): English/English as an Additional Language (EAL) Chinese (FL)/Chinese (SL)/Chinese (SL Advanced) Indonesian (FL)/Indonesian (SL) Japanese (FL)/Japanese (SL) Korean (FL)/Korean (SL) Mathematical Methods/Mathematical Methods (CAS). In each of the study areas of English, Mathematics, History, contemporary Australian studies, Information Technology, Languages and Music: at most two results can contribute to the primary four at most three results can contribute to the ATAR, be they VCE results, Higher Education study results, or VET results. Please note: The VET industry area restrictions and VFE Block Credit restrictions also apply. STUDY AREA GROUPINGS: ENGLISH STUDIES English English (EAL) Literature English Language any English higher education study MATHEMATICS STUDIES Further Mathematics Mathematical Methods Page 8 BLACKBURN HIGH SCHOOL

COURSE SELECTION PROCESS Mathematical Methods (CAS)* Specialist Mathematics Change and Approximation* Extensions Change and Approximation* Reasoning and Data* Extensions Reasoning and Data* Space and Number* Extensions Space and Number* any Mathematics higher education study MUSIC STUDIES Music Styles and Composition Music Performance Music Investigation VCE VET Music Industry Music Performance VCE VET Music Industry Technical Production Music History and Styles* Music Styles* Music Performance Group* Music Performance Solo* any Music higher education study Please note: There are a number of non-scored VET sequences available in the Music study area. HISTORY STUDIES Ancient History Australian History Revolutions Renaissance Italy* Asian History* The City in History* Koori History* History of Western Ideas* Nationalism and Modern State* any History higher education study CONTEMPORARY AUSTRALIAN STUDIES Sociology Contemporary Society* Australian Studies* Contemporary Australian Society* any Contemporary Australian Study higher education study IT STUDIES Algorithmics (HESS) Computing Informatics Software Development IT Applications* Information Systems* Information Processing and Management* Information Technology in Society* VCE VET Information and Communications Technology any IT higher education study Please note: There are a number of non-scored VET sequences available in the IT study area, including from the CISCO Networking Program. LANGUAGES Arabic, Armenian, Auslan, Bosnian, Chinese First Language, Chinese Second Language, Chinese Second Language Advanced, Chin Hakha, Classical Greek, Classical Hebrew, Croatian, Dutch, Filipino,French, German, Greek, Hebrew, Hindi, Hungarian, Karen, Indigenous Languages of Victoria: Revival and Reclamation, Indonesian First Language, Indonesian Second Language, Italian, Japanese First Language, Japanese Second Language, Khmer, Korean First Language, Korean Second Language, Latin, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Spanish, Swedish, Tamil, Turkish, Ukrainian, Vietnamese First Language, Vietnamese Second Language, Yiddish All study grouping areas are correct as at 31 July 2016. Study groupings are continually reviewed, any amendments will be communicated to schools through the VTAC Gazette and the VTAC Careers Practitioners blog as soon as revision is confirmed. *Indicates that the study is no longer being offered as part of the VCE. Students should always consult the VTAC website for the most recent version of this information. COURSE SELECTION HANDBOOK VCE, 2018 Page 9

ENGLISH ENGLISH Unit 1: Reading and Creating Texts/ Analysing and Presenting Argument In this unit, students explore how meaning is created in a text and they identify, discuss and analyse decisions authors have made. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. In this area of study students explore how meaning is created in a text. Outcome 1: Produce analytical and creative responses to texts Outcome 2: Analyse how argument and persuasive language can be used to position audiences and create their own text intended to position audiences. Unit 2: Reading and Comparing Texts/ Analysing and Presenting Argument In this unit, students compare the presentation of ideas, issues and themes in texts. They explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students analyse arguments presented and the use of persuasive language in texts, and they create their own texts intended to position audiences. Outcome 1: Compare the presentation of ideas, issues and themes in two texts. Outcome 2: Students should be able to identify and analyse how argument and persuasive language are used in text/s that attempt to influence an audience, and create a text which presents a point of view. Unit 3: Reading and Creating Texts/ Analysing Argument In this unit, students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts. They develop and justify their own detailed interpretations of texts. Students analyse and compare the use of argument and language in texts that debate a topical issue. Considering information about the purpose, audience and context of a text, students explore the argument of a persuasive piece, and the way written, spoken and visual language is used. Outcome 1: Produce an analytical interpretation of a selected text, and a creative response to a different selected text. Outcome 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. Unit 4: Reading and Comparing Texts/ Presenting Argument In this unit, students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. Students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They create an oral presentation intended to position audiences about an issue currently debated in the media. Page 10 BLACKBURN HIGH SCHOOL

ENGLISH Outcome 1: Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes Outcome 2: Construct a sustained and reasoned point of view on an issue currently debated in the media. ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Unit 1: AOS1 Reading and Creating Texts/ AOS2 Analysing and presenting argument In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts to position audiences. Students develop their skills in creating written, spoken and multimodal texts. In this Unit EAL students will also complete a series of Listening and Aural Tasks. Outcome 1: Produce analytical and creative responses to texts. Students should also show a comprehension of a spoken text. Outcome 2: Analyse how argument and persuasive language can be used to position audiences, and create their own texts intended to position audiences. Unit 2: AOS 1: Reading and Comparing Texts/AOS2 Analysing and Presenting Argument In this unit, students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Outcome 1: To compare the presentation of ideas, issues and themes in two texts. Outcome 2: To identify and analyse how argument and persuasive language are used in texts that attempt to influence an audience, and create a text which presents a point of view. Unit 3: AOS1 Reading and Creating Texts/AOS2 Analysing Argument/ AOS3 Listening to Texts In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. Outcome 1: Produce an analytical interpretation of a selected text and a creative response to a different selected text. Outcome 2: Analyse and compare the use of argument and persuasive language in tets that present a point of view on an issue currently debated in the media. Outcome 3: Comprehend a spoken texts. Unit 4: AOS1 Reading and Comparing Texts/ AOS2 Presenting Argument In this unit, students read and compare two texts. Outcome 1: Produce a detailed comparison which analyses how two selected texts present ideas issues and themes. Outcome 2: Construct a sustained and reasoned point of view on an issue in the media. COURSE SELECTION HANDBOOK VCE, 2018 Page 11

ENGLISH LITERATURE Unit 1: Approaches to Literature In this unit, students focus on the ways in which the interaction between text and reader creates meaning. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop an awareness of how the views and values that readers hold may influence their reading of a text. Outcome 1: To respond to a range of texts and reflect on influences shaping these responses and be able to analyse the ways texts reflect on the ideas and concerns in society. Unit 2: Context and Connections In this unit, students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways cultures can influence their interpretations and shape different meanings. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. Outcome 1: To analyse and respond critically and creatively to the ways a text from a past era or a different culture comments on its context. Students should be able to compare texts considering the dialogic nature of texts. Unit 3: Form and Transformation 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. Students draw on their study of adaptations and transformations to develop creative responses to texts. Outcome 1: To analyze the extent to which meaning changes when a text is adapted to a different form and response creatively to texts. Unit 4: Interpreting Texts In this unit, students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts, using it to develop an informed and sustained interpretation supported by close textual analysis. Outcome 1: To be able to produce an interpretation of a text using different literary perspectives to inform their view while also analysing features of texts to develop and justify interpretations. Page 12 BLACKBURN HIGH SCHOOL

ENGLISH ENGLISH LANGUAGE Unit 1: Language and communication In this unit, students consider the way language is organised so that its users have the means to make sense of their experiences and to interact with others. Students explore the various functions of language and the nature of language as an elaborate system of signs. The relationship between speech and writing as the dominant modes of language and the impact of situational and cultural contexts on language choices are also considered. Students investigate children s ability to acquire language and the stages of language acquisition across a range of subsystems. Outcome 1: Identify and describe primary aspects of the nature and functions of human language. Unit 2: Language change In this unit, students focus on language change. Languages are dynamic and language change is an inevitable and a continuous process. Students consider factors contributing to change over time in the English language and factors contributing to the spread of English. They explore texts from the past and from the present, considering how all subsystems of the language system are affected phonetics and phonology, morphology and lexicology, syntax, discourse and semantics. Attitudes to language change vary considerably and these are also considered. Outcome 1: Describe language change as represented in a range of texts and analyse a range of attitudes to language change. Unit 3: Language variation and social purpose In this unit students investigate English language in contemporary Australian social settings, along a continuum of informal and formal registers. They consider language as a means of social interaction, exploring how through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances. Students examine the stylistic features of formal and informal language in both spoken and written modes. Students learn how to describe the interrelationship between words, sentences and texts a means of exploring how texts construct message and meaning. Outcome 1: Identify and analyse distinctive features of informal language in written and spoken texts. Unit 4: Language variation and identity In this unit students focus on the role of language in establishing and challenging different identities. There are many varieties of English used in contemporary Australian society, including national, regional, cultural and social variations. Students examine a range of texts to explore the ways different identities are constructed. These texts include extracts from novels, films or television programs, poetry, letters and emails, transcripts of spoken interaction, songs, advertisements, speeches and bureaucratic or official documents. Outcome 1: Investigate and analyse varieties of Australian English and attitudes towards them. COURSE SELECTION HANDBOOK VCE, 2018 Page 13

LEARNING AREA: MUSIC MUSIC PERFORMANCE Unit 1: Music Performance This Unit focuses on developing skills in practical music. The course includes performance in solo and group contexts, the study of performance techniques, the development of skills in aural comprehension and music theory and the organisation of sound (composition, arrangement and improvisation). Students will present solo and group performances, demonstrate prepared technical work and perform previously unseen music (sight-reading). Students may undertake this subject on any instrument or voice style offered by the school. Other instruments offered by VCAA are permissible provided an external teacher has been approved by the school. Guidelines: Regular weekly lessons are a requirement of the course. It is advised to enrol for individual lessons when taking VCE music performance subjects. The ability to read music fluently is highly recommended, as well as an understanding of at least AMEB Grade 3 Theory. Participation in either Concert Choir or Chamber Choir is highly recommended for the development of aural skills. Outcome 1: Prepare and perform a program of group and solo works Outcome 2: Demonstrate and discuss techniques relevant to the performance of selected works. Outcome 3: Identify, re-create, extend and notate music language components. Unit 2: Music Performance This unit is a further extension of all the areas covered in Unit 1. In addition, selected works are analysed to enhance an awareness of the factors that need to be considered when interpreting works from these styles. This unit also focuses on music theory, composition and/or improvisation. Outcome 1: Prepare and perform a program of group and solo works. Outcome 2: Demonstrate and discuss techniques relevant to the performance of selected works. Outcome 3: Re-create, extend and notate music language components. Outcome 4: Devise a composition or an improvisation. Unit 3: Music Performance This Unit focuses on the preparation and presentation of solo or group musical works. Students use performance techniques to develop an understanding of the interpretation of a range of styles. Music performance skills are broadened by ensemble performance, solo technical work and unprepared performance. Knowledge of music language, aural comprehension skills and understanding of the structure and characteristics of an ensemble work are also developed. Students may undertake this subject on any instrument or voice style offered by the school. Other instruments offered by VCAA are permissible provided an external teacher has been approved by the school. Guidelines: Regular weekly lessons are a requirement of the course. It is advised to enrol for individual lessons when taking VCE music performance subjects. The ability to read music fluently is highly recommended, as well as an understanding of at least AMEB Grade 3 Theory. Participation in either Concert Choir or Chamber Choir is highly recommended for the development of aural skills. Outcome 1: Prepare and perform a program of group and solo works Outcome 2: Demonstrate and discuss techniques relevant to the performance of selected works. Page 14 BLACKBURN HIGH SCHOOL

LEARNING AREA: MUSIC Outcome 3: Identify, re-create, notate and transcribe short excerpts of music. Unit 4: Music Performance This Unit focuses on the preparation and presentation of a solo or group program of works, demonstrating through performance, an understanding of interpretation. Music performance skills are extended by development of technical work in ensemble performance and unprepared performance skills and studies in aural comprehension. Understanding and recognition of musical characteristics of an ensemble work are further developed. Outcome 1: Prepare and perform informed interpretations in a program of group and solo works. Outcome 2: Demonstrate and discuss techniques relevant to refining the performance of selected works. Outcome 3: To identify, re-create, notate and transcribe short excerpts of Music. MUSIC STYLES AND COMPOSITION Unit 1: Music Styles and Composition This unit involves an exploration of a wide range of music styles. Students listen to music excerpts from different styles, traditions, times and places. They analyse specific works from three distinct music styles including music from a non-western style or tradition. They become familiar with the elements of music and consider the various ways composers/ music creators treat these elements and use compositional devices to create music works. Students compose and/or arrange brief creative exercises in response to the practices of other composers/creators. Outcome 1: Identify and describe characteristics of music. Outcome 2: Identify and describe music. characteristics and contexts of selected works. Outcome 3: Compose and/or arrange short music works and describe the creative processes used. Unit 2: Music Styles and Composition Students listen to music excerpts from diverse styles and respond to the ways elements of music and compositional devices are used to create specific effects. Students study multidisciplinary works that combine music and nonmusical elements, and investigate how music is used in combination with these other elements. Students also consider the role and function of music in the complete work, for example ways in it advances a narrative, provides commentary on a narrative or communicates a mood or feeling. Students create music for a multi-disciplinary work in a form of their choice. Outcome 1: Identify and elements of music and compositional devices. Outcome 2: Describe characteristics of music in two works that combine music and non-music features. Outcome 3: Create music for a work that combines music and non-music components. Unit 3: Music Styles and Composition In this unit students develop an understanding of the diverse practice of music creators working in different times, place and stylistic traditions. Students COURSE SELECTION HANDBOOK VCE, 2018 Page 15

LEARNING AREA: MUSIC develop skills in making critical responses to music excerpts. They analyse ways the compositional devices of contrast, repetition and variation are used in the excerpts. Students develop knowledge about the music characteristics and style of two selected works or collections of minor works, one of which must be by an Australian composer/creator. They develop an understanding of way contextual issues can influence works. Contextual issues may include cultural influences, social issues, practical issues, musical influences, commercial considerations and issues relating to the performer/s of the work. Outcome 1: aurally analyse music and make critical responses to music. Outcome 2: analyse and describe the use of characteristics of music in two works that combine music and non-music features. Outcome 3: create two original music exercises. Unit 4: Music Styles and Composition In this unit students create an original music work inspired by the study of music from different styles and traditions. They document their creative process/es from initial intention. Students develop skills in forming and presenting critical responses to music excerpts. They also analyse the use of the compositional devices of contrast, repetition and variation. Outcome 1: aurally analyse music and make critical responses to music. Outcome 2: analyse and describe the use of characteristics of music in two works that combine music and non-music features. Outcome 3: create, document and evaluate an original work. MUSIC INVESTIGATION Unit 3: Music Investigation In this unit, students select a work from a prescribed list as the basis for an investigation of an Investigation Topic. They explore the Investigation Topic through three complementary areas of study. The course includes performance in solo and group contexts, the study of performance techniques, and the organisation of sound (composition, arrangement and improvisation). Students will present solo and group performances and demonstrate prepared technical work. Students may undertake this subject on any instrument or voice style offered by the school. Other instruments offered by VCAA are permissible provided an external teacher has been approved by the school. Guidelines: Regular weekly lessons are a requirement of the course. It is advised to enrol for individual lessons when taking VCE music performance subjects. The ability to read music fluently is highly recommended. Outcome 1: research the background contextual issues relevant to performance practice. Outcome 2: involves applying these research findings to create a folio of exercises, sketches or recorded improvisations. Outcome 3: plan, rehearse and perform a program of works that are representative of the Investigation Topic. Page 16 BLACKBURN HIGH SCHOOL

LEARNING AREA: MUSIC Unit 4: Music Investigation In this unit, students continue the exploration within the Investigation Topic they began in Unit 3. Outcome 1: Preparing a Performer s Statement: the preparation of program notes to accompany the end-of-year performance program. Outcome 2: Composition/ Improvisation/ Arrangement. Outcome 3: rehearse and perform works for inclusion in a performance program of works that relates to the Investigation Topic. ADDITIONAL INFORMATION Students considering Units 3 and 4 Music Performance and Music Investigation should be capable of achieving a high level of performance of works from the VCAA Prescribed List of Works. Students considering Units 3 and 4 Music Styles and Composition should be capable of achieving Satisfactory completion of Units 1 and 2. Fluency of English language in written and spoken form is recommended, and a strong ability to clearly articulate ideas in written form. Recommended AMEB Grade 4 Theory and experience with music software, esp. Sibelius. COURSE SELECTION HANDBOOK VCE, 2018 Page 17

LEARNING AREA: ARTS DRAMA Unit 1: Dramatic Storytelling This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Outcome 1: Creating a devised performance: Devise and document solo and/or ensemble drama work/s based on experiences and/or stories. Outcome 2: Presenting a devised performance: Perform a devised drama work/s to an audience. Outcome 3: Analysing a devised performance: Analyse the development and performance to an audience of their devised work. Outcome 4: Analysing Drama performances presented by other practitioners: Analyse the portrayal of stories and characters in a drama performance by professional or other drama practitioners. Unit 2: Non-Naturalistic Australian Drama This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance that uses non-naturalistic performance styles. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. Students knowledge of how dramatic elements can be enhanced or manipulated through performance is further developed in this unit. Students analyse their own performance work as well as undertake the analysis of a performance of an Australian work by other actors. Outcome 1: Using Australia as inspiration: Devise and document the processes used to create a solo or ensemble non-naturalistic performance work. Outcome 2: Presenting a devised performance: Present a performance of a devised non- naturalistic work to an audience. Outcome 3: Analysing a devised performance: Analyse the creation, development and performance to an audience of their non-naturalistic devised work. Outcome 4: Analysing Australian drama performance: Analyse a performance of an Australian drama work. Unit 3: Devised Non-Naturalistic Ensemble Performance This unit focuses on non-naturalistic devised ensemble drama. Students explore nonnaturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance. Students analyse a professional performance that incorporates nonnaturalistic performance styles and production elements selected from the prescribed VCE Drama Unit 3 Playlist published annually on the Victorian Curriculum and Assessment Authority website. Outcome 1: Devising and presenting non-naturalistic ensemble performance: Develop and present character/s within a devised non-naturalistic ensemble performance. Outcome 2: Responding to Devised Ensemble Performances: Analyse the use of processes, techniques and skills to create and present a devised ensemble performance. Outcome 3: Analysing non-naturalistic Performance: Analyse and evaluate a non-naturalistic performance. Page 18 BLACKBURN HIGH SCHOOL

LEARNING AREA: ARTS Unit 4: Non-Naturalistic Solo Performance This unit focuses on the development and presentation of non-naturalistic devised solo performances. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions. They develop skill in extracting dramatic potential from stimulus material and use dramatic elements, conventions, performance styles and performance and expressive skills to develop and present a short solo performance. These skills are further developed as students create a devised solo performance in response to a prescribed structure. Outcome 1: Working with stimulus Material: Devise a solo performance in response to given stimulus material and describe the non-naturalistic qualities of the performance. Outcome 2: Devising a non-naturalistic solo performance: Create, develop and perform a non-naturalistic drama solo in response to a prescribed structure. Outcome 3: Analysing devised non-naturalistic solo performance: Analyse and evaluate the creation, development and presentation of a devised nonnaturalistic solo performance. Students are required to keep an A4 Drama Diary and maintain a large binder with Plastic Pockets for both Units 1-2 and 3-4. STUDIO ARTS Unit 1: Studio inspiration and techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyze the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. Outcome 1: Researching and recording ideas: A Visual Diary recording the materials and techniques used to produce the artworks and sources of inspiration used to develop ideas. Outcome 2: Studio Practice: A folio of artworks demonstrating the studio practice. Outcome 3: Interpreting art ideas and use of materials and techniques: A number of short answer questions relating to selected artists and an end of semester exam. Unit 2: Studio exploration and concepts In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art COURSE SELECTION HANDBOOK VCE, 2018 Page 19

LEARNING AREA: ARTS movements and styles, students begin to understand the use of other artists work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analyzed to understand developments in studio practice. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art. Outcome 1: Exploration of studio practice and development of artworks: Students develop an individual exploration proposal to form the basis of a studio process, and from this produce and document a variety of potential directions in a visual diary for at least one artwork. Outcome 2: Ideas and styles in artworks: A number of short answer questions relating to selected artists and an end of semester exam. Unit 3: Studio practices and processes In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. For this study, the exploration proposal supports the student to identify a direction for their studio process. This process records trialling, experimenting, analysing and evaluating the extent to which art practices successfully communicate ideas presented in the exploration proposal. Students will select some of these potential directions from which to develop at least two artworks in Unit 4.The study of artists and their work practices and processes may provide inspiration for students own approaches to art making. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques Outcome 1: Exploration proposal: An exploration proposal that formulates the content and parameters of an individual studio process including a plan of how the proposal will be undertaken. Outcome 2: Studio Process: An individual studio process recorded in written and visual form that produces a range of potential directions, and reflects the concepts and ideas documented in the exploration proposal and work plan. Outcome 3: Artists and studio practices: An examination of the practice of at least two artists, with reference to two artworks by each artist, referencing the different historical and cultural context of each artwork. Unit 4: Studio practice and art industry contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions. Outcome 1: Production and presentation of artworks: A folio of at least two finished artworks based on selected and evaluated potential directions developed through the studio process, which Page 20 BLACKBURN HIGH SCHOOL

LEARNING AREA: ARTS demonstrate refinement and application of materials and techniques, and that realise and communicate the student s ideas expressed in the exploration proposal. Outcome 2: Evaluation Document: Visual and written documentation that identifies and evaluates the extent to which the artworks reflect the selected potential directions, and effectively demonstrates a cohesive relationship between the works. Outcome 3: Art industry contexts: Compare the methods used by artists and considerations of curators in the preparation, presentation, conservation and promotion of specific artworks in at least two different exhibitions. ADDITIONAL INFORMATION Each unit will have a folio of artworks, a Visual Diary and research tasks for assessment. Units 3 & 4 have a folio based School Assessed Task (60% marks), School Assessed Coursework each semester based on Outcome 3 (10% marks) and an end of year exam (30% marks). VISUAL COMMUNICATION AND DESIGN Unit 1: Drawing as a means of communication This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Through experimentation and through exploration of the relationship between design elements and design principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. In this unit students are introduced to three stages of the design process :researching designers, generating ideas and applying design knowledge and drawing skills to develop concepts. Outcome 1: Drawing as a means of communication: Create drawings for different purposes using a range of drawing methods, media and materials. Outcome 2: Design elements and design principles: Select and apply design elements and design principles to create visual communications that satisfy stated purposes. Outcome 3: Visual communication design in context: Describe how a visual communication has been influenced by past and contemporary practices, and by social and cultural factors. COURSE SELECTION HANDBOOK VCE, 2018 Page 21

LEARNING AREA: ARTS Unit 2: Applications of visual communication design This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create visual communications. Outcome 1: Technical drawing in context: Create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field. Outcome 2: Type and imagery: Manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into account copyright. Outcome 3: Applying the design process: Engage in stages of the design process to create visual communications appropriate to a given brief. Unit 3: Design thinking and practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of visual communication designers to support the development of their own work. They establish a brief and apply design thinking skills through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need. Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and investigation work underpin the developmental and refinement work undertaken in Unit 4. Outcome 1: Analysis and practice in context: visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications. Outcome 2: Design industry practice: Describe how visual communications are designed and produced in the design industry and explain factors that influence these practices. Outcome 3: Developing a brief and generating ideas: Apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief. Page 22 BLACKBURN HIGH SCHOOL

LEARNING AREA: ARTS Unit 4: Design development and presentation The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused. Students refine and present two visual communications within the parameters of the brief. They reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual communications and devise a pitch to communicate their design thinking and decision making to the client. Outcome 1: Development of design concepts: 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. Outcome 2: Final presentations: Produce final visual communication presentations that satisfy the requirements of the brief. Outcome 3: Evaluation and explanation: Devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief. MEDIA Unit 1: Media forms, representations and Australian stories In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products. Students analyse how representations, narrative and media codes and conventions contribute to the construction of the media realities audiences engage with and read. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. Students develop an understanding of the features of Australian fictional and non-fictional narratives in different media forms. Students work in a range of media forms and develop and produce representations to demonstrate an understanding of the characteristics of each media form, and how they contribute to the communication of meaning. Outcome 1: Media representations: Explain how media representations in a range of media products and forms, and from different periods of time, COURSE SELECTION HANDBOOK VCE, 2018 Page 23

LEARNING AREA: ARTS locations and contexts, are constructed, distributed, engaged with, consumed and read by audiences. Outcome 2: Media forms in production: Use the media production process to design, produce and evaluate media representations for specified audiences in a range of media forms. Outcome 3: Australian stories: Analyse how the structural features of Australian fictional and nonfictional narratives in two or more media forms engage, and are consumed and read by, audiences. production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms. Outcome 1: Narrative, style and genre: Analyse the intentions of media creators and producers and the influences of narratives on the audience in different media forms. Outcome 2: Narratives in production: Apply the media production process to create, develop and construct narratives. Outcome 3: Media and Change: Discuss the influence of new media technologies on society, audiences, the individual, media industries and institutions. Unit 3: Media narratives and pre-production Unit 2: Narrative across media forms Media industries such as journalism and filmmaking are built upon the creation and distribution of narratives constructed in the form of a series of interconnected images and/or sounds and/or words, and using media codes and conventions. New media forms and technologies enable participants to design, create and distribute narratives in hybrid forms such as collaborative and user-generated content, which challenges the traditional understanding of narrative form and content. Narratives in new media forms have generated new modes of audience engagement, consumption and reception. In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake In this unit students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product in Unit 4. Page 24 BLACKBURN HIGH SCHOOL

LEARNING AREA: ARTS Outcome 1: Narrative and ideology: Analyse how narratives are constructed and distributed, and how they engage, are consumed and are read by the intended audience and present day audiences. Outcome 2: Media production development: Research aspects of a media form and experiment with media technologies and media production processes to inform and document the design of a media production. ADDITIONAL INFORMATION Each unit will have media productions, production deisgn folios, and written tasks for assessment. Units 3 & 4 have a folio and production based School Assessed Task (40% marks), School Assessed Coursework based on U3 Outcome 1 and U4 Outcome 2 (20% marks), and an End of Year Examination (40% marks). Outcome 3: Media production design: Develop and document a media production design in a selected media form for a specified audience. Unit 4: Media production and issues in the media 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 refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media. Outcome 1: Media Production: Produce, refine and resolve a media product designed in Unit 3. Outcome 2: Agency and control in and of the media: Discuss issues of agency and control in the relationship between the media and its audience. COURSE SELECTION HANDBOOK VCE, 2018 Page 25

HUMANITIES ACCOUNTING Unit 1: Establishing and Operating a Service Business This unit focuses on the establishment of a small business and the accounting and financial management of the business. 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 cash basis of recording and reporting is used throughout this unit. Using single entry recording of financial data and analysis of accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a service business. Outcome 1: On completion of this unit the student should be able to describe the resources required, and explain and discuss the knowledge and skills necessary, to set up a small business. Outcome 2: On completion of this unit the student should be able to identify and record the financial data, and report and explain accounting information, for a sole proprietor of a service business. Unit 2: Accounting for a Trading Business This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. Outcome 1: On completion of this unit the student should be able to record financial data and report accounting information for a sole trader. Outcome 2: On completion of this unit the student should be able to record financial data and report accounting information for a single activity sole trader using a commercial accounting software package, and discuss the use of ICT in the accounting process. Unit 3: Recording and Reporting for a Trading Business This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises 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. Outcome 1: On completion of this unit the student should be able to record financial data for a single activity sole trader using a double entry system, and discuss the function of various aspects of this accounting system. Outcome 2: On completion of this unit the student should be able to record balance day adjustments and prepare and interpret accounting reports. Unit 4: Control and Analysis of Business Performance This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit is based on the double entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system. Students investigate the role and importance of budgeting for the business and undertake the practical completion of budgets Page 26 BLACKBURN HIGH SCHOOL

HUMANITIES for cash, profit and financial position. Students interpret accounting information from accounting reports and graphical representations, and analyse the results to suggest strategies to the owner on how to improve the performance of the business. Outcome 1: On completion of this unit the student should be able to record financial data using double entry accounting and report accounting information using an accrual-based system for a single activity sole trader, and discuss the function of various aspects of this accounting system. Outcome 2: On completion of this unit the student should be able to prepare budgets and variance reports, evaluate the performance of a business using financial and non-financial information and discuss strategies to improve the profitability and liquidity of the business. Demonstration of satisfactory achievement of these Units will be based on the student s performance in a selection of assessment tasks. Assessment tasks for these units include: folios of exercises (manual and ICT-based) tests (manual and/or ICT-based) an assignment (manual and/or ICT-based) BUSINESS MANAGEMENT Unit 1 Planning a business Business Management students investigate the business idea and development process from conception to operation. There is an emphasis on entrepreneurship, comprising the skills, preparations, considerations and challenges of turning an idea into a reality. Students explored the factors affecting business ideas and the internal and external environments within which businesses operate. Outcome 1: Describe how and why business ideas are created and developed, and explain the methods by which a culture of business innovation and entrepreneurship may be fostered in a nation. Outcome 2: Describe the external environment of a business and explain how the macro and operating factors within it may affect business planning. Outcome 3: Describe the internal business environment and analyse how factors from within it may affect business planning. Unit 2 Establishing a business Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. Students also examine the legal requirements that must be satisfied to establish a business and also investigate the essential features of effective marketing. Outcome 1: Explain the importance when establishing a business of complying with legal requirements and financial record keeping, and establishing effective policies and procedures. Outcome 2: Explain the importance of establishing a customer base and a marketing presence to achieve the objectives of the business, analyse effective marketing and public relations strategies and apply these strategies to business-related case studies. COURSE SELECTION HANDBOOK VCE, 2018 Page 27

HUMANITIES Outcome 3: Discuss the staffing needs for a business and evaluate the benefits and limitations of management strategies in this area from both an employer and an employee perspective. Unit 3: Managing a Business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Outcome 1: Discuss the key characteristics of businesses and stakeholders, and analyse the relationship between corporate culture, management styles and management skills Outcome 2: Explain theories of motivation and apply them to a range of contexts, and analyse and evaluate strategies related to the management of employees. Outcome 3: Analyse the relationship between business objectives and operations management, and propose and evaluate strategies to improve the efficiency and effectiveness of business operations. Unit 4: Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory. Outcome 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. Outcome 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. GEOGRAPHY Unit 1: Hazards and disasters In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events. Outcome 1: Analyse, describe and explain the nature of hazards and impacts of hazard events at a range of scales. Page 28 BLACKBURN HIGH SCHOOL

HUMANITIES Unit 2: Tourism In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its 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. Outcome 1: Analyse, describe and explain the nature of tourism at a range of scales. Unit 3: Changing the land 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. Outcome 1: Analyse, describe and explain land use change and assess its impacts. Unit 4: Human population trends and issues 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. In this unit, 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. Outcome 1: Analyse, describe and explain population dynamics on a global scale. HISTORY Unit 1: 20th Century (1918-1939) This unit explores some of the momentous events and new political, social and cultural ideas that emerged between the two World Wars in Europe and the USA. It explores the consequences of the peace treaties which ended World War One, the impact of ideologies of communism, socialism, fascism, militarism and isolationism on nations and the events that led to World War Two. Outcome 1: Explain the consequences of the peace treaties which ended World War One, the impact of ideologies on nations and the events that led to World War Two. Outcome 2: Explain patterns of social life and cultural change in one or more contexts, and analyse the factors which influenced changes to social life and culture, in the interwar years Unit 2: 20th Century (1945-2000) The focus in this unit is on the causes and consequences of the Cold War mainly from the perspective of the United States of America; the competing ideologies that underpinned events, the effects on people, groups and nations, and the reasons for the end of this sustained period of ideological conflict. COURSE SELECTION HANDBOOK VCE, 2018 Page 29

HUMANITIES Outcome 1: Explain the ideological divisions in the postwar period and analyse the nature, development and impact of the Cold War on nations and people, in relation to one or more particular conflicts of the period. Outcome 2: Explain the causes and nature of challenge and change in relation to two selected contexts in the second half of the twentieth century and analyse the consequences for nations and people. Unit 3 and 4: The French and Russian Revolutions Students will evaluate the roles of ideas, leaders, movements and events, and analyse the challenges facing the emerging new order and the way people attempt to create a new society. They will develop knowledge about key events and factors that contributed to the revolutions, examine different ideologies and synthesise evidence to develop a coherent argument about the role of revolutionary ideas, leaders, movements in bringing about change as well as the barriers the people faced in creating a new society. Outcome 1: Causes of Revolution Outcome 2: Consequences of Revolution LEGAL STUDIES Unit 1: Guilt and Liability In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legalprinciples and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute. Outcome 1: Describe the main sources and types of law, and assess the effectiveness of laws. Outcome 2: Explain the purposes and key concepts of criminal law, and use legal reasoning to argue the criminal culpability of an accused based on actual and/or hypothetical scenarios. Outcome 3: Explain the purposes and key concepts of civil law, and apply legal reasoning to argue the liability of a party in civil law based on actual and/or hypothetical scenarios. Unit 2: Sanctions remedies and rights This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness.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. Outcome 1: 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. Page 30 BLACKBURN HIGH SCHOOL

HUMANITIES Outcome 2: 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. Outcome 3: Evaluate the ways in which rights 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 and the legal system. Unit 3: Rights and Justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal casesand resolving civil disputes. Students consider the Magistrates Court, County Court and Supreme Court withi nthe Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases.students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system and apply legal reasoning and information to actual and/or hypothetical scenarios. Outcome 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. Outcome 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 civil justice system to achieve the principles of justice. Unit 4: The people and the Law In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealthand state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in lawmaking, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Students will apply legal reasoning and information to actual scenarios. Outcome 1: Discuss the significance of High Court cases involving the interpretation of the Australian Constitution and evaluate the ways in which the Australian Constitution acts as a check on parliament in law-making. Outcome 2: Discuss the factors that affect the ability of parliament and courts to make law, evaluate the ability of these law-makers to respond to the need for law reform, and analyse how individuals, the media and law reform bodies can influence a change in the law. COURSE SELECTION HANDBOOK VCE, 2018 Page 31

HUMANITIES PHILOSOPHY Unit 1: Existence, knowledge and reasoning What is the nature of reality? How can we acquire certain knowledge? This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. Outcome 1: Apply methods of philosophical inquiry to the analysis of philosophical viewpoints and arguments, including those in metaphysics and epistemology. Unit 2: Questions of value What are the foundations of our judgments about value? What is the relationship between different types of value? How, if at all, can particular value judgments be defended or criticised? This unit invites students to explore these questions in relation to different categories of value judgment within the realms of morality, political and social philosophy and aesthetics. Outcome 1: Analyse problems in ethics and moral theory and related contemporary debates, evaluate viewpoints and arguments in response to these problems, and discuss the interplay between philosophical thinking and contemporary ethical and moral debates. Outcome 2: Analyse selected problems in value theory, evaluate viewpoints and arguments in response to these problems, and discuss philosophical issues in the context of relevant contemporary debates. Outcome 3: Apply methods of philosophical inquiry to the analysis of philosophical viewpoints and arguments, including those in value theory. Unit 3: Minds, bodies and persons This unit considers basic questions regarding the mind and the self through two key questions: Are human beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time? Outcome 1: Discuss concepts relating to the mind, psyche and body, and analyse and evaluate viewpoints and arguments concerning the relationship between the mind and body, and psyche and body, found within and across the set texts and in contemporary debates. Outcome 2: Analyse, compare and evaluate theories of personal identity in the set texts and discuss related contemporary debates. Unit 4: The good life What does an understanding of human nature tell us about what it is to live well? What is the role of happiness in a well lived life? Is morality central to a good life? How does our social context impact on our conception of a good life? In this unit, students explore texts by both ancient and modern philosophers that have had a significant impact on contemporary western ideas about the good life. Outcome 1: Analyse, compare and evaluate the philosophical viewpoints and arguments in the set texts in relation to the good life. Outcome 2: Discuss contemporary debates related to the good life and the interplay between social and technological developments and conceptions of the good life. Page 32 BLACKBURN HIGH SCHOOL

LANGUAGES FRENCH Unit 1 The areas of study for French comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study and are designed to be drawn upon in an integrated way. The three prescribed themes are: the individual, the French-speaking communities, and the changing world. Outcome 1: To establish and maintain a spoken or written exchange related to personal areas of experience. The student should be able to listen to, read and obtain information from spoken and written texts. The student should be able to produce a personal response to a text focusing on real or imaginary experience. Unit 2 See unit information in Unit 1. Outcome 1: To participate in a spoken or written exchange related to making arrangements and completing transactions. The student should be able to listen to, read, and extract and use information and ideas from spoken and written texts. The student should be able to give expression to real or imaginary experience in spoken or written form. Unit 3 See unit information in Unit 1 Outcome 1: To express ideas through the production of original texts. The student should be able to analyse and use information from spoken texts. The student should be able to exchange information, opinions and experiences. Unit 4 See unit information in Unit 1 Outcome 1: To analyse and use information from written texts. The student should be able to respond critically to spoken and written texts which reflect aspects of the language and culture of Frenchspeaking communities. In Units 3 & 4, there are two end-of-year examinations: Oral and Written. The Oral Examination assesses students spoken French and is divided into two sections: Conversation and Discussion. In Units 3 & 4, the student is required to undertake a Detailed Study and will be required to discuss this in Section 2 of the Oral Examination. The Written Examination assesses students knowledge and skill in analysing and responding to spoken and written texts, and their ability to express ideas through the creation of original text. COURSE SELECTION HANDBOOK VCE, 2018 Page 33

LANGUAGES GERMAN Unit 1 The areas of study for German comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study and are designed to be drawn upon in an integrated way. The three prescribed themes are: the individual, the German-speaking communities, and the changing world. Outcome 1: To establish and maintain a spoken or written exchange related to personal areas of experience. The student should be able to listen to, read and obtain information from spoken and written texts. The student should be able to produce a personal response to a text focusing on real or imaginary experience. Unit 2 See unit information in Unit 1. Outcome 1: To participate in a spoken or written exchange related to making arrangements and completing transactions. The student should be able to listen to, read, and extract and use information and ideas from spoken and written texts. The student should be able to give expression to real or imaginary experience in spoken or written form. Unit 3 See unit information in Unit 1 Outcome 1: To express ideas through the production of original texts. The student should be able to analyse and use information from spoken texts. The student should be able to exchange information, opinions and experiences. Unit 4 See unit information in Unit 1 Outcome 1: To analyse and use information from written texts. The student should be able to respond critically to spoken and written texts which reflect aspects of the language and culture of Germanspeaking communities. In Units 3 & 4, there are two end-of-year examinations: Oral and Written. The Oral Examination assesses students spoken German and is divided into two sections: Conversation and Discussion. In Units 3 & 4, the student is required to undertake a Detailed Study and will be required to discuss this in Section 2 of the Oral Examination. The Written Examination assesses students knowledge and skill in analysing and responding to spoken and written texts, and their ability to express ideas through the creation of original text. Page 34 BLACKBURN HIGH SCHOOL

MATHEMATICS SELECTING A COURSE All VCE Mathematics subjects consist of a sequence of two units. Each unit is a semester in length. It is vital that course selection for Unit 1 and 2 is considered carefully and realistically since this decision determines the choice of Mathematics in Units 3 and 4 and hence the available career paths. UNITS 1 & 2 UNITS 3 & 4 GENERAL MATHS (GM) FURTHER MATHEMATICS (FM) MATHS METHODS CAS (MM) MATHS METHODS CAS (MM) SPECIALIST MATHEMATICS (SM) SPECIALIST MATHEMATICS (SM) VCE MATHEMATICS SUBJECTS UNITS 1 AND 2 General Mathematics (GM): If taken alone, General Mathematics allows students to continue to Unit 3 and 4 Further Mathematics. If taken in conjunction with Mathematical Methods CAS Units 1 and 2, General Mathematics gives a solid base for Mathematical Methods CAS and Specialist Mathematics Units 3 and 4. Mathematical Methods CAS (MM): Students who choose this subject are required to have a solid understanding of Year 10 Mathematics. It is possible for this subject to be taken in conjunction with General Mathematics Units 1 and 2. Completion of Mathematical Methods CAS Units 1 and 2 and General Mathematics Units 1 and 2 allows students to select any Unit 3 and 4 Mathematics CAS. Specialist Mathematics (SM): Students who choose this subject are required to have a very good understanding of Year 10 Mathematics. This subject should be taken in conjunction with Mathematical Methods CAS Units 1 and 2 to provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. UNITS 3 AND 4 Further Mathematics (FM): It is advisable that students have completed a minimum of General Mathematics as this course contains the background knowledge required in Further Mathematics. COURSE SELECTION HANDBOOK VCE, 2018 Page 35

MATHEMATICS Students in year 11 that do Units 3 and 4 Further Mathematics must have a solid understanding of Year 10 Mathematics. Mathematical Methods CAS (MM): Students must have completed Mathematical Methods CAS Units 1 and 2. They may have also completed General Mathematics. Specialist Mathematics (SM): Specialist Mathematics must be studied in conjunction with Mathematical Methods CAS Units 3 and 4. Students must have completed Mathematical Methods CAS Units 1 and 2. It is recommended that they complete Specialist Maths Units 1 and 2. Alternatively they have completed Mathematical Methods CAS Units 1 and 2 in conjunction with General Mathematics Units 1 and 2. MATHEMATICS PATHWAYS AT VCE TOTAL NO. OF UNITS UNITS 1 AND 2 UNITS 3 AND 4 POSSIBLE CAREER PATH 8 MM (and GM) or MM (and SM) MM and SM Highest Level Engineering, Physics 6 MM (and GM) MM Most Engineering, Science, Economics, Medicine 4 GM FM Courses requiring ANY Unit 3 and 4 Maths 2 GM Teaching & Courses requiring no Unit 3 and 4 Maths OUTCOMES To satisfactorily complete each unit students are required to achieve these outcomes: Outcome 1: Define and explain key concepts specified in the context from each area of study. Be able to apply a range of related mathematical routines and procedures. Outcome 2: Apply mathematical processes to nonroutine contexts and analyse and discuss these applications of mathematics. Outcome 3: Select and appropriately use technology to develop mathematical ideas, produce results and carry out an analysis in situations requiring problemsolving, modelling or investigative techniques or approaches. Page 36 BLACKBURN HIGH SCHOOL

MATHEMATICS GENERAL MATHEMATICS Unit 1&2: General Mathematics This subject involves the study of: Statistics, Arithmetic, Functions and graphs, Algebra, Trigonometry, Geometry and probability. Students are required to apply mathematical knowledge and skills creatively to solve problems in unfamiliar situations, including real-life situations. Students learn and practise mathematical algorithms, routines and techniques, and use them to find solutions to standard problems; and undertake extended application and analysis tasks involving the use of mathematics. Students are required to demonstrate competent use of calculators, CAS calculators and computers with relevant computer software. Outcome 1: Define and explain key concepts as specified in the selected content from the areas of study, and apply a range of related mathematical routines and procedures. Outcome 2: Apply mathematical processes to nonroutine contexts and analyse and discuss these applications of mathematics. Outcome 3: Select and appropriately use technology to develop mathematical ideas, produce results and carry out an analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. NOTE: CAS CALCULATORS All VCE Mathematics students are expected to own an approved CAS calculator preferably the one from the school booklist. Appropriate use of technology is a requirement of the course. In particular, students are encouraged to use CAS calculators, spreadsheets and other relevant computer software. COURSE SELECTION HANDBOOK VCE, 2018 Page 37