VCE SUBJECTS offered at Parade College 2016

Transcription

1 VCE SUBJECTS offered at Parade College 2016 NB: While all the subjects listed below are offered, classes may not run in some subjects due to lack of student demand Please consider the environment before printing this lengthy document.

2 TABLE OF CONTENTS (Please click on a subject to go directly to it) ACCOUNTING... 3 AUSTRALIAN AND GLOBAL POLITICS... 6 BIOLOGY BUSINESS MANAGEMENT CHEMISTRY PRODUCT DESIGN & TECHNOLOGY ECONOMICS ENGLISH ENGLISH LANGUAGE FOOD & TECHNOLOGY FRENCH GEOGRAPHY HEALTH AND HUMAN DEVELOPMENT HISTORY INFORMATION TECHNOLOGY ITALIAN JAPANESE LEGAL STUDIES LITERATURE MATHEMATICS MEDIA MUSIC PERFORMANCE OUTDOOR & ENVIRONMENTAL STUDIES PHILOSOPHY PHYSICAL EDUCATION PHYSICS PSYCHOLOGY RELIGION AND SOCIETY STUDIO ARTS SYSTEMS ENGINEERING TEXTS AND TRADITIONS THEATRE STUDIES UNIVERSITY ENHANCEMENT STUDIES VISUAL COMMUNICATION DESIGN Parade College 2016 VCE Subjects Page 2 of 116

3 ACCOUNTING Why study Accounting? Accounting is an information system, providing financial and other information for making and evaluating decisions about the allocation and management of resources. Accounting information is used to help evaluate business performance and to report on the operation of business from both an internal and an external perspective. VCE Accounting focuses on the financial events and decision making for a small business. Students will study theoretical and practical aspects of Accounting and develop skills in calculating, recording and reporting financial events to support more effective decision - making. The accounting information will be collected and applied using both manual and information and communications technology (ICT) methods. > Go to Accounting Pathways diagram > Go to Humanities Pathways diagram Structure The study is made up of 4 units: Unit 1: Establishing and operating a service business Unit 2: Accounting for a trading business Unit 3: Recording and reporting for trading business Unit 4: control and analysis of business performance Accounting Unit 1 - Code: 1hAC A potential small business owner needs to make many decisions before commencing the operations of the business. The decisions made at this early stage will often influence the success or failure of the business. In this area of study students investigate the reasons for establishing a small business, factors that lead to success or failure, sources of finance and how pre-operational decisions are made. Accounting Unit 2 - Code: 2hAC A small business operator needs to input and process financial data to provide information for decision-making on the management and performance of the business. In this area of study students record financial data and report accounting information for a single activity sole trader using the single entry accounting system. Both manual and ICT methods of recording and reporting are used. Accounting Unit 3 and Unit 4 - Code: 3hAC & 4hAC Unit 3 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. The perpetual method of stock recording with the First In, First Out (FIFO) method is also used. Unit 4 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. Parade College 2016 VCE Subjects Page 3 of 116

4 Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 Business Accounting. Before attempting Unit 3, students must have a C+ average in Units 1 and 2. Students must successfully undertake Unit 3 prior to Unit 4. Assessment Satisfactory Completion Demonstrated achievement of outcomes specified for the unit. Outcomes define what students will know and be able to do as a result of undertaking the study. Listed below are the outcomes for Units 1-4: Unit 1: Going into business 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. 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 On completion of this unit the student should be able to record financial data and report accounting information for a sole trader. 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. Outcome 3 On completion of this unit the student should be able to select and use financial and nonfinancial information to evaluate the performance of a business and discuss strategies that may improve business performance. Unit 3: Recording and reporting for a trading businesses 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. On completion of this unit the student should be able to record balance day adjustments and prepare and interpret accounting reports. Parade College 2016 VCE Subjects Page 4 of 116

5 Unit 4: Control and analysis of business performance 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. 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. Levels of Achievement Unit 1 and 2 Parade College has developed a number of Graded Assessment Tasks as part of the Assessment process for Units 1 and 2. Unit 3 and 4 School-assessed coursework and examinations: Unit 3 school-assessed coursework: 25 per cent Unit 4 school-assessed coursework: 25 per cent End-of-year examination: 50 per cent Parade College 2016 VCE Subjects Page 5 of 116

6 AUSTRALIAN AND GLOBAL POLITICS Why study Australian and Global Politics? VCE Australian and Global Politics offers students the opportunity to engage with key political, social and economic issues, and to become informed citizens, voters and participants in their local, national and international communities. Australian Politics increases awareness of the nature of power and its influence. It allows students to become informed observers of, and active participants in, their political system. As students begin to think critically, they recognise that democratic ideals are often difficult to achieve in practice. Global Politics provides students with an insight into the political, social, cultural and economic forces that shape our rapidly changing world. Students develop a critical understanding of the world in which they live and contemporary global issues. In doing so, students are provided with the means to meet the opportunities and challenges posed by contemporary international life and the understanding, awareness and critical thinking skills which underpin active citizenship. Australian and Global Politics provides knowledge and skills that prepare students for formal study at the tertiary level or in vocational education and training settings. It also leads to opportunities in a range of careers, including academia, management, and government. Students may also pursue occupations in corporate and private enterprises in fields such as journalism, law, research and politics. Structure The study is made up of 4 units: Unit 1: The national citizen Unit 2: The global citizen Unit 3: Global actors Unit 4: Global challenges Unit 1: The national citizen - Code: 1hAG In this unit students are introduced to the study of politics as the exercise of power by individuals, groups and nation-states. Students consider key concepts related to power and influence, types of power, political ideology and values, political involvement and active citizenship. The nature of and philosophical ideas behind democracy are studied, as well as the operation and nature of contemporary Australian representative democracy. Students examine the reasons why people seek political power, the characteristics of successful political activists and leaders, and the political ideas that motivate them. The ways in which political power is exercised and how that power is challenged and resisted by others is explored. Students also examine the role and influence of social and political movements as methods of organising political ideas and action. VCE Australian Politics is contemporary in focus. While the focus of this study is the twentyfirst century and current events, historical events, examples and illustrations may provide students with contextual understanding and may provide unique examples of the workings of the Australian political system. Unit 2: The global citizen - Code: 2hAG Parade College 2016 VCE Subjects Page 6 of 116

7 This unit focuses on the contemporary international community. Students examine their place within this community through considering the debate over the existence of the global citizen. In Area of Study 1 they explore the myriad ways their lives have been affected by the increased interconnectedness the global threads of the world through the process of globalisation. In Area of Study 2, students consider the extent to which the notion of an international community exists, and investigate its ability to manage areas of global cooperation and respond to issues of global conflict and instability. This unit is concerned with contemporary issues and events. While these may have antecedents in issues and events before the twenty-first century that students need to understand to contextualise contemporary global situations, focus needs to be on the twentyfirst century when choosing particular examples and case studies Unit 3: Global actors - Code: 3hGP In this unit students investigate the key global actors in twenty-first century global politics. They use contemporary evidence to analyse the key global actors and their aims, roles and power. They develop an understanding of the key actors through an in-depth examination of the concepts of national interest and power as they relate to the state, and the way in which one Asia-Pacific state uses power within the region to achieve its objectives. For the purposes of this study, the term non-state actors covers a range of global actors: altruistic non-governments organisations (NGOs), for example Amnesty International and Greenpeace; organised religions; terrorist movements and organised crime syndicates. This unit is concerned with contemporary issues and events. While these may have antecedents in issues and events before the twenty-first century, that students need to understand to contextualise contemporary global situations, focus needs to be on the twentyfirst century when choosing particular examples and case studies. Unit 4: Global challenges - Code: 4hGP In this unit students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global citizenship. They then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises, and consider the varying effectiveness of responses and challenges to solving them. This unit is concerned with contemporary issues and events. While these may have antecedents in issues and events before the twenty-first century, that students need to understand to contextualise contemporary global situations, focus needs to be on the twentyfirst century when choosing particular examples and case studies. Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 History or Year 10 Australia s Legal and Political System. Before attempting Unit 3, students must have a C+ average in Units 1 and 2. Students must successfully undertake Unit 3 prior to undertaking Unit 4. Assessment Satisfactory Completion Parade College 2016 VCE Subjects Page 7 of 116

8 Demonstrated achievement of outcomes specified for the unit. Outcomes define what students will know and be able to do as a result of undertaking the study. Listed below are the outcomes for Units 1-4. Unit 1: The national citizen On completion of this unit the student should be able to describe and analyse the nature and purpose of politics and power in a broad sense and in the context of contemporary Australian democracy. On completion of this unit the student should be able to explain why people seek political power, and the major political ideologies that infl uence political involvement and political movements. Unit 2: The global citizen On completion of this unit the student should be able to identify the ways in which the lives of citizens in the twenty-fi rst century are interconnected globally. On completion of this unit the student should be able to describe and analyse the extent to which the international community is cohesive, and whether it can effectively manage cooperation, confl ict and instability in relation to selected case studies. Unit 3: Global actors On completion of this unit the student should be able to evaluate the power and influence of key global actors in the twenty-first century and assess the extent to which they achieve their aims. On completion of this unit the student should be able to analyse and evaluate types and forms of power as used by a specific Asia-Pacific state in the region in pursuit of its national interest. Unit 4: Global challenges On completion of this unit the student should be able to analyse two global political issues from a range of perspectives and evaluate the effectiveness of global actors responses to these issues. On completion of this unit the student should be able to explain the characteristics of two contemporary global crises and evaluate the effectiveness of responses to these. Parade College 2016 VCE Subjects Page 8 of 116

9 Levels of Achievement Unit 1 and 2 Parade College has developed a number of Graded Assessment Tasks as part of the Assessment process for Units 1 and 2. Unit 3 and 4 School assessed coursework and an end-of-year examination: Unit 3 school-assessed coursework: 25 per cent Unit 4 school-assessed coursework: 25 per cent Unit 3 and 4 examination: 50 per cent Parade College 2016 VCE Subjects Page 9 of 116

10 BIOLOGY Why study Biology? Biology is the study of living things from familiar, complex multicellular organisms that live in the many different habitats of our biosphere to single celled micro-organisms that live in seemingly inhospitable conditions. It is a study of the dynamic relationships between living things, their interdependence, their interactions with the non-living environment, and the processes that maintain life and ensure its continuity. Biology enables students to understand that despite the diverse ways of meeting the challenges of survival, all living things have many structural and functional characteristics ill common. Modem biology draws on increasingly specialised fields of bioscience such as biochemistry, neuroscience, genetics, evolutionary biology, behavioural science, and cell and molecular biology including studies of genomics and proteomics. It makes connections between these fields and the disciplines of physics, chemistry, Earth and space sciences in exploring the nature of past and present life, and the possibility of life forms beyond our planet. Students acquire knowledge and skills of inquiry that help them to examine critically issues that arise in their own lives and in the public domain, to contribute to debate and to take part in making decisions about their own health and wellbeing and that of society. They build an understanding of the interconnectedness of all living things and their environment. The values and attributes that students develop will help them to recognise the strengths and limitations of science, respect evidence and be sensitive to differences in views and beliefs held by others. They will be able to work collaboratively and yet state their own views from an informed position. The study of biology prepares students for continuing studies in bioscience and entry into the workforce in a wide range of careers, including those not normally thought of as depending on bioscience. Much of our economic activity is generated through advances in bioscience research, in environmental, medical and associated biotechnologies, and in parallel sciences such as bioinformatics. Students develop knowledge of bioscience and skills of science inquiry and the values and attributes that will help them to consider issues and implications associated with the application of biological techniques and technologies. > Go to Science Pathways diagram Structure The study is made up of 4 units: Unit 1: Unity and diversity Unit 2: Organisms and their environment Unit 3: Signatures of life Unit 4: Continuity and change Biology Unit 1: Unity and Diversity Code: 1sBI In this unit students examine the cell as the structural and functional unit of the whole organism. Students investigate the needs of individual cells, how specialised structures carry out cellular activities and how the survival of cells depends on their ability to maintain a dynamic balance between their internal and external environments. Whether life forms are unicellular or multicellular, whether they live in the depths of the ocean or in the tissues of another living thing, all are faced with the challenge of obtaining nutrients Parade College 2016 VCE Subjects Page 10 of 116

11 and water, a source of energy, a means of disposing of their waste products, and a means of reproducing themselves. Though there are many observable differences between living things, they have many fundamental features and biological processes in common. Students explore the diversity of organisms and look for patterns of similarities and differences. They investigate how the structure and functioning of interdependent systems in living things assist in maintaining their internal environment. They relate differences in individual structures and systems to differences in overall function. As students consider the development of ideas and technological advances that have contributed to our knowledge and understanding of life forms and cell biology, they come to understand the dynamic nature of science. Biology Unit 2: Organisms and their Environment Code: 2sBI The rich diversity of Australian ecosystems provides a variety of contexts for students to study the relationships between living things and their environment. Students investigate particular sets of biotic and abiotic factors that operate in different places in the biosphere, and how these factors influence the kinds of organisms that live there. Students examine how organisms in their particular habitats are part of the integrated and naturally self-sustaining systems in which energy flows and matter is cycled between the living and non-living components of the environment. Students investigate how features possessed by organisms affect their fitness and reproductive success, in relation to their habitats. They consider how species are affected by changes in environmental conditions, whether natural or human-induced. In this unit students investigate what changes have taken place in selected ecosystems, how ecological principles can be applied to conserve natural ecosystems, to restore damaged ones and to ensure sustainability of the biosphere. Students investigate how technologies are being applied to monitor natural ecosystems and to manage systems developed to provide resources for humans. Biology Unit 3: Signatures of Life Code: 3sBI In this unit students consider the molecules and biochemical processes that are indicators of life. They investigate the synthesis of biomolecules and biochemical processes that are common to autotrophic and heterotrophic life forms. Students consider the universality of DNA and investigate its structure; the genes of an organism, as functional units of DNA and code for the production of a diverse range of proteins in an organism. Students investigate the significant role of proteins in cell functioning; how technological advances have enabled scientists to determine differences in the molecular structure of proteins, how the structure of a protein relates to its function in an organism's tissues, and how technological advances have given rise to applications such as the design of proteins for specific purposes. Students consider advances in proteomics applied, for example, to medical diagnosis and the development of specific proteomic medications, new pharmaceuticals and vaccines. Students investigate how cells communicate with each other at molecular level in regulating cellular activities; how they recognise 'self' and 'non-self' in detecting possible agents of attack; and how physical barriers and immune responses can protect the organism against pathogens. Students consider the technological advances that have contributed to our knowledge and understanding of molecular biology, they come to understand the dynamic nature of science. Parade College 2016 VCE Subjects Page 11 of 116

12 They investigate how the development of bioinformatics makes it possible to store and analyse large volumes of biological information. Students apply concepts relating to cell structure and function, the needs of cells and their activities. Biology Unit 4: Continuity and Change Code: 4sBI In this unit students examine evidence for evolution of life forms over time. Students explore hypotheses that explain how changes to species have come about. In addition to observable similarities and differences between organisms, students explore the universality of DNA, and conservation of genes as evidence for ancestral lines of life that have given rise to the present biodiversity of our planet. Students investigate how the study of molecular genetics has expanded into genomics - the study of whole sets of genes possessed by an organism. Information obtained by studying genomes and functional genomics has provided insight into gene expression and regulation, and relationships between species. Students study how genes are transmitted from generation to generation by examining meiosis and patterns of inheritance including pedigree analysis. Students consider the relationship between heritable variations and the environment in accounting for changes to species over time, and for speciation and extinction. Students examine the interrelationships between biological, cultural and technological evolution. As they consider the historical development of ideas and technological advances that have contributed to our knowledge and understanding of inheritance and evolutionary biology, students come to understand the dynamic nature of science, the human factors that influence developments in science and its increasing reliance on evidence. Students investigate emerging technological applications and the implications of advances in molecular genetics. They consider how developments in bioinformatics assist in collecting and interrogating large volumes of biological data. The ability to apply technologies that can change the genetic composition of individual organisms and species, including humans, raises controversial issues for individuals and society. Students examine these issues and consider their implications from a variety of perspectives Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 Biology. Before attempting Unit 3, students must have a C+ average in Units 1 and 2. Students must successfully undertake Unit 3 prior to undertaking Unit 4. Assessment Satisfactory Completion Demonstrated achievement of the set of Outcomes specified for the unit. Outcomes define what students will know and be able to do as a result of undertaking the study. Listed below are the outcomes for Units 1-4: Unit 1: Unity and Diversity Parade College 2016 VCE Subjects Page 12 of 116

13 On completion of this unit the student should be able to design, conduct and report on a practical investigation related to cellular structure, organization and processes. On completion of this unit the student should be able to describe and explain the relationship between features and requirements of functioning organisms and how these are used to construct taxonomic systems. Unit 2: Organisms and their Environment On completion of this unit the student should be able to explain and analyse the relationship between environmental factors, and adaptations and distribution of living things. On completion of this unit the student should be able to design, conduct and report on a field investigation related to the interactions between living things and their environment, and explain how ecosystems change over time. Unit 3: Signatures of Life On completion of this unit the student should be able to analyse and evaluate evidence from practical investigations related to biochemical processes. On completion of this unit the student should be able to describe and explain coordination and regulation of an organism's immune responses to antigens at the molecular level. Unit 4: Continuity and Change On completion of this unit the student should be able to analyse evidence for the molecular basis of heredity, and patterns of inheritance. On completion of this unit the student should be able to analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes. Levels of Achievement Units 1 and 2 Parade College has developed a number of Graded Assessment Tasks as part of the Assessment process for Units 1 and 2. Unit 3 and 4 School- assessed coursework, a mid-year examination and an end-of-year examination: Unit 3 school-assessed coursework: 20 per cent Unit 4 school-assessed coursework: 20 per cent End-of-year: 60 per cent BUSINESS MANAGEMENT Parade College 2016 VCE Subjects Page 13 of 116

14 Why study Business Management? Business Management examines the ways that people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the challenges, complexity and rewards that come from business management and gain insight into the various ways resources can be managed in small, medium and large scale organisations. Each unit examines some of the range of management theories and, through exposure to real business scenarios and/or direct contact with business, tests them against management in practice. > Go to Business Management Pathways diagram > Go to Humanities Pathways diagram Structure The study is made up of 4 units: Unit 1: Small business management Unit 2: Communication and management Unit 3: Corporate management Unit 4: Managing people and change Business Management Unit 1 - Code: 1hBM In this unit, students study the small business sector. The small business sector provides a wide range of goods and services for both consumers and industries. This, combined with the employment opportunities, makes the small business sector a vital component in the success, growth and stability of Australia. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success. Business Management Unit 2 - Code: 2hBM In this unit students study the importance of effective communication achieving business objectives. It includes communication both internally and externally to business with special attention to the functions of marketing and public relations. Students develop knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in different contexts. Business Management Unit 3 - Code: 3hBM In this unit students investigate how large-scale organisations operate. Students examine the context in which they conduct their business, focus on aspects of their internal environment and then look at the operations management function. Students develop an understanding of the complexity and challenge of managing large organisations and have the opportunity to compare theoretical perspectives with practical applications. Business Management Unit 4 - Code: 4hBM In this unit students examine corporate management. Key aspects of human resource management are studied as well strategies used to most effectively manage human resources. The unit concludes with analysis of the management of change. Parade College 2016 VCE Subjects Page 14 of 116

15 Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 Small Business or Business Economics. Before attempting Unit 3, students must have a C+ average in Units 1 and 2.Students must successfully undertake Unit 3 prior to undertaking Unit 4. Assessment Satisfactory Completion Demonstrated achievement of outcomes specified for the unit. Outcomes define what students will know and be able to do as a result of undertaking the study. Listed below are the outcomes for Units 1-4: Unit 1: Small business management On completion of this unit the student should be able to explain and apply a set of generic business concepts to a range of businesses. On completion of this unit the student should be able to apply decision making and planning skills and evaluate the successful management of an ethical and socially responsible small business. Outcome 3 On completion of this unit the student should be able to explain and apply the day-to-day activities associated with the ethical and socially responsible operation of a small business. Unit 2: Communication and management On completion of this unit the student should be able to explain and apply a range of effective communication methods and forms in business-related situations. On completion of this unit the student should be able to apply and analyse effective marketing strategies and processes. Outcome 3 On completion of this unit the student should be able to apply and analyse effective public relations strategies and tactics. Unit 3: Corporate management On completion of this unit the student should be able to discuss and analyse the context in which large-scale organisations operate. On completion of this unit the student should be able to discuss and analyse major aspects of the internal environment of large-scale organisation. Outcome 3 On completion of this unit the student should be able to discuss and analyse strategies related to operations management. Parade College 2016 VCE Subjects Page 15 of 116

16 Unit 4: Managing people and change On completion of this unit the student should be able to analyse and evaluate practices and processes related to human resource management. On completion of this unit the student should be able to analyse and evaluate the management of change in large-scale organisations, and the impact of change on the internal environment of a large-scale organisation. Levels of Achievement Unit 1 and 2 Parade College has developed a number of Graded Assessment Tasks as part of the Assessment process for Units 1 and 2. Unit 3 and 4 School-assessed coursework and examinations: Unit 3 school-assessed coursework: 25 per cent Unit 4 school-assessed coursework: 25 per cent Unit 3 and 4 examination: 50 per cent Parade College 2016 VCE Subjects Page 16 of 116

17 CHEMISTRY Why study Chemistry? Chemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the complex biological interactions occurring in cells, can be described by chemical theories. Although there are no sharp boundaries between sciences such as chemistry, physics and biology, chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers. The development of modern society has been intimately linked with the successful integration of chemical knowledge into new technologies. This continues with emerging fields such as biotechnology and nanotechnology. Many people develop an applied knowledge of chemistry through their careers and day-to-day pursuits. Chemistry permeates numerous fields of endeavour, including agriculture, art, biochemistry, dietetics, engineering, environmental studies, food, forensic science, forestry, horticulture, law, medicine, oceanography, pharmacy, sports science and winemaking. The chemistry undertaken in this study is representative of the discipline and the major ideas of chemistry. Some students will develop a passion for chemistry and be inspired to pursue further studies. All students, however, should become more informed, responsible decisionmaking citizens, able to use chemical knowledge and scientific arguments in their everyday lives and to evaluate and debate important contemporary issues such as the future of our environment and its management. > Go to Science Pathways diagram Structure The study is made up of 4 units: Chemistry Unit 1 - Code: 1sCH This unit examines the development and relationship between Atomic Theory, The Periodic Table and chemical activities of materials. The chemical nature of materials is explored through an investigation of their properties and their modification. All areas of study in this unit involve the design and performance of experiments. Chemistry Unit 2 - Code: 2sCH This unit examines a range of chemical reactions with the emphasis on water and the atmosphere. It examines the writing of chemical equations, acid and base and redox reactions and performance of calculations based upon them. Students are encouraged to evaluate the environmental impact of human activity on the biosphere. All areas of the study involve the design and performance of experiments. Chemistry Unit 3 & 4 - Codes: 3sCH & 4sCH Unit 3 adopts a global perspective by examining the large-scale industrial production of some chemicals. The work of chemists in these industries is examined. A comprehensive approach including qualitative and quantitative analysis in conjunction with design and performance of experiments is important in the unit. Unit 4 examines the relationship between the production and use of energy in living and chemical systems. It revisits concepts discussed earlier in the Parade College 2016 VCE Subjects Page 17 of 116

18 course and illustrates the development of chemical ideas within the context of the periodic table. Again design and performance of experiments is important in the course. Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 Chemistry. Before attempting Unit 3, students must have a C+ average in Units 1 and 2. Students must successfully undertake Unit 3 prior to undertaking Unit 4. Assessment Satisfactory Completion Demonstrated achievement of completion of a set of outcomes. Outcomes define what students will know and be able to do as a result of undertaking the study. Listed below are the outcomes for Units 1-4: Unit 1 On completion of this unit the student should be able to explain how evidence is used to develop or refine chemical ideas and knowledge. On completion of this unit the student should be able to use models of structure and bonding to explain the properties and applications of materials. Unit 2 On completion of this unit the student should be able to write balanced equations and apply these to qualitative and quantitative investigations of reactions involving acids and bases, the formation of precipitates and gases, and oxidants and reductants. On completion of this unit the student should be able to explain how chemical reactions and processes occurring in the atmosphere help to sustain life on earth. Unit 3 On completion of this unit the student should be able to evaluate the suitability of techniques and instruments used in chemical analyses. On completion of this unit the student should be able to identify and explain the role of functional groups in organic reactions and construct reaction pathways using organic molecules. Unit 4 On completion of this unit the student should be able to analyse the factors that determine the optimum conditions used in the industrial production of the selected chemical. On completion of this unit the student should be able to analyse chemical and energy transformations occurring in chemical reactions. Parade College 2016 VCE Subjects Page 18 of 116

19 Levels of Achievement Units 1 and 2 Parade College has developed a number of Graded Assessment Tasks as part of the Assessment process for Units 1 and 2. Unit 3 and 4 School-assessed coursework, a mid-year examination and an end-of-year examination: Unit 3 school-assessed coursework: 20 per cent Unit 4 school-assessed coursework: 20 per cent End-of-year examination: 60 per cent Parade College 2016 VCE Subjects Page 19 of 116

20 PRODUCT DESIGN & TECHNOLOGY Why study Product Design and Technology? The combination of design and technical skills is vital if we are to create and use sustainable products, and add value to these products through commerce. In Product Design and Technology students assume the role of a designer-maker and develop knowledge and skills to produce effective and creative responses to design challenges. > Go to Technology Pathways diagram Structure Parade College offers the following Units: Product Design & Technology Units 1 and 2 - Code: 1tDT and 2tDT Unit 1 focuses on the analysis, modification and improvement of a product design. In Unit 2, each student works as a member of a team to design and develop a product range or contribute to the design and production of a group product. Product Design & Technology Units 3 and 4 - Codes: 3tDT and 4tDT In Unit 3, students investigate a client's needs, prepare a design brief, devise evaluation criteria, carry out research and propose a series of design options. They commence production of the product, which will be completed and evaluated in Unit 4. Students continue to develop and manufacture the product designed in Unit 3 during Unit 4. They evaluate the techniques they used and the quality of their product. Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 Advanced Materials Design & Production, or have successfully undertaken VET Furnishings or VET Building & Construction. Before attempting Unit 3, students must have a C+ average in Units 1 and 2. Students must successfully undertake Unit 3 prior to undertaking Unit 4. Assessment Satisfactory Completion Demonstrated achievement of outcomes specified for the unit. Outcomes define what students will know and be able to do as a result of undertaking the study. Listed below are the outcomes for Units 1-4: Parade College 2016 VCE Subjects Page 20 of 116

21 Unit 1: Design modification and production On completion of this unit the student should be able to re-design a product using suitable materials with the intention of improving aspects of the product s aesthetics, functionality or quality, including consideration of sustainability. On completion of this unit the student should be able to use and evaluate materials, tools, equipment and processes to make a re-designed product or prototype, and compare the finished product or prototype with the original design. Unit 2: Collaborative design On completion of this unit the student should be able to design and plan a product, a product range or a group product with component parts in response to a design brief based on a common theme, both individually and within a team. On completion of this unit the student should be able to justify, manage and use appropriate production processes to make a product and evaluate, individually and as a member of a team, the processes and materials used, and the suitability of a product or components of a group project against the design brief. Unit 3: Design, technological innovation and manufacture On completion of this unit the student should be able to explain the roles of the designer, client and/or end-user/s, the Product design process and its initial stages, including investigating and defining a design problem, and explain how the design process leads to product design development. On completion of this unit the student should be able to explain and analyse influences on the design, development and manufacture of products within industrial settings. Outcome 3 On completion of this unit the student should be able to present a folio that documents the Product design process used while working as a designer to meet the needs of a client and/or an enduser, and commence production of the designed product. Unit 4: Product development, evaluation and promotion On completion of this unit the student should be able to compare, analyse and evaluate similar commercial products, taking into account a range of factors and using appropriate techniques. On completion of this unit the student should be able to safely apply a range of production skills and processes to make the product designed in Unit 3, and manage time and resources effectively and efficiently. Parade College 2016 VCE Subjects Page 21 of 116

22 Outcome 3 On completion of this unit the student should be able to evaluate the outcomes of the design, planning and production activities, explain the product s design features to the client and/or an end-user and outline its care requirements Levels of Achievement Units 1 and 2 Parade College has developed a number of Graded Assessment Tasks as part of the Assessment process for Units 1 and 2. Unit 3 and 4 A School-assessed task, school-assessed coursework and an end-of-year examination: Unit 3 school-assessed coursework: 12 per cent Unit 4 school-assessed coursework: 8 per cent Unit 3 & 4 School-assessed Task: 50 per cent End-of-year examination: 30 per cent Parade College 2016 VCE Subjects Page 22 of 116

23 ECONOMICS Why study Economics? The study of Economics centres on decisions about how production occurs, how resources are allocated and how proceeds of production are distributed. Not only do these decisions affect the lives of individuals and nations but they can have an effect on a regional or global basis. A major challenge facing societies in the twenty-first century is how to balance further growth of living standards and improvements in the distribution of the world s income and wealth with protection of the environment and the maintenance of liberal democratic government. > Go to Economics Pathways diagram > Go to Humanities Pathways diagram Structure The study is made up of 4 units: Unit 1: Economics: choices and consequences Unit 2: Economic change: issues and challenges Unit 3: Economic activity Unit 4: Economic management Economics Unit 1 - Code: 1hEC The focus of this unit is an examination of how a society organises itself to meet the needs and wants of its citizens. This unit looks at how markets work and examines current economic issues Economics Unit 2 - Code: 2hEC This unit has a focus on Australia s population growth and how it impacts on economic growth and living standards. Areas of study include population growth, labour markets and global economic issues that affect Australian living standards. Economics Unit 3 - Code: 3hEC The focus of this unit relates to how a market economy allocates scarce resources. An examination of the key economic objectives (e.g. low inflation, full employment, income distribution etc.) is undertaken. Economics Unit 4 - Code: 4hEC The study of this unit is the study of the management of the Australian economy, which concentrates on budgetary, monetary and microeconomic policy used by the Australian Government. Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 Business Economics. Before attempting Unit 3, students must have a C+ average in Units 1 and 2. Students must successfully undertake Unit 3 prior to undertaking Unit 4. Parade College 2016 VCE Subjects Page 23 of 116

24 Assessment Satisfactory Completion Demonstrated achievement of outcomes specified for the unit. Outcomes define what students will know and be able to do as a result of undertaking the study. Listed below are the outcomes for Units 1-4. Unit 1: The Australian economy On completion of this unit the student should be able to explain the role of markets in the Australian economy, how markets operate to meet the needs and wants of its citizens, and apply economic decision making to current economic problems, On completion of this unit the student should be able to describe the nature of economic growth and sustainable development and one other contemporary economic issue, explain how these issues are affected by the actions of economic decision-makers, and evaluate the impact of these issues on living standards. Unit 2: Australia and the global economy On completion of this unit the student should be able to describe the factors that influence Australia s population and labour markets, and analyse how changes in these areas may impact upon living standards. On completion of this unit the student should be able to describe the nature of two contemporary global economic issues, explain how each issue is affected by the actions of economic decision-makers, and evaluate the impact of the issue on living standards. Unit 3: Economic activity and objectives On completion of this unit the student should be able to explain how markets operate to allocate scarce resources, and discuss the extent to which markets operate freely in Australia. On completion of this unit the student should be able to explain the nature and importance of key economic goals in Australia, describe the factors that may have influenced the achievement of these goals over the past four years, and analyse the impact each of these goals may have on living standards. Unit 4: Economic management On completion of this unit the student should be able to explain the nature and operation of government macroeconomic demand management policies, explain the relationship between budgetary and monetary policy, and analyse how the policies may be used to achieve key economic goals and improve living standards in Australia. On completion of this unit the student should be able to explain the nature and operation of government aggregate supply policies, analyse how they may be used to achieve key economic goals and improve living standards in Australia, and analyse the current government policy mix. Parade College 2016 VCE Subjects Page 24 of 116

25 Levels of Achievement Unit 1 and 2 Parade College has developed a number of Graded Assessment Tasks as part of the Assessment process for Units 1 and 2. Unit 3 and 4 School assessed coursework and an end-of-year examination: Unit 3 school-assessed coursework: 25 per cent Unit 4 school-assessed coursework: 25 per cent Unit 3 and 4 examination: 50 per cent Parade College 2016 VCE Subjects Page 25 of 116

26 ENGLISH Why study English? This study aims to develop competence in the understanding and use of English for a variety of purposes. These purposes include employment as well as further education. English and English as a Second Language are structured around the integration of reading, writing, speaking, listening, and thinking. NB: All VCE students must undertake at least three units from the English group, with at least one at Unit 3 / 4 level. These may be chosen from English, Literature, and/or English Language. > Go to English Pathways diagram Structure The study is made up of 4 units: English Unit 1 - Code: 1eEN The focus of this unit is the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and intermodal texts. English Unit 2 - Code: 2eEN The focus of this unit is on analysing texts, exploring ways in which they are constructed and can be interpreted, and on the development of competence and confidence in creating written, oral and intermodal texts. Students will also study media texts and analyse them for the way they use language and arguments to position audiences. English Unit 3 - Code: 3eEN The focus of this unit is on reading and comparing texts analysing their construction drawing parallels and making contrasts. Students develop critical responses to both print and non-print texts, including media texts, and use written and oral language to present reasoned points of view on topical issues. English Unit 4 - Code: 4eEN The focus of this unit is the development of critical responses to both print and non-print texts, and the achievement of competence and confidence in writing for different purposes and audiences in a variety of forms. Parade Entry requirements To enter Unit 1 and 2, students are required to have a C+ average in Year 10 English or Literature. Before attempting Unit 3, students must have a C+ average in Units 1 and 2. Students must successfully undertake Unit 3 prior to undertaking Unit 4. Parade College 2016 VCE Subjects Page 26 of 116