Acceleration

Year 10 students

Contents

Acceleration into VCE Units 1 and 2 in Year 10

Marist-Sion College offers subject acceleration as an elective option in Year 10 and 11. Students will still be required to take two other elective subjects as usual. Students will only be able to undertake one acceleration subject as an elective in Year 10 and 11.

Students and parents should note that the study of a VCE Unit 3 and 4 sequence whilst in Year 11 is a bonus not an alternative to the College requirement for VCE Year 12 students to study five Unit 3 and 4 sequences.

Acceleration is not available for VCE-VET students or VCAL students.

Students may apply to undertake an accelerated program in Year 11 and a Higher Education Study (accelerated University subject) in Year 12 if they meet the following criteria:

  • A combined subject total of 80%; and/or

  • Demonstrated strength and interest in a subject area

  • Consistently high work habit results

  • Approval from the relevant College Leadership

Students need to apply for acceleration by June 23, 2021. Application forms are available on SIMON to print:

Acceleration into a VCE Units 1 and 2 subject in Year 10, 2022: Click to download an Application Form

Learning Leaders, Heads of House, Curriculum Leaders and the Deputy Principal – Learning, will examine applications. At this time, it may be determined that an interview is required. Students will be advised of the outcome of their application via an email from the Academic Office prior to Course Information Evening.

If successful: students will be able to apply for their acceleration subject as part of the subject selection process.


VCE Units 1 and 2 offered for acceleration to selected Year 10 Students

Descriptions for all accelerated VCE Unit 1 and 2 subjects are outlined below. VCE Units that are actually taught will depend on VCE student demand, timetable grid placement, viable class size, teacher availability and College resources. This could mean that students may need to review their choice.

Please note: The complete list of VCE Units 1 and 2 studies offered to Year 11 students for 2022 includes additional studies not available to Year 10 accelerated students.

Accounting

Unit 1

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment.

Unit 2

In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports.

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Agriculture and Horticulture

Unit 1

In this unit students develop their understanding of Australia’s agricultural and horticultural industries and research the opportunities and practical realities of working in the sector. They consider sources of food and fibre indigenous to Victoria prior to European settlement. Students explore contemporary career pathways and professional roles. Students undertake practical tasks reflecting best-practice understandings.

Unit 2

In this unit students research plant and animal nutrition, growth and reproduction. They evaluate the effectiveness and sustainability of agricultural or horticultural practices. Students research reproductive processes and technologies for both plants and animals within the contexts of food and fibre production. They undertake practical tasks relating to the growth and management of plants and animals.

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Applied Computing

Unit 1

In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations and the use of programming languages to develop working software solutions.

Unit 2

Students work collaboratively and select a topic for further study to create an innovative solution in an area of interest. The innovative solution can be presented as a proof of concept, a prototype or a product. Students also propose strategies for reducing security risks to data and information in a networked environment

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Art

Unit 1

Students apply the Structural and Personal Frameworks to interpret artworks and document and reflect on their own ideas and art making. Students learn how to formulate and substantiate personal opinions about artworks. Practical work explores the art process to create visual responses that demonstrate personal interests and ideas.

Unit 2

Students use the Cultural and Contemporary Frameworks to discuss and compare artworks from different cultures and times. Students use the art process to produce at least one finished art work that explores social and/or personal ideas and issues.

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Biology

Unit 1

This unit examines the cell as the structural and functional unit of life, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in differentiation. Links between cell specialisation and the function of systems in plants and animals are explored, including the role of homeostatic mechanisms. Students undertake a student-designed scientific investigation related to the function and/or the regulation of cells or systems involving the generation of primary data.

Unit 2

This unit explores reproduction, inheritance and impacts on biodiversity. Students compare modes or reproduction, including cloning technologies. They explore the nature of adaptations and the impacts on population distribution and abundance. Consideration is given to the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems. Students undertake a student-directed research investigation into a contemporary ethical issue relating to application of genetic knowledge, reproductive science, inheritance or adaptations and interdependencies beneficial for survival.

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Business Management

Unit 1

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge, are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development.

Unit 2

This unit focuses on the establishment phase of a business’s life. 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 will also examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping.

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Drama

Unit 1

In this unit, students study three or more performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived. This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance.

Unit 2

In this unit, students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in constructing and analysing a devised solo or ensemble performance.

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English Language

Unit 1

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.

Unit 2

In this unit, students focus on language change. Languages are dynamic and language change is an inevitable and continuous process. Students consider factors contributing to change over time in the English language and factors contributing to the spread of English.

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Environmental Science

Unit 1

Students examine Earth as a set of four interacting systems. They explore the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components and consider how the biotic and abiotic components of local ecosystems can be monitored and measured.

Unit 2

Students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. They analyse the effects of pollutants on the health of humans and the environment over time and consider how values, beliefs and evidence affect environmental decision making. Students compare three pollutants of national and/or global significance with reference to their effects in the atmosphere, biosphere, hydrosphere and lithosphere, and discuss management options.

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Food Studies

Unit 1

Practical cooking tasks are integrated with theoretical understanding of topics that include the origins and cultural roles of food from early civilisations through to today’s industrialised and global world. This unit investigates and utilises foods indigenous to Australia and those introduced through migration in the preparation of food products.

Unit 2

This unit investigates food systems in contemporary Australia, focusing on commercial and small-scale domestic food production, giving insight into the significance of food industries to the Australian economy. The practical component of this unit allows for the design of new food products and recipe adaptations to suit particular needs and circumstances and the exploration of entrepreneurial opportunities.

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General Mathematics

Unit 1

Students who complete this course, work through univariate data, bivariate data, linear equations and linear graphs. The students will be assessed by SACs (School Assessed Coursework), topic tests, assignments and semester examinations. This course is aimed at those students wishing to study Further Mathematics Units 3 and 4.

Unit 2

Students who complete this course, work through linear programming, financial mathematics, matrices and trigonometry. The students will be assessed by SACs (School Assessed Coursework), topic tests, assignments and semester examinations. This course is aimed at those students wishing to study Further Mathematics Units 3 and 4.

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Health and Human Development

Unit 1

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people.

Unit 2

This unit investigates transitions in health, wellbeing and development from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood.

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History (Work Samples need to accompany your application)

Unit 1: Modern History

In this unit, students investigate the nature of social, political, economic and cultural change in the later part of the 19th century and the first half of the 20th century. The late 19th century marked a challenge to existing empires, alongside growing militarism and imperialism. Empires continued to exert their powers as they competed for new territories, resources and labour across Asia-Pacific, Africa and the Americas, contributing to tremendous change. World War One was a significant turning point in modern history. It represented a complete departure from the past and heralded changes that were to have significant consequences for the rest of the twentieth century. The period after World War One, in the contrasting decades of the 1920s and 1930s, was characterised by significant social, political, economic, cultural and technological change. In 1920 the League of Nations was established, but despite its ideals about future peace, subsequent events and competing ideologies would contribute to the world being overtaken by war in 1939. New fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism.

Unit 2: Modern History

In this unit students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty-first century. The establishment of the United Nations (UN) in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. The period also saw continuities in and challenges and changes to the established social, political and economic order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. The second half of the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement, feminism and environmental movements, as well as new political partnerships, such as the UN, European Union, APEC, OPEC, ASEAN and the British Commonwealth of Nations. The beginning of the twenty-first century heralded both a changing world order and further advancements in technology and social mobility on a global scale. However, terrorism remained a major threat, influencing politics, social dynamics and the migration of people across the world


Legal Studies

Unit 1

Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation. 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.

Unit 2

Criminal law and civil law aim to protect the rights of individuals. When rights are infringed, a case or dispute may arise which needs to be determined or resolved and sanctions or remedies may be imposed. 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.

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Literature (Invitation only)

Unit 1

In this unit, students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively.

Unit 2

In this unit, students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings.

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Mathematical Methods (Invitation only)

Unit 1

Students who complete this course, work through linear equations and coordinate geometry, quadratics, functions and relations, polynomials, transformations and probability. The students will be assessed by SACs (School Assessed Coursework), topic tests, assignments and semester examinations. This course is aimed at those students wishing to study Mathematical Methods Units 3 and 4.

Unit 2

Students who complete this course, work through exponential functions and logarithms, circular functions, differentiation, anti-differentiation of polynomials and integration. The students will be assessed by SACs (School Assessed Coursework), topic tests, assignments and semester examinations. This course is aimed at those students wishing to study Mathematical Methods Units 3 and 4.

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Media

Unit 1

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.

Unit 2

In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games and interactive digital forms. 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.

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Music Performance (Invitation only)

Unit 1

This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges. They also develop skills in performing previously unseen music. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances.

Unit 2

This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

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Outdoor and Environmental Studies

Unit 1

This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Students understand the links between their practical experience at Point Leo, Mornington Peninsula and theoretical investigations, gaining insight into a variety of responses to, and relationships with, nature.

Unit 2

This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the impact of humans on outdoor environments. In this unit, students study the impact of nature on humans, the ecological, social and economic implications of the impact of technologies and changing human lifestyles on outdoor environments. Students examine a number of case studies on specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise the impact of humans on outdoor environments.

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Physical Education

Unit 1

Students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationship between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

Unit 2

Students investigate physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behavior plays in their own health and wellbeing as well as in other people’s lives in different population groups.

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Product Design and Technology (Textiles)

Unit 1

Design often involves the refinement and improvement of existing products. This unit focuses on the analysis, modification and three improvements to a product design to make it more suitable at addressing the end users requirements.

Unit 2

In this unit, students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution.

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Product Design and Technology (Wood)

Unit 1

Design often involves the refinement and improvement of existing products. This unit focuses on the analysis, modification and three improvements to a product design to make it better and more sustainable.

Unit 2

In this unit, students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product.

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Psychology

Unit 1

Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system.

Unit 2

A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit, students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.

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Studio Art

Unit 1

The focus of this unit is the use of sources of inspiration and ideas as the basis for artworks and the exploration of a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form. The application of materials and techniques and interpretation of sources of inspiration by artists from different times and cultures is also examined.

Unit 2

The focus of this unit is for students to establish and use an effective design methodology for the production of a folio of artworks. Students also develop skills in the analysis of artworks to understand how aesthetic qualities are created, ideas communicated and styles developed.

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Theatre Studies

Unit 1

Students apply acting, direction, design and performance analysis in relation to theatre styles from the pre-modern era (prior to the 1920s). Students creatively and imaginatively work in production roles to shape a performance for an audience. They also analyse professional and student devised work.

Unit 2

Students apply acting, direction, design and performance analysis in relation to theatre styles from the pre-modern era (1920s to the present). Students creatively and imaginatively work in production roles to shape a performance for an audience. They also analyse professional and student devised work.

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Visual Communication Design

Unit 1

Students will develop skills in drawing methods used from observation, visualisation and presentation. They will create drawings for different purposes using a range of drawing methods, media and materials. Design elements and principles and their interplay are applied to this understanding when creating visual communications in response to the stated purpose. The written task will focus on the history of design from the Art Craft Movement to present day looking at the social, economic, technological and political impact on design.

Unit 2

This unit offers a practical context for learning and applying drawing methods and an understanding and application of basic typography components. Students develop their knowledge and practice of the application of appropriate basic drawing conventions through either environmental or industrial/product contexts. Students explore typography and are introduced to the design process.

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