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 Vocational Preparation 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:

• Consistently high work habit results.

• At or above standard in all subjects in total.

• Demonstrated strength and interest in a subject area;

• Approval from the relevant College Leadership.

Students need to apply for acceleration by 15 July 2022.

Acceleration into a VCE Units 1 and 2 subject in Year 10, 2023: Click here to complete the Application Form

Learning Leaders, Heads of House, Directors of Learning 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 2023 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 Creative Practice

Unit 1

In Unit 1, students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. As the artist and audience, students consider their connection to artworks, and how their communication of ideas and presentation of artworks challenge, shape and influence viewer or audience perspectives.

Unit 2

In Unit 2, students use Inquiry learning to investigate the artistic and collaborative practices of artists. They use the Cultural Lens, and the other Interpretive Lenses as appropriate, to examine artworks from different periods of time and cultures and to explore the different ways that artists interpret and communicate social and personal ideas in artworks.

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Art Making and Exhibiting

Unit 1

In this Unit, students explore materials, techniques and processes in a range of art forms. They expand their knowledge and understanding of the characteristics, properties and application of materials used in art making. They explore selected materials to understand how they relate to specific art forms and how they can be used in the making of artworks. Students also explore the historical development of specific art forms and investigate how the characteristics, properties and use of materials and techniques have changed over time. Throughout their investigation, students become aware of and understand the safe handling of materials they use.

Unit 2

In Unit 2, students continue to research how artworks are made by investigating how artists use aesthetic qualities to represent ideas in artworks. They broaden their investigation to understand how artworks are displayed to audiences and how ideas are represented to communicate meaning.

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Biology

Unit 1

In this Unit, students examine 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 of 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 inter dependencies 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. The ability of entrepreneurs to establish a business 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. In this Unit, students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.

Unit 2

This Unit focuses on the establishment phase of a business. Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this Unit, students examine the legal requirements that must be met 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. Students analyse management practices by applying key knowledge to contemporary business case studies from the past four years.

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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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Economics

Unit 1

Economics is a dynamic and constantly evolving field of social science, which looks at the way humans behave and the decisions made to meet the needs and wants of society. In this Unit, students explore their role in the economy, how they interact with businesses and the role of the government in the economy. Students are introduced to and explore fundamental economic concepts. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions and investigate the motivations behind both consumer and business behaviour. They examine how individuals might respond to incentives. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economics concepts. Students use demand and supply models to explain changes in prices and quantities traded. Through close examination of one or more markets, they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards. Students consider the insights of behavioural economics and how those insights contrast with the traditional model of consumer behaviour. They investigate at least one behavioural economics experiment and analyse how the theories and observations of behavioural economics have been used by government in planning and implementing policy and by businesses in managing their relationships with consumers.

Unit 2

A core principle of economics is maximising the living standards of society. This is done through economic decisions that optimise the use of resources to produce goods and services that satisfy human needs and wants. Economic activity is therefore a key consideration for economics. Students consider the link between economic activity and economic growth and investigate the importance of economic growth in raising living standards. They evaluate the benefits and costs of continued economic growth and consider the extent to which our current measurements of living standards are adequate. Economics provides useful tools for investigating contemporary issues that inspire debate and wide differences in opinion. Students undertake an applied economic analysis of two contemporary economics issues from a local, national and international perspective. They use the tools of data collection, analysis, synthesis and evaluation to examine the issue through an economics lens. They do this through investigation of the economic factors influencing the issue and via examination of its economic importance at a local, national and international level. Students consider the perspectives of relevant economic agents and evaluate the validity and effectiveness of individual and collective responses to the issue.

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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

Earth has been dramatically altered over the past 4.5 billion years by naturally occurring climate swings, volcanic activity, drifting continents and other transformative processes. Human activities and lifestyles have an impact on, and are impacted by, Earth’s systems both directly and indirectly, with both immediate and far-reaching effects. In this Unit, students examine the processes and interactions occurring within and between Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere. They focus on how ecosystem functioning can influence many local, regional and global environmental conditions such as plant productivity, soil fertility, water quality and air quality. Students explore how changes that have taken place throughout geological and recent history are fundamental to predicting the likely impact of future changes. They consider a variety of influencing factors in achieving a solutions-focused approach to responsible management of challenges related to natural and human-induced environmental change.

Unit 2

A sustainable food and water system with a minimal environmental footprint is necessary to secure the food and water supplies that can meet the demands of current and future populations of Earth’s species, including humans. Both natural and human activities can generate pollution that can cause adverse effects across Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere – and consequently affect food and water security. Pollution can make air and water resources hazardous for plants and animals. It can directly harm soil microorganisms and larger soil-dwelling organisms, with consequences for soil biodiversity, as well as impacting on food security by impairing plant function and reducing food yields. In this Unit, students consider pollution as well as food and water security as complex and systemic environmental challenges facing current and future generations. They examine the characteristics, impacts, assessment and management of a range of pollutants that are emitted or discharged into Earth’s air, soil, water and biological systems, and explore factors that limit and enable the sustainable supply of adequate and affordable food and water.

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Food Studies

Unit 1

In this Unit, students focus on food from historical and cultural perspectives and investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into one particular food-producing region of the world. In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. Students consider the influence of innovations, technologies and globalisation on food patterns. Throughout this Unit they complete topical and contemporary practical activities to enhance, demonstrate and share their learning with others.

Unit 2

In this Unit, students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in domestic and small-scale settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

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General Mathematics

General Mathematics Units 1 and 2 cater for a range of student interests, provide preparation for the study of VCE General Mathematics at the Units 3 and 4 level and contain assumed knowledge and skills for these units.

Unit 1

The areas of study for Unit 1 of General Mathematics are: (a) Data analysis, Probability and Statistics, (b) Algebra, number and structure, (c) Functions, relations and graphs and (d) Discrete mathematics. In undertaking these Units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams and geometric constructions, algorithms, algebraic manipulation, recurrence relations, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each Unit, as applicable.

Unit 2

General Mathematics Units 1 and 2 cater for a range of student interests, provide preparation for the study of VCE General Mathematics at the Units 3 and 4 level and contain assumed knowledge and skills for these Units. The areas of study for Unit 2 of General Mathematics are (a) Data analysis, probability and statistics, (b) Discrete mathematics, (c) Functions, relations and graphs and (d) Space and measurement. In undertaking these Units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams, networks and geometric constructions, algorithms, algebraic manipulation, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each Unit, as applicable.

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Geography

Unit 1

This Unit investigates how people have responded to specific types of hazards and disasters. Hazards represent the potential to cause harm to people and or the environment, whereas disasters are defined as serious disruptions of the functionality of a community at any scale, involving human, material, economic or environmental losses and impacts. Hazards include a wide range of situations including those within local areas, such as fast-moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them. Students examine the processes involved with hazards and hazard events, considering their causes and impacts, human responses to hazard events and the interconnections between human activities and natural phenomena, including the impact of climate change.

Types of hazards are commonly classified by their causes:

• Geological (or geophysical) hazards include volcanic activity, erosion, earthquakes, tsunamis, landslides and avalanches.

• Hydro-meteorological (weather, climate, water) hazards include droughts, floods, storms, storm surges and bushfires.

• Biological hazards include infectious diseases such as HIV/AIDS and malaria, animal transmitted diseases, water borne diseases and plant and animal invasion such as blackberries and cane toads in Australia.

• Technological hazards are human induced and exacerbated hazards including oil spills, air pollution, radiation leaks, flooding primarily caused by land clearances, epidemics caused by poor living conditions and hazards caused by current climate change such as rising sea levels or increased intensification of weather events.

There may be considerable interconnection between the causes and types of hazards. For example, a region may be at risk from a number of hazards, e.g. high seasonal rainfall may result in a primary flood hazard which may in turn generate a secondary hazard of landslides. Students undertake fieldwork and produce a fieldwork report using the structure provided.

Unit 2

In this Unit, students investigate the characteristics of tourism: where it has developed, its various forms, how it has changed and continues to change and its impact on people, places and environments, issues and challenges of ethical tourism. Students select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations. Tourism involves the movement of people travelling away from and staying outside of their usual environment for more than 24 hours but not more than one consecutive year (United Nations World Tourism Organisation definition). The scale of tourist movements since the 1950s and its predicted growth has had and continues to have a significant impact on local, regional and national environments, economies and cultures. The travel and tourism industry is directly responsible for a significant number of jobs globally and generates a considerable portion of global GDP.

The study of tourism at local, regional and global scales emphasises the interconnection within and between places as well as the impacts, issues and challenges that arise from various forms of tourism. For example, the interconnections of climate, landforms, culture and climate change help determine the characteristics of a place that can prove attractive to tourists. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, and cultural preservation and acculturation. The growth of tourism at all scales requires appropriate management to ensure it is environmentally, socially, culturally and economically sustainable. Students undertake fieldwork and produce a fieldwork report using the structure provided.

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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

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

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.

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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 (by Invitation only)

Unit 1

In this area of study, students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and non-print texts, reflecting on the contribution of form and style to meaning. Students reflect on the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text. Students closely examine the literary forms, features and language of texts. They begin to identify and explore textual details, including language and features, to develop a close analysis response to a text.

Unit 2

In this area of study, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They consider the interconnectedness of place, culture and identity through the experiences, texts and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation. Students examine representations of culture and identity in Aboriginal and Torres Strait Islander peoples’ texts and the ways in which these texts present voices and perspectives that explore and challenge assumptions and stereotypes arising from colonisation. Students acknowledge and reflect on a range of Australian views and values (including their own) through a text(s). Within that exploration, students consider stories about the Australian landscape and culture.

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Mathematical Methods (Invitation only)

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. The Units are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these Units.

Unit 1

The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are: (a) Functions, relations and graphs, (b) Algebra, number and structure, (c) Calculus and (d) Data analysis, probability and statistics. In undertaking this Unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs and differentiation, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the Unit, as applicable.

Unit 2

The focus of Unit 2 is the study of simple transcendental functions, the calculus of polynomial functions and related modelling applications. The areas of study are: (a) Functions, relations and graphs, (b) Algebra, number and structure, (c) Calculus and (d)Data analysis, probability and statistics. In undertaking this Unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation and anti-differentiation, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the Unit, as applicable.

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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 (by Invitation only)

Unit 1

In this Unit, students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation.

Unit 2

In this Unit, students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding.

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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 behaviour 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

In this Unit, students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

Unit 2

In this Unit, students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.

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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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