CURRICULUM GUIDE FOR THE VCE 2018 - Hume Anglican Grammar
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VCE Curriculum Handbook - Hume Anglican Grammar
2018
CURRICULUM GUIDE
FOR
THE VCECurriculum Guide for The VCE - Hume Anglican Grammar
Contents
Introduction ................................................................................................................................................. 3
The Victorian Certificate of Education (VCE) ....................................................................................... 3
Year 11 and Year 12 Course Overviews ................................................................................................ 3
The Subject Selection Process ................................................................................................................. 5
Overview of Subject Offerings in the VCE ............................................................................................. 6
Accounting ...................................................................................................................................................... 7
Biology ............................................................................................................................................................... 9
Business Management ................................................................................................................................. 11
Chemistry ........................................................................................................................................................ 13
Computing ..................................................................................................................................................... 15
Dance ............................................................................................................................................................. 16
Drama ............................................................................................................................................................. 18
English .............................................................................................................................................................. 20
Health and Human Development ............................................................................................................. 22
History .............................................................................................................................................................. 24
Informatics ...................................................................................................................................................... 26
Legal Studies .................................................................................................................................................. 27
Literature ......................................................................................................................................................... 29
Mathematics .................................................................................................................................................. 31
General Mathematics.............................................................................................................................. 32
Further Mathematics ................................................................................................................................ 32
Mathematical Methods ........................................................................................................................... 34
Specialist Mathematics............................................................................................................................ 36
Media .............................................................................................................................................................. 38
Music Performance....................................................................................................................................... 40
Physical Education........................................................................................................................................ 42
Physics ............................................................................................................................................................. 44
Psychology ..................................................................................................................................................... 46
Studio Arts ....................................................................................................................................................... 48
Systems Engineering ..................................................................................................................................... 50
Visual Communication Design ................................................................................................................... 52
Contacts .................................................................................................................................................... 54
2Curriculum Guide for The VCE - Hume Anglican Grammar
Introduction
At Hume Anglican Grammar we are dedicated to blending academic excellence with richness
of opportunity and experience beyond the classroom. These experiences will occur through the
activities and subjects which student choose to undertake and may include anything in the areas
of sport, debating, music, arts, leadership opportunities, as well as their academic program.
It is important to keep in mind that the purpose of our students’ education is to prepare them to
be confident, critical thinkers who have a passion for learning in any setting.
Hume Anglican Grammar strives to provide an equitable educational experience for all of our
students, to establish academic excellence as habit and equip students with essential lifelong
skills. Aside from their subject curricula, students are supported in their academic journey through
their VCE studies by a number of programs. All students in Year 11 and 12 take part in two Elevate
Education sessions (https://au.elevateeducation.com/seminars/Senior) based around skills
relating to time management, memory techniques, and study skills. Further, we provide students
with access to two very useful online resources – Edrolo (https://edrolo.com.au/) and Study
Samurai (http://www.studysamurai.com/). Edrolo allows students to access subject specific
material, from revision questions to video tutorials. Study Samurai is an excellent resource for
students to improve their study and time management skills in their own time.
Year 11 and Year 12 Course Overviews
The following is an overview of a typical course followed by a student at Hume Anglican
Grammar.
Year 11
English/Literature Elective Elective Elective Elective Elective
Semester 1
Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1
English/Literature Elective Elective Elective Elective Elective
Semester 2
Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 2
Year 12
English/Literature Elective Elective Elective Elective
Semester 1
Unit 3 Unit 3 Unit 3 Unit 3 Unit 3
English/Literature Elective Elective Elective Elective
Semester 2
Unit 4 Unit 4 Unit 4 Unit 4 Unit 4
3Curriculum Guide for The VCE - Hume Anglican Grammar
The Victorian Certificate of Education (VCE)
Introduction
The VCE (Victorian Certificate of Education) is a two-year course administered by the Victorian
Curriculum and Assessment Authority (VCAA:
http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx) undertaken by students in Years
11/12. It is imperative that students consult personnel such as the Careers Coordinator, the
Subject Coordinators, the VCE Coordinator and the Head of Curriculum - Secondary to gain
advice and make informed decisions.
Hume Anglican Grammar must abide by the rules set by VCAA pertaining to the submission of
work, examination procedures and requisite curriculum rules in order for students to be eligible for
satisfactory completion of their VCE certificate and to obtain an ATAR (see VTAC:
http://www.vtac.edu.au/).
It is important to understand the difference between a study (subject) and a unit (semester). Most
studies are made up of four units. Units 1 and 2 are usually undertaken in the first year and Units 3
and 4 are usually undertaken in the second year of the VCE program. A Unit represents about 100
hours of work (of which 50-60 hours will be class time) and is undertaken in one semester or half
year.
Graduation Requirements
Over the two years of the VCE program most students will complete a total of 24 units. To be
awarded the VCE, students must satisfactorily complete at least 16 units:
• three units of English – must include unit 3 and 4
• three sequences of Units 3 and 4 studies other than English.
Students then have considerable choice over the units and the mix of units 1, 2, 3 and 4 they
attempt. Tertiary entry is largely based on performance in up to six sequences of Units 3 and 4
studies.
Unit outcomes and satisfactory completion
Each unit includes a set of two to four outcomes. All of the requirements of each unit must be
achieved for satisfactory completion of the unit. Achievement of the outcomes is based on the
teacher’s assessment of the student’s performance on assessment tasks designated for the unit.
The GAT
The General Achievement Test (GAT) is a test of knowledge and skills in the following areas:
• Written Communication
• Mathematics, Science, and Technology
• Humanities, the Arts, and Social Sciences
ALL students undertaking a Unit 3 & 4 sequence must sit the GAT. Because the GAT is a general
test, there is no need to do any special preparation for it, apart from completing past GAT papers
for practice. It is expected that the content and skills preparation has been completed at school.
For example, through past study of subjects such as Humanities, English, Mathematics and
Science, students will have built up general knowledge and skills in writing, numeracy and
reasoning. These are the sorts of areas that will be tested.
To ensure that the school’s assessments are comparable throughout the State, scores for School
Assessed Tasks are monitored using the GAT and if necessary assessments will be reviewed by the
VCAA. Monash University will use the GAT for the purpose of course selection. The GAT is usually
sat in June each year and is administered by the VCAA.
4Curriculum Guide for The VCE - Hume Anglican Grammar
The Subject Selection Process
Choosing a suitable course:
With all the available support, the most important part of the subject selection process is for
students to choose an appropriate program of study from the courses available to them through
the School or other external providers.
What should students consider in this process?
• Gather information about the VCE subjects on offer at Hume Anglican Grammar
• Consider their strengths as well as their level of interest in the various subject areas
available. Students SHOULD NOT select subjects based on teachers/ friends/ scaling
• Think about possible tertiary options that students might follow and establish the
prerequisites and other requirements for them at the many institutions
• Think about whether they need a program which guides students more directly into the
work force
• Talk to current senior students about the courses which interest them
• Seek advice from relevant staff, including the Careers’ Counsellor
• Visit Open Days offered by many Tertiary Institutions
It is important to invest significant time and energy into this process to ensure that students select
a course that will be both challenging and enriching, and one to which they will be fully
committed. We provide a plethora of opportunities in a community that rewards ambition,
enthusiasm, hard work, and, where without doubt, everyone enjoys themselves. Even more
importantly, we desire our community to be a place where honesty and mutual respect are
expected. We look forward to assisting students at this important time in the process of course
selection for your final years of secondary education.
University Subjects
It is possible for talented students to undertake a first year university subject. These subjects can be
credited towards a student’s ATAR as a sixth VCE subject. Students must make application
directly to the university on the correct forms at the end of Year 11. They must be very strong
academically in all subjects and must also be completing the appropriate Unit 3 and 4 subject.
For example, if a student studies first year Biology at Melbourne University, they must also be
studying Unit 3 & 4 Biology.
Acceptance into any university subject is at the discretion of the university. These subjects are not
taught at School. Parents will need to pay the associated fees plus any other expenses attached
to the course.
Distance Education
Students may, under advisement, take a subject that the School does not offer, by Distance
Education. Students who are enrolled at Hume Anglican Grammar must enrol through the School
as their home school. Parents will pay the associated fees as arranged. Studying via distance
education requires a significant amount of autonomy, initiative and commitment by the student.
As such, application to study via distance education will be according to similar prerequisites as
accelerated subjects. Prerequisites are designed to enable the student to achieve success in the
study, hence, academic results as well as indicators of the student’s capacity to maintain a solid
work ethic are considered. Indicators of work ethic include academic detentions, attendance,
class participation and behaviour.
5Curriculum Guide for The VCE - Hume Anglican Grammar
Acceleration
Students entering Year 11 have the opportunity to apply to study a Unit 3&4 sequence at an
accelerated level. Acceleration will generally only be considered for students who have
previously studied a Unit 1&2 sequence or are performing at an exceptionally high level in
subjects related to their chosen study. If the accelerated study prohibits the student from studying
a meaningful Year 11 course, then the Unit 1&2 subjects will take precedence. All discussions and
applications for acceleration need to be discussed with the Head of Curriculum, Mrs Lydia
Abendschein, as soon as possible.
Key Dates
Date Action Personnel/ Contact
Week 3 Carefully read the curriculum guides See ‘Contacts’ page
Monday 31 July available online
Week 3 Year 11 2018: Attend Subject Selection Expo Contact:
Wednesday 2 for detailed information, 6pm-8pm Head of Curriculum
August Mrs Lydia Abendschein
Week 3 Web Preferences open online Mrs Lydia Abendschein
Friday 4 August Mrs Beverley Nichols
Week 4 Year 10 Counselling appointments for Contact:
All week Year 11 2018, 15 minute bookings Careers’ Counsellor
7 August – 11 Mr David Adamson
August
Interviewers:
Mrs Andrea Agnew, Mrs
Koula Laleas, Mrs Lydia
Abendschein
Week 5 – Friday Web preferences close. Submit receipt Mrs Lydia Abendschein
18 August printout to Secondary Reception.
Final day to discuss acceleration.
Overview of Subject Offerings in the VCE
Health
English &Physical Humanities Mathematics Science Technology The Arts
Education
General
Health and
Mathematics/ Computing
English Human Accounting Biology Dance
Further
Development
Mathematics
Physical Business Mathematical
Literature Chemistry Informatics Drama
Education Management Methods
Specialist Systems
History Physics Media
Mathematics Engineering
Music
Legal Studies Psychology
Performance
Studio Arts
Visual
Communication
Design
6Curriculum Guide for The VCE - Hume Anglican Grammar
Accounting
Unit 1: Establishing and Operating a Service Business
This unit focuses on the establishment of a small business and the accounting and financial
management of the business. Students are introduced to the processes of gathering and
recording financial data and the reporting and analysing of accounting information by internal
and external users. The cash basis of recording and reporting is used throughout this unit. Using
single entry recording of financial data and analysis of accounting information, students
examine the role of accounting in the decision-making process for a sole proprietor of a service
business. Where appropriate, the accounting procedures developed in each area of study
should incorporate the application of accounting principles and the qualitative characteristics
of accounting information.
Area of Study 1: Going into Business
Area of Study 2: Recording financial data and reporting Accounting information
Accounting Unit 1 & 2
Unit 2: Accounting for a Trading Business
This unit extends the accounting process from a service business and focuses on accounting for
a sole proprietor of a single activity trading business. Students use a single-entry recording system
for cash and credit transactions and the accrual method for determining profit. They analyse
and evaluate the performance of the business using financial and non-financial information.
Using these evaluations, students suggest strategies to the owner on how to improve the
performance of the business. Students develop their understanding of the importance of ICT in
the accounting process to establish a set of accounts, record financial transactions and
generate accounting reports.
Area of Study 1: Recording financial data and reporting Accounting information
Area of Study 2: ICT in Accounting
Area of Study 3: Evaluation of Business Performance
Prerequisites
No prerequisites exist for Year 11 students.
Methods of Assessment
• Structured questions;
• Folio of exercises (manual and ICT);
• Case study (manual and/or ICT);
• Test (manual and/or ICT);
• Report (written, oral or multimedia);
• End of semester examinations.
7Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3: Recording and Reporting for a Trading Business
This unit focuses on financial accounting for a single activity trading business as operated by a sole
trader and emphasises the role of accounting as an information system. Students use the double
entry system of recording financial data and prepare reports using the accrual basis of accounting.
The perpetual method of stock recording with the First In, First Out (FIFO) method is also used. Where
appropriate, the accounting procedures developed in each area of study should incorporate the
application of accounting principles and the qualitative characteristics of accounting information.
Area of Study 1: Recording financial data
Area of Study 2: Balance day adjustments and reporting and interpreting Accounting information.
Unit 4: Control and Analysis of Business Performance
This unit provides an extension of the recording and reporting processes from Unit 3 and the use of
financial and non-financial information in assisting management in the decision-making process.
The unit is based on the double entry accounting system and the accrual method of reporting for
a single activity trading business using the perpetual inventory recording system. Students
Accounting Unit 3 & 4
investigate the role and importance of budgeting for the business and undertake the practical
completion of budgets for cash, profit and financial position. Students interpret accounting
information from accounting reports and graphical representations, and analyse the results to
suggest strategies to the owner on how to improve the performance of the business. Where
appropriate, the accounting procedures developed in each area of study should incorporate the
application of accounting principles and the qualitative characteristics of accounting information.
Area of Study 1: Extension of recording and reporting
Area of Study 2: Financial planning and decision making
Prerequisites
No prerequisites exist for Year 12 students.
Methods of Assessment
• Case study analysis;
• ICT exercises;
• Tests;
• Analytical exercises;
• Media analysis;
• Investigation and report (written, visual, oral).
8Curriculum Guide for The VCE - Hume Anglican Grammar
Biology
Unit 1: How do living things stay alive?
In this unit students are introduced to some of the challenges to an organism in sustaining life.
Students examine the cell as the structural and functional unit of life, from the single celled to
the multicellular organism, and the requirements for sustaining cellular processes in terms of
inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a
particular environment and consider the role homeostatic mechanisms play in maintaining the
internal environment. Students investigate how a diverse group of organisms form a living
interconnected community that is adapted to, and utilises, the abiotic resources of its habitat.
Students consider how the planet’s biodiversity is classified and the factors that affect the growth
of a population. A student practical investigation related to the survival of an organism or
species is undertaken in Area of Study 3.
Area of study 1: How do organisms function?
Area of Study 2: How do living systems sustain life?
Area of Study 3: Practical investigation
Unit 2: How is continuity of life maintained?
Biology Unit 1 & 2
In this unit students focus on cell reproduction and the transmission of biological information from
generation to generation. Students learn that all cells are derived from pre-existing cells through
the cell cycle. They examine the process of DNA replication and compare cell division in both
prokaryotic and eukaryotic organisms. The role of stem cells in the differentiation, growth, repair
and replacement of cells in humans is examined, and their potential use in medical therapies is
considered. Students use chromosome theory and terminology from classical genetics to explain
the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and
predict outcomes of genetic crosses. They explore the relationship between genes, the
environment and the regulation of genes in giving rise to phenotypes. They consider the role of
genetic knowledge in decision making about the inheritance of autosomal dominant,
autosomal recessive and sex-linked genetic conditions. A student-directed research
investigation into, and communication of, an issue related to genetics and/or reproductive
science is to be undertaken in Area of Study 3.
Area of Study 1: How does reproduction maintain the continuity of life?
Area of Study 2: How is inheritance explained?
Area of Study 3: Investigation of an issue
Prerequisites
There are no prerequisites for Year 11 students.
Methods of Assessment
• Report of fieldwork studies, practical activities and student-designed or adapted
investigation;
• Bioinformatics exercise;
• Reflective learning journal;
• Media response;
• Data analysis;
• Test;
• End of semester examinations.
9Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3: How do cells maintain life?
In this unit students investigate the workings of the cell from several perspectives. They explore the
importance of the insolubility of the plasma membrane in water and its differential permeability to
specific solutes in defining the cell, its internal spaces and the control of the movement of molecules
and ions in and out of such spaces. Students consider base pairing specificity, the binding of
enzymes and substrates, the response of receptors to signalling molecules and reactions between
antigens and antibodies to highlight the importance of molecular interactions based on the
complementary nature of specific molecules. Students study the synthesis, structure and function
of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of
cells by examining the nature of biochemical pathways, their components and energy
transformations. Students consider the types of signals, the transduction of information within the
cell and cellular responses. At this molecular level, students study the human immune system and
interactions between its components to provide immunity to a specific antigen.
Area of Study 1: How do cellular processes work?
Area of Study 2: How do cells communicate?
Unit 4: How does life change and respond to challenges over time?
Biology Unit 3 & 4
In this unit students consider the continual change and challenges to which life on Earth has been
subjected. They investigate the relatedness between species and the impact of various change
events on a population’s gene pool. The accumulation of changes over time is considered as a
mechanism for biological evolution by natural selection that leads to the rise of new species.
Students examine change in life forms using evidence from palaeontology, biogeography,
developmental biology and structural morphology. They explore how technological developments
in the fields of comparative genomics, molecular homology and bioinformatics have resulted in
evidence of change through measurements of relatedness between species. Students examine
the structural and cognitive trends in the human fossil record and the interrelationships between
human biological and cultural evolution. The biological consequences, and social and ethical
implications, of manipulating the DNA molecule and applying biotechnologies is explored for both
the individual and the species.
Area of Study 1: How are species related?
Area of Study 2: How do humans impact on biological processes?
Area of Study 3: Practical investigation
Prerequisites
No prerequisites exist for Year 12 students.
Accelerated students must generally demonstrate successful completion of Units 1 & 2.
Methods of Assessment
• Report of practical activities and student-designed or adapted investigation;
• Bioinformatics exercise;
• Data analysis;
• Structured questions.
10Curriculum Guide for The VCE - Hume Anglican Grammar
Business Management
Unit 1: Planning a Business
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. In this unit
students explore the factors affecting business ideas and the internal and external environments
within which businesses operate, and the effect of these on planning a business.
Area of study 1: The business idea
Business Management Unit 1 & 2
Area of study 2: External environment
Area of study 3: Internal environment
Unit 2: Establishing a Business
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. In this unit
students 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. Students analyse various
management practices in this area by applying this knowledge to contemporary business case
studies from the past four years.
Area of study 1: Legal requirements and financial considerations
Area of study 2: Managing a business
Area of study 3: Staffing a business
Prerequisites
No prerequisites exist for Year 11 students.
Methods of Assessment
• Case study analysis;
• Development of a business plan;
• School-based, short-term business activity;
• Tests;
• Analytical exercises;
• Media analysis;
• Investigation and report (written, visual, oral);
• End of semester examinations.
11Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3: Managing a Business
In this unit students explore the key processes and issues concerned with managing a business
efficiently and effectively to achieve the business objectives. Students examine the different types
of businesses and their respective objectives. They consider corporate culture, management styles,
management skills and the relationship between each of these. Students investigate strategies to
manage both staff and business operations to meet objectives. Students develop an
understanding of the complexity and challenge of managing businesses and through the use of
contemporary business case studies from the past four years have the opportunity to compare
theoretical perspectives with current practice.
Area of study 1: Business foundations
Business Management Unit 3 & 4
Area of study 2: Managing employees
Area of study 3: Operations management
Unit 4: Transforming Business
Businesses are under constant pressure to adapt and change to meet their objectives. In this unit
students consider the importance of reviewing key performance indicators to determine current
performance and the strategic management necessary to position a business for the future.
Students study a theoretical model to undertake change, and consider a variety of strategies to
manage change in the most efficient and effective way to improve business performance. They
investigate the importance of leadership in change management. Using a contemporary business
case study from the past four years, students evaluate business practice against theory.
Area of study 1: Reviewing performance – the need for change
Area of study 2: Implementing change
Prerequisites
No prerequisites exist for Year 12 students.
Accelerated students must generally demonstrate successful completion of Units 1 & 2.
Methods of Assessment
• Case study analysis;
• Development of a business plan;
• School-based, short-term business activity;
• Tests;
• Analytical exercises;
• Media analysis;
• Investigation and report (written, visual, oral).
12Curriculum Guide for The VCE - Hume Anglican Grammar
Chemistry
Unit 1: How can the diversity of materials be explained?
In this unit students investigate the chemical properties of a range of materials from metals and
salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure
students explore and explain the relationships between properties, structure and bonding forces
within and between particles that vary in size from the visible, through nanoparticles, to
molecules and atoms. Students examine the modification of metals, assess the factors that
affect the formation of ionic crystals and investigate a range of non-metallic substances from
molecules to polymers and giant lattices and relate their structures to specific applications.
Students are introduced to quantitative concepts in chemistry including the mole concept. They
apply their knowledge to determine the relative masses of elements and the composition of
substances. Throughout the unit students use chemistry terminology including symbols, formulas,
Chemistry Unit 1 & 2
chemical nomenclature and equations to represent and explain observations and data from
experiments, and to discuss chemical phenomena.
Area of Study 1 How can knowledge of elements explain the properties of matter?
Area of Study 2 How can the versatility of non-metals be explained?
Area of Study 3 Research investigation
Unit 2: What makes water such a unique chemical?
In this unit students explore the physical and chemical properties of water, the reactions that
occur in water and various methods of water analysis. Students examine the polar nature of a
water molecule and the intermolecular forces between water molecules. They explore the
relationship between these bonding forces and the physical and chemical properties of water.
In this context students investigate solubility, concentration, pH and reactions in water including
precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical
techniques and instrumental procedures, and apply these to determine concentrations of
different species in water samples, including chemical contaminants. Students explore the
solvent properties of water in a variety of contexts and analyse selected issues associated with
substances dissolved in water.
Area of Study 1 How do substances interact with water?
Area of Study 2 How are substances in water measured and analysed?
Area of Study 3 Practical investigation
Prerequisites
There are no prerequisites.
Methods of Assessment
• Report of practical activities, student-designed or adapted investigation and
independent research investigation;
• Modelling activity;
• Reflective learning journal;
• Media response;
• Data analysis;
• Test;
• End of semester examinations.
13Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3: How can chemical processes be designed to optimise efficiency?
In this unit students explore energy options and the chemical production of materials with reference
to efficiencies, renewability and the minimisation of their impact on the environment. Students
compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic
cells and fuel cells. They investigate the combustion of fuels, including the energy transformations
involved, the use of stoichiometry to calculate the amounts of reactants and products involved in
the reactions, and calculations of the amounts of energy released and their representations.
Students consider the purpose, design and operating principles of galvanic cells, fuel cells and
electrolytic cells. In this context they use the electrochemical series to predict and write half and
overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic reactions.
They investigate and apply the equilibrium law and Le Chatelier’s principle to different reaction
systems, including to predict and explain the conditions that will improve the efficiency and
percentage yield of chemical processes.
Chemistry Unit 3 & 4
Area of Study 1: What are the options for energy production?
Area of Study 2: How can the yield of a chemical product be optimised?
Unit 4: How are organic compounds categorised, analysed and used?
In this unit students investigate the structural features, bonding, typical reactions and uses of the
major families of organic compounds including those found in food. Students study the ways in
which organic structures are represented and named. They process data from instrumental
analyses of organic compounds to confirm or deduce organic structures, and perform volumetric
analyses to determine the concentrations of organic chemicals in mixtures. Students consider the
nature of the reactions involved to predict the products of reaction pathways and to design
pathways to produce particular compounds from given starting materials. Students investigate key
food molecules through an exploration of their chemical structures, the hydrolytic reactions in
which they are broken down and the condensation reactions in which they are rebuilt to form new
molecules.
Area of Study 1: How can the diversity of carbon compounds be explained and categorised?
Area of Study 2: What is the chemistry of food?
Area of Study 3: Practical investigation
Prerequisites
There are no prerequisites for Year 12 students, however, the study of Chemistry Unit 1&2 is highly
recommended.
Methods of Assessment
• Report of practical activities, student-designed or adapted investigation and
independent research investigation;
• Modelling activity;
• Structured questions.
14Curriculum Guide for The VCE - Hume Anglican Grammar
Computing
Unit 1: Computing
In this unit students focus on how data, information and networked digital systems can be used
to meet a range of users’ current and future needs. In Area of Study 1 students collect primary
data when investigating an issue, practice or event and create a digital solution that graphically
presents the findings of the investigation. In Area of Study 2 students examine the technical
underpinnings of wireless and mobile networks, and security controls to protect stored and
transmitted data, to design a network solution that meets an identified need or opportunity. They
predict the impact on users if the network solution were implemented. In Area of Study 3 students
acquire and apply their knowledge of information architecture and user interfaces, together
with web authoring skills, when creating a website to present different viewpoints on a
contemporary issue. When creating solutions students need to apply relevant stages of the
Computing Unit 1 & 2
problem-solving methodology as well as computational, design and systems thinking skills.
Area of Study 1: Data and graphic solutions
Area of Study 2: Networks
Area of Study 3: Collaboration and communication
Unit 2: Computing
In this unit students focus on data and how the application of computational, design and
systems thinking skills support the creation of solutions that automate the processing of data. In
Area of Study 1 students develop their computational thinking skills when using a programming
or scripting language to create solutions. They engage in the design and development stages
of the problem-solving methodology. In Area of Study 2 students develop a sound
understanding of data and how a range of software tools can be used to extract data from
large repositories and manipulate it to create visualisations that are clear, usable and attractive,
and reduce the complexity of data. In Area of Study 3 students apply all stages of the problem-
solving methodology to create a solution using database management software and explain
how they are personally affected by their interactions with a database system.
Area of Study 1: Programming
Area of Study 2: Data analysis and visualisation
Area of Study 3: Data management
Prerequisites
There are no prerequisites for Year 11 students.
Methods of Assessment
• Structured questions;
• Project work and group work tasks;
• Tests;
• End of semester examinations.
15Curriculum Guide for The VCE - Hume Anglican Grammar
Dance
Unit 1:
In this unit students explore the potential of the body as an instrument of expression. They learn
about and develop physical skills. Students discover the diversity of expressive movement by
exploring body actions, and commence the process of developing a personal movement
vocabulary. They also begin to develop skills in documenting and analysing movement and
develop understanding of how choreographers use these processes. Knowledge of physiology,
including care and maintenance of the body, is applied to the execution of body actions through
the safe application of physical skills. Students develop and perform movement studies and dances
with unified compositions created through a range of movement creation processes. They discuss
influences on their own dance backgrounds and on the expressive intentions and movement
vocabulary in their own dances.
Area of study 1: Dance perspectives
Area of study 2: Choreography and performance
Area of study 3: Dance technique and performance
Area of study 4: Awareness and maintenance of the dancer’s body
Dance Unit 1 & 2
Unit 2:
This unit focuses on expanding students’ personal movement vocabulary and choreographic skills
through the exploration of the elements of movement: time, space and energy and the study of
form. Students apply their understanding of form and the expressive capacity of the elements of
movement to the dance-making and performing processes involved in choreographing and
performing their own dance works and dance works created by others. Students are also
introduced to dance traditions, styles and works. Dance traditions, styles and works selected for
study might encompass dance traditions of indigenous cultures or other culturally specific dance
through to the works of ballet choreographers, modern dance, early musical theatre/ film
choreography and the work of tap/jazz or street performers.
Area of study 1: Dance perspectives
Area of study 2: Choreography, performance and dance-making analysis
Area of study 3: Dance technique, performance and dance analysis
Prerequisites
There are no prerequisites for Year 11 students.
Methods of Assessment
• Structured questions;
• Performance;
• End of semester examinations.
16Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3:
This unit focuses on choreography, rehearsal and performance of a solo dance work and
involves the execution of a diverse range of body actions and use of performance skills. Students
also learn a group dance work created by another choreographer. The dance-making and
performance processes involved in choreographing, rehearsing and performing the solo dance
work, and learning, rehearsing and performing the learnt group dance work are analysed. This
analysis connects each student’s own work as a choreographer to the work of professional
choreographers. Students further develop their understanding of choreographic skills through
an analysis of ways that the expressive intentions chosen by choreographers of twentieth and/or
twenty-first century solo dance works selected from the Prescribed list of works Units 3 and 4 are
developed through the use of choreographic devices and arrangement of phrases and
sections. Students analyse the dance design and use of movement vocabulary of selected
works, as well as consider influences on the choreographers’ choice of expressive intention, and
production aspects of the dance works.
Area of study 1: Dance perspectives
Area of study 2: Choreography, performance and dance-making analysis
Area of study 3: Dance technique, performance and analysis
Unit 4:
Dance Unit 3 & 4
This unit focuses on choreography, rehearsal and performance of a unified solo dance work.
When rehearsing and performing this work, students focus on expressive and accurate
execution of choreographic variations of spatial organisation and demonstration of artistry in
performance. Students also document and analyse the dance-making and performance
processes involved in the choreography, rehearsal and performance of the solo dance work.
Area of study 1: Dance perspectives
Area of study 2: Choreography, performance and dance-making analysis
Prerequisites
There are no prerequisites for Year 12 students.
Accelerated students must generally demonstrate successful completion of Units 1 & 2.
Methods of Assessment
• Structured questions;
• Performance.
17Curriculum Guide for The VCE - Hume Anglican Grammar
Drama
Unit 1: Dramatic storytelling
This unit focuses on creating, presenting and analysing a devised performance that includes real
or imagined characters and is based on stimulus material that reflects personal, cultural and/or
community experiences and stories. This unit also involves analysis of a student’s own performance
work and of a performance by professional drama practitioners. In this unit students use
performance styles from a range of contexts associated with naturalism and non-naturalism.
Area of study 1: Creating a devised performance
Area of study 2: Presenting a devised performance
Area of study 3: Analysing a devised performance
Area of study 4: Analysing drama performances presented by other practitioners
Unit 2: Non-naturalistic Australian drama
In this unit students develop their understanding of the specialist production stages and roles within
the collaborative organisation of media production. Students participate in specific stages of a
media production, developing practical skills in their designated role. Students also develop an
understanding of media industry issues and developments relating to production stages and roles
Drama Unit 1 & 2
and the broader framework within which Australian media organisations operate.
Area of study 1: Using Australia as inspiration
Area of study 2: Presenting a devised performance
Area of study 3: Analysing a devised performance
Area of study 4: Analysing Australian drama performance
Prerequisites
There are no prerequisites.
Methods of Assessment
• Structured questions;
• Performance;
• End of semester examinations.
18Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3: Devised non-naturalistic ensemble performance
This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic
performance styles and associated conventions from a diverse range of contemporary and
cultural performance traditions and work collaboratively to devise, develop and present an
ensemble performance. Students use and manipulate dramatic elements, conventions,
performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to
shape and enhance the performance. Students also document and evaluate stages involved
in the creation, development and presentation of the ensemble performance.
Area of study 1: Devising and presenting non-naturalistic ensemble performance
Area of study 2: Responding to devised ensemble performances
Area of study 3: Analysing non-naturalistic performances
Unit 4: Non-naturalistic solo performance
This unit focuses on the development and presentation of non-naturalistic devised solo
performances. Students explore non-naturalistic performance styles and associated
conventions from a diverse range of contemporary and cultural performance traditions. They
develop skill in extracting dramatic potential from stimulus material and use dramatic elements,
conventions, performance styles and performance and expressive skills to develop and present
a short solo performance. These skills are further developed as students create a devised solo
Drama Unit 3 & 4
performance in response to a prescribed structure. Students also document and evaluate the
stages involved in the creation, development and presentation of a solo performance.
Area of study 1: Working with stimulus material
Area of study 2: Devising a non-naturalistic solo performance
Area of study 3: Analysing devised non-naturalistic solo performance
Prerequisites
There are no prerequisites for Year 12 students.
Accelerated students must generally demonstrate successful completion of Units 1 & 2
Methods of Assessment
• Structured questions;
• Performance.
19Curriculum Guide for The VCE - Hume Anglican Grammar
English
Unit 1:
In this unit, students read and respond to texts analytically and creatively. They analyse arguments
and the use of persuasive language in texts and create their own texts intended to position
audiences. Students develop their skills in creating written, spoken and multimodal texts.
Area of Study 1: Reading and creating texts
Area of Study 2: Analysing and presenting argument
Unit 2:
In this unit students compare the presentation of ideas, issues and themes in texts. They analyse
arguments presented and the use of persuasive language in texts and create their own texts
intended to position audiences. Students develop their skills in creating written, spoken and
multimodal texts.
Area of Study 1: Reading and comparing texts
Area of Study 2: Analysing and presenting argument
Prerequisites
English Unit 1 & 2
There are not prerequisites.
Methods of Assessment
• Persuasive oral with statement of intention;
• Written analysis of Argument;
• Creative writing pieces;
• Text response essays;
• Comparative essays;
• End of semester examinations.
20Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3:
In this unit students read and respond to texts analytically and creatively. They analyse
arguments and the use of persuasive language in texts.
Area of Study 1: Reading and creating texts
Area of Study 2: Analysing argument
Unit 4:
In this unit students compare the presentation of ideas, issues and themes in texts. They create
an oral presentation intended to position audiences about an issue currently debated in the
media.
Area of Study 1: Reading and comparing texts
Area of Study 2: Presenting argument
Prerequisites
English Unit 1&2
Methods of Assessment
• Persuasive oral with statement of intention;
English Unit 3 & 4
• Comparative analysis of Argument;
• Creative writing pieces;
• Text response essays;
• Comparative essays.
21Curriculum Guide for The VCE - Hume Anglican Grammar
Health and Human Development
Unit 1: Understanding health and wellbeing
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
Health and Human Development Unit 1 & 2
interpretations, with different meanings for different people. As a foundation to the understanding
of health, students should investigate the World Health Organization’s (WHO) definition and also
explore other interpretations. Wellbeing is a complex combination of all dimensions of health,
characterised by an equilibrium in which the individual feels happy, healthy, capable and
engaged.
Area of study 1: Health perspectives and influences
Area of study 2: Health and nutrition
Area of study 3: Youth health and wellbeing
Unit 2: Managing health and development
This unit investigates transitions in health and wellbeing, and development, from lifespan and
societal perspectives. Students look at changes and expectations that are part of the progression
from youth to adulthood. This unit promotes the application of health literacy skills through an
examination of adulthood as a time of increasing independence and responsibility, involving the
establishment of long-term relationships, possible considerations of parenthood and management
of health-related milestones and changes.
Area of study 1: Developmental transitions
Area of study 2: Health care in Australia
Prerequisites
No prerequisites exist for Year 11 students.
Methods of Assessment
• Multi-media presentations;
• Tests;
• Data analysis tasks;
• Posters;
• Case study analysis;
• End of semester examinations.
22Curriculum Guide for The VCE - Hume Anglican Grammar
Unit 3: Australia’s health in a globalised world
This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to
different interpretations and contexts. Students begin to explore health and wellbeing as a
global concept and to take a broader approach to inquiry. As they consider the benefits of
optimal health and wellbeing and its importance as an individual and a collective resource,
Health and Human Development Unit 3 & 4
their thinking extends to health as a universal right. Students look at the fundamental conditions
required for health improvement, as stated by the World Health Organization (WHO). They use
this knowledge as background to their analysis and evaluation of variations in the health status
of Australians. Area of Study 2 focuses on health promotion and improvements in population
health over time. Students look at various public health approaches and the interdependence
of different models as they research health improvements and evaluate successful programs.
While the emphasis is on the Australian health system, the progression of change in public health
approaches should be seen within a global context.
Area of study 1: Understanding health and wellbeing
Area of study 2: Promoting health and wellbeing
Unit 4: Health and human development in a global context
This unit examines health and wellbeing, and human development in a global context. Students
use data to investigate health status and burden of disease in different countries, exploring
factors that contribute to health inequalities between and within countries, including the
physical, social and economic conditions in which people live. Students build their
understanding of health in a global context through examining changes in burden of disease
over time and studying the key concepts of sustainability and human development. They
consider the health implications of increased globalisation and worldwide trends relating to
climate change, digital technologies, world trade and the mass movement of people. Area of
Study 2 looks at global action to improve health and wellbeing and human development,
focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of
the World Health Organization (WHO). Students also investigate the role of non-government
organisations and Australia’s overseas aid program. Students evaluate the effectiveness of
health initiatives and programs in a global context and reflect on their capacity to take action.
Area of study 1: Health and wellbeing in a global context
Area of study 2: Health and sustainable development goals
Prerequisites
No prerequisites exist for Year 12 students.
Accelerated students must generally demonstrate successful completion of Units 1 & 2.
Methods of Assessment
• Tests;
• Oral presentations;
• Data analysis and case study analysis.
23Curriculum Guide for The VCE - Hume Anglican Grammar
History
Unit 1: Twentieth Century History 1918–1939
In Unit 1 students explore the nature of political, social and cultural change in the period between
the world wars. The post-war treaties ushered in a period where the world was, to a large degree,
reshaped with new borders, movements, ideologies and power structures. These changes affected
developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by
the Great Depression also contributed to the development of political movements. Despite ideals
about future peace, reflected in the establishment of the League of Nations, the world was again
overtaken by war in 1939. The period after World War One was characterised by significant social
and cultural change in the contrasting decades of the 1920s and 1930s. In Germany, the
persecution of the Jewish people became intensified. In the USSR, millions of people were forced
to work in state-owned factories and farms and had limited personal freedom. Japan became
increasingly militarised and anti-western. In the USA, the consumerism and material progress of the
1920s was tempered by the Great Crash of 1929. Writers, artists, musicians, choreographers and
filmmakers reflected, promoted or resisted political, economic and social changes.
Area of Study 1: Ideology and conflict
Area of Study 2: Social and cultural change
History Unit 1 & 2
Unit 2: Twentieth Century History 1945–2000
In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to
existing political, economic and social arrangements in the second half of the twentieth century.
The establishment of the United Nations in 1945 was intended to take an internationalist approach
to avoiding warfare, resolving political tensions and addressing threats to human life and safety.
The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human
rights. Despite internationalist moves, the second half of the twentieth century was dominated by
the competing ideologies of democracy and communism, setting the backdrop for the Cold War.
New countries were created and independence was achieved through both military and
diplomatic means. Old conflicts also continued and terrorism became increasingly global. 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.
Area of Study 1: Competing ideologies
Area of Study 2: Challenge and change
Prerequisites
There are no prerequisites for Year 11 students.
Methods of Assessment
• Historical inquiry;
• Analysis of primary sources;
• Analysis of historical interpretations;
• Essay;
• End of semester examination.
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