YEAR 11 SUBJECT SELECTION INFORMATION 2022
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YEAR 11
SUBJECT SELECTION INFORMATION
2022
www.thomascarr.vic.edu.au
Contents Introduction ................................................................................................................................................................................. 4 Important Contacts...................................................................................................................................................................... 5 Curriculum Pathways ................................................................................................................................................................... 6 English ...................................................................................................................................................................................... 6 Mathematics ............................................................................................................................................................................ 7 Science ..................................................................................................................................................................................... 8 Curriculum Subject Information .................................................................................................................................................. 9 Accounting Units 1 and 2 ......................................................................................................................................................... 9 Applied Computing: Units 1 and 2 ........................................................................................................................................... 9 Biology Units 1 and 2 .............................................................................................................................................................10 Business Management Units 1 and 2 ....................................................................................................................................11 Chemistry Units 1 and 2 ........................................................................................................................................................12 Drama Units 1 and 2 ..............................................................................................................................................................13 Economics Units 1 and 2........................................................................................................................................................14 English Units 1 and 2 .............................................................................................................................................................14 English Language: Units 1 and 2 ............................................................................................................................................15 Environmental Science Units 1 and 2 ....................................................................................................................................16 Food Technology: Units 1 and 2 ............................................................................................................................................17 General Mathematics Units 1 and 2 ......................................................................................................................................18 Geography Units 1 and 2 .......................................................................................................................................................18 Health and Human Development Units 1 and 2....................................................................................................................19 History Units 1 and 2 (Ancient History) .................................................................................................................................20 History Units 1 and 2 (Modern History) ................................................................................................................................21 Language – Indonesian Units 1 and 2 ....................................................................................................................................22 Language - Italian Units 1 and 2 ............................................................................................................................................23 Legal Studies Units 1 and 2 ....................................................................................................................................................24 Literature Units 1 and 2 .........................................................................................................................................................25 Mathematical Methods Units 1 and 2 ...................................................................................................................................26 Media Studies Units 1 and 2 ..................................................................................................................................................27 Music Performance Units 1 and 2 .........................................................................................................................................27 Outdoor and Environmental Studies Units 3 and 4...............................................................................................................28 Physical Education Units 1 and 2 ...........................................................................................................................................29 Physics Units 1 and 2 .............................................................................................................................................................30 Product Design & Technology: Textiles Unit 1 & 2 ................................................................................................................31 Product Design & Technology: Wood Unit 1 & 2 ..................................................................................................................32 Psychology Units 1 and 2 .......................................................................................................................................................233
Religion and Ethics - Unit 2 Religion and Society - 4 periods per cycle.................................................................................34
Religion and Society Units 1 and 2 ........................................................................................................................................35
Specialist Mathematics Units 1 and 2 ...................................................................................................................................36
Systems Engineering Units 1 and 2 (New in 2021) ................................................................................................................37
Studio Arts Units 1 and 2 .......................................................................................................................................................38
Visual Communication Design Units 1 and 2 .........................................................................................................................38
Further information about the VCE, VET and VCAL pathways including access to the Study Designs of all the VCE subjects
offered at Thomas Carr College please visit the VCAA website.
Acceleration Guidelines
For current Year 10 students currently accelerating and wishing to continue with a VCE Unit 3 & 4 subject in Year 11:
• Selection by application only
• Students must meet selection criteria
an average grade of at least 75% in the relevant subject.
an average grade of at least 75% in the relevant subject in English
Other subject results might also be considered.
VCE subjects offered at Year 11 as a Unit 3 & 4 accelerated sequence:
Applied Computing (Information Technology) Geography
Biology Legal Studies
Business Management Media Studies
Health and Human Development Outdoor Education
Psychology
For more information about the VCE subjects offered at Year 11 as a Unit 3 & 4 accelerated sequence please contact
Ms. McIntyre (Director of Learning and Teaching – Senior School).
3
Introduction
At Thomas Carr College we are committed to achieving improved learning outcomes for all students and establishing a
learning and teaching program that incorporates breadth, balance, and depth across all various VCE, VCAL and VET
pathways areas including Religious Education.
This document provides information for students who are beginning Year 11, to make informed choices about the VCE and
VET offerings and provides important contact information.
The Senior School at Thomas Carr College offers a range of student pathways. At the senior school level, the pathways
include the Victorian Certificate of Education (VCE). The College also offers the Victorian Certificate of Applied Learning
(VCAL), as well as Vocational Education and Training in School (VET) courses.
Students can select from ONE of the following pathway options (Study Streams) for Year 11:
• VCE.
• VCE continuing with a VET course.
• VCAL.
At Year 11 students selecting the VCE pathway will study SIX subjects (9 periods per cycle) and 4 periods per cycle of
Religious Education. This includes:
• ONE Unit 1 and 2 VCE English subject (English, English Language and/or Literature).
• Unit 1 and 2 Religion and Society (9 periods per cycle) OR Unit 2 Religion and Society (4 periods per cycle across the
year).
• Any combination of the listed VCE or VET subjects.
The Trade Training Centre will offer VET certificate courses in Carpentry, Bricklaying and Furniture Making. Thomas Carr
College is also part of the Wyndham VET cluster of schools offering a range of VET certificates for students in the cluster.
Several external providers with which the College has partnerships offers other VET certificates. There is also the possibility
of a School Based Apprenticeship and Traineeship (SBAT). This information can be found in the VET Handbook 2022 and
the PreCAL VCAL Handbook 2022.
Students are encouraged to seek the advice to make considered decisions about possible learning pathways. VCE units are
offered in sequence and the best possible pathway to success is to firstly choose correctly and then to complete the units
sequentially.
4
Important Contacts
To learn more about the Year 11 VCE curriculum and learning pathways offered at Thomas Carr College, please refer to the
below contacts. For all subject-specific questions please contact your subject teacher or the relevant Head of Learning.
For all the other questions related to the subject selection process and to learn more about the subjects offered at Years 11
including VCE options please contact Ms. Geraldine McIntyre (Director of Learning and Teaching – Senior School).
For questions related to the College’s VCAL or VET programs please contact Mr. Casey Backhouse (VCAL/VET Co-
ordinator).
For information about Careers and other pathway options please contact Ms. Naomi Nolan (Careers Team Leader).
Role Name Email
Deputy Principal - Learning and Teaching Mr Andrew Bryson andrew.Bryson@thomascarr.vic.edu.au
Director of Faith and Mission Mrs Geralyn McCarthy geralyn.mccarthy@thomascarr.vic.edu.au
Director of Learning & Teaching: Ms Geraldine McIntyre geraldine.mcintyre@thomascarr.vic.edu.au
Senior School
Director of Learning & Teaching: Mr Nick Ambrozy nicholas.ambrozy@thomascarr.vic.edu.au
Middle School
Careers/Pathways Mrs Naomi Nolan naomi.nolan@thomascarr.vic.edu.au
Head of Learning: Religious Education Mrs Elizabeth Holligan elizabeth.holligan@thomascarr.vic.edu.au
Head of Learning: English/Languages Ms Jessica Atwood jessica.atwood@thomascarr.vic.edu.au
Head of Learning: Humanities Ms Renata Machado renata.machado@thomascarr.vic.edu.au
Head of Learning: Mathematics Mr George Toth george.toth@thomascarr.vic.edu.au
Head of Learning: Science/HPE Mr Stephen Manitta stephen.manitta@thomascarr.vic.edu.au
Head of Learning: Arts/Technology Mr Jacob Levy jacob.levy@thomascarr.vic.edu.au
VCAL/VET Co-ordinator Ms Casey Backhouse casey.backhouse@thomscarr.vic.edu.au
5
Curriculum Pathways
English
6
Mathematics
7
Science
Humanities
8
Curriculum Subject Information
Accounting Units 1 and 2
Rationale: VCE Accounting introduces students to the nature of financial recording, reporting and decision-
making processes of a sole proprietor business. Students study both theoretical and practical aspects
of accounting. Financial data will be collected and recorded, and accounting information reported,
using both manual and information and communications technology (ICT) methods.
Learning Focus: 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 case basis of recording
and reporting is used throughout the year. Students investigate the reasons for establishing a small
business and the factors that may lead to failure. The financial reports used by the owners of a small
business are also studied and the purpose to each report identified. An analysis and evaluation of the
performance of a small business is also studied using both financial and non-financial information.
Outcomes/ Students studying Accounting Units 1 and 2 will be expected to:
Assessment: • Describe and analyse: the internal and external sources of finance, the role and benefits of cash
and profit budgeting in planning and control, applicable accounting assumptions and qualitative
characteristics of accounting information.
• Identify and evaluate internal control procedures, balance day adjustments and the effect on the
financial reports, the quality of financial reports that are suitable to users.
• Analyse and evaluate business performance using financial and non-financial information.
Pathways Students can continue to study Accounting in the VCE by continuing to pursue further studies in
Accounting Unit 3 and 4.
Applied Computing: Units 1 and 2
Rationale: Technology continues to evolve rapidly, providing opportunities for enterprising individuals to create
new technologies and innovative uses for existing technologies. This study equips students with the
knowledge and skills required to adapt to a dynamic technological landscape, including the ability to
identify emerging technologies, envisage new uses for digital technologies and consider the benefits
that these technologies can bring to society at a local and at a global level.
VCE Applied Computing facilitates student-centred learning that enables students to build capabilities
in critical and creative thinking, and to develop communication and collaboration, and personal, social
and information and communications technology (ICT) skills. Students are provided with practical
opportunities and choices to create digital solutions for real-world problems in a range of settings.
Learning Focus: Unit 1: Applied computing
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: Applied computing
In this unit students focus on developing innovative solutions to needs or opportunities that they have
identified and propose strategies for reducing security risks to data and information in a networked
environment.
Outcomes/ • a presentation (oral, multimedia, visual) of an innovative solution
Assessment: • a written report
• an annotated visual report
• a case study with structured questions
• the design of a wireless network or a working model of a wireless network
• Examinations
Pathways VCE Applied Computing provides a pathway to further studies in areas such as business analysis,
computer science, cybersecurity, data analytics and data science, data management, games
development, ICT, networks, robotics, software engineering and telecommunications, and other
careers relating to digital technologies.
9
Biology Units 1 and 2
Rationale: Biology enables students to investigate the processes involved in sustaining life at cellular, system,
species and ecosystem levels.
In undertaking this study, students examine how life has evolved over time and understand that in
the dynamic and interconnected system of life all change has a consequence that may affect an
individual, a species or the collective biodiversity of Earth.
The study gives students insights into how knowledge of molecular and evolutionary concepts
underpins much of contemporary biology, and the applications used by society to resolve problems
and make advancements.
In Biology students, develop a range of inquiry skills involving practical experimentation and research,
analytical skills including critical and creative thinking, and communication skills.
Students use scientific and cognitive skills and understanding to analyse contemporary biology-
related issues and communicate their views from an informed position.
Learning Focus: Biology is a diverse and evolving science discipline that seeks to understand and explore the nature
of life, past and present. Despite the diversity of organisms and their many adaptations for survival
in various environments, all life forms share a degree of relatedness and a common origin.
The study explores the dynamic relationships between organisms and their interactions with the
non-living environment. It also explores the processes of life, from the molecular world of the cell to
that of the whole organism, that maintain life and ensure its continuity.
Students study cell reproduction and the transmission of biological information from generation to
generation. Students examine classical and contemporary research, models and theories to
understand how knowledge in biology has evolved and continues to evolve in response to new
evidence and discoveries.
An understanding of the complexities and diversity of biology leads students to appreciate the
interconnectedness of the content areas both within biology, and across biology and the other
sciences.
Outcomes / Students studying Unit 1 and 2 Biology will be expected to complete the following Assessments:
Assessment:
• Semester examinations
• Practical investigations
• Tests
• Research Investigation
Pathways After the completion of this subject students can further their studies of Biology by completing Biology
Units 3 and 4.
10Business Management Units 1 and 2
Rationale: It is the small business sector that provides a wide variety of goods and services for both consumers
and industries, such as manufacturing, construction and retail. This, combined with employment
opportunities, makes the small business sector a vital component in the success, growth and stability
of Australia. Small businesses are tangible to students as they are visible and accessible in daily life.
VCE Business Management examines the ways in which people at various levels within a business
organisation manage resources to achieve the objectives of the organisation.
Learning Focus: Students develop an understanding of the complexity, challenges and rewards that come from
business management and gain an insight into the various ways' resources can be managed in small,
medium and large-scale organisation.
Students will learn that small rather than large businesses make up most of all businesses in the
Australian economy.
This unit provides an opportunity for students to explore the operations of a small business and its
likelihood of success. Students investigate communication both internal and external to the business.
They develop knowledge of aspects of business communication and are introduced to skills related to
its effective use in different contexts.
The vital functions of marketing and public relations are considered, with students developing an
understanding of the important role these functions play in the ultimate success of a business.
Outcomes / Students studying Business Management Units 1 and 2 will be expected to:
Assessment:
• Explain a set of generic business characteristics and apply them to a range of businesses.
• Apply decision-making and planning skills to establish and operate a small business and evaluate
the management of an ethical and a socially responsible small business.
• Discuss one or more of the day-to-day operations associated with an ethical and a socially
responsible small business and apply the operation/s to a business situation.
• Apply and justify a range of effective communication methods used in business-related situations.
Analyse and evaluate effective marketing strategies, processes and public relations and apply
these to small business-related situations.
Pathways Students can continue to study Business Management in the VCE by continuing to pursue further
studies in Business Management Units 3 and 4.
11Chemistry Units 1 and 2
Rationale: Chemistry is a key science in explaining the workings of our universe through an understanding of the
properties and interaction of substances that make up matter. Most processes, from the formation of
molecules in outer space to the complex biological interactions occurring in cells, can be described by
chemical theories.
Chemistry is used to explain natural phenomena at the molecular level, as well as create new materials
such as medicines and polymers.
Learning Focus: Unit 1: How can the diversity of materials be explained?
The development and use of materials for specific purposes is an important human endeavour. 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.
Unit 2: What makes water such a unique chemical?
Water is the most widely used solvent on Earth. 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.
Outcomes/ Chemistry Units 1 and 2 will be assessed by:
Assessment:
• Classroom tests
• Practical reports
• Summary reports of practical work
• Second-hand data interpretation
• Responding to stimulus material
• Semester examinations
Pathways Students who successfully complete Units 1 and 2 Chemistry may continue to study Units 3 and
4 Chemistry.
12Drama Units 1 and 2
Rationale: People tell stories, explore ideas, make sense of their worlds and communicate meaning through
drama. Drama develops personal and social identity.
VCE Drama connects students to the traditions of drama practice and, through the processes of
devising and performing drama, allows them to explore, understand and respond to the contexts,
narratives and stories that shape their worlds. The study requires students to be creative and critical
thinkers.
Through work as solo and ensemble performers and engagement with the work of professional drama
practitioners, students develop an appreciation of drama as an art form and develop skills of criticism
and aesthetic understanding.
VCE Drama equips students with knowledge, skills and confidence to communicate as individuals and
collaboratively in social and work-related contexts. The study of drama can provide pathways to
training and tertiary study in acting, communication and drama criticism.
Learning Focus: These units focus on creating, presenting and analysing a devised performance that includes real or
imagined characters. Students create solo and ensemble performances and manipulate expressive
skills in the creation and presentation of characters. They develop awareness and understanding of
how characters are portrayed in naturalistic and non-naturalistic performance style/s.
Students gain an awareness of how performance is shaped and given meaning. They investigate a
range of stimulus material and learn about stagecraft, theatrical conventions and performance styles
from a range of social and cultural contexts.
Students analyse their own performance work and that of other professional practitioners.
Outcomes/ Students studying Units 1 and 2 Drama will be expected to complete the following assessment tasks:
Assessments
• Ensemble and solo performances
• Documentation of creative processes
• Written analyses
• Examinations
Pathways Drama Units 3 and 4
Theatre Studies 3 and 4
13Economics Units 1 and 2
Rationale: Economics is the study of how individuals and societies use resources to satisfy needs. It is central to
understanding why individuals and societies behave as they do.
Economic decisions are about resource use in producing goods and services and about the distribution
of the proceeds of production. To understand the basis for these decisions, and their impact, requires
an understanding of basic economic principles and concepts. problems. This assists students to better
understand the economy and its role in society and environment, along with the values and attributes
underpinning it.
Learning Focus: Students will develop an awareness of the links between economics and the influence of political, ethical,
environmental and social forces on economic decision making. Students develop an ability to identify,
collect and process data from a range of sources.
Students use the inquiry process to plan economics investigations, analyse data and form conclusions
supported by evidence. They also use economic reasoning, including cost-benefit analysis, to solve
economic problems. This assists students to better understand the economy and its role in society and
environment, along with the values and attributes underpinning it.
Outcomes/ Students studying Economics Units 1 and 2 will be expected to:
Assessment:
• Closely examine how a society organises itself to meet the needs and wants of its citizens. Specific
focus is on markets and what factors influence prices and resource allocation.
• Analyse and describe economic events and their impact on growth, living standards and the
environment. Specific focus is on Gross Domestic Product, inflation and distribution of wealth and
income
.
Pathways Students can continue to study Economics in the VCE by continuing to pursue further studies in
Economics Units 3 and 4.
English Units 1 and 2
Rationale: The study of English encourages the development of literate individuals capable of critical and
imaginative thinking, aesthetic appreciation and creativity. The mastery of the key knowledge and skills
described in this study design underpins effective functioning in the contexts of study and work as well
as productive participation in a democratic society in the twenty-first century.
Learning Focus: The study of English contributes to the development of literate individuals capable of critical and
creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to
create and analyse texts, moving from interpretation to reflection and critical analysis.
Through engagement with texts from the contemporary world and from the past, and using texts from
Australia and from other cultures, students studying English become confident, articulate and critically
aware communicators and further develop a sense of themselves, their world and their place within it.
English helps equip students for participation in a democratic society and the global community. This
study will build on the learning established through English in the key discipline concepts of language,
literature and literacy, and the language modes of listening, speaking, reading, viewing and writing.
Outcomes/ Students studying Units 1 and 2 English will be need to satisfactorily complete:
Assessment: • Text response essays
• Creative response essays
• Argument analysis essays
• Oral presentations
• Comparative responses
• Semester examinations
Pathways The study of subject English is regarded as a priority throughout secondary schooling and is compulsory
at every level. Students may continue a Units 3 and 4 sequence from one of three English options:
English, Literature or English Language.
14English Language: Units 1 and 2
Rationale: English Language builds on students’ previous learning about the conventions and codes used by
speakers and writers of English. Informed by the discipline of linguistics, it provides students with
metalinguistic tools to understand and analyse language use, variation and change. Students studying
English Language examine how uses and interpretations of language are nuanced and complex rather
than a series of fixed conventions.
Students explore how people use spoken and written English to communicate, to think and innovate,
to construct identities, to build and interrogate attitudes and assumptions and to create and disrupt
social cohesion.
Learning Focus: The study of English Language enables students to further develop and refine their skills in reading,
writing, listening to and speaking English. Students learn about personal and public discourses in
workplaces, fields of study, trades and social groups. In this, study students read widely to develop
their analytical skills and understanding of linguistics.
Students are expected to study a range of texts, including publications and public commentary about
language in print and multimodal form. Students also observe and discuss contemporary language in
use, as well as consider a range of written and spoken texts. Knowledge of how language functions
provides a useful basis for further study or employment in numerous fields such as arts, sciences, law,
politics, trades and education.
The study supports language-related fields such as psychology, the study of other languages, speech
and reading therapy, journalism and philosophy. It also supports study and employment in other
communication-related fields, including designing information and communications technology
solutions or programs.
Outcomes/ Students studying English Language Units 1 and 2 will be expected to:
Assessment:
• identify and describe primary aspects of the nature and functions of human language
• describe what children learn when they acquire language and discuss a range of perspectives on
how language is acquired.
• describe language change as represented in a range of texts and analyse a range of attitudes to
language change.
• describe and explain the effects of the global spread of English in terms of both conformity and
diversity, through a range of spoken and written texts
Pathways There are no prerequisites for taking this subject. The study of subject English is regarded as a priority
throughout secondary schooling and is compulsory at every level.
Students may continue a Units 3 and 4 sequence from one of three English options: English, Literature
or English Language. They may also study more than one English subject if desired.
15Environmental Science Units 1 and 2
Rationale: Environmental Science enables students to explore the challenges that human interactions with the
environment presents for the future. Throughout this subject, students examine how environmental
actions affect, and are affected by, ethical, social and political influences. Students explore elements
that sustain Earth systems for future generations.
An important feature of undertaking a VCE science study is the opportunity for students to engage in
a range of inquiry tasks that may be self-designed, develop key science skills and interrogate the links
between theory, knowledge and practice. This type of critical thinking is essential in working towards
the conservation of our natural resources for future generations.
Learning Focus: In Environmental Science students, develop a range of inquiry skills involving practical experimentation
and research, analytical skills including critical and creative thinking, and communication skills. This is
achieved through exploring the Earth and its major systems, processes for sustaining life on Earth, the
inputs and out puts of life, environmental factors that affect Earth over time and the types,
measurement and effect pollution has on planetary systems.
Students investigate three pollutants of national or global concern. They will take their knowledge and
apply this through designing and conducting their own scientific study to collect data, review secondary
data and draw conclusions, centred on a key question of the student’s design.
Outcomes/ The assessment for this subject will consist of one SAC per Outcome. Each SAC will include one of
Assessment: the following:
• a fieldwork reports
• a case studies
• a report of a practical activity involving the collection of primary data
• Scientific poster
• Community engagement/awareness campaign.
• Practical report using primary and/or secondary data
Pathways VCE Environmental Science Unit 1 and 2 will lead to Units 3 and 4. Environmental science has strong
links provides for continuing study pathways within the field and leads to a range of careers.
Diverse areas of employment range from design, including landscape or building architecture,
engineering and urban planning, environmental consultancy, advocacy and conservation research.
16Food Technology: Units 1 and 2
Rationale: Australia has a varied and abundant food supply, and food and cooking have become prominent in
digital media and publishing. Globally, many people do not have access to a secure and varied food
supply and many Australians, amid a variety of influences, consume food and beverage products
that may harm their health.
This study examines the background to this abundance and explores reasons for our food choices.
VCE Food Studies is designed to build the capacities of students to make informed food choices.
Students develop their understanding of food while acquiring skills that enable them to take greater
ownership of their food decisions and eating patterns.
This study complements and supports further training and employment opportunities in the fields of
home economics, food technology, food manufacturing and hospitality.
Learning Focus: Unit 1: Food origins
This unit focuses on food from historical and cultural perspectives. Students investigate the origins
and roles of food through time and across the world.
Students explore how humanity has historically sourced its 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 food-producing regions of
the world.
Unit 2: Food makers
In this, unit students investigate food systems in contemporary Australia. They focus on commercial
food production industries, following food production in small-scale domestic 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.
Outcomes/ • The award of satisfactory completion for a unit is based on whether the student has demonstrated
Assessments the set of outcomes specified for the unit. Teachers will use a variety of learning activities and
assessment tasks to provide a range of opportunities for students to demonstrate the key
knowledge and key skills in the outcomes.
• Examination
Pathways Food Studies Units 3 and 4
17General Mathematics Units 1 and 2
Rationale: General Mathematics provides a course of study for a broad range of students that may be
implemented in several ways. The appropriate use of technology to support and develop the teaching
and learning of mathematics is to be incorporated throughout the course. This may include the use of
some of the following technologies for various areas of study or topics: CAS calculators,
spreadsheets, graphing packages, dynamic geometry systems, statistical analysis systems, and
computer algebra systems.
Learning Focus: Throughout students study ‘Investigating and comparing data distributions, ‘Linear relations and
Equations’, ‘Linear Graphs and Models’, ‘Relationships between two numerical variables’, ‘Sequences
and Series', ‘Financial Arithmetic’, ‘Graphs and Networks’, “Computation and practical Arithmetic” and
‘Matrices’.
The appropriate use of technology to support and develop learning of mathematics is incorporated
throughout the course. Students are required to define and explain key concepts as specified in the
content from each area of study, and to apply mathematical processes in routine and non-routine
contexts. Students are expected to select and appropriately use technology to develop mathematical
ideas, produce results and carry out analysis in situations requiring problem solving, modelling or
investigative techniques.
Outcomes/ Outcomes
Assessment:
1. Able to define and explain key concepts and apply a range of related mathematical routines
and procedures.
2. Able to apply mathematical processes to non-routine contexts.
3. Able to use numerical, graphical, symbolic and statistical functionalities of technology to
develop mathematical ideas, produce results, and carry out analysis.
Pathways The minimum recommended prior learning is Year 10 Mathematics. On successful completion of
Assessment
General
StudentsMathematics Unitsusing
will be assessed 1&2,School
students can choose
Assessed to study in
Coursework Further Mathematics
the following ways: Units 3&4.
▪ Topic tests
▪ Problem solving and extended investigation tasks.
▪ Semester examination
Geography Units 1 and 2
Rationale: VCE Geography enables students to examine natural and human phenomena, how and why they
change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they
develop a better understanding of their own place and its spaces and those in other parts of the world.
These spatial perspectives, when integrated with historical, economic, ecological and cultural
perspectives, deepen understanding of places, environments and human interactions with these.
Interpretative and analytical skills enable students to interpret information presented in a variety of
formats including maps, graphs, diagrams and images.
Learning Focus: Unit One: Hazards and Disasters
Students will undertake investigations into how hazards develop. These can include geological, hydro
meteorological, biological and technological hazards. They will compare two different types of hazards
and how people respond to them.
Unit Two: Tourism
In this unit students investigate the characteristics of tourism, with emphasis on where it has
developed, it is various forms, how it has changed and continues to change and its impacts on people,
places and environments. They select contrasting examples of tourism from within Australia and
elsewhere in the world to support their investigations
.
Outcomes Students will be assessed in the following ways:
/Assessment: • A Fieldwork Report
• Short Answer Questions
• Data Analysis
• Examination
Pathways Students can continue to study Geography in the VCE by electing to undertake studies in Geography
Unit 3 and 4.
18Health and Human Development Units 1 and 2
Rationale: VCE Health and Human Development provides students with broad understandings of health and
wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is
to themselves and to families, communities, nations and global society.
Students explore the complex interplay of biological, sociocultural and environmental factors that
support and improve health and wellbeing and those that put it at risk. The study provides
opportunities for students to view health and wellbeing, and development, holistically – across the
lifespan and the globe, and through a lens of social equity and justice.
VCE Health and Human Development is designed to foster health literacy. As individuals and as
citizens, students develop their ability to navigate information, to recognise and enact supportive
behaviours, and to evaluate healthcare initiatives and interventions. Students take this capacity with
them as they leave school and apply their learning in positive and resilient ways through future
changes and challenges. VCE Health and Human Development offers students a range of pathways
including further formal study in areas such as health promotion, community health research and
policy development, humanitarian aid work, allied health practices, education, and the health
profession.
Learning Focus: Students explore 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.
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.
Students investigate the 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.
Outcomes/ Students are assessed by a variety of methods including:
Assessment:
• a short written report, such as a data analysis, a research inquiry or a case study analysis
• structured questions, including extended written responses and detailed data analysis.
Pathways Students may continue their studies of Health and Human Development by studying Unit 3 and 4
Health and Human Development.
19History Units 1 and 2 (Ancient History)
Rationale: The Ancient World provides us with many insights about the growth of cities and development of
societies. There are various historical debates about the relevance and usefulness of ancient
civilisations today. Students wanting to study the contributions the Ancient World has made to our
current global setting are given an opportunity to question how cities developed and how we know
about them thousands of years later.
Students are given a chance to investigate the power ancient leaders held and how it contributed to
the building of ancient monuments.
Learning Focus: Unit 1: Ancient Mesopotamia
In this unit, students explore Ancient Mesopotamia with the creation of city-states and empires. They
examine the invention of writing – a pivotal development in human history. This unit highlights the
importance of primary sources (the material record and written sources) to historical inquiry about the
origins of civilisation.
This unit address:
Area of Study 1: Discovering Civilisation and
Area of Study 2: Ancient Empires.
Unit 2: Ancient Egypt
Ancient Egypt gave rise to a civilisation that endured for approximately three thousand years. Unlike
Mesopotamia, Egypt was not threatened by its neighbours for the greater part of its history. The Nile
served as the lifeblood of urban settlements in Upper and Lower Egypt. Kingdoms rose, flourished
and fell around the banks of this great river. This unit highlights the importance of primary sources
(the material record and written sources) to historical inquiry about Old and Middle Kingdom Egypt.
This unit addresses:
Area of study 1: Egypt the double crown and
Area of study 2: Middle kingdom Egypt: Power and propaganda.
Outcomes/ Students will be assessed in the following ways:
Assessment: • An historical inquiry
• Analysis of primary sources
• Analysis of historical interpretations
• Essay
• Examination
Pathways There are no prerequisites for this subject.
Students can continue to study Ancient History in the VCE by electing to undertake VCE Ancient
History Units 3 and 4.
20History Units 1 and 2 (Modern History)
Rationale: History is the practice of understanding and making meaning of the past. We do this by analysing
human experiences and various historian perspectives. The rise of differing ideologies has left a mark
on our world’s history. Ideologies of fascism, nazism, communism, democracy and capitalism have
affected global events and significantly changed peoples’ lives. In studying political ideologies and how
they impacted our world, students can better understand the world they live in today.
Learning Focus: In Unit 1:Change and Conflict, students will study the periods between years from 1918 to 1939 leading
up to World War 2, they examine the importance of this period, which is characterised by significant
social and cultural change where new fascist governments used the military, education and
propaganda to impose controls on the way people lived. Students compare life in the 1920’s and
1930’s between Nazi Germany and America.
In Unit 2: the Changing World Order, students analyse the the development of the Cold War in the
aftermath of World War Two and the arising tensions and conflict. They investigate how ideologies
influenced significant events and the consequences for nations and people in the period 1945 –1991,
focusing on conflicts such as the Korean War, Malay-Borneo, Vietnam War and the Space and Arms
race including the Cuban Missile Crisis.
Outcomes/ Students will be assessed in the following ways:
Assessment: • An historical inquiry
• Analysis of primary sources
• Analysis of historical interpretations
• Essay
• Examination
Pathways Students can continue to study History in the VCE by continuing to develop their inquiry and literacy
skills further in Unit 3 and 4 History Revolutions.
21Language – Indonesian Units 1 and 2
Rationale: The study of a language other than English contributes to the overall education of students, most
particularly in communication, but also in the areas of cross-cultural understanding, cognitive
development, literacy and general knowledge. It provides access to the culture of communities, which
use the language, and promotes understanding of different attitudes and values within the wider
Australian community and beyond.
Learning Focus: Unit 1 and 2
Area of study 1: Interpersonal communication
In this area of study students, develop their skills and knowledge to establish and maintain an informal,
personal, spoken interaction in Indonesian on a selected subtopic.
Area of study 2: Interpretive communication
In this area of study students locate and use information from two texts in Indonesian, chosen from a
written, spoken or audio-visual format.
Area of study 3: Presentational communication
Students’ present content related to the selected subtopic in Indonesian in written form, which may
include supporting visual elements.
Outcomes/ In Year 11, students complete a variety of in-class and out-of-class school assessed coursework
Assessment: (SACs). Outcomes are based on the three areas of study, are assessed using a range of tasks,
including:
• Written tasks
• Speaking tasks
• Listening tasks
• Oral presentations
Pathways It is strongly recommended that students have completed Year 10 Indonesian to adequately prepare
themselves for this subject. However, students may request a meeting with the Head of Learning:
Languages to discuss the opportunity to study Units 1 and 2 Indonesian without having completed
Year 10 Indonesian.
This could include students who want to learn both Indonesian and Italian in VCE, or for students who
have acquired the language outside of school. Students who take Units 1 and 2 Indonesian Second
Language have the option to progress to Units 3 and 4 in Year 12.
22Language - Italian Units 1 and 2
Rationale: Learning a second language opens pathways to travel and job opportunities that would otherwise be
closed doors. Melbourne is deeply rooted in Italian traditions, and therefore learning the language has
practical applications both locally and abroad. With such a rich culture and history, Italy is a world
influencer on many frontiers, including art, food, and fashion.
Studies have shown that the knowledge of another language improves one’s English, and that once
students know a second language, it is easier to learn a third or fourth. Thus, learning Italian also serves
as a pathway for learning more languages in the future and becoming a truly global human being.
Additionally, the study of a language in VCE greatly contributes to one’s ATAR score, with the Victorian
government rewarding students with additional marks as incentive.
Learning This study is designed to enable students to use Italian to communicate with others through speaking,
Focus: listening, reading, writing and viewing. Students are taught to understand and appreciate the cultural
contexts in which Italian is used in both a European and Australian context.
Students study language as a system making connections between Italian and English, and/or other
languages. Students are also encouraged to apply Italian to work, further study, training or leisure.
Outcomes / Topics studied during Italian Units 1 & 2 include family, hobbies, film, historical figures, technology and
Assessment: identity.
Students completing Unit 1 & 2 will be assessed through Student Assessed Coursework, in the forms
an informal conversation, presentation, film review, job application, editorial and letter.
Students will be assessed on the following skills across both units:
Outcome 1 – Interpersonal Communication
Outcome 2 – Interpretive Communication
Outcome 3 – Presentational Communication
Pathways: There are no prerequisites for entry into Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. However, Italian is designed for students who will, typically, have studied the language
for at least 200 hours prior to the commencement of Unit 1.
It is possible, however, that some students with less formal experience will also be able to meet the
requirements successfully. Units 1 to 4 are designed to be of an appropriate standard for the final years
of secondary education. All VCE studies are benchmarked against comparable national and international
curriculum.
At Thomas Carr we encourage students to study a Language in addition to English. The Victorian School of Languages is an
Institution committed to excellence in teaching different languages from Year 7 through to Year 12. These classes may be an
additional option for you to consider if you wish to study a Language which is not offered at Thomas Carr.
For further information, please visit the School’s website at https://www.vsl.vic.edu.au/ or discuss with the College’s Head of
Languages.
23Legal Studies Units 1 and 2
Rationale: VCE Legal Studies examines the processes of law-making, dispute resolution and the administration
of justice in Australia.
Students develop an understanding of the impact of the legal system on the lives of citizens, and the
implications of legal decisions and outcomes on Australian society. The study provides students with
an appreciation of how individuals can be involved in decision-making within the legal system,
encouraging civic engagement and helping them to become more informed and active citizens.
Learning Focus: The law influences all aspects of society – at home, at work and in the wider community. Laws are
used by society to preserve social cohesion, and to ensure the protection of people from harm and
from the infringement of their rights. These laws can be grouped according to their source and whether
they are criminal or civil in nature.
Following an overview of the law in general, this unit focuses on criminal law. Students examine the
need for laws in society. They investigate the key features of criminal law, how it is enforced and
adjudicated and possible outcomes and impacts of crime. Through a consideration of contemporary
cases and issues, students learn about different types of crimes and explore rights and responsibilities
under criminal law.
Students investigate the processes and procedures followed by courts in hearing and resolving
criminal cases. They explore the main features and operations of criminal courts and consider the
effectiveness of the criminal justice system in achieving justice.
Outcomes/ Students studying Legal Studies Units 1 and 2 will be expected to:
Assessment:
• Describe and analyse the need for Law; the elements of criminal liability law, crimes against the
person and property, the court hierarchy, the role of courts in law making, the process of dispute
resolution and the protection of rights
• Identify and evaluate criminal and civil law, criminal sanctions, the jurisdiction of courts within the
hierarchy and the processes of dispute resolution
Pathways Students can continue to study Legal Studies in the VCE choosing Legal Studies Unit 3 and 4.
24Literature Units 1 and 2
Rationale: The study of literature focuses on the enjoyment and appreciation of reading that arises from
discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on
their interpretations and those of others.
The study is based on the premise that meaning is derived from the relationship between the text, the
context in which it was produced and the experience of life and literature the reader brings to the texts.
The study of literature encourages independent and critical thinking in students’ analytical and creative
responses to texts, which will assist students in the workforce and in future academic study.
Learning Focus: This unit focuses on the ways literary texts represent human experience and the reading practices
students develop to deepen their understanding of a text. Students respond to a range of texts
personally, critically and creatively.
This variety of approaches to reading invites questions about the ideas and concerns of the text. While
the emphasis is on students’ close engagement with language to explore texts, students also inform
their understanding with knowledge of the conventions associated with different forms of text, such as
poetry, prose, drama and/or non-print texts
.
Outcomes Students studying Units 1 and 2 Literature will be need to satisfactorily complete:
/Assessment: • Oral presentation on personal context and interpretation
• Short Story using Tim Winton as inspiration
• Film analysis
• Comparative essay
• Screenplay
• Social commentary
Pathways There are no prerequisites for this subject; however, it is recommended that students have a strong
passion for reading literature. The study of subject English is regarded as a priority throughout
secondary schooling and is compulsory at every level.
Students may continue a Units 3 and 4 sequence from one of three English options: English, Literature
or English Language. They may also study more than one English subject if desired.
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