Foreword - Firbank Grammar School

Foreword 

At Firbank, we are committed to offering our students an educational program which allows each student to 

achieve personal success. Our practice of reviewing subject offerings annually ensures that we provide a 

distinctive, contemporary education and a range of pathways. 

Our overriding aim, across all subject disciplines, is to foster a love of learning and to stimulate creativity, intellectual 

curiosity and independent thought. Emphasis is placed on taking individual thinking and learning styles into 

consideration when planning, teaching and assessing. In the delivery of curriculum, there is an emphasis on the 

development and use of critical thinking skills. Risk taking is valued. The curriculum aims to develop skills, particularly 

in core subject areas, with a continuing emphasis on literacy and numeracy and digital technologies. Our programs of 

learning provide individual, sequential and secure pathways of learning. The wide range of electives at Year 10 gives 

students the opportunity to explore their potential and interests. This experience assists students to make informed 

choices for the VCE years. 

Firbank values its tradition of high academic standards and the rich diversity of the student body. Each student is 

expected and encouraged to work consistently to the best of her ability. Sustained effort, the development of pride in 

one’s accomplishments and respect for self and others are highly valued. 

This booklet is to be used as a guide to the curriculum. Within it you will find statements of the specific goals of each 

faculty. These goals inform all decision making and assessment. The second section provides an overview of the 

curriculum at each year level which should be the first point of reference for students and parents in considering 

subject choices. Decisions should then be made in consultation with key members of staff who will provide expert 

guidance in subject choice and career planning. 

Dr Anne Sarros 

Principal 

1

Contents 

Curriculum Overview 4-5 

A five-year sequential program 6 

Policies 

Homework 24 

Course & Career Planning 24 

Faculty Goals 

English 9 

Mathematics 10 

Science 11 

Differentiated Education 24 

The Conquest Program 24 - 25 

Support Programs 25 

Integration of Learning Technologies 25 

Humanities 12 

Languages Other Than English 13 

Visual Arts 14 

VCE Curriculum 26 - 28 

Available courses 30 - 65 

Music 15 

Drama 16 

Physical Education 17 

Religious Education 18 

Personal Development 19 

Education Outdoors 20 

Technology-based subjects 21 

Business Studies 22 

Food Technology 23 

3

Curriculum Overview 

CORE AND LOTE ELECTIVES 

YEAR 7 YEAR 8 

ENGLISH 

English 

English Language Studies 

English as a Second language 

Mathematics 

English 


English as a Second Language 

Mathematics 

MATHEMATICS 

Science 

Science 

SCIENCE 

HUMANITIES 

LOTE 

Geography 

History 

French 

German 

Japanese 

Geography 

History 

French 

German 

Japanese 

VISUAL ARTS 

Visual Arts 

Visual Arts 

MUSIC 

Music 

Music 

DRAMA 

PHYSICAL EDUCATION & HEALTH 

Drama 

Physical Education & Health 

Drama 


RELIGIOUS EDUCATION Religious Education Religious Education 

PERSONAL DEVELOPMENT 

EDUCATION OUTDOORS 

TECHNOLOGY 

Personal Development 

Discovery Program 

DigiLearn 


Challenge Program 

BUSINESS STUDIES 

FOOD TECHNOLOGY 

4

at Firbank 

CORE AND ELECTIVE PROGRAM 

VCE 

YEAR 9 YEAR 10 YEAR 11 YEAR 12 

English 


English as a second language 

Skill Sets: 

Publications & Marketing 

English 



English 


English Literature 

English 


English Literature 

Mathematics Mathematics 

Maths Methods U1/2 

Maths Methods U1/2 or U3/4 

General Mathematics 

(Further) U1/2 

General Mathematics 

(Specialist) U1/2 

Science Science electives: 

Biology U1/2 or U3/4 

Chemistry U1/2 

Physics U1/2 

Psychology U1/2 

Maths Methods U3/4 

Further Mathematics U3/4 

Specialist Mathematics U3/4 

Biology U3/4 

Chemistry U3/4 

Physics U3/4 

Psychology U3/4 

Geography 

History 

History 

Electives: Geography U1 

Global Studies 

History U1/2 or U3/4 

Geography U3/4 

International Studies U3/4 

History U3/4 

Geography U3/4 

International Studies U3/4 

Electives: 

French 

German 

Japanese 

Electives: 

Ceramics 

Visual Comm & Design 

Skill Sets: 

Art 

Photography 

The Business of Fashion 

Electives: 

Music 

Extension Music 

French 

German 

Japanese 

Electives: 

Art 

Ceramics 

Visual Comm & Design 

Electives: 

Music 

Extension Music 

French U1/2 or U3/4 

German U1/2 or U3/4 

Japanese U1/2 or U3/4 

Art U1 

Studio Arts U2 

VET Interactive Digital Media 

U1/2 

Visual Comm & Design U1/2 

French U3/4 

German U3/4 

Japanese U3/4 

Art U3/4 

Studio Arts U3/4 

VET Interactive Digital Media 

U3/4 

Visual Comm & Design U3/4 

Music Performance U1/2 Music Performance U3/4 

Electives: 

Drama 

Electives: 

Drama 

Drama U3/4 

Theatre Studies U3/4 

Drama U3/4 

Theatre Studies U3/4 

Physical Education 

Skill Sets: 

Dance 


Physical Education U1/2 or 3/4 

Health & Human Development 

U1/2 or 3/4 

Recreation 

Physical Education U 3/4 

Health & Human 

Development U3/4 

Community Service 

Ethics U2 



Adventure Program 

Horizons Program 

Electives: 

Technology: Media Matters 

Skill Sets: 

Podcasting - Digital Authoring 

Elective: 

Business Studies 

Elective: 

Electives: 

e-Business 

Legal Studies 

VET Outdoor Recreation 

Accounting U1/2 

Business Management U1/2 

Legal Studies U1/2 


Accounting U3/4 


Legal Studies U3/4 

Skill Sets: Food@ Elective: Food Technology VET Hospitality U1/2 VET Hospitality U3/4 

5

A FIVE-YEAR SEQUENTIAL PROGRAM 

Peak Experiences 

Discovery, Challenge, The Journey, 

Horizons, TRANSITION 

This five year sequential program provides unique 

experiences at each year level to give students 

appropriate opportunities to develop: 

• better organisational and co-operative skills 

• relationships based upon mutual respect 

• an ability to appreciate the landscapes through 

which they travel 

• greater independence, confidence and self-belief 

• emotional resilience 

• the ability to reflect upon their 

experiences and their place in the world 

YEAR 7 

DISCOVERY 

A significant aspect of our comprehensive orientation 

program is Year 7 Camp. Led by the Head of Year 7 

and attended by all Year 7 tutors and the Principal, this 

five day camp includes a range of activities: surfing, 

initiatives course, kayaking and camping out. The 

challenges inherent in these activities and the sharing 

of these varied experiences enable students to learn 

about themselves and each other. New friendships 

are made and teachers gain insights into individuals 

and the groups which are invaluable at School. This 

program gives students a ‘head start’. 

YEAR 8 

THE CHALLENGE PROGRAM 

In order to meet the changing needs of students as 

they continue to develop, the Challenge program has 

three major components: the year starts with a tour of 

historically significant areas in Tasmania. The students 

will explore and gather information in a variety of 

formats that will become the basis of their Term 1 

Learning Challenge Presentation. It also gives them 

the opportunity to establish friendships in their new 

classes and is a very exciting way to start the year. 

During the year, each student will become a member 

of the Boarding House for four weeks. This experience 

increases students’ self-reliance and resilience as they 

meet the challenges of a new situation interacting with 

a wide range of students of various ages and cultural 

backgrounds. 

Late in Term 4, students will complete an ‘Introduction 

to the outdoors program’ in the Victorian bush. In small 

groups, with the help of outdoor instructors, they will 

learn and practise the basics of bushwalking, rafting on 

moving water and canoe touring. These skills will form 

the foundation of the peak experience that lies ahead. 

YEAR 9 

The Journey PROGRAM 

The key educational focus of this program is to 

encourage students to make responsible decisions. 

They are expected to play an active part in planning. 

The Journey: they cater for themselves, take charge of 

navigation and become involved in group management 

and decision-making. In Semester 1, all students 

complete a week of activities which are designed as 

preparation for the 12 day journeys at the end of Term 

4. Students are offered a choice of expeditions with 

varying degrees of difficulty. The Journey Program is 

designed and managed by the School and supported 

by personnel from the Outdoor Education Group. 

YEAR 10 

Horizons PROGRAM 

This program is designed to build on students’ previous 

experiences and meet the needs of individuals on the 

threshold of the VCE years. Once again, a range of 

options is offered to allow for individual choice. These 

range from experiential living in an eco-camp to the 

opportunity to sail on The Enterprise, sea kayaking, 

river kayaking along a course which includes a visit 

to an indigenous community and the well-established 

Summit to the Sea expedition, a trek and river 

expedition from Mt Kosciusko to Marlo at the mouth of 

the Snowy River. 

YEARS 11/12 

PATHWAYS PROGRAM 

Moving out of school into tertiary study or work is a 

big step. At the end of Year 11, this program offers 

students a residential experience held at International 

House, University of Melbourne. Focussed on the 

students reflecting on their Year 11 achievements, the 

program includes development of their own learning 

style, managing time effectively - balancing of study 

and social life, dealing with stress and looking at 

options for Year 12. With lectures and seminars, this 

program will offer a firm foundation for the steps into 

Year 12 and beyond. 

6

8 

FACULTY GOALS

ENGLISH 

1. The development of students’ reading, writing, 

speaking and listening skills 

Students will study language, in a variety of texts, 

to explore meaning and how meaning is conveyed, 

develop a critical understanding of the ways writers, 

speakers and directors control language to convey 

meaning and learn to apply this knowledge in 

expressing their own ideas and understanding. 

The gradual improvement of students’ basic 

communication skills is integral to their participation in 

society and their success in other academic subjects. 

2. The development of students’ abilities to 

recognise the significance of context, read 

for literal and inferential meaning and 

interpret and analyse language 

Students will develop their understanding of the ways 

purpose, audience and situation influence language 

structures and features and apply this knowledge. 

These skills are essential for students to become 

discriminating consumers and readers of the media 

and advertising. The understanding of the influence of 

social, historical and other contextual factors is vital to 

the accurate interpretation of text. 

3. The development of students’ abilities to 

think and write creatively 

Students will be taught to read critically, to analyse, 

reason, reflect, inquire and evaluate. In their writing 

they will experiment with different ways of expressing 

their ideas. 

4. The development of students’ ability to 

communicate ideas effectively, using 

language accurately, fluently, expressively 

and appropriately 

Students will be taught the technical aspects of 

language and encouraged to experiment with new 

ways of communicating their knowledge, ideas and 

feelings in a range of texts, contexts and for different 

purposes and audiences. 

5. The development of students’ critical 

appreciation of literature and a wide range 

of texts 

Students will read classic and contemporary literature, 

film texts, multi media texts, newspapers and everyday 

texts such as advertisements and become more 

discerning readers/consumers. 

These goals relate directly to assessment. Other 

fundamental goals, which are not directly assessed 

but may be referred to in descriptive comments are: 

the encouragement of the enjoyment of reading; 

the development of collaborative learning skills; the 

encouragement of curiosity; the extension of students’ 

understanding of themselves and their world and the 

development in students of the confidence to take risks 

and experiment with ideas and language 

The achievement of these aims relies upon support 

from parents. It is important to encourage regular 

reading of fiction, non-fiction, magazines and 

newspapers. Senior students in particular need to 

develop the habit of reading daily newspapers and 

watching/listening to current affairs programs so that 

they are informed. VCE English courses assume a 

knowledge of the media and current events. 

9

MATHEMATICS 

1. Demonstrate useful mathematical and 

numeracy skills for successful functioning 

in society. 

Can the student understand and use basic 

mathematical concepts to cope effectively with every 

day life? 

To exist comfortably in our society, students need 

basic numeracy and estimation skills so they are able 

to handle money, travel, run a household, be usefully 

employed and enjoy leisure activities. They also need 

to analyse information on a daily basis in order to 

make appropriate decisions and to interpret and apply 

simple mathematical formulae. 

2. Solve practical problems in Mathematics. 

Can the student analyse information and select 

and apply appropriate strategies and correct 

techniques for investigating a situation? 

Students need to be able to identify important 

information and develop a broad range of 

mathematical skills which they can apply to a 

given problem. Students also need to be able to 

communicate their findings effectively . 

4. Foster the development of specialist 

mathematical knowledge that enables 

them to continue studying Mathematics at 

a higher level. 

Does the student have a comprehensive 

understanding of key mathematical concepts? Does 

the student select appropriate mathematical skills 

and apply them with accuracy? Does the student 

make mathematical connections? Does the student 

communicate using correct mathematical language, 

graphs and diagrams? 

Students need exposure to the benefits of studying 

Mathematics at a higher level and its connections 

and relevance to other fields of study. Many students 

have particular ability and interest in Mathematics. 

Other students may simply require the further study 

of Mathematics to satisfy the prerequisites for their 

chosen career path. It is essential to provide a 

curriculum which satisfies the needs of all students, 

including those who wish to study Mathematics at an 

advanced level. 

3. Develop an appreciation of the relevance 

and power of Mathematics. 

Does the student recognise the opportunities 

Mathematics provides and appreciate the usefulness 

and importance of Mathematics in interpreting and 

understanding their world? 

Mathematics is a powerful tool, which assists in 

the critical analysis of information, decision-making 

and problem-solving. Mathematical models can be 

developed which describe physical situations and 

produce generalisations. 

10

SCIENCE 

1. Students will develop an interest in and 

enthusiasm for scientific knowledge and 

discovery. 

Students need to demonstrate self-motivation to learn 

and to extend their knowledge and understanding 

beyond a set task, approaching it with interest, 

enthusiasm and determination, demonstrating a 

wide range of strategies for managing challenges in 

learning. Students will demonstrate their desire to 

learn by consistently posing questions beyond the task 

given and investigating these questions independently. 

2. Through the study of Science students will 

become informed citizens with the ability to 

interpret and explain the world around them. 

The knowledge of scientific concepts gives students 

the ability to describe accurately and give detailed 

observations of the world around them. It is important 

that students be able to make insightful connections 

between the scientific concepts learnt in class and the 

wider world and make correct interpretations based on 

supporting evidence. 

4. Students will demonstrate an appreciation 

of the cultural and historical contexts in 

which science has been developed and 

applied and appreciate the significance of 

science for the long-term future of our 

society with consideration of moral and 

ethical issues. 

Our current scientific knowledge is the result of the 

work and views of people who questioned, explored, 

experimented and reflected on the world around them. 

Science is continually evolving and with developments 

in technology there is a need to understand the need 

to make responsible and informed choices about 

science and its applications for the long-term future of 

our society and the consequences of those choices. 

3. Students will develop logical, creative and 

reflective thinking processes in order to 

plan, organise and perform scientific 

investigations and form conclusions; 

students will be able to communicate 

scientific information and ideas effectively. 

Practical work is an integral component of science. 

Students need to understand the importance of 

planning and conducting controlled experiments, 

making careful observations and accurate 

measurements, interpreting their results and then 

communicating their findings effectively to others. 

11

HUMANITIES 

1. Develop knowledge of the past and how 

history has shaped present society 

Our students need a general knowledge of the past so 

that they have an understanding of present events and 

the implications these may have for the future. This 

knowledge will help them make sense of the historical, 

political, legal and financial world in which they live. 

2. Develop understanding of our cultural 

heritage 

To develop a knowledge of significant events in 

Australian history including Aboriginal and Torres 

Strait Islander history, European settlement and 

recent immigration and as a consequence develop an 

understanding of the cultural diversity of Australia. 

3. Develop the skills of historical reasoning 

and interpretation 

Students can identify and use a range of sources to 

investigate the past. They will acquire the skills to 

analyse material independently, research an issue and 

apply the knowledge to any given situation. This will 

require them to think critically about their research/ 

study and empathise with the past. 

4. Develop knowledge and understanding of the 

environment 

Students need to understand that the environment is 

a product of both natural and human processes. They 

need to appreciate the effect that human activities can 

have on the environment and develop strategies for 

using environmentally sensitive areas in a sustainable 

way 

5. Develop Geospatial skills 

The geospatial skills which students will learn and 

apply include: concepts of distance, location and scale. 

Students will research, collect, record and analyse 

data obtained through field work. 

6. Accept the responsibility of being an informed, 

responsible and proactive member of society 

Through their knowledge and understanding of 

their environments (natural and cultural) students 

will discover ways in which they can become active 

citizens. They will learn that democratic institutions 

are upheld/protected by people participating in the 

decision-making processes at a local and national 

level. They will appreciate the necessity for individuals 

to take responsibility for their community and work 

towards a more just world. 

12

LANGUAGES OTHER THAN ENGLISH 

1. Communicating in a LOTE 

The development of communication skills in a 

language other than English allows students to 

reflect on language as a system and gain cultural 

insight. Students learn the knowledge, skills and 

behaviours relevant to the specific language being 

studied. These include the development of writing, 

speaking, visual and multimodal (active) skills for 

delivering communication and reading, listening and 

viewing (passive) skills for receiving and processing 

communication. The application of these skills requires 

knowledge of linguistic elements, including vocabulary 

and grammar. 

We aim to develop in our students an understanding 

of how to process and deliver communication 

effectively in the LOTE. We acknowledge non-verbal 

communication as part of all areas of communication 

and emphasise the appropriate use of technology to 

enhance communication. 

3. Language awareness 

Through the intellectual discipline of learning a 

language, students will develop skills to reflect on and 

understand relationships between different languages. 

Students gain an awareness of the influence of culture 

in the learner’s own life and first language. Different 

languages and language communities organise social 

relations and information in different ways and values 

differ from one community to another. Through cultural 

self-awareness, the ability to discuss and compare 

cultural difference is developed rationally. A curiosity 

and openness to a variety of values and practices and 

an in-depth knowledge of the diverse cultural traditions 

of the source societies is fostered. 

2. Intercultural Understanding 

Through the development of communication skills in 

a language other than English a student develops 

knowledge of the connections between language and 

culture, and how culture is embedded throughout 

the communication system. The study of a language 

other than English develops within the student the 

ability to interpret the world around them better, to 

identify connections between language and culture, 

cultural self-awareness and curiosity and acceptance 

of other cultures. We therefore aim to develop skills in 

our students to become interculturally aware citizens 

who are able to play a significant role in this rapidly 

changing global community, operating successfully in 

the world and consequently enhancing their vocational 

prospects. 

13

VISUAL ARTS 

1. Develop practical skills and techniques in 

the use of a variety of media to enable 

visual expression and communication. 

To ensure that students obtain a broad knowledge 

of materials and techniques applicable to the art 

area. These include skills in materials related to 

drawing, painting, printmaking, ceramics and digital 

technologies such as web design, film, photography 

and animation. 

To ensure that students develop confidence in 

choosing materials appropriate to the task. They will 

have opportunities to experiment with and develop an 

appreciation of processes used by professional artists 

and designers. This will give students a broad basis for 

further work in the visual arts. 

3. Develop an independent approach and the 

confidence to explore a personal style. 

To ensure that students are informed of the benefits of 

studying in the visual arts. 

That students can translate the production processes 

learnt into their own work and beging to work 

independently. 

That students have the opportunity within the visual 

arts cirriculum to extend their learning. 

That students have opportunities to become 

passionate about their skills with the possibility 

of continuing their interests beyond the school 

experience. 

2. Develop critical thinking skills in the 

analysis of art within social, cultural and 

historical contexts. 

To ensure that students appreciate and respond 

to art and design works of professionals from both 

contemporary and historical contexts. 

4. Develop an understanding of how art and 

design can shape one’s view of self, others and 

the world. 

Students may wish to study art for a variety of reasons. 

Many students are interested in studying one or more 

areas of the Visual Arts. 

To ensure that students appreciate the relevance of art 

in society. The awareness of the visual arts is extended 

beyond the classroom giving students opportunities to 

develop their knowledge of the visual arts. 

Students must be prepared for further study. 

Students can gain an appreciation of what it is like to 

be a professional artist and designer. This will enhance 

their abilities to consider a wide range of career 

prospects within the visual arts. 

14

MUSIC 

1. Equip students to be involved in a 

continuous lifelong process of learning to 

know and appreciate music 

Every culture in the world includes music in some 

form: for ceremony, relaxation, communication, 

celebration and enjoyment. Music provides a unique 

means of communication and expression through 

sound. Music provides a context for the understanding 

and transmission of beliefs and values. The Firbank 

curriculum assumes that all students are musical and 

capable of enjoying and responding to music. Through 

a carefully sequenced music curriculum, it is hoped 

that students will become better consumers of music. 

2. Experience enjoyable, communal musicmaking 

experiences 

Students benefit from music making experiences 

on multiple levels – including cognitive, social, 

kinaesthetic, spiritual and creative. Music making 

experiences are an important part of holistic education. 

4. Develop competency in reading/writing music 

Music is a language that contains its own symbols 

and conventions and these are easily accessible to 

all students. By developing musical literacy, the world 

of music is opened up to students. Students have the 

ability to engage with the music of the great Masters 

and most importantly, to express their own musical 

thoughts. 

5. Provide opportunities for students to compose, 

notate and perform their own music 

“To understand is to invent” (Piaget). The logical 

culmination of any good music education is that 

students should be able to create their own music and 

experience the joy of performing their music. 

3. Build Vocal Confidence and Ability 

The human voice is the most natural and accessible 

musical instrument and therefore the most obvious 

foundation for a solid musical education. The voice 

provides direct access to the world of music without 

many of the technical constraints associated with an 

instrument. Moreover, the voice is the most important 

tool in building aural comprehension skills. 

15

DRAMA 

1. Demonstrate useful dramatic and 

theatrical skills for successful functioning 

in society. 

Using dramatic and theatrical concepts and 

understanding, can students understand the world that 

they inhabit and act effectively in that world? 

Drama and Theatre are powerful tools which assist 

in our understanding of the world and our place 

within it. Through drama and role-play, making use 

of scripts and improvisation, students are able to 

simulate real-world dilemmas, to apply solutions and 

predictive scenarios to these dilemmas and to identify 

and appraise the implications of actions undertaken. 

All this is enacted in the safety of a classroom, where 

implications remain hypothetical and non-binding. 

2. Manage themselves and their relations 

with others. 

Can the student analyse information and select and 

apply appropriate strategies and correct techniques for 

investigating a situation – whilst working alone and as 

part of a group? 

Students need to be able to identify and communicate 

important information and develop a broad range of 

dramatic and theatrical skills which they can apply 

to a given challenge or task. Students need to be 

able to communicate their findings effectively in a 

written manner and practically through voice and 

performance, both to their working group and to the 

class as a whole. Students need to develop their 

powers of self-motivation. 

3. Develop an appreciation of the creativity of 

drama and the art of theatre. 

Does the student appreciate the creative aspects of 

drama and the complexity and challenges of the art 

of theatre? Does the student create and make drama 

and theatre in a creative, imaginative and productive 

manner when exploring and responding to stimuli? 

The processes of creating successful drama and 

theatre can be complex and demanding. Students 

need to acquire knowledge and to develop skills and 

appreciation. Students need to search for solutions 

which not only fulfil the basic requirements of a 

task, but which fully explore the task creatively and 

imaginatively. 

4 Foster the development of specialist 

dramatic and theatrical knowledge that 

enables students to continue studying 

Drama and Theatre at a higher level. 

Does the student have a comprehensive 

understanding of key dramatic and theatrical 

concepts? Does the student select appropriate 

dramatic and theatrical knowledge, skills and 

behaviours and apply them in appropriate situations 

and in an appropriate manner? Does the student 

communicate effectively, making use of appropriate 

dramatic and theatrical styles, skills and techniques? 

Does the student understand and appreciate the 

broader historical contexts of dramatic and theatrical 

experiences? 

Students need exposure to the benefits of studying 

Drama and Theatre at a higher level and an 

understanding of its connections and relevance to 

other fields of study. Many students have particular 

abilities and interest in Drama and Theatre including 

those students who study Drama and Theatre to assist 

their confidence and communication skills as well as 

those students who wish to pursue performance and 

further study in the field. 

16

PHYSICAL EDUCATION 

1. Knowledge and understandings 

Students know and understand health and physical 

activity concepts that enable informed decisions for a 

healthy, active lifestyle. 

Young people are growing up in an increasingly 

complex and diverse society which is characterised 

by rapid change, sedentary work and leisure 

practices, changing family structures and roles, and 

the promotion of unhealthy behaviours by various 

sources. The Health and Physical Education learning 

area empowers students to evaluate critically the 

opportunities and challenges associated with living in 

modern society and teaches them how to take action 

to avoid injury or reduce threats to their health and 

well-being. 

2. Attitude and Values 

Students exhibit attitudes and values that promote 

personal, family and community health, and 

participation in physical activity. 

The Physical Education learning area recognises that 

improving students’ knowledge about health issues 

and practices does not guarantee they will lead healthy 

lifestyles. However, students who are able to identify 

and develop attitudes and values associated with 

leading a healthy lifestyle are better equipped to make 

personally and socially responsible decisions. This has 

the potential to enhance the quality of their own and 

other people’s lives. Students who are able to respect 

the attitudes and values of others are well placed 

to contribute effectively to home, school, work and 

community life. Study in this learning area encourages 

them to exhibit attitudes and values that are consistent 

with lifelong participation in sport and physical activity, 

the prevention of ill-health and the acceptance of 

personal responsibility for their actions. 

3. Skills for Physical Acitivity 

Students demonstrate the movement skills and 

strategies for confident participation in physical activity. 

Students require movement skills in order to perform 

competently in physical activities. Experience in 

fundamental movement skills in the early years of 

schooling supports the development of more specific 

skills in later childhood and participation in sport and 

recreation as lifelong pursuits. Students who enjoy, 

participate in, appreciate and are skillful in play, 

games, sport, dance and outdoor recreation develop 

confidence and self-esteem. Through participation 

in sport, recreation and other physical activities, 

students improve their physical skills and fitness and 

become aware of the important role that motivation, 

enthusiasm, initiative, self-discipline, self-respect, 

cooperation and the assumption of responsibility play 

in the maintenance of a healthy society. 

4. Self-management Skills 

Students demonstrate self-management skills which 

enable them to make informed decisions for healthy, 

active lifestyles. 

It is critical that all students develop proficient selfmanagement 

skills for their own benefit and for the 

benefit of the communities in which they live and 

work. Being able to set and achieve personal goals; 

plan, implement and evaluate decisions; develop 

self-esteem; and manage stress and cope with 

change and conflict are essential self-management 

skills that underpin a healthy and active lifestyle. 

Through participation in classroom interactions, work 

placements, sporting, recreational and other physical 

activities, students develop and practise these skills. 

Students who possess sound self-management skills 

are better able to identify and avoid potential health 

risks, enhance their mental health and well-being, as 

well as planning for their future. 

5. Interpersonal skills 

Students demonstrate the interpersonal skills 

necessary for effective relationships and healthy, active 

lifestyles. 

Effective interpersonal skills are essential for 

participation in meaningful and fulfilling relationships 

in family, school, recreation, work and community 

contexts. Interpersonal skills such as assertive 

communication, negotiation, conflict resolution, 

co-operation and leadership enable students to act 

responsibly and contribute effectively to groups and 

teams. Studies in the Health and Physical Education 

learning area provide the potential for a better quality 

of life for all students, now and in the future. 

17

RELIGIOUS EDUCATION 

‘To plant a seed with loving thought 

So we can all live, as we ought 

So we can see the face divine 

And those around can see us shine.’ 

3. Social Justice 

To nurture a strong belief in social justice; the 

responsibility of service to others through the generous 

giving of one’s own personal and material gifts. 

1. The Life of the Spirit 

To awaken or increase in students the awareness of 

the spiritual dimension in themselves and others. 

To have students see themselves as loved and unique 

individuals, with the strength and support, through 

God’s grace, to love others in the world. 

To develop in students the need to nurture the spirit 

and grow in spiritual depth. 

To encourage students to see and appreciate the 

aspects of life that cannot be empirically proven or 

owned. 

To foster in students the capacity to appreciate all the 

different dimensions of spirituality, such as the glory of 

creation and the natural environment. 

To help students to be open to the divine and 

responsive to the message of God. 

To have students value stillness, silence and reflection 

in their busy lives. 

4. Values 

To acknowledge, develop and put into practice 

the fundamental values expressed in the National 

Framework for Values Education in Australian Schools. 

To present to students an alternative to the alluring call 

of the superficial in the contemporary world. 

To provide a framework in which students can make 

well-considered moral choices about how they should 

act in the world. 

5. Framework for Thinking 

To examine the big questions in life and to provide 

an intellectual framework for the search for truth and 

meaning. 

2. Christianity and Biblical study 

To impart the fundamentals of the Christian faith, giving 

emphasis to Christianity as a message of love for 

others. 

To emphasise the implications of this ethos in regard to 

relationships in daily life and in the wider world. 

To gain an appreciation of Christian tradition and 

worship, including the place of prayer, ritual and 

symbol. 

To use Biblical study to develop deeper religious 

understanding of the divine and God’s relationship with 

the world. 

To view the Bible in its context of time and place and 

to draw students beyond a childish and limited view of 

Christian scriptures. 

To be aware of the Biblical foundations of western 

civilization, evidenced in the legal system, democratic 

government, social justice and community welfare 

(health, education, opportunities for all), and culture 

(music, art, literature) 

To develop philosophical, critical and ethical thinking. 

To examine fundamental issues, such as the nature 

and relationship of free will and suffering. 

6. Comparative Religions 

To enable students to gain awareness of the role and 

complexity of religion in the world situation. 

To give students an understanding of other faith 

perspectives in relation to beliefs, ritual and daily 

practices. 

To have students gain knowledge of major religious 

festivals, which are valued by religious groups 

represented in multicultural Australia. 

To enable appreciation of the historical context of 

religious conflict in certain environments, for example, 

the Middle East 

18

PERSONAL DEVELOPMENT 

1. Through personal and social learning, 

students will develop as people who take 

increasing responsibility for their own 

physical wellbeing and their own learning. 

Through the promotion of positive self-esteem, 

students will develop the skills and self-knowledge to 

give of their best. They need to develop a sense of 

themselves as people and learners and develop the 

knowledge and skills to manage their own learning 

and emotions. Students will enhance their skills and 

behaviours to be successful, positive learners both at 

school and throughout their lives. Students will develop 

the capacity to reflect on their behaviour and their 

learning. They are supported to develop the confidence 

and ability to be adaptive and take an active role in 

shaping their own futures and careers. 

2. Students will develop an understanding of 

the importance of their own relationships 

with others and their role in the school, 

local, national and global community. 

Students will learn to work with others by building 

positive social relationships, working and learning 

in teams and managing and resolving conflicts. 

By using restorative practices, students will 

develop the knowledge, skills and behaviours that 

enable them to take action as informed, confident 

members of the school community. This involves 

a focus on: understanding their identity and roles 

in their community, having the knowledge, skills 

and behaviours to participate in society and take 

responsible action in relation to other citizens. 

3. Using a harm minimisation approach 

students will be informed to make 

decisions about risk taking behaviours. 

A harm minimisation approach accepts that risk taking 

behaviour will occur and does not aim to eliminate 

it, rather, to reduce the harm which may result. This 

approach applies to the drug and sexual health 

programs. 

A strong belief in the wisdom of the School’s motto, 

She conquers who conquers herself, underpins 

the personal development programs at Firbank. 

All students participate in a range of programs and 

experiences which are designed to assist them in 

developing the self-knowledge and understanding to 

approach all life experiences with confidence. 

Personal Development is a core subject for all students 

in Years 7 to 10. The course is designed to assist 

students to cope with the ever-changing developmental 

stages in which they find themselves and to provide 

students with information about, and opportunities to 

discuss, the various issues which affect them. 

In the Senior School, all students are supported in their 

academic and personal development by their Tutors 

and Heads of Year who maintain oversight of each 

student’s progress, providing guidance and support 

and communicating with parents as required. 

Year 7 students also establish valuable relationships 

with their Peer Supporters. These are formally trained 

Year 11 students who take a special interest in the 

group to which they are assigned. They help to 

smooth the transition to Senior School and provide 

friendly support in many different situations, answering 

questions and encouraging participation. 

For students in Years 7 - 12 who are interested in 

experiencing the outdoors, weekend and holiday 

expeditions and the Duke of Edinburgh’s Award 

Scheme, provide further opportunities. These 

encourage self discovery and the development of trust 

and friendship between participants. 

In Years 11 and 12, all students are also offered 

the chance to participate in formal programs led by 

experienced facilitators. Our students also have many 

opportunities to test and develop their leadership 

skills in structured ways. Prefects, Activity Leaders 

and members of the Students’ Representative Council 

(from Years 7 to 12) participate in decision making and 

contribute to the co-curricular life of the School in many 

different ways. 

All Year 12 students have one-on-one interviews with 

the Director of Curriculum where they are encouraged 

to reflect upon their study techniques and work habits 

with a view to assisting them to learn from their past 

experiences and improve their motivation and 

performance in Year 12. Statistical information 

provided by the Victorian Curriculum and Assessment 

Authority (VCAA) helps to assess student’s 

performance. 

19

EDUCATION OUTDOORS 

1. Students should know and be comfortable 

in and familiar with ‘the bush’. 

All students should have safe and positive experiences 

in the outdoors. As students develop as learners and 

adults, the outdoor education program will give them 

the opportunity to appreciate the intrinsic value, beauty 

and significance of a healthy natural environment. 

2. Educational experiences in the outdoors 

should foster personal resilience. 

Outdoor Program experiences should allow students to 

develop personal character and skills which will allow 

them to face challenges in a logical, considered and 

responsible manner. 

A sense of community and citizenship should be 

fostered by the Outdoor Education activities. 

3. Education in the outdoors should 

encourage an ongoing development of life 

skills and values. 

Students should be able to extend their experiences 

in a challenging and safe manner. These experiences 

should allow the students to develop an appreciation 

and rapport with the outdoors that will continue into 

their adult life. Individuals should be able to use their 

experiences as a resource as they develop adult 

values. 

5. Education outdoors should allow students to 

develop responsible environmental practices. 

The Outdoor Education program should allow students 

to be able to make observations of cultural practices 

and the impact they have on the environment, both 

at a local and global level. Students should be able 

to apply these observations in adopting sound 

environmental practices. 

20

TECHNOLOGY-BASED SUBJECTS 

1. Demonstrate confidence, responsibility and 

independent thinking, to develop the 

knowledge and ability to make well-informed 

decisions and to create original computergenerated 

output of various genres. 

Can the student demonstrate her learning by making 

decisions and completing assigned tasks carefully, 

independently and confidently? 

In order to take a role in society after secondary 

school, students need to be able to work independently 

without constant supervision. To do this, they must 

listen to instructions, analyse and interpret work 

requirements and make appropriate decisions as 

to style, layout, design and content of work to be 

produced and software applications to be used. 

2. Solve practical problems in a variety of ways, 

depending on individual circumstances and 

use Information and Communication 

Technologies (ICTs) in a safe, effective, 

efficient and timely manner. 

Can the student analyse given information and select 

and apply appropriate strategies to develop a broad 

range of skills to particular problems? 

ICTs are powerful tools to assist in a variety of 

problems including analysis and decision-making. 

Students need to combine facts and concepts to 

arrive at their conclusions through problem solving, 

discussions and sharing of ideas, working in a climate 

of mutual respect among all class members. 

4. Evaluate critically how individuals and society 

are affected by and can influence use of ICTs. 

Can students evaluate critically and honestly the 

usefulness of their proposed solution to a technologyrelated 

problem being experienced by an individual or 

organisation? 

Students will develop their investigations, collect 

relevant data and construct information about the 

problem being experienced by an organisation or 

individual. 

5. Understand how ICTs affect practices and 

personnel in the workplace. 

Can students explain how ICTs can provide both 

advantages and disadvantages in the workplace and 

outline potential problems associated with deskilling? 

Students will collect and analyse information and 

distinguish between fact and opinion by using a brand 

range of thinking processes and tools, and reflect 

on and evaluate their effectiveness. They need to 

understand the importance of lifelong learning, to avoid 

the problems associated with lack of skills as new 

technologies are introduced. 

3. Foster the development of student written and 

oral skills so that they are able to communicate 

effectively anywhere, anytime, using a variety 

of contemporary media. 

Do students understand the communication benefits of 

ICTs and their significant potential to impact upon their 

futures? 

Students must understand that effective 

communication skills are a necessity for the success 

of their future lives. This includes traditional verbal 

and written communication, as well as through new 

technology such as internet, email, mobile phones and 

social networking sites. 

21

BUSINESS STUDIES 

1. Develop knowledge of economic and 

business principles 

To live in an increasingly globalized world students 

need a general knowledge of economic concepts, 

principles methods and models. At a personal level 

they learn how to manage their personal finances and 

how to be informed consumers. At a more abstract 

level they develop knowledge of how individual 

behaviour is affected by interaction with local, state 

and national organizations. 

2. Develop economic understanding 

Students use their knowledge of economics to 

understand how wealth is generated and distributed 

and the implications this has for the welfare of 

individuals, families, communities, regions and 

geopolitical unions of nations. Economic understanding 

enables students to appreciate the complexity of 

economic decision-making. 

3. Develop economic reasoning and interpretation 

Students learn to think critically about economic 

issues. Through the identification, collection and 

analysis of data, students explore how access to 

resources is a significant factor determining income/ 

wealth both on a personal and national scale. They 

learn to clarify and justify personal values and attitudes 

about issues affecting the economy, society and 

environment. 

22

FOOD TECHNOLOGY 

1. To give students the skill of food 

preparation from nutritional ingredients 

for healthy living. 

Is the student able to identify and use nutritional 

ingredients to prepare a healthy snack or meal? 

In our society, with food allergies and intolerances on 

the rise, it is vital we equip our students with the skills 

to prepare food free from additives, preservatives and 

harmful chemicals. These skills will empower students 

to be able to use food as a socialisation tool. 

4. To develop problem-solving strategies to 

enable tasks to be completed in a set time 

frame and to work in a diverse range of 

environments. 

Can the student demonstrate the ability to work in 

a variety of different situations and with a variety of 

people to achieve a positive outcome? 

2. Demonstrate the ability to follow a recipe 

using basic skills in food preparation. 

Is the student able to follow any recipe by building 

on the basic food preparation skills learned in Food 

Technology practical classes? 

In order to be self-sufficient members of society, 

students need to be able to provide food for 

themselves. They must be able to balance the budget, 

time and resources available to provide for their own 

nutritional needs. 

3. To develop a passion for the Hospitality 

industry, where vocational opportunities 

abound for all capabilities and varying 

interests. 

Has the student understood the various aspects of 

the Hospitality industry that relate to the domestic 

situation? The healthy preparation of food, the catering 

for individual likes and dislikes and managing time 

effectively are all life skills. 

Once students have graduated from school, these 

acquired skills will stand them in good stead 

throughout their lives. Some students may develop 

a passion for the area of study and continue in 

Hospitality as a vocation. 

23

Policies 

HOMEWORK 

Homework is a vital part of a student’s development; 

therefore it is an expectation that all students will 

complete set homework. Homework should fall into 

two categories: 

• On-going study/review for understanding - this is a 

vital aspect of a homework program as it is through 

this continuous process that a greater 

understanding of classwork is gained and study 

skills, self-discipline and confidence are 

developed. 

• Work set by teachers to be completed outside 

class time - this includes the completion of set 

exercises that are due the next lesson or work 

to be done over a period of time before being 

submitted for assessment. 

Due to the diverse demands of homework, students 

will spend varying amounts of time on their tasks. The 

following is a guideline for week-night homework: 

Year 7 

1 hour 

Year 8 

1 hour to 1.5 hours 

Year 9 

2 hours 

Year 10 2 to 2.5 hours 

Year 11 3 hours (minimum) 

Year 12 3 hours (minimum) 

Students’ abilities to meet deadlines are monitored by 

subject teachers and tutors. 

A Homework Club for students in Years 7 & 8 is offered 

each night after school for one hour. 

COURSE & CAREER PLANNING 

In Term 3, Curriculum Information Nights are held for 

students in Years 8, 9 & 10 and parents to explain 

the subject selection procedures and the curriculum 

options available. All students in Years 8, 9, 10 & 11 

attend an interview with appropriate staff to discuss 

their proposed program. 

Students in Years 10 –12 explore course and career 

opportunities progressively over the final three years. 

Visits to the Careers Room and lessons aimed at 

raising awareness of possible career paths are all part 

of our Careers Program. The Careers Counsellor is 

available for consultation with students. Students are 

provided with all relevant information and encouraged 

to visit tertiary institutions on Open Days. 

YEAR 10 students undertake a number of career 

related activities including a unit on future choices 

which examines students’ skills and abilities and 

investigates the world of work. A wide variety 

of resources is used including career computer 

packages, multimedia and printed materials from the 

Careers Resource Centre. 

In order to assist students with course and career 

planning, students in Year 10 complete a Strong 

Interest Inventory test, a Myer-Briggs Type Indicator 

test (MBTI) and a general ability test as part of their 

career education. 

In YEAR 11, students are again given exposure to the 

resources in the Careers Centre during a structured 

tutorial program. 

YEAR 12 students receive individual counselling on a 

wide range of career and study options. During 

Term 3, there are timetabled lessons to ensure 

students have the latest details on tertiary options and 

a speaker program on related topics such as interview 

techniques. 

A Careers Expo is held jointly with Brighton Grammar 

School each year. 

DIFFERENTIATED EDUCATION 

Throughout the Senior School, differentiated programs 

are provided to cater for the wide range of individual 

student needs. These include both support and 

enrichment programs. 

THE CONQUEST PROGRAM 

This program has been designed to cater for the needs 

of students with particular strengths and learning 

abilities. Students are selected to participate on the 

basis of a range of criteria including: teacher or parent 

nominations, general academic ability, results in statewide 

competitions and various objective tests designed 

to investigate reading comprehension, mathematical 

and general reasoning ability. 

The program operates from Years 7 to 12 and consists 

of a variety of enriching experiences. Students are 

24

challenged to explore areas of learning that they might 

not normally encounter in the regular curriculum. 

These activities give students opportunities to develop 

investigative, problem-solving, analytical and creative 

thinking skills. The program options include small 

group withdrawal for studies such as philosophy; 

on-line learning, self-directed learning opportunities, 

mentoring, subject specific extension work and 

participation in competitions such as chess and 

debating. 

In Year 10, selected students have the option of 

choosing a self-directed study to follow areas of their 

particular interest. 

our students to develop knowledge and understanding. 

Our approach is holistic, based on an understanding of 

the realities of living and working in a digital world. 

The successful practices and policies implemented 

by the School reflect its constructive response to this 

dynamic world. Firbank’s response has been to build a 

sound flexible platform from which to operate, explore 

and navigate foreseeable changes. In providing 

a technology-rich environment responding to a 

curriculum built around knowledge based programs 

involving critical thinking and problem solving it is 

giving students the best opportunities to develop those 

skills and practices to equip them for life long learning. 

SUPPORT PROGRAMS 

For some students, who experience difficulties in 

their studies, modification of the academic program 

is necessary. These arrangements may be organised 

with the co-operation of the student’s parents, the 

Director of Student Services, the Head of Differentiated 

Education, the appropriate Head of Year and other 

relevant staff members. 

The Special Education teacher conducts classes 

(English Language Studies) for students with specific 

learning difficulties from Years 7 to 10 and assists class 

teachers with strategies to use with these students in 

the mainstream classes. At Years 11 & 12 individual 

language support is available to students who have 

been identified as having specific learning needs. 

An orientation program is provided if necessary for 

students of non-English speaking background on 

their arrival at the School, and English as a Second 

Language (ESL) classes are offered at all levels. 

INTEGRATION OF LEARNING TECHNOLOGIES 

Today technology and learning is in a perpetual 

relationship. eLearning is the predominant pedagogy 

of our time. The shift from the more traditional forms 

of learning to learning with and through technology 

has been profoundly influenced by the world in which 

we live. New technologies infuse daily life. The digital 

resources available to our students allow them to 

connect with a global community, anywhere and at 

any time. The nature of what and how they will learn is 

determined by the world in which they live. The pace 

and nature of learning is affected by the emerging 

technologies and as educators we embrace these 

changes, helping to shape the future as we work with 

The resources provided include computer labs with PC 

and Mac based equipment, mini labs in classrooms 

and pods where students can engage in self -paced 

learning. All classrooms have interactive whiteboards 

which utilise the convergence of many different forms 

of technology, such as digital and video cameras, 

scanners, iPods graphic calculators, videos, podcasts, 

probes, industry standard software and multi media 

programs. Students in every subject discipline have 

access to these learning devices that allow them 

to research and organise data, from school and 

from home. The community-based Intranet allows 

the broader community to have 24-hour access to 

information from the School. Communication is a key 

aspect of the School’s philosophy both in and out of 

the classroom. The underpinning value system of the 

School which gives students a framework within which 

to make responsible choices and decisions in a digital 

world where sometimes clear boundaries have not 

been defined. 

The School has embarked upon its digital journey 

knowing that this is the best medium of our time that 

motivates and inspires our young people to learn. 

Teachers have embraced their changing role with 

enthusiasm and are supported by a comprehensive 

professional learning program, reinforcing our belief 

that we are all life long learners. 

25

VCE Curriculum 

VCE Requirements 

The VCE is a two-year course over Years 11 and 12. Students normally take 22 units over the two years, however 

they may undertake a larger or smaller number of units providing that the requirements for the award of the VCE are 

met and approval is given by the School. 

To meet the graduation requirements of the VCE, each student must satisfactorily complete a minimum of 16 units. 

Eight of these 16 units may be from VCE VET studies. Each student must satisfactorily complete: 

• an approved combination of at least 3 units from the English group : English / ESL Units 1 - 4, Literature 1 - 4 

with at least one unit at Unit 3/4 level. 

• at least three Unit 3/4 studies in addition to English, which may include VCE VET sequences. 

Accounting Health & Human Development Physical Education 

Art History Physics 

Biology Information Technology Psychology 

Business Management International Studies Studio Arts 

Chemistry Japanese Theatre Studies 

Drama Legal Studies VET Hospitality 

English Literature VET Interactive Digital Media 

French Mathematics Visual Communication & Design 

Geography Music Performance • Additional LOTE 

German Outdoor Education • Dance 

• Classes available outside the timetable. 

Each subject offered for the VCE follows a sequence of four units. Units 1 and 2 are normally taken as a sequence at 

Year 11. Units 3 and 4 are normally taken at Year 12 and MUST be done as a sequence. While it is possible to enter 

studies at Units 1, 2 or 3, it is important to be guided by recommendations on the appropriate sequence indicated with 

the subject description. 

VOCATIONAL EDUCATION & TRAINING : 

VET COURSES 

The Vocational Education and Training program, 

commonly referred to as VET in Schools, is a program 

which combines both general and vocational studies 

within the VCE Certificate. Students are able to 

complete a VET Certificate and a VCE Certificate at 

the same time. In addition to this, VET units contribute 

to the Australian Tertiary Admission Rank (ATAR). At 

the commencement of Year 11 we offer to students the 

following Certificate courses: THH21897 Certificate II 

in Hospitality (Unit 1 & 2) and CUF20601 Certificate 

II in Multimedia. These two courses continue into Year 

12 as THH21897 Certificate II in Hospitality (Units 3 & 

4) and CUF30601 Certificate III in Multimedia (Unit 3 & 

4). Due to the nature of th VET courses, an additional 

fee will be charged. The Hospitality course runs as a 

4-hour block of time one afternoon per week. We will 

also be offering SR020206 Certificate II in Outdoor 

Recreation. 

EXTENSION STUDIES AT YEAR 12 

Extension studies in first year university subjects from 

The University of Melbourne and Monash University 

are available for very able Year 12 students. They are 

undertaken outside the School’s program and may 

be included as a sixth subject in the ATAR. Extension 

studies do not contribute to satisfactory completion 

for the award of the VCE, but satisfactory completion 

of the university subject may be credited towards a 

degree course. Extension studies in Mathematics, 

Accounting, History, Literature, Philosophy and 

Japanese are offered each year at Firbank or Brighton 

Grammar School or other centres. However, the 

requirements of the School’s VCE program must be 

given priority. 

26

TERTIARY SELECTION 

Gaining the VCE does not give students automatic 

entry to post-secondary courses. The minimum entry 

requirement is satisfactory completion of the VCE 

(including satisfactory completion of one Unit 3 & 4 

sequence study from the English group). Selection for 

most courses is based on an ATAR calculated from 

scaled study scores achieved in the Units 3 & 4 studies 

undertaken. Additional selection factors may include 

completion of prerequisite studies, achievement of 

specified grades, interviews and presentation of folios. 

An ATAR will place students on a percentile ranking, 

with a top rank of 99.95. This is decided after adding 

the student’s study score from the English group, 

the next 3 highest scoring subjects, and 10% of the 

student’s 5th (and possibly 6th) study score. The 

increment for the sixth study may be replaced with an 

increment for satisfactory completion of an approved 

university study as part of the VCE extension study 

program. There is no restriction on the number of VCE 

VET Unit 3 & 4 sequences that can be counted in the 

ATAR calculation. 

Year 11 ACADEMIC PROGRAM 

Compulsory studies : 

English - Units 1 & 2 or 

Literature - Units 1 & 2 

Philosophy Unit 2 

At Year 11, students select a program of a maximum 

of 6 subjects (12 VCE units), including the 2 units of 

compulsory studies. It is possible to do a 7th subject 

out of school hours, e.g. LOTE, but consideration must 

be given to the added workload. 

Students select their VCE program at Year 11 on the 

basis of academic ability, interest and intended career 

direction. Many students will undertake one Unit 

3/4 subject in Year 11. To do so, they must have the 

School’s approval. Available subjects are listed below. 

Approval will be based on the student’s demonstrated 

skills, organisation and application at Year 10. In 

exceptional circumstances, a student may be permitted 

to take two Unit 3/4 subjects and four Unit 1/2 subjects. 

This can only happen in consultation with the relevant 

Heads of Departments and with the approval of the 

Director of Curriculum. 

The Victorian Tertiary Admissions Centre (VTAC) is 

responsible for student selection into most tertiary 

courses in Victoria. By investigating subjects which are 

of interest, students are able to locate the institution 

offering these subjects as major sequences. Students 

will then need to consult the booklet, VICTER (2011– 

Year 12 / 2012 - Year 11), to note general entrance 

requirements, as well as prerequisites and scoring 

procedures for each course. This will assist them in 

selecting their VCE courses. 

Students should not limit their investigations to the 

Victorian tertiary institutions covered by VTAC. They 

should also consider interstate institutions before 

deciding on courses. Applications to interstate 

institutions can be made through the National Tertiary 

Admission System. 

Career advice is available from the Careers Counsellor 

and all relevant publications are available for reference 

in the Careers Room. 

At the beginning of Years 11 and 12, students are 

provided with a VCE Handbook containing specific 

information on the Victorian Curriculum & Assessment 

Authority’s and School regulations. 

Unit 3/4 subjects available to Year 11 students are 

Biology, Business Management, Drama, Geography, 

Health & Human Development, History of Revolutions, 

Literature, LOTE - French, German, Japanese, 

International Studies, Mathematical Methods, Music 

Performance, Physical Education and Theatre Studies. 

Assessment and Reporting 

There are two forms of assessment in each VCE unit. 

Satisfactory completion 

For satisfactory completion of a unit, a student must 

demonstrate achievement of each of the outcomes 

for that unit. This decision will be based on the 

teacher’s judgement of the student’s performance 

on assessment tasks designated for the unit. Each 

unit of study has between two and four outcomes. 

For all studies, judgement about whether a unit has 

been completed satisfactorily is a school-based 

responsibility. 

Grades 

In Units 1 & 2, students will be assessed by the School 

on specific areas of work. Grades on a scale of A+ 

to E (with two levels in each grade) will be based on 

tests, practical reports, essays and assignments as 

appropriate to the subject. 

27

Year 12 ACADEMIC PROGRAM 

Compulsory studies : 

English - Units 3 & 4 or 

English ESL Units 3 & 4 or 

Literature - Units 3 & 4 

At Year 12, students normally select a program of 

5 subjects (10 VCE units), including the 2 units of 

English. 

Students entering Year 12 will have accumulated 

results in Units 1 and 2 (and possibly Units 3 and 

4) from their Year 11 studies. The Year 12 course 

selected must meet the requirements for the award of 

the VCE. It is also important for students to maximise 

their career and further study opportunities through 

careful selection of their VCE program. 

ADDITIONAL REQUIREMENTS 

Time for Reds is a program for Year 12 students which 

is designed to provide students with the opportunity to 

discuss issues that relate to themselves, as students, 

in their final year of schooling. 

Homework 

Homework for all VCE subjects is set on a regular 

basis and students are expected to organise their time 

and meet work deadlines. The due dates for all SACs 

are given to students well in advance to allow time for 

planning. 

Late work is not accepted unless the student has 

applied for and been granted an extension of time 

BEFORE the due date. 

Assessment and Reporting 

There are two forms of assessment in each VCE unit. 

Satisfactory completion 

For satisfactory completion of a unit, a student must 

demonstrate achievement of each of the outcomes 

for that unit as specified by the Study Design. This 

decision will be based on the teacher’s judgement 

of the student’s performance on assessment tasks 

designated for the unit. Each unit of study has between 

two and four outcomes. For all studies, judgement 

about whether a unit has been completed satisfactorily 

is a school-based responsibility. 

Coursework 

Each sequence of Units 3 & 4 includes School 

Assessed Coursework (SACs) or School Assessed 

Tasks (SATs). Coursework assesses each student’s 

overall level of achievement on the assessment tasks 

designated in the study design. 

Assessment tasks designated for Coursework must 

be part of the regular teaching and learning program 

and must be completed mainly in class time. Results of 

coursework count towards a student’s Study Score in 

each VCE study and ultimately towards the student’s 

ATAR. 

Grades are awarded for coursework in the range A – E. 

It should be noted that coursework assessments given 

to students and their total scores given for coursework 

may change as a result of statistical moderation by the 

Victorian Curriculum & Assessment Authoritty. 

In most studies at least 50% of the assessment will be 

based on externally set examinations. 

28

AVAILABLE COURSES 

29

Accounting 

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 will be 

introduced to the processes of gathering, recording, 

reporting and analysing financial data and information 

used by internal and external users. Use of ICT will be 

incorporated. 


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 are introduced to the 

double entry system of recording using the accrual 

basis of accounting. This perpetual method of stock 

recording with the FIFO method is used. 

AREA OF STUDY 

1. Going into business 

2. Recording and reporting accounting data and 

information 

3. Financial decision-making 

AREA OF STUDY 

1. Recording of financial data 

2. Balance day adjustments and reporting of 

accounting information 


Accounting for a trading business 

This unit focuses on accounting for a single activity 

sole trader. Using the accrual approach, students use 

a single entry recording system for the recording and 

reporting of cash and credit transactions. They use 

financial and non-financial information to evaluate the 

performance of a business. The double-entry system 

is introduced as a development 


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 

covers the accrual recording and reporting system for 

a single activity trading business using the perpetual 

inventory recording system. Students learn about the 

role and importance of budgeting. 

AREA OF STUDY 

1. Recording and reporting accounting data and 

information 

2. ICT in accounting 

3. Evaluation of business performance 

ASSESSMENT Units 1 and 2 

The award of a satisfactory completion is based 

on demonstrated achievement of the set outcomes 

specified for the unit. 

Assessment tasks include: exercises using an 

accounting software package, folio of exercises, tests, 

assignments, reports and an examination. 

AREA OF STUDY 

1. Extension of Recording and Reporting 

2. Financial planning and decision-making 


Unit 3 School-Assessed Coursework 17% 

Unit 4 School-Assessed Coursework 17% 

Mid-Year Examination 33% 

End of Year Examination 33% 

30

Art 

A choice of Ceramics and Sculpture, or Painting and Printing are offered for this study. 

ART Unit 1 

This unit focuses on selected media and/or art forms 

through an exploration of techniques, materials, skills, 

working methods and concepts with an emphasis on 

cross-media investigation. 

AREAS OF STUDY 

1. Developing ideas and skills 

This area of study will include: 

• Materials, techniques and working methods 

involving artistic research, innovation and crossmedia 

exploration 

• Materials and processes within a particular media 

and/ or art form 

• Materials, their uses and unique characteristics 

• A range of concepts, styles and selected images 

• Methods of trialing visual solutions to set tasks 

2. Art and Society 

This area focuses on the ways in which art reflects the 

values, beliefs and traditions for which it is created. 


• Social settings for art 

• Social functions of art 

• Social issues in art of the past and present 

ASSESSMENT 

The award of a Satisfactory Completion is based 



Assessment is based on a drawing folio, paintings, 

sketches completed artworks, research reports and an 

art commentary. 

ART Unit 2 

Art, Unit 2 is not offered. It is recommended, however, 

that students continue their studies by enrolling for 

STUDIO ARTS Unit 2. 

ART Unit 3 

This unit focuses on making personal art responses 

through a broad and innovative investigation which 

includes exploration and experimentation in one or 

more media. 


1. Investigation and interpretation 


• Preparation of a sustained body of work 

• Media exploration and understanding of tools and 

techniques 

• Evaluation of student’s work and a development of 

working practices related to their interest 

2. Interpreting Art 

This area of study focuses on using interpretive 

frameworks to respond critically to art works. 

Students must undertake : 

• A study of two periods of art: post-1970 

(contemporary) and pre-1970 

• A study of at least two artists who have produced 

work within the selected period of art 

• A study of at least two art works from the selected 

period 

ART Unit 4 

This unit focuses on the preparation of a final 

presentation, demonstrating individuality, evolution of 

ideas and realisation of knowledge and skill. 


1. Realisation and resolution - this area includes the 

development of an innovative body of 

work which continues inter media exploration of 

ideas and techniques. 

2. Discussing and debating art - this area of 

study focuses on exploring the meanings and 

messages of art through interpretation of selected 

art works with reference to commentaries on art. 

Students must undertake: 

A study of one period of art, two artists and two 

artworks within the selected period of art. 

ASSESSMENT Units 3 & 4 

Unit 3 school-assessed coursework 10% 


Unit 3 and 4 school-assessed task 50% 

Unit 3 and 4 examination 30% 

31

Biology 

Full sequence recommended 

BIOLOGY Unit 1 

Unity & Diversity 

In this unit students examine the cell as the structural 

and functional unit of the whole organism. Students 

investigate the needs of individual cells, how 

specialised structures carry out cellular activities and 

how the survival of cells depends on their ability to 

maintain a dynamic balance between their internal and 

external environments. 


1. Cells in action 

This area of study focuses on the activities of cells. 

Students investigate the relationship between 

specialised structures of cells and the processes 

that maintain life. All organisms, whether 

unicellular or multicellular, require a relatively 

stable internal environment for optimal 

functioning. 

2. Functioning Organisms 

This area of study focuses on the relationship 

between features of organisms and how organisms 

meet their requirements for life. Students examine 

a range of organisms and investigate the ways that 

structures and systems function in terms of 

obtaining and releasing energy; obtaining 

nutrients, water and gases; processing and 

distributing materials to cells and transporting 

wastes from cells to points of disposal. They 

consider the needs for systems to be integrated for 

the organism to function as a whole. 


Organisms & their Environment 

This unit examines how organisms in their particular 

habitats are part of the integrated and naturally selfsustaining 

systems in which energy flows and matter is 

cycled between the living and non-living components 

of the environment. 


1. Adaptations of organisms 

This area of study focuses on the kinds of 

environmental factors that are common to all 

habitats. Students investigate the adaptations of 

organisms that enable them to exploit the 

resources of their particular ecological niche. 

Adaptations are interrelated and can be grouped 

into structural, physiological and behavioural 

categories 

. 

2. Dynamic Ecosystems 

This area of study focuses on the complex and 

finely balanced relationships that exist between 

living things and the resources in their particular 

habitat. It examines how ecosystems are subject 

to changes that differ in scope, intensity and 

regularity. Students consider the issues and 

implications associated with human activities that 

affect the susceptibility of ecosystems. 





ASSESSMENT is based on the student’s overall 

performance and assessment tasks designed for 

the unit such as practical activities and reports, oral 

presentations, tests, questions & problems. 

32


Signatures of Life 

In this unit students consider the molecules and 

biochemical processes that are indicators of life. 

They investigate the synthesis of biomolecules and 

biochemical processes that are common to autotrophic 

and heterotrophic life forms. Students consider the 

universality of DNA and investigate its structure; the 

genes of an organism, as functional units of DNA and 

code for the production of a diverse range of proteins 

in an organism. Students consider the technological 

advances that have contributed to our knowledge and 

understanding of molecular biology. 


1. Molecules of Life 

In this area of study, students investigate the 

activities of cells at molecular level; the synthesis 

of biomolecules that form components of cells and 

the role of enzymes in catalysing biochemical 

processes. Students gain an understanding that 

DNA and proteins are key molecules of life forms. 

They explore applications of molecular biology in 

medical diagnosis and the design of hew 

pharmaceuticals. 

2. Detecting and Responding 

This area of study focuses on how cells detect 

biomolecules that elicit particular responses and 

how signalling molecules, such as hormones and 

neurotransmitters, assist in coordinating and 

regulating cell activities. Students examine the 

barriers and mechanisms of organisms that 

protect them from invasion and infection by 

pathogenic organisms. They investigate how 

advances in molecular biology have helped to find 

causes of disorders in cell communication, and 

how technologies assist in managing disorders 

that interfere with co-ordination and regulation. 


Continuity and Change 

In this unit students examine evidence for evolution of 

life forms over time. They investigate how the study 

of molecular genetics has expanded into genomics. 

Students consider the relationship between heritable 

variations and the environment in accounting for 

changes to species over time. They examine 

the interrelationships between biological, cultural 

and technological evolution. The ability to apply 

technologies that can change the genetic composition 

of individual organisms and species, including humans, 

raises controversial issues for individuals and society. 

These issues will be considered. 


1. Heredity 

This area of study focuses on molecular genetics 

and the investigation not only of individual units of 

inheritance, but also of the genomes of individuals 

and species. Students investigate the techniques 

and technologies that are used to amplify DNA, 

identify the genetic profile of organisms and 

manipulate and modify the genomes of organisms. 

2. Change Over Time 

This are of study focuses on change to genetic 

material that occurs over time and the changing 

nature and reliability of evidence that supports the 

concept of evolution of life forms. Students 

consider how the interaction between human, 

cultural and technological evolution may have 

affected evolutionary processes. 



Mid-year examination 33% 

Unit 4 school-assessment coursework 17% 

End of year examination 33% 

33

Business Management 

Business Management Unit 1 

Small Business Managment 

Small rather than large businesses make up the vast 

majority of all businesses in the Australian economy. 

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 the 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 often utilised in daily life. This 

unit provides an opportunity for students to explore 

the operations of a small business and its likelihood of 

success. 


1. Introducing Business 

In this area of study, students examine the 

characteristics of a range of businesses and their 

internal and external environments, and develop an 

understanding of the nature of business in 

Australia. 

Business ethics and socially responsible 

management are also important considerations 

for businesses and will have an impact on the 

various stakeholders of all businesses. 

In investigating these business characteristics, 

students gain an understanding of the 

interrelationships that affect, and are affected by, 

business activity. 

2. Small business decision-making, planning 

and evaluation 

There are many decisions and considerable 

planning to be undertaken prior to the 

commencement or purchase of a business. This 

area of study examines many of these, with the 

view that informed decisions made initially will lay 

sound foundations for a successful small 

business. These major steps will be applied to 

practical or simulated small business situations. 


Communication and Management 

This unit focuses on the importance of effective 

communication in achieving business objectives. It 

includes communication both internally and externally 

to business with special attention to the functions 

of marketing and public relations. Students develop 

knowledge of fundamental aspects of business 

communication and are introduced to skills related to 

its effective use in different contexts. 


1. Communication in business 

This area of study introduces students to the 

concept of communication in business with an 

emphasis on its importance and the methods and 

forms it can take. Communication and its 

relationship to business objectives and strategy 

will be considered. 

2. Managing the marketing function 

This area of study involves an examination of the 

planning used by management to position its 

products and services in the marketplace. 

3. Managing the public relations function 


role management plays in creating and 

maintaining the image of the business. The public 

relations function can be considered as an 

application of fundamental communication 

processes and strategies. 


The award of satisfactory completion for a unit is 

based on a decision that the student has demonstrated 

achievement of the set of outcomes specified for the 

unit. This decision will be based on the teacher’s 

assessment of the student’s overall performance on 

assessment tasks designated for the unit. 

3. Day-to-day operations 

This area of study examines the essential, on-going 

activities which sustain an ethical small business 

and promote its successful growth. 

34


Corporate Management 

This unit focuses on how large-scale organisations 

operate. Students develop an understanding of 

the cmplexity and challenge of managing large 

organisations. 


Managing People and Change 

This unit focuses on the human resource management 

function. Students learn about the key aspects of 

this function and strategies used to manage most 

effectively human resources. 


1. Large scale organisations in context 


role and importance of large-scale organisations to 

the Australian economy. Students will identify and 

apply a range of performance indicators, both 

financial and non-financial, to evaluate the 

performance of an organisation. 

2. Internal environment of large-scale 

organisations 

Key elements of the internal environment such as 

different manageement structures, corporate 

culture, management roles and policy 

development will be investigated. 

3. The operations management function 

The production of the product or service is the core 

objective of the large-scale organisation. The study 

of operations management allows students to 

consider the best and most responsible use of all 

the available resources for the production of a 

quality final product or service in a competitive 

global environment. 

ASSESSMENT Unit 3 

• Case study analysis 

• Tests 


1. The human resource management function 

This area of study examines the practices and 

processes of the human resource management 

function in large-scale organisations in Australia. A 

general introduction to human resources is 

followed by two key aspects: the employment cycle 

and employee relations. Students will be 

encouraged to consider fundamental practices and 

processes in these areas in teh context of: 

workplace attitudes, ethical and socially 

responsible management, developments in 

technology and legislation 

2. The management of change 

This are of study examines the importance of 

change 

management to large-scale organisations 

and the ways in which it can be managed effectively 

in both theoretical and practical contexts. 


• Case study analysis 

• Tests 

• Examination 

Unit 3 School Assessed Coursework 25% 

Unit 4 School Assessed Coursework 25% 

Examination Unit 4 50% 

35

Chemistry 


CHEMISTRY Unit 1 : The Big Ideas of Chemistry 

This unit begins with the Periodic Table as a framework 

for studying the chemistry of the elements using 

their physical and chemical properties to locate their 

position. The development of scientific theories in 

relation to atomic structure and chemical bonding 

models are studied. The importance of polymers, the 

use of materials and the development of new materials 

is investigated. 


1. The Periodic Table 

The Periodic Table focuses on the historical 

development of, and the relationship between, the 

Periodic Table and atomic theory. Students 

investigate trends and patterns within the Periodic 

Table, explore links between the electronic 

configuration of an element and the types of 

bonding in which it participates. The major 

qualitative and quantitative ideas, including 

empirical and molecular formulas and the mole 

concept are introduced. 

2. Materials 

This area focuses on the structure, properties and 

applications of materials.The bonding models 

are used to explain the properties of metals, ionic 

compounds, and molecular, covalent network 

lattice and covalent layer lattice substances. 

Alkanes, alkenes and addition polymers are 

studied. 


1. Water 

Students study the chemical and physical 

properties of water that make it so important to 

living things. Reactions in aqueous solution 

including precipitation, acid-base reactions and 

redox reactions (for example corrosion) are 

investigated. Students use the concepts of 

solubility, concentration and pH, when dealing with 

problems of pollution and maintaining water 

quality. 

2. The Atmosphere 

This area of study focuses on the interaction 

between living things and gases of the atmosphere. 

The kinetic molecular theory is used to explain 

and predict the behaviour of gases and calculations 

using the gas laws are performed. 





unit. Over the course of Unit 1 and Unit 2, students 

will complete as part of their assessment laboratory 

reports and topic tests and may also be required to 

undertake extended experimental investigations of oral 

reports. 

CHEMISTRY Unit 2 : Environmental Chemistry 

This unit investigates the importance of water and 

the gases in the atmosphere to sustain living things. 

Students will investigate how chemistry is used to 

respond to the effects of human activities on our 

environment. 

36

CHEMISTRY Unit 3 : Chemical pathways 

In this unit students investigate the techniques 

available to the analytical chemist and the importance 

of those techniques in for example, forensic science, 

quality control of consumer products and monitoring 

of the environment. Students will also study organic 

reaction pathways and the role of organic molecules in 

biochemical fuels and forensic analysis. 

AreaS of Study 

1. Chemical analysis 

Students use a variety of analytical techniques to 

analyse products in the laboratory. They conduct 

volumetric and gravimetric analyses. They are also 

introduced to instrumental analytical techniques 

of spectroscopy and chromatography. Students 

review and apply their understanding of 

stoichiometry. Students relate the operation of the 

analytical techniques and instruments to the 

chemical reactions and the chemical structures of 

the materials that are being analysed. 

2. Organic chemical pathways 

Students investigate systematic organic chemistry 

including the production of starting materials for 

particular reaction pathways. They use molecular 

models and conduct simple laboratory 

investigations to observe the properties and 

reactions of different homologous series and 

functional groups. Students investigate the use 

of biochemical fuels and design reaction pathways 

to prepare organic compounds from given starting 

materials. They investigate how forensic analysis 

relies on the use of organic chemicals (including 

DNA) and the role of organic chemicals (including 

proteins) in the development of medicines. 

CHEMISTRY UNIT 4 : Chemistry at work 

In this unit students investigate the industrial 

production of chemicals and the energy changes 

associated with chemical reactions. Features that 

affect chemical reactions such as the rate and 

equilibrium position are investigated and how an 

understanding of these features is used to obtain 

optimum industrial conditions. Students investigate 

how energy is produced from available resources 

and consider the efficiencies, advantages and 

disadvantages of each energy resource. Students 

study the operating principles of galvanic and 

electrolytic cells, both in the laboratory and in important 

commercial and industrial applications including fuel 

cells. 

AreaS of Study 

1. Industrial Chemistry 

Students study the factors that affect the rate and 

extent of a chemical reaction. They conduct 

experiments to investigate the effect of 

temperature, concentration of reagents, pressure 

and catalysts on the position of equilibrium of a 

reaction, and apply Le Chatelier’s Principle to 

explain their results. The factors affecting rate and 

equilibrium are applied to achieve the optimum 

reaction conditions in the industrial production of 

chemicals. One chemical selected from ammonia, 

ethene, sulfuric acid or nitric acid is studied in 

detail. 

2: Supplying and using energy 

Students study the use of different energy 

resources and evaluate the extent of the 

reserves, how each resource is used and the 

advantages and disadvantages of their continued 

use. Students use calorimeters to measure the 

energy of chemical reactions. Students construct 

and operate simple galvanic and electrolytic 

cells and use the electrochemical series to predict 

and explain their results. They extend their 

study of stoichiometry with the application of 

Faraday’s laws to solve problems involving 

quantitative calculations for electrolysis reactions. 

In both units, students will continue to investigate 

the application of principles of green chemistry to 

chemical processes and use the language and 

symbols of chemistry, and chemical formulas and 

equations to explain observations and data 

collected from experiments. 

37

Assessment units 3 & 4 




unit. 

Students will be assessed by school-assessed 

coursework, a mid-year examination and an end-ofyear 

examination. 

Over the course of Unit 3 and Unit 4, students will 

complete as part of their school-assessed coursework: 

• An extended experimental investigation (Unit 3)· 

A summary report including annotations of three 

practical activities (Unit 4) 

• A written report of one practical activity in each 

Unit 

and 

• at least one of the following in each Unit: 

- a response to stimulus material in written, oral 

or visual format; 

- an analysis of first or second-hand data using 

structured questions; 

- a report in written, oral, multimedia or visual 

format related to chemical pathways (Unit 3) and 

chemistry at work (Unit 4). 


Mid-year examination 33% 


End-of-year examination 33% 

38

Drama 

DRAMA Units 3 & 4 

Unit 3 Drama: Ensemble performance 

This unit focuses on non-naturalistic drama from 

a diverse range of contemporary and/or cultural 

performance traditions. Non-naturalistic performance 

styles and associated theatrical conventions are 

explored in the creation, development and presentation 

of an ensemble performance. Collaboration to create, 

develop and present ensemble performance is central 

to this performance. Students use and manipulate 

dramatic elements, expressive skills and performance 

styles to enhance performance. They select stagecraft 

and theatrical conventions as appropriate to the 

performance. Students also document and evaluate 

stages involved in the creation, development and 

presentation of the ensemble performance. Students 

attend and analyse a professional performance that 

incorporates non-naturalistic performance style/s and 

production elements selected from the prescribed VCE 

Unit 3 Drama Playlist. 

Unit 4 Drama: Solo performance 

This unit focuses on the use of stimulus material 

and resources from a variety of sources to create 

and develop character/s within a solo performance. 

Students complete two solo performances. For a 

short solo performance they develop practical skills 

of researching, creating, presenting, documenting 

and analysing a solo performance work. In the 

development of a second solo performance, they 

devise, rehearse and perform an extended solo 

performance in response to a prescribed structure 

published by the Victorian Curriculum and Assessment 

Authority. The processes involved in the creation and 

presentation of character/s in solo performance are 

analysed and evaluated. 

39

English 

ENGLISH Units 1 & 2 


1. Reading and Responding: this area of study 

includes analysis of the ways structures and 

features are used by the authors of narrative texts 

to construct meaning. 

2. Creating and Presenting: Students examine 

the effects of form, purpose, audience and context 

on the author’s choice of structure and language 

and create their own texts in a process which 

includes planning, reviewing and editing. 

3. Using Language to Persuade: The focus is on 

the use of language in the presentation of a point of 

view. 

OUTCOMES 

1. The ability to discuss and analyse how texts convey 

ways of thinking about characters, ideas and 

themes and construct oral and written responses. 

2. The ability to create and present texts taking 

account of audience, purpose and context. 

3. The ability to identify and analyse how language is 

used in persuasive texts and to present a reasoned 

point of view in oral and written form. 


The award of satisfactory completion is based on 

demonstrated achievement of the outcomes specified 

for each unit. School assessment will be based upon 

performance in each of the three areas of study 

and formal examinations based upon the Unit 4 

assessment model. 

ESL STUDENTS 

Students whose native language is a language other 

than English are eligible for assessment according to 

criteria developed for ESL students, providing they 

satisfy both the following conditions : 

• The student has been resident in Australia for no 

more than six years before commencing U1; 

• English has been the student’s major language of 

instruction for a total period of no more than six 

years before commencing Unit 1. 

ENGLISH Units 3 & 4 

The focus is on reading and responding, both orally 

and in writing, to a range of texts. Students will analyse 

how authors create meaning and the different ways 

in which texts can be interpreted. They will complete 

activities designed to develop their competence as 

writers. 

40 


1. Reading and responding: This area of study 

focuses on the reading of literary texts to develop 

critical and supported responses. 

2. Creating and presenting: The focus in this area 

is on reading and writing and their interconnection. 

Students will read texts to identify, discuss and 

analyse ideas and/or arguments associated with a 

selected context. Students will draw upon their 

understanding of these texts to write for specified 

purposes and audiences. 

3. Using language to persuade: The focus in this area 

of study is on the analysis and comparison of the 

use of language in texts that debate a topical 

issue in the Australian media and the construction 

of sustained and reasoned point of view. 

OUTCOMES 

1. The ability to analyse how a text constructs 

meaning, conveys ideas and values and is open to 

a range of interpretations. 

2. The ability to create written texts for a specific 

purpose and audience and to discuss and analyse, 

in writing, their decisions, as authors, about form, 

purpose, language, audience and context. 

3. The ability to analyse the use of language in texts 

that present a point of view on an issue currently 

debated in the Australian media and to construct, 

a sustained and reasoned point of view on a 

selected issue. 


School assessed coursework 50% 


ESL STUDENTS 

The English/ESL course provides alternative tasks 

and modified assessment for students whose native 

language is a language other than English, provided 

they satisfy both the following conditions : 

• The student has been resident in Australia for no 

more than seven years before commencing Unit 3; 

• English has been the student’s major language of 

instruction for a total period of no more than seven 

years before commencing Unit 3

French 


This study is designed to enable students to: 

• use French to communicate with others; 

• understand and appreciate the cultural contexts in which French is used; 

• understand their own culture through the study of other cultures; 

• understand language as a system; 

• make connections between French and English, and/ or other languages; 

• apply French to work, further study, training or leisure. 

UNITS 1 - 4 


The areas of study for French comprise grammar, text types, vocabulary and styles of writing, common to all four 

units of the study. They are linked to three broad themes from which a number of topics are drawn. They are: 

• The individual (personal world, school and aspirations, personal opinions and values) 

• The French-speaking communities (lifestyles, historical perspectives, arts and entertainment) 

• The changing world (social issues, world of work, scientific and technological issues) 

FRENCH Unit 1 

OUTCOMES 

1. Establish and maintain a spoken or written 

exchange related to personal areas of experience 

(informal conversation or reply to personal letter/ 

email/fax). 

2. Listen to, read and obtain information from written 

and spoken texts (listen to spoken texts and read 

written texts to obtain information to complete 

notes, charts or tables in French and English). 

3. Produce a personal response to a text focusing 

on real or imaginary experience (oral presentation, 

review or article). 

FRENCH Unit 2 

OUTCOMES 

1. Participate in a spoken or written exchange related 

to making arrangements and completing 

transactions (formal letter/fax/email or role-play or 

interview). 

2. Listen to, read and extract and use information and 

ideas from spoken and written texts (listen to 

spoken texts and read written texts then reorganise 

information and ideas in a different text type). 

3. Give expression to real or imaginary experience in 

written or spoken form (journal entry, personal 

account, short story) 

FRENCH Unit 3 

OUTCOMES 

1. Express ideas through the production of original 

texts (a 250 word personal or imaginative written 

piece). 

2. Analyse and use information from spoken texts (a 

response to specific questions, messages or 

instructions, extracting and using information 

requested). 

3. Exchange information, opinions and experiences (a 

three to four minute role-play focusing on the 

resolution of an issue). 

FRENCH Unit 4 

OUTCOMES 

1. Analyse and use information from written texts. 

2. Respond critically to spoken and written texts 

which reflect the language and culture of Frenchspeaking 

communities. 

Detailed Study 

A Detailed study of language and culture through texts 

must be completed over the course of Units 3 &4. The 

study will be based on a sub-topic related to one or 

more of the prescribed topics. Student will be expected 

to discuss their detailed studies in Section 2 of the Oral 

Examination. 





ASSESSMENT – Units 3 & 4 

School-assessed course work 50 % 

End of year examination 50 % 

41

Geography 

GEOGRAPHY Unit 3 : Regional Resources 

In unit 3 students are required to examine the use and 

management of water in the Murray-Darling Basin. The 

study focuses upon the availability, distribution, and 

utilisation of water in a regional context, and how these 

factors are influenced by interactions between natural 

processes and human activities. Students will examine 

management responses and evaluate strategies 

designed to achieve sustainable development with 

regard to water use. The course also includes a 

fieldwork study of a significant local resource within a 

particular region. 

TOPICS 

• Water use in the Murray Darling Region 

• Chapel Street: A Retail Resource (fieldwork study) 


1. Use and management of an Australian water 

resource 

2. Use and management of local resources 

GEOGRAPHY Unit 4 : Global Perspectives 

This unit examines global phenomena and responses 

to them. Global phenomena are major natural 

processes or human activities that are distributed 

across a large part of the Earth and have the 

capacity to affect a significant part of the population 

or natural environment. Human population is one of 

the phenomena that are studied. This topic examines 

the distribution, structure and dynamics of population 

growth together with the factors that contribute 

to population movements such as immigration 

and refugees. The other phenomenon studied is 

Desertification. This involves an investigation of 

the human and physical processes that cause the 

phenomenon of desertification, the impacts globally 

and in specific locations, as well as current and 

future responses to the problems associated with 

desertification. 

TOPICS 

• Population 

• Desertification 


1. Global phenomena 

2. Global responses 


Unit 3 School-assessed coursework 25% 


Units 3 and 4 examination 50% 

42

German 



• use German to communicate with others; 

• understand and appreciate the cultural contexts in which German is used; 



• make connections between German and English, and/ or other languages; 

• apply German to work, further study, training or leisure. 

UNITS 1 - 4 

The areas of study for German comprise grammar, text types, vocabulary and kinds of writing, common to all four 


• The individual (personal identity, school and aspirations, leisure and lifestyles) 

• The German-speaking communities (people and places, past and present, arts and entertainment) 

• The changing world (the world of work, social issues, tourism) 

GERMAN Unit 1 

OUTCOMES 




email/fax). 




notes, charts or tables in German and English). 




GERMAN Unit 2 

OUTCOMES 




interview). 



spoken texts and read written texts and reorganise 




account, short story). 

GERMAN Unit 3 

OUTCOMES 



piece). 




requested). 




GERMAN Unit 4 

OUTCOMES 

1. Analyse and use information from written texts 


which reflect the language and culture of Germanspeaking 

communities 


A Detailed study of language and culture through texts 

must be completed over the course of Units 

3 & 4. The study will be based on a sub-topic related to 

one or more of the prescribed topics. Students will be 

expected to discuss their detailed studies in Section 2 

of the Oral Examination. 






School assessed course work 50 % 


43

Health & Human Development 

HEALTH & HUMAN DEVELOPMENT Unit 1 

The health and development of Australia’s youth 

This unit provides opportunity for students to explore 

the physical, social, emotional and intellectual changes 

that occur, and the inherited and environmental factors 

that influence health and development in youth. 


1. Understanding health and development 

Students will gain and understanding of the 

concepts of health and development and the 

interrelationships between the two.They will also 

learn how different environments influence the 

health and development of individuals. 


Students explore the requirements for optimal health 

and development throughout childhood and adulthood. 

The organisation and delivery of health care in 

Australia will also be evaluated. 


1. The health and development of Australia’s 

children 

The family’s role in optimising the health and 

development of children is investigated. The 

community’s responsibility to assist in making 

informed decisions about children’s health and 

development is also explored. 

2. Youth health and development 

Students develop an understanding of the 

physical, social, emotional and intellectual 

changes associated with the development of the 

stage of youth. They develop an understanding of 

how determinants including biological and 

behavioural factors and physical and social 

environments influence youth health and 

development. The importance of nutrition for the 

provision of energy and growth is also explored. 

3. Health issues for Australia’s youth 

Students investigate in detail one health issue 

relevant to youth. Possible health issues suitable 

for investigation include mental health, asthma 

diabetes, weight issues, injury, tobacco smoking, 

alcohol use, illicit substance use, sun protection, 

sexual and reproductive health, food allergies, 

homelessness and cyber safety. Students explore 

the impact of the health issue on all dimensions of 

youth health and individual human development. 

2. Adult health and development 

Students gain an understanding of health and 

individual human development of Australia’s 

adults, including the elderly. Students explore the 

physical, social, emotional and intellectual 

changes that occur during childhood.They 

describe the health status of Australia’s adults, 

including the various determinants that have an 

impact on health and human development. 

3. Health Issues 

Students identify a range of health issues that are 

having an impact on Australia’s health system and 

investigate at least one health issue in detail. 

Students use statistical data to identify emerging 

trends and evaluate a range of views related to 

their selected health issue. Actions that could be 

undertaken in relation to their selected health 

issue are investigated by students. 

44


Australia’s Health 

This unit looks at the diversity of health outcomes 

within the Australian population. Nutrition is an 

important component of this unit as considerable 

evidence supports food intake as a protective factor 

against disease in Australia. The role of government 

and non-government organisations in implementing 

initiatives designed to promote health and development 

are also studied 


1. Understanding Australia’s health 

Students will examine the health status 

of Australians and make comparisons with other 

developed countries. They will investigate the 

burden of disease within particular groups in 

Australia. Students will also study the role of 

nutrition in maintaining health and preventing dietrelated 

disease. 

2. Promoting Health in Australia 

Students examine different models of health and 

health promotion. They will study the national 

health system and the role of a variety of 

organisaions in providing programs and support for 

the promotion of healthy eating. 


Global Health and Human Development 

This unit takes a global perspective on achieving 

sustainable improvements in health and human 

development. Students will examine the work of 

the United Nations (UN) and the World Health 

Organisation (WHO) in combatting poverty, hunger, 

disease, illiteracy, environmental degradation and 

discrimination against women with the aim of reducing 

inequalities in health status and development. This unit 

will also focus on a range of international aid programs 

that assist developing countries in achieving the 

Millenium Development Goals. 


1. Introducing Global Health and Human 

Development 

Students explore global health, human 

development and sustainability and their 

interdependencies. They identify similarities and 

differences in the health status between people 

living in developing coutnries and Australians and 

analyse reasons for the differences. 

2. Promoting Global Health and Human 

Development 

Students explore the role of international 

organisations including the UN and WHO in 

achieving sustainable improvements in health and 

human development. Students consider strategies 

designed to promote health and sustainable 

human development globally, as well as Australia’s 

contribution to international health programs 

through AusAid and contributions to nongovernment 

organisations. 





45

History 

HISTORY Unit 1 

Conquest and Resistance 

Colonisation has been a central feature of human 

history, with few parts of the world remaining 

untouched by the effects of colonisation and imperial 

rivalry. At the turn of the twentieth century almost 50% 

of the Earth’s surface and 60% of its population were 

under the control of the major imperial powers of the 

time. This unit explores the colonisation of one society 

by another, the interactions between the two societies, 

the growth of resistance and the establishment of a 

new nation. It also investigates the problematic nature 

of colonialism. China in the nineteenth and twentieth 

centuries is the context chosen for study. 


1. The colonising experience 

The society and traditions that existed in the precolonisation 

periods, the motivations of the 

colonisers- spread of Christian beliefs, trade and 

commerce, imperialism and establishment of an 

empire. 

2. Resistance 

National liberation, leaders and movements. The 

ideas and influences of political leaders such as 

Sun-Yixian, Jiang Jieshi and Mao Zedong. The 

revolutions which accompanied the nationalistic 

movements 

3. The new nation 

Examination of the extent to which the new nation 

achieved its initial aims. 

HISTORY Unit 2 

People and Power 

Challenge and change are fundamental processes in 

human history. Discontent and desire to change grow 

until an established idea or society is challenged. 

History has shown that those who hold power are not 

always motivated by high ideals and that they will seek 

to preserve a social order that is based on inequality 

using a range of arguments and laws to defend its 

continuation. Various concepts such as ‘liberty’, 

‘authority’, ‘freedom’, ‘equality’, ‘right’ and ‘truth’ are 

part of our political language and are often used to 

justify our ideas and actions. 

The course investigates how these concepts were 

perceived in the past and the meaning they hold in 

current societies. 

In this unit challenge and change will be examined 

through focus on the U.S and the experiences of 

Native Americans and Afro-Americans in that society. 


1. Power and authority 

Westward expansion, the concept of Manifest 

Destiny and the resultant dispossession of Native 

Americans, notions of racial superiority 

2. Dissenting groups and challenges 

The reactions of Native Americans to westward 

movement. Challenges to the institution of slavery 

in the South, the Civil War, the civil rights 

movement of the 50s and 60s. 

3. Change 

Examination of the changes and continuities that 

emerged and are evident in the U.S today. Does 

the fact that Martin Luther King Day is a US 

national holiday held on each third Monday of 

January show a changed society? 


Assessment will be based on analytical exercises, oral 

presentations, responses to literature, essays, tests 

and an examination. 

46

HISTORY Units 3 & 4 

Revolutions 

History : Revolutions investigates events which have 

impacted significantly on the nature of current world 

politics. As processes of dramatically accelerated 

social change, revolutions have a profound effect on 

the country in which they occur, as well as important 

international repercussions. Students undertaking 

this study focus on the tensions and conflicts that 

generated change and drove ideologically charged 

individuals and groups to seek change. A detailed 

study is made of the new society to assess the extent 

to which the ideals of the revolution were achieved. 

Russian Revolution 

1. Revolutionary ideas, leaders, movements and 

events. The tensions and conflicts of Tsarist 

Russia, the impact of the Great War, the influence 

of Marxist ideology, the events of March and 

November 1917, the role of Lenin, Trotsky and 

other key revolutionaries. 

2. Creating a new society. An examination of Russia 

from 1917 to the death of Lenin in1924.The 

period of the Civil War and the policies of War 

Communism are investigated. 


Students are required to study two revolutions and 

they complete two areas of study for each revolution. 

The two revolutions chosen for study are the American 

Revolution and the Russian Revolution. 


Unit 3 school assessed coursework 25% 



The American Revolution was primarily an ideological 

revolution although breaking from Britain involved a 

bloody war in which many soldiers on both sides lost 

their lives. The Russian Revolution was more violent 

and plunged not only Russia, but other nations into 

turmoil. 

American Revolution 

1. Revolutionary ideas, leaders, movements and 

events. Pre-revolutionary society in the mid-18 th 

century, the links and tensions between England 

and the American colonies, for example; the 

Stamp Act, the Boston Tea Party. The ideologies 

were enshrined in the Declaration of Independence 

and were defended in the War of Independence. 

The role of individuals, George Washington, 

Thomas Paine and Thomas Jefferson, is also 

investigated. 

2. Creating a new society: the Independent states, 

the Philadelphia Convention and the new 

Constitution. Debate concerning the degree 

to which the ideals of the revolutionaries were 

enshrined in the new society. 

47

VCE VET Hospitality 

CERTIFICATE II 

IN HOSPITALITY: KITCHEN OPERATIONS 

Students focus on developing their hospitality 

knowledge, identifying career options and familiarising 

themselves with the structural and functional 

characteristics of hospitality service. Students attend 

to the legal, practical and professional rights and 

responsibilities of employers, employees and the 

customers. Interpersonal skills and customer relations 

strategies are identified. In the kitchen, students must 

demonstrate their understanding of the processes and 

principles of a variety of methods of cookery. During 

work placement, students practice their skills in a 

genuine hospitality environment and document their 

progress. 

DURATION : first year of two-year course 

VCE RECOGNITION 

The Certificate contributes two units at the 1/2 level 

toward Satisfactory Completion. Assessment is based 

on achievement of competency and takes place 

throughout the year. 

• The Certificate is a nationally recognised VET 

qualification at level II. 

• It articulates directly to the Certificate III level within 

the TAFE system. 

DELIVERY and STRUCTURE 

Delivery will occur at Firbank. Practical sessions will 

be scheduled in the School’s Hospitality Centre, theory 

sessions in classrooms. 

Theory is delivered in the normal timetable cycle. 

Practical classes are scheduled for 2.00 - 6.00 p.m., 

one evening per week. While the class time is more 

than that associated with a traditional VCE subject, the 

homework element is greatly reduced and generally 

involves preparing for theoretical tests when given. 

Work Placement 

Students must complete 40 hours of work placement to 

attain their certificate. 

ADVANCED CERTIFICATE II 

IN HOSPITALITY: FOOD and BEVERAGE 

In the second year of this qualification, students build 

upon their knowledge of food preparation techniques, 

in order to cater for specialties. Students will cover 

units that include: prepare, cook and serve food for 

service; prepare appetisers and salads; prepare soups, 

stocks and sauces; and planning and preparing food 

for buffets. 

DURATION : second year with a final VCE exam in 

November. 

PREREQUISITES : Year 11 Hospitality 

VCE RECOGNITION 

The Certificate contributes two units at the 3/4 level 

toward Satisfactory Completion. Assessment is 

based on achievement of competency and takes 

place throughout the year. Scored assessment is 

undertaken, including an end of year examination. A 

study score received contributes to the ENTER. The 

Certificate is a nationally recognised VET qualification. 

As Level II, it progresses significantly through the 

Certificate III in Hospitality (Operations). 

DELIVERY and STRUCTURE 

Delivery will occur at Firbank. Practical sessions will 

be scheduled in the School’s Hospitality Centre, theory 

sessions in classrooms. 

While the class time is more than that associated with 

a traditional VCE subject, the home work element is 

greatly reduced and generally involves preparing for 

theoretical tests when given. 

Work Placement 

Students must complete 40 hours of work placement to 

attain their certificate. This contributes to a SAC. 

Material Requirements 

Students require a chef’s uniform and a text. A food 

levy is charged. Uniform is carried over from Year 11. 


Students require a chef’s uniform and a text. A food 

levy is charged. More specific details are provided 

once students have enrolled. 

48

International Studies 

International Studies investigates international 

politics in the post Cold War period with a particular 

emphasis on events since 2001. In Unit 3 this includes 

topics such as globalisation, including the global 

financial crisis, and a study of the role of the United 

Nations in promoting internationalism with regard 

to environmental and human rights issues. Global 

conflicts and international terrorism are examined 

through a study of the conflicts in Afghanistan and 

Iraq. In studying these conflicts students will examine 

the extent and limitations of U.S power in achieving its 

objectives. 

Unit 4 involves a study of power relationships in the 

Asia-Pacific region. This focuses upon the rise of 

China and its use of a range of power instruments to 

advance its national interests, together with the nature 

of its complex relationship with the United States. 

Central to this topic is the 'divided China' dispute and 

how various instruments of power are used to uphold 

its national interests with regard to Taiwan. The course 

concludes with a study of Australian foreign policy 

that focuses upon the U.S alliance and our regional 

relationships in the Asia-Pacific with states such as 

Japan, China and Indonesia. 

Unit 4 - International relations 

Areas of Study 

1. Power relationships in the Asia-Pacific region 

• Power in international relations 

• China's national interests and its international 

relationships 

• Case Study: China-Taiwan dispute 

2. Australian foreign policy 

• U.S alliance 

• Factors influencing Australian foreign policy 

• Australia's regional relationships in the Asia- 

Pacific 

ASSESSMENT 

School assessed coursework - Unit 3 25% 

School assessed coursework - Unit 4 25% 

End of year examination - Units 3 & 4 50% 

Unit 3 - Global Issues and Conflicts 

Areas of Study 

1. Globalisation and Internationalism 

• Causes and effects of globalisation 

• Internationalism and the role of the United Nations 

• Human Rights case study - Burma 

2. Global conflicts 

• Causes and nature of post-Cold War conflicts 

• Case studies - conflicts in Afghanistan and Iraq 

• International terrorism - causes and effects 

49

Japanese 



• use Japanese to communicate with others; 

• understand and appreciate the cultural contexts in which Japanese is used; 



• make connections between Japanese and English, and/ or other languages; 

• apply Japanese to work, further study, training or leisure. 

UNITS 1 - 4 

The areas of study for Japanese comprise grammar, text types, vocabulary and kinds of writing, common to all four 


• The individual (personal world, daily life, past and future) 

• The Japanese-speaking communities (visiting Japan, life in Japan, getting to know people in Japan) 

• The changing world (the world of work, changes in daily life, home and neighbourhood) 

JAPANESE Unit 1 

OUTCOMES 




email/fax). 




notes, charts or tables in Japanese and English). 





OUTCOMES 




interview). 



spoken texts and read written texts and reorganise 




account, short story). 


OUTCOMES 



piece). 




requested). 





OUTCOMES 

1. Analyse and use information from written texts. 


which reflect the language and culture of 

Japanese-speaking communities. 


A detailed study of language and culture through texts 

must be completed over the course of Units 

3 & 4. The study will be based on a sub-topic related to 

one or more of the prescribed topics. Students will be 

expected to discuss their detailed studies in Section 2 

of the Oral Examination. 






School-assessed course work 50 % 


50

Legal Studies 

LEGAL STUDIES UNIT 1 

Criminal law and justice 

This unit examines criminal law in the areas of murder, 

sexual assault and terrorism. Students will develop 

skills in applying the law to specific cases, and an 

understanding of criminal legal processes with regard 

to police investigations and the courts. Students will 

evaluate the criminal justice system in terms of the 

effectiveness of sentencing and the system’s capacity 

to deliver justice through the use of the jury system. A 

key element of the course is a visit to the County and 

Supreme courts where students will observe criminal 

trials for offences such as robbery and murder. 


1. Law in Society 

• role of the law 

LEGAL STUDIES UNIT 2 

Civil law and the law in focus 

The first part of Unit 2 investigates civil law as a 

means of resolving disputes between individuals 

and organisations. It looks at the processes involved 

in litigation and possible defences to civil claims in 

areas such as defamation, assault and contract law. 

In the second section of the course students examine 

specific areas of the law such as those relating to 

human rights. They will also have the opportunity 

to investigate an area of the law of their choice that 

focuses on the factors that lead to changes in the law. 


1. Civil law 

• contract law and civil laws relating to defamation 

and assault 

2. Criminal law 

• types of crime and defences: murder, sexual 

assault, terrorism 

• criminal investigation process 

• sentencing and its effectiveness 

3. The criminal courtroom 

• court system 

• criminal trials 

• role of the jury system 

2. Civil law in action 

• civil courts, procedures and the role of juries in 

dispute resolution 

3. Law in focus 

• human rights and the law & choice of one other 

area of law to study 

4. A question of rights 

• Investigation of a case that has influenced the 

rights in Australian law. 

51

LEGAL STUDIES Unit 3 

Law-making 

The purpose of this unit is to enable students to 

develop an understanding of the institutions that 

determine laws and the process by which laws are 

made. It considers reasons why laws are necessary 

and the impact of the Commonwealth Constitution on 

the operation of the legal system. Students undertake 

an evaluation of the strengths and weaknesses of the 

law-making bodies and the process used to influence 

change and reform. 


1. Parliament & the Citizen focuses on the 

principles of the Australian parliamentary system 

and the passage of a bill through Parliament. An 

investigation of how and why laws change provide 

students with an insight into the flexibility of the 

Australian law-making institutions. 

2. Constitution & the Protection of Rights 

investigates the role of the Commonwealth 

Constitution in establishing and restricting the 

jurisdiction of the law-making powers of 

Parliament. 

3. Role of the Courts focuses on developing an 

appreciation of the role played by the courts in lawmaking. 

LEGAL STUDIES Unit 4 

Dispute Resolution 

This unit explores the function and jurisdiction of the 

courts, tribunals and alternative avenues of dispute 

resolution with a view to comparing and evaluating the 

operation of the various dispute resolution methods. 

In this unit students evaluate the effective operation of 

the Victorian legal system and make recommendations 

for possible improvement and reform. 


1. Criminal Cases & Civil Disputes focuses on 

the varying jurisdictions and functions of courts in 

the State and Federal court hierarchy. 

2. Court Processes & Procedures focuses on the 

elements of an effective legal system. An 

investigation into criminal and civil pre-trial 

procedures further develops the students’ 

understanding of dispute resolution. Students also 

evaluate the operation of the jury and explore 

reforms and alternatives to the jury system. 


Unit 3 school-assessed coursework. 25% 

Unit 4 school-assessed coursework. 25% 

Units 3 & 4 examination 50% 

52

Literature 

LITERATURE Unit 1 

This unit enables students to develop effective reading 

strategies to examine the views presented and develop 

critical responses to literature. 

Each unit is designed to enable students to achieve a 

set of outcomes. Each outcome is described in terms 

of the key knowledge and skills students are required 

to demonstrate. 


1. Readers and their responses 

This area of study introduces students to genre and 

some of the conventions associated with various 

forms of texts. The significance of characters, 

settings and events is explored 

2. Ideas and concerns in texts 

This area of study focuses on central ideas and 

concerns of texts. 

3. Interpreting non-print texts 

The emphasis in this area of study is on ‘reading’ 

non-print material to understand structure and 

central concerns. 

LITERATURE Unit 2 

The focus of this unit is upon developing reading 

strategies and personal responses to works from 

different historical periods. 


1. The text, the reader and their contexts 

The focus will be on student responses, both 

creative and critical to texts from a past era. 

2. Comparing texts 

The focus will be comparing texts with similar 

concerns but different styles. 


The award of a Satisfactory Completion is based on 

demonstrated achievement of the outcomes specified 

for the unit. 

School assessment will be based upon performance in 

each of the areas of study and in formal examinations. 

These will be based upon the Unit 4 assessment 

model. 

LITERATURE Units 3 & 4 

AREAS OF STUDY - Unit 3 

1. Adaptations and transformations 

This area of study focuses on genre and how it 

contributes to the development of meaning. 

Students will examine the relationship between 

form and meaning in the texts. They will identify 

particular literary conventions and explore how 

meaning is changed when a text is adapted or 

transformed. 

2. Views, Values and Contexts 

Students will examine the assertions and 

assumptions that underpin alternative viewpoints 

about the texts. 

3. Considering alternative viewpoints 

Students will evaluate views of a text and make 

comparisons with their own interpretation. 

Each unit is designed to enable students to achieve a 

set of outcomes. Each outcome is described in terms 

of the key knowledge and skills students are required 

to demonstrate. 

OUTCOMES Unit 3 

1. The ability to discuss how meaning is enacted or 

recreated when a text is performed or adapted for 

performance. 

2. The ability to analyse and interpret the views and 

values of a text. 

3. The ability to review and evaluate a text. 

AREAS OF STUDY - Unit 4 

1. Creative responses to texts 

This area of study focuses on students responding 

imaginatively to a text and commenting on the 

connections between the text and the response. 

2. Close analysis 

This area of study focuses on students analysing 

critically features of a text, relating them to an 

interpretation of the text as a whole. 

OUTCOMES Unit 4 

1. The ability to respond imaginatively to a text. 

2. The ability to evaluate critically the assumptions 

and assertions made about a literary text. 

3. The ability to analyse aspects of a text, relating 

those aspects to an interpretation of the text as a 

whole. 


School-assessed coursework 50% 


53

Mathematics 

For all the Mathematics units students are required to: 

• learn and practise mathematical algorithms, routines and techniques and use them to find solutions to standard 

problems; 

• apply mathematical knowledge and skills to solve problems in unfamiliar situations, including real-life 

situations; 

• undertake analysis tasks which involve the use of mathematics 

• select and use appropriate technology to develop mathematical ideas and analysis 

STANDARD COURSE PATHWAYS 

YEAR 11 

YEAR 12 

OPTION 1 

MATHEMATICAL METHODS Units 1 & 2 (CAS) 

 


OPTION 2 


GENERAL MATHEMATICS Units 1 & 2 

(SPECIALIST) 

 


OR 

METHODS Units 3 & 4 (CAS) AND SPECIALIST 

MATHEMATICS Units 3 & 4 

OPTION 3 


 


AND / OR 

FURTHER MATHEMATICS Units 3 & 4 

OPTION 4 

GENERAL MATHEMATICS Units 1 & 2 

(FURTHER) 

 


OPTION 5 


GENERAL MATHEMATICS (SPECIALIST) 

Units 1 & 2 

SPECIALIST MATHEMATICS Units 3 & 4 

Other pathways maybe possible. Students should seek individual advice from theri Mathematics teacher. 

ENTRY 

There are no prerequisites for entry to General Mathematics Units 1 & 2 or Mathematical Methods Units 1 & 2. 

However, students attempting Mathematical Methods, in particular, are expected to have a sound background in 

algebra, functions and probability. 

54

GENERAL (FURTHER MATHEMATICS) 

Units 1 & 2 

This course will prepare students for Further 

Mathematics Units 3 & 4. It is intended to provide 

general preparation for employment and further study. 

The course caters for students who require a balance of 

abstract and practical approaches to Mathematics. 


1. Linear Functions 

2. Simultaneous Equations and Linear Programming 

3. Busines Mathematics 

4. Measurement and Trigonometry 

5. Data Analysis 

6. Algebra 



1. Data Analysis 

2. Geometry and Trigonometry 

3. Graphs and Relations 

4. Business Related Mathematics 



Unit 4 School-assessed course work 14% 

Unit 3 & 4 Examination 1 

(Mutiple choice) 33% 


(Analysis ) 33% 

GENERAL (SPECIALIST MATHEMATICS) 

Units 1 & 2 

This course can only be undertaken by students who 

are studying Mathematical Methods or have completed 

Units 1 & 2. It is designed for students with a strong 

mathematical background and will give a good grounding 

for Specialist Mathematics Units 3 & 4 in Year 12. 


1. Sequences and Series 

2. Variation 

3. Algebra 

4. Polar Co-ordinates and Complex Numbers 

5. Vectors 

6. Trigonometry 

7. Kinematics 

8. Statics 

MATHEMATICS METHODS Units 3 & 4 (CAS) 


1. Co-ordinate Geometry 

2. Functions and Relations 

3. Calculus 

4. Algebra 

5. Probability 



Unit 4 School-assessed course work 14% 


(Short Answer Questions) 22% 


(Multiple Choice & Analysis ) 44% 


These units are designed as preparation for 

Mathematical Methods Units 3 & 4. 


1. Functions & Graphs 

2. Algebra 

3. Matrices 

4. Calculus 

5. Probability 

ASSESSMENT Units 1 & 2 ( all studies) 

The assessment of levels of achievement is based on 

tests, application tasks and examinations. 

Skills 

Routine skills and standard applications. Assessment is 

based on topic tests and assignments 40% 

Analysis Tasks 

Extended Response questions and analysis tasks. 

Assessment is based on topic tests and 

assignments 30% 

End of Semester Examination 

The examination comprises a calculator-free 

component and a calculator-reliant component. 30% 

SPECIALIST MATHEMATICS Units 3 & 4 

Enrolment in Specialist Mathematics Units 3 & 

4 assumes a current enrolment in, or previous 

completion of, Mathematical Methods Unit 3 & 4. 


1. Co-ordinate Geometry 

2. Circular (trigonometric) functions 

3. Algebra and Complex Numbers 

4. Calculus 

5. Vectors in two and three dimensions 

6. Kinematics 

7. Mechanics 



Unit 4 school-assessed course work 20% 


(Short Answer Questions) 22% 


(Multiple Choice & Analysis) 44% 

55

Interactive Digital Media 

This course is designed for students who have a 

keen desire to extend their knowledge in computeraided 

design and in particular animation, film and web 

design. 

The aims of VCE VET Digital media program 

are to provide participants with knowledge and 

skills development for the achievement of units of 

competence that will enhance their employment 

prospects in the multimedia industry. 

VCE VET Units 1 and 2 

Compulsory Units 

BSBCRT301A 

Develop and extend critical and creative thinking skills 

CUFIND301A 

Work effectively in the screen and media industries 

BSBOHS201A 

Participate in OHS processes 

CUFDIG303A 

Produce and prepare photoimages 

Students will have access to video editing suite and 

will use industry standard software using programs 

such as Flash, Dreamweaver, Photoshop, illustrator 

and Premiere. 

Electives 

CUFSOU301A Prepare audio assets 

CUFDIG201A Maintain interactive content 

BSBDES201A Follow a design process. 

The course will enable participants to gain a 

recognized credential and make a more informed 

choice of vocational and career paths. 

The eight employability skills are: 

• Communication 

• Team work 

• Problem solving 

• Initiative and enterprise 

• Planning and organization 

• Self management 

• Learning 

• Technology 

The VCE VET Interactive Digital Media program has a 

nominal duration of: 

Program 2 

CUF30107 Certificate 111 in Media, 405 hours 

Program 2 

CUF30107 consists of twelve units of competence and 

meets the requirements for a Certificate 111 in Media. 

Students will be eligible for two units at Unit 1 and 2 

level and two units at 3 and 4 level. 

VCE VET Units 3 and 4 

Core 

CUFANM301A 

Create 2D digital animations 

CUFWRT301A 

Write content for a range of media 

BSBDES302A 

Explore and apply the creative design process to 2D 

forms. 

CUFDIG302A 

Author interactive sequences 

CUFDIG301A 

Prepare video assets 

CUFDIG304A 

Create visual design components. 

ASSESSMENT 

Students will complete three tasks which include film, 

animation and web design and are presented as a: 

• Portfolio 

• Product 

• Work Project 

Training packages have specific requirements 

regarding the demonstration of competence and 

appropriate assessment of competence. Performance 

Criteria, Range of Evidence and Evidence guide are 

all taken into account when planning assessment of 

students skills. 

56

Music Performance 

MUSIC PERFORMANCE Units 1 & 2 

These units focus on building performance and 

musicianship skills. Students present performances 

of selected group and solo music works using one 

or more instruments. They study the work of other 

performers and explore strategies to optimise their 

own approach to performance. They identify and 

study technical, expressive and stylistic challenges 

relevant to works they are preparing for performance 

and practise related technical work to address these 

challenges. They also develop skills in performing 

previously unseen music. Students study aural, theory 

and analysis concepts to develop their musicianship 

skills and apply this knowledge when preparing and 

presenting performances. Students also devise an 

original composition or improvisation. 

MUSIC PERFORMANCE Units 3 & 4 

These units develop students’ abilities to present 

convincing performances of group and solo works. 

They select a program of group and solo works 

representing a range of styles and diversity of 

character for performance. Students develop 

instrumental techniques that enable them to interpret 

the works and expressively shape their performances. 

They also develop an understanding of performance 

conventions they can use to enhance their 

performances. Students develop skills in unprepared 

performance, aural perception and comprehension, 

transcription, music theory and analysis. 

The focus for analysis in Area of Study 3 is works and 

performances by Australian musicians, especially since 

1910. 

Units 1 & 2 

To complete the requirements of these units, students 

will 

• Select a solo instrument or voice and undertake 

weekly private tuition. 

• Attend rehearsals and contribute to one of 

Firbank’s music ensembles, such as a band, 

orchestra, choir or chamber group 

• Attend timetabled classes that build skills and 

knowledge in music history, music theory, aural 

skills and performance. 

• Perform in the VCE music recital each semester. 

Units 3 & 4 

To complete the requirements of these units, students 

will 

• Select a solo instrument or voice and undertake 

weekly private tuition. 

• Attend rehearsals and contribute to one of 

Firbank’s music ensembles, such as a band, 

orchestra, choir or chamber group 

• Attend timetabled classes that build skills and 

knowledge in music history, music theory, aural 

skills and performance. 

• Perform in the VCE music recital each semester. 

AREAS of STUDY 

1. Performance 

2. Performance Technique 

3. Musicianship 

4. Organisation of Sound 

AREAS of STUDY 

1. Performance 

2. Performance Technique 

3. Musicianship 

4. Music Language For Performance 


• Solo performance recitals 

• Ensemble performances 

• Performance master classes 

• Presentation of technical work and sight reading 

tests 

• Aural and written tests 

• Musicianship tasks 

• Composition work 

• Musical analysis reports 




End of year Aural and Written Examination 20% 

End of Year Performance Examination 50% 

57

VCE VET Outdoor Recreation 

Certificate II in Outdoor Recreation 

This subject provides students with the opportunity 

to acquire skills to participate in outdoor recreation 

activities under supervision and to assist in conducting 

those activities. In the classroom students will develop 

the ability to plan Outdoor Recreation activities that 

meet the legal, safety and client requirements. 

In the field students will focus on the skills and 

techniques involved with the activity clusters of the 

subject. The activity clusters are Rock Climbing and 

Cross Country Skiing. 

VCE Recognition 

The certificate contributes two units at the 1\2 level 

towards Satisfactory Completion. Assessment is 

based on achievement of competency and takes place 

throughout the year. 

• The Certificate is a nationally recognised VET 

qualification at level II. 

• It leads to a progression of Certificate III and IV 

with in the TAFE system. 

ASSESSMENT 

Training packages have specific requirements 

regarding the demonstration of competence. 

Performance criteria, Range of evidence and Evidence 

guide are all taken into account when planning student 

assessment. 

The main areas of assessment will involve students 

completing: 

• Portfolio 

• Work Project 

• Product 

• Work Performance 


All specialised equipment will be supplied to 

students. Students will need to self cater on overnight 

excursions. There is excursion levy that is charged to 

students doing this subject. 

Structure and Delivery 

The certificate requires the competency to be achieved 

in 22 units of Competence. These include Core units, 

Stream Core Units, Specialisation Clusters and 

Elective Units. 

Delivery will occur at Firbank. Theory sessions will take 

place in the classroom in the normal time table cycle. 

Practical sessions will require students to attend skills 

sessions that extend the school day once a fortnight. 

Students will also need to attend day and overnight 

excursions that will run on week ends and school 

holidays. 

The Rock Climbing specialisation requires a minimum 

of six days to be completed in the field. The Cross 

Country Skiing requires a minimum of 5 days to be 

completed in the field. A majority of these days will be 

week-end days and/or school holiday days. 

58

Physical Education 

PHYSICAL EDUCATION Unit 1 

Bodies in Motion 


Sports coaching and physically active lifestyles 

This unit explores how the body systems work together 

to produce movement and analyses this motion using 

biomechanical principles. Through practical activities 

students explore the relationships between the body 

systems and physical activity. They are introduced to 

the aerobic and anaerobic pathways utilised to provide 

the muscles with the energy required for movement 

and the basic characteristics of each pathway. 


1. Body systems and human movement 

Students will examine the systems of the human 

body and how they translate into movement. Through 

practical activities they explore the major components 

of the musculoskeletal, cardiovascular and respiratory 

systems and their contributions and interactions during 

physical activity. Anaerobic and aerobic pathways are 

introduced and linked to the types of activities that 

utilise each of the pathways. 

2. Biomechanical movement principles 

Students will examine biomechanical principles 

underpinning physical activity and sport. Through 

their involvement in practical activities, students 

investigate and analyse movements in a variety of 

activities to develop an understanding of how the 

correct application of biomechanical principles leads to 

improved performance. 

3.1 Technological advancements from a 

biomechanical perspective 

Students examine changes that have been made to 

sporting techniques and equipment and explore the 

biomechanical effect of the change. 

OR 

3.2 Injury prevention and rehabilitation 

Students examine sports injury risk management 

strategies used to reduce the risk of injury to the 

participant/athlete, and the rehabilitation practices and 

processes an individual/athlete may use to ready them 

for a return to sport and physical activity. 

This unit explores a range of coaching practices and 

their contribution to effective coaching and improved 

performance of an athlete. The way in which a coach 

influences an athlete can have a significant effect 

on performance. The approach a coach uses, the 

methods applied and the skills used will have an 

impact on the degree of improvement experienced 

by an athlete. By studying various approaches and 

applying this knowledge to a practical session, 

students gain a practical insight into coaching 


1. Effective coaching practices 

Students will focus on the roles and responsibilities of 

a coach as well as looking at coaching pathways and 

accreditation. A coach must have an understanding 

of skill learning practices and interpersonal skills if 

they are to develop and enhance the performance of 

athletes. Students apply these skills by coaching a 

team. 

2. Physically active lifestyles 

Students will focus on the range of physical activity 

options in the community. Health benefits of 

participation in regular exercise and consequences 

of physical inactivity and sedentary behaviour are 

explored at individual and population levels. Students 

investigate factors that facilitate involvement in 

physical activity and consider barriers to participation 

for various population groups. Students create and 

implement a program that encourages compliance with 

the National Physical Activity Guidelines for a given 

age group. 

3.1 Decision making in sport 

Students gain an understanding of games and sport 

including how they are categorised. Through a series 

of practical activities, and for a specific scenario, 

students analyse and interpret different strategies and 

tactics used within game situations, and approaches to 

coaching that develop a player’s ability to implement 

an appropriate strategic decision. 

OR 

3.2 Promoting active living 

Students will focus on the promotion of physical 

activity in a variety of settings. Students develop 

an understanding of the use of recall surveys and 

59

questionnaires in the collection of data related 

to physical activity levels, and compare these to 

the National Physical Activity Guidelines. Media 

communication tools that are used in the promotion 

of programs to increase physical activity levels are 

explored. 


The award of Satisfactory Completion is based on 

the demonstrated achievement of the set outcomes 

specified in the unit. Assessment tasks include: 

written reports, laboratory reports, oral presentations, 

structured questions, case study analysis and tests. 


Physical activity participation and physiological 

performance 

This unit introduces students to an understanding 

of physical activity and sedentary behaviour from a 

participatory and physiological perspective. 

Students investigate the contribution of energy 

systems to performance in physical activity. 


1. Monitoring and promotion of physical activity 

This area of study uses subjective and objective 

methods for assessing the student’s own and another 

cohort’s physical activity and sedentary levels. 

Students analyse the advantages and limitations 

of each of these methods to determine the most 

appropriate measure for a given setting. Students 

identify components of the social-ecological model 

to assist in the critique of government and nongovernment 

strategies aimed at increasing physical 

activity within the population. 


Enhancing performance 

In this unit, students undertake an activity analysis. 

Using the results of the analysis, they then investigate 

the required fitness components and participate in 

a training program designed to improve or maintain 

selected components. Students learn to critically 

evaluate different techniques and practices that 

can be used to enhance performance, and look at 

the rationale for the banning or inclusion of various 

practices from sporting competition. 


1. Planning, implementing and evaluating a 

training program 

This area of study focuses on the components of 

fitness and assessment of fitness from a physiological 

perspective. Students consider the manner in 

which fitness can be improved by the application of 

appropriate training principles and methods. Students 

conduct an activity analysis of an elite athlete to 

determine the fitness requirements of a selected sport. 

They participate in fitness testing and an individual 

training program and evaluate this from a theoretical 

perspective. 

2. Performance enhancement and recovery 

practices 

This area of study explores nutritional, physiological 

and psychological strategies used to enhance 

performance. Students examine legal and illegal 

substances and methods of performance enhancement 

and develop an understanding of different anti-doping 

codes. Students consider strategies used to promote 

recovery, including nutritional, physiological and 

psychological practices. 

2. Physiological responses to physical activity 

This area of study explores the various systems and 

mechanisms associated with the energy required for 

human movement. They consider the cardiovascular, 

respiratory and muscular systems and the roles of 

each in supplying oxygen and energy to the working 

muscles. They examine the way in which energy for 

activity is produced via the three energy systems 

and the associated fuels used for activities of varying 

intensity and duration. Students also consider the 

many contributing factors to fatigue as well as recovery 

strategies used to return to pre-exercise conditions. 




Units 3 and 4 examination: 50% 

60

Physics 


PHYSICS Unit 1 

This unit focuses on the study of physics as a human 

endeavour in which observations about the physical 

world are organised and explained. The unit is 

designed to enable students to develop qualitative 




specified for the unit. Assessment is based on practical 

work, tests, presentations and a Unit Examination 

and quantitative understanding of physics ideas and 

involves regular experimental work.The students will 

study two core and one detailed study. The detailed 

study unit will be determined by the physics teacher 

to accommodate the interests and abilities of the 

students. 

PHYSICS Unit 3 & 4 

These units focus on ideas that underpin much of the 

technology found in areas such as communications, 

commerce and industry. Mathematical modelling is 

applied to all areas of study to organise data and make 

predictions. Practical work makes up a significant 


1. Electricity 

2. Nuclear and radioactive physics 

Detailed study 

component of class time and students are required 

to design, carry out and evaluate practical work to 

identify variables of significance to an investigation and 

formulate quantitative testable hypotheses. 

3.1 Astronomy 

3.2 Medical Physics 

3.3 Energy from the nucleus 

In Unit 3 students are required to perform an extended 

practical investigation and in Unit 4 they are required to 

complete a summary report on practical activities from 

PHYSICS Unit 2 

their log books. 

The student’s understanding of physics is further 

developed through applications of more complex 

phenomena. Students learn about the use of 

conceptual models to describe and explain 

observed physical phenomena. Students continue to 

undertake extensive and regular experimental work. 

The course is structured to enable students to study 

two core and one detailed study for each unit. The 

detailed study will be determined by the physics 

teacher to accommodate the interests and abilities of 

the students. 

In addition, in this unit they are required to design 

and extend practical activities involving at least one 

independent variable and one controlled variable. 

Students consolidate their skills in data collection 

and manipulation. Students are expected to take into 

account sources of error, uncertainty and evaluations 

limitations of, and weaknesses and errors in, technique 

and equipment.The course is structured to enable 

AREAS OF STUDY Unit 3 

1. Motion in one and two dimensions 

2. Electronics and photonics 


3.1 Einstein’s relativity 

3.2 Investigating structures and materials 

3.3 Further electronics 

students to study two core and one detailed study. The 

detailed study unit will be determined by the physics 

teacher to accommodate the interests and abilities of 

the students. 

AREAS OF STUDY Unit 4 

1. Interactions of light and matter 

2. Electric power 



1. The wave-like properties of light 

2. Movement 

3.1 Synchrotron and applications 

3.2 Photonics 

3.3 Recording and reproducing sound 


3.1 Astrophysics 

3.2 Investigations : Aerospace 

ASSESSMENT UNITS 3 & 4 


3.3 Investigations : Alternative energy sources 

Unit 3 Examination 33% 


Unit 4 Examination 33% 

61

Psychology 

Psychology is the study of the nature and development of the mind and behaviour in both humans and animals, 

including biological structures and processes that underpin and sustain both. Students can develop an understanding 

of themselves and their relationships with others and their society through the study of psychology. 

PSYCHOLOGY Unit 1 

This Unit focuses on general aspects of psychology 

as the scientific study of behaviour. It is undertaken 

through two related areas of study: ‘What is 

psychology?’ and ‘Lifespan psychology’. the unit 

is designed to introduce students to the scientific 

study of psychology as the investigation into human 

behaviour and the mental processes that determine it; 

to examine how biological, behavioural, cognitive and 

socio-cultural aspects of psychology influence visual 

perception; and to investigate one stage of the lifespan 

of an individual, focussing on development of individual 

behaviour over the lifespan. 


• What is Psychology? 

• Lifespan psychology 


This unit focuses on the study of the relationship 

between the brain and the mind through examining 

the basis of consciousness, behaviour, cognition and 

memory. Students study the structure and functioning 

of the human brain and nervous system, and explore 

the nature of consciousness and altered states of 

consciousness including sleep. Students analyse 

research methodologies associated with classic and 

contemporary theories, studies and models, consider 

ethical issues associated with the conduct of research 

and the use of findings, and apply appropriate research 

methods when undertaking their own investigations. 


• Mind, brain and body 

• Memory 


Unit 2 comprises of the following areas of study: 

Interpersonal and group behaviour; and intelligence 

and personality. Students will learn about different 

methods and models that describe and explain human 

behaviour. In this unit, social psychology and the effect 

attitudes can have on behaviour will be explored. 

There is a focus on evaluation of strengths and 

limitations of approaches to describing and measuring 

intelligence and personality. Contemporary intelligence 

and personality tests are explored and vocational 

testing applications are discussed. 


• Interpersonal and group behaviour 

• Intelligence and personality 




specified for the unit. Assessed coursework will 

include annotated folio of practical activities, media 

response, debate, visual presentation, empirical 

research activities, tests, classroom presentations, 

essays and analysis of designs. 


This unit focuses on the interrelationship between 

learning, the brain and its response to experiences, 

and behaviour. The overall quality of functioning of 

the brain depends on experience, and its plasticity 

means that different kinds of experience change 

and configure the brain in different ways. Students 

investigate learning as a mental process that leads 

to the acquisition of knowledge, development o f new 

capacities and changed behaviours. Understanding 

the mechanisms of learning, the cognitive processes 

that affect readiness for learning and how people learn 

informs both personal and social issues. Students 

use a biopsychological framework – a conceptual 

model which includes psychological and social factors 

in addition to biological factors in understanding a 

person’s mental state – to explore the nature of stress, 

simple phobia and a selected mental disorder. The 

intent of the study is not of diagnosis and treatment 

but to explore causes of mental illness, avenues pf 

assistance and factors that promote mental wellbeing. 


• Learning 

• Mental health 

ASSESSMENT units 3&4 


Unit 3 Examination (semester 1) 33% 


Unit 4 Examination (semester 2) 33% 

62

Studio Arts 

STUDIO ARTS Unit 1 

This subject is not offered. It is recommended, 

however, that ART, Unit 1, be studied. 


Design Exploration and Concepts 

The focus of this unit is to establish an effective design 

methodology and develop skills in the visual analysis 

of art works. 


1. Design Exploration 

• The nature and structure of the design process 

• The use of sources of inspiration 

• Exploration and development of a range of 

directions 

• Materials and techniques 

• Design elements and principles 

2. Design Aesthetics 

This area of study focuses on an analysis of the ways 

in which various visual forms are used to communicate 

ideas and develop style. 

• Aesthetic qualities of artists work from different 

times and locations 

• Design elements and principles 

• Use of signs and symbols and images in art 

• Development of style 

STUDIO ARTS 3 

The focus of this unit is the implementation of the 

design process leading to the production of a range of 

solutions. Students use a work brief to define an area 

of exploration and apply a design process to explore 

and develop their ideas. 


1. Design Process 

• Development of an exploration proposal 

• Definition and documentation of an area of 

exploration 

• Exploration of ideas developed in exploration 

proposal 

• Sources of inspiration 

• Conceptual and aesthetic development of subject 

matter 

2. Professional Practices 

This area of study focuses on traditional and 

contemporary practices of artists in particular art forms 

together with ways in which artists develop distinctive 

styles and approaches to subject matter. 


The focus of this unit is to produce a cohesive folio 

of finished art works and to gain an understanding of 

artists’ involvement in the art industry. 




specified for the unit. Assessment is based on a folio 

of drawings and design work, studio work and research 

assignments. 


1. Studio production 

• Refining and applying materials and techniques 

and utilising their particular characteristics 

• The exploration and refinement of visual form 

• Communication and resolution of ideas presented 

in exploration proposal 

• Production of a folio of artworks 

• evaluation of folio of finished artworks 

2. Art industry contexts 

• The roles of public galleries and commercial 

galleries and curators 

• Methods of displaying art works and conservation; 

• Exhibition design 

• Ethical considerations in the production of artworks 

ASSESSMENT UNITS 3 & 4 

Unit 3 school-assessed task 33% 

Unit 4 school-assessed task 33% 

Unit 3 and 4 examination 34% 

63

Theatre Studies 

THEATRE STUDIES Units 3 & 4 

Unit 3 Theatre Studies: Production Development 

This unit focuses on the interpretation of a playscript 

through four designated stages of production: 

planning, production development, production season 

and production evaluation. Students specialise in 

two areas of stagecraft, working collaboratively in 

order to realise the production of a playscript.They 

analyse the influence of stagecraft on the shaping of 

the production. Students also attend a performance 

selected from the prescribed Theatre Studies Unit 3 

Playlist and analyse and evaluate the interpretation 

of the playscript in the performance. In this unit 

stagecraft includes acting, costume, direction, 

dramaturgy, lighting, make-up, multimedia, properties, 

promotion (including publicity), set, sound and stage 

management. 

Unit 4 Theatre Studies: Performance Interpretation 

In this unit students study a scene and associated 

monologue from the Theatre Studies Performance 

Examination (monologue list), and develop a theatrical 

brief that includes the creation of a character by 

an actor, stagecraft possibilities, and appropriate 

research. Students interpret a monologue from within 

a specified scene through acting and other appropriate 

areas of stagecraft. Students attend and analyse a 

performance selected from the prescribed Theatre 

Studies Unit 4 Playlist. 

64

Visual Communication & Design 

VISUAL COMMUNICATION & DESIGN Unit 1 

Visual Communication 

This unit examines drawing systems and techniques 

and the design process used in visual communication. 


Visual Communication Practices 

This unit examines the use of the design process in 

design and in professional practice. 

Students will 

• Use manual and electronic equipment to produce 

paraline and orthogonal drawings; 

• Explore a range of media and methods used in 

freehand drawing from observation and rendering; 

• Research and explain the visual communication 

production process. 


1. Instrumental drawing 

2. Freehand drawing and rendering 

3. Design elements and design principles 

4. Design process 

Students will 

• Analyse and evaluate the effectiveness of a range 

of visual communications; 

• Describe the roles of professional communicators 

and analyse processes and procedures used in 

professional practice; 

• Apply the design process in designing a final 

presentation that satisfies a specific 

communication need. 


1. Visual communication design 

2. Visual communication analysis 

3. Professional practice in visual communication 


Communication in Context 

This unit examines the use of freehand and 

instrumental drawing in developing images and in 

communicating visual information and ideas. 


Designing to a Brief 

This unit examines the design brief and the use of the 

design process in developing solutions to the brief. 

Students will 

• Develop skills in using freehand and instrumental 

drawing to explore ideas and communicate 

visually; 

• Apply the design process in the development and 

production of their own presentations; 

• Use manual and electronic production methods; 

• Explain how visual communications communicate 

ideas and information, and reflect influences. 

Students will 

• Prepare a brief that describes a clients’ 

communication need(s) and specifies resolutions 

and final presentations suitable for a stated 

audience; 

• Produce a folio consisting of developmental work 

that explores relevant design concepts and two 

final presentations that satisfy the requirements of 

the design brief. 


1. Representing and communicating form 

2. Developing imagery 

3. Developing visual communication solutions 

4. Visual communication in context 


Assessment is based on coursework which will include 

assignments, folio pieces and a research project. 


1. The brief 

2. Developmental work 

3. Final presentation 





65

Foreword - Firbank Grammar School

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