incorporating the Year Eleven and Twelve programs) Principal


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This unit focuses on how algorithms are used for solving complex problems.
Areas of study

  1. Data modelling with abstract data types

In this area of study, students will develop and apply knowledge and skills in representing information. They will explore and solve problems in areas such as social networks and transport networks. Students should be able to devise formal representations for modelling information and decision problems and apply these to a practical problem.

  1. Algorithm design

Students will be able to design an efficient algorithm to solve an information or a decision problem.

  1. Applies algorithms

Students will be able to evaluate, test and document algorithms and data representations and solve problems which involve the integration of multiple algorithms and data types.


This unit focuses on the algorithm design process.
Areas of study

1. Formal algorithm analysis

Students develop knowledge and skills to investigate the correctness and efficiency of algorithms and apply these to the formal analysis of a naïve algorithm for a given problem.
2. Advanced algorithm design

Students encounter a variety of more sophisticated algorithm design patterns, and apply their knowledge of these to construct an improved solution for the problem posed.

3. Universality of computation algorithms

Students learn about the hard limits to computability, and that there are computational problems which cannot be solved using any kind of computational machinery.


2.5 hour exam – 60%

School assessed work – 40%


The media – press, radio, film, television and photography – have significant impact on people’s lives. They influence the way people spend their time, perceive themselves and others, and play a crucial role in the creation of personal, social, cultural and national identity. Aside from constructing media designs and developing media skills like photography there is an emphasis on analytical and writing skills.

The study is designed to enable students to:

 analyse media products to understand how meaning is constructed

 examine the relationship between the media, its processes, media products and society

 develop an understanding of the roles, historical development, ownership and structure of media

 develop an awareness of media policies and issues within Australian society

 produce and critically analyse media products

 learn to communicate through media forms.

UNIT 1: Representation and Technology
Areas of study

1. Representation

Representations involve the selection of images, words or sounds with a view to influencing the audience’s experience of reality. An event, idea, story, institution, character is portrayed in such a way that the audience is forced to examine its views and beliefs. In this unit we look at how the media construct meaning and influence us while presenting a product as natural and realistic.

2. Technology

Where there was once only print medium, we now have photography, television and radio. With computers there is a new medium developing, one which operates under limited legal and ethical restraints while having enormous power to influence its audience. We communicate via satellite and cable, and are rapidly moving towards a digital world. In this unit we look at the development of media technology, its influences on us and the emergence of new media technologies.


On completion of this unit the student should be able to:

1. describe the construction of specific media representations;

2. produce and compare media representations;

3. recognise and evaluate the creative and cultural implications of the new media technologies.
Assessment tasks

Assessment tasks for this unit include:

 black and white photographic folio

 production of a radio or television script

 journalism assignment

 analysis of representations within a film text

 oral presentation on one form of media technology

 commence major project – that is, media marketing

campaign, photographic exhibition, documentary film

 digital imaging computer folio.

UNIT 2: Media Production and the Australian Media Industry
Areas of study

1. Media production

Specialists perform specific roles in the development of a media product from its inception to completed production, distribution and/or exhibition. The product is shaped by its origins – whether its comes from a commercial or non-commercial source. In this unit we look at the function of, and roles performed by, specialists within the media industry.

2. The Australian media industry

The production, distribution and circulation of media products is governed by law (common law and legislation), by industry ethics and standards, by pressures within the media industry, and by audience pressure. Media products are also influenced by financial considerations. In this unit we look at the differences between commercial and non-commercial media, the changing patterns of media ownership and factors affecting the Australian media.


On completion of this unit the student should be able to:

1. explain media production processes and demonstrate specialist production skills;

2. identify and analyse industry and production issues;

3. describe production characteristics of Australian media organisations, and discuss their social and industrial contexts.
Assessment tasks

Assessment tasks for this unit include:

 oral presentation on the role and function of one media specialist

 research and writing of a print feature article

 colour photographic folio

 historical investigation of the Australian film industry – essay 800 words

 complete major project – that is, media marketing campaign, photographic

exhibition, documentary film

 exam.

UNIT 3: Narrative and Media Production Design

Areas of study

1. Narrative

Narrative gives meaning to media products. Narrative orders the events, images, words and sounds, and may be categorised into genres or types of stories such as horror, soap opera and teen movies. Narrative communicates themes and issues within a text. In this unit we look at the way audiences are engaged by and respond to narrative through such production elements as film techniques, lighting, acting, setting and characterisation.

2. Media production skills

Developing designs for media products necessitates flair, imagination and creativity. Concepts and ideas are documented for production through blueprints called storyboard or flow charts. These blueprints include specifications including lighting, sound effects and scene development. In this unit we will look at the development of blueprints and a range of technical applications used in the production process.


On completion of this unit the student should be able to:

1. understand the nature and function of production and story elements in fictional media texts and explain how these elements structure narrative to engage audience;

2. demonstrate a variety of media skills including producing media designs and using a range of media equipment;

3. prepare a media production design plan or blueprint.
Assessment tasks

School assessed coursework and examination.
School assessed coursework (10 per cent of final assessment)

School assessed coursework for this unit include:

 film narrative analysis - essay 500-750 words

 complete two exercises related to media production skills

 prepare a media production plan to be implemented in Unit 4.

UNIT 4: Media Process, Social Values and Media Influence

Areas of study

1. Media process – The specific production process for a television mini-series is very different from that required for a television current affairs program. Similarly, a radio talk show involves a different production process from that of a radio documentary. In this unit we will look at the production process and apply hands-on use of media equipment.

2. Social values – The media are instrumental in determining and disseminating the broad set of cultural beliefs, ideas and conventions which guide society. Social values constantly evolve with tension existing between the dominant set of values and different or emerging values. In this unit we look at how social values are represented in the media and the way media texts can shape social values.
3. Media influence – It is sometimes argued that individuals and mass audiences passively absorb media products which makes them susceptible to manipulation and encourages them to adopt specific forms of behaviour. In this unit we will look at the rights and responsibilities of media within our society and the influence of audience to shape media outcomes.

On completion of this unit the student should be able to:

1. produce a media product for an identified audience from the media production plan prepared by students in Unit 3;

2. discuss the ways social values shape the content of a media text;

3. analyse media ownership along with the nature and extent of its influence.
Assessment tasks

School assessed coursework (20 per cent of final assessment) (SAC)

School assessed coursework for this unit include:

 analysis of social values in media text – essay 750 words

 oral presentation on media influence in relation to a sub-group

of society

 media influence – essay 750 words.

School assessed task (30 per cent of final assessment) (SAT)

Production of a media product implementing plan from Unit 3.

Activities include:

 animation 30-90 seconds

 radio sequence 5-12 minutes

 video sequence 5-10 minutes

 black and white photographic folio

 print layout of 8-12 pages incorporating digital imaging

 multimedia sequence with 5-10 separate screens or pages

and 10-20 interactive elements.

Examination (50 per cent of final assessment)

Students will be asked a series of questions on:

 narrative organisation in fictional texts

 exercises relating to production design plan from Unit 3

 the role of social values in shaping a media text

 the nature and extent of media influence.



VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures. Students can specialize in one or more approaches to the study of music, depending on the VCE program overall and the post-VCE pathways they may be interested in following.

Music is an integral part of all cultures from the earliest of times, expressing and reflecting human experience. Music exists in a myriad of forms, each able to elicit an array of intellectual and emotional responses from its audience. A study of music enables students to strengthen their own relationship with music and to be personally enriched as they develop greater control of their own musical expression.
Music learning requires students’ active engagement in the practices of listening, performing and composing. As they learn in music, students apply critical and creative thinking skills to analyse and critique the work of contemporary and historical ractitioners and develop their understanding of the diverse ways in which music ideas can be shaped to communicate artistic and expressive intent. Students also develop insights into the music traditions of contemporary and historical global cultures and form understandings of ways in which music can interact with other arts forms and fields of endeavour.
When students perform the works of other musicians, they develop skills in communicating and in working cooperatively and communally to achieve creative outcomes. Through analysing and responding to the work of other musicians, students develop knowledge of music, skills in critical thinking and greater confidence in written and oral expression. Students use communications and music technologies to achieve considered musical outcomes.
VCE Music equips students with personal and musical skills that enable them to follow pathways into tertiary music study or further training in a broad spectrum of music related careers. VCE Music also offers students opportunities for personal development and encourages them to make an ongoing contribution to the culture of their community through participation in life-long music making.

This study enables students to:

• develop and practise musicianship

• perform, compose, arrange and improvise music from diverse styles and traditions

• engage with diverse music genres, styles, contexts and practices

• communicate understanding of cultural, stylistic, aesthetic and expressive qualities and characteristics of music

• explore and expand personal music interests, knowledge and experiences

use imagination, creativity and personal and social skills in music making

• access pathways for further education, training and employment in music

• use electronic and digital technologies in making and sharing music and communicating ideas about music

• participate in life-long music learning and the musical life of their community.

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