Proposed directions: Review of
VCE English, History, Mathematics
and Science studies
Discussion paper
June 2013
Published by the Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street
Melbourne, Victoria, 3000
June 2013
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Proposed directions: Review of VCE English, History, Mathematics and Science studies
2
Discussion paper
Proposed directions: Review of VCE
English, History, Mathematics and
Science studies
Background
Since its inception the Victorian Certificate of Education (VCE) has become one of the most robust
and respected senior secondary education certificates in the world. This is a result of the regular and
rigorous review and assessment of the structure, content, standards and integrity of all studies
within a three- to five-year cycle by expert panels of teachers, academics and subject matter
specialists. Central to this work has been the regular benchmarking of VCE studies against similar
studies in other leading international jurisdictions.
Studies in the learning areas of English, History, Mathematics and Science would, in normal
circumstances, have all been reviewed within the last three to five years (see Table 1, page 4). This
process has been suspended during the development of the Australian Curriculum to avoid
duplication with that process and to enable the next VCE subject reviews to include consideration of
work completed under the auspices of the Australian Curriculum.
Work on the development of the Australian Curriculum has, to date, included the development of
14 senior secondary subjects in the learning areas of English, History, Mathematics and Science.
These subjects were endorsed by Ministers for Education in December 2012 as the ‘common base
for development of state and territory senior secondary courses’. Ministers also agreed that the
Australian Curriculum, Assessment and Reporting Authority (ACARA) would ‘work with states and
territories during 2013 to explore the curriculum content that will be integrated into their respective
courses [and] the timelines and processes for this integration’.
Proposed directions: Review of VCE English, History, Mathematics and Science studies
3
As a result of the completion of this process, the regular review process for the VCE studies in the
four learning areas of English, History, Mathematics and Science, can now recommence. This paper
sets out both the process that will be used to conduct this set of study reviews and initial directions
emerging from that process. Comments and responses to these initial directions are invited from the
teaching profession, educators and the broader community.
STUDY
DATE LAST
REVIEWED
ENGLISH
Units 1−4: English and English as an
Additional Language (EAL)
Units 1−4: English Language
Units 1−4: Literature
Units 1−2: Foundation English
HISTORY
Unit 1: Applied History in the Local
Community
Unit 1: Conquest and Resistance
Units 1−2: Twentieth Century
History
Unit 2: Koorie History
Unit 2: People and Power
Units 3−4: Australian History
Units 3−4: Renaissance Italy
Units 3−4: Revolutions
2005
2010
2004
2005
STUDY
SCIENCE
Units 1−4: Biology
DATE LAST
REVIEWED
(1)
2004
2006
2004
2008
2009
2003
Units 1−4: Chemistry
Units 1−4: Environmental Science
Units 1−4: Physics
Units 1−4: Psychology
MATHEMATICS
Units 1−2: Foundation Mathematics
2003
2003
Units 1−2: General Mathematics
Units 3−4: Further Mathematics
2002
2002
2003
2003
2003
2003
2003
Units 3−4: Mathematical Methods
Units 3−4: Specialist Mathematics
2002
2002
2002
Table 1: Year of last review of VCE English, History, Mathematics and Science studies
(1)
All Science studies underwent a minor revision in 2012 to accommodate the discontinuation of midyear examinations.
Proposed directions: Review of VCE English, History, Mathematics and Science studies
4
Context
This review of VCE studies is being conducted in the context of the development of key Victorian
Government initiatives designed to strengthen senior secondary education through the provision of
stronger programs of study within the existing two certificates, the Victorian Certificate of Education
(VCE) and the Victorian Certificate of Applied Learning (VCAL). Specific initiatives currently being
considered include new forms of recognition within the existing qualifications, such as a Victorian
Baccalaureate, specialist programs and industry pathways.
The review of VCE studies was announced in the VCAA Notice to Schools 25/2013, issued on
27 February 2013. As indicated in that notice, the review is being undertaken in two stages.
The first stage is a determination of the studies that should be offered within each of the learning
areas. English, History, Mathematics and Science Expert Reference Groups (ERGs) have been formed
to provide advice on the number, aims and broad scope of the studies that should be offered in each
learning area.
Consistent with the Victorian Government’s goal to lift the performance of Victorian students into
the global top tier in the next 10 years, the overarching aim of this review process is to ensure that
the VCE studies offered to Victorian students continue to be equal to, or surpass, equivalent studies
offered in other high-performing international jurisdictions. To this end, the ERGs have been asked
in their deliberations to give consideration to, but not be limited by, the development of the senior
secondary Australian Curriculum. This is to ensure that the standards of the VCE continue to match
or surpass best international practice.
At this stage of the review process, the ERGs have not been asked to examine the structure of
individual studies, the structure of particular units and detailed content within those studies or
issues of assessment. These issues will be considered at the second stage of the review process.
The second stage will involve the review and development of the study designs for each of the
studies that will be developed within each of the four learning areas. These reviews will follow the
standard regular VCE review process as set out in VCAA Principles and guidelines for the
development and review of VCE studies (available on the General Advice and Policy page of the VCAA
website).
These reviews will be conducted within the context of the current VCE structure, regulations and
requirements for satisfactory completion. This includes the capacity for students to determine their
own combination and sequence of studies within the requirements for satisfactory completion.
In the past, most VCE study reviews have been conducted as stand-alone reviews of individual
studies. This set of reviews will consider both the suite of subjects to be made available within each
learning area and the particular scope and content of each study. This will ensure that a coherent
and cohesive set of studies of the highest quality is provided for the full cohort of senior secondary
students. It is expected the implementation of the new studies will commence in 2016.
This paper sets out for public discussion the initial directions proposed by the ERGs through the first
part of this review process.
Proposed directions: Review of VCE English, History, Mathematics and Science studies
5
Proposals
English
Candidates for the VCE are currently required to satisfactorily complete at least three units from the
English group of studies: English and English as an Additional Language (EAL), Literature, English
Language and Foundation English. At least one unit of English must be satisfactorily completed at
Units 3 and 4 level.
Enrolments for these studies over the past five years are set out in Table 2 below. Note: In the
following tables, Unit 3 enrolment indicates enrolment in a Units 3-4 sequence.
UNIT NAME
English Unit 1
English Unit 3
English (EAL) Unit 3
Foundation English Unit 1
Literature Unit 1
Literature Unit 3
English Language Unit 1
English Language Unit 3
2008
51,336
43,352
3505
2263
6429
5854
2622
2044
2009
51,917
42,226
3627
2556
6748
5831
2825
2263
2010
51,647
43,317
3487
2578
6690
5981
2866
2493
2011
50,674
42,623
3636
2356
6756
5887
3091
2747
2012
50,123
42,249
3476
2604
6213
5838
3566
2973
Table 2: Enrolments in VCE English studies 2008−2012
The current VCE studies in the English learning area and the equivalent proposed Australian
Curriculum senior secondary English subjects are set out in Table 3 below.
VCE
English and English as an Additional Language (EAL)
Units 1−4
English Language Units 1−4
Literature Units 1−4
Foundation English Units 1 and 2 only
Australian Curriculum
English and English as an Additional Language or Dialect
(EAL/D) (including Bridging Units 1−4)
N/A
Literature (Units 1−4)
Essential English (Units 1−4)
Table 3: VCE English units and Australian Curriculum English subjects
Clearly, there is strong alignment between the existing VCE English studies of English/English as an
Additional Language (EAL) and Literature and the proposed Australian Curriculum English subjects of
English, English as an Additional Language or Dialect (EAL/D) and Literature.
The current VCE English/EAL provides a broad and balanced experience in the English discipline to
the majority of Victorian students; enrolment is relatively stable at approximately 43,000 for English
and 3500 for EAL. A large proportion of the students studying English and EAL do not undertake an
additional study from the English Group. Table 4 shows concurrent and single study enrolments in
the English group.
Proposed directions: Review of VCE English, History, Mathematics and Science studies
6
Enrolment combination
Unit 3 Literature only
2008
2009
2010
2011
2012
2438
2438
2467
2541
2549
39,828
38,712
39,644
39,166
38,841
3493
3609
3463
3622
3465
Unit 3 English Language only
1742
1957
2142
2362
2631
Unit 3 English and Literature
Unit 3 English and English
Language
Unit 3 Literature and English
Language
3325
3308
3426
3214
3182
211
211
259
255
238
97
88
90
136
112
Unit 3 English only
Unit 3 English as an
Additional Language (EAL)
only
Table 4: Unit 3 concurrent enrolment combinations in the English Group, 2008−2012
The current VCE Literature study provides an opportunity for students to engage in close study of
literary texts. Enrolment data indicates that it is a popular specialist choice; approximately 6000
students per year were enrolled at Unit 3 from 2008 to 2012.
It is proposed that these existing studies proceed to review, informed by like studies in other
international jurisdictions and the proposed equivalent subject in the Australian Curriculum.
The current VCE English Language study is informed by the discipline of linguistics. There is no
equivalent study proposed in the Australian Curriculum, and there is no similar study offered in any
other Australian state or territory. VCE English Language was first offered within the VCE in 2000 and
enrolments have grown since that time. Unit 3 enrolment increased from 2493 in 2010 to 2973 in
2012.
VCE English Language has recently undergone a full review and 2012 was the first year of
implementation for the revised study. It is proposed that VCE English Language be maintained and
undergo a minor review to provide an opportunity to ensure coherence across the English suite of
studies.
The Australian Curriculum proposes a four-unit Essential English subject, which is closely aligned to
VCE Foundation English. However, Victoria does not currently offer a Units 3 and 4 level equivalent
to the proposed Australian Curriculum Essential English subject. A key consideration has been
whether a Units 3 and 4 level study primarily designed to develop students’ basic literacy skills would
be comparable with other VCE English Units 3 and 4 studies.
This raises further questions about whether an explicit level of literacy should be defined and
mandated as a prerequisite for the successful completion of one or both of the current senior
secondary qualifications, the VCE and VCAL. While this issue is investigated further, it is proposed
that consideration of the development of a Foundation/Essential English Units 3 and 4 study as part
of the VCE be postponed.
A further consideration has been EAL provision. It is the ERG’s view that the current benefits of the
VCE model of joint provision of English and EAL outweigh the potential benefits of developing a new
Units 1−4 study specifically focused on EAL, as proposed in the Australian Curriculum. However, the
ERG also proposes that the learning needs of senior secondary EAL students who have limited
Proposed directions: Review of VCE English, History, Mathematics and Science studies
7
English literacy will be better met through the development of a new Units 1 and 2 study specifically
developed to enable the students to access Units 3 and 4 English/EAL. Development of these units
would be informed by like studies in other international jurisdictions and by the proposed Australian
Curriculum EAL/D Bridging Units.
The following are therefore proposed:
1. English/EAL, English Language and Literature be maintained as VCE studies and proceed to
review.
2. A new study, English as an Additional Language Bridging Units, be introduced at Units 1 and 2
level. This study would be intended to support students who commence senior secondary study
with very limited English literacy.
3. The review of Foundation English Units 1 and 2 and the determination of the introduction of a
new Foundation English Units 3 and 4 sequence be postponed until further investigation into the
question of whether a more explicit measure of the literacy attainment levels of students should
be introduced as part of senior secondary certification has been completed.
Proposed directions: Review of VCE English, History, Mathematics and Science studies
8
History
This review of all studies within the suite of History studies provides an important opportunity to
renew and restrengthen the teaching of history at the senior secondary level in Victoria.
VCE Histories were last reviewed in 2003, with the current suite of History units accredited from
2005. Accreditation has been extended several times. This has occurred to accommodate the
postponement of the regular reviews of these studies pending the finalisation of the proposed
Australian Curriculum subjects of Ancient History and Modern History.
Enrolments for the current VCE studies in the History learning area over the past five years are set
out in Table 5 below.
UNIT NAME
Unit 1: Applied History in the Local Community
Unit 1: Conquest and Resistance
Unit 1: Twentieth Century History
Unit 2: Twentieth Century History
Unit 2: Koorie History
Unit 2: People and Power
Units 3 and 4: Australian History
Units 3 and 4: Renaissance Italy
Units 3 and 4: Revolutions
2008
46
435
7536
6911
31
1234
1401
376
5069
2009
41
388
7847
7256
23
1126
1400
271
5425
2010
25
378
7723
7219
36
1133
1253
235
5612
2011
3
279
8272
7619
1
1103
1170
285
5609
2012
10
309
8842
7930
0
1131
1241
278
5665
Table 5: Enrolments in VCE History studies 2008−2012
The current VCE studies in the History learning area and the proposed Australian Curriculum senior
secondary History subjects are set out in Table 6 below.
VCE
Unit 1: Applied History in the Local Community
Unit 1: Conquest and Resistance
Units 1 and 2: Twentieth Century History
Unit 2: Koorie History
Unit 2: People and Power
Units 3 and 4: Australian History
Units 3 and 4: Renaissance Italy
Units 3 and 4: Revolutions
Australian Curriculum
Ancient History (Units 1−4)
Modern History (Units 1−4)
Table 6: VCE History units and Australian Curriculum History subjects
Current enrolment data indicates strong support for VCE Twentieth Century History, which in 2012
attracted 97 per cent of all Unit 1 enrolments and 87 per cent of all Unit 2 enrolments in History
studies.
Declining enrolments in Unit 1: Applied History in the Local Community, Unit 1: Conquest and
Resistance, Unit 2: Koorie History and Unit 2: People and Power suggest discontinuance of these
units. While enrolments in Unit 2: Koorie History are low, much of Unit 2: Koorie History is now
incorporated into AusVELS F–10 History; and VCE Australian History Units 3 and 4 contain both
mandated and optional content focused on Koorie history.
Declining enrolments for VCE Renaissance Italy Units 3 and 4 over the current accreditation period
indicate that although this is a rich course, it has narrow appeal. Enrolments for several years have
been lower than the requirement under the VCAA guidelines that at least 1 per cent of the cohort be
Proposed directions: Review of VCE English, History, Mathematics and Science studies
9
enrolled to support continuation of a VCE study. This paper proposes that VCE Renaissance Italy
Units 3 and 4 be discontinued.
The History ERG has proposed that a new Units 1−4 VCE study, Ancient History, be developed. The
study of Ancient History at the senior secondary level enables students to engage with unique
methodological issues of sources, historiography, cultural and social themes and issues in a way that
the current suite of VCE studies does not allow. The proposed new study would encompass a range
of historical contexts drawn from the Middle East, Asia, Greece and Rome. It would be informed by
like studies from international jurisdictions as well as the proposed Australian Curriculum Ancient
History subject.
The History ERG has further proposed that a new Units 1 and 2 VCE study, Early Modern History, be
developed. This would be offered alongside a reviewed and redeveloped version of the popular
current Units 1 and 2 VCE Twentieth Century History study.
It is proposed that the new VCE Early Modern History study will provide an introduction for students
to the key concepts and ideas that emerged from the time of the Renaissance through to the
Enlightenment. This would incorporate elements of the current VCE Renaissance Italy study but
would be extended to include key events, ideas, people, social and political aspects of the
Renaissance, Reformation, Enlightenment, Scientific Revolution and the rise of exploration and
colonialism. This will provide an opportunity for students to learn about and engage with important
ideas that have shaped and continue to shape the contemporary world, including secularism,
reason, individualism, republicanism, capitalism, utilitarianism, abolitionism and liberalism. It would
be informed by like studies from international jurisdictions as well as components of the proposed
Australian Curriculum Modern History subject.
It is proposed that the current VCE Twentieth Century History Units 1 and 2 be maintained and
reviewed. It is envisaged that this study will continue to enable students to study significant political,
social and cultural developments and changes in a range of regions in the twentieth century.
Students will study competing ideologies, significant conflicts and geopolitical changes as well as the
emergence of new political ideas and patterns of social and cultural change in diverse settings.
It is then proposed that students have the opportunity to continue their study of history through
either (or both) reviewed versions of the current Units 3 and 4 studies in Australian History and
Revolutions. Both these studies provide the opportunity for students to engage in sustained, indepth and complex historical study.
The study of VCE Revolutions enables Victorian students to study the key revolutions in France,
China, Russia and America that followed the Renaissance, Reformation and Enlightenment in
shaping much of the modern world. The study of VCE Revolutions enables Victorian students to gain
a deep understanding of sophisticated concepts, ideas and philosophies that were formed in the
context of accelerated social and political change and profound social and political transformation,
and continue to inform contemporary understanding of government and social order.
It is critical that students at the senior secondary level of schooling have the opportunity to study
their national history through a sustained and coherent program of study. VCE Australian History will
enable Victorian students to study significant Australian social, political and economic events and
developments, and the individuals and groups who have influenced those outcomes. It will focus on
the ideas, aspirations, experiences and contributions that underpinned the colonial period, the
Proposed directions: Review of VCE English, History, Mathematics and Science studies
10
founding of a new nation and the diverse challenges and opportunities of the twentieth century. A
focus of VCE Australian History will be the histories and cultures of Australia’s indigenous peoples.
The following directions are therefore proposed:
1. A new study, VCE Ancient History, be developed comprising Units 1−4.
2. The current VCE Twentieth Century History Units 1 and 2 be reviewed and continue to be
offered.
3. All other current History Units 1 and 2 be discontinued and a new study, VCE Early Modern
History Units 1 and 2, be developed.
4. The current VCE Renaissance Italy Units 3 and 4 be discontinued.
5. The current VCE Australian History Units 3 and 4 and VCE Revolutions Units 3 and 4 continue to
be offered and be reviewed.
These are summarised in Table 7 below:
Current VCE History studies
Unit 1: Applied History in the Local Community
Unit 1: Conquest and Resistance
Units 1 and 2: Twentieth Century History
Unit 2: Koorie History
Unit 2: People and Power
Units 3 and 4: Australian History
Units 3 and 4: Renaissance Italy
Units 3 and 4: Revolutions
Proposed VCE History studies
Units 1 and 2 Ancient History
Units 1 and 2 Twentieth Century History
Units 1 and 2 Early Modern History
Units 3 and 4 Ancient History
Units 3 and 4 Australian History
Units 3 and 4 Revolutions
Table 7: Current and proposed VCE History units
Proposed directions: Review of VCE English, History, Mathematics and Science studies
11
Mathematics
Enrolments for VCE studies in the Mathematics learning area over the past five years are set out in
Table 8 below. While enrolments in a number of Mathematics studies have increased, the reduction
in the percentage of students undertaking advanced mathematics is of concern but is consistent
with patterns in other OECD (Organisation for Economic Cooperation and Development)
jurisdictions.
STUDY
General Mathematics Unit 1
Further Mathematics Unit 3
Mathematical Methods Unit 1
Mathematical Methods Unit 3
Specialist Mathematics Unit 3
Foundation Mathematics Unit 1
2008
35,044
27,389
24,694
16,429
4983
5535
2009
36,473
27,799
24,120
16,001
4764
5198
2010
37,027
29,631
23,991
16,075
4501
5231
2011
36,831
30,447
23,330
15,893
4051
4853
2012
36,845
30,905
23,371
15,746
3882
4918
Table 8: Enrolments in Mathematics 2008−2012
The current VCE studies in the Mathematics learning area and the related proposed Australian
Curriculum senior secondary subjects are set out in Table 9 below.
VCE
Foundation Mathematics Units 1 and 2
General Mathematics Units 1 and 2
Further Mathematics Units 3−4
Mathematical Methods (CAS) Units 1-4
Specialist Mathematics Units 3−4
Australian Curriculum
Essential Mathematics Units 1−4
General Mathematics Units 1−4
Mathematical Methods Units 1−4
Specialist Mathematics Units 1−4
Table 9: VCE Mathematics units and Australian Curriculum Mathematics subjects
While there are obvious similarities between the structure of the current VCE Mathematics studies
and the proposed Australian Curriculum Mathematics subjects, in some important areas the current
VCE Mathematical Methods Units 1−4 and VCE Specialist Mathematics Units 3 and 4 content
standards are higher than those of the corresponding Australian Curriculum subjects, in particular
the treatment of combined functions and related algebra and calculus.
The Australian Curriculum proposes an Essential Mathematics subject be offered across Units 1 to 4.
The current VCE Foundation Mathematics, which is broadly similar in scope and content, is currently
only available at Units 1 and 2. As with the Australian Curriculum Essential English subject, this raises
the question of whether a senior secondary qualification should include an explicit minimum
numeracy achievement level requirement. Students are currently not required to include the study
of Mathematics as part of their VCE senior secondary program. By contrast, they are required to
complete the study of both literacy and numeracy if enrolled in VCAL. Enrolment data, however,
indicates that over 80 per cent of VCE students currently include a Units 3 and 4 sequence of
Mathematics in their program of study. This suggests there is no immediate need in Victoria for a
less demanding level of VCE Mathematics and that the introduction of such a study may provide an
incentive for students to move out of the more advanced Mathematics studies.
Nevertheless, the question of whether a minimum numeracy level should be included as a
mandatory component of senior secondary education remains. This will be further investigated by
the VCAA. Pending this investigation, it is proposed that VCE Foundation Mathematics remain a
Units 1 and 2 study.
Proposed directions: Review of VCE English, History, Mathematics and Science studies
12
It is proposed that new VCE Specialist Mathematics Units 1 and 2 be developed. These units would
be based on selected components of the current VCE General Mathematics Units 1 and 2 and would
be designed to, when taken in conjunction with VCE Mathematical Methods Units 1 and 2, provide a
better preparation for the subsequent study of VCE Specialist Mathematics Units 3 and 4.
The following are therefore proposed:
1. All the current five VCE Mathematics studies, VCE Foundation Mathematics, VCE General
Mathematics, VCE Further Mathematics, VCE Mathematical Methods and VCE Specialist
Mathematics be reviewed, informed by like studies from international jurisdictions as well as the
proposed related Australian Curriculum subjects.
2. VCE Foundation Mathematics be retained at Units 1 and 2 only, with the determination of the
introduction of a new Foundation Mathematics Units 3 and 4 sequence postponed until further
investigation into the question of whether a more explicit measure of a minimum level of
numeracy attainment should be introduced as part of senior secondary certification has been
completed.
3. A new study, VCE Specialist Mathematics Units 1 and 2 be developed, based on the current
structure of VCE General Mathematics Units 1 and 2.
The proposed VCE Mathematics studies are set out in Table 10 below:
Units 1 and 2
Essential Mathematics (replaces
Foundation Mathematics)
General Mathematics
Specialist Mathematics
Mathematical Methods
Units 3−4
N/A
Further Mathematics
Specialist Mathematics
Mathematical Methods
Table 10: Proposed VCE Mathematics studies
Proposed directions: Review of VCE English, History, Mathematics and Science studies
13
Science
The current studies of VCE Biology, VCE Chemistry, VCE Physics and VCE Psychology all have strong
support. Although enrolments in VCE Environmental Science are relatively low at Units 3 and 4 level,
they have almost doubled in five years. Enrolments for the studies in the Science learning area over
the past five years are set out in Table 11 below.
STUDY
Biology Unit 1
Biology Unit 3
Chemistry Unit 1
Chemistry Unit 3
Environmental Science Unit 1
Environmental Science Unit 3
Physics Unit 1
Physics Unit 3
Psychology Unit 1
Psychology Unit 3
2008
14,136
10,874
14,207
9035
469
372
9957
6942
15,929
15,840
2009
14,577
10,806
13,755
8817
532
607
9994
6962
16,932
15,766
2010
15,800
11,315
13,791
8872
556
621
9933
7077
18,352
16,666
2011
15,671
11,937
13,989
9120
616
554
9737
7101
18,448
16,303
2012
15,647
12,220
14,402
9308
458
717
9874
7178
17,760
15,913
Table 11: Enrolments in Science 2008−2012
The current VCE studies in the Science learning area and the related proposed Australian Curriculum
senior secondary science subjects are set out in Table 12 below.
VCE
Biology Units 1−4
Chemistry Units 1−4
Environmental Science Units 1−4
Physics Units 1−4
Psychology Units 1−4
Australian Curriculum
Biology Units 1−4
Chemistry Units 1−4
Earth and Environmental Science Units 1−4
Physics Units 1−4
N/A
Table 12: VCE Science units and Australian Curriculum Science subjects
Strong enrolments in VCE Psychology indicate Victorian students welcome the opportunity to
engage in the study of mental processes and human behaviour. It is a study with strong stakeholder
support. The ERG therefore proposes that VCE Psychology be maintained and reviewed. While it is
envisaged the scope of VCE Psychology would remain broadly consistent with the existing study, the
review would include consideration of new international developments in neuroscience and new
contemporary models that explain human behaviour and performance.
While the structure of the other VCE Science studies of Biology, Chemistry and Physics is clearly
similar to the proposed Australian Curriculum Science subjects, the current content for VCE Biology,
VCE Chemistry and VCE Physics is more demanding in some areas than the corresponding Australian
Curriculum subjects (for example, the inclusion of some contemporary scientific ideas and issues,
and the level of conceptual demand in some content areas).
It is proposed that the current VCE Biology, VCE Chemistry and VCE Physics studies all be retained
and reviewed, with the intent that the current conceptual demand and contemporary aspects of the
VCE studies be maintained. It is envisaged that the scope of VCE Biology, VCE Physics and VCE
Chemistry would remain broadly consistent with the existing studies, but the review of these studies
would be informed by like studies from international jurisdictions and the relevant proposed
Australian Curriculum subjects.
The proposed Australian Curriculum Earth and Environmental Science subject has a stronger
emphasis on Earth science than the current VCE Environmental Science. It is proposed that the
current VCE Environmental Science be reviewed with reference to the proposed Australian
Proposed directions: Review of VCE English, History, Mathematics and Science studies
14
Curriculum Earth and Environmental Science subject, and be renamed Environmental Sciences to
better reflect the dual focus on both Earth and environmental sciences.
The following is therefore proposed:

The current VCE Biology, VCE Chemistry, VCE Environmental Science, VCE Physics and VCE
Psychology all be maintained as VCE studies and progress to review, with VCE Environmental
Science renamed as VCE Environmental Sciences.
Proposed directions: Review of VCE English, History, Mathematics and Science studies
15
Responding to the Proposals
Educational organisations, including schools, universities and subject associations, and members of
the general community are invited to submit responses to the proposals outlined in this paper.
Responses should be submitted by 26 July 2013.
Respondents should feel free to address any aspect of the proposals in this discussion paper, and
responses should be submitted via the online form.
Further information:
 The Victorian Government’s paper, Towards Victoria as a Learning Community, is available at the
Department of Education and Early Childhood Development (DEECD) website
www.education.vic.gov.au/about/department/pages/learningcomm.aspx
 Certification requirements for the VCE and VCAL are available at the VCAA website
www.vcaa.vic.edu.au/Pages/index.aspx
 Tertiary entrance arrangements are available at the Victorian Tertiary Admissions Centre website
www.vtac.edu.au
Proposed directions: Review of VCE English, History, Mathematics and Science studies
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