Unit 1: Planning a business
Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. The ability of entrepreneurs to establish a business and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development.
In this unit, students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.

Area of Study 1: The business idea
Area of study 2: Internal business environment and planning
Area of Study 3: External business environment and planning

Unit 2: Establishing a business
This unit focuses on the establishment phase of a business. Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit, students examine the legal requirements that must be met to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse management practices by applying key knowledge to contemporary business case studies.

Area of Study 1: Legal Requirements and financial considerations
Area of Study 2: Marketing a business
Area of Study 3: Staffing a business

Unit 1: Economic Decision Making
Economics is the study of how resources are allocated to meet the needs and wants of society.
In this unit, students explore their role in the economy, how they interact with businesses, and the role of the government in the economy. Students examine basic economic models and investigate the motivations behind both consumer and business behaviour. They examine how individuals might respond to incentives.
Students use demand and supply models to explain changes in prices and quantities traded. Through close examination of markets, they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards.
Students consider the insights of behavioural economics and how those insights contrast with the traditional model of consumer behaviour. They analyse how the theories and observations of behavioural economics have been used by government in planning and implementing policy, and by businesses in managing their relationships with consumers.

Area of Study 1: Thinking like an economist
Area of Study 2: Decision-making in markets
Area of Study 3: Behavioural economics

Unit 2: Economic Issues and Living Standards
In this unit, students consider the link between economic activity and economic growth and investigate the importance of economic growth in raising living standards. They evaluate the benefits and costs of continued economic growth and consider the extent to which our current measurements of living standards are adequate.
Students undertake an applied economic analysis of two contemporary economics issues from a local, national and international perspective. They use the tools of data collection, analysis, synthesis and evaluation to examine the issue through an economics lens. They do this through investigation of the economic factors influencing the issue and via examination of its economic importance at a local, national and international level.
Students consider the perspectives of relevant economic agents and evaluate the validity and effectiveness of individual and collective responses to the issue.

Area of Study 1: Economic Activity
Area of Study 2: Applied economic analysis of local, national and international economic issues

Unit 1: The presumption of innocence
In this unit, students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts.
Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused.
Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions. Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases.

Area of Study 1: Legal Foundations
Area of Study 2: Proving guilt
Area of Study 3: Sanctions

Unit 2: Wrongs and Rights
Civil law aims to protect the rights of individuals. When rights are infringed, a dispute may arise requiring resolution, and remedies may be awarded. In this unit, students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute.
Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases.
Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

Area of Study 1: Civil Liability
Area of Study 2: Remedies
Area of Study 3: Human Rights

History is a dynamic discipline that involves an inquiry into the social, political, economic, cultural, environmental and technological that have shaped the past and present. To make meaning of the past, students use historical sources, which include primary sources and historical interpretations. Students analyse and evaluate evidence and use this when constructing historical arguments.

The study of VCE History fosters the ability to ask searching questions, to engage in independent research and to construct arguments about the past based on evidence from historical sources. This study enables students to:
- Ask and use questions about the past, evaluate historical sources and construct historical arguments based on their use of sources as historical evidence.
- Develop an understanding of cause and consequence, continuity and change and significance
- Explore a range of eras and periods, events, people, places, ideas and historical perspectives to develop a broad understanding of the past
-Engage with historical interpretations and the contested debates between historians
- Recognise how our understanding of the past informs decision making in the present
-Appreciate that the world in which we live has not always been as it is now, and that it will continue to change in the future

MODERN HISTORY
History is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and evetns that have created present societies and cultures.

Unit 1: Change and Conflict
In this unit, students investigate the nature of social, political, economical and cultural change in the later part of the 19th century and the first half of the 20th century. Modern History provides students with an opportunity to explore the significant events, idea individuals and movements that shaped the social political, economic and technological conditions and developments that have defined the modern world.

Unit 2: The changing world order
In this unit, students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty first century.

Unit 3: Managing a business
In this unit students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives, and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.

Area of Study 1: Business Foundations
Area of Study 2: Human Resource Management
Area of Study 3: Operations Management

Unit 4: Transforming a business
Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of effective management and leadership in change management. Using one or more contemporary business case studies from the past four years, students evaluate business practice against theory.

Area of Study 1: Reviewing performance - the need for change
Area of Study 2: Implementing change

Unit 3: Australia’s Living Standards
Economics is the study of how resources are allocated to meet the needs and wants of society.

In this unit, students investigate how the Australian economy allocates resources and how this influences living standards. They examine the role of markets in determining prices and resource allocation and explore different types of efficiency. Students consider why markets may fail and evaluate the role of government intervention in improving economic outcomes.

Students develop an understanding of the macroeconomy by analysing the key goals of strong and sustainable economic growth, full employment and low and stable inflation. They assess how recent economic conditions have influenced the achievement of these goals and the impact on living standards.

Students also explore Australia’s relationship with the international economy, including trade, financial flows and global competitiveness. They analyse how factors such as the exchange rate and terms of trade influence economic performance and living standards.

Area of Study 1: An introduction to microeconomics: the market system, resource allocation and government intervention
Area of Study 2: Domestic macroeconomic goals
Area of Study 3: Australia and the international economy

Unit 4: Managing the Economy

In this unit, students examine how the government manages the economy to achieve stability and improve living standards. They explore aggregate demand policies, including monetary and budgetary policy, and analyse how these are used to influence economic activity and stabilise the business cycle.

Students evaluate the strengths and limitations of these policies in achieving key economic goals. They also investigate aggregate supply policies and how these aim to increase productivity, improve international competitiveness and support long-term economic growth.

Through the analysis of contemporary economic conditions, students develop an understanding of the challenges involved in managing the economy and achieving sustainable improvements in living standards.

Area of Study 1: Aggregate demand policies and domestic economic stability
Area of Study 2: Aggregate supply policies

Unit 3: Global cooperation and conflict
In this unit, students investigate an issue and a crisis that pose challenges to the global community. Students begin with an investigation into an issue of global scale, such as climate change, global economic instability, the issue of development or weapons of mass destruction. Students also examine the causes and consequences of a humanitarian crisis that may have begun in one state but which has crossed over into neighbouring states and requires an emergency response. This crisis must be chosen from the areas of human rights, armed conflict and the mass movement of people. They consider the causes of these issues and crises, and investigate their consequences on a global level and for a variety of global actors.

Area of Study 1: Global issues, global responses
Area of Study 2: Contemporary crises: conflict, stability and change

Unit 4: Power in the Indo-Pacific
In this unit, students investigate the strategic competition for power and influence in the Indo-Pacific region. They consider the interests and perspectives of global actors within the region, including the challenges to regional cooperation and stability. Building on their study of global issues and contemporary crises in Unit 3, students develop their understanding of power and national interests through an in-depth examination of one state’s perspectives, interests and actions. Students must choose one state from the People’s Republic of China, Japan, the Republic of India, the Republic of Indonesia or the United States of America. Students also examine Australia’s strategic interests and actions in the region and consider how Australia’s responses to regional issues and crises may have contributed to political stability and/or change. They do this within the context of Australia’s relationships with one Pacific Island state and two other regional states.

Area of Study 1: Power and the national interest
Area of Study 2: Australia in the Indo-Pacific

Unit 3: Rights and Justice
The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access.
In this unit, students examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes. They consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.
Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. They investigate the extent to which the principles of justice are upheld in the justice system.
Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Area of Study 1: The Victorian criminal justice system
Area of Study 2: The Victorian civil justice system

Unit 4: The people, the law and reform
The study of Australia’s laws and legal system includes an understanding of institutions that make and reform our laws.
In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making.
Students consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform.
Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Area of Study 1: The people and the law makers
Area of Study 2: The people and reform

Unit 3 and 4: Revolutions
In VCE History, students explore different revolutionary periods across history, with an in-depth study of the French and Russian revolution.
Students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point in the collapse and destruction of an existing political order which results in extensive change to society.
Revolutions are caused by the interplay of events, ideas, individuals and popular movements, and the interplay between the political, social, cultural, economic and environmental conditions. Their consequences have a profound effect on the political and social structures of the post revolutionary society.
Revolution is a dramatically accelerated process whereby the new regime attempts to create political, social, cultural and economic change and transformation based on the regime’s ideology. Change in post revolutionary society is not guaranteed or inevitable and continuities can remain from the pre-revolutionary society. The implementation of revolutionary ideology was often challenged internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measure of violence, oppression and terror.
Causes of revolution
- What were the significant causes of revolution?
- How did the actions of popular movements and particular individuals contribute to triggering a revolution?
- To what extent did social tensions and ideological conflicts contribute to the outbreak of revolution?
- Consequences of revolution

Unit 3: Designing and conducting research
In this unit, students develop and practise critical thinking skills, increasing their understanding of different modes of thinking, the elements of argument and the qualities of valid reasoning. Students learn to evaluate the arguments of others and apply the same critical approach to their own developing ideas. They consider sources of possible distortion and bias in the design and conduct of research.
As they consider possible questions for investigation, students explore the scope, nature and purpose of research, the value of various research methods and the principles of ethical conduct. They conduct a review of relevant research literature and identify a specific question. They identify appropriate sources of data and methods of data collection. Details of the proposed research question and methods for collecting data are formally lodged with the VCAA during Term 1 on a date published annually.
Students begin to undertake their investigation, conducting initial research and refining their understanding of likely challenges in managing their project to a conclusion. They may make adjustments in scope and focus in response to a better understanding of issues related to the question.
Throughout the unit, students use an Extended Investigation Journal to complete exercises in thinking critically, and to document their work in developing a question, reviewing research and receiving feedback and input from others. They learn and apply the skills of project management, tracking their progress towards key milestones.

Area of study 1: Thinking about arguments
Area of Study 2: Developing a research question
Area of Study 3: Planning and commencing the investigation

Unit 4: Completing and reporting research
In this unit, students further develop their thinking skills by interpreting, analysing and evaluating arguments. They apply these skills to the research reported by others and to the conduct of their own investigation and the presentation of its outcomes.
Students are supported and monitored as they undertake and complete their investigation, managing its scope and meeting the milestones established in their research plan.
Students recognise the key features of sound and well-presented argument in research reports, such as clarity, precision and coherence, and aim for these qualities in their own reporting. They prepare a substantial written report that presents the details of their investigation and its methods and findings in response to the research question. They adhere to the conventions of academic writing and incorporate correct and complete citations, attributions and bibliographic referencing. Their report includes critical evaluation of the investigation, the research methods used and the quality and range of evidence gathered. Information is provided about the resolution of any ethical issues that arose in the course of the investigation.
Students prepare and deliver an oral presentation that explains their investigation and its findings to an educated, non-specialist audience. They show the relationship between their conclusions and the research question, and explain and evaluate their selection of methods. They respond to questions and challenges, reflecting critically on their findings and justifying them where required.
The Extended Investigation Journal continues to be used to complete exercises in thinking critically, to document the progress and completion of the investigation, and to record assistance received from consultation with supervising teachers, mentors and others.

Area of Study 1: Thinking about research
Area of Study 2: Completing a written report