In the following article, Jennifer Quick discusses the role and increased emphasis on key skills across the Business Studies suite of studies, and suggests strategies for developing and embedding generic and study-specific skills in VCE in everyday classroom practice.

This article discusses the driving forces for change and the impediments to change impacting on the integration of e-learning technologies in teaching and learning.

This article outlines a range of initiatives aimed at promoting education for sustainable development (ESD), identifies opportunities for incorporating sustainability perspectives into Victorian business education courses based on UNESCO’s approach to ESD, and includes overviews of two new publications to assist teachers to integrate ESD into the curriculum.

The following suggested week-by-week VCE Accounting Unit 1 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 1 and suggestions for assessment. Please note that the VCE Accounting Study Design has been revised for implementation from 2012.

Bugs and Slugs is a game that is suitable for Accounting Unit 2 students. It was created by Julie Sullivan from Wesley College and can be used as a revision tool for Unit 2 for preparing cash journals and accounting reports. The following game is an updated version by Judith Blazejewski from Glen Waverley Secondary College.

The following VCE Accounting Unit 2 practice exam consists of six questions worth a total of 90 marks. An answer book and suggested solutions follow the question book.

 

The following suggested week-by-week VCE Accounting Unit 3 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. Note that 30 per cent of Unit 3 School-assessed Coursework must involve the use of ICT.

This article outlines errors and weaknesses in student answers to the 2010 VCE Accounting Unit 4 examination, as outlined in the Victorian Curriculum and Assessment Authority’s (VCAA) 2010 Unit 4 Exam Assessment Report.

The following VCE Accounting Unit 4 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book. The practice exam and solutions are based on the author’s interpretation of the VCE Accounting Study Design. (amended 7 October 2011 - version 2)
 

This assessment task for Outcome 3 in VCE Accounting Unit 2 requires students to use the financial reports of a business to evaluate its performance, to suggest strategies to improve three key issues that the evaluation has uncovered, and to prepare a report (in written or multimedia format) based on the findings.

This ICT-based assessment task for Outcome 2 in VCE Accounting Unit 4 includes theory questions on budgeting and involves the preparation of budgeted financial reports. A solutions file is provided.
 

Welcome to Term 3, Semester 2. Do hope you managed to have a rest over the term break.
This is the fifth issue of Compak; three more to go including a Unit 4 exam issue. We hope you enjoy this issue.

This assessment task is based on Outcomes 1 and 3 of VCE Accounting Unit 2. The Outcome 1 task requires students to record and report accounting data and information.

The following task has been written by Chris Williams to cover the preparation of budgeted accounting reports in Area of Study 2 in VCE Accounting Unit 4. The task is designed as an assessment task, but could be used as an application task or a revision task. A second task (task B) covering analysis and interpretation of financial reports to evaluate a business is also provided in this issue of Compak.

The following task has been written by Chris Williams to cover analysis and interpretation of financial reports to evaluate a business in Area of Study 2 in VCE Accounting Unit 4. The task is designed as an assessment task, but could be used as an application task or a revision task. A second task (task A) covering the preparation of budgeted accounting reports is also provided in this issue of Compak.

In Area of Study 1 in VCE Accounting Unit 2, students use the perpetual inventory system for recording on stock cards and recording and reporting stock information, including stock losses and gains. The following set of tasks focuses on recording and reporting stock transactions. Amended 16/6/11

The following task is one of two assessment tasks designed by the author for Outcome 1 in VCE Accounting Unit 4. The first task is ICT based and includes a question book, an answer book and suggested solutions, provided in Excel format. The second task, which is also included in this edition of Compak, is a manual task provided in Word format.

The following task is assessment task B for Outcome 1 in VCE Accounting Unit 4, as devised by the author. This test is a manual task and includes a question book, an answer book and suggested solutions in Word format. Task A, which is also included in this issue of Compak, is an ICT-based task.

Issue 3 includes practice exams for Units 1 and 3 and a revision article. Also included are timelines/course outlines for Units 2 and 4. Don't forget the VCTA student lectures on Sunday 15 May! And the Acc exam prep PDs on 11 and 17 May (two locations).

Bugs and Slugs is a game that is suitable for Accounting Unit 1 students. It was created by Julie Sullivan from Wesley College and can be used as a revision tool in Unit 1 for preparing the cash journals. The following game is an updated version by Judith Blazejewski from Glen Waverley Secondary College.

The following VCE Accounting Unit 1 practice exam consists of two questions worth a total of 90 marks. An answer book and suggested solutions follow the question book.

The following suggested week-by-week VCE Accounting Unit 2 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 2 and suggestions for assessment.

This article provides an analysis of the weaknesses, problems and errors in student answers to the 2010 VCE Accounting Unit 3 examination.

The following VCE Accounting Unit 3 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book.

The following suggested week-by-week VCE Accounting Unit 4 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 4 and suggestions for assessment.

The following PowerPoint presentation has been designed as a guide to teaching price-setting strategies, which is part of the key knowledge of Area of Study 3 in VCE Accounting Unit 1

This Excel exercise is suitable for Area of Study 1 in VCE Accounting Unit 3. It can be used as a learning task or assessment task. It covers source documents, journals, Subsidiary Ledgers, posting to the General Ledger and relevant theory. The task can be used to help meet the ICT-based assessment requirements for Unit 3. Suggested answers are provided.

This task could be used as a learning activity or assessment task for
Outcome 2 in VCE Accounting Unit 3. Students are given a Pre-adjustment Trial Balance and a series of balance day adjustments that need to be recorded.

Welcome to the first issue of Compak for the year. We hope that 2011 is a great year for you and your students. This is the first of eight issues for the year with the next one due Friday 28 February.

The following suggested week-by-week VCE Accounting Unit 1 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 1 and suggestions for assessment.

This task covers part of the key knowledge and key skills in Area of Study 2 in VCE Accounting Unit 1, including accounting principles, qualitative characteristics of accounting information, the accounting elements, the classification of current and non-current items in the Balance Sheet, and the twofold effect of transactions on the Balance Sheet.

The following suggested week-by-week VCE Accounting Unit 3 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. Note that 30% of Unit 3 school-assessed coursework must include the use of ICT.

This task is designed as an assessment task for Outcome 1 of VCE Accounting Unit 3. The task comprises a series of exercises covering journals, posting to the General Ledger and Subsidiary Ledger, a Trial Balance, as well as key theory questions. Solutions are also provided.

This bank of 36 interactive, Web-based multiple-choice questions for VCE Accounting Unit 2 has been created using the freeware program Hot Potatoes.

The following VCE Accounting Unit 2 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book.
The practice exam and solutions are based on the author's interpretation of the VCE Accounting Study Design.

This article outlines errors and weaknesses in student answers to the 2009 VCE Accounting Unit 4 examination, as outlined in the Victorian Curriculum and Assessment Authority’s 2009 Unit 4 Exam Assessment Report.

The following VCE Accounting Unit 4 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book.

Welcome to the September edition of Compak for 2010. This exam revision issue includes a VCE Unit 4 practice exam and a set of revision tasks.

This set of tasks focuses on developing students’ understanding of the key accounting concepts of stock, cost of sales and gross profit, and is based on Area of Study 1 in VCE Accounting Unit 2.

The following assessment task is the second of two tasks that the author uses to assess student achievement of Outcome 1 in VCE Accounting Unit 4.

This flipchart quiz for use with Promethean Activboard (interactive whiteboard software) focuses on the VCE Accounting Unit 4, Area of Study 2 topic of analysis of financial and non-financial information in small business.

Welcome to Compak issue 5 and the start of Term 3. There are two more Compak’s to come this term; one on the 9th August and the other on the 30th August.

It’s all happening in VCE Accounting including a new draft study design for consultation; join the VCTA focus group to form VCTA’s response to VCAA. In addition VCTA offers a suite of VCTA professional learning programs to help you through Unit 4, VCTA student lectures are on in September and the VCTA Comview Conference is in December.

This set of exercises covers balance day adjustments (including depreciation, prepaid expenses and accrued expenses) in the recording and reporting of accounting data and information for a sole trader, based on Area of Study 1 in VCE Accounting Unit 2. Solutions are included.

This assessment task is an ICT-based case study for Outcome 2 in VCE Accounting Unit 4. Students are required to prepare budgeted financial reports using Excel and complete a number of theory questions. There are two Excel files: a questions file and a solutions file. The task meets 20 of the 30 marks that must be allocated to ICT-based assessment in Unit 4.

In Area of Study 1 of VCE Accounting Unit 2, students are required to record and report accounting data and information.

This task is based on Area of Study 1 in VCE Accounting Unit 4 and focuses on sales and purchase returns of stock, product and period costs, and stock writedown. The task could be used as a class activity or as an assessment task for Outcome 1 in Unit 4.

Welcome to Issue 3 of Compak for 2010. There is a lot happening this Term in the lead up to the Unit 3 exam.

This activity focuses on accounting principles and qualitative characteristics and provides a strategy for introducing or revising these concepts. The activity was designed as an orientation activity for students new to VCE Accounting, but could also be used for revision for a Unit 1 exam or the Unit 3 exam. Solutions are provided.

These revision exercises cover basic Accounting Unit 1 accounting theory, including information and skills needed to set up a small business, recording and reporting accounting data and information, and financial decision-making in small business. A question book, answer book and solutions are provided.

The following VCE Accounting Unit 1 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book.

The following suggested week-by-week Accounting Unit 2 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 2 and suggestions for assessment. Please note that at least two assessment tasks should be ICT based in Unit 2.

These revision exercises cover basic theory for Accounting Unit 3, including the twofold effect of transactions, correction of errors, the General Journal, and preparation of accounting reports. Also included is an answer book and suggested solutions.

The following VCE Accounting Unit 3 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book. (Files amended 11/5/10)

The following suggested week-by-week Accounting Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and suggestions for assessment. Note that at least 30 marks must be allocated to ICT-based assessment.

In Area of Study 3 students evaluate the financial and non-financial information of a service business to make informed decisions for the business, including decisions about investment and superannuation. The following activity could be used after students have covered the theory relating to investment and superannuation. The activity allows students to apply their theoretical knowledge to simulated business situations that involve solving problems and making financial decisions in the context of investment and superannuation.

The following tasks can be used as Unit 3 assessment tasks or revision activities. Together they cover the recording and reporting of stock, completion of ledger accounts, balance day adjustments and the financial reports. Question 1 is based on Area of Study 1/Outcome 1 and Question 2 is based on Area of Study 2/Outcome 2. The questions have been formatted similarly to a formal exam and students should aim to spend approximately
1 minute per mark.

Refer to the accompanying tasks that focus on Areas of Study 1 and 2 in Unit 3. Please note: solutions have been amended.

Welcome to the new school year and to the first online issue of Compak Accounting. Compak has the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 1 and suggestions for assessment.

This activity covers accounting principles and the qualitative characteristics of accounting information, the accounting equation and key terms, and is designed for use at the start of Units 1 or 2. Alternatively, it can be used in Unit 3 as a revision exercise prior to the June examination or first assessment task, or just as a fun activity.

Outcome 1 of Unit 1 requires students to demonstrate knowledge and skills relating to setting up a small business. The following research assignment requires students to search online for information relating to establishing a small business. It could be used as an assessment task for Outcome 1. 

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. Note that 30% of Unit 3 school-assessed coursework must include the use of ICT.

This ICT (spreadsheet) task is designed as an assessment task for Outcome 1 of Unit 3. The student (Excel) file contains a number of worksheets, including an initial balance sheet and set of source documents. This is followed by a series of tasks covering journals, the General Ledger, a Trial Balance and a Profit and Loss Statement, as well as a set of key theory questions. A solutions file is also provided.

Self-Paced Modules for QuickBooks was developed to assist students develop their computer accounting skills and knowledge. It can be used by teachers for Outcome 2 in Unit 2, that is, for the recording and reporting of financial data using an accounting software package.

The topic of cash vs profit is a difficult one for students of VCE Accounting. To better prepare Year 12 Accounting students, Judith Blazejewski reinforces this concept with her Year 11 students using a carefully constructed step-by-step approach and a role-play activity.

One difficulty teachers face in covering liquidity and profitability measures of performance is enabling Units 2 and 4 students to understand the connection between the figures in ratios and their actual meaning. This article outlines a teaching strategy that will assist in developing this understanding. Student worksheet is included.

Balance Day adjustments is a topic that some Accounting Units 3 and 4 students find difficult. The topic is tested in the November examination and in school-assessed coursework.

The following Accounting Unit 3 practice exam consists of two questions, each worth 45 marks. An answer book and solutions are provided as part of this document.

This article examines the mistakes and weaknesses demonstrated by students in the 2008 November examination.

This article focuses on the mistakes and weaknesses demonstrated by students in the 2008 November examination.

This article focuses on the mistakes and weaknesses demonstrated by students in the 2008 November examination.

Supplement to Compak, Issue 4, October 2009

Supplement to Compak, Issue 4, October 2009

Supplement to Compak, Issue 4, October 2009

In past examinations students have had difficulty with the recording and reporting of accrued and prepaid revenue adjustments and other balance day adjustments. The following task focuses on recording and reporting revenue and revenue-related transactions. Students are reminded that balance day adjustments from Unit 3 are examinable in the November examination.

Supplement to Compak, Issue 4, October 2009

The following VCE Accounting Unit 4 practice exam consists of two questions, each worth 45 marks. An answer book follows the questions, and solutions are provided in a separate Compak supplement (ACC409_4B).

The following answers are suggested solutions only as teachers may have used different approaches to teaching topics in Accounting Units 3 and 4. Teachers may also wish to allocate marks in a different manner.

The following Accounting Unit 3 practice exam consists of two questions, each worth 45 marks. An answer book and solutions are provided.

This article identifies the common errors made and weaknesses demonstrated by students in the 2008 Accounting Unit 3 examination.

The following case study for Unit 1 can be used as a revision exercise for area of study 1 or as an exam question.

Students may be required ti use information contained in an accounting scenario to answer questions that relate to an accounting principle or a qualitative characteristic.

Students often have difficult in writing responses to theory-based questions in assessment tasks and exams that clearly answer the question asked.

The following suggested week-by-week VCE Business Management Unit 1 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 1 based on those outlined in the VCE Business Management Study Design.

The following PowerPoint-based quiz has been designed as a revision activity for VCE Business Management Unit 2. The quiz is modelled on Channel 9’s Hot Seat program.

The following practice exam covers the three areas of study in VCE Business Management Unit 2.
The practice exam consists of six sections and is presented in the form of a question-and-answer book.
 

The following suggested week-by-week VCE Business Management Unit 3 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 3 based on those outlined in the VCE Business Management Study Design.

This revision task is centred on a case study of Tiger Airways and is designed as an exam revision activity for VCE Business Management Units 3 and 4 students.

The following VCE Business Management revision organiser is designed to help students thoroughly revise all examinable areas of VCE Business Management Units 3 and 4 for the examination in November.

This year two practice exams are provided for VCE Business Management. Both are identical except for one question related to Area of Study 2 in Unit 4 (the final question in the exam). Question 6 in Exam A examines the Kotter theory of change management, while Question 6 in Exam B focuses on a different part of this area of study.

This year two practice exams are provided for VCE Business Management. Both are identical except for one question related to Area of Study 2 in Unit 4 (the final question in the exam). Question 6 in Exam A examines the Kotter theory of change management, while Question 6 in Exam B focuses on a different part of this area of study.

This test assesses student achievement of Outcome 3 in VCE Business Management Unit 2. To achieve Outcome 3, students are required to apply public relations strategies to business-related situations and analyse their effectiveness.

In Area of Study 3 of VCE Business Management Unit 2 students examine the use and effectiveness of public relations strategies used in organisations in a range of planned situations and unplanned situations, such as a crisis.

The following matching exercise and crosswords cover terminology based on the key knowledge in Area of Study 1 (‘Large-scale organisations in context’) in VCE Business Management Unit 3. Crosswords and matching exercises are useful revision tools and will help students revise key management terms.

Welcome to Term 3, Semester 2. Do hope you managed to have a rest over the term break.
This is the fifth issue of Compak; three more to go including a Unit 4 exam issue. We hope you find this issue useful.

This student resource focuses on managing the marketing function in Area of Study 2 of VCE Business Management Unit 2, and includes two activities.

This unit of work is based on Area of Study 2 in Unit 4 and includes an overview of change management based on the key knowledge of Area of Study 2, a case study of Linfox’s GreenFox environmental sustainability program, and an assessment task for Outcome 2 in Unit 4 based on the GreenFox case study.

The following assessment task for Outcome 1 in VCE Business Management Unit 2 focuses on communication in business. The task is a test consisting of five sections and has been designed to be completed in 90 minutes. The test can be modified to suit individual classroom needs. Suggested answers to this task are included.

This task is the first of two assessment tasks provided for Outcome 1 in VCE Business Management Unit 4 (‘The human resource management function’). The relevant key knowledge for this task is listed below. The other key knowledge for Outcome 1 is covered in assessment task B, which is also published in this edition of Compak. Together the two assessment tasks cover the key knowledge and key skills for Outcome 1.

This task is the second of two assessment tasks provided for Outcome 1 in VCE Business Management Unit 4 (‘The human resource management function’). The other key knowledge for Outcome 1 is covered in assessment task A, which is also published in this edition of Compak. Together the two assessment tasks cover the key knowledge and key skills for Outcome 1. (Amended September 2011)

Welcome back to a new school term. Hopefully, you are all well rested and raring to go after the Term 1 break. Term 2 is perhaps the most hectic period for  teachers. At this stage you are no doubt thinking about the busy assessment period that is nearly upon us. The third edition of Compak for 2011 continues our focus on Units 1 and 3. The remaining issues for the year will focus on Units 2 and 4, as well as revision for the Units 3–4 examination.

The practice examination covers Areas of Study 1 and 2 in VCE Business Management Unit 1 and has a mark allocation of 90 marks. Teachers may wish to add a section to this examination based on the optional area they covered from Area of Study 3 (‘Day-to-day operations’).

The following suggested week-by-week VCE Business Management Unit 2 course outline/timeline for 2011 provides time allocations for the areas of study in Unit 2 based on those outlined in the VCE Business Management Study Design.

The following assessment task for Outcome 3 in VCE Business Management Unit 3 focuses on strategies related to operations management.

The following suggested week-by-week VCE Business Management Unit 4 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 4 based on those outlined in the VCE Business Management Study Design.

The following Internet-based activities examine elements of Area of Study 2 of VCE Business Management Unit 1, namely major business planning throughout the life of a small business and laws and regulations affecting the operation of a business.

This task is the first of two assessment tasks provided for Outcome 2 in VCE Business Management Unit 3. It assesses management structures, corporate culture and its further development, and the need for, and process of, policy development and application. The other key knowledge for Outcome 2 is covered in a separate assessment task (task B), which is also published in this edition of Compak.

This task is the second of two assessment tasks provided for Outcome 2 in VCE Business Management Unit 3. It assesses key management roles, management styles and key skills, the relationship between management styles and skills, and the implications of managing the internal environment of large-scale organisations in an ethical and socially responsible manner.

Welcome back to the new school year and to our second year of the revised VCE Business Management Study Design (2010–2014). We hope you are comfortable with the minor amendments to the key knowledge and key skills and the changes to the assessment tasks. Also, we have experienced our first end-of-year examination based on the revised study.

And welcome to the first edition of Compak for 2011; the first of eight issues for the year with the next one due Friday 28 February.

The following suggested week-by-week VCE Business Management Unit 1 course outline/timeline for 2011 provides time allocations for the areas of study in Unit 1 based on those outlined in the VCE Business Management Study Design.

The following test has been prepared as an assessment task for Outcome 1 in VCE Business Management Unit 1. Teachers are invited to modify this five-part, 90-minute test to suit individual classroom needs. Suggested answers are provided.

The following suggested week-by-week VCE Business Management Unit 3 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 3 based on those outlined in the VCE Business Management Study Design.

The following activity can be used to introduce students to approaches used by large-scale organisations to address and promote ethics and social responsibility.

This assessment task for Outcome 1 in Unit 3 has been designed as a closed-book test to be completed in a single lesson. It has a mark allocation of 20 marks.

Students need to have a good theoretical understanding of VCE Business Management to maximise their results in the Units 3 and 4 examination. The following case studies cover a range of areas in Units 3 and 4.

This student resource provides a comprehensive study of the global
car-manufacturing industry. It can be used as a study of how forces from the macro environment impact on a particular industry sector (Unit 4, area of study 2) and as a study of change management (Unit 4, area of study 2), focusing on the impact of globalisation on Mitsubishi Motors Australia Limited (MMAL).

The following revision sheets cover the three areas of study in VCE Business Management Unit 2. Suggested answers follow each set of revision sheets.

The following practice exam covers the three areas of study in VCE Business Management Unit 2.
The practice exam consists of three sections and is presented in the form of a question-and-answer book.

The following set of six revision sheets covers all areas of study in VCE Business Management Unit 4. Each topic-focused sheet is followed by a separate page containing suggested answers.

The following Business Management Units 3 and 4 practice exam consists of three questions, in the form of a question-and-answer book. All questions are compulsory.

Welcome to the September Units 3 and 4 exam revision edition. This 7th issue includes a Units 3 and 4 practice examination with suggested answers.

This set of activities on public relations is based on Area of Study 3 in VCE Business Management Unit 2.

This research assignment focuses on the significant change management issue of sustainability, based on the policies and practices of Toyota Australia, a large-scale organisation.

This assessment task for Outcome 1 in VCE Business Management Unit 4 is the second of two tasks prepared by the author for this outcome.

Welcome to Compak issue 5 and the start of Term 3. There are two more Compak’s to come this term; one on the 9th August and the other on the 30th August. Don’t forget to check out VCTA suite of VCTA professional learning programs to help you through Unit 4, the VCTA student lectures are on in September and the VCTA Comview Conference is in December.

This assessment task for Outcome 1 in VCE Business Management Unit 4 is the second of two tasks prepared by the author for this outcome.

This test for Outcome 1 in VCE Business Management Unit 2 has been designed to be completed over a double lesson of approximately 100 minutes. Students are to complete the test in this answer book. Suggested answers are included.

This assessment task for Outcome 1 in VCE Business Management Unit 4 is the first of two tasks designed by the author for this outcome. Assessment task A focuses on factors involved in managing human resources and the key phases of the employment cycle. Suggested answers are provided. The second task (task B), which focuses on employee relations, will be published in Compak Issue 5 (July).

Welcome to the third online edition of Compak. We hope that you are enjoying the new online format and have used the resources in the previous two editions. Your feedback is always welcome.

The following practice exam covers Areas of Study 1 and 2 in VCE Business Management Unit 1. As Area of Study 3 (‘Day-to-day operations’) contains optional topic areas, teachers may modify the exam to cater for the optional areas they have covered.

The following suggested week-by-week Unit 2 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides time allocations for the areas of study in Unit 2 based on those outlined in the study design.

In Area of Study 1 of BusMan Unit 3, students are required to analyse business information and data about large-scale organisations. This activity requires students to answer questions about large companies in Australia, based on information published in BRW magazine. The activity, which is presented in worksheet format, could be used for revision in preparation for the Units 3 and 4 examination. Answers are provided.

A crossword is a fun way to engage students in learning. Crosswords are a useful tool for revising terms and checking students’ understanding of key terms. This activity can be used to revise parts of Areas of Study 1 and 2 in Business Management Unit 3.

This assessment task for Outcome 2 in Business Management Unit 3 is the second of two tasks designed by the author for this outcome. The first task (task A) was published in Issue 2 of Compak). Suggested answers are also provided.

The following suggested week-by-week Unit 4 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides recommended time allocations for the areas of study in Unit 4 based on those outlined in the study design.

The following activities focus on the Unit 1, Area of Study 2 topic of entrepreneurship and innovation as a source of business opportunity. The following activities are designed to be used after the relevant key knowledge has been covered.

This unit of work focuses on developing a business concept, conducting a feasibility study, and preparing a business plan. It has been designed to address Area of Study 2 in Unit 1, and to be completed over approximately two to three weeks.

The following activities are designed as short sets of tasks to be completed following coverage of the relevant key knowledge in Area of Study 2 in Unit 3. Students are required to complete the tasks in each email activity using the resources listed. The activities can be provided progressively and emailed to students or posted on the school intranet.

This assessment task for Outcome 2 in Unit 3 represents one of two tasks for this outcome. The second task (Task B) will be published in Issue 3 of Compak on 12 April. The key knowledge that Task A covers is provided in the ‘Task details’ section.

Welcome back to the teaching year, to the first online issue of Compak Business Management and to our first year of the revised VCE Business Management Study Design for 2010.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides time allocations for the areas of study in Unit 1 based on those outlined in the study design.

The following case study activities focus on aspects of Area of Study 1 in Unit 1 of the revised VCE Business Management Study Design (2010–2014). The activities are designed to be used following coverage of the relevant key knowledge, which is listed at the beginning of each activity.

This test could be used as an assessment task for Area of Study 1 in Unit 1. The test comprises two sections: Section A, which consists of short-answer questions, and Section B, which is a case study. Both sections are designed to be completed in approximately 50 minutes. Teachers could use either section for a 50-minute lesson or, alternatively, both sections as a test in a double lesson of approximately 100 minutes. Suggested answers are provided.

The following suggested week-by-week Unit 3 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides recommended time allocations for the areas of study in Unit 3 and is based on the suggested time allocations outlined in the study design.

Richard Armitage’s popular email activities for Units 3 and 4 have been updated to include the following set for Unit 3. These activities are designed as short sets of tasks to be completed following coverage of the relevant key knowledge. Students are required to complete the tasks in each email activity using the resources listed. The activities can be provided progressively and emailed to students or posted on the school intranet.

This assessment task for Outcome 1 in Unit 3 has been designed as a closed-book test to be completed in a single lesson. It has a mark allocation of 20 marks. Suggested answers are provided.

The following fictional case study and accompanying questions cover a range of areas of study in both Units 3 and 4. It would therefore be an ideal revision activity for students in preparation for the end-of-year Business Management examination.

Marketing isn’t simply about advertising and selling, but about identifying and satisfying consumer needs and wants and persuading potential customers to purchase a particular product.

This article provides an overview of the changes to the VCE Business Management Study Design to be implemented in 2010 and a sample Outcome 1 assessment task for Unit 4.

This student resource provides a comprehensive study of the global
car-manufacturing industry. It can be used as a study of how forces from the macro environment impact on a particular industry sector (Unit 4, area of study 2) and as a study of change management (Unit 4, area of study 2), focusing on the impact of globalisation on Mitsubishi Motors Australia Limited (MMAL).
 

While many of our VCE Business Management teachers are very experienced, with an increasing number gaining additional knowledge and understanding by becoming examination assessors, it is imperative that we do not overlook the new teachers to the subject. If you are an experienced VCE Business Management teacher and if you have not already done so, please mentor one of our new teachers.

Supplement to Compak, Issue 4, October 2009

This resource is to be used in conjunction with the article ‘2009 Business Management Units 3 and 4 examination: advice for teachers’ by Gillian Somers (BM409_1A), which is also published in this edition of Compak. Refer to the article by Gillian Somers prior to distributing this article to your students.

‘By analysing past behaviour we are often able to predict future behaviour’.

Listed below are the examination questions for the past four years. They are categorised according to the specific units and areas of study that they relate to and the key knowledge that they are based on.

Supplement to Compak, Issue 4, October 2009

The following Business Management Units 3 and 4 practice exam consists of four questions, in the form of a question-and-answer book. All questions are compulsory. The total marks available are 60.

The following suggested week-by-week VCE Economics Unit 1 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 1. This timeline is intended as a guide for developing a Unit 1 course based on the VCE Economics Study Design (2010–2014).

This article and student activities relate to Area of Study 2, ‘Global economic issues’, in VCE Economics Unit 2. .

The following VCE Economics Unit 2 practice exam consists of 20 multiple-choice questions (Section A) and 14 written-response questions (Sections B, C, D and E).

The following suggested week-by-week VCE Economics Unit 3 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 3 and recommendations for assessment.

The following guide to preparing for the VCE Economics Units 3 and 4 examination describes the features of the examination and outlines a preparation strategy that includes knowing the course and how to interpret questions, anticipating exam questions, and practising writing answers to written-response questions.

The following practice exam for VCE Economics Units 3 and 4 consists of two sections: Section A—Multiple-choice questions and Section B—Written responses. Suggested answers to this practice exam follow the question-and-answer book. (updated 13 September 2011)
 

In Area of Study 2 of VCE Economics Unit 2, students are required to study two of the global economic issues that are listed in the VCE Economics Study Design (pages 19–20), one of which is ‘International economic relations’. Students investigate the benefits of trade, Australia’s balance of payments, the exchange rate, foreign debt and trade liberalisation.

The following article for VCE Economics teachers provides an overview of the federal government’s proposed carbon tax in the context of Area of Study 2 in Unit 4 and outlines what students need to know in order to be prepared for an examination question on this initiative.

Welcome to Term 3, Semester 2. Do hope you managed to have a rest over the term break.
This is the fifth issue of Compak; three more to go including a Unit 4 exam issue. We hope you find this issue useful.

In VCE Economics Unit 2, students take an in-depth look at global economic issues, one of them being economic development. In Area of Study 2, students consider the sources and stages of economic development, the causes of poverty, and strategies to promote economic growth and development.

In VCE Economics Unit 4, students examine the ways in which macroeconomic aggregate demand policies and aggregate supply policies are used to achieve the federal government’s key economic goals, including environmental policies.

The following student resource includes applied economics exercises and a test focusing on the employment aspect of Area of Study 1 in Unit 2. Teachers can choose from the exercises provided to make up a folio of applied economics assessment task for Outcome 1 in Unit 2.

In Area of Study 1 of VCE Economics Unit 4, students develop their understanding of how the federal government can use budgetary policy to achieve its economic goals and how the policies have been implemented over the past four years. The 2011–12 federal Budget was handed down on 10 May 2011. The following activity requires students to analyse the current and previous federal Budget and complete an analysis of a media article.

The following VCE Economics Unit 1 practice exam consists of 15 multiple-choice questions (Section A) and four written-response questions (Sections B, C and D).

The following suggested week-by-week VCE Economics Unit 2 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 2 and suggestions for classwork and assessment. (updated 29 June 2011)

Area of Study 2 of VCE Economics Unit 3 focuses on the importance of key economic goals in Australia and aggregate demand and aggregate supply factors that influence those goals. The following article provides students with advice on addressing this topic, particularly in relation to answering end-of-year examination questions.

The following suggested week-by-week VCE Economics Unit 4 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 4 and recommendations for assessment.

The following student resource examines the effects of the recent floods in Queensland, Victoria, New South Wales and Tasmania on Australia’s inflation rate, in the context of Area of Study 2 in VCE Economics Unit 1.

The first few weeks of VCE Economics Unit 3 can be challenging ones for students. There are many new concepts to absorb and apply, and often-complex relationships between them to understand. These concepts, which are covered in Area of Study 1, are the cornerstone of the study of economics and must be well understood before moving onto Area of Study 2.

Welcome back to the new school year and to the second year of the revised VCE Economics Study Design (2010–2014). And welcome to the first edition of Compak for 2011; the first of eight issues for the year with the next one due Friday 28 February.

The following suggested week-by-week VCE Economics Unit 1 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 1. This timeline is intended as a guide for developing an Unit 1 course based on the VCE Economics Study Design (2010–2014).

This student resource examines the workings of the Australian and international market for human hair. It is an interesting topic that can be examined early in VCE Economics Unit 1 (Economics: Choices and Consequences), as part of Area of Study 1 (‘A market system’).

The following suggested week-by-week VCE Economics Unit 3 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 3 and recommendations for assessment.

This student resource focuses on why we currently face bank sector reforms and how these reforms aim to create a more competitive and efficient economy. In both the IB Diploma Program in Economics and VCE Economics students are required to examine market structure. To achieve Outcome 1 in VCE Economics Unit 3 they need to be able to explain how markets operate to allocate scarce resources, and to discuss the extent to which markets operate freely in Australia.

The accreditation period for the current VCE Economics study will expire at the end of 2009, and the revised study will commence in 2010. The revised study design is now published and can be found at http://www.vcaa.vic.edu.au/vce/studies/futuresd.html together with a summary of the changes and a resources list.

Assessment principles and practices remain largely similar to the current study arrangements in the revised study to be implemented in 2010.

This exam revision guide has been prepared for students undertaking VCE Economics Unit 2. It includes a step-by-step approach to revising for a final Unit 2 exam, a sample revision timetable based on a four-week revision period, and sample written-response questions.

The following VCE Economics Unit 2 practice exam consists of 20 multiple-choice questions (Section A) and four written-response questions (Sections B and C).

Welcome to the September edition of Compak. The new online format has been well received by VCTA members and we are grateful to all those who have contributed articles this year.

This article provides study tips relating to selected key knowledge in VCE Economics Units 3 and 4.

The following practice exam for VCE Economics Units 3 and 4 consists of two sections: Section A—Multiple-choice questions and Section B—Written responses. Suggested answers to this practice exam follow the question-and-answer book.

In both areas of study in VCE Economics Unit 4, students examine the ways in which macroeconomic aggregate demand and aggregate supply policies are used to achieve the federal government’s key economic goals.

This test is an assessment task that meets the requirements of the revised VCE Economics Study Design.

Welcome to Compak issue 5 and the start of Term 3. There is a lot happening in Term 3 with the VCTA suite of VCTA professional learning programs offering four VCE Economics programs all designed to bring you up to speed with economic events. And the VCTA student lectures are on in September and the VCTA Comview Conference is in December.
 

What’s new in VCE Economics Unit 2? Among other areas, there is an opportunity for teachers and students to select ‘Development economics’ as one of the global economic issues available for study in Area of Study 2.

This article provides an overview of an Immigration Museum program called ‘Waves of Migration’, which is suitable for a study of population and employment in VCE Economics Unit 2.

In Areas of Study 1 and 2 in VCE Economics Unit 4, students examine the ways in which macroeconomic aggregate demand and aggregate supply policies are used to achieve the federal government’s key economic goals.

This article provides an overview of the underlying reasons for the continuing strength of the Australian residential property market, the implications for Australians, and how changes in this key asset class may affect the setting of the federal government’s aggregate demand and supply policies.

This article discusses the issue of population growth in terms of its impact on living standards. As ‘living standards’ is emphasised in the study design, it is important that students consider some of the influences on living standards in Australia.

As you would expect, the economic climate is always changing; this makes the teaching and learning of economics a challenging and rewarding experience. The regular publication of articles in the new-look Compak will hopefully be of great benefit to all teachers who need to keep up-to-date with what is happening in the real world.

The following VCE Economics Unit 1 practice exam consists of 20 multiple-choice questions (Section A) and five written-response questions (Sections B and C).

The following suggested week-by-week Economics Unit 2 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 2 and suggestions for assessment.

In Economics Unit 3, Area of Study 2, students are required to develop an understanding of aggregate demand and aggregate supply factors that may have affected the rate of inflation over the past four years. This article discusses factors that are currently influencing inflation in Australia. It updates information on this topic in current Economics textbooks.

The following suggested week-by-week Economics Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and recommendations for assessment.

This article outlines a sample assessment approach using the new assessment option, ‘a folio of annotated media commentaries using print or electronic materials’ (from the list of assessment tasks in the VCE Economics Study Design, 2010–2014, pages 16 and 21).

This assessment task is a test comprising multiple-choice and written-response questions. Answers are provided for the multiple-choice questions. Students are to complete the test in this answer book.

Welcome to another exciting year in the evolution and provision of Compak in general and the Economics section specifically! Compak retains the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 1 and suggestions for assessment.

Water pricing and management is a contemporary topic for VCE Economics students and can be undertaken as a case study of a market (Unit 1, Area of Study 1) or as an economic issue study (Unit 1, Area of Study 2).

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and recommendations for assessment.

In Unit 3, area of study 1, of the revised VCE Economics Study Design (2010–2014) students examine the nature of asymmetric information (see page 23) and why it is a source of market failure. This article discusses situations where asymmetric information commonly arises and actions that firms and consumers may take to reduce the incidence of this type of market failure.

This test has been prepared as a part-outcome assessment task for Outcome 2 in Unit 4. In completing this assessment task you should demonstrate an understanding of the relevant key knowledge and key skills for Outcome 2 in Unit 4.

In Economics Unit 4 students examine the ways in which macroeconomic policies operate to address economic problems and evaluate the effectiveness of these policies in achieving the Australian Government’s economic objectives.

One of the most challenging aspects of revising for the VCE Economics Units 3 and 4 examination is trying to predict what might appear on the exam. At times the subject seems to be so broad that it is difficult to imagine which way the examiners might turn. On the other hand, trying to get through every little issue that comes to our notice during the year can be daunting—economics is in the newspapers every day! It is for this reason that we all end up playing the same game: ‘Guess-What-the-Examiner-is-Thinking’. Bryan Wood provides some approaches to revision to scaffold student’s thinking as they revise for the examination.

The following practice exam for VCE Economics Units 3 and 4 consists of two sections: Section A—Multiple-choice questions and Section B—Written responses. Suggested answers to this practice exam follow the question-and-answer book.

The following suggested week-by-week VCE Legal Studies Unit 1 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 1. This timeline is intended as a guide for developing a course based on the reaccredited VCE Legal Studies Study Design.

On 31 August the High Court brought down its landmark decision, ruling that the federal government’s plan to send asylum seekers to Malaysia was unlawful. This contemporary example illustrates the way in which individuals can take action through the courts to protect rights.

The following VCE Legal Studies Unit 2 practice exam consists of four compulsory sections covering all areas of study in Unit 2.
 

The following suggested week-by-week VCE Legal Studies Unit 3 course outline/timeline for 2012 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. This timeline is intended as a guide for developing a course based on the reaccredited VCE Legal Studies Study Design (2011–2015).

It is crucial that students read the examination advice provided by Victorian Curriculum and Assessment Authority (VCAA) for the revised VCE Legal Studies Study Design (2011–2015).

This update contains information relevant to VCE Legal Studies Units 1–4. The material was current at the time of preparation but may have changed by the date of publication.

The following revision pack has been prepared to help VCE Legal Studies Unit 3 students prepare for the end-of-year examination. The pack consists of topic headings based on each area of study in Unit 3 that students can use as organisers to summarise their notes, and revision activities based on each area.

The following revision pack has been prepared to help VCE Legal Studies Unit 4 students prepare for the end-of-year examination. The pack consists of topic headings based on each area of study in Unit 4 that students can use as organisers to summarise their notes, and revision activities based on each area.

The following VCE Legal Studies Units 3 and 4 practice exam consists of 13 questions worth 70 marks. Students are required to answer all questions in the spaces provided. Additional space is provided at the end of the question-and-answer book. (amended 31 October 2011 - version 2)

The following assessment task requires students to research an Australian test case about an individual or group that has suffered an abuse of their rights and examine how the case impacted on the rights of individuals and the legal system.

The following PowerPoint-based quiz, which is modelled on Channel 9’s Hot Seat program (a spin-off of Who Wants to be a Millionaire?), assesses students’ understanding of the operation of the jury system (VCE Legal Studies Unit 4, Area of Study 2). (updated 22 August, 2011)

This is a practice exam from 2008 which has been updated in July 2011.

There are no suggested answers available for this exam.

This is a practice exam from 2009 which has been updated in July 2011.

There are suggested answers for this practice exam.

This is a practice exam from 2010 which has been updated in July 2011.

There are no suggested answers available for this exam.

Welcome to Term 3, Semester 2. Do hope you managed to have a rest over the term break.
This is the fifth issue of Compak; three more to go including a Unit 4 exam issue. We hope you find this issue useful.

This update contains information relevant to VCE Legal Studies Units 1–4. The material was current at the time of preparation but may have changed by the date of publication.

The following assessment task focuses on torts (including negligence, defamation and related defences), an area of key knowledge in Area of Study 1 (‘Civil law’) in VCE Legal Studies Unit 2.

In VCE Legal Studies Unit 4, students examine the role of criminal procedures and assess the extent to which these processes contribute to an effective legal system. Students are expected to be able to apply these legal principles to relevant issues.

The following task relates to Area of Study 1 (‘Civil law’) in VCE Legal Studies Unit 2. The focus is on the role played by the courts in law-making. The task will give students the opportunity to apply their understanding of the doctrine of precedent. It could also be used as a revision task.

The following assessment tasks for VCE Legal Studies Unit 4 include a test for Outcome 1 and two folio exercises for Outcome 2. Folio exercise A focuses on criminal pre-trial procedures, sanctions and the adversary system, while folio exercise B focuses on civil pre-trial procedures, civil remedies and the jury system. Students are to complete the tasks in the answer books provided.

This update contains information relevant to Legal Studies Units 1–4. The material was current at the time of preparation but may have changed by the date of publication.

The following VCE Legal Studies Unit 1 practice exam consists of a series of compulsory short-answer questions. In the final question students are expected to answer either part A or B.
Additional space is provided at the end of the question-and-answer book.

The following suggested week-by-week VCE Legal Studies Unit 2 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 2. This timeline is intended as a guide for developing courses for the reaccredited VCE Legal Studies Study Design (2011–2015).

VCE Legal Studies Unit 3 students are required to evaluate the means by which rights of Australians are protected by the Commonwealth Constitution and discuss the significance of one High Court case relating to the constitutional protection of rights in Australia.

The following suggested week-by-week VCE Legal Studies Unit 4 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 4 and suggestions for assessment.

Looking for resources? Have a look at the following suggestions.

In Area of Study 1 of VCE Legal Studies Unit 1 students examine the differences between legal and non-legal rules through a consideration of who makes, interprets and enforces laws, and the main sources of law in society.

In Area of Study 1 of VCE Legal Studies Unit 3, students examine the legislative process for the progress of a Bill through parliament. Since 2007 the legislative process in the Victorian Parliament has included the tabling of a Statement of Compatibility.

The following sample assessment task has been designed to assess student achievement of Outcome 2 in VCE Legal Studies Unit 3.

Welcome to the first edition of Compak for 2011; the first of eight issues for the year with the next one due Friday 28 February.

2011 sees the introduction of the reaccredited VCE Legal Studies Study Design. The revised study has been accredited from 2011 to 2015. There have been a number of important changes to the Study Design so ensure that you check that you are using the most up-to-date version.

This update contains information relevant to Legal Studies Units 1–4. The material was current at the time of preparation but may have changed by the date of publication. More information on all matters is available by contacting Leanne Newson on (03) 9607 9468 (phone) or by email at lnewson@liv.asn.au.

The reaccredited VCE Legal Studies Study Design commences in 2011. The following article outlines some of the key changes in Unit 1 and Unit 3. Further information on the revised Study Design can be found at: http://www.vcaa.vic.edu.au/vce/studies/legalstudies/legalindex.html.

The following suggested week-by-week VCE Legal Studies Unit 1 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 1. This timeline is intended as a guide for developing a course based on the reaccredited VCE Legal Studies Study Design.

In Area of Study 1 of VCE Legal Studies Unit 1, students examine the rules and laws that govern the behaviour of individuals and groups so that order is maintained and individual rights are protected.

The following suggested week-by-week VCE Legal Studies Unit 3 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. This timeline is intended as a guide for developing a course based on the reaccredited VCE Legal Studies Study Design.

The following sample assessment tasks are designed to assess the outcomes for VCE Legal Studies Unit 3, based on the revised Study Design (2011–2015).

This is a pratice exam which has been updated in July 2011.

This exam includes suggested answers.

The following activities could be used as part of a study of the role of the jury system in criminal cases in Unit 1 (area of study 2) or when studying the operation of the jury system in Unit 4 (area of study 2).

In Area of Study 3 of VCE Legal Studies Unit 2 students examine one or more specific areas of law (such as ‘legal issues in technology’) by analysing particular laws governing the area and their capacity to reconcile conflicting attitudes towards the laws and deal with change in order to meet the needs of society and contribute to social cohesion.

This student resource uses a thinking routines approach to Area of Study 3 (‘The law in focus’) in VCE Legal Studies Unit 2.

The following VCE Legal Studies Unit 2 practice exam consists of three compulsory sections covering Areas of Study 1 and 2 in Unit 2.

Welcome to Compak Issue number 7 for 2010. This issue includes a practice exam but don’t forget VCTA also have other Legal Studies exams (with suggested answers) available for sale.

In VCE Legal Studies Unit 4 students are required to evaluate the effectiveness of the legal system and to discuss recent or proposed changes in the law that would enhance the effective operation of the legal system.

In the end-of-year examination all outcomes in VCE Legal Studies Units 3 and 4 will be examined. All of the key knowledge and skills that support the outcomes in Units 3 and 4 are also examinable.

The following VCE Legal Studies Units 3 and 4 practice exam consists of 14 short-answer questions worth 60 marks. Students are required to answer all questions in the spaces provided.

This assignment focuses on the Unit 2 area of law relating to consumers and their rights and responsibilities. The assignment covers the elements of contract law, implied terms in contracts, unfair trading practices, and the role of Consumer Affairs Victoria and the Victorian Civil and Administrative Tribunal in civil disputes.

In this activity, students are required to use ‘visible thinking routines’ to guide their reading of articles on the advantages and disadvantages of the adversary system of trial.

Welcome to Compak issue 5 and the start of Term 3. Make sure you read this full editorial as it includes changes relating to changes in committal and indictable offences heard summarily; particularly relevant to teachers of Unit 4.

This update contains information relevant to VCE Legal Studies Units 1–4. The material was current at the time of preparation but may have changed by the date of publication. More information on all matters is available by contacting Leanne Newson on (03) 9607 9468 (phone) or by email at lnewson@liv.asn.au.

This revision task for Area of Study 1 in VCE Legal Studies Unit 2 focuses on the law of torts and related defences. It could be used as a revision test or class exercise, or as an assessment task for Outcome 1 in Unit 2.

The following activities focus on the role, structure and jurisdiction of the Victorian Civil and Administrative Tribunal (VCAT), which are topics in Area of Study 2 in Unit 2 and Area of Study 1 in Unit 4 of VCE Legal Studies.

In Area of Study 1 of VCE Legal Studies Unit 4, students examine the jurisdiction of the Victorian Civil and Administrative Tribunal’s (VCAT) list dealing with anti-discrimination.

In Area of Study 1 of VCE Legal Studies Unit 2 students can examine the distinction between criminal liability and civil liability (such as the tort of negligence) and the way in which individual rights are protected through case studies.

This assessment task for Outcome 1 in VCE Legal Studies Unit 4 consists of four structured questions. Students are to complete the task in this answer book. An assessment criteria sheet based on the key knowledge and key skills for Outcome 1 is provided.

This test is one of two assessment tasks for Outcome 2 of VCE Legal Studies Unit 4. Task A focuses on criminal procedures. Students are to complete the task in this answer book. An assessment criteria sheet is provided.

This test is the second of two assessment tasks for Outcome 2 of VCE Legal Studies Unit 4. Task B focuses on civil procedures and the adversary system of trial.

We do hope you enjoy Compak Issue 3 – your contribution and feedback is always welcome. Amongst other things, this issue includes a Unit 1 practice exam with suggested answers.

This update contains information relevant to VCE Legal Studies Units 1–4. The material was current at the time of preparation but may have changed by the date of publication.

The following VCE Legal Studies Unit 1 practice exam consists of three compulsory sections that cover both areas of study in Unit 1 Legal Studies.

The following suggested week-by-week Legal Studies Unit 2 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 2 and suggestions for assessment. This timeline is intended as a guide for developing a VCE Legal Studies Unit 2 course.

In Area of Study 1 of Legal Studies Unit 3, students are required to examine the role played by a formal law reform body in assessing the need for change in the law. The Victorian Law Reform Commission report on the law governing assistance animals provides a very good example of how the Commission conducts an inquiry. It is easy to follow and, because it involves animals, should capture the interest of students.

The following task relates to Area of Study 2 in Legal Studies Unit 3, and focuses on the protection of democratic and human rights. To complete the task students use a graphic organiser to compare democratic and human rights protection in Australia with the approach used in Canada, namely the Canadian Charter of Rights and Freedoms. The graphic organiser can be modified to examine rights protection in a different country, as specified in the VCE Legal Studies Study Design.

The following activities provide an introduction to Area of Study 3 (‘Role of the courts’) in Legal Studies Unit 3. They focus on the role played by the courts in law-making.

The following suggested week-by-week Legal Studies Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and suggestions for assessment. This timeline is intended as a guide for developing a VCE Legal Studies Unit 4 course.

The following activity is based on the film 12 Angry Men (1957/1997). This activity is designed to stimulate class discussion about jury deliberations. It can be used as an introduction to Area of Study 2 in Unit 1, which examines the role of the jury system in criminal cases.

The following activity focuses on recently introduced ‘stop and search’ powers. This activity looks at the reasons why the laws were introduced and traces the progress of the amendments through the legislative process. This activity could be used in Unit 1, Area of Study 1, or in Unit 3, Area of Study 1.

The following sample assessment tasks are designed to assess the outcomes for Unit 3. Outcome 1 is assessed using two folio exercises. Outcome 2 is assessed by a set of structured questions. For Outcome 3 students are asked to prepare an essay that discusses the role of courts in law-making.

Welcome to the first online issue of Compak Legal Studies. Compak retains the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

This update contains information relevant to Legal Studies. The material was current at the time of preparation but may have changed by the date of publication.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 1. This timeline is intended as a guide for developing a VCE Legal Studies Unit 1 course.

The following activities provide an introduction to Area of Study 1 (‘Criminal law’) in Unit 1. They focus on the differences between legal and non-legal rules and why we need laws. The activities are designed to help students understand that laws are a key way that citizens’ rights and responsibilities are defined and protected.

The following worksheet provides an introduction to the structure of the Australian parliamentary system. This can be used in Area of Study 1 in Unit 1 or as an introductory activity in Unit 3. The worksheet provides students with a succinct overview of the Australian parliamentary system. A suggested answer sheet is also provided.

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. This timeline is intended as a guide for developing a VCE Legal Studies Unit 3 course.

In VCE Legal Studies students need to be aware of recent changes and proposed changes to the operation of the legal system. In Unit 4, area of study 2, students examine recent changes in the operation of the legal system to enhance the effective operation of the legal system.

This update contains information relevant to Legal Studies. The material was current at the time of preparation but may have changed by the date of publication.

The following role-play activity focuses on the benefits of mediation as a method of dispute resolution. This activity could be used in Unit 2 (area of study 2) or Unit 4 (area of study 1) when comparing alternative methods of dispute resolution with litigation to resolve civil disputes.

The current issue of jumps racing is an excellent topic for area of study 3 in Unit 2. This issue allows students to explore the influence of individuals and groups on a possible future change in the law.

The following revision guide provides an excellent summary of key topics, cross-referenced to key elements of the VCE Legal Studies Study Design and to past examination questions.

The following Units 3 and 4 Legal Studies practice exam and suggested answers are based on the author's interpretation of the VCE Legal Studies Study Design.

The following suggested week-by-week Unit 3 course outline and timeline for 2012 provides recommended time allocations for the areas of study in Unit 3 of the VCE Industry and Enterprise Study Design (2012–2016), recommendations for assessment, and a resource list.

The following VCE Industry and Enterprise Studies Units 3 and 4 practice exam consists of two sections: A and B. All questions in Section A (which is worth 40 marks) must be answered. Students must answer one question only in Section B (which is worth 10 marks).

The following suggested week-by-week VCE Industry and Enterprise Unit 4 course outline/timeline for 2011 provides recommended time allocations for the areas of study in Unit 4 and recommendations for assessment as well as a resource list.

Area of Study 1 of VCE Industry and Enterprise Unit 4 examines the range of pressures and opportunities for change in Australian industry and responses to change. The following activities address the key knowledge and key skills in Area of Study 1 of Unit 4.

Area of Study 2 in VCE Industry and Enterprise Unit 3 focuses on four forces that have the potential to create cultural change in Australian industry. These forces are inextricably linked with Area of Study 1 in Unit 4 (‘Pressures and opportunities for change’).

Welcome to the first issue of Compak for the year. We hope that 2011 is a great year for you and your students.

The following suggested week-by-week Unit 3 course outline and timeline for 2011 provides recommended time allocations for the areas of study in Unit 3, recommendations for assessment, and a resource list. Note that week 1 on the following timeline commences on 7 February.

Globalisation is one of the challenges facing Australian industry that students can select to study in Unit 2 (area of study 3). Globalisation creates pressures and opportunities for change within Australian industry, which affect workers and their employment. In area of study 1 in Unit 4, students can also examine globalisation in this context. This article focuses on globalisation and the Australian car industry.

The federal government has introduced new legislation that changes the way the industrial relations system works in Australia. The following article by Charles Power and Joel Zyngier outlines the main features of the new system regulated by Fair Work Australia, which replaces WorkChoices.

Welcome to Issue 7 of Compak.

The following Industry and Enterprise Studies Units 3 and 4 practice exam consists of two sections: A and B. All questions in Section A (which is worth 40 marks) must be answered.

This student resource examines the key features of Australia’s new industrial relations system, Fair Work, in the context of pressures and opportunities for change in Australian industry, which is the focus of VCE Industry and Enterprise Unit 4.

The following suggested week-by-week Industry and Enterprise Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and recommendations for assessment as well as a resource list.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides a suggested approach to teaching Element 2 (Criteria 2.1–2.5) of this unit, based on the performance criteria for this element. This article is part of a series on Elements 1–4 of this unit of competence.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides a suggested approach to teaching Element 3 (Criteria 3.1–3.5) of this unit, based on the performance criteria for this element. This article is part of a series on Elements 1–4 of this unit of competence.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides a suggested approach to teaching Element 4 (Criteria 4.1–4.5) of this unit, based on the performance criteria for this element.

Welcome to the first online issue of Compak Pathways comprising Industry & Enterprise and VET in Business. Compak has the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and recommendations for assessment as well as a resource list.

The concept of teamwork is introduced in Industry and Enterprise in area of study 3 of Unit 1 and in area of study 1 of Unit 3 where it is linked to the development of an enterprise culture. The following activities encourage students to think about their own teamwork skills and how they can improve them.

This article has been written for teachers/trainers who are teaching the VCE VET Business program for the first time in 2010. The article provides an introduction to the program, information about the structure of the program and resources, and advice on show to ‘unpack’ a unit of competence.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides an overview of this unit and a suggested teaching approach to teaching Element 1 of this unit based on the performance criteria for this element.

Country Road is a large Australian retailer and fashion brand that produces and sells clothing, footwear, accessories and homeware.

The following advice for VCE Industry and Enterprise students is based on comments made in the 2008 and 2007 Assessment Reports for Industry and Enterprise.

The following Industry and Enterprise Studies Units 3 and 4 practice exam consists of two sections: A and B. All questions in Section A (which is worth 40 marks) must be answered. Students must answer one question only in Section B, which is worth 10 marks. Suggested answers follow the practice exam. The practice exam is presented as a question-and-answer book.

This resource provides students with an overview of some of the key features of Australia’s democracy using current case studies to illustrate these features. It addresses elements of the Level 6 standards of the VELS Civics and Citizenship and Thinking Processes domains.

This resource provides students with background information about the controversy over the mistreatment of Australian cattle in Indonesian abattoirs, the public outcry following shocking images of live cattle being abused, and the resulting temporary suspension of live cattle exports to Indonesia.

In this resource, students examine what it means to be an ethical producer and consumer and the place of values in the economic decision-making of consumers, producers and governments. They are required to investigate their own decision-making as consumers and assess how ethical considerations can impact on the cost and availability of products and their consumption patterns.

This unit of work has several purposes—to help students understand cyberbullying and its implications as a social issue and to evaluate current laws that exist to address it. It also aims to help empower students to develop an action plan for tackling cyberbullying in their own school community and in the wider community.

This activity provides students with the opportunity to investigate and develop skills in an aspect of personal financial management, based on a number of different options.
 

This resource will help students gain an understanding of life as an asylum seeker or refugee, and of the legal and political issues relating to the global refugee problem. The resource addresses elements of the standards at Level 6 of the Civics and Citizenship and Thinking Processes VELS domains.

In this resource, students examine the basic economic model and consider the role and interdependence of various participants, including households, businesses and government in a local economy.

In the context of a number of recent cases, this resources requires students to critically examine current laws dealing with workplace bullying, the effectiveness of those laws, the role of WorkSafe Victoria in preventing and responding to undesirable behaviour in the workplace that creates a health and safety risk, and the role of the media in influencing a change in the law.

In this resource, students consider the proposed introduction of a carbon tax in Australia and the viewpoints of the various stakeholders, including consumers, businesses, unions and environmental groups, in relation to this issue. This student resource addresses elements of the standards at Level 6 in the VELS Economics and Thinking Processes domains of the Victorian Essential Learning Standards.

The ‘Economic reasoning and interpretation’ dimension of the Economics domain of the Victorian Essential Learning Standards (VELS) provides students with the opportunity to learn and apply economic reasoning methods, including the concepts of opportunity cost and cost–benefit analysis. At Level 6, they use economic reasoning to research and propose solutions to economic issues and problems of global significance. In the following integrated VELS activity, students work in pairs to complete an investigation using an inquiry approach to research an economic problem and propose a solution based on the available evidence.

The following student resource focuses on the current price war between supermarket giants Coles and Woolworths, and now also Aldi. Students will conduct a survey of supermarket prices, investigate market characteristics of the supermarket industry, analyse how the price war will affect producers that supply supermarkets, and examine how government involvement might affect the outcome of the supermarket price war.

Melbourne is Australia’s fastest growing city, with a population of 4 million people. By 2050 it is expected that the population will almost double to between 7 or 8 million. While Melbourne is a diverse, modern and advanced city, rapid population growth has created problems such as a housing shortage, high rents due to demand exceeding supply, the failure of public transport to keep pace with population growth, inadequate road systems, traffic congestion, pollution, high-density living and urban sprawl.

In this resource, students will investigate the economic impact of the catastrophic floods that inundated Australia’s eastern states early this year. They will consider the financial and non-financial costs of the disaster for Australians, the impact of the floods on individuals and businesses, and the implications of decisions made by the federal government on flood recovery efforts and the economy.

With the ever-changing economic and social environment, it is important that businesses keep up-to-date with changing technology, such as social media. Social networking services such as Twitter, Facebook and MySpace, video-sharing websites such as YouTube and photo-sharing websites such as Flickr are increasingly being used by organisations to advance their goals and build business relationships.

This student resource focuses on the growing trend by Australian consumers to shop online and the impact of this on traditional Australian businesses and the government.

In this assignment, students investigate same-sex marriage as a contemporary national and international human rights issue. They examine the definition of marriage in the Australian Constitution and the impact of the Constitution on people’s lives. They also consider ways of influencing the views of others and government policy in relation to the issue of same-sex marriage.

Schoolies Week refers to the tradition of secondary school graduates (known as ‘Schoolies’) having week-long holidays following the end of their final exams in late November and early December. The following project involves students working in teams to prepare a business plan for a new business related to Schoolies Week.

In this set of activities students examine the notion of the national interest and the role of the Australian Government in the global community through its response to environmental issues and problems, such as global warming, water shortages, waste management, mining and land use.

This student resource focuses on the recent federal election and our first hung parliament at the federal level in Australia since 1940.

In this set of activities students examine the qualities of leadership through historical and contemporary examples and explore their own leadership capabilities individually and through a team-based task.

This student resource focuses on the nature and incidence of bullying in the workplace, consequences on the bully and the victim, and how this serious issue can be addressed both in terms of raising community awareness of it and protecting and enforcing the rights of employees in the workplace.

This resource examines the nature of human rights, legislation designed to protect those rights, the role of pressure groups in influencing government policy, the Australian Government’s stance on human rights issues, and whether Australia needs a bill of rights.

This student resource focuses on the relationship between nutrition and health and the influences on food selections, the purposes of laws, the nature of business and resource use, and the role of values and ethics in decision-making by businesses and governments.

The following assignment is timely given the forthcoming federal and state elections. The assignment aims to raise students’ awareness of our parliamentary democracy and system of government.

Using the volcanic eruption in Iceland and the economic impact of the resultant ash clouds as a case study, this student resource provides an introduction to a study of economics, with a focus on basic economic concepts and an overview of Australia’s economic system.

This student resource examines the relationship between economic growth and ecological sustainability, business ethics and government responses in relation to the BP oil spill in the Gulf of Mexico.

This assignment requires students to research and plan an ideal holiday and create a budget for it. Students are also required to present their proposed holiday to the class in the form of an oral report.

In this assignment students investigate what it means to be an ethical consumer and producer, the ethical implications of decisions made by consumers and producers on society—at local, national and international levels—and the importance of values in economic decision-making.

This article examines the implications of Australia’s growing population for Australia’s economy, society and environment.

The following research project provides students with the opportunity to investigate the growing economic problem of food waste, the environmental impact of food waste, and recognise the opportunity cost associated with expenditure on food that is not used. Students will consider ways their family can reduce their carbon footprint by reducing food waste, while saving money for other uses at the same time. This project could be used as part of a study of the relationship between economic growth, ecological sustainability and the standard of living, which is a focus of the Economics domain in the Victorian Essential Learning Standards at Level 6.

The Economics domain of the Victorian Essential Learning Standards aims to help students better understand how businesses and markets operate and the importance of entrepreneurship and enterprise in developing a successful economy. At Level 6 of the Economics domain, students develop an understanding of enterprise attributes and skills, and the impact of enterprise and enterprise on the economy. The following case study traces the development of a new home-based gourmet biscuit business, and the planning and decision-making involved in establishing the business.

At Level 5 of the Civics and Citizenship domain of the Victorian Essential Learning Standards, students learn about the purpose of laws and consider the process of making and changing them. Road rules and driving laws provide a concrete illustration of the purpose and enforcement of laws, and the need for change in the law when circumstances change, such as anti-hoon laws and laws governing mobile phone use while driving.

This student resource focuses on the Victorian Government’s policy response to the issue of scarcity of water in the state. The activities require students to predict the economic consequences of the government’s proposed polices and assess their impact on themselves and others. They will use economic reasoning, including cost–benefit analysis, to research and propose solutions to the problem of water shortage and evaluate hypotheses, which are aspects of the Level 6 Humanities–Economics standards.

‘Visible thinking’ is an approach to integrating the development of students’ thinking with content learning across disciplines. This article outlines the approach and how to implement it in the classroom. Visible thinking links to the ‘Reasoning, processing and inquiry’ and ‘Creativity’ dimensions of the Thinking Processes domain of the Victorian Essential Learning Standards (VELS), and can be applied across all VELS domains.

This book provides a very good introduction to the world of commerce for Years 9 and 10 students. It has a friendly, accessible format that encourages inquiry learning and provides the opportunity for students to engage their personal interests with local, national and global issues.

Welcome to the first online issue of Compak Essential Learning for years 7 to 10. Compak has the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

At Level 6 of the Humanities–Economics domain of the Victorian Essential Learning Standards, students extend their financial literacy skills by developing an understanding of the role of savings and investment. The following classroom resource requires students to evaluate their family’s finances to help them manage their money more effectively. Students are also required to create a family budget and then modify it in order to achieve their financial goals.

At Level 6 of the Humanities–Economics domain of the Victorian Essential Learning Standards, students are required to analyse vocational pathways and education and training requirements, and identify career pathway options. The following student resource is designed to assist students achieve these elements of the Level 6 Economics standards.

The following student resource focuses on young people’s rights and legal responsibilities. The resource could be used to address selected elements of the standards in one or more domains of the Victorian Essential Learning Standards (VELS), including Civics and Citizenship Levels 5 and 6, and, with some changes, Interpersonal Development at Levels 5 or 6.

The following student resource, which is based on Level 6 of the Civics and Citizenship domain of VELS, provides students with the opportunity to examine the role of the Australian Government in helping developing countries through its overseas aid program.

The following student resource is based on Level 6 of the Humanities–Economics domain of VELS. It focuses on the relationship between population growth and the economy, including the use of resources, ecological sustainability, economic growth, and the role of government in managing the economy.

This article outlines six techniques that can be used when writing tests or exams based on the Humanities–Economics or Civics and Citizenship domain in the Victorian Essential Learning Standards (VELS) at Level 5 or 6.

Self-assessment and peer feedback assist students to reflect on and assess their progress, thinking and learning in a unit of work or subject. Students are better learners when they are conscious of themselves as learners and have strategies to improve their learning. Strategies for self-monitoring and self-assessment must be taught.

This test is based on Level 5 of the Economics domain (‘Economic knowledge and understanding’ dimension) in the Victorian Essential Learning Standards.

This test is based on Level 5 of the Civics and Citizenship domain (‘Civic knowledge and understanding’ dimension) in the Victorian Essential Learning Standards.