VCE Philosophy Examination

[Tristan Hill]

Dear colleagues,

 

I trust by now that you are all thumbing your way through your own copy of the VCE Philosophy paper! As usual, should you want to share your thoughts on the paper, feel free to send your thoughts via this list. I will collate the salient points and forward them to VCAA as feedback. There is usually a formal mechanism from VCAA for feedback provided, too.

 

Kind regards,

 

Tristan

 

------------------------


Tristan A. Hill

Academic Coordinator – Teaching and Learning

7TH Form Teacher

TIC Fencing

Philosophy, History and Geography Teacher

Scotch College
1 Morrison Street
Hawthorn Victoria 3122
P (03) 9810 4321

 

This message, including any attachments, is provided without responsibility in law for its accuracy or otherwise and without assumption of a duty of care by Scotch College. This email is intended for the use of the named individual or entity and may contain confidential and privileged information. Any dissemination, distribution or copying by anyone other than the intended recipient of this email is strictly prohibited. If this email has been received in error, then please notify Scotch College immediately and destroy the original message.

 

[Soutar, Peter]

I didn't have a 12 class this year but if it's OK, I'd love to see the exam if anyone has a pdf copy or similar. 

--
VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
---
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.
To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/d20baf9d5a9943ca98490137ed30ff84%40EXBE03.scotch.vic.edu.au.

[cmgh...@gmail.com]

Hi Tristan,

There were a few things that I found ... surprising. Eg. No Nietzsche in Section C. Interesting dot-points in Section B - quite different from last year's exam and from the sample exam.
BUT for the most part, I think it's a fairly accessible / fair exam.

Looking forward to hearing what others think!

- Cara

[Amber Partington]

I was also surprised by the lack of Nietzsche (and a little dismayed, I think most of my class find him easier to write about)... I feel like they've been given a bit of extra support with some of the phrasing/explanations of terms/etc

--

VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
---
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.

To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/1eaff181-adbd-4a90-9844-857f1f4919a1n%40googlegroups.com.

--

[Kendel Huon]

I was surprised Nietzsche wasn’t in the part C. I had heard most student like to write on Nietzsche and my students certainly all had him as their first preference. I’d noticed the usually have an ancient and a modern so I thought he would be there.

I understand that the extra dot point in part B are probably to help guide the students, but I think the surprise of seeing it written like this for the first time might not be a help to all. I like the question on plant consciousness but I think my students will hate it.

To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/CAGAYaJu_XADwMeZLmUbZ_TShr4S-PP8H%2BwUF%2BCzseaAnEtKjkg%40mail.gmail.com.

[Soutar, Peter]

I'd say it's a different flavour to previous exams. Many of the questions across each section are more specific rather than general as has been the case in some previous exams. The 'stones and corpses' Gorgias question will prove challenging to many students, I think. But then again, I think the Gorgias is the most challenging text... 

--

[Tristan Hill]

Yes, I was a little surprised that there was no Nietzsche in Section C, but also a little relieved! Nietzsche is full of nuance and is difficult for many to accurately convey, unpack, apply and evaluate. I think the better essays might come from the Aristotle question, but many will find the second essay topic more accessible.

 

I think the first Section B question is difficult. Once I started to think through it, I can see how it works and it is quite good. But I think it will throw students off. The second Section B question is really good; tough for some but definite scope for the best to shine there.

 

Section A was straight forward. Not too obscure, not too broad! Picks up on some particular points, but all relevant to the big ideas of each text.

 

Overall, I think it is a good paper that strikes a balance between offering opportunity for those with sophisticated skills to show their ability to convey complexity and depth and a genuine assessment of student’s knowledge of the arguments of the text.

------------------------


Tristan A. Hill

Academic Coordinator – Teaching and Learning

7TH Form Teacher

TIC Fencing

Philosophy, History and Geography Teacher

Scotch College
1 Morrison Street
Hawthorn Victoria 3122
P (03) 9810 4321

 

This message, including any attachments, is provided without responsibility in law for its accuracy or otherwise and without assumption of a duty of care by Scotch College. This email is intended for the use of the named individual or entity and may contain confidential and privileged information. Any dissemination, distribution or copying by anyone other than the intended recipient of this email is strictly prohibited. If this email has been received in error, then please notify Scotch College immediately and destroy the original message.

 

--
VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
---
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.
To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/1eaff181-adbd-4a90-9844-857f1f4919a1n%40googlegroups.com.

 

--

--
VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
---
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.
To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/CAGAYaJu_XADwMeZLmUbZ_TShr4S-PP8H%2BwUF%2BCzseaAnEtKjkg%40mail.gmail.com.

--

VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
---
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.

To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/ME2PR01MB360386FE02413B21B18F8C67E9FA0%40ME2PR01MB3603.ausprd01.prod.outlook.com.

[Jessica Needham]

I think it is a very reasonable paper! The questions allow for students at different levels to show what they know and for the more confident students to dig into the concepts. 

I like the addition of definitions in Sections B and C as it shouldn’t come down to the comprehension of unfamiliar terms in this section.

Jess

------------------------
<image001.jpg>

Tristan A. Hill

Academic Coordinator – Teaching and Learning

7TH Form Teacher

TIC Fencing

Philosophy, History and Geography Teacher

Scotch College 
1 Morrison Street
Hawthorn Victoria 3122
P (03) 9810 4321

 

This message, including any attachments, is provided without responsibility in law for its accuracy or otherwise and without assumption of a duty of care by Scotch College. This email is intended for the use of the named individual or entity and may contain confidential and privileged information. Any dissemination, distribution or copying by anyone other than the intended recipient of this email is strictly prohibited. If this email has been received in error, then please notify Scotch College immediately and destroy the original message.

 

-- 
VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
--- 
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.
To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/1eaff181-adbd-4a90-9844-857f1f4919a1n%40googlegroups.com.

 

-- 

<~WRD000.jpg>

-- 
VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
--- 
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.
To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/CAGAYaJu_XADwMeZLmUbZ_TShr4S-PP8H%2BwUF%2BCzseaAnEtKjkg%40mail.gmail.com.

-- 
VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
--- 
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.
To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/ME2PR01MB360386FE02413B21B18F8C67E9FA0%40ME2PR01MB3603.ausprd01.prod.outlook.com.

-- 
VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
--- 
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.

To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/8ec545bddb7947c08535dd93b883d048%40EXBE03.scotch.vic.edu.au.

IMPORTANT (1) The contents of this email from Cornish College ABN 39 616 523 730 and any attachments are confidential. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this email in error, please contact the sender, then delete the email. (2) Before opening or using attachments, check them for viruses and defects. The contents of this email and its attachments may become scrambled, truncated or altered in transmission. Please notify us of any anomalies. (3) Our liability is limited to re-supplying the email and attached files or the cost of having them re-supplied. (4) This email is also subject to copyright. No part of it should be reproduced, adapted or communicated without the written consent of the copyright owner. Any personal information in this email must be handled in accordance with the Privacy Act 1988 (Cth). (5) Please consider the environment before printing this email.

[Amber Partington]

Two of my students commented that they found Section B very clear, they knew exactly what they needed to write. And yes, first B question quite hard. 

--

[Peter Clarkson]

I always give the paper a go while I wait for the students (except the essay) and I thought it was pretty good. Most Section A questions were pretty straightforward. Two questions made me stop and think a bit:

 

I had to think carefully about 1b (explain how the leaky jar analogy responds to Callicles’ analogy of a ‘stone or corpse’) since in my head I always think of it the other way around; Socrates gives his leaky jar analogy to show that a life of temperance and self-restraint is preferable to unrestrained hedonism and then Callicles responds; well, resting easy with full jars is like living the life of a stone or a corpse, since they can’t feel pleasure anymore. But then I remembered that Callicles does mention the stone / corpse thing earlier, before the leaky jars analogy too. Anyway, kind of got muddled about that one at first, but got there in the end.

 

2b required some thinking too. Nice to actually have to look up and think about what to write for that one…

 

I loved the Section B prompts – very thought provoking and nice opportunities to link to the philosophers. But I think students might be thrown by the different dot point instructions there. Of course, if they read the question and jumped through the hoops they were told to jump through, they will be fine.

 

I must admit though, the format of these instructions is a lot to try and remember to do in a single, long answer. Kind of information overload, especially when you’re all keyed up and nervous in an exam. Answering these questions, I kind of felt like that guy in the circus who has to keep all those plates spinning on sticks (I need to do this, do that, include that thing, oh crap - don’t forget to make mention of the ideas in the passage!, make sure I answer the question, uh oh – I haven’t put Maher’s circular criticism thingy in there, etc etc). Phew! I think some kids get overwhelmed by all those instructions in one hit.

 

It’s a bit like when I start a class by explaining what we’ll be doing today: Okay everyone, today we’re going to watch this short video about XYZ, then do a quick brainstorm about such-and-such, then we’ll answer these two questions and then, we’ll finish with a game. Then, without fail, a kid will put up their hand up and ask, ‘so, what are we doin’?’  That’s how I feel after reading the passage and then all those instructions…

 

Anyway, I think my students were challenged by it (and enjoyed the challenge).

 

Cheers (and sorry for the rambling),

 

Pete

IMPORTANT (1) The contents of this email from Cornish College ABN 39 616 523 730 and any attachments are confidential. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this email in error, please contact the sender, then delete the email. (2) Before opening or using attachments, check them for viruses and defects. The contents of this email and its attachments may become scrambled, truncated or altered in transmission. Please notify us of any anomalies. (3) Our liability is limited to re-supplying the email and attached files or the cost of having them re-supplied. (4) This email is also subject to copyright. No part of it should be reproduced, adapted or communicated without the written consent of the copyright owner. Any personal information in this email must be handled in accordance with the Privacy Act 1988 (Cth). (5) Please consider the environment before printing this email.

--

VAPS: The Victorian Association for Philosophy in Schools
Supporting philosophical thinking in Victorian schools
---
You received this message because you are subscribed to the Google Groups "VAPS VCE Network (The Victorian Association for Philosophy in Schools)" group.
To unsubscribe from this group and stop receiving emails from it, send an email to vaps-vce+u...@googlegroups.com.

To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/767A5EBF-7247-4136-BEB8-555235C5D3C0%40cornishcollege.vic.edu.au.

Peter Clarkson

Learning Leader - Humanities

 

[Beekman, Paul P]

I have to say, I thought that the Section B questions were great … for Philosophy teachers. For a state-wide exam that is supposed to elevate our subject and provide a differentiated, accessible platform for all students to express their knowledge, ideas and thinking skills, it failed badly. Many of my own students will be fine with it, of course, but we are not here to promote the interests of an elite cohort, but to foster an interest and passion for the Humanities at a time when it is profoundly under threat around the world. I personally found the prompts interesting, but that is not the purpose of an assessment instrument like this in a year in which many thousands of students were exposed to great stress and at times, despair. Not to include a direct reference to Nietzsche for the extended responses was, likewise, disappointing at best. I was hoping for something a little more equitable and accessible and that reflected the hard work that our students have put in to this subject.

 

-Paul

 

 

Paul Beekman

Head of Humanities

The University High School 
77 Story Street , Parkville, Victoria, 3052

( (03) 9342 0077

F:   (03) 9347 2650

*beekman...@edumail.vic.gov.au

To view this discussion on the web, visit https://groups.google.com/d/msgid/vaps-vce/358DF42B-2537-4176-9793-CAFCC67D64BB%40billanook.vic.edu.au.

IMPORTANT - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Training.