2020 VCAl|VCE course guide · Mission Statement Catholic Identity • Commits to living lives of service embracing the values of Jesus with relevance to today’s society, both locally

2020 VCAl|VCEcourse guide

Contents

HOW TO USE THIS COURSE GUIDE SubjectsandQualifications Key Dates

VCAL Vocational Certificate of Applied Learning

Structure Principles Enrolling

Vce Victorian Certificate of Education English Humanities Languages Mathematics PE&Health ReligiousEducation Science Technology TheArts

VeT Vocational Education and Training

BuildingandConstruction CreativeIndustries(GameDesign) Engineering Hair and Beauty Hospitality SoundEngineering SportsCoaching

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9101113

14152030334047536268

7679808182838485

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- 2 - 2020 VCAL | VCE COURSE GUIDE 2020 VCAL | VCE COURSE GUIDE

VisionWebelieveinlivinglifeinJesus.InkeepingwiththeMercytradition,webelieveinthedignityoftheindividualandselfless,honest,life-givingrelationshipsbasedinachildsafeenvironment.Westrivetobeaspiritfilled,educationalcommunitythatrealisesthefullestpotentialofJesus’messageforcreation.

Mission Statement

Catholic Identity• CommitstolivinglivesofserviceembracingthevaluesofJesuswithrelevancetotoday’ssociety,bothlocally

andglobally• Promotesacommunityinwhichcompassion,justice,fairnessandequalityexistsforall• ContinuouslyprovidesopportunitiesforimmersioninCatholictradition

Leadership• Encouragesleadershipacrosstheschoolthatisvisionary,reflective,courageous,collaborative,inclusive

andrespectful• Promotes leadershipamongst students, staffandcommunitymembers that nurturesand values individual

strengthsforthebenefitofthewholecommunity

Learning and Teaching• Aimstoprovideacontemporaryandchallengingeducationalenvironmentthatfostersrelationshipstoenhance

learningforallindividuals• Developsinnovative,creative,engaging,meaningfulandflexiblecurriculum• Recognisestheimportanceofappropriateorganisationalstructuresinprovidingthebestpossiblelearning• Commitstotheuseofcollaboration,feedbackandreflectivepracticetoenhanceperformance.• Promoteseffectiveandpracticalwaysofcontinuallyimprovingteachingpractice

Pastoral Care and Wellbeing• Promotespastoralwellbeingprogramsandbehavioursthatenableitscommunitymemberstobeconnected

andstayconnectedinachildsafeenvironment• Aspirestoprovideabalanceofspiritual,academic,cultural,physical,emotionalandsocial learningwithina

safeenvironment• Aimstodevelopacommunityconsciousnessofsharedresponsibilityforthecareandwellbeingofothers• Endeavours to enable community members to understand the process of accessing support and to feel

comfortabletodoso

Stewardship of resources • AcknowledgesthepastandpresentIndigenouspeopleofthislandandendeavourstodrawwisdomfromtheir

connection• Aspirestodevelopadeepappreciationofthenecessityofahealthyrelationshipbetweenhumanityand

theenvironment• Promotestheidealsofasustainableenvironmentforthefuture,commitstochangehowwesourceanduse

energyandotherresources• Hasanongoingplantomaintainandrenewresources• Aimstoexplicitlypromoteasharedcontributionandresponsibilityfortheuseandmaintenanceof

communityresources

- 3 - 2020 VCAL | VCE COURSE GUIDE

welcome Thankyouforchoosingtospendyourfinalyearsofschoolwithus.InYears9and10familyhelpedyounarrowdownareasofstudythroughArts,TechnologyandDiscoveryelectivesandyoumayhaveenrolledinanearlyadvancementunit.NowyouareconsideringyouroptionsforYears11and12.

“Do I do VCE?” “Would I rather do VCAL?” “Are there other options?” “What should I study?”ThisSeniorCourseGuidehasbeencreatedtohelpanswerthesequestions.Insidethesepagesyouwillfindexplanationsofthetwoqualificationsweofferseniorstudents.Weoutlineeachunitindetail,includingwhatassessmentseachhave,pre-requisiteorrecommendedpriorunit,andwhichVETcoursescontributetotheATAR.Ourteachersalsosuggestthe‘sortofstudent’whomayenjoyaparticularunit!Ifyouhaveanyquestions,pleasecontactthestafflistedthroughoutthiscourseguide.Allthebestwithyourresearch,

SHAUN MASON DEPUTY PRINCIPAL, LEARNING, TEACHING AND [email protected]

Graduate outcomesCatholicCollegestudentslivelifeinJesusby

• developingandsustainingloving,empatheticandsupportiverelationships

• servingotherswithhonour,courageandintegrity• beingcreativeproblemsolvers,criticalandreflective

thinkersandself-directed,life-longlearners• knowingandvaluingthemselves,havingasenseof

confidenceandbelonging• beingflexibleandresilientwithasenseofdignityand

self-respect• beingenvironmentallyandsociallyresponsiblewithin

theirlocal,nationalandglobalcommunities• strivingtoachievetheirbestacademically


options

Wehopethisguidehelpsyouinseveralways:• ChoosingbetweentheVictorianCertificateofEducationandtheVictorianCertificateofAppliedLearning• DecidingifanyVocationalEducationandTrainingunitshouldbepartofyourVCEorVCAL• Consideringifyouaregoingtoenrolinanearlyadvancementunit• Submittingyourselection(viatheonlineportal‘WebPreferences’)between7-13August2019

ExpecTations of you Yoursenioryearsineducationareimportant.Theybringanincreaseinworkload,responsibility,freedomandtheneedforself-discipline.Weexpectamaturecommitment.Weexpectyouwillseriouslyapplyyourselftoyourstudies,treatotherswithrespectandcourtesyandtakeadvantageoftherangeofactivitiesweprovide.

AnimportantaimofourCollegeistodevelopastrongsenseofChristiancommunity,helpingstudents,theirfamiliesandourstaffdeveloptheirfaithandarespectfor,andcommitmentto,thewelfareofothers.Thisisnotonlyachievedthroughthereligiouseducationbutthroughoutallaspectsofourcurriculum.

Belowweexplainthetwowaysyoucanextendyourlearninginafavouredunit.

extension unitsEarly AdvancementAlthoughmoststudentsundertakeacourseofstudyinkeepingwiththeiryearlevel,thecurriculumisstructuredinsuchawaythatstudentscanberecommendedforunitsoutsidetheircurrentyearlevel.StudentsatYear10levelcanapplyfortheEarlyAdvancementPrograminoneUnit1/2sequenceinVETorVCE.Applicationsforearlyadvancementaremadeontherecommendationoftheunitteachersandarealwaysdependentontheavailabilityofplaces.Studentsareinterviewedaspartofthatprocess.Interested?SubmittherelevantformbyTuesday13August2019.

EarlyAdvancementProgramApplication|VCEor

EarlyAdvancementProgramApplication|VET

Bothformsareavailabletostudentsandparents.RefertoSIMON(KnowledgeBanks,CourseCounselling) and/orPAM(UnitSelection).

Enhancement Studies (University level)ThisoptionenableshighachievingstudentstoextendtheirlearningbycompletingthefirstyearofastandarduniversityunitaspartoftheirYear12program.ThisprogramisonlyofferedinexceptionalcircumstancesandwouldbeatthediscretionandrecommendationoftheLearningCoachandDeputyPrincipal,LearningTeachingandInnovation.TheenhancementunitwillcountasthesixthunittowardtheirATAR.Anaverageoftheirtopfourunitswillbeaddedtothestudent’sAggregateScore.Itisalsopossibletogaincreditfortheunitduringthefirstyearofuniversity.Mathematics and History/Politics areavailablethroughMonashUniversity.Otherunitsuponrequest.SeeStephanieDavisorLisaWiseforfurtherinformation.

HOW TO USE THIS COURSE GUIDE


choosing your units DuringLearningMentorsessionsearlyinTerm3youtakepartinactivitiestohelpdecideyour2020units.ThroughoutAugustyourLMwillhelpyouworkthroughaUnitSelectionToolkit.InlateJuly,weinviteyouandyourfamilytoaCourseInformationNight.YoucantalkwithstafffromeachDomain(i.e.English,Humanities,VCAL)andhearthemexpandontheirunitofferings.Afewdayslater,youareinvitedtobringyourparentsorguardiansalongtoaCollegedaycentredonLearningMentor/CourseCounsellinginterviews.OurCareersEducationandDevelopmentLeaderSandieMcKoywillprovideaccesstootherresources.Someoftheseresourcesinclude:thisguide,theVCALandVCEapplicationforms,‘ChoosingVCAL|VCESchoolUnits’booklet,and‘AdvicefromPastStudents’booklet.TheseareavailableonSIMON(KnowledgeBanks,CourseCounselling)and/orPAM(UnitSelection).

selecting UNIts onlineInAugust,wewillsupplyyouwithloginandpassworddetailsexplaininghowtoenteryourunitchoicesandreservesonline,usinganonlineportalcalled‘WebPreferences’.

www.selectmysubjects.com.au

To finalise your unit selections, you must print a Preference Receipt and give your receipt to Carmel O’Brien in the Mercy Centre.

MEET THE DUE DATE: TuesDAY 13 AUGUSTWebPreferencesopenonWednesday7Augustthisyear.TheportalclosesonTuesday13August.

This is your last day to lodge units, including early advancement, VCAL and Youth Ministry applications.

Ifyouhavenotsubmittedyourpreferredunitsbytheduedate,youmaynotreceivethetimetableyouwerehopingfor.

unit Code LegendEachunithasitsownunitcode.CodesaretobeincludedwhencompletingyourplanandonlineWebPreferences.

Unit Code: V1PPE

1st two characters: Pathway 3rd character: Domain 4th & 5th character: UnitV1Year11/Unit1-2UnitsPPE&Health PEPhysicalEducationV2Year12/Unit1-2Units EEnglish LI Literature

HOW TO USE THIS COURSE GUIDE


subject and qualifications

VCAL Seepages9to13

Seepage14VCE

English 15 - 19

English Unit1-4EnglishLanguage Unit1-4Literature Unit 1-4

Humanities 20 - 29

Accounting Unit1-4AustralianPolitics Unit1-4BusinessManagement Unit1-4Geography Unit1-2History|TwentiethCentury Unit1-2History|Revolutions Unit3-4LegalStudies Unit1-4Sociology Unit1-4

Languages 30 - 32

French Unit1-4Japanese Unit1-4

Mathematics 33 - 39

PathwaysGeneralMathematics Unit1-2FurtherMathematics Unit3-4MathematicsMethods Unit1-4SpecialistMathematics Unit1-4

PE & Health 40 - 46

HealthandHumanDevelopment Unit1-4OutdoorandEnvironmentStudies Unit1-4PhysicalEducation Unit1-4

Religious Education 47 - 52

ReligionandSociety Unit1-2TextsandTraditions Unit1-2YouthMinistryandSpiritualityReligionandSociety Unit3-4TextsandTraditions Unit3-4

SCIEnce 53 - 61

Biology Unit1-4Chemistry Unit1-4Physics Unit1-4Psychology Unit1-4

Technology 62 - 67

FoodStudies Unit1-4ProductDesignandTechnology Unit1-4ProductDesignandTechnologyTextiles Unit1-2SystemsEngineering Unit 1-4

THE Arts 68 - 75

Drama Unit 1-4Media Unit 1-4MusicPerformance Unit1-4StudioArts Unit1-4VisualCommunicationDesign Unit1-4

Vocational education

and training (VET) 76 - 85

BuildingandConstruction Unit1-4CreativeIndustries(GameDesign) Unit1-4EngineeringStudies Unit1-4Hair and Beauty Unit 1-4Hospitality Unit1-4SoundEngineering Unit1-4SportsCoaching Unit1-4


key dates

JULY - SEPTEMBER (term 3)

OCTOBER - DECEMBER (term 4)

january - february (term 1)

WEEK 11 - 5 344 5

6678

WEEK6 - 77 - 9

910 11

WEEK

1

DATE Tue16July Mon22JulyWed7AugustWed7AugustTue13August

Mon19-Tue20AugustTue20-Wed21AugustMon26-Tue27AugustFri 6 September

DATE MidNovemberFri 22 November-Fri 6 DecemberFri 6 DecemberWed 11 DecemberWed 18 December

DATEMon6-Fri17JanuaryMon20JanuaryLateJanuary

LateJanuaryThur30January(TBC)

TIME

LM Time 6pm4-7.30pm8am 3.15pm

TIME

TIME 8.30am

EVENT VCAL|VCECourseGuideavailableonSIMONandwebsiteInitialunitselectiondiscussionsCourseInformationNight(Years9-12in2020)CourseCounselling/LearningMentorinterviewsWebPreferencesonlineportalopensWeb Preferences due.ThisincludesAdvancements, YouthMinistryandVCALapplications.

All students undertaking Unit 1 - 2 and Unit 3 - 4

EarlyadvancementinterviewsYouthMinistryinterviewsVCALinterviewsNotificationofEarlyAdvancement,YouthMinistryandVCALoffersissued

EVENT

Book/ResourcelistsavailableCommencementFortnightAll students Year 8 - 12 (2020)LastdayofschoolYear9-11(2019)LastdayofschoolYear7-8(2019)CatholicCollegeofficecloses

EVENT

Book/ResourcehomedeliveryCatholicCollegeofficere-opensBook/ResourceandLaptop*collectionNew students onlyBook/Resourcecollection,ArtsCentreTerm1commences


VCalVictorian Certificate of APPLIED LEARNING VCALisreallydifferenttoVCE!Itisapracticalalternative.Fortherightperson,itisempowering.VCAL is oneof the accreditedYear 12qualificationsweoffer, the other beingVCE.WhilstVCEisthedirectpathwaytouniversity,VCAListhepathwayintotheworkforce,orapprenticeship,orTAFE.AtypicalVCALstudentis...

ü a practical learner ü enjoyshandsonactivities ü a team player ü likestoproblemsolve ü adaptableandversatile ü enjoysdevelopinglifeskills

ü engageswellwithcommunityprojects

ü oftenworksoutsideoftheclassroom

ü hasagrowthmindsettofurthertheirabilities

A partnership between student, industry and schoolWe focus on developing key employability skills. These skills represent whatemployerssaytheywanttoseeinyoungpeople,andunderpinshowwedesignthecourse.Ifourstudentshavetheseabilitiestheyoughttobebetterpreparedforthecomplexworkingworldtheywillinherit.Employees are looking for these seven specific skills. Understandingthemisamajorfocusofourprogram.

At Catholic CollegeOurstudentshavebeenformingandstrengtheningrelationshipssinceYear7,somesinceprimaryschool!RegardlessofthepathwayinYear12,ourstudentsmixandstayconnectedthroughouttheirfinalyears.

Engineering

Hairdressing

Landscaping

Childcare


How is VCAL structured?VCALcanbeundertakenataFoundation,IntermediateorSeniorlevel. Students complete the level/s that suit their skills andabilities; taking into account their literacy levels, interpersonalandorganisationalskills.The VCAL has four curriculum areas, called strands. Thesestrandsare:• Literacyandnumeracyskills• Industryspecificskills• Workrelatedskills• PersonaldevelopmentskillsYoumustcompletecredits thatcontribute toall fourstrands.Thereisgreatvarietyinhowthiscanbedone,includingVCALunits,VCEunits,VETunitsandStructuredWorkPlaceLearning.Studentsarealsoexpectedtoundertakeextendedprojectsthatmayincludecompetenciesfromanumberofunits.

A vcal yearVCALbeginsinCommencementFortnight(Friday22November–Friday6December2019)andstudentscompletetasksoverthesummerholidays.Theprogramends in the followingSeptember forYear12,orNovemberforYear11.

What is important to know about VCAL?We expect families to be familiar with these principles before enrolling.

Project-based learningAkeycomponentofVCALiseventmanagementandproject-based learning. This is a different approach to the study ofspecific,traditionalunits,suchasPhysics.OurVCALstudentsareincreasinglybeingengagedinactivitieswheretheyworktogethertocompleteoutcomesacrossunits,based around a common project. This might be within theschoolorinacommunitypartnership.Whydowestructuretheprogramthisway?Toprovidebroader,deeper opportunities to learn. Project-based learning holdsstudentinterestforlonger,andcreatestransferableknowledgethatismorereadilyappliedtootherpracticalsettings. Self-paced not teacher-leadStudentstakecontroloftheirlearningbyself-pacingthemselvesthroughthecompetencyoutcomesforeachunit.

Community Service

Hands-on Industry Experience

Electrical


FlexibilityTheprogramisdesignedtobeflexibleonpurpose,andisstructuredaroundstudents’interests.Studentsthemselvesarethedrivingforcebehindwherethecurriculumcango.WherepossiblewetailorVCALtoindividualaspirations.Beingflexibleinourdeliveryencouragesstudentstobemoreadaptableandresponsivetochangeinthewiderworld.

AssessmentVCALunitshavecompetency-basedassessment,whichmeansstudentsareonlyassessedonwhethertheyhaveaskillorarestillworkingtowardsattainingthatskill.Theyarenotgivenagrade.There is a lot of flexibility in howandwhen studentsmaybeassessed,andstudentsareexpectedtotakeanactivepartinmakingthosedecisions.Ifstudents includeanon-VCALsubject in theirprogram(i.eaVCEunit),theyareexpectedtocompleteallassessmentsinthatsubjectaspublished,which may include an exam. HomeworkHomeworkiskepttoaminimum.AsVCALisanappliedlearningpathway,studentsusetheirtimeafterschool inpaidemployment,sportandexplore theirowninterests. VET coursesStudentsmustbeenrolledinatleastoneVETunit.ThisiscompulsorybecausethepurposeofVCAListocultivateindustryspecificskillsandbuildpathwaystoemployment.Seep78forafulllistofVETunits.

CertificatesForeachlevelcompleted(Foundation,IntermediateorSenior),students earn aVCALcertificate and aStatement ofResultslistingunitsobtained.Studentsalsoreceivecertificatesforaccreditedshortcourses.

ExcursionsStudents frequently go on outings to support learning in anappliedway.Theyareexposed todifferent industries throughvisits to largecompanies (Visy,UncleToby’s,McDonalds)andsmallbusinesses. Short courses and Wodonga TAFE tastersThese are compulsory and expose students to differentindustries,furtherdevelopingtheirskillsets.

• Barista Basics• DefensiveDriving• FirstAidandCPR• ManualHandling

Interschool Partnerships

Foodshare Volunteer Program

Practical Life Skills - Tyrepower


Life skills AND THE WIDER WORLDTheVCALteamismotivatedtopreparestudentsforadulthood.Ouraimisforgraduatestobecomevaluedlong-termcontributorsto our society, to extend themselves and be engaged in thewiderworld.Toachievethat,staffcultivateclosepartnershipswithbusiness,enterpriseandcommunity.Integralalsoisacommitmenttothepersonaldevelopmentofeachstudent.Weencourageeverystudenttomature,tochooseresilience,tobemindfuloftheemployabilityskillsthatemployersareaskingfor-andtoknowthatlifeskillsimprove,aswegrowolder-ifwepayattentiontothem.

VCALhasthecapacitytodevelopthesepersonalattributes...• self-awareness• confidence• decision-making• maturity• interpersonalrelationships• empathy• motivation• enhancedworkethic

VCAL Gardening Project

Year 12 VCAL Self-Reliance Camp

VCAL Colour Run Fundraiser


What next? IfVCALisforyou,followthesestepstoenrol.

JACQUI MARTINI VCAL [email protected]

Wodonga TAFE Creative Industries Taster

Masterclasses by Miss Amelie

Forklift Operations

GototheCourseInformationNight,Mon

day22July

TalktoyourLearningMentoraboutVCA

L

AttendCourseCounselling,Wednesday7Aug

ust

ApplyforVCALbyTuesday13August

Goonline.Enteryoursubjectsvia‘WebPreferences’,

byTuesday13August

Applyforearlyadvancement(Unit1-4)

byTuesday13August.Forms

areon

SIMON/PAMandwebsite.

AttendaninterviewwiththeVCALLeader,

Monday19-Tuesday20August LookoutforanotificationofVCALofferinearly

September,(dependentuponWebPreferences,

applicationandinterview) AccepttheVCALofferbyFriday6September AttendCommencementFortnight, Friday22November-Friday6December


Victorian Certificate of Education Studentsarerequiredtotakegreaterresponsibility fortheirownlearning,fortheirchoiceofunitsandtomakeamaturecommitmenttostudybothwithinand beyond the classroom. Because all coursework and study cannot becoveredinschoolhours,thereisanexpectationthatstudentscompletebothhomeworkandstudyoutofschoolhours.

how is VCE structured?StudentsstudysixunitspersemesteratYear11andfiveunitspersemesteratYear12.MostpeopleundertakeUnit1and2atYear11,andcompleteUnit3and4atYear12.TobeawardedtheVCE,youmustsatisfactorilycompleteatleast16units.Theseunitsmustinclude:

• threeunitsfromtheEnglishgroup(withatleastoneatUnit3andoneatUnit4level)

• threesequencesofUnit3and4studies(otherthanEnglish),whichcanincludeVCEandVET

a VCE year

VCE begins in Commencement Fortnight (Friday 22 November – Friday 6December2019)andstudentscompletehomeworkoverthesummerholidays.TheprogramendsinthefollowingOctoberforYear12.

What is important to know about VCE?Thisqualification

• involvesatleasttwoyearsofcontinualassessment• ensuresthateverystudenthastomeetthesame

assessmentrequirements• usesbothexternalandinternalschoolassessedtasksto

gaugelearning

what next?IfVCEisforyou,checktheKeyDatesonp8.

STEPHANIE DAVIS VCE LEARNING & TEACHING [email protected]

VCE


english

EnglishUnit 1-2: V1eenUNIT 3-4: V2een

English LanguageUnit 1-2: V1eel UNIT 3-4: V2eel

LiteratureUnit 1-2: V1eli UNIT 3-4: V2eli

MICHAEL RUSSELL ENGLISH [email protected]


Therearetwoareasofstudyforeachunit:Reading and Creating Texts and Analysing and Presenting Arguments.

Unit 1• Yourespondanalyticallytoonetextandcreativelytoanother• Welookatthewaylanguageandargumentcomplementoneanotherandinteracttopositionthereader

Unit 2• Youstudytwotextsandcomparethewaymeaninghasbeenconstructedbyanauthor/director/playwright• Welookatthewaylanguageandargumentcomplementoneanotherandinteracttopositionthereader

What does this mean for me?Youreadandanalysetextsandcompletewrittenresponses.Youcreativelywriteinarangeofformatsandstyles,drawingonvarioustexts.Weexamineparticularmediatextsandtheways inwhichauthorspersuadereaderstoshareaparticularpointofview.Youreadtexts (shortstories,novels,plays,filmsandpoetry)closelyandcriticallyanalysetheideasandcontent.Wealsocomparethewaysimilar ideasareconveyeddifferentlydependingonthemodethroughwhichtheyarepresented.

Unit 3 • Youproduceananalyticalinterpretationofaselectedtext,andacreativeresponsetoadifferentselectedtext• Weanalyseandcomparetheuseofargumentandpersuasivelanguageintextsthatpresentapointofview

onanissue

Unit 4• Youproduceadetailedcomparisonwhichanalyseshowtwoselectedtextspresentideas,issuesandthemes• Youconstructasustainedandreasonedpointofviewonanissuecurrentlydebatedinthemedia

What does this mean for me?WebuildontheactivitiesundertakeninUnit1and2.Youalsocomparethewaytwoselectedtextspresentideas,issuesandthemes.

Assessment • textessays• creativewriting• oralpresentations• expositorywriting• comparativeresponse• exam

What sort of student would like English? Someonewho:

• enjoysreading,respondinginwritinganddiscussingideas• isinterestedinexaminingcurrentaffairsandtherolethemediaplaysinoursociety• likestoworkwithideas,tothinkcreativelyandwriteextendedresponses

Suggested Pre-requisitesYear10StandardEnglish,Year10IntrotoEnglishLanguageorYear10IntrotoLiterature.

English V1EEN | V2EEN


Unit 1: Language and CommunicationOurfocusisonthenatureandfunctionsoflanguageanditsuseincommunication,thefivesubsystemsoflanguage(morphologyandlexicology,phonology,syntax,semanticsanddiscourse)andonchildlanguageacquisition.

What does this mean for me?Weidentify,defineandapplyarangeofkeytermstotheEnglishlanguage.Youuseatextbook,aswellasawiderangeoftextsfromemails,blogsandtextmessagestospeeches,advertisements,andlegaldocuments.Youexaminehowlanguageisacquiredinhumansfrominfancy,andthestagestheygothrough.

Unit 2: Language ChangeThefocushereisonlanguagechangeespeciallywithinAustralianEnglish,thehistoryanddevelopmentoftheEnglishlanguage,andtheglobalisationofEnglish.

What does this mean for me? WelookatthehistoryoftheEnglishlanguagefromitsfoundations(in55BC)toitsstatusasthegloballanguageofthepresent.ThiswillincludeastudyofarangeoffactorssuchasBritain’smilitaryhistory,colonialisation,inventionsandculturaldevelopments.YoualsostudyvariouspidginsandCreolessuchas‘Singlish’and‘Chinglish.’

Unit 3: Language Variation and Social PurposeWeexaminearangeoftextsonthecontinuumbetweeninformalandformallanguage,anddevelopametalanguagetodescribethefeaturesofthesetexts.

What does this mean for me? Youdiscoverthatalltextsexistonacontinuumbetweenformalandinformal,andthatcontext,audienceandfunctionareessentialtounderstandingthelanguageofatext.Youwilllearnametalanguagetodiscusskeyfeaturesoftexts,andlearntoreadtextscloselyandidentify,analyseandcommentonthelinguisticfeatures.

Unit 4: Language Variation and IdentityThefocusislanguageinitssocialsetting.Throughlanguagewecommunicateinformation,ideas,attitudes,prejudicesandideologicalstances.Aperson’slanguageisalwaysaproductoftheir individualcircumstancescombinedwiththeirculturalbackground(inthiscaseAustraliansociety).

What does this mean for me? YoulookatAustralianEnglishclosely,andcometounderstandthatlanguageisareflectionofculture,identity,andabroadrangeofsocietalfactorssuchasimmigration,socialclass,andgender.

English Language V1EEL | V2EEL


Assessment• shortanswertests• analyticalcommentaries• essays• oralpresentations• investigativereports• casestudiesandcomparativetasks

What sort of student would like English Language?Someonewho:

• isexact,preciseandanalyticalwiththeirthinkingandwriting,hasawidevocabularyandreadsbroadlyandhastheabilitytolearnnewterms

• isinterestedinthestructureoflanguageandlinguistics• enjoysthechallengeofconstructingconcise,focussedanalyticaltexts

Suggested Pre-requisitesItisrecommendedyoucompleteUnits1and2beforeUnits3and4.Someone who finds English difficult will struggle with the demands and intensity of this unit.

Other ConsiderationsYouareexpectedtoworkfromthetextbook,butalsotoreadmorewidelyfromarangeofsourcesandtexttypes.


Unit 1 Thisunitfocusesonthewaysliterarytextsrepresenthumanexperienceandthereadingpracticesstudentsdeveloptodeepentheirunderstandingofatext.

What does this mean for me? Youreaddeeplyandthoughtfullyaboutthewaywritersexplorethehumancondition.

Unit 2 Ourfocusisoncriticalandcreativeresponsestotexts.

What does this mean for me?Youneedtodevelopyourowndistinctivewritingstylebasedonyourcriticalreadingoftexts.

Unit 3 Adaptations and Transformations.Youanalysetheextenttowhichmeaningchangeswhenatextisadaptedtoadifferentform.Creative Responses to texts:Youdevelopanunderstandingofthevariouswaysinwhichauthorscrafttexts. Wereflectcriticallyuponyourownresponsesastheyrelatetothetext,anddiscussthepurposeandcontextofyourcreations.

What does this mean for me?Youidentifyhowwriters(includingfilmmakers)createmeaning.Yourespondimaginativelytoatextbyemployingarangeofliterarytechniques.

Unit 4 Literary Perspectives. Youproduceaninterpretationofatextusingdifferentliteraryperspectivestoinformyourview.Close Analysis. Youanalysefeaturesoftextsanddevelopandjustifyinterpretationsoftexts.

What does this mean for me?Wereadandanalysetwopiecesofliterarycriticism.Throughcloseattentiontothiscriticismyoudevelopyourownresponsetoatext.Youalsoneedtorespondtoatextbasedonyourreadingofselectedpassages.

Assessment • creativeresponses• comparativeessays• oralpresentations• passageanalysis• discussionsbasedonclosetextualreadings

What sort of student would like Literature? Someonewhoenjoysreadingandwishestoengagewithtextsonadeeperlevel.Someonewhoenjoyswritingabouttheirreadingandwishestoextendtheircriticalthinkingthewaywritersconveymeaning.

Suggested Pre-requisites Nil,butstudentswhoarestronginEnglishareencouraged.

Other ConsiderationsTheteachermayalsobedeliveringcontenttootherNorthEastCatholicSecondarySchools:GalenCatholicCollegeWangaratta,MarianCollegeMyrtlefordandSacredHeartCollegeYarrawonga.Thiswillenhancelearningnetworksandexpertiseforbothstudentsandstaff.

Literature V1ELI | V2ELI


ACCOUNTINGUnit 1-2: V1HACUNIT 3-4: V2HAC

AUSTRALIAN POLITICSUnit 1-2: V1HAP UNIT 3-4: V2HAP

BUSINESS MANAGEMENTUnit 1-2: V1HBM UNIT 3-4: V2HBM

GEOGRAPHYUnit 1-2: V1HGE

HISTORY | TWENTIETH CENTURYUnit 1-2: V1HHT HISTORY | REVOLUTIONS UNIT 3-4: V2HHR

LEGAL STUDIESUnit 1-2: V1HLS UNIT 3-4: V2HLS

SOCIOLOGYUnit 1-2: V1HSO UNIT 3-4: V2HSO

humanities

MANDY PERKINS HUMANITIES [email protected]


Unit 1: the role of accounting in BusinessWeexploretheestablishmentofabusinessandtheroleofaccountinginthedeterminationofbusinesssuccessorfailure.Weconsidertheimportanceofaccountinginformationtostakeholders.Yourecordfinancialdataandpreparereports forservicebusinessesownedbysoleproprietors.Weanalyse, interpretandevaluate theperformanceofthebusinessusing financial andnon-financial information.Youuse theseevaluations tomake recommendationsregardingthesuitabilityofabusinessasaninvestment.WHAT DOES THIS MEAN FOR ME? Youlearneverydaylifeskillsforpersonalandbusinessuse,includingwiththerecordingandreportingmethods.

Unit 2: Accounting and decision making for a Trading BusinessWeextendyourknowledgeoftheaccountingprocessforsoleproprietorsoperatingatradingbusiness.Ourfocusisoninventory,accountsreceivable,accountspayableandnon-currentassets.Youanalyseandevaluatetheseareastosuggeststrategiestoimprovebusinessperformance.WeusemanualprocessesandICT,(includingspreadsheets),topreparehistoricalandbudgetedaccountingreports.Youconsiderrelevantfinancialandotherinformationtopredict,budgetandcomparethepotentialeffectsofalternativestrategiesontheperformanceofthebusiness.WHAT DOES THIS MEAN FOR ME? Youlookatbuyingandsellingstock,managingcashflows,managingassetsandbudgeting.

Unit 3: financial accounting for a Trading BusinessWefocusonatradingbusinessownedbyasoleproprietor,andtheroleofaccountingasaninformationsystem.Youusethedoubleentrysystemofrecordingfinancialdataandpreparereportsusingtheaccrualbasisofaccounting,andtheperpetualmethodofinventoryrecording.Wedevelopyourunderstandingoftheaccountingprocessesforrecordingandreporting,andconsidertheeffectofdecisionsmadeontheperformanceofthebusiness.Youinterpretreportsandinformationpresentedinavarietyofformatsandsuggeststrategiestoimprovetheperformanceofthebusiness.WHAT DOES THIS MEAN FOR ME? Youareintroducedtodoubleentryaccountingusedbybusinessesworld-wideandfinetuneyouranalysisskills.

Unit 4: Recording, reporting, budgeting and decision-makingWeextendyourunderstandingoftherecordingandreportingprocess.Weintroducebalancedayadjustmentsandalternativedepreciationmethods,andbothmanualmethodsandICT.Youinvestigateboththeroleandimportanceof budgeting in decision-making for a business. You analyse and interpret accounting reports and graphicalrepresentationstoevaluatetheperformanceofabusiness,andsuggeststrategiestoimproveperformanceWHAT DOES THIS MEAN FOR ME? SkillslearntinUnit1to3aredevelopedandextended.SkillsandknowledgelearntinUnit3and4areverysimilartothosecoveredinfirstyearCommerceandBusinessdegreesandisthusinvaluableifyouareconsideringoneofthesecourses.Through all units (where appropriate), the ethical considerations faced by business owners when making decisions (including financial, social and environmental), will be explored.

Assessment • casestudies,tests,andexam(Unit1and2)• testsandexternalexam(Unit3and4)

What sort of student would like Accounting?Someonewho:

• islookingtostudyBusiness,Commerce,Financeormanagementrelatedcourses• isconsideringatradeorhasaninterestingoingintobusinessforthemselves

Suggested Pre-requisites Unit1and2AccountingformthebasisofUnit3and4and,soarehighlyrecommended.

Accounting V1HAC | V2HAC


Unit 1: ideas, actors and powerWeintroduceyoutothekeyideasrelatingtotheexerciseofpoliticalpower.Weinvestigatehowtheseideasshapepolitical systemsand inparticular thecharacteristicsof liberalism.Weconsider thenatureofpower inAustraliandemocracyandinanon-democraticpoliticalsystem.WealsoexplorethenatureandinfluenceofkeypoliticalactorsinAustralia:politicalparties,interestgroupsandthemedia.AlltheseformsofparticipationinAustraliandemocracyinfluencethepoliticalagenda.

Unit 2: Global ConnectionsYoubecomefamiliarwithourglobalcommunityandtheglobalactors thatarepartof thiscommunity. In ‘areaofstudy’1,weexplore themyriadways liveshavebeenaffectedby the increased interconnectedness– thegloballinks–oftheworldthroughtheprocessofglobalisation.In‘areaofstudy’2,weconsidertheextenttowhichglobalactorscooperateandsharevisionsandgoalsaspartoftheglobalcommunity.Weinvestigatetheabilityoftheglobalcommunitytomanageareasofglobalcooperationandtorespondtoissuesofglobalconflictandinstability.

Unit 3: Evaluating Australian DemocracyWeintroduceyoutothecoreprinciplesandoperationoftheAustralianpoliticalsystem.‘Areaofstudy’1focusesonthevaluesandprinciplesthatunderpintheAustralianpoliticalsystem. It introducesthekeyelementsof liberaldemocracyandrepresentativegovernmentandexploreshowtheyoperateintheoryandpractice.‘Areaofstudy’2evaluatestheAustralianliberaldemocraticsystemfurtherbycomparingitwiththepoliticalsystemoftheUnitedStatesofAmerica (USA).Weanalysekeyaspectsof theUSpoliticalsystem, including theelectoralprocess, theoperationofthelegislativebranchandtheprotectionofrightsandfreedoms.

Unit 4: Australian public policyWefocusonAustralianfederalpublicpolicyformulationandimplementation.Asthegovernmentrespondstotheseinfluencesandpressures,policyproposalsareoftensubjecttochangeandcompromise.Studentsinvestigatethecomplexitiesthegovernmentfacesinputtingpublicpolicyintooperation.‘Areaofstudy’1examinesdomesticpolicy, thatwhich is largelyconcernedwithAustraliansocietyandaffectingpeoplelivinginAustralia.WeinvestigateonecontemporaryAustraliandomesticpolicyissueandconsiderthepolicyresponseoftheAustraliangovernmenttothatissue.In‘areaofstudy’2,weconsidercontemporaryAustralianforeignpolicy.We examine themajor objectives and instruments of contemporary Australian foreign policy and the keychallengesfacingcontemporaryAustralianforeignpolicy.

Assessment • case studies• shortanswerquestiontests• essays• endofyearexamination

What sort of student would like Australian Politics?Someonewho:

• hasaninterestincurrentaffairs:youneedtokeepupwithpoliticaleventsinthemedia• hasaninterestintheinner-workingsofgovernment• hasstrongliteracyandlanguageskills• isinterestedinacareerinpolitics,thepublicservice,foreignaffairs,laworjournalism• isinterestedincontributingtolivelypoliticaldiscussion!

Australian Politics V1HAP | V2HAP


Unit 1: Planning a BusinessBusinesses of all sizes aremajor contributors to the economic and social wellbeing of a nation. Therefore howtheyareformedandthefosteringofconditionsunderwhichnewbusinessideascanemergearevitalforanation’swellbeing.Takingabusinessideaandplanninghowtomakeitarealityarethecornerstonesofeconomicandsocialdevelopment.Weexplorethefactorsaffectingbusinessideasandtheinternalandexternalenvironmentswithinwhichbusinessesoperate,andtheeffectoftheseonplanningabusiness.

Unit 2: Establishing a BusinessOurfocusisontheestablishmentphaseofabusiness’slife.Establishingabusinessinvolvescomplyingwithlegalrequirementsaswellasmakingdecisionsabouthowbesttoestablishasystemoffinancialrecordkeeping,staffthebusinessandestablishacustomerbase.Weexaminethelegalrequirementsthatmustbesatisfiedtoestablishabusiness.Youinvestigatetheessentialfeaturesofeffectivemarketingandconsiderthebestwaytomeettheneedsofthebusinessintermsofstaffingandfinancialrecordkeeping.Weanalysevariousmanagementpracticesinthisareabyapplyingthisknowledgetocontemporarybusinesscasestudiesfromthepastfouryears.

Unit 3: Managing a BusinessWeexplorethekeyprocessesandissuesconcernedwithmanagingabusinessefficientlyandeffectivelytoachievethebusinessobjectives.Youexaminethedifferenttypesofbusinessesandtheirrespectiveobjectives.Weconsidercorporateculture,managementstyles,managementskillsandtherelationshipbetweeneachofthese.Weinvestigatestrategiestomanagebothstaffandbusinessoperationstomeetobjectives.Youdevelopanunderstandingofthecomplexityandchallengeofmanagingbusinessesandthroughtheuseofcontemporarybusinesscasestudieshavetheopportunitytocomparetheoreticalperspectiveswithcurrentpractice.Apracticalexcursionisalsoundertakentoalocalmanufacturingbusiness,suchasMarsPetcareorVisy.

Unit 4: Transforming a BusinessBusinessesareunderconstantpressuretoadaptandchangetomeettheirobjectives.Weconsidertheimportanceofreviewingkeyperformanceindicatorstodeterminecurrentperformanceandthestrategicmanagementnecessarytopositionabusinessforthefuture.Westudyatheoreticalmodeltoundertakechange,andconsideravarietyofstrategiestomanagechangeinthemostefficientandeffectivewaytoimprovebusinessperformance.Youinvestigatethe importance of leadership in changemanagement.Using a contemporary business case study, you evaluatebusinesspracticeagainsttheory.

Assessment • case study analysis • shortanswerquestions• researchtasks• topictests• semesterexams(Unit1and2)• endofyearexternalexam(Unit3and4)

What sort of student would like Business Management? Someonewho:

• wishestopursueatertiarycourseinCommerce,EconomicsorAccounting• ismorepracticallymindedwhomaywishtoworkforabusinessafterleavingschoolviaapprenticeshipsora

vocationalpathway,withtheultimategoalofowningandrunningtheirownbusiness

Suggested Pre-requisites Nil.HoweverUnit1and2offerusefulbackgroundknowledgeforUnit3and4.

Business Management V1HBM | V2HBM


Unit 1: HAZARDS AND DISASTERSYouwillexaminehazardsandhazardeventsbeforeengaginginastudyofatleasttwospecifichazardsatarangeofscales.Youwillstudyonefromatleasttwodifferenttypesofhazards,forexample,coastalhazardsandanalienanimalinvasion,orfloodsandoilspills.Wewillalsoexplorethenatureandeffectivenessofspecificmeasuressuchaspredictionandwarningprograms,communitypreparednessandlanduseplanning,aswellasactionstakenafterhazardsbecomeharmfulanddestructivedisasters.Wewillalso investigate thehumanresponses to thehazardsselectedearlier,withreferencetoavarietyoflocations.

What does this mean for me?Youwillusetheknowledgeofthepastnaturaldisasterstoanalysemanagementplansforfutureeventsandinvestigatetheriskandharmtopopulationsinareasofnaturaldisasters.

Unit 2: TourismIn thisunit, youwillexploredifferent typesof tourismandwhere it is found in theworldaswellasexploring theenvironmental,economicandsocio-culturalimpactsofdifferenttypesoftourism.Weinvestigateatleastonetourismlocation,usingappropriatefieldworktechniques,andanotherelsewhereintheworld.Youwillevaluatetheeffectivenessofmeasurestakentoenhancethepositiveimpactsand/ortominimisethenegativeimpactsattheselocations.

What does this mean for me?Youwillcompletefieldworktoconsolidateknowledgefromclassontourismandinvestigatethenegativeandpositiveimpactsoftourismlocallyandglobally.

Assessment• researchreport• coursework• class tests• presentation-fieldworkdatacollectionandanalysis• endofsemesterexam

What sort of student would enjoy Geography?Someonewhoisinterestedin

• knowingabouttheworldandhowhumansimpactonitsphysicalenvironment• conductingfieldworkatalocalsiteandcollectingdatatothenprocessandpresent• careersinagriculture(farming,forestry,fisheries,etc),mining,surveying,horticulture,mapping,environmental

management,climatology,andurbanplanning

Suggested Pre-requisitesNil.However,Year10Geographyunit‘PeopleandPlaces’canbeuseful.

Geography V1HGE


History | Twentieth Century V1HHT

Unit 1: 1918-1939Weexplorethenatureofpolitical,socialandculturalchangeintheperiodbetweentheworldwars.Wefocusontwoareasofstudy,‘IdeologyandConflict’and‘Socialand‘CulturalChange’.‘IdeologyandConflict’ explorestheconsequencesofthepeacetreatiesthatendedWorldWarOne,theimpactofideologiesonnations(NaziGermanyandtheRussianRevolution)andtheeventsthatledtoWorldWarTwo.‘Socialand‘CulturalChange’focusesonthesocial lifeandculturalexpression inthe1920sand1930sandtheirrelationtothetechnological,politicalandeconomicchangesoftheperiod.(i.e.theRoaring20s,theGreatDepression,censorship inNaziGermany,workers’ rights, gender, class, persecution of groups).We explore particular formsofculturalexpression fromoneormoreof the followingcontexts:Germany,Japan, Italy,USSRand/orUSA. (i.e.Bauhausmovement,ArtDeco,Futurism,Modernism).

What does this mean for me?Youlearnaboutthekeysocial,militaryandculturalrevolutionsofthefirsthalfoftheTwentiethCentury.Youinterpretarangeofprimaryandsecondarymaterialstounderstandvariousinterpretationsoftheseevents.

Unit 2: 1945-2000WelookatthenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthe20thCentury.Ourtwoareasofstudyareoutlinedbelow.‘Competing Ideologies’ focuses on causes and consequences of the ColdWar; the competing ideologies thatunderpinnedevents,theeffectsonpeople,groupsandnations,andthereasonsfortheendofthissustainedperiodofideologicalconflict.‘ChallengeandChange’focusesonthewaysinwhichtraditionalideas,valuesandpoliticalsystemswerechallengedandchangedbyindividualsandgroups,(i.e.decolonisationinAfricaandAsia,campaignsbyterroristgroups,civilrightsandgenderrightscampaigns,anti-apartheidmovement).Wereviewthecausesofsignificantpoliticalandsocialeventsandmovements,andtheirconsequencesfornationsandpeople.

What does this mean for me?YoudevelopanunderstandingofthedifferentkeymovementsandcrisesthathavehelpedshapethemodernworldandthecurrenteventsoftheTwentiethFirstCentury.

Assessment• historicalinquiries• analysesofprimarysources• analysesofhistoricalinterpretations• essays• endofsemesterexam

What sort of student would like Twentieth Century History?Someonewho:

• isinterestedinknowingabouttheworld• isinterestedincurrentaffairs,SocialScience,History,PoliticsandCulture• hasstrongliteracyandlanguageskills,andwholikestoanalysedifferentformsoftexts• researchingcareersinarchaeology,anthropology,foreignaffairs,politics,writing,thelaw,journalism,public

service,social,culturalandmilitaryhistoryandsociology

Suggested Pre-requisitesNil.AlthoughknowledgeandskillsfromeitheroftheYear10Historyunits‘Conflicts’wouldbebeneficial.


Unit 3: Russian Revolution 1896-1927Weevaluatetheroleof ideas, leaders,movementsandevents inthedevelopmentoftherevolution, includingthechronologyofkeyeventsandcontributingfactors.Wealsoanalysethewayinwhichattemptsweremadetocreateanewsociety,andconsiderthenatureofthesocietycreatedbytherevolution.

What does this mean for me?You learnabouttheTsarsofRussia,andthehugedivide inwealthbetweentheverypoorandtheveryrich.YouinvestigatetheriseofrevolutionaryideaslikeMarxisminEurope.Youstudyarangeofwars,thevarioustakeoversoftheRussiangovernmentandtheeffectontheRussianpeople,aboutthestarvation,tortureanddeathexperiencedat thehandsofLeninand theCheka,and thechanges (or lack thereof) to thepeopleasa resultof theRussianRevolution.

Unit 4: Chinese Revolution 1912-1971WecoverthesamekindofmaterialandareasthatwedoinyourstudyoftheRussianRevolution.

What does this mean for me?Youlookatabouttheriseofoneofthemostpowerfulnationsintheworld.FromthefallofthelastemperortothetakeoverofChineseCommunistParty.Youstudyarangeofconflicts(includingWWII)andexploretheeventsandpeoplethatleadtosomeoftheworstcatastrophesinhumanhistory.LearnaboutMaoZedong,aleaderwhohasbecomeknownasbeingresponsibleformoredeathsthananyotherdictator.

Assessment • extendedresponses• visualanddocumentaryanalyses• essays• endofyearexternalexam

What sort of student would like History | Revolutions?Someonewho:

• isinterestedinknowingabouttheworld• enjoyscurrentaffairs,SocialScience,History,PoliticsandCulture• hasstrongliteracyandlanguageskills,andwholikestoanalysedifferentformsoftexts• isresearchingcareersinarchaeology,anthropology,foreignaffairs,politics,writing,thelaw,journalism,public

service,social,culturalandmilitaryhistoryandsociology• enjoysanalysingarangeofbothwrittenandvisualdocumentsandunderstandshowtheyreflectdifferent

viewsofhistoricalevents

Suggested Pre-requisitesNil.Year10Historyunits‘Conflicts’wouldbebeneficial.

History | Revolutions V2HHR


Unit 1: guilt and liabilityYourecognisethedistinctionsbetweencriminallawandcivillaw.Bothaimtoachievesocialcohesionandprotecttherightsofindividuals.Criminallawisaimedatmaintainingsocialorderandinfringingcriminallawcanresultincharges.Civillawdealswiththeinfringementofaperson’sorgroup’srightsandbreachingcivillawcanresultinlitigation.

What does this mean for me?Youdevelopanunderstandingoflegalfoundations,suchasthedifferenttypesandsourcesoflawandtheexistenceofacourthierarchyinVictoria.Weinvestigatekeyconceptsofcriminallawandcivillawandapplythesetoactualand/orhypotheticalscenariostodeterminewhetheranaccusedmaybefoundguiltyofacrime,orliableinacivildispute.Indoingso,wedevelopanappreciationof theway inwhich legalprinciplesand informationareused inmakingreasoned judgmentsandconclusionsabouttheculpabilityofanaccused,andtheliabilityofapartyinacivildispute.

Unit 2: Sanctions, remedies and rightsCriminallawandcivil lawaimtoprotecttherightsofindividuals.Whenrightsareinfringed,acaseordisputemayarisewhichneedstobedeterminedorresolved,andsanctionsorremediesmaybeimposed.Thisunitfocusesontheenforcementofcriminallawandcivillaw,themethodsandinstitutionsthatmaybeusedtodetermineacriminalcaseorresolveacivildispute,andthepurposesandtypesofsanctionsandremediesandtheireffectiveness.

What does this mean for me?Youundertakeadetailedinvestigationoftwocriminalcasesandtwocivilcasesfromthepastfouryearstoformajudgmentabouttheabilityofsanctionsandremediestoachievetheprinciplesofjustice.WedevelopanunderstandingofthewayrightsareprotectedinAustraliaandinanothercountry,andpossiblereformstotheprotectionofrights.YouexamineasignificantcaseinrelationtotheprotectionofrightsinAustralia.

Assessment • topictests• structuredassignments• coursework• endofsemesterexam

Unit 3: Rights and justiceThe Victorian justice system,which includes the criminal and civil justice systems, aims to protect the rights ofindividualsandupholdtheprinciplesofjustice:fairness,equalityandaccess.Weexaimethemethodsandinstitutionsinthejusticesystemandconsidertheirappropriatenessindeterminingcriminalcasesandresolvingcivildisputes.

What does this mean for me?WeconsidertheMagistrate’sCourt,CountyCourtandSupremeCourtwithintheVictoriancourthierarchy.WealsolookatotherVictorianlegalinstitutionsandbodiesavailabletoassistwithcases.Youexplorematterssuchasrightsavailabletoanaccusedandtovictimsinthecriminaljusticesystem,therolesofthejudge,jury,legalpractitionersandtheparties,andabilityofsanctionsandremediestoachievetheirpurposes.Weinvestigatetheextenttowhichprinciples of justice are upheld in the justice system. You discuss recent reforms from the past four years andrecommendreformstoenhancetheabilityofthejusticesystemtoachievetheprinciplesofjustice.Weapplylegalreasoningandinformationtoactualand/orhypotheticalscenarios.

Legal Studies V1HLS | V2HLS


Unit 4: the people and the lawThestudyofAustralia’slawandlegalsysteminvolvesanunderstandingofinstitutionsthatmakeandreformourlaws,andtherelationshipbetweentheAustralianpeople,theAustralianConstitutionandlaw-makingbodies.

What does this mean for me?YouexplorehowtheAustralianConstitutionestablishes the law-makingpowersof theCommonwealthandstateparliaments,andprotectstheAustralianpeoplethroughstructuresthatactasacheckonparliamentinlaw-making.We develop an understanding of the significance of theHighCourt in protecting and interpreting theAustralianConstitution.You investigateparliamentandthecourts,andtherelationshipbetweenthetwo in law-making,andconsidertherolesoftheindividual,themediaandlawreformbodiesininfluencinglawreform.Weapplylegalreasoningandinformationtoactualscenarios.

Assessment • 50%internalschoolassessedcoursework• 50%externalexamof2hoursduration,comprisingshortanswerandextendedresponsequestions

What sort of student would like Legal Studies? IfyouwanttoknowandunderstandmoreabouthowoursocietyoperatesthenyoushouldchooseLegalStudies.

Itisforsomeonewhoisinterestedin• understandingconceptsofequalityandjustice• developingtheirknowledgeofbasiclegalrightsandobligations• evaluatingtheprocessesusedinAustraliatocontrolactivitiesandchangethelaw• currentaffairs,followingandunderstandingsignificantcourtcases• understandingmoreabouthowoursocietyoperatesandenjoysclassdiscussion

Other ConsiderationsLegalStudiesisofinterestinitsownrightandenhanceslearningskillsinmanyareas.Itisdefinitelynotjustforthoseseekingacareerinlaworcriminology.Itprovidesopportunitytodevelopskillsandknowledgethatcanbeappliedinmanyaspectsofourlives.There are many courses and occupations that include units based on Legal Studies (commerce, businessadministration,nursing,computercourses,andthefederalorstatepoliceforces.)TherearenoprerequisitesforentrytoUnit1,2and3.YoumustundertakeUnit3and4asasequence.


Unit 1: Youth and FamilyWeusesociologicalmethodologytoexplorethesocialcategoriesofyouthandadolescenceandthesocialinstitutionoffamily.Sociologistsdrawonmethodsofsciencetounderstandhowandwhypeoplebehavethewaytheydowhenthey interact inagroup.Sociologyattempts tounderstandhumansociety fromaholisticpointofview, includingconsideration of its composition, how it is reproduced over time and the differences between societies. Whensociologistsinvestigateatopic,theyattempttodosowithareflective,criticalmindset.Sociologistsareguidedbytheories(orframeworks),toexplainandanalysehowsocialaction,socialprocessesandsocialstructureswork.WHAT DOES THIS MEAN FOR ME? You consider the nature of sociological enquiry and the scientific potential of sociology. You learn sociologicaldefinitions,stereotypesandcategoriesofyouthandfamily.Youlearnphilosophiesandperspectivesthatmakeupthewonderfulandintriguingworldofsociology.

Unit 2: Social Norms: Breaking the CodeWeexploretheconceptsofdevianceandcrime.Thestudyoftheseconceptsfromasociologicalperspectiveinvolvesascertainingthetypesanddegreeofrulebreakingbehaviour,examiningtraditionalviewsofcriminalityanddevianceandanalysingwhypeoplecommitcrimesorengageindeviantbehaviour.Italsoinvolvesconsiderationofthejusticesystem,howtheunderstandingofcrimeanddeviancehaschangedovertime,andtherelationshipbetweencrimeandotheraspectsofasociety,suchasageandsocioeconomicstatus.WHAT DOES THIS MEAN FOR ME? Youinvestigatetheintriguingworldofcrimeanddeviance,howsociologyinvestigatestheseconceptsandthewayyoucanapproachresearch.Youdiscovertheories,perspectivesandconceptsrelatedtocrimeanddeviance.

Unit 3: Culture and EthnicityThisunitexploresexpressionsofcultureandethnicitywithinAustraliansocietyintwodifferentcontexts–AustralianIndigenousculture,andethnicity inrelationtomigrantgroups.Cultureandethnicityrefertogroupsconnectedbysharedcustoms,cultureorheritage.Weinvestigatehowtheseclassificationscandefineinequalityandopportunity,shapeculturalactivitiesandprovideasenseofpurpose.WHAT DOES THIS MEAN FOR ME? YoulearnaboutthenatureofIndigenoushistory,cultureandlifethroughthesociologicalperspectiveofsociologicalimagination.Youconsiderthehistorical,contemporaryworldofIndigenousAustralians.YoufocusontheexperiencesandlawsregardingasylumseekersandethnicgroupsinAustralia.

Unit 4: Community, Social Movements and Social ChangeWeseethewayssociologistshavethoughtabouttheideaofcommunityandhowthevariousformsofcommunityareexperienced.Weexaminetherelationshipbetweensocialmovementsandsocialchange.Weexaminethechangingdefinitionsandexperiencesofcommunityandthechallengesposedbypolitical,social,economicandtechnologicalchange.WelookatarangeoftheoreticalunderstandingsoftheconceptofcommunitywithparticularreferencetothetheoriesofTonniesandCastells.WHAT DOES THIS MEAN FOR ME? Youlearnaboutthesocialandsociologicalworldofcommunity.

Assessment• shortanswerandextendedresponsetasksonIndigenouscultureandethnicity• researchprojectonacommunityofchoice• extendedresponsetasksontwosocialmovements• endofyearexternalexam

What sort of student would like Sociology? Someonewhoisinterestedincurrentaffairs,socialscience,history,politicsandculture.

Sociology V1HSO | V2HSO


FRENCHUnit 1-2: V1LFRUNIT 3-4: V2LFR

JAPANESEUnit 1-2: V1LJA UNIT 3-4: V2LJA

languages

HEATHER CIROVIC LOTE [email protected]


UNIT 1 AND 2 Youhavecommonareasofstudywhicharebasedonfiveareasoflearning:

1. threeprescribedthemes(theindividual,theFrench-speakingcommunitiesandtheworldaroundus)2. avarietyoftexttypes3. kindsofwriting(personal,informational,imaginative,persuasiveandevaluative)4. vocabulary5. grammar

UNIT 3 AND 4Youcontinuetohavethefivecommonareasofstudy,whicharebasedonthesamefiveareasoflearningasforUnit1and2.

What does this mean for me?Youusethespokenandwrittenlanguagetocommunicatewithothers,togainunderstandingandappreciationoftheculturesinwhichFrenchisused,tounderstandlanguageasasystemandtouselanguageforwork,furtherstudyorpersonalpursuits.

AssessmentAssessmentisbasedonthefourlanguageskillsofspeaking,listening,readingandwriting.

• mid-yearandendofyearexams(Unit1and2)• classassessmentsbasedontheoutcomeslistedintheVCEFrenchStudyDesign(Unit1and2)• trialexams(Unit3and4)• schoolassessedcoursework(Unit3and4)• endofyearexam(Unit3and4)

What sort of student would like French?Someonewho:

• isinterestedinpursuingacareerinjournalism,tourism,mediaorcommerce• enjoyslanguageandlearningaboutdifferentcultures

Compulsory Pre-requisitesYear10FrenchforUnit1and2Unit1and2forUnit3and4

French V1LFR | V2LFR


UNIT 1 AND 2 Youhavecommonareasofstudywhicharebasedonfiveareasoflearning:

1. threeprescribedthemes(theindividual,theJapanese-speakingcommunitiesandtheworldaroundus)2. avarietyoftexttypes3. kindsofwriting(personal,informational,imaginative,persuasiveandevaluative)4. vocabulary5. grammar

UNIT 3 AND 4Youcontinuetohavethefivecommonareasofstudy,whicharebasedonthesamefiveareasoflearningasforUnit1and2.Wealsocompleteadetailedstudyaspartofyourlanguagestudies.YoudiscussyourdetailedstudyintheoralcomponentoftheVCEExamination.

What does this mean for me?Youusethespokenandwrittenlanguagetocommunicatewithothers,togainunderstandingandappreciationoftheculturesinwhichJapaneseisused,tounderstandlanguageasasystemandtouselanguageforwork,furtherstudyorpersonalpursuits.

AssessmentAssessmentofallunitsisbasedonthefourlanguageskillsofspeaking,listening,readingandwriting.

• mid-yearandendofyearexams(Unit1and2)• classassessmentsbasedontheoutcomeslistedintheVCEJapaneseStudyDesign(Unit1and2)• trialexams(Unit3and4)• schoolassessedcoursework(Unit3and4)• endofyearexam(Unit3and4)

What sort of student would like JAPANESE?Someonewho:

• isinterestedinpursuingacareerinjournalism,tourism,mediaorcommerce• enjoyslanguageandlearningaboutdifferentcultures

Compulsory PrerequisitesYear10JapaneseforUnit1and2Unit1and2forUnit3and4

Japanese V1LJA | V2LJA


PATHWAYs

GENERAL MATHEMATICSUnit 1-2: V1MGM

FURTHER MATHEMATICS UNIT 3-4: V2MFM

MATHEMATICAL METHODSUnit 1-2: V1MMMUNIT 3-4: V2MMM

SPECIALIST MATHEMATICSUnit 1-2: V1MSM UNIT 3-4: VMSM

MATHEMATICS

STEVEN RAMAGE MATHEMATICS [email protected]


PathwaysWhat does this mean for me? MoststudyandcareerpathwaysneedasoundcommandofMathsandnumeracy.StudiesinMathematicsimproveyourskillsinnumeracybutalsodevelopskillsin:

• problemsolving• criticalthinking• writtenandoralcommunication• reasoning• enquiry• teamworkandleadership• useoftechnologytorepresentdataandnumber

Other ConsiderationsSomeoneconsideringSpecialistMathematicsUnit3and4inYear12shouldcompletebothMathematicalMethodsUnit1and2andSpecialistMathematicsUnit1and2inYear11.

methods Maths

Unit 3-4

Further Maths

Unit 3-4

12 VCAL

Numeracy

10 Numeracy

Maths

Specialist Maths

Unit 1-2

methods Maths

Unit 1-2

11 VCAL

Numeracy

Note: Extension Maths can be selected as an Extra Choice unit Year 9 or 10.

VCE students do not have to select a Maths unit.

9 Numeracy

Maths

10 pre-General Maths

9 Standard

Maths

General Maths

Unit 1-2

Specialist Maths

Unit 3-4

10 pre-methods

Maths


Unit 1 and 2Thisunitwouldbenefitabroadrangeofstudents.Youlearnstatistics,linearmodelling,lineargraphs,matrices,recursionandfinancialmodelling.

What sort of student would like General Mathematics?SomeonewhowouldliketocontinuewithMathematicswiththeoptionofstudyingFurtherMathematicsinYear12.ItissuitableforthosestudentswhorequireamathsunitfortertiarystudybutnottothelevelofMathematicalMethods.Itisalsoaptforsomeonenotlookingtogoontotertiaryeducation,butmayrequireMathematicsatYear11leveltoundertakeaparticularpathway.

Assessment• topictests• assignments• modelling/problemsolvingtasks• homeworktasks• endofsemesterexam

Pre-requisitesYear10Pre-GeneralGeneralorYear10Pre-Methods.

Other ConsiderationsYouneedtoenjoyMathematics,inparticularthenon-algebraictypeofmathematics(i.e.DataandStatistics,GeometryandTrigonometry.)YoumusthaveaTi-nspireCAScalculator.Itisusedextensivelythroughouttheunit.

General Mathematics V1MGM


Unit 3 and 4Wecompletethecoresectionoftheunit.This includesthestudyofunivariatedata,bivariatedata,recursionandfinancialmodellingandtimeseries.Duringtherestoftheyearyoucompletetwoofsixoptionalunitsoffered.Theseunitsare

• networks(directedandundirectedgraphs,shortestpath,criticalpathanalysisandjoballocation)• matrices(matrixrepresentationofdiscretedata,matrixarithmetic,solutionofsimultaneouslinearequationsfor

theanalysisofproblemsinpracticalsituationsandthecalculationofsteadystate)TheCAScalculatorisanessentialtoolthroughouttheyear,particularlyinthecoresectionofthecourse.

What does this mean for me?FurtherMathematicsisnotthe‘easyoption’.Youneedtoapplyyourselfandcompleteallsettasks.YouapplyyourskillswiththeaidofaCAScalculator.YoucompileaRulesbookwhichisusedinbothendofyearexams.

Assessment• coursework• twomodellingorproblemsolvingtasks• oneapplicationSAC• twoendofyearexams.Exam1ismultiplechoiceandExam2isshortanswer.CalculatorsandRulesbooks

areallowedineachexam

What sort of student would like Further Mathematics?SomeonewhoisinterestedinMathsandwhowishestoundertakefurtherstudywhichmayhaveaMathematicspre-requisite.Manyuniversitycoursesusethedataanalysisconcepts.

Suitableforsomeonewhoisnot interestedinAlgebra.

Pre-requisitesYear11GeneralMathematicsorMathematicalMethods.

Further Mathematics V2MFM


Unit 1 and 2MathematicalMethodsUnit1and2isdesignedaspreparationforMathematicalMethodsUnit3and4.Youbegintheyearwithformalstudyofavarietyoffunctionsincluding;Linear,Quadratics,Cubics,Quartics,LogarithmsandExponentials.Thedefinitions,algebraandgraphicalrepresentationofthesearestudied.Secondsemesterisdevotedto Circular Functions, Rates of Change, Calculus, Probability and Statistics. You need to have a Ti-nspire CAScalculatortofacilitatetheirlearningandhelpsolveproblems.WHAT SORT OF STUDENT WOULD LIKE MATHEMTICAL METHODS UNIT 1 AND 2?SomeonewhohasastronginterestinMathematicsandenjoythechallengethatananalysisquestioncanprovide.TosuccessfullycompleteMethodsUnit1and2youmustbecompetentatmaths,enjoymathsandhaveagoodworkethic.ThetypicalMethodsUnit1and2studentcompletesthreetofourhoursperweekofMethodshomework.

Assessment • topictests• applicationtasks• modellingtasks• technologyinclusiveexam• technologyexclusiveexam

Pre-requisitesCompletionofPre-Methodsorequivalentwithaverygoodunderstandingofthetopicsstudied.ItisnotrecommendedforYear9studentstoaccelerateintoMethods1and2unlessaformaldiscussionhastakenplacewiththeMathematicsCoach,StevenRamage.

Unit 3 and 4This unit involves the study of Functions and Graphs, Algebra, Calculus, Probability and Statistics. You applytechniques,routinesandprocessesinvolvingrationalandrealarithmetic,algebraicmanipulation,equationsolving,graphsketching,differentiationand integrationwithandwithout theuseof theTi-nspirecalculator,asapplicable.TheappropriateuseoftheTi-nspirecalculatortosupportanddeveloptheteachingandlearningofMathematicsisincorporatedthroughouttheunit.Youapplyyourskillsinapplicationproblemstomodelreallifesituations.WHAT SORT OF STUDENT WOULD LIKE MATHEMTICAL METHODS UNIT 3 AND 4?SomeonewhoenjoyMathsandwillsubsequentlystudyorworkinareaswherehavingtheseskillswillbeanadvantage.SomeonewhohasastronginterestinMathsandwishestoundertakefurtherstudyinitandrelateddisciplines.MathematicalMethodscanleadstudentsintoengineering,sciences,economics,commerceandbusiness.Itmustnotbeviewedasmerelyanotherprerequisiteforuniversityentrance.ItisdesignedtopromoteawarenessoftheimportanceofMathematicsineverydaylifeinatechnologicalsocietyandtopromoteconfidenceinmakingeffectiveuseofmathematicalideas,techniquesandprocesses.

Assessment• coursework• onetechnologyinclusive exam• onetechnologyexclusive exam• oneapplicationtaskof4-6hoursover1-2weeks(Unit3)• threemodelling/problemsolvingtasks,eachtobe2-3hoursover1week(Unit4)

Pre-requisitesMathematicalMethodsUnit1and2,oritsequivalent.

Mathematical Methods V1MMM | V2MMM


Unit 1 and 2Thisunitisalsothesuggestedpre-requisiteforthestudyofSpecialistMathematicsUnit3and4.ThisuniprovidesanexcellentpreparationforMathematicalMethodsUnit3and4,particularlyforthosestudentswhofeeltheywillbenefitfromanextrayearofstudybeforeproceedingtothenextlevelofMathematics.YouneedtohaveaCASTi-nspirecalculatortofacilitatelearningandhelptosolveproblems.

What does this mean for me?YoustudyawiderangeofmathematicalunitsincludingAlgebra,NumberTheory,Kinematics,Statistics,DynamicsandCalculus,Trigonometry,ComplexNumbers,GraphsofLinearandNon-LinearFunctionsandDiscreteMathematics.

What sort of student would like Specialist Mathematics Unit 1 and 2?SomeonewhoreallylovesMathematics,especiallyAlgebra.SomewillundertakethisasasecondMaths.Youneedtobeorganised.Thisunitrequiresyoutoapplyyourselfconsistentlyandcompleteallsettasks.Mathematicshomeworkisrequiredaftereachlesson.Itisessentialthatyoukeepuptodatewiththesetwork.ThisunitisverybeneficialtothestudyofMathematicalMethodswhenstudiedconcurrentlywithMethodsUnit1and2orMethodsUnit3and4.

Assessment (each semester)• topictests• assignments• completionofchapterexercises• technologyinclusiveexam• technologyexclusiveexam

Suggested Pre-requisitesYear10Pre-MethodsandorYear11MathematicalMethodsUnit1-2.

Specialist Mathematics V1MSM | V2MSM


Unit 3 and 4Thisunit involvesmanydifferent areasofMathematics including some familiar ones suchasGeometry,Algebra,Trigonometry,CoordinateGeometry,StatisticsandCalculusandsomeunfamiliaronessuchasComplexNumbers.SpecialistMathematicsalsoincludessomeappliedareasofMathematicssuchasvectorsintwoandthreedimensions,kinematicsandmechanics.

What does this mean for me?Youareexpectedtobeabletoapplymathematicaltechniquesandprocessestothefollowingareas

• rational,realandcomplexarithmetic,algebraicmanipulation• diagramsandgeometricconstructions• equationsolving• graphsketching• differentiationandintegration

Youneedtoapplythesemathematicalskillsbothwithandwithouttheuseoftechnology.Youalsoapplyyour“byhand”skillsandusetechnologytosolveproblemsinroutineandunfamiliarcontexts.

Assessment• coursework• modellingorproblemsolvingtaskSACS• oneapplicationSAC• technologyinclusiveexam• technologyexclusiveexam

What sort of student would like Specialist Mathematics Unit 3 and 4?SomeonewhohasastronginterestinMathsandwhowishestoundertakefurtherstudyinitandrelateddisciplines.ThoseconsideringcareersinengineeringshouldconsiderSpecialistMathematicseventhoughitisnotanessentialpre-requisiteformanyuniversities.

Suggested Pre-requisitesYouneedtohavecompleted,orbeconcurrentlystudying,MathematicalMethodsUnit3and4.ThosewishingtoundertakeSpecialistMathematicsshouldcompleteSpecialistMathematicsUnit1and2inYear11.However,itisnotessential.


pe & health

HEALTH & HUMAN DEVELOPMENTUnit 1-2: V1PHDUNIT 3-4: V2PHD

OUTDOOR & ENVIRONMENTAL STUDIESUnit 1-2: V1POE UNIT 3-4: V2POE

PHYSICAL EDUCATIONUnit 1-2: V1PPE UNIT 3-4: V2PPE

PAUL ANDREWS PHYSICAL EDUCATION & HEALTH [email protected]


Unit 1: Understanding Health and WellbeingYouconsidertheinfluenceofage,culture,religion,genderandsocioeconomicstatusonperceptionsofandprioritiesrelatingtohealthandwellbeing.Welookatmeasurable indicatorsofpopulationhealth,andatdatareflectingthehealthstatusofAustralians.Youinvestigatetherolesandsourcesofmajornutrientsandtheuseoffoodselectionmodelsandothertoolstopromotehealthyeating.ThereisafocusonthehealthandwellbeingofAustralia’syouth,andconductindependentresearchintoaselectedareaofinterest.YouidentifymajorhealthinequalitiesamongAustralia’syouthandreflectonthecauses.

What does this mean for me?Youexplainmultipledimensionsofhealthandwellbeingusedtoevaluatethevariationsinhealthstatusofyouthandidentifykeyareasforimprovingyouthhealthandwellbeing.Youapplynutritionknowledgeandtoolstotheselectionoffoodandtheevaluationofnutritioninformation.

Unit 2: Managing Health and DevelopmentWe investigate transitions inhealthandwellbeing,anddevelopment, from lifespanandsocietalperspectives.Welook at changes and expectations that are part of the progression from youth to adulthood. This unit promotestheapplicationofhealth literacyskills throughanexaminationofadulthoodasatimeof increasing independenceand responsibility, involving the establishment of long-term relationships, possible considerations of parenthoodandmanagementofhealth-relatedmilestonesandchanges.YouenquireintotheAustralianhealthcaresystemandextendtheircapacitytoaccessandanalysehealthinformation.Ourclassconsidersthechallengesandopportunitiespresentedbydigitalmediaandhealth technologies,andconsider issuessurrounding theuseofhealthdataandaccesstoqualityhealthcare.

What does this mean for me?Youexplaindevelopmentalchangesinthetransitionfromyouthtoadulthood.YoudescribehowtoaccessAustralia’shealthsystemandhowitpromoteshealthandwellbeingintheirlocalcommunity.

Unit 3: Australia’s Health in a Globalised WorldWeexplorehealthandwellbeingandillnessascomplex,dynamicandsubjectiveconcepts.WhilethemajorfocusisonthehealthofAustralians,itisnotisolatedfromtherestoftheworld.YouinquireintotheWorldHealthOrganisation’s(WHO’s)prerequisites forhealthandwellbeingand reflectonboth theuniversalityofpublichealthgoalsand theincreasinginfluenceofglobalconditionsonAustralians.Ourclassunderstandstheindicatorsusedtomeasureandevaluatehealthstatus,andthefactorsthatcontributetovariationsbetweenpopulationgroupsinAustralia.WeexaminetheprogressionofpublichealthinAustraliasince1900,notingglobalchangesandinfluencessuchastheOttawaCharterforHealthPromotionandthegeneraltransitionoffocusfromthehealthandwellbeingofindividualstothatofpopulations.YouinvestigatetheAustralianhealthsystemanditsroleinpromotinghealthandwellbeing.

What does this mean for me? Youshouldbeabletoexplainthecomplex,dynamicandglobalnatureofhealthandwellbeing,interpretandapplyAustralia’shealthstatusdataandanalysevariationsinhealthstatus.Youexplainchangestopublichealthapproaches,analyseimprovementsinpopulationhealthovertimeandevaluatehealthpromotionstrategies.

Health & Human Development V1phd | V2phd


Unit 4: Health and Human Development in a Global ContextOurclasslooksatsimilaritiesanddifferencesinmajorburdensofdiseaseinlow-middle-andhighincomecountries,includingAustralia.Weinvestigatearangeoffactorsthatcontributetohealth inequalitiesandstudytheconceptsofsustainability,humandevelopmentandtheHumanDevelopmentIndextofurthertheirunderstandingofhealthinaglobalcontext.Youconsidertheglobalreachofproductmarketingandinquireintotheeffectsofparticularglobaltrendsonhealthandwellbeing.Welookattherationale,objectivesandinterdependenciesoftheUN’sSustainableDevelopmentGoals,focusingontheirpromotionofhealthandwellbeingandhumandevelopment.YouinvestigatetheprioritiesandworkoftheWHOandevaluateAustralia’saidprogramandtheroleofnon-governmentorganisations,selectingoneaidprogramfordetailedresearchandanalysis.

What does this mean for me? Youanalysesimilaritiesanddifferencesinhealthstatusandburdenofdiseasegloballyandthefactorsthatcontributetodifferencesinhealthandwellbeing.YoureviewtherelationshipsbetweentheSDGsandtheirroleinthepromotionofhealthandhumandevelopment,andevaluatetheeffectivenessofglobalaidprograms.

Assessment • coursework• researchassignments(Unit1and2)• outcometests• endofsemesterexam

What sort of student would like Health and Human Development?Someonewho:

• hasaninterestinhowhumanschangeovertheirlifespanandwantstoexplorethevaryingfactorsthatinfluenceourhealthanddevelopmentandthatofdifferentpeople

• wantstolearnmoreaboutwhatisbeingdonegloballytoimprovethehealthofthehumanrace• isinterestedinhealthpromotionandworldissues

Suggested Pre-requisitesNil.However,completinganyYear10Health/PEunitcanbeuseful.


Unit 1: Exploring Outdoor ExperiencesOurclassexaminessomeofthewaysinwhichhumansunderstandandrelatetonaturethroughexperiences.Wefocusonindividualsandtheirpersonalresponsesto,andexperiencesof,theoutdoors.Youdeveloppracticalskillsandknowledgetohelpthemlivesustainably.Thereisavarietyoflearningexperiencesaimedatallowingyoutolearninthefieldaswellastheclassroom.Two multi-day field trips are planned.

Unit 2: Discovering Outdoor EnvironmentsWestudynature’simpactonhumans,aswellastheecological,socialandeconomicimplicationsofhumanimpact.Youdevelopaclearunderstandingoftheimpactoftechnologiesandchanginghumanlifestylesonoutdoorenvironments.Weexamineanumberofcasestudies,includingareaswherethereisevidenceofhumanintervention.Youdevelopthepracticalskillsrequiredtominimisehumanimpactonoutdoorenvironments.

Learningexperiencesinincludegainingfirsthandexperienceofanumberofdifferentlocalecosystems.

One multi-day trip and a number of single day or part day trips are planned.

Unit 3: Relationships with Outdoor EnvironmentsOur focus is the ecological, historical and social contexts of relationshipsbetweenhumans and theoutdoors inAustralia.CasestudiesofimpactsareexaminedinthecontextofthechangingnatureofhumanrelationshipswithoutdoorenvironmentsinAustralia.Wealsoexaminethedynamicnatureofrelationshipsbetweenhumansandtheirenvironment.

You are involved in one ormore experiences in outdoor environments, including areaswhere there is evidenceofhuman interaction.Through thesepracticalexperiencesyouhave thebasis forcomparisonand refection,andopportunitiestodeveloptheoreticalknowledgeandskills.

Field trips include a three day experience through the local region examining effects of different population groups on the environment.

Field trips are vital components of the unit as they are directly related to SAC tasks.

Outdoor and Environmental Studies V1poe | V2poe


Unit 4: Sustainable Outdoor RelationshipsWeexplorethesustainableuseandmanagementofoutdoorenvironments.YouexaminethecontemporarystateofenvironmentsinAustralia,considertheimportanceofhealthyoutdoorenvironments,andexaminetheissuesinrelationtothecapacityoftheoutdoorstosupportthefutureneedsoftheAustralianpopulation.

Classroomlearningandafieldtrip focusoncurrentpracticesandsustainableusebyallusergroups.Theroleofsocietyindevelopingsustainableusepracticesandprocessestoregulateuseofoutdoorenvironmentsisstudied.

Thereisonefieldtrip.

Assessment • coursework• researchassignments• fieldtripreportsandjournals• outcometestsandSACs• endofsemesterexam

What sort of student would like Outdoor and Environmental Studies?Someonewho:

• isinterestedinoutdooractivities• hasadesiretolearnfrompracticalexperiences• hasanawarenessofenvironmentalissues• likestocontributetoimprovementsintheoutdoorenvironmentswevisit• canworkindependentlyanduseinformationfromanumberofsourcestocompletelearningtasks

Suggested Pre-requisitesNil.However,studentsarestronglyencouragedtohavecompletedOutdoorEducationinYear10.

Other ConsiderationsAlevyappliestooffsetsomeofthecostofthefieldtrips.Thelevyfor2020issetattheendof2019.


Unit 1: The human body in motion We explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Youinvestigatetheroleandfunctionofthemainstructuresineachsystemandhowtheyrespondtophysicalactivity,sportandexercise.Usingacontemporaryapproach,weevaluatethesocial,culturalandenvironmentalinfluencesonmovement.Weconsidertheimplicationsoftheuseoflegalandillegalpracticestoimprovetheperformanceofthemusculoskeletalandcardiorespiratorysystems,evaluatingperceivedbenefitsanddescribingpotentialharms.Youalsorecommendandimplementstrategiestominimisetheriskofillnessorinjurytoeachsystem.

What does this mean for me?Youparticipate inavarietyofpracticalactivities toexplainhow themusculoskeletal, respiratory&cardiovascularsystemfunctionsworks.Youevaluatetheethicalandperformanceimplicationsoftheuseofpracticesandsubstancesthatenhancehumanmovement.

Unit 2: Physical activity, sport and societyWe develop your understanding of physical activity, sport and society from a participatory perspective. You areintroducedtotypesofphysicalactivityandtheroleparticipationinphysicalactivityandsedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.Wecollectdatatodetermineperceivedenablersofandbarrierstophysicalactivityandthewaysinwhichopportunitiesforparticipationinphysicalactivitycanbeextendedinvariouscommunities,social,culturalandenvironmentalcontexts.Youinvestigateindividualandpopulation-basedconsequencesofphysicalinactivityandsedentarybehaviour.Westudyandapplythesocial-ecologicalmodeland/ortheYouthPhysicalActivityPromotionModeltocritiquearangeofindividualandsettings-basedstrategiesthatareeffectiveinpromotingparticipationinsomeformofregularphysicalactivity.

What does this mean for me?You collect and analyse data related to individual and population levels of participation in physical activity andsedentarybehaviour.Youapplyasocial-ecological framework to research,analyseandevaluateacontemporaryissueassociatedwithparticipationinphysicalactivityand/orsportinalocal,nationalorglobalsetting.

Physical Education V1PPE | V2PPE


Unit 3: Movement skills and energy for physical activity Weintroduceyoutothebiomechanicalandskillacquisitionprinciplesusedtoanalysehumanmovementskillsandenergyproductionfromaphysiologicalperspective.Youuseavarietyoftoolsandtechniquestoanalysemovementskillsandapplybiomechanicalandskillacquisitionprinciplesto improveandrefinemovement inphysicalactivity,sportandexercise.Weinvestigatetherelativecontributionandinterplayofthethreeenergysystemstoperformancein physical activity, sport and exercise. In particular, they investigate the characteristics of each system and theinterplayofthesystemsduringphysicalactivity.Youexplorethecausesoffatigueandconsiderdifferentstrategiesusedtopostponefatigueandpromoterecovery.

What does this mean for me? Youcollectandanalyse information from,andparticipate in, a varietyofphysical activities todevelopand refinemovementskillsfromacoachingperspective,throughtheapplicationofbiomechanicalandskillacquisitionprinciples.Youusedatacollectedinpracticalactivitiestoanalysehowthemajorbodyandenergysystemsworktogethertoenablemovementstooccur,andexplainthefactorscausingfatigueandsuitablerecoverystrategies.

Unit 4: Training to improve performanceWeanalysemovementskills fromaphysiological,psychologicalandsocioculturalperspective,andapplyrelevanttrainingprinciplesandmethodstoimproveperformancewithinphysicalactivityatanindividual,clubandelitelevel.Weconsider thephysiological,psychologicalandsociological requirementsof training todesignandevaluateaneffectivetrainingprogram.Youparticipateinavarietyoftrainingsessionsdesignedtoimproveormaintainfitnessandevaluatetheeffectivenessofdifferenttrainingmethods.

What does this mean for me?Youusedatafromanactivityanalysisanddeterminethefitnessrequirementsofaselectedphysicalactivity.Youparticipateinaseriesoffitnesstestsanddesignasuitabletrainingprogramusingrelevanttrainingprinciplesandmethodsfromapracticalandtheoreticalperspective.

Assessment • coursework• researchassignments(Unit1and2)• outcometestsandSACs(Unit3and4)• endofsemesterexam

What sort of student would like Physical Education? Someonewho:

• isactiveandenjoysphysicalactivity• wantstolearnaboutthebodysystems• hasaninterestinfactorsthatinfluencephysicalactivity• wishestodevelopandundertakeatrainingprogram

Suggested Pre-requisitesNil.However,Year10Health/PEunitHealth&HumanDevelopment,HumanMovement&PerformanceorPhysicalEducation(BoysorGirls)canbeuseful.


YEAR 11

religion & soceityUnit 1-2: V1rre

texts & TraditionsUnit 1-2: V1rtt

Youth Ministry & SpiritualityV1rym

YEAR 12

religion & SocietyUNIT 3-4: V2rrs

texts & Tradition UNIT 3-4: V2rtt

RELIGIOUS Education

STEVEN DEMAMIEL RELIGIOUS EDUCATION [email protected]


Religious Education for Year 11-12

Year 11Religion & Society V1rrs

Unit 1: Religion in SocietyWeexploretheoriginsofreligion,identifyingthenatureandpurposeofreligionpastandpresent.Weinvestigatethecontributionofreligiontothedevelopmentofhumansocietyandthenfocusontheroleofreligioustraditionsinshapingpersonalandgroupidentity.Ourclassexamineshowreligioustraditionsareaffectedandchangedbyindividualsandgroups.Westrive tounderstand theoften-complex relationships that existbetween individuals,groups, religioustraditionsandthesocietyinwhichtheylive.

Assessment• researchassignments• oralpresentations• classdiscussions• endofunitexam

Unit 2: EthicsWereflectonwhatis‘right’and‘wrong’and‘good’and‘bad’whenappliedtohumandecision-making.Weexaminepersonal decision-makingpractices andhowsomeof themajor religious traditions of ourworld have sought torecommendanddeveloptheethicallivesofpeople.Wecompletein-depthstudiesintonumerousethicalissuesandanalysethevariousperspectivesthatpeoplehaveontheseissues.

Assessment• writtenreports• topictests• oralpresentations• analytical essay• classdiscussion• endofunitexam

What sort of student would like Religion and Society?Someonewhoisinterestedinunderstandinghowbeliefsexpressmeaninginlifeforindividualsandcommunities.Itisagreatwaytoexploremanyofthe‘biglifequestions’aswellaskeypeopleandeventsthathaveshapedreligiousbeliefsystemsthroughouttheworld.

One of our graduate outcomes is to ‘live life in Jesus’.InYear11youhavethreeoptionsforReligiousEducation.Youmustchooseoneoption.Ofthethree,YouthMinistryandSpiritualityrequiresanapplicationandinterview.RE isnotacompulsoryunit inYear12.However,youcancontinueyourstudiesbychoosingeitherof twounits:ReligionandSociety(Unit3and4)orTextsandTraditions(Unit3and4).


Year 11

Unit 1: Texts in TraditionsWeexaminetheplaceoftextsandtheirliteraryformswithinareligioustradition.Story-tellingisoneofthemajorliteraryformsinreligioustraditions;otherformsincludelaw,prophecy,sacredsongs,reflectionandinstruction.Weexploretheimportanceoftextsatthesourceofatraditionandhowwemightfindanddescribetheirmeaningfortheearlierandcontinuingtradition.Thediscoveryofmeaninginareligioustextisknownasexegesis.Ourclassintroducesyoutobasicmethodsofexegesistobringaboutadeeperawarenessofthemeaningoftextstothereligioustradition.Wealsoexplorehowtextshavebeenusedbypeoplebothwithinandbeyondthereligioustraditionasameansofbringingmeaningtothetext,orusingthetexttobringmeaningtoissuesorideasinanewculturalsetting.

Unit 2: Texts in SocietyTextsarestudiedasameansofinvestigatingthemessuchasjustice,racismandgenderroles.Someofthetextsmaycallforchangeinattitudesandvalues;othersmaycallforchangesinsocial,religiousandpoliticalinstitutions.Sometextsmayjustifyorsupportexistingsocial,religiousandpoliticalinstitutions.Weconsiderthesocialcontextwithinwhichthetextswereproduced,theconditionsunderwhichtheyarecurrentlyread,thereasonsforreadingthem,andthekindsofauthorityattributedtothembytraditions.Youalsolookatthewaysinwhichthetextsshape,andareshapedby,thecontentofthemessagecontainedinthem.

Assessment• textualcommentaries• oralpresentations• exegeticalexercises• endofunitexam

What sort of student would like Texts and Traditions?ThisissomewhatlikeLiterature,andisbasedonthestudyofaGospelaswellasthesacredtextsfromavarietyofreligioustraditions.Itisafantasticunitthatwouldsuitsomeonewhoisinterestedinlearningaboutthebackgroundtotexts.Studentsgainlotsofskillsandgreatpreparationforotherliterature-basedstudies.

Texts & Traditions V1rtt


Youth Ministry & Spirituality V1rym Doyouwanttoexploreyourfaithinamorechallengingway?AreyoureadytobechallengedandempoweredinleadershiprolesinYouthMinistry?

1. growinginfaith2. developingleadershipskills3. workingasacommunityand4. servingothers

What does this mean for me?Thisunitisnotforeveryone.WebuilduponYear10YouthMinistryandLeadership.Thisunitisofferedasachallengingbutrewardingoptionifstudentschooseitwiththerightmotivations.ItlinksintotheNationalCSYMAprogram(CatholicSchoolsYouthMinistryAustralia).Youcanfindoutmoreaboutthenatureandpurposeoftheunitonthefollowingwebsitewww.csyma.com.Weprovideadynamicopportunityforyoutoengagewiththeircultureandchurch.YouaretrainedandequippedwithavisionandskillsforYouthMinistry,demonstratedanddevelopedbyrolesinleadingschoolandparishliturgies,faithdevelopmentactivities,includingseminarsforjuniorstudents.Itisthereforeveryimportantthatstudentsselecttheunitforallthatitoffers–notpartsofit.Youneedto:

• beactivelyinvolvedorwillingtobeinvolvedinprograms(i.e.FridayNiteYouth,REMARoryourownchurch)• attend one large youth ministry event(i.e.Stronger,CSYMAYouthMinistryConferencesorsimilar)

Assessment• classassignments• oralpresentations• planningandleadingYouthMinistryseminars/retreatsforjuniorstudents• endofsemesterexam

What sort of student would like Youth Ministry and Spirituality?Someonewhois:

• willingtoexploretheirfaith,developinleadershipandworkwithothersintheirclassinamoreactivemanner• preparedtorunjuniorseminars,camps,androlesinschoolandparishyoutheventslike‘Stronger’rallies

andFridayNiteYouth• preparedto‘putin’forthischallengingbutveryrewardingoption!

Pre-requisitesCompletetwoadditionalkeysteps

1. submitanapplicationformbyTuesday13AugusttoCarmelO’BrienintheMercyCentre2. bepreparedtoattendaninterview

Year 11


Religion & Society V2RRS

Unit 3: The Search for MeaningWeexaminehowbeliefsexpressmeaninginthelifeofindividualsandcommunities.Ideasaboutthenatureofultimatereality,creation,humanlife,relationshipsandquestionsaboutsuffering,aweanddeathareexplored.ThisisputincontextwiththeChristianandHindutradition.Howthesebeliefsareexpressedthroughtimeinordertogeneratemeaningandguide theactionsofbelieversare thenanalysed.TheconnectionsbetweenbeliefsandsignificantlifeexperiencesareexaminedthroughanexplorationofthefaithandlifeofC.S.LewisashestruggledtoreconcilehisbeliefinGodwiththeexistenceofsuffering.

Assessment• structuredquestions• essay • case studies

Unit 4: Challenge and ResponseWefocusonchangeanddevelopmentinbeliefsasaresponsetobothhistoricalandcontemporarychallengesfromwithintheCatholictraditionandfromwidersociety.Anoverviewof themanychallenges thatall religious traditionsencounterarestudied togetherwith theirwaysofrespondingtothem.Theeffectivenessoftheseresponsesandtheirimpactonthetraditionandsecularsocietyareevaluated.KeypeopleandeventsinthehistoryoftheChristiantraditionwillbestudiedindepthwithparticularemphasisonLutherandhischallengetosalvationtheology.

Assessment• writtenreports• topictests• oralpresentations• an analytical essay• classdiscussion• endofyearexam

What sort of student would like Religion and Society? Someonewhoisinterestedinunderstandinghowbeliefsexpressmeaninginlifeforindividualsandcommunities.Itisagreatwaytoexploremanyofthe‘biglifequestions’aswellaskeypeopleandeventsthathaveshapedourChristianhistory.

Year 12


Texts & Traditions V2RTT

Unit 3: Texts and the Early Tradition WelookatthecontextinwhichtheGospelswerewritten:thepolitical,social,culturalandreligiousworldinwhichtheauthorsoftheGospelsfoundthemselveslivingandhowthismighthaveimpactedonwhattheywroteintheGospels.Specifically,weexploretheGospelattributedtoLukeandexaminewhothisLukemightbe,whataudiencehewaswritingforandtheliterarytechniquesthatheusedtoconveyhismessage.WealsolearntheskillsofexegesisandbeginadetailedstudyofkeypassagesoftheGospelofLuke.

Unit 4: Texts and their Teachings Wecontinueourin-depthexplorationoftheGospelofLuke,specificallyfocusingonsomeofthekeythemesthataredevelopedbytheauthor,suchashospitality,salvationforallandfulfillmentofthemessianicprophecy.Theskillsofexegesiswillbefurtherdevelopedaswellasanin-depthstudyintoonekeyteachingfromtheGospelintermsofhowithasbeendevelopedthroughouthistory.

Assessment • short-answertopictests• essay• classdiscussion• exegesis

What sort of student would like Texts and Traditions? StudentswhohavegoodEnglishskillsandlikeanalysingtextsshouldenjoythisunit.ThisunitissomewhatlikeLiterature–andbasedonthestudyofLuke’sGospel.Itisafantasticunitthatwouldsuitsomeoneinterestedinlearningaboutthebackgroundtotexts.Yougainlotsofskillsandgreatpreparationforotherliterature-basedstudies.

Year 12


BiologyUnit 1-2: V1sbiUNIT 3-4: V2sbi

chemistryUnit 1-2: V1sch UNIT 3-4: V2sch

physicsUnit 1-2: V1sph UNIT 3-4: V2sph

psychologyUnit 1-2: V1sps UNIT 3-4: V2sps

SCIENCE

ANDREW MCKENZIE-MCHARG SCIENCE COACH

[email protected]


Unit 1: How do living things stay alive?• Howdoorganismsfunction?• Howdolivingsystemssustainlife?• Practicalinvestigation

Youareintroducedtosomeofthechallengestoanorganisminsustaininglife.Weexaminethecellasthefunctionalunitoflife.Youstudyhowsinglecelledandmulticellularorganismsfunction.Weanalysetypesofadaptationsthatenhance the organism’s survival in a particular environment. You investigate ecosystemsby exploring how livingthingsinteractwithotherlivingthingsaswellaswithnon-livingresourcesoftheirenvironment.

Unit 2: How is continuity of life maintained?• Howdoesreproductionmaintainthecontinuityoflife?• Howisinheritanceexplained?• Investigationofanissue

We focusoncell reproduction and the transmissionof biological information fromgeneration togeneration.Youexplorethemechanismsofasexualandsexualreproductivestrategies.Weusechromosometheoryandterminologyfromclassicalgeneticstoexplaintheinheritanceofcharacteristics,analysepatternsofinheritance,interpretpedigreechartsandpredictoutcomesofgeneticcrosses.Weconsidertheroleofgeneticknowledgeindecisionmakingabouttheinheritanceofautosomaldominant,autosomalrecessiveandsex-linkedgeneticconditions.Inthiscontext,theusesofgeneticscreeninganditssocialandethicalissuesareexamined.

Assessment:• coursework• topictests• practicalInvestigations(Unit1)• investigationofanissue(Unit2)• endofsemesterexam

Suggested Pre-requisitesYear10unitsAppliedScience,BiomedicalScience,OurLivingWorld(andBeyond)orOurPhysicalandMaterialWorld.

Biology V1SBI | V2SBI


Unit 3: How do cells maintain life? • Howdocellularprocesseswork?• Howdocellscommunicate?

We investigate the workings of the cell from several perspectives. You consider the binding of enzymes andsubstrates,the responseof receptors tosignallingmoleculesand reactionsbetweenantigensandantibodies tohighlighttheimmuneresponse.Youexplorethechemistryofcellsbyexaminingthenatureofbiochemicalpathways,theircomponentsand energytransformations.

Unit 4: How does life change and respond to challenges over time? • Howarespeciesrelated?• Howdohumansimpactonbiologicalprocesses?• Practicalinvestigation

Welookatthecontinualchangeandchallengestowhichlifeonearthhasbeensubjected.Youexaminechangeinlifeovertimeusingavarietyofevidence.Weexaminethestructuraltrendsinthehumanfossilrecordandtheinterrelationshipsbetweenhumanbiologicalandculturalevolution.Thebiologicalconsequences,andsocialandethicalimplications,ofDNAmanipulationandgenetechnologyarealsoexplored.

Assessment • coursework• topictests• SACs• practicalinvestigations• extendedpracticalinvestigation• endofsemesterexam

What sort of student would like Biology? Someonewho:

• hasaninterestintheworkingsofthehumanbody• wantsabetterunderstandingofwherelifecamefromandwhyitwillcertainlychangeinthefuture• isinterestedinstudyinghealthand/ormedicalsciencesoranyotheraspectofthenaturalworld

Suggested Pre-requisites Year10unitsAppliedScience,BiomedicalScience,OurLivingWorld(andBeyond)orOurPhysicalandMaterialWorld.BiologyUnit1and2.


Unit 1: How can the diversity of materials be explained?• Howcanknowledgeofelementsexplainthepropertiesofmatter?• Howcantheversatilityofnon-metalsbeexplained?• Researchinvestigation

Weinvestigatethechemicalpropertiesofarangeofmaterialsfrommetalsandsaltstopolymersandnanomaterials.Usingyourknowledgeofelementsandatomicstructureyouexploreandexplaintherelationshipsbetweenproperties,structureandbondingforceswithinandbetweenparticles.Youapplyyourknowledgeduringpracticalinvestigationstodeterminesuchinformationastherelativemassesofelementsandthecompositionofsubstances.

Unit 2: What makes water such a unique chemical?• Howdosubstancesinteractwithwater?• Howaresubstancesinwatermeasuredandanalysed?• Practicalinvestigation

Water isthemostwidelyusedsolventonearth.Wewillexplorethephysicalandchemicalpropertiesofwaterbyinvestigatingsolubility,concentrationandpH.Importantreactionssuchasprecipitation,acid-baseandredoxwillbeexploredindepth.Youwillapplyarangeofpracticalskillstodetermineconcentrationsofchemicalcontaminantsandexplainobservationsanddatafromexperiments.

Assessment• coursework• practicalactivities• topictests• researchinvestigation(Unit1)• practicalinvestigation(Unit2)• endofsemesterexam

Suggested Pre-requisitesNil.However,anyofthefollowingYear10unitsaresuggested:AppliedScience,BiomedicalScience,OurLivingWorld(andBeyond)orOurPhysicalandMaterialWorld.

Chemistry V1SCH | V2sch


Unit 3: How can chemical processes be designed to optimise efficiency?

• Whataretheoptionsforenergyproduction?• Howcantheyieldofachemicalproductbeoptimised?

Wecompareandevaluatedifferentchemicalenergyresources,includingfossilfuels,biofuels,galvaniccellsandfuelcells.Youinvestigatethecombustionoffuels.Weanalysemanufacturingprocesseswithreferencetofactorsthatinfluencetheirreactionratesandextent.Youusethelanguageandconventionsofchemistryincludingsymbols,units,chemicalformulasandequationstorepresentandexplainobservationsanddatacollectedfromexperiments,andtodiscusschemicalphenomena.

Unit 4: How are organic compounds categorised, analysed and Used?

• Howcanthediversityofcarboncompoundsbeexplainedandcategorised?• Whatisthechemistryoffood?

Westudy theways inwhichorganicstructuresare representedandnamed.Youprocessdata from instrumentalanalyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses todeterminetheconcentrationsoforganicchemicalsinmixtures.We investigatekey foodmolecules throughanexplorationof theirchemicalstructures, thehydrolytic reactions inwhichtheyarebrokendownandthecondensationreactionsinwhichtheyarerebuilttoformnewmolecules.Inthiscontext,theroleofenzymesandcoenzymesinfacilitatingchemicalreactionsisexplored.Youusecalorimetryasaninvestigativetooltodeterminetheenergyreleasedinthecombustionoffoods.

Assessment • schoolassessedcoursework(SACs)• extendedpracticalinvestigation• endofyearexternalexam

What sort of student would like Chemistry? Someonewho:

• hasaninterestinscience• wishestofindoutmoreabouthowchemistryaffectsthewaywelive• wishestodeveloptheirknowledgeinhowweinteractwiththeenvironment

Pre-requisites Nil.However,ChemistryUnit1and2arerecommended.


Unit 1: What ideas explain the physical world?• Howcanthermaleffectsbeexplained?• Howdoelectriccircuitswork?• Whatismatterandhowisitformed?

Weexplorehowphysicsexplainsphenomena,atvariousscales,whicharenotalwaysvisibletotheunaidedhumaneye.Youconsiderthermalconceptsbyinvestigatingheat,probecommonanalogiesusedtoexplainelectricityandconsidertheoriginsandformationofmatter.We examine the motion of electrons and explain how it can be manipulated and utilised. You explore currentscientificallyacceptedtheoriesthatexplainhowmatterandenergyhavechangedsincetheoriginsoftheuniverse.

Unit 2: What do experiments reveal about the physical world?• Howcanmotionbedescribedandexplained?• Options:Twelveoptionsareavailableforselectionin‘areaofstudy’2.Youchooseoneoftheavailable

optionsthatrelatetoeitherastrobiology,astrophysics,bioelectricity,biomechanics,electronics,flight,medicalphysics,nuclearenergy,nuclearphysics,optics,soundandsportsscience

• PracticalinvestigationWeinvestigatethewaysinwhichforcesareinvolvedbothinmovingobjectsandinkeepingobjectsstationary.Youdesignandconductyourownexperimentsand,byusingyourowndataandobservations,drawconclusions todescribeandexplainmotion.

Assessment• coursework• topictests• assignments• practicalinvestigation(Unit2)• endofsemesterexam

Suggested Pre-requisites

Year10unitsAppliedScience,BiomedicalScience, OurLivingWorld(andBeyond)orOurPhysicalandMaterialWorld.

physics V1Sph | V2sph


Unit 3: How do fields explain motion and electricity? • Howdothingsmovewithoutcontact?• Howarefieldsusedtomoveelectricalenergy?• Howfastcanthingsgo?

Weexploretheimportanceofenergyinexplaininganddescribingthephysicalworld.Weexaminetheproductionofelectricityanditsdeliverytohomes.Youexploretheinteractions,effectsandapplicationsofgravitational,electricandmagneticfields.WeuseNewton’slawstoinvestigatemotioninoneandtwodimensions,andareintroducedtoEinstein’stheoriestoexplainthemotionofveryfastobjects.Youconsiderhowdevelopingtechnologiescanchallengeexistingexplanationsofthephysicalworld,requiringareviewofconceptualmodelsandtheories.Youdesignandundertakeinvestigationsinvolvingatleasttwocontinuousindependentvariables.

Unit 4: How can two contradictory models explain both light and matter?

• Howcanwavesexplainthebehaviouroflight?• Howarelightandmattersimilar?• Practicalinvestigation

Weexploretheuseofwaveandparticletheoriestomodelthepropertiesoflightandmatter.Weexaminehowtheconceptof thewave isused toexplain thenatureof light.You further investigate lightbyusingaparticlemodeltoexplain itsbehaviour.Awavemodel isalsousedtoexplainthebehaviourofmatterwhichenablesstudentstoconsidertherelationshipbetweenlightandmatter.

Assessment • coursework• extendedpracticalinvestigation• summaryreportofselectedpracticalwork• eata analysis • unit tests • endofyearexam

What sort of student would like Physics? Someonewho:

• enjoysunderstandingtheoriesandapplyingthesetodifferentsituations• hasaninterestinunderstandinghowthingswork,fromthecreationofrainbowsandhowtheeyeworksto

theelectricitythatisprovidedtoourhomes• wishestounderstandtheverynatureofallmatteroftheuniverse• hasagoodgraspofMaths


Unit 1: How are behaviour and mental processes shaped?• Howdoesthebrainfunction?• Whatinfluencespsychologicaldevelopment?• Student-directedresearchinvestigation

Weinvestigatethestructureandfunctioningofthehumanbrainandtheroleitplaysintheoverallfunctioningofthehumannervoussystem.Weconsiderthecomplexnatureofpsychologicaldevelopment,includingsituationswherepsychologicaldevelopmentmaynotoccurasexpected.You examine the development of different psychological models and theories used to predict and explain thedevelopmentofthoughts,feelingsandbehaviours.

Unit 2: How do external factors influence behaviour and mental processes?

• Whatinfluencesaperson’sperceptionoftheworld?• Howarepeopleinfluencedtobehaveinparticularways?• Student-directedpracticalinvestigation

We investigatehowperceptionofstimulienablesaperson to interactwith theworldaroundthemandhowtheirperceptionofstimulicanbedistorted.Weevaluatetherolesocialcognitionplaysinaperson’sattitudes,perceptionofthemselvesandrelationshipswithothers.Youexploreavarietyoffactorsandcontextsthatcaninfluencethebehaviourofanindividualandgroups.

Assessment• coursework• topictests• student-directedresearchinvestigation(Unit1)• student-directedpracticalinvestigation(Unit2)• endofsemesterexam

Psychology V1sps | V2sps


Unit 3: The Conscious SelfWefocusonthestudyoftherelationshipbetweenthebrainandthemindthroughexaminingthebasisofconsciousness,behaviour,cognitionandmemory.Youstudythestructureandfunctioningofthehumanbrainandnervoussystem,andexplorethenatureofconsciousnessandalteredstatesofconsciousnessincludingsleep.Weconsiderthefunctionofthenervoussysteminmemoryandinvestigatethewaysinwhichinformationisprocessed,storedandutilised.Youapplydifferenttheoriesofmemoryandforgettingtotheireveryday learningexperiences.Wealsoexploreconsciousness,behaviour,thehumanbrainandmemory.

Unit 4: Brain, Behaviour and ExperienceWefocusontheinterrelationshipbetweenlearning,thebrainanditsresponsetoexperiences,andbehaviour.Thisincludesanunderstandingofthemechanismsoflearningandthecognitiveprocessesthataffectreadinessforlearning.Youbuildonyourconceptualunderstandingoflearningtoconsideritasoneofseveralimportantfacetsinvolvedinabiopsychosocialapproachtotheanalysisofmentalhealthandillness.Weconsiderdifferentconceptsofnormality,andlearntodifferentiatebetweennormalresponsesandmentaldisorders.Youanalyseresearchmethodologiesassociatedwithclassicandcontemporarytheories,studiesandmodels,considerethicalissuesassociatedwiththeconductofresearchandtheuseoffindings.

Assessment• coursework• topictests• endofyearexam

What sort of student would like Psychology?Someonewhoisinterestedin

• humanbehaviour,thewaywethink,learn,andrelateandhowwebecomethe‘person’weare• studyingareasofhealth,healthscience,orhealthpromotion• usingscientificmethodtoestablishwhatweknowabouthumanbehaviour

Suggested Pre-requisitesNil.However,Year10IntrotoPsychologyandPsychologyUnit1and2aresuggestedforUnit3and4.


TECHNOLOGY

food studiesUnit 1-2: V1tfsUNIT 3-4: V2tfs

product design & technologyUnit 1-2: V1tpd UNIT 3-4: V2tpd

product design & technology | TextilesUnit 1-2: V1ttx

systems engineeringUnit 1-2: V1tse UNIT 3-4: V2tse

DEEANE CORDY TECHNOLOGY [email protected]


Unit 1: Food originsWelookatthemainfactorsthatdevelopaglobalfoodsupplyanddemonstrateadaptationsofselectedfoodfromearliercuisines throughpractical activities.Youuse indigenous ingredientsandconsider someof thechanges inAustralianfoodindustriesandcultures.ASSESSMENT

• writtenandpracticalassessmenttasksincludingcomparativetastetestinganalysis

Unit 2: Food makersWediscusswaystoensureasafefoodsupplytoAustralians,usedesignbriefstodesignandcreateafoodproductthathasbeenadaptedfromasmall-scalekitchentoacommercialcontext.ASSESSMENT

• writtenandpracticalassessmenttasksincludingapracticalfoodsolution• endofsemesterexam

Unit 3: Food in daily lifeThe science of food: our physical needs, how food nourishes and sometimes harms our bodies. We look atintolerances,allergies,foodcontaminationanduseoffoodselectionmodels.Youstudyinfluencesonfoodchoice:howcommunities,familiesandindividualschangetheireatingpatterns.Youwillusepracticalskillstocreatehealthymealsforfamiliesandunderstandpropertiesoffood.ASSESSMENT

• schoolassessedcoursework(2):practicalworkandothertasks• Unit3workcontributestoendofyearexam

Unit 4: Food issues challenges and futures WedebateglobalandAustralian foodsystemsrelating to issuesabout theenvironment,ecology,ethics, farmingpractices,thedevelopmentandapplicationoftechnologies,andthechallengesoffoodsecurity,foodsafety,foodwastage, and theuseandmanagementofwater and land.Youbecomeconsumerswhomakediscerning foodchoices.Weidentifyfads,trendsanddiets.Youinterpretfoodlabelsandmarketingtermsusedonfoodpackaging.ASSESSMENT

• 2xpracticalactivitiesandcompletionofrecordsregardingsustainableand/orethicalfoodchoicesaswellashealthyfoodchoices

• writtenactivityrelatedtoenvironmentstructuredquestions• endofyearexam(Unit3and4)

SchoolassessedcourseworkforUnit3and4,eachunitcontributes30percent=60%plusexam=40%.

What sort of student would like Food studies?Someonewho is interested in foods, analysingwhathappensduringcookingandusinga varietyofpreparationmethods.Alsosustainableandethicalfoodissues,healthyeatingandmealcreationaswellasnutrition.

Suggested Pre-requisitesFoodTechnologyunitsFoodsfromaroundtheWorldandCookingforCrowdsand/orparticipationinfoodpreparationinthehome/workplacearesuggested,notessential.

Other ConsiderationsThisunithasawidetheoreticalbaseandthereforemakesuparound50%-60%oftotalclasstime.Theother40-50%ispracticalbased(testingandtastingfoodsand/orproducingrecipes).

Food studies V1tfs | V2tfs


Product Design & Technology V1TPD | V2TPD

Unit 1: Sustainable product redevelopmentOurclassdesignsandplanstheredevelopmentofaproductwiththeintentionofdevelopingadifferentproductwithconsiderationofsustainability issues.Weselectandapplymaterials, tools,equipmentandprocesses tomakearedevelopedproduct,andcomparethiswiththeoriginalproduct.ASSESSMENT

• adesignfolio• afinishedproduct,withrecordsofproductionandmodifications

Unit 2: Collaborative DesignWedesignandplanaproductorrangeofproductscollaborativelyinresponsetoadesignbrief.Youjustify,manageanduseappropriateproductionprocessestomakeaproductsafelyandevaluateindividuallyandasamemberofateam,theprocessesandmaterialsusedandthesuitabilityofaproductorcomponentsofagroupproduct/sagainstthedesignbrief.ASSESSMENT

• adesignfolio• afinishedproduct,withrecordsofproductionandmodifications

Unit 3: Applying the Product Design ProcessOur class investigates and defines a design problem, and discusses how the design process leads to productdesigndevelopment.Weexplainandanalyseinfluencesonthedesign,developmentandmanufactureofproductswithinindustrialsettings.Youdocumenttheproductdesignprocessusedtomeettheneedsofanend-user/s,andcommenceproductionofthedesignedproduct.ASSESSMENT

• astructured,annotateddesignbrief,evaluationcriteria• adesignfolio• acompletedproductaccompaniedbyarecordofproductionprogressanddocumentationofmodifications

Unit 4: Product Development and EvaluationWecompare,analyseandevaluatesimilarcommercialproducts,takingintoaccountarangeoffactorsandusingappropriatetechniques.YouapplyproductionskillsandprocessessafelytomaketheproductdesignedinUnit3.Youmanagetimeandresourceseffectivelyandefficiently.Weevaluatethefinishedproductthroughtestingandfeedbackagainstcriteria,createend-user/s’instructionsorcarelabelsandrecommendimprovementstofutureproducts.ASSESSMENT

• completionofafunctionalproductthatconformstostandardsofqualityindicatedinthedesignbrief• writtenreportandproductevaluation• end-user/sinstructions

What sort of student would like Product Design and Technology?Someonewho:

• isinterestedindesigningandmakingproducts• likesworkingwithwoodandmetals• wouldliketofollowabuilding,engineeringordesigningcareer• wouldliketopursuetertiaryqualificationsinbuilding,engineeringordesigningcareers

Suggested Pre-requisitesAnyMaterialsTechnologyunitinTimberorMetal.


Unit 1: Sustainable product redevelopmentYoudesignandplantheredevelopmentofanexistingproducttakingintoconsiderationsustainabilityissuesandtheintentionofmakinginmorefunctional.Youselectandapplymaterials,tools,equipmentandprocessestomakearedevelopedproduct,andcomparethiswiththeexistingproduct.

What does this mean for me?Youchoseaproductsuchasagarmenttoredesignforaspecificpurpose.

Assessment • developafolioshowingevidenceofthedesignprocess,selectionandsafeuseoftoolsandmachinesand

theriskassessmentassociatedwiththetoolsandmachines

Unit 2: Collaborative DesignWeworkcollaborativelytodesignandplanafunctionalproductinresponsetoadesignbrief.Youjustify,manageanduseappropriateproductionprocessestomakeaproductsafelyandevaluatetheprocessesandmaterialsusedincludingthesuitabilityoftheproduct.

What does this mean for me?Eachstudent,inateamorindividually,producesoneoftheproductsbasedontheirtheme.

Assessment• showevidenceofcontributiontothedesignanddevelopmentofagroupfolioandproduct

What sort of student would like Product Design and Technology Textiles?Someonewhoisinterestedindesign,fashionandtextiles.

Suggested Pre-requisitesNil.However,anyFibreTechnologyunitwillbebeneficial.

Other ConsiderationsPurchaseofmaterialsasrequired.

Textiles V1ttx


Unit 1: Mechanical Engineering FundamentalsThisunitfocusesonmechanicalengineeringfundamentalsasthebasisofunderstandingtheunderlyingprinciplesandthebuildingblocksthatoperateinthesimplesttomorecomplexmechanicaldevices.

What does this mean for me?Westudyfundamentalmechanicalengineeringprinciples,themotionsperformed,theelementaryappliedphysics,andthemathematicalcalculationsthatcanbeappliedinordertodefineandexplainthephysicalcharacteristics.Youapplyknowledgeandconstructfunctionalsystems.Throughappliedresearch,youexplorehowthesesystemsuseorconverttheenergysuppliedtothem,andtorelatedwiderenvironmentalandsocialissues.

Assessment• writtentests• practicalandresearchtasks• endofsemesterexam

Unit 2: Electro technology Engineering FundamentalsWe focusonbuilding understandingof the fundamental principles of electrical and electronic circuits,which arecollectivelyandcommonlyreferredtoaselectrotechnology.

What does this mean for me? Youstudyfundamentalelectrotechnologyengineeringprinciples,applyknowledgeandskillstoresearch,producetechnicalreportsandconstructanelectrotechnologysystem.

Assessment • writtentests• practicalandresearchtasks• endofsemesterexam

Systems Engineering V1TSE | V2TSE


Unit 3Ourfocus isontheengineeringprinciplesusedtoexplainthephysicalpropertiesof integratedsystemsandhowtheywork.Wedesignandplananoperational,mechanical-electrotechnologyintegratedandcontrolledsystem.Youlearnaboutthetechnologiesusedtoharnessenergysourcestoprovidepowerforengineeredsystems,includingrenewableenergy.

What does this mean for me? Youstartworkonthedesign,planningandconstructionofonesubstantialcontrolledintegratedsystem.Youmanagetheprojectthroughthesystemsengineeringprocess,takingintoconsiderationthefactorsthatinfluencethedesign,planning,productionanduseoftheirintegratedsystem.

Assessment • writtentests• SAC-planninganddesignportfolio

Unit 4YoucompletetheproductionworkandtestandevaluatetheintegratedcontrolsystemyoudesignedinUnit3.Weinvestigatenewandemergingtechnologies,considerreasonsfortheirdevelopmentandanalysetheirimpacts.

What does this mean for me? Youuseyourinvestigations,designandplanningtocontinuethefabricationofyourmechanical-electrotechnologyintegratedandcontrolledsystemusingtheSystemsEngineeringprocess.Wedrawuponprojectandriskmanagementmethodsthroughouttheconstructionphase.

Assessment • writtentests• SAC-constructionfromfoliodesign• endofsemesterexam

What sort of student would like Systems Engineering? Thisunitcanprovideasoundbasisforentryintoabroadrangeoftertiarytechnologycoursessuchasengineeringandappliedsciences,skilledtradesandvocationaltraining,intheelectrotechnologyandautomotivesectorsorleadtoemploymentintechnologicalenterprises.

Suggested Pre-requisitesAnyFoodTechnologyunitsand/orparticipationinthehomeorworkplacearesuggestedbutnotessential.

Other Considerations. AunitthatcomplementsSystemsEngineeringisPhysics.


The arts

DramaUnit 1-2: V1ADRUNIT 3-4: V2ADR

MediaUnit 1-2: V1AME UNIT 3-4: V2AME

Music PerformanceUnit 1-2: V1AMP UNIT 3-4: V2AMP

Studio ArtsUnit 1-2: V1ASA UNIT 3-4: V2ASA

Visual Communication DesignUnit 1-2: V1AVC UNIT 3-4: V2AVC

JESS GRAY THE ARTS [email protected]


Unit 1: Dramatic Storytelling Ourfocusisoncreating,presentingandanalysingadevisedperformancethatincludesrealorimaginedcharacters,based on personal, cultural and/or community experiences and stories. We access performance styles from arangeofcontextsassociatedwithnaturalismandnon-naturalism.Yougiveananalysisofyourperformanceandtheperformancebyprofessionalandotherdramapractitioners.Youworkcollaborativelytodevise,script,edit,rehearseandperformwork.

Unit 2: Creating Australian DramaYoucreate,presentandanalyseaperformancebasedonaperson,anevent,anissue,aplace,anartwork,atextand/oran icon fromacontemporaryorhistoricalAustraliancontext.Youuseperformancestyles fromarangeofhistorical,culturalandsocialcontextsincludingstylesassociatedwithnon-naturalism.ThisunitalsoinvolvesanalysisofyourownperformanceworkaswellastheperformanceofanAustralianwork.ASSESSMENT

• scriptdevelopment,creationanddocumentation• ensembleandsoloperformances• playreview

Unit 3: Ensemble PerformanceOurclasslooksatnon-naturalisticdramafromarangeofcontemporaryand/orculturalperformancetraditions.Wecreate,developandpresentanensembleperformance,incollaboration.Youalsodocumentandevaluatestagesoftheperformance.ASSESSMENT

• scriptdevelopment,creationanddocumentation• ensembleperformance• playreview

Unit 4: Solo PerformanceWe focus on the creation and development of character/s within a solo performance. You complete two soloperformances. For a short solo performance, you develop practical skills of researching, creating, presenting,documenting and analysing a solo performance work. In the development of a second solo performance, youdevise,rehearseandperformanextendedsoloperformance.Weanalysetheprocessesinvolvedinthecreationandpresentationofcharacter/sinasoloperformance.ASSESSMENT

• createandpresentashortsoloperformanceandevaluatetheprocessesused• describe,analyseandevaluatethecreation,developmentandpresentationofaprescribedsoloperformance

what sort of student wouLD like dramaSomeonewholikestocreatecharacters,enjoysworkshopprocesses,feelscomfortablewithresearchandwriting/scriptingwork.Youshallenjoythisunitifyouwishtoenhanceyourperformanceandexpressiveskills.

Suggested Pre-requisitesPreferablyYear10Drama:PerformanceSkills.

Other ConsiderationsYouneed tobecommitted toattendingperformancesoutsideclass time, includingexcursions.Dramadoesnotalways involvepreparationandanalysisthat isspreadevenlythroughouttheunit!Therewillbetimes leadingtoaperformancethatrequiresacommitmenttoextrahours.

DRAMA V1ADR | V2ADR


MEDIA V1AME | V2AME

Unit 1: Media Forms, Representations and Australian storiesWeexplorehowmediainarangeofmediaformsandfromdifferenttimesandplacesareconstructed,distributed,engagedwith,consumedandreadbyaudiences(includingAustralianfictionandnon-fiction).Youalsodesignandproduceyourownmediarepresentationsforaparticularaudience.

What does this mean for me? Weconsideravarietyofmediaproductssuchasadvertisements,TVshowsandfilms.Youanalysehowtheyarerepresentedandhowaudiencesperceivethem.WestudytherepresentationsofvariousAustralianstoriesandhowtheyimpactaudiences.Youalsostudytherepresentationsoffilmgenresthroughtrailersandpostersandcreateyourownfilmtrailerandposterbutre-cuttingor‘flipping’itsgenre.Ifyoulikefilmeditingandanalysingthewayfilmsareconstructed,thenthisunitisforyou.

Assessment• writtentasksregardingrepresentations• re-cuttrailerandposterassignment• endofsemesterexam

Unit 2: Narrative across media formsWeexaminehownarratives(stories)constructrealitiesandmeaningsforaudiencesbylookingatleasttwospecificfilms.Ourclasslooksathowaudience,engagement,consumptionandreceptionplayakeyroleinunderstandinghowanarrativeisformed.Youthenapplythistheoreticalknowledgetocreateyourownnarratives.Wealsoinvestigatetherelationshipbetweennewandoldmediaformsandhowthedevelopmentofmediaimpactssociety.

What does this mean for me? Ifyoulikeproducingyourownfilms,analysinghowfilmsarecreatedandhowaudiencesrespondtofilmsindifferentways,thenyouwillenjoythisunit.Ifyoulikelookingathowmediatechnologieshavechangedovertimeandhavereplacedoldformsofcommunication,thenthiswouldbeofinterest.

Assessment• writtentasksonaudienceengagement,consumptionandreception• productionofyourownmedianarrative• presentationofmediadevelopmentsandtheir

impactonsociety• endofsemesterexam


Unit 3: media Narrative and pre-ProductionWeexaminefictionalandnon-fictionalnarratives(twofeaturelengthfilms)andassesshowaudiencesfromdifferentperiodsoftimeandcontextsareengagedby,consumeandreadthesenarratives.Westudyhowmediacodesandconventionsareusedtoconstructmeaningandhowthisconstruction is influencedbysocial,cultural, ideologicalandinstitutionalcontextsofproduction,distribution,consumptionandreception.Youalsocreateyourownmediaproduction.

What does this mean for me? Ifyoulikeanalysingfilmsandcreatingyourownmediaproduction(canbefilm,photography,animation,printmediaorconvergentmediaforms)thenyouwillenjoythisunit.

Assessment• writtenanalysisoftwoprofessionallyproducednarrativefictionalmediatexts• twotechnicalexercisesrelevanttothespecificationsidentifiedintheproductionofadesignplanpreparation

ofamediaproductiondesignplan

Unit 4: Media Production and Issues in the MediaYoubringyourmediaproductionplannedinUnit3tolife!Wealsoexploretherelationshipbetweenthemediaandaudiences, focusingontheopportunitiesandchallengesaffordedbycurrentdevelopments inthemedia industry.Ourclassconsidersthenatureofcommunicationbetweenthemediaandaudiences,exploresthecapacityofthemediatobeusedbygovernments,institutionsandaudiences,andanalysestheroleoftheAustraliangovernmentinregulatingthemedia.

What does this mean for me? Youfilm,photographorproduceyourmediaproductionandexport itorprint ittopresent itascompleted.Ifyouenjoydoinghands-onproductionworkthenyouwillenjoythisunit.Wealsoengageintheoreticalstudyofthemediaindustryanditsdevelopmentsplusthetheoriesbehindmediaregulationandinfluence.

Assessment• finalproductionofyourmediaproduct• writtenanalysis(SAC)ofmediainfluencesandchallenges

What sort of student would like Media?Someonewho:

• isinterestedinworkinginthemedia/communicationsindustryinthefuture• enjoysplanningandcreatingtheirownmediaproduction(achoiceoffilm,photography,animationorprint)• enjoysstudiesofpsychology,sociology,historyandEnglish

Suggested Pre-requisitesPreferablyYear10Media.SomeknowledgeofAdobe(Photoshop,InDesign,PremierePro)wouldbeanadvantage,butnotessential.


Music Performance V1AMP | V2AMP

Unit 1Youfocusonbuildingperformanceandmusicianshipskills.Youstudyotherperformers,piecesforaperformanceprogram,completetechnicalwork(scales,exercises),sight-reading,musictheory,auralworkandanalysis.

Unit 2Youcontinuetobuildyourperformanceandmusicianshipskills.Youperformingroupandsoloworks, listenandanalyse other performers, develop strategies for improving performance skills, identify technical, expressive andstylisticperformancechallenges,developsightreadingandbuildonyourimprovisationandcomposition.

ASSESSMENT

• performanceexam–threeworks:atleastonegroupandonesolowork,technicalworkandexercises• reportontechnicalworkandexercises• improvisationorsightreading• theoryandauralexam• composition(Unit2)

Unit 3Youpresentconvincingperformancesaspartofagroup,aswellassolocontextsinarangeofstyles.Webecomefamiliarwitharangeofstylesinbothgroupandsolocontextsandinstrumentaltechniquestoshapeperformance.Westudyperformanceconventions,sight-readingandimprovisation,auralandmusictheory,transcriptionandanalysis.

Unit 4Yourefinetheabilitytopresentconvincingperformancesofgroupandsoloworks.Wefocusonperformanceofgroupandsoloworks indifferent styles,developmentof aural skills andcomprehension, transcription, theory, analysis,sight-readingandimprovisation.WorksbyAustraliancomposerssince1910isthefocusofthisunit.ASSESSMENT

• demonstrationtestofperformancetechniques,technicalworkandexercises• reportonhowperformancetechniques,technicalworkandexercisessupportthedemonstrationtestmaterial• sightreadingorimprovisation• aural,writtenandpracticaltest• aprogramofworksonachoseninstrumentthatrunsfor25minutesandisexternallyassessed(Unit4)

What sort of student would like Music Performance?

Someonewhowantstoextendthemselvesontheirinstrumentofstudy.Thisisaunitformusicianswhohavealoveforplayingandwishtobuildtheirperformanceskills,experienceandunderstanding.

Suggested Pre-requisites

ForYear12,completionofYear10and11Musicunits,aprivateinstrumentalteacher,andparticipationintheCollege’sbandandchoralprograms.

Other Considerations Youneedtobeamotivatedandcommittedmusician.This unit would not suit a beginner. You may need a private teacher to maximise your potential.SpeaktoLukeGodfrey,ourMusicDirector,aboutaccessingadditionalmusictuitionsupport.


Studio Arts V1ASa | V2Asa

Unit 1: Studio inspiration and techniquesYougainanunderstandingofstudiopracticeandhowtoexplore,develop,refineandpresentartworks.

What does this mean for me?Youuse your individual ideas andexplore a rangeofmaterials and techniques related to specific art forms.Weresearchandanalysethewaysinwhichartistsfromdifferenttimesandcultureshavedevelopedtheirstudiopractice.

Assessment• proposedinvestigationofstudiopractice• selectionofexploratoryworkandavisualdiary• presentationofatleastonefinishedartwork• exam

Unit 2: Studio exploration and conceptsYoufocusonestablishingandusingstudiopracticetoproduceartworks.

What does this mean for me?Indevelopinganindividualstudioprocess,weexploreideas,sourceinspiration,materialsandtechniquesinaselectedartform.Thisisdocumentedthroughanexplorationproposal.Youanalysehistorical and contemporaryartworks.

Assessment• explorationproposal• studioprocessdocumentedinvisualdiary• productionofatleastoneartwork• exam


Unit 3: Studio practices and processesWefocusontheimplementationofanindividualstudioprocessleadingtotheproductionofarangeof potentialdirections.

What does this mean for me?Youdevelopanduseanexplorationproposal,planandapplyastudioprocesstodeveloptheirindividualideastoproducearangeofvisualexplorationsandpotentialdirections.Weexploreprofessionalartpracticesofartistsfromdifferenthistoricalandculturalcontexts.

Assessment• schoolassessedcoursework5%• schoolassessedtask30%

Unit 4: Studio practice and art industry contextsWefocusonplanning,productionandevaluationrequiredtodevelop,refineandpresentartworksthatlinkcohesivelytotheideasresolvedinUnit3.

What does this mean for me?YoupresentvisualandwrittenevaluationthatexplainswhyyouselectedarangeofpotentialdirectionsfromUnit3toproduceatleasttwofinishedartworks.Thedevelopmentoftheseartworksreflectsrefinementandskillapplicationofmaterialsandtechniques.Aspectsoftheartindustryarestudiedwiththefocusonatleasttwodifferentexhibitionsandtherolesofgalleriesandstaff.

Assessment• schoolassessedcoursework5%• schoolassessedtask30%• endofyearexam(Unit3&4)30%

What sort of student would like Studio Arts?Someonewhoenjoysvisualarts,photographyanddesign.

Suggested Pre-requisitesNil.However,completionofYear10Media&VisualArtswouldbehelpful.ToundertakeUnit3and4,itispreferabletohavecompletedUnit1and2.

Other considerationsStudentsmayberequiredtopurchasesomeoftheirownmaterials.


Visual Communication Design V1AVC | V2AVC

Unit 1: Introduction to Visual Communication Design Youproduceafolioofdrawings,includingpracticedrawingsfromobservation,developmentdrawingsusingarangeofvisualisationmethodsandthecommunicationofideasthroughdrawing.Youincludedrawingsrelatedtotheuseof thedesignprocess.Weanalyseand implementpresentationdrawings toeffectivelycommunicate information.Ourclassreflects,inawrittenreport,ontheimplicationsofsocial,andhistoricalinfluencesoncontemporarydesign.

Unit 2: Applications of Visual Communication Design Youcreateafolioofdrawingsthatrelatetoenvironmentalorindustrialdesign.Youpracticetechnicaldrawingskills.Wefocusontypeandimageryandtheimportanceofbothintheproductionofdesignsparticularlygraphicdesign.Youutilisethedesignprocessindevelopingyourideas.ASSESSMENT

• folioofdrawingsanddesignwork• finalpresentations• awrittenreport• endofsemesterexam

Unit 3: Design Thinking and Practice Youdevelopskillstobeaneffectivedesigner.Thisincludesbeingcriticalandabletoanalyseexistingexamplesofvisualcommunicationandthendevelopyourowndesignsfromtheseexamples.Youwriteareporttoshow anunderstandingofdesigninindustry,developadesignbriefandthenbeginthedesignprocessaswellasresearchandgenerateideasforafolioofwork.

Unit 4: Design Development and Presentation YoucontinuetoproducedesignsrelatedtothefoliostartedinUnit3.Thisincludesthefurtherdevelopmentofsuitabledesigns,theproductionoftwofinalpresentationsandtheevaluationandexplanationoftheirdesignwork.Youalsopitchyourdesignworktoanaudience.ASSESSMENT

• analysisandevaluationreports• industrystudyreports• pitchattheconclusionoffoliowork• foliowork• exam

What sort of student would like Visual Communication Design? Someonewhoenjoysdesigning,drawing,problemsolvingandworkingontheirownfolios,computergraphicsanddesigningonthecomputers.

Suggested Pre-requisites AnyYear10VisualCommunicationDesignunitwouldbeusefulbutnotessential.SomeknowledgeandinterestinusingAdobePhotoshopandIllustratorisstronglyadvised

Other Considerations VisualCommunicationDesignisausefulpathwayforstudentswantingacareerinanytypeofdesign.


PAUL FORDE VET [email protected]

VEtVocational Education and TrainingWeofferthesequalificationsinYear12:VCEandVCAL.VETisacoursewithinVCEandVCAL.StudentsenrolledineithercanstudyanationallyaccreditedVETcourseaspartoftheirqualification.On-the-jobtrainingatworkplacesisanotherimportantpartofthedelivery.YourchildhassevencoursestochoosefromiftheyfollowaVETpathwaywithus.OurVETprogram runs in conjunctionwithWodongaandRiverinaTAFEs,RegisteredTrainingProvidersandlocalemployers.MostcoursescountasafullVCEsequence,i.e.Unit1to4.VETcourseswithaUnit3and4sequencemaycontributedirectlytothecalculationoftheATAR.Suchsequencesareidentifiedinthenextpages.

the advantages of doing VET in schools?• joining the workforce, youhaveabetterchanceoffindingemployment• entering TAFE,youhaveadvancedstandingforhigherlevelcourses• going to University,thevocationaleducationunitsgiveyoua‘handson’

insightintotheunitandmaycontributetoyourATAR

Doing vet in VCALStudentsstudyingfortheVCALqualificationmust be enrolled in at least one VET unit.ThisiscompulsorybecausethepurposeofVCAListocultivateindustryspecificskillsandbuildpathwaystoemployment.Seep9foranexplanationofVCAL.

VET Advancements for 2020 Year 9 & 10 studentsStudents in Year 9 or 10 Pathways levels in 2020 can apply for the EarlyAdvancementPrograminoneUnit1/2sequenceinVETorVCE.Applicationsforearlyadvancementaremadeontherecommendationoftheunitteachersandarealwaysdependentontheavailabilityofplaces.Studentsareinterviewedaspartofthatprocess.2020Year9studentswillhaveamorerigorousselectionprocessduetotheirageandacademiclevel.AnystudentthathasadvancedintoaVETunitbutthenchoosesVCALinYear11mustchooseVETUnit1-2forYear11.Then,inYear12VCAL,youcanfinishofftheVETunityoulikebestoutofthetwoVETUnit1-2unitsyoucompletedearlier.

Work ExperienceInterested?PleaseseeMareeKelly,VCALAdministrationCoordinatorintheMercyCentre.


VCE Victorian Certificate

of Education20-24 units, 45 study areas

Literacy, numeracy, industry specific, work related, personal development

VET Vocational Education

and Training

Contributes to a VCE / VCAL qualification and other VET certificates

Training (TAFE or school,

industry, RTO, ACE)

VCAL Victorian Certificate

of Applied Learning

Structured Workplace Learning

Completion of

VCE

Completion of

VCAL

EMPLOYMENT Apprenticeship, Traineeship

TAFE

UNIVERSITY

How does VET WORK IN VCE and the ATAR?MostcoursescountasafullVCEsequence(Unit1to4).VETcourseswithaUnit3and4sequencecontributedirectlytothecalculationoftheATAR.

Course LengthVETstartsinCommencementFortnight(Friday22November-Friday6December2019).You cannot start a VET subject mid-year.AllVETcoursesrunovertwoyears:thefirstyearcoversUnit1-2,thesecondyearcoversUnit3-4.


VET options

building & construction22338VIC 1-4 No*CertificateIIinBuildingandConstructionPre-Apprenticeship

creative industries (Game design)CUA31015 1-4 YesCertificateIIIinScreenandMedia

engineering studies22470VIC 1-4 YesCertificateIIinEngineeringStudies

hair & beautySHB20216 1-4 No*CertificateIIinSalonAssistant

SHB30115CertificateIIIinBeautyServices

HOSPITALITySIT20416 1-4 YesCertificateIIinKitchenOperations

SOUND EngineeringCUA30915 1-4 YesCertificateIIIinMusicIndustry(SoundProduction)

SPORTS COACHINGSIS30115 1-4 YesCertificateIIIinSportandRecreation

EligibleforanincrementtowardsATAR(10%oftheloweststudyscoreoftheprimaryfourstudies)

EligibleforanincrementtowardsATAR(10%oftheloweststudyscoreoftheprimaryfourstudies)

Canbeoneofprimary4unitscontributingtotheATARscore





*Studentswhocompleteaunit3and4sequenceforVCEVETareeligibleforanincrementtowardstheirATAR(10%oftheloweststudyscoreoftheprimaryfourstudies)

COURSE UNITS EXAM ATAR SCORE (over 2 yrs)

Thesequalificationsareofferedinpartnership,viaauspicingwithregisteredorganisation:AustralianInstituteofEducationandTrainingRTONumber:121314.TheAIETStudentHandbookandParentHandbookcanbedownloadedfromthewebsitehttps://aiet.edu.au/images/AIET_Student_Handbook_2019.pdf


Building & construction V1vbc | V2vbc

22338VIC Certificate II in Building and Construction Thisisatwo-yearcourse.ItcanbestudiedaseitheraVCEorVCALunit.IfstudiedasaVCEunit,itwillbeyourfifthorsixthunitchoice(notoneofyourprimaryfourunits).

unit 1 and 2Wefocusonbasicskillsandknowledgeforthebuildingandconstructionindustry.Youlearnhowtousecarpentryhandtools,carpentrypowertools,workplaceOHSandbuildingcalculations.

unit 3 and 4Secondyearconsolidatesandexpandsupontheskillsandknowledgegainedduringfirstyearstudies.Areascoveredincludebuildingsetout,subfloorframing,wallframingandexternalcladding.

What does this mean for me?Youbecomeconfidentintheuseofcarpentryhandandpowertools.Thisincludesconstructingvariousprojectssuchasasawstool.Youalsolearnhowtosetoutandbuildahouseincludingasubfloorframeandwallframes.

Assessment • coursework• writtenandpracticalassessmenttasks• nointernalorexternalexaminations• studentswhocompleteaunit3and4sequenceforVCEVETBuildingandConstructionwillbeeligibleforan

incrementtowardstheirATAR(10%oftheloweststudyscoreoftheprimaryfourstudies)

What sort of student would like Building and construction?Someoneinterestedin

• gaininganapprenticeshiporacareerinthebuildingindustry• thebuildingindustry,e.g.plumbing,architecture,electricity

Pre-requisitesUnit1and2mustbecompletedpriortocommencingUnit3and4.


Creative industries (Game design) V1VCI | V2VCI

CUA31015 Certificate III in screen and MediaThisisatwo-yearcourse.ItcanbestudiedaseitheraVCEorVCALunit.IfstudiedasaVCEunit,itcanbeoneofyourprimaryfivesubjects.

Unit 1 and 2: GAME ART, game development and web designYoulearntocreateunique3Dassetsandenvironmentsusing industrystandarddesignsoftware includingAdobePhotoshopandAutodeskMaya.OurclassisintroducedtotheUnreal4GameEngineandvisualscriptingtobuildgameenvironments.Youdeviseawebsitetoadvertiseyourselftotheindustry.

Unit 3 and 4: character Design, animation and mediaWeexploretheelementsandprinciplesofdesign,typographyandcolourtheory.YoubuildyourowncharacterandlearnhowtoanimateinbothAutodeskMaya(3D)andAdobeAnimate(2D).Youcreateavideotrailerandwebsiteforyourgame.

Assessment• coursework• writtenandpracticalassessmenttasks• internalendofsemesterexaminationsinfirstyearofcourse• scoredschoolbasedassessments(SACs)andexternalendofyearexaminationinsecondyearofthecourse

Students wishing to receive an ATAR contribution for the scored units 3 and 4 sequence of VCE VET Creative Industries must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the ATAR, either as one of the student’s best four studies (the primary four) or as a fifth or sixth study.Where a student elects not to receive a study score for the scored unit 3 and 4 sequence of VCE VET subject, no contribution to the ATAR will be available.

What sort of student would like Animation and game design?Someonewhoisinterestedin

• graphicdesign,gamedesign,characterdesign• animation–both2Dand3D• mediaandVFX• creatingaportfolioasentrytofurtherstudiesoremployment



Engineering studies V1VES | V2VES

22470VIC Certificate II in Engineering StudiesThisisatwoyearcourse.ItcanbestudiedaseitheraVCEorVCALunit.IfstudiedasaVCEunit,itcanbeoneofyourprimaryfiveunit.Weteachyoubroad-basedunderpinningcompetenciesinarangeofengineeringskills.

unit 1 and 2Youworkonlathesandcutoffmachines.Youlearnabouthandandpowertools,precisionmeasurementtoolssuchasmicrometresandverniercalipers.

unit 3 and 4Youlearnweldingcompetenciesusingthemanualmetalarcandgasmetalarcprocessaswellastheoxyacetyleneweldingandcuttingprocess.

What will this mean for me? Weenhanceyouremploymentprospectsforapprenticeshipsandtraineeships.Youareabletomakemoreinformedchoicesintheselectionofvocationalcareerpathsanddevelopthesocialandpersonalskillsrelevanttoparticipationintheengineeringindustry.

Assessment • coursework• writtenandpracticalassessmenttasks• internalendofsemesterexaminationsinfirstyearofcourse• scoredschoolbasedassessments(SACs)andexternalendofyearexaminationinsecondyearofthecourse


What sort of student would like Engineering?Someonewho:

• hasaninterestinseekingahands-oncareerpath• hasaninterestindevelopingtheskillsandknowledgethatareappliedacrossavarietyofindustries• wishestodeveloptheirknowledgeinhowengineeringconceptsareadaptedinthecommunity



SHB20216 Certificate II in Salon Assistant

SHB30115 Certificate III in Beauty ServicesThisisatwo-yearcourse.ItcanbestudiedaseitheraVCEunitorasaVCALunit.IfstudiedasaVCEunititwillbeafifthorsixthunitofchoice(notoneofyourfourprimaryunits)YoudevelopskillsandknowledgeinOH&S,communication,retail,lashandbrow,manicureandpedicure,shampooing,head,neckandshouldermassageanddryhairtoshape.

What does this mean for me? YouachieveaStatementofAttainmentfortheUnitsofCompetency,andhaveaskillsettotakeintothehair,beautyandretailindustries.

Assessment • coursework• writtenandpracticalassessmenttasks• nointernalorexternalexaminations• studentswhocompleteaunit3and4sequenceforVCEVETHair&Beautywillbeeligibleforanincrement

towardstheirATAR(10%oftheloweststudyscoreoftheprimaryfourstudies)

What sort of student would like Hairdressing?Someonewhoisinterestedin

• beautyandhairdressingasacareer• pursuingcasual/parttimework• hairandbeautyandfashion

Pre-requisitesFirstyearmustbecompletedpriortocommencingthesecondyear.

Hair & beauty V1vhb | V2vhb


Hospitality V1VHO | V2VHO

SIT20416 Certificate II in Kitchen Operations Thisisatwoyearcourse.ItcanbestudiedaseitheraVCEorVCALunit.IfstudiedasaVCEunit,itcanbeoneofyourprimaryfiveunits.

UNIT 1 AND 2 Youexpandyourknowledgeofthehospitalityindustry.Hygiene,healthandsafetyarecovered.Youdevelopknifeandcookingskillsandpreparearangeoffoods.Youstudythebasicmethodsofcookingandprepareavarietyofdishesusingthesemethods.

UNIT 3 AND 4Youcontinuetodevelopknowledgeandskills.Wefocusoncookingandextendingtherangeofdishesyoucanprepare.Unitsinclude

• prepare appetisers and salads• preparepoultrydishes• preparestockssaucesandsoups

What does this mean for me? Unit 1 and 2:You learnprofessionalcookingskillsanddevelopyourability tocookavarietyof foods.Yougainexperienceinhospitality,cateringandcookingavarietyoffoodsworkingatschoolbasedfunctions.Unit 3 and 4:Youbegintopreparemorecomplexdishestoindustrystandards.Continuedinvolvementinfunctionworkincreasesyourexperience.Youarerequiredtocompleteaminimumofoneweekworkplacementtoexperienceahospitalityworkplace.



What sort of student would like Hospitality?Someonewhoisinterestedin

• cooking• employmentinthehospitalityindustry• gaininganapprenticeshipinthehospitalityindustry



CUA30915 Certificate III in music industry (sound Production)Thisisatwo-yearcourse.ItcanbestudiedaseitheraVCEorVCALunit.IfstudiedasaVCEunit,itcanbeoneofyourprimaryfiveunits.

unit 1 and 2

Wefocusontheskillsandinformationrequiredtoassistandworkaspartofateamperformingbasictaskswithinthemusicindustry.Youlearnindustryknowledgesuchassimplecomposition,copyrightproceduresandplanningacareer.

unit 3 and 4

Theseunitsconsolidateandexpandupontheskillsandknowledgegainedduringfirstyearstudies.Areascoveredincludeprovidingsoundreinforcement,recordingandproductiontechniques.

What does this mean for me? You learn tounderstandbasicmusic industry knowledge, simplecomposition, copyrightproceduresandeditingsoundusingdigitalsystems.Wecontinuetodevelopyourskillsandknowledgeinmusictechnicalproductionincludingrecordingandproductiontechniquesaswellasprovidingsoundreinforcement.



What sort of student would like Lighting and Sound Recording?Someonewho:

• hasaninterestinsoundtechnology• wishestofindoutmoreaboutsoundreinforcement,productionandrecording• hasaninterestinthemusicindustry

Prerequisites Unit1and2mustbecompletedpriortocommencingUnit3and4.

Sound engineering V1vse | V2vse


Sports Coaching V1vsc | V2vsc

SIS30115 Certificate III in Sport and Recreation Thisisatwo-yearcourse.ItcanbestudiedaseitheraVCEorVCALunit.IfstudiedasaVCEunit,itcanbeoneofyourprimaryfiveunits.Youacquireanddevelopskills,knowledgeandconfidencetoworkintheareaofsportandrecreation.

Unit 1 and 2Wefocusonthecoreskillsthatenhanceyouremploymentprospectsinthesportandrecreationindustry.Yougainskillsinoccupationalhealthandsafety,firstaid,dealingwithclientsandconductingsportandrecreat ionsessions.

Unit 3 and 4Weexpandyourskillstowork inthesportandrecreation industry.Youcompletethreesportandrecreationworktasksthatdevelopleadership,organisationalandspecialistactivityskills.SkillsaredevelopedandassessedthroughselectedcompetenciestakeninUnit1to4.



What sort of student would like Sports Coaching?Someonewho:

• hasaninterestinsportandrecreation• wishestoacquireskillsinsportandrecreation• islookingforworkorhascareersaspirationsinthesefields



You have one week to make your unit selections

using the online portal

www.selectmysubjects.com.au

7 - 13 August 2019enter your units and …

remember to print the preference receipt & Hand it in to Carmel O’brein in the mercy centre.

This guide is available on simon, pam and in the relevant year levels in the

learning and teaching section of our website www.ccw.vic.edu.au

- 86 - 2020 VCAL | VCE COURSE GUIDE1BowmanCrt,WodongaVIC3690 (02)60435500 [email protected] www.ccw.vic.edu.au

Documents

2020 VCAl|VCE course guide · Mission Statement Catholic Identity • Commits to living lives of service embracing the values of Jesus with relevance to today’s society, both locally