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WELLINGTON
SECONDARY COLLEGE
YEAR 10
COURSE GUIDE
2021
Introduction to Year 10
In this Course Guide, you will find outlines of core subjects and elective units provisionally offered in Year 10 for
2021. The subject selection process will allow students to make elective choices. This combination of core
subjects and elective subjects is arranged so that students complete some subjects in all Curriculum Areas during
Years 9 and 10.
Selecting a Course
After receiving the Course Guide and Course Selection Sheet, students should discuss initial choices with parents.
Career information and counselling advice are available through a team led by Ms Huffer, Director of Student
Pathways. Students are encouraged to visit the Careers Room at lunchtimes and after school to use the resource
materials.
Year 10 Electives
In addition to completing core studies, students will select two semester-length elective subjects, one per
semester, giving a total of two elective subject choices for the year.
The elective subjects will run for 500 minutes (10 periods) per fortnight.
They will align with selected VCE/VET subjects/studies. Please note, students are only permitted to select one
VCE/VET subject per semester unless under special consideration. A Unit 1 and 2 sequence will take the place of
the elective choices. Students selecting a language will also need to be aware that this must be taken in Semester
1 and 2. Studying a Unit 1 and 2 subject in Year 10 is considered to be an Advanced Placement.
The College recognises that the needs of some students will be different as they prepare for study in the Senior
School. Every effort will be made to meet the needs of all students in their subject choices and career planning.
Course Counselling for Year 9 students entering Year 10 in 2021 will take place during the school day from
Monday July 27, to Friday July 31.
Year 10 Courses
Following Course Counselling students should discuss their selections with their parents/guardians before the
scheduled day of the computer entry of their selections. The course selection sheet MUST be handed in by
Tuesday, August 4.
Note:
• This procedure is not a promise of promotion into the next year level. This will be decided at the end of
the school year and is dependent on appropriative levels of achievement.
• This initial selection made by students will indicate those subjects with sufficient student interest to be
timetabled.
• Not all elective subjects listed in the course guide may be run in 2021. The timetabling of elective subjects
will depend upon the initial level of student interest and the constraints of staffing and facilities. Some
students may be asked to reselect elective subjects.
The course selection sheets must be returned no later than Tuesday, August 4.
• The students complete the entry of their selections on the computer. The course selection sheet MUST
have both signatures of the STUDENT and PARENT
• For any further information, please contact Mr Diaz (Head of Middle School) or Ms Huffer (Director of
Student Pathways)
Essential Education Items
Essential Education Items/materials are those items used in the teaching of a standard curriculum program that
the Department of Education and Training has determined parents and guardians are responsible for, and may
choose to either provide or pay the school to provide.
These items may include:
• materials that the student takes possession of, including textbooks and stationery
• materials for learning and teaching where the student consumes or takes possession of the finished
articles (e.g. Food Technology)
• essential services associated with but not considered to be part of instruction in the standard curriculum
program such as costs associated with camps and excursions.
Mr Troy Diaz Mrs Fern Brisbane
Head of Middle School Assistant Principal
Year 10 Curriculum
Year 10 Core Studies
The compulsory studies below provide a broad general education for all students.
Subject Duration Time per fortnight
English/English as an Additional Language/Foundation English 2 semesters 500 minutes
Mathematics 2 semesters 500 minutes
Humanities/Humanities for EAL Students 2 semesters 500 minutes
Health and Physical Education 2 semesters 500 minutes
Science/Applied Science 2 semesters 500 minutes
Year 10 Elective Studies
• Students will take two units from the Elective blocks (one each semester)
Electives in Year 10 will run for 500 minutes per fortnight and will be timetabled in such a way as to allow
students to undertake Advanced Placement VCE/VET Units 1 & 2 if the student has demonstrated a high level of
achievement in that study area during their Year 9 studies.
A range of VCE/Unit 1 and 2 sequences will be available to Year 10 students to select. This will not be an
automatic process and must be supported by the counselling recommendation, student capacity and
timetabling.
For those Year 10 students who accept an invitation to enrol in a VCE study, it is possible they may share classes
with Year 11 students.
All class consumable costs are currently provided by the College, using Government Equity Funding. If this
funding ceases in the future, there will be additional costs for electives and families will be invoiced
accordingly.
Year 10 Elective Units
Arts
*It is recommended that the Visual Arts and Music electives be taken sequentially but can be stand-
alone units.
Performing Arts Drama - Performance Making
Media – Video Production
Creating and Performing Music
Studio Arts-10 Photography/Media/Painting(S1)
Sculpture/Printmaking (S2)
*These units are preparation for VCE Studio Arts 1-4 and must be
taken for Semesters 1 & 2
Visual Communication Design-10 Design/Architecture (S1)
Graphic Design/ Industrial Design (S2)
*These units are preparation for VCE Visual Communication&
Design and must be taken for Semesters 1 & 2
Art and Design 1 Photography/Media/ Painting/ (S1)
Design/Architecture (S2)
Art and Design 2 Graphic Design/Industrial Design (S1)
Sculpture/Printmaking (S2)
Languages Year 10 French (Semesters 1 & 2)
Year 10 Chinese (Semesters 1 & 2)
Humanities/Commerce Introduction to Philosophy
Myths and Legends
Pursuit of Power: Leaders through history
Accounting and Economics
Business and Legal
Technology Electives Information Technology - Computer Programming
Design Technology
Food Studies
Science Psychology
STEM Smart City
Cross-curriculum/
Muti-disciplinary
Financial Fitness
Year 10 VCE Advanced Placements
Below is the list of subjects that students may select from for a Unit 1 & 2 Advanced Placement to study in Year
10. It is important to remember that admission to these courses is made on an individual basis determined by the
counselling recommendation, student capacity, teacher recommendation, approval from the Heads of Senior and
Middle School, and timetabling. Students must demonstrate a high level of achievement as well as excellent work
habits in order to be selected.
Students should refer to the Senior School Handbook via Compass or the College Website for specific details of
each unit including a brief description and assessment details.
Please note: Year 11 students will have priority in entry into Unit 1 & 2 studies
The Arts Mathematics
Theatre Studies Mathematical Methods
Media Science
Music Performance Biology
The English Group Psychology
Literature Environmental Science
Humanities Technology
Accounting Food Studies
Business Management Product Design and Technology
Economics Systems Engineering
Ancient History Health and Physical Education
20th Century History Health and Human Development
Legal Studies Physical Education
Philosophy Languages
Industry and Enterprise Chinese Second Language
Computing Chinese Second Language Advanced
Computing
Vocational Education and Training (VET)
Students interested in undertaking a Vocational Education and Training (VET) course as part of their Year 10
studies should see Ms Huffer (Director of Student Pathways) or Miss Jacobs (VET Coordinator) for details.
Please note: These courses require students to miss a partial or entire day of classes at school, which they will be
required to catch up on. There is a $50 enrolment fee and courses may have additional materials and equipment
charges.
ASSISTANCE FOR FAMILIES
In 2021, the College commits to assisting parents by covering the costs of the following items for all students:
Travel to House Sports Carnivals, Incursions and events for Student Wellbeing, Entry fees to various Academic
Competitions, materials for all elective subjects.
Families who may be experiencing difficulties or hardship are invited to contact the Business Manager, Sharon Graham,
for a confidential discussion.
Telephone 9547 6822 or email [email protected] during school hours.
CORE SUBJECTS
ENGLISH
Duration: Two semester units
1. Goals
To develop:
• The ability to read and to comprehend the English language.
• The ability to speak and to write fluently and coherently.
• The appreciation of literature: prose, poetry, film and drama.
• Sequential and logical thinking.
• An awareness of self and of dynamic relationships between self and others in society - involving reflection
upon ideas and issues.
• An awareness and appreciation of how language is used in argument
• An awareness and appreciation of the history of English language
• Lessons will include personal learning, interpersonal learning, critical thinking skills, communication skills
and ICT.
2. Subject Content
• Studying: a novel (The Giver), a film (Gattaca), a play (Macbeth), selected print and online media.
• Both written and oral assessment.
• Writing: short and extended pieces in a variety of genres including, but not limited to, analytical,
expository, narrative, personal and persuasive. Some of the writing will involve responding to texts and
analysing how language is used in argument.
• Listening and speaking: formal and informal oral work completed individually and in small groups. This
includes performances of excerpts from ‘Macbeth’.
3. Teaching Approaches
Class lessons, group and individual tasks will include emphasis on the processes of literary appreciation and
writing competence. There will be occasion for participation as audience members at theatrical performances,
films and public speaking activities.
Collaborative discussion and group learning.
4. Assessment Methods
• Ongoing formative assessment through classwork, homework, and online Learning Activities
• Common Assessment Tasks include:
o Single text response essays
o Creative text response
o Comparative text response
o Analysing Argument response
o Oral presentation
o Semester 1 & 2 Exams
• Participation and co-operation in group activities and class discussions
Contact teacher: Miss Rachael Masterton
FOUNDATION ENGLISH – UNITS 1&2
RATIONALE
The Foundation English course is designed for students who may require a more vocationally orientated approach
to English or may be aiming to directly enter the workforce upon completing their post-compulsory secondary
studies. It may also be suited to students who need additional time and assistance to strengthen and refine their
literacy skills to support their study in VCE English/EAL, VCE Literature, or VCE English Language Units 1–4 and in
other VCE studies.
It integrates speaking, listening, reading, viewing and writing across all areas of study to enhance students’
knowledge about the structures and functions of written and oral language. The course allows students to
improve their skills in comprehending and responding to a variety of texts, and to enhance their communication
skills.
Foundation English may be viewed as a bridging course into the VCE or for students completing technically
orientated courses, as well as providing an opportunity for students to develop stronger connections between the
Employability Skills Framework and Key Competencies and their English studies. There are various pathways that
students may follow after completing Foundation English Units 1 and 2. Some students may proceed to VCE
English/EAL, VCE Literature, or VCE English Language Units 1 and 2 and subsequently to Units 3 and 4 in any of the
English group studies. Alternatively, after completing Foundation English Unit 1, students could proceed to
English/EAL, Literature, or English Language Unit 2 and from there to Units 3 and 4 in one of the English group of
studies. It is also possible, but less likely, that a student could proceed directly from Foundation English Units 1
and 2 to English/EAL, Literature, or English Language Units 3 and 4. It should be noted that no more than two
units at Units 1 and 2 level selected from Foundation English, English/EAL, English Language or Literature may
count towards the English requirement. Further details on the VCE English requirement are published in the
current year’s VCE and VCAL Administrative Handbook.
STRUCTURE
The study is made up of two units: Unit 1 and Unit 2.
The Foundation English course is designed around one compulsory area of study, Essentials of English, and five
optional areas of study from which one must be selected for study in each unit. These areas of study are not
discrete. Each contains aspects of other areas of study and the modes of language – speaking and listening,
reading and writing – define the outcomes, key knowledge, key skills and learning activities in all areas of the
course.
There is a compulsory area of study in both Units 1 and 2:
Area of Study 1: Essentials of English.
Two of the following areas of study must be selected, one in each of Units 1 and 2
Area of Study 2: Communication and the workplace
Area of Study 3: Technology and communication
Area of Study 4: The study of texts
Area of Study 5: The analysis and construction of argument
Area of Study 6: Information literacy
Contact teacher: Ms Rita Stabile
CORE SUBJECTS
ENGLISH AS AN ADDITIONAL LANGUAGE
This subject specifically caters for the needs of students who come from a non-English speaking background and
whose first language is not English. It recognises that EAL students are learning a new language at the same time
as they are learning new conceptual and cultural knowledge and skills across the curriculum. In this subject, EAL
learners are given specific support by their EAL teachers to build the English language skills that are required for
effective communication in their learning to achieve success across the curriculum. Classes are small to enable
intensive, highly differentiated lessons, so that each student’s learning is personalised. Places in EAL Core classes,
will be given to those students who qualify for EAL status (funded EAL students) at VCE level. Other non-funded
students will be considered on a case-by-case basis.
Duration: Two semester units (This course is designed to be taken in place of English)
Goals:
The Year 10 EAL Core Course aims to:
• To develop students’ understanding of how Standard Australian English (SAE) works in its spoken and
written forms in a range of spoken, written, visual and multimodal contexts so that students are
adequately prepared for VCE.
• To develop students’ knowledge and understanding of the linguistic structures and features of English,
including the parts of speech, tenses and common language structures in order to improve language
skills.
• To develop students’ communicative skills, including reading, speaking and listening, as well as cultural
understandings in English and their other languages, to enable their full participation in Australian
society.
• To develop students’ plurilingual awareness of the ways they use their own language(s) to help them
learn English.
• To develop students’ collaborative, and independent learning skills as well as ‘learning how-to-learn’
skills.
• To develop students’ confidence to express opinions and actively participate in the classroom.
• To develop students’ critical and creative thinking skills.
Duration: Two semester units (This course is designed to be taken in place of English)
2. Subject Content
Semester 1 and 2:
1. Reading and viewing:
In Semester 1 students complete a novel study, view and analyse a variety of multi-media texts and
complete wider reading
In Semester 2 students study and analyse a film in depth, read and study magazine articles,
advertisements, short stories, and complete wider reading.
2. Writing
In Semester 1 students write a text response, analyse a variety of media texts and complete a creative
task and an oral presentation.
In Semester 2 students will write a comparative essay based on a novel and film studied.
Language tasks and exercises, which include the study of specific areas of grammar, sentence structures,
spelling and vocabulary to improve accuracy and greater language sophistication will also be studied in
context.
3. Speaking and Listening
In Semester 1 & 2 students will complete listening tasks and tests, deliver a formal oral presentation each
semester, and participate in informal debate and group discussions.
Students also practise specific skills for effective listening in different contexts, including interviews,
comprehension of film clips and listening tests.
3. Teaching Approaches
• Teacher directed
• Collaborate group work
• Individual and independent learning tasks
4. Assessment Methods
• Students will complete several graded Common Assessment Tasks: listening tests in both Semesters; an
oral presentation, a text response and a creative response in Semester 1; and a comparative text
response and an analysis task examining the way argument and language are used to persuade an
audience in Semester 2.
• Ongoing formative assessment will take place throughout the year through classwork, group activities,
class discussions and homework.
• Students will sit an exam at the end of both semesters
Contact teacher: Ms Maria Papasotiriou
CORE SUBJECTS
MATHEMATICS
Unit Length: Full Year
Unit Length: Full Year
The following areas of study are the focus for the curriculum: Number and Algebra, Measurement and Geometry,
and Statistics and Probability. The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are
an integral part of mathematics content across the three content strands and are assessed by in-class activities,
topic tests and application and analysis tasks. Digital technology, including compulsory use of the CAS Calculator
(Casio ClassPad 400), is utilised where appropriate.
Outline:
During Semester 1 Core, Index Laws, Expansion and Factorisation, Trigonometry and Measurement are all
extended. The ability to solve linear equations and to graph linear functions is consolidated. Students discover
and apply trigonometric identities to solve problems of geometry and bearings, and investigate the use of the
graphing and algebraic capacity of CAS calculators to solve application problems and enhance understanding.
During Semester 2, students cover topics to prepare them for VCE studies in either General Mathematics or
Mathematical Methods.
In the Mathematical Methods Stream, the study of graphs is extended by the introduction of quadratic,
polynomial and exponential functions. Fractional indices, surds and logarithmic functions are introduced. The
concept and terminology of Probability are consolidated, and techniques of analysing and presenting data
including Venn Diagrams, two-way tables and tree diagrams are explored.
In the General Mathematics Stream, the topic of Statistics is investigated, with an emphasis on continuous data
and measures of spread. The study of Financial mathematics is extended to include simple and compound
interest as applied to real-life situations.
Key Skills:
Knowledge, application and understanding of basic facts in routine and non-routine problems, communicating
mathematical understanding, using a CAS Casio Classpad 400 calculator appropriately and efficiently.
Assessment: Application and analysis tasks, topic tests, examinations.
Resources:
• Cambridge Essential Mathematics 10 & 10A textbook
• Casio ClassPad II fx-CP400 CAS graphing calculator – Note: this device is compulsory; students cannot pass
Year 10 Mathematics without one, it will also be mandatory for all VCE Mathematics studies in Years 11 & 12.
ACCELERATED MATHEMATICS - VCE Mathematical Methods Units 1 and 2
Students in the Accelerated Mathematics program will be offered the opportunity to undertake an Advanced
Placement in VCE Mathematical Methods Units 1 and 2 whilst they are in Year 10.
NUMERACY AND APPLICATIONS:
Some students in Year 10 will be offered a modified course in Mathematics. This course is a continuation of the
Numeracy and Applications program from year 9. There is a strong emphasis on basic mathematical concepts and
practical skills. Smaller class sizes allow for more individual help. This subject will involve a range of application
tasks based on real life situations, in conjunction with the Maths Pathway online program (this replaces the
textbook) to provide a uniquely individualized curriculum for each student focused on maximizing Growth.
FOUNDATION MATHEMATICS (UNIT 1 AND 2)
Some students in Year 10 undertake Foundation Mathematics. This course places more emphasis on applied
mathematical concepts and practical skills for those interested in a more vocational pathway. Selection is by
teacher recommendation. This subject does not lead on to any Unit 3&4 Mathematics sequence.
Foundation Mathematics provides for the continued mathematical development of students entering VCE or
VCAL in Year 11 and who do not intend to undertake any further VCE Mathematical studies. The Areas of Study
for Units 1 and 2 of Foundation Mathematics are ‘Space, Shape and Design’, ‘Patterns and Number’, ‘Data’ and
‘Measurement’.
Contact teacher: Ms Geetha Rangarajan
CORE SUBJECTS
HUMANITIES
Duration: Two semesters
Year 10 Humanities incorporates the study of History with an Economics and Business component included in
order to provide pathways to VCE History and Commerce.
The course aims to assist students develop:
• An understanding of key events in the recent history of Australia and the world and their ongoing
significance
• The ability to effectively analyse historical sources
• The ability to think critically about knowledge and ideas
• The ability to research effectively and to reference information correctly
• An understanding of the key concepts in business management, economics, accounting and legal studies,
relevant to their everyday lives.
Subject Content
Students will study in depth the following topics:
• World War Two: students study the causes of World War Two, starting from the end of World War One.
After studying various aspects of the Second World War, students complete an in-depth study of the
Holocaust.
• Popular Culture: after the end of World War Two, significant social and political changes occurred in
Australia. Students study these changes through the lens of popular culture from 1945 to the present.
• Commerce: students complete a commerce unit, learning about taxation and consumer literacy, as well
as the ethics of business practices and ethical businesses.
• Rights and Freedoms in Australia: students study the significance of the struggle for Indigenous rights in
Australia (including the Stolen Generations, the right to vote and land rights) through to present-day
outcomes for Indigenous Australians.
• Government and Democracy: students study how Australian democracy is structured and functions. They
investigate Australia’s role in a global society.
Assessment Methods
• Analytical essays
• Visual and written source analysis
• Research tasks
• Oral presentations using multimedia
• Tests
• Assignments
Contact teacher: Mr Jackson Keat
CORE SUBJECTS
HUMANITIES FOR EAL STUDENTS
Year 10 Humanities incorporates the study of History with an Economics and Business component included in
order to provide pathways to VCE History, Business Management, Accounting and Legal Studies. This subject
specifically caters for the needs of students who come from a non-English speaking background and whose first
language is not English. It provides additional assistance in developing students’ English Language skills and seeks
to promote confidence and proficiency in English in all its modes through the Humanities content. Selection into
this subject is based primarily on teacher recommendation.
Duration: Two semesters
Goals
• To work intensively both individually and in small groups to develop and improve reading, viewing,
writing, listening and speaking skills in English through the Humanities content.
• Develop an understanding of key events in the recent history of Australia and the world and their ongoing
significance.
• The ability to effectively analyse historical sources
• The ability to think critically about knowledge and ideas
• The ability to research effectively and to reference information correctly
• An understanding of the key concepts of business management, economics, accounting and legal studies,
relevant to their everyday lives.
Subject Content
Students will study in depth the following topics:
• World War Two: students study the causes of World War Two, starting from the end of World War One.
After studying various aspects of the Second World War, students complete an in-depth study of the
Holocaust.
• Social Changes: after the end of World War Two, significant social and political changes occurred globally
and in Australia. Students study these changes (in regard to the effects of differing ideologies and
technologies) from 1945 to the present.
• Popular Culture: after the end of World War Two, significant social and political changes occurred in
Australia. Students study these changes through the lens of popular culture from 1945 to the present.
• Rights and Freedoms in Australia: students study the significance of the struggle for Indigenous rights in
Australia (including the Stolen Generations, the right to vote and land rights) through to present-day
outcomes for Indigenous Australians.
• Commerce: students complete a commerce unit, learning about taxation and consumer literacy, as well
as the ethics of business practices and ethical businesses.
Assessment Methods
• Students will complete several graded Common Assessment Tasks: These include written tasks, oral
presentations using multi-media, analysis of historical texts, listening tasks and tests.
• Ongoing formative assessment will take place throughout the year through classwork, group activities,
class discussions and homework.
• Students will sit an exam at the end of both semesters.
• EAL students will also be formally assessed on their progress through the EAL Stages of the Victorian
Curriculum in Reading and Viewing, Writing and Speaking and Listening.
Assessment of language skill development will take place in conjunction with the EAL Core teacher.
Contact teacher: Ms Maria Papasotiriou
CORE SUBJECTS
SCIENCE
Brief Description
Students must complete a full year of Science and will study topics in each of the four key learning areas: Physics,
Chemistry, Biology and Earth Science.
Physics: Students look at the physics of Motion and Energy. They will investigate the movement of objects and
relate their observations to Newton’s Three Laws of Motion. Students will calculate the potential energy stored
within objects and explore how it can be transferred and transformed to other objects.
Biology: In the Biology unit (Inheritance and Evolution), students will study the structure and function of DNA, and
explore the different modes of inheritance. Students will extract DNA from a living organism and research the
genetics underlying inherited diseases. Natural selection and theories of evolution are also explored, with a focus
on the work of Charles Darwin.
Chemistry: The Chemistry unit focuses on Chemical Bonding and Reactions. Students will investigate the nature of
different chemical reactions and will use chemical equations to represent their findings. Students will explain their
findings using various models of chemical bonding and will explore how the rate of a reaction can be altered.
Earth Science: This unit looks at Earth and the Universe. Students will study the creation of the Universe, the stars
and our solar system. The focus will then shift to our planet, where students will explore the formation of life, the
cycling of matter and changes in the global climate.
Students will examine Science as a Human Endeavour, including understanding why scientific claims must be
contested and refined over time. Students will explore how progress in science relies on technological
advancements and will examine how the values and needs of society influence the research being undertaken by
scientists. Students will design and conduct their own investigations, formulating hypotheses based on scientific
reasoning and then using evidence to support or reject them. They will learn to effectively use units of
measurement, symbols and other scientific conventions to communicate their scientific ideas and findings.
Throughout this unit students will learn to successfully collaborate with one another to achieve a common goal
and will be challenged to think in a critical and creative manner to solve a variety of problems.
Assessment Methods
• Practical investigations and reports
• Presentation of a scientific poster
• Research task on an inherited disease
• Animation of a scientific concept
• Topic tests
• Examination
Contact teacher: Ms Marilyn Phillips
APPLIED SCIENCE Please note:
• Students must be recommended by their Year 9 Science teacher to undertake this subject
• Students who complete this course will not be eligible for a pathway into VCE Chemistry or Physics
Course content:
• Students will use real world and practical examples to explore topics in Physics, Chemistry, Biology and
Earth Science
• Students will conduct experiments in class and use their experiences to explain scientific concepts
• Students will be assessed using practical reports and projects based upon experiments conducted in class
• Students will learn to collaborate with one another in an effective manner, in order to achieve common
goals
Contact teacher: Ms Marilyn Phillips
CORE SUBJECTS
HEALTH & PHYSICAL EDUCATION Duration: Health and Physical Education runs for 500 minutes per cycle for the entire year. The subject consists of
both Health and Physical Education theory as well as, the mandated Physical Activity practical lessons.
HEALTH Health has been designed as a pathway to Units 1 + 2 Health and Human Development. The subject focuses on
the Health and Wellbeing of the Australian population and the current identified National Health Priority Areas.
Students will also explore the respectful relationships unit in alignment with the curriculum.
The course aims to assist students to develop:
• An understanding of key health issues in Australia and the lifestyles factors that play an important role.
• The ability to effectively analyse current data and statistics in relation to health issues.
• The ability to think critical about knowledge and ideas associated with health and wellbeing.
• The ability to research effectively and to reference information correctly
• An understanding of the growing epidemic of the National Health Priority Areas
• A mutual respect and understanding for the human body
• An understanding of the impact’s media has on personal identity and image
• Skills to build respectful relationships
Subject Content
• Nutrition
• Food Groups
• Australian Dietary Guidelines
• Australian Guide to Healthy Eating
• National Health Priority Areas: Asthma, Diabetes Mellitus, Arthritis and Musculoskeletal Conditions,
Dementia, Cancer control, Obesity, Mental Health, Injury Prevention and Control, Cardiovascular Health
• Respectful Relationships
Assessment Methods:
• Oral presentations using multimedia
• Exam
• Participation in classroom discussions
• Learning Activities/Bookwork
PHYSICAL EDUCATION - THEORY
Physical Education has been designed as a pathway to Units 1-4 Physical Education. The subject focuses on Sports
Biomechanics and the body systems in particular Musculoskeletal and Cardiorespiratory systems. Students
explore the body in the way that it moves ad responds to its environment. Students will investigate the systems at
an internal level and will look at how the bodies systems interact to create movement. Students will gain an
understanding of how the heart and lungs work in relation to exercise and the increases that occur due to
demand during exercise. Students will apply their knowledge in a practical setting through various activities.
The course aims to assist students to develop:
• An understanding of the biomechanical principles responsible for movement and caused by movement
• How biomechanics is applied during everyday life as well as in sporting situations
• An understanding of how the body and its mechanics can be altered to improve performance based on
biomechanical knowledge
• An understanding of the major muscles and bones in the human body and how they work together to
create movement
• Knowledge of how the cardiorespiratory systems work together to take in oxygen and transport the blood
(oxygen) around the body to the working muscles during exercise
• An understanding how the bodies systems responds to exercise demands
Subject Content
• Biomechanics
• Muscular System
• Skeletal System
• Cardiovascular System
• Respiratory System
Assessment Methods:
• Assessment Task
• Exam
• Participation in classroom discussions
• Participation in practical activities
• Learning Activities/Bookwork
PHYSICAL EDUCATION - PRACTICAL
Year 10 Physical Education has been designed to focus on transferring of skills learnt in one movement situation
to a different situation. Students will be involved in analysing the impact of effort, space, time, objects and people
when composing and performing movement sequences. Physical Education will be separated into four areas;
Invasions sports, net & wall sports, target sports and lifestyle fitness. There areas are based on the specific
strategies and tactics used in the same field of sports. Each area will allow students to transfer understanding
from previous movement experiences to create solutions to a different situation.
Invasion Sport
Invasion sports covers the strategies of invading the opposition's territory. The aim is to score points either by
shooting into a target or goal, or by moving the ball into a designated scoring area. The major focus is on the
tactics used in attacking the opposition and also defending the opposition’s goal area. Invasion sports consist of:
football, netball, hockey, ultimate frisbee, soccer, rugby, handball, basketball and lacrosse.
Net & Wall Sports
Net/wall games consist of strategies to send an object into an opponent's area so that the opponent cannot
return it. Students are separated by a net or use a wall with alternating hits by students. In some activities
students will use implements to hit the object and in other activities students use their hand. Net & Wall Sports
consist of: tennis, badminton, volleyball, table tennis, bat tennis, four-square/downball, squash, newcomb and
racquetball.
Target Sports
In target sports the aim is to get an object as close as possible to a target or get object in the target in as few
attempts as possible. This strategy can be used in batting teams to hit the ball away from fielding to maximise
time to score runs. Target sports consist of: Softball, tee-ball, baseball, cricket, speedminton, rounders, darts,
archery, lawn bowls, golf, frisbee golf, croquet and ten pin bowling.
Lifestyle Fitness
In Lifestyle Fitness the aim is for students to gain a grasp of how to increase strength and fitness in a variety of
activities that are current in the community. These activities are not competitive team-based, but more of an
individualized physical activity. Lifestyle fitness consists of: cardio and weight training, gym class, bike riding, yoga,
dance.
Students will be provided with opportunities to develop and showcase their skills in a variety of activities,
including off campus excursions to venues such as: Melbourne Cable Park, Indoor Volleyball Centre, Bounce etc.
Contact Person: Ms Kerryn Riddiford
ELECTIVE SUBJECTS
ARTS (PERFORMING)
DRAMA: PERFORMANCE MAKING
Brief Description
In the first half of the unit, students study non-naturalistic styles of drama. In the second half, students explore
how to develop a character. Students then use this knowledge to script, rehearse and perform an ensemble piece.
Assessment Methods
• Assignments
• Workbook/Journal
• Performance
Contact teacher: Mr Aben Alexander
MUSIC
CREATING AND PERFORMING MUSIC
Brief Description – Whole-year elective
Students will develop their knowledge, understanding and practical application of music concepts. Students will
choose an area of performance interest and cover a range of fundamental VCE theory and aural skills, music
technology projects and creative composition activities. Students who undertake instrumental music studies will
benefit from taking this subject. This unit will equip students with the necessary skills for a strong start in VCE
Music Performance in Year 11, and it leads into VCE Music Performance Unit 1 & 2.
Assessment methods
• Music Performances Group and Solo
• Compositions and Arrangements
• Music Theory Assessments
• Listening and Responding Folio
• Music Literacy Folio
Cost to Student: Strongly recommended to be taking Instrumental Music lessons for your chosen instrument.
This could be either within the school instrumental music program, or externally.
Contact teacher: Mr Tray Driscoll-Plavins
ARTS (VISUAL)
ASA STUDIO ARTS-10
Brief Description
This course is designed to prepare students for VCE Studio Arts units 1-4. This is a year-long elective. Students
undertake a broad range of learning activities that include the following:
Exploration of Methods and Materials
A practical investigation of drawing, painting, photography, sculpture, printmaking and film techniques. Students
will build upon their existing knowledge of materials such as pencil, charcoal, watercolour, acrylic paint, ceramics,
animation, dark room and digital photography to create a folio of intermediate and finished artworks.
Concept Development
Students will learn how to explore and develop artistic concepts. Using research based on a variety of artists and
art movements, students will develop a range of ideas and strategies that will assist with creative problem
solving.
Art Theory
Students will learn about culturally and historically significant artists and art movements. Students will also learn
art specific literacy and techniques to improve written visual analysis, essay writing and extended answer
responses.
NB: The selection of this course does not preclude students selecting both Studio Arts and VCD in Year 12, nor
is it a prerequisite for entry into those subjects.
Assessment
• A folio of artworks
• Written assessment tasks
• A visual diary
Contact teacher: Mr Andrew Bare
VISUAL COMMUNICATION DESIGN-10
Brief Description
This course is designed to prepare students for VCE Visual Communication design units 1-4. Students will
undertake a broad range of learning activities to produce a folio that is associated with the following 3 career
fields.
Industrial Design
Fashion/textile designer, product designer, lighting designer, furniture designer, automotive/vehicle designer
Environmental Design
Architecture, landscape designer, interior designer, stage/exhibition designer
Communication Design
Graphic designer, advertising, logo, web, magazine, multimedia/graphics designer
Students work independently and collaboratively, following the design process in response to a set of design
briefs.
A broad range of freehand, instrumental and digital drawing techniques are explored. These include painting,
printmaking, photography, 3D imaging (Google Sketchup), digital illustration (Adobe Illustrator & Photoshop) and
digital publishing (Adobe Indesign). These projects use the study of historical styles and design movements as
inspiration.
NB: The selection of this course does not preclude students selecting both Studio Arts and VCD in Year 11, nor
is it a prerequisite for entry into those subjects.
Assessment:
• A folio of design works
• Written assessment tasks
• Visual diary
Contact teacher: Mr Andrew Bare
ART AND DESIGN 1
Brief Description
This course provides a broad range of learning activities that relate to both the Studio Arts (Semester 1) and VCD
(Semester 2). Students create a folio of art and design works that are inspired by the study of historical design
styles and art movements. The study design includes exploration of a variety of methods and materials (e.g.
drawing, painting, digital photography, Photoshop), strategies for creative problem solving and techniques to
assist with concept development.
Assessment
• A folio of design works,
• Written assessment tasks
• A visual diary
NB: Students may use this course as a pathway to either VCE Studio arts of VCD
Contact teacher: Mr Andrew Bare
ART AND DESIGN 2
Brief Description
This course provides a broad range of learning activities that relate to both VCD (Semester 1) and Studio Arts
(Semester 2). Students create a folio of art and design works that are inspired by the study of historical design
styles and art movements. The study design includes exploration of a variety of methods and materials (e.g.
drawing, painting, digital photography, Photoshop), strategies for creative problem solving and techniques to
assist with concept development.
Assessment
• A folio of art and design works
• Written assessment tasks
• A visual diary
NB: Students may use this course as a pathway to either VCE Studio arts of VCD
Contact teacher: Mr Andrew Bare
MEDIA: VIDEO PRODUCTION
Students learn about the individual stages of video production developing skills in planning, producing and editing
video. They will apply their understanding of media codes and conventions within the design and creation of
media products. Students produce an advertising campaign and work collaboratively in specified roles to produce
an advertisement.
Assessment methods
• Media skills/research task
• Written tasks incl. an advertising campaign folio, scriptwriting, storyboarding and development of a
media product.
• Media design tasks incl. Video Production: creating and producing a commercial.
Contact teacher: Mr Michael Shadur
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) – ELECTIVE
This subject is recommended for EAL students from non-English speaking backgrounds who have recently arrived
to Australia and who need to build their skills in English prior to beginning Year 11. Only students who are
recommended by EAL teachers can enrol in this subject. Classes are small to enable an intensive, highly
differentiated and flexible English language program so that EAL students have the maximum opportunity to
develop and enhance their English language skills to be successful in their general academic learning. Only
students who are recommended by EAL teachers can enrol in this subject.
Goals
• To work intensively with students both individually and in small groups to develop and improve their
reading, viewing, writing, listening and speaking skills in English so that they are prepared to achieve
success across the curriculum and for the English demands of VCE.
Skills and Content
• Reading and viewing: a variety of texts are studied each semester, including a film text and a short story
study.
• Listening and speaking: Student practise and deliver oral presentations, participate in class debates and
discussions, and complete listening tests and tasks.
• Writing: Students complete a variety of written tasks designed to develop their skills in academic and
everyday writing. These include a text response essay on the film studied and creative writing. Particular
aspects of grammar and punctuation are revised and practised in context to improve accuracy in writing.
Assessment
• Students will complete several graded Common Assessment Tasks.
• Ongoing formative assessment will occur through class work, participation in group activities, class
discussions and homework tasks.
• EAL students will also be formally assessed on their progress through the EAL Stages of the Victorian
Curriculum in Reading and Viewing, Writing and Speaking and Listening.
Assessment of language skill development will take place in conjunction with the EAL Core teacher.
Contact teacher: Ms Maria Papasotiriou
HUMANITIES
PHILOSOPHY THROUGH FICTION – INTRODUCTION TO PHILOSOPHY
Aims
To ask questions of ourselves and each other. Philosophy Through Fiction aims to provide students with a
background to the study of Philosophy; to allow students the opportunity to learn about and participate in key
philosophical debates; to further students’ research, presentation and thinking skills.
Brief Description
How do we know we exist? What is the meaning of life? Is time travel possible? Why aren’t all people nice to each
other? Are people born evil or do they become evil because bad things happen to them? Some people believe in
one god, other people follow another god - just how many are there? Should we believe in all? None? Some?
These are some of the questions that Philosophy explores. Philosophy is the study of ideas. Students will study
the philosophical theories that are presented in films, short stories, graphic novels, and television as well as
forming and presenting their own ideas.
Above all, Philosophy Through Fiction is a course for students who are able to think for themselves and who enjoy
discussing the world in which they live.
Assessment
• Class discussions
• Essay
• Oral presentation
• Journal
Contact teacher: Mr Jackson Keat
MYTHS AND LEGENDS
Aims
The Myths and Legends elective aims to have students develop and interest and enjoyment of the historical study
specifically Greek and Norse myth. By investigating historical concepts, using historical sources, analysing
continuity and change and assessing the cause and effect of myths and legends of the past cultures, Students will
gain an understanding of how past societies viewed certain events and how these stories and beliefs shaped their
lives. Students will also link the stories and morals of these old stories to see how the values and morals relate to
themselves and modern day times.
Brief Description
Students will delve into the ancient world of Greek and Norse myth. Discovering the stories, gods, monsters and
heroes of both these ancient cultures. Students will learn the importance of the ancient myths to their respective
societies.
Students will also analysis these stories and relate them back to modern day times and their own life to see these
myths still have relevance in today’s society.
Assessment
• Class discussions
• Essay
• Oral presentation
• Journal
• Examination
Contact teacher: Mr Michael Locco
PURSUIT OF POWER – LEADERS THROUGH HISTORY
Aims
For students to investigate and analyse a range of extraordinary individuals who have influenced and shaped
history throughout the ages. Leaders throughout History encourages students to look at the actions and
behaviours of each leader, as well as social, cultural and political context and pressures surrounding the leader.
Through their study of this unit, students to develop skills in historical inquiry and analysis as well as their own
leadership skills.
Brief Description
‘Pursuit of Power: Leaders through history’ will investigate a range of influential political leaders across the course
of a semester. Beginning in the ancient world then progressing through to the renaissance and the modern and
contemporary eras, students will be invited to explore the social, personal, cultural and political contexts which
gave rise to important leaders of the time. Using a range of historical skills, such as analysis and inquiry, students
will explore the emergence, triumphs and legacy of each significant leader and how they impacted history.
Students will investigate two leaders from the ancient world, two leaders from the middle ages through to the
20th century, and two leaders from the current world (2020).
Assessment
• Class discussions
• Essay
• Source analysis
• Examination
Contact teacher: Ms Jessica Birrell
FINANCIAL FITNESS
This course explores what it means to be a consumer in the 21st Century. Students will develop an understanding
of how money operates in society, including non-cash transitions, such as Tap and Go, ‘invisible’ money, Myki,
Uber and In-App purchases. They will explore budgeting: analysing the impact of short-term loans/credit and
compound interest, how to make financial comparisons (for example mobile phone plans), how to read a pay slip
and how to spot scams through assessing reliable sources of information. Throughout the course, there will be
opportunities for students to develop their critical thinking and financial literacy skills. This will ensure that our
students are fit to tackle the demands of being a modern day consumer.
Assessment Methods
• Case Studies
• Assignments
• Presentations
• Participation
• Examination
Contact teacher: Ms Malini Ravintharan
ACCOUNTING AND ECONOMICS
Aims
For students to gain valuable insight into the economic problems that they may face individually and collectively
as a society to meet the needs and wants of citizens, and may therefore assist them in making more informed and
responsible decisions. This is supported with an understanding of knowledge and skills on how to record financial
data and accounting information in a manner that is appropriate for the needs of the user.
Brief Description:
This unit will provide students with an introduction to the study of Accounting and Economics in VCE. The unit will
examine the key knowledge and skills required in Accounting and Economics. Students will study the key
economic concepts of relative scarcity and opportunity costs. They will investigate how markets, government
policies, enterprise and innovation affect the economy, society and the environment in terms of employment,
economic growth, the use and provision of resources, exports and imports and economic sustainability. Students
consider how the Australian economy is performing looking at key economic issues, such as interest rates,
unemployment rates and inflation. The study of Accounting will include investigating and producing basic cash
activities statements, such as accounting journals, cash statements, spreadsheets and the production of financial
reports.
Assessment Methods:
• Class exercises
• Tests
• Assignments
• Participation
• Examination
Contact teacher: Ms Malini Ravintharan
BUSINESS AND LEGAL
Aims
For students to develop an understanding of the rule of law, law-makers, key legal institutions, rights protection
in Australia, and the justice system. Through applying knowledge of legal concepts and principles, students
develop their ability to use legal reasoning to argue a case. This also facilitates a better understanding of the
complexity of the challenges of planning and establishing a business, through to the day-to-day management of a
business and the changes to be made to ensure continued success of a business.
Brief Description:
This unit will provide students with an introduction to the study of Business Management and Legal Studies in
VCE. The unit will examine the key knowledge and skills required in Business Management and Legal Studies.
Students explore the factors affecting business ideas, the internal and external environments within which
businesses operate and the effect of these on planning a business. They develop knowledge and skills that
enhance their confidence and ability to participate effectively as socially responsible and ethical members,
managers and leaders of the business community, and as informed citizens, consumers and investors and
understand their rights and responsibilities in our legal and business systems. Learn the decision-making
processes used in developing a small business, such as the business plan and evaluation. Students will investigate
the difference between legal and non-legal rules and the need for laws. They will learn to distinguish between
Criminal Law and Civil Law. They will undertake an overview of the role and characteristics of parliament and
government in lawmaking, including the role played by the Australian Constitution. They will gain an
understanding of the operation and functions of the court system, including sanctions.
Assessment Methods:
• Class exercises
• Tests
• Assignments
• Examination
Contact teacher: Ms Malini Ravintharan
LANGUAGES
FRENCH
Course Description
This course is for two semesters and builds on existing skills.
Activities will be a balance of listening, speaking, reading and writing. Students will have the opportunity to
attend films and other excursions. They will also research French speaking countries, their inhabitants and their
cultures. Topics covered include food and shopping, the French home, family and daily routines, jobs and pocket
money, relationships, holiday plans, entertainment, fashion and leisure activities. Cultural themes will also be
explored including cooking and the French diet, visiting Paris’ famous landmarks and the health and lifestyle of
French adolescents.
Assessment
• Oral presentations/role-plays
• Written work in various styles
• Reading comprehension
• Listening comprehension
• Vocabulary, verb and grammar tests
• Examination
Contact teacher: Mr Bushan Sookhareea
CHINESE
Course Description
The Year 10 Chinese course will further extend students’ understanding of the Chinese language and develop
students’ Chinese communication skills. There is an emphasis on using Chinese for self-expression, to obtain
information and present a point of view to others, translation between English and Chinese, writing a simple text
in Chinese, as well as introducing Chinese culture and customs.
Topics covered include my studies, school life, part-time jobs, travelling and young people’s world. Students
learning Chinese this year will experience a range of fun and meaningful educational activities that aim to
enhance their personal communication skills, and develop a deep appreciation of cultural practices and traditions.
These activities include but are not limited to:
• OneNote learning activities
• Online interactive learning activities using Kahoot and Flinga
• Game-based learning activities including Word Solitaire, Running Dictation, Translation relay and Build
Wealth etc.
• Chinese movie appreciation
• iPad Chinese games
• Annual excursion
• End-of-year Chinese food making session
Assessment Tasks
• Listening and reading comprehension tests
• Oral performances
• Produce written pieces (posters, letters, short texts)
• Examination
Contact teacher: Ms Zoey Dong
SCIENCE
PSYCHOLOGY
Brief Description
In this elective, students are introduced to the subject of Psychology, including common misconceptions and the
reasons for why it is considered to be a science. Students explore the scientific method by engaging in various
experiments, with a focus on identifying variables, presenting results and drawing conclusions. The areas of
Modern Psychology, Clinical Psychology and Positive Psychology are investigated, with students examining how
they are represented in both film and everyday life. This unit equips students with the necessary skills to succeed
in all Science subjects, although it particularly prepares students to study Units 1 & 2 Psychology in the following
year.
Assessment Methods
• Practical activities and reports
• Oral presentations
• Research assignments
• Film studies
• Topic tests
• Examination
Contact teacher: Ms Marilyn Phillips
TECHNOLOGIES
INFORMATION TECHNOLOGY: PYTHON PROGRAMMING
Brief Description
A Year 10 programming subject to engage students with advanced programming techniques. Students will use
Python to program multiple programs that develop their skills to be used in Year 11 and 12 for either Computer
subject. The students will learn about programming logic, decision trees and logic structures and extend their
understanding of loops, functions and algorithms in the context of games, big data and machine learning. They
will use programs to manipulate big data sets. During their studies, students are expected to demonstrate
appropriate file handling and storage techniques and the ability to negotiate, plan, time-manage and complete
progress reports on individual projects.
Assessment Methods
• Simple programming task
• Development of personal Block Game
• Graphical Problem
• Examination
Class Requirements: Students MUST have a working computer
Contact teacher: Mr Robert Maalouf
DESIGN TECHNOLOGY - Joinery and Assemblage Brief Description
Students will design a product using materials from textiles, metals, wood or other sustainable materials. The key
skills are design, joinery and construction, and assemblage using a range of both digital and mechanical tools and
equipment. Students will be able to choose the material they work with, depending on their prior skills and
electives and the teacher who will be delivering this elective.
Goals
• To design and manufacture a student-derived product from a student-established need
• To enable students to develop skills in investigation, design, production and evaluation
• To gain an appreciation of Australian standards which relate to product design
• To develop students’ awareness of product development and to introduce them to the expectations of
VCE
• To develop an awareness of sustainability within the sector
• To enhance critical and creative thinking skills
Subject Content
• Safety in the workshop
• The design and development of a student-directed product or prototype
• Tools, equipment and machines, names, selection, correct methods of use
• Investigation into the origins, types, characteristics of materials including newly developed products
• Test materials for suitability and use in line with quality control
• Construction techniques and associated skills
• Assembly and finishing methods
• Evaluation of finished products and process
• Design and technical drawing.
• Producing creative design options.
• ICT – Use of CAD based software in design process
Assessment Tasks/ Work requirements
• Sustainability Investigation Assignment
• Design folio containing a design brief, visualisation sketches, design options and final options
• The manufactured product
• Production and evaluation reports
• Examination
Contact teacher: Ms Rachel Biggins and Mr David Whyte
FOOD TECHNOLOGY – Food by Design
Brief Description
This course allows students to develop skills in investigating, designing, producing and evaluating a variety of
foods, cookery methods and equipment. It will reinforce student awareness of health and safety issues relating to
food and the preparation and the service of food. Students will gain knowledge of cooking methods and how best
to prepare and serve food. It will develop student confidence in the preparation of a variety of food techniques.
Assessment
• Food Productions
• Design Briefs
• Food Blogs
• Variety of learning tasks
• Examination
Students are required to provide their own container for each cooking class.
Contact teacher: Miss Lauren Elverd
FOOD TECHNOLOGY – Food Studies Foundation Brief Description
This course is designed to give students a foundation for VCE Food Studies. Students will gain an understanding of
the chemistry of food and how this affects the physical and sensory properties of food. The Australian Guide to
Healthy Eating and Australian Dietary Guidelines will be explored to aid in the prevention of lifestyle diseases.
Students will investigate influences on Australian cuisine and food trends in Australia and how these influence
consumer food choices.
Assessment
• Food Productions
• Design Briefs
• Food Blogs
• Variety of learning tasks
• Examination
Students are required to provide their own container for each cooking class.
NB: Students may use this course as a pathway to VCE Food Studies
Contact teacher: Miss Lauren Elverd
STEM
SMART CITY
Brief Description
This course will enable students to develop skills in design thinking and engineered solutions. There are four
modules that focus on: smart cars; smart lights and sensors; smart buildings; and culminating in the construction
of a smart city. This is a cross-curriculum Digital and Design Technology course that builds STEM skills. Students
will work collaboratively in groups on the various components of each task.
Assessment
• Project plan and research
• Project design
• Project build
• Final presentation
• Examination
Contact teacher: Ms Teresa La
