Baimbridge College · 2018. 10. 8. · Baimbridge College . 2016 VCE / VCAL / VET Information Booklet . Your comprehensive guide to VCE/VCAL/VET at Baimbridge College _____

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Baimbridge College

2016 VCE / VCAL / VET

Information Booklet

Your comprehensive guide to VCE/VCAL/VET

at Baimbridge College

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Table of Contents ATTENDANCE POLICY .................................................................................................... 2

Attendance Requirements ............................................................................................. 2

Family Holidays ............................................................................................................. 2

School Assessed Coursework (SAC) absences. ........................................................... 2

SUBMISSION POLICY ...................................................................................................... 2

Due Dates ..................................................................................................................... 2

Extensions for Assessment Tasks. ................................................................................ 3

Authentication ............................................................................................................... 3

GETTING THE BEST OUT OF YOUR SENIOR SCHOOL YEARS ....................................... 3

Sporting Commitments .................................................................................................. 3

Casual and part time work ............................................................................................. 3

Special Provision ........................................................................................................... 3

Private Study Periods - VCE Centre and Library ........................................................... 3

Year 12 Lunch Room .................................................................................................... 3

VCE AND VCAL PROGRAMS – YEARS 11 AND 12 ............................................................ 4

VCE .................................................................................................................................. 4

Course Design .............................................................................................................. 4

VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) ............................................. 4

Course Design .............................................................................................................. 5

Counselling for Students ............................................................................................... 5

Promotion Policy ............................................................................................................... 5

Acceleration within the VCE .......................................................................................... 5

Lockers ............................................................................................................................. 6

Leaving College Grounds .................................................................................................. 6

Requirements for Students Driving Cars to Baimbridge College ........................................ 6

Students Driving Cars to School Parent/Guardian/Carer Permission and Student Agreement Form ........................................................................................................... 8

Baimbridge College Passenger Permission Form ......................................................... 9

VCE Studies 2016 ............................................................................................................... 10

BIOLOGY ........................................................................................................................ 11

Unit 1: Unity and diversity ............................................................................................ 11

Unit 2: Organisms and their environment .................................................................... 11

CHEMISTRY ................................................................................................................... 12

Unit 1: The big ideas of chemistry ............................................................................... 12

Unit 2: Environmental chemistry .................................................................................. 12

DRAMA ........................................................................................................................... 13

Unit 1: Dramatic Storytelling ........................................................................................ 13

Unit 2: Creating Australian drama ................................................................................ 13

ENGLISH/ENGLISH AS A SECOND LANGUAGE .......................................................... 14

Unit 1........................................................................................................................... 14

Unit 2........................................................................................................................... 14

FOOD AND TECHNOLOGY ........................................................................................... 15

Unit 1: Food safety and properties of food ................................................................... 15

Unit 2: Planning and preparation of food ..................................................................... 15

HEALTH AND HUMAN DEVELOPMENT ........................................................................ 16

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Unit 1........................................................................................................................... 16

Unit 2........................................................................................................................... 16

HISTORY ........................................................................................................................ 17

Unit 2 Ancient Egypt .................................................................................................... 17

Unit 2: Early China ...................................................................................................... 17

LEGAL STUDIES ............................................................................................................ 18

Unit 1. Criminal Law and Justice ................................................................................. 18

Unit 2 Civil Law and the Law in Focus ......................................................................... 18

LITERATURE .................................................................................................................. 19

Unit 1........................................................................................................................... 19

Unit 2........................................................................................................................... 19

MATHEMATICS - GENERAL .......................................................................................... 20

MATHEMATICS. - METHODS (CAS) .............................................................................. 21

MATHEMATICS - FOUNDATION .................................................................................... 22

MUSIC - PERFORMANCE .............................................................................................. 23

Unit 1........................................................................................................................... 23

Unit 2........................................................................................................................... 23

PHYSICS ........................................................................................................................ 24

Unit 1........................................................................................................................... 24

Unit 2........................................................................................................................... 24

PHYSICAL EDUCATION ................................................................................................ 25

Unit 1: Bodies in Motion .............................................................................................. 25

Unit 2: Sports coaching and physically active lifestyles ............................................... 25

PRODUCT DESIGN AND TECHNOLOGY ...................................................................... 26

Wood & Metal .............................................................................................................. 26

Unit 1: Product redesign and sustainability .................................................................. 26

Unit 2: Collaborative designs. ...................................................................................... 26

PSYCHOLOGY ............................................................................................................... 27

Unit 1: Introduction to Psychology ............................................................................... 27

Unit 2: Self and Others ................................................................................................ 27

STUDIO ARTS ................................................................................................................ 28

Unit 1 Artistic Inspiration and Techniques .................................................................... 28

Unit 2 Design Exploration and Concepts ..................................................................... 28

VISUAL COMMUNICATION AND DESIGN ..................................................................... 29

Unit 1........................................................................................................................... 29

Unit 2........................................................................................................................... 29

VCAL – INTERMEDIATE .................................................................................................... 30

PERSONAL DEVELOPMENT SKILLS ............................................................................ 30

Unit 1........................................................................................................................... 30

Unit 2........................................................................................................................... 30

WORK RELATED SKILLS .............................................................................................. 31

Unit 1........................................................................................................................... 31

Unit 2........................................................................................................................... 31

LITERACY. ..................................................................................................................... 32

BIOLOGY ........................................................................................................................ 35

Unit 3: Signatures of Life ............................................................................................. 35

Unit 4: Continuity and Change ..................................................................................... 35

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CHEMISTRY ................................................................................................................... 36

Unit 3: Chemical Analysis and Organic Chemical Pathways ........................................ 36

Unit 4: Chemistry at Work ............................................................................................ 36

DRAMA ........................................................................................................................... 37

Unit 3: Ensemble performance .................................................................................... 37

Unit 4: Solo performance ............................................................................................. 37

ENGLISH/ENGLISH AS A SECOND LANGUAGE .......................................................... 38

Unit 3........................................................................................................................... 38

Unit 4........................................................................................................................... 38

FOOD AND TECHNOLOGY ........................................................................................... 39

Unit 3: Food preparation, processing and food controls ............................................... 39

Unit 4: Food product development and emerging trends ............................................. 39

HEALTH AND HUMAN DEVELOPMENT ........................................................................ 40

Unit 3........................................................................................................................... 40

Unit 4........................................................................................................................... 40

HISTORY - AUSTRALIAN .............................................................................................. 41

Unit 3 Australian History – Imagining History ............................................................... 41

Unit 4 Australian History .............................................................................................. 41

LEGAL STUDIES ............................................................................................................ 42

Unit 3 Law-making....................................................................................................... 42

Unit 4 Dispute Resolution ............................................................................................ 42

LITERATURE .................................................................................................................. 43

Unit 3........................................................................................................................... 43

Unit 4........................................................................................................................... 43

MATHEMATICS -FURTHER ......................................................................................... 44

Outcome 1 .................................................................................................................. 44

Outcome 2 .................................................................................................................. 44

Outcome 3 .................................................................................................................. 44

MATHEMATICS - MATHEMATICAL METHODS (CAS) .................................................. 45

Outcome 1 .................................................................................................................. 45

Outcome 2 .................................................................................................................. 45

Outcome 3 .................................................................................................................. 45

MATHEMATICS- SPECIALIST ...................................................................................... 46

Outcome 1 .................................................................................................................. 46

Outcome 2 .................................................................................................................. 46

Outcome 3 .................................................................................................................. 46

MUSIC ............................................................................................................................ 47

Unit 3........................................................................................................................... 47

Unit 4........................................................................................................................... 47

OUTDOOR AND ENVIRONMENTAL STUDIES .............................................................. 48

Unit 3: Relationships with outdoor environments ......................................................... 48

Unit 4: Sustainable outdoor relationships .................................................................... 48

PHYSICS ........................................................................................................................ 49

Unit 3........................................................................................................................... 49

Unit 4........................................................................................................................... 49

PHYSICAL EDUCATION ................................................................................................ 50

Unit 3: Physical activity participation and physiological performance ........................... 50

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Unit 4: Enhancing performance ................................................................................... 50

PRODUCT DESIGN AND TECHNOLOGY - Wood & Metal ............................................ 51

Unit 3: Applying the Product design process ............................................................... 51

Unit 4: Product development and Evaluation ............................................................... 51

PSYCHOLOGY ............................................................................................................... 52

Unit 3: The Conscious Self .......................................................................................... 52

Unit 4: Brain, behaviour and experience ...................................................................... 52

STUDIO ARTS ................................................................................................................ 53

Unit 3 Studio production and professional art practices ............................................... 53

Unit 4 Studio productions and art industry contexts ..................................................... 53

VISUAL COMMUNICATION AND DESIGN ..................................................................... 54

Unit 3........................................................................................................................... 54

Unit 4........................................................................................................................... 54

VCAL – SENIOR ................................................................................................................. 55

LITERACY SKILLS - ORAL COMMUNICATION ............................................................ 55

LITERACY SKILLS –READING & WRITING ................................................................... 56

NUMERACY SKILLS - .................................................................................................... 57

PERSONAL DEVELOPMENT SKILLS ............................................................................ 58

Unit 3........................................................................................................................... 58

Unit 4........................................................................................................................... 58

WORK RELATED SKILLS .............................................................................................. 59

Unit 3........................................................................................................................... 59

Unit 4........................................................................................................................... 59

VET in Schools ................................................................................................................... 60

What is VET? .............................................................................................................. 60

Advantages of studying VET ....................................................................................... 60

Other Key Points ......................................................................................................... 60

VETis .................................................................................................................................. 61

Certificate II in Hospitality (Food and Beveridge) ......................................................... 61

Certificate II in Kitchen Operations .............................................................................. 61

Certificate II in Building and Construction .................................................................... 61

Certificate II in Automotive Technology - ..................................................................... 61

Certificate II in Hairdressing – ..................................................................................... 61

Estimate of HDSC Compulsory Student Course Fees - 2016 ............................................. 61

VETis - Media (Computer Game Design) ....................................................................... 65

BAIMBRIDGE COLLEGE – General Information ............................................................. 66

SCHOOL ORGANISATION................................................................................................. 67

SCHOOL YEAR 2016 - TERM DATES.......................................................................... 67

SCHOOL HOURS ........................................................................................................... 67

SPECIAL FEATURES OF THE COLLEGE ......................................................................... 68

COMPASS STUDENT MANAGEMENT SYSTEM ........................................................... 68

EXTENSION PROGRAM ................................................................................................ 68

HOME ECONOMICS CENTRE ....................................................................................... 68

LIBRARY ......................................................................................................................... 68

MUSIC ............................................................................................................................ 68

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SPORT ........................................................................................................................... 69

SRC ................................................................................................................................ 69

TECHNOLOGY WING .................................................................................................... 69

DISCIPLINE .................................................................................................................... 69

ASSEMBLIES ................................................................................................................. 70

BICYCLE ENCLOSURE .................................................................................................. 70

BOOKSTORE ................................................................................................................. 70

BUSES ............................................................................................................................ 70

CANTEEN ....................................................................................................................... 70

CAREERS ....................................................................................................................... 70

DIARY ............................................................................................................................. 70

FEES .............................................................................................................................. 71

LOCKERS ....................................................................................................................... 71

LOST PROPERTY .......................................................................................................... 71

MOBILE PHONES .......................................................................................................... 71

NEWSLETTER ................................................................................................................ 71

SCHOOL OFFICE ........................................................................................................... 71

SICK BAY ....................................................................................................................... 71

STUDENT BULLETIN ..................................................................................................... 72

OUT OF UNIFORM ......................................................................................................... 72

UNIFORM – YEARS 5 –12.............................................................................................. 72

STUDENT REPORTS ..................................................................................................... 76

DIGITAL RESPONSIBILITIES AND SAFETY ..................................................................... 76

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Dear Parents and Students, Welcome to Senior School. This is an important time for all students entering the Senior School for the first time in 2016, and for those currently progressing through the senior years. The aim of this booklet is to provide students, along with their parents/guardians with the information required to make informed and constructive choices for their studies in 2016 and the following year. Please retain this as a reference for 2017. There are a number of steps that students and their parents/guardians need to move through to complete the course selection process.

Step 1 Save Senior School Course Information and Selection Handbook.

Step 2 Attend Course Information session. (Wednesday 29 July 2015)

Step 3 Speak to subject teachers and other relevant College staff about courses for 2016, exploring a range of ideas and discussing areas of interest for possible future career paths.

Step 4 Attend the Course Counselling interview (1 September or 12 September 2015). Every student is required to attend their appointment with a parent/guardian in order to discuss their subject choices with a College course counsellor and to finalise selections for 2016. You will have received your appointment times for these interviews which are scheduled for in September. Please contact Ms Caroline Thomas or Mrs Sharon Donehue if you have any queries regarding these interviews on 5572 2788. Course counselling interviews will be held on the following dates: Year 11 2016 (current Yr 10) Tuesday, 1st September, 2015 Year 12 2016 (current Yr 11) Wednesday 2nd September, 2015

This handbook contains the following information:

• Course Information. • Senior School information. • Course Selection Sheets. • Senior School Enrolment Agreement.

Students need to ensure they read this handbook and bring it to their interview. Lyn Collins Peta Taylor Robert Vecchiet VCE Co-ordinator VASS Coordinator Principal

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ATTENDANCE POLICY

The Senior School attendance policy is designed to follow the recommendations of the Victorian Curriculum and Assessment Authority VCE/VCAL Administrative Handbook that schools should develop rules relating to attendance and authentication and outline the consequences in the event of a breach of these rules. It is important that students (and parents) understand that the VCAA handbook clearly states: “Students must attend 50 hours of class time to complete set school assessed tasks and coursework. Work done in class time is necessary for authentication … in circumstances where there has been a substantive breach of attendance rules, (even when a student has completed the work) the student may be awarded ‘N’ (Not satisfactory) for the unit.”

Decisions in relation to school rules are not subject to appeal to the VCAA by students. NOTE: penalties for any breach of the attendance rules are not applicable to students absent from school for prolonged periods of time due to illness or other special circumstances. In this case, medical certificates must be provided. It should be noted, however, that considerable absence could lead to an inability to satisfy outcomes and therefore an ‘N’ will be awarded.

Attendance Requirements

All absences must be explained. Students must bring a written note from their parent or guardian the day following their absence. Absences due to College-approved excursions or medically certificated illness are classified as “approved absences”. Students with more than 10% unapproved absences in a unit are at risk of an unsatisfactory result for that unit. All medical certificates should be passed on to the Year 12 co-ordinator in the “VCE Medical Certificates” box (VCE Office) and notes of explanation of absences should be handed to Form Teachers.

Family Holidays

Senior secondary education is a critical two year step in a young person’s education, life and work. Students are at a clear disadvantage if absent from the classroom for more than is absolutely necessary, therefore it is strongly recommended that family holidays where possible be confined to school holiday time to ensure the best possible educational outcomes for the student.

School Assessed Coursework (SAC) absences.

An unapproved absence during a scheduled SAC will automatically and permanently result in a score of zero. If the SAC was a work requirement for the unit then the unit result will be “N” unless the teacher is able to arrange for an alternative task to be organised.

SUBMISSION POLICY

Due Dates - Deadlines are designed for the smooth running of a course, the spreading of workload over the semester and to help students to complete work requirements and assessment tasks satisfactorily.

• Students are encouraged to hand work in before the due date. • SACs should be handed directly to the teacher concerned, not “passed on” or “left on

desks” or “pigeon holed”. Electronic submissions must be submitted in the required, readable format in a timely manner. Submission errors or file corruptions are not valid reasons for late submissions.

Submit early and backup your work regularly is the best advice.

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Extensions for Assessment Tasks.

Students requesting an extension for an assessment task must do so through their classroom teacher. This request must be made prior to the due date, except in exceptional circumstances. Extensions need to be in written form and signed by the teacher concerned. The absence of this written extension agreement may result in a score of zero and an “N” result for the specific tasks and/or unit of study.

Authentication

Students must submit work that is clearly their own. Students can have assessment tasks cancelled (scored zero) if it can be proven that any unacknowledged work submitted is not that of the student submitting it This will result in a “N” (Not satisfactory). All sources must be adequately quoted, namely; text, website and/or source material, name(s) and status of the person who provided the assistance and the type of assistance provided

GETTING THE BEST OUT OF YOUR SENIOR SCHOOL YEARS

Sporting Commitments

Senior School students need a balance between education and sport. Sport is an important physical outlet and for some, possibly a future career path but we recommend that if more than two evenings a week are being taken up by sport, homework and learning will be impacted upon.

Casual and part time work

While working a moderate number of casual or part time hours definitely has many advantages for young people, working for more than a total of 10 hours per week while studying at secondary school has been shown to decrease young peoples’ VCE outcomes. (Department of Education, Employment and Workplace Relations, Submission no. 53, p. 16.). Parents need to be supportive of their Senior School students to keep at least 4 evenings free each week for study and homework.

Special Provision

Special provision can be applied for and provided for students. Provision can be made for classroom work, SAC completion and examination conditions. The Provision can range from rest breaks to medical consideration, to enlarged print and being allocated a reader or interpreter. The principle behind the granting of special provisions is one of fairness. Application should be made to your teacher and the Senior School staff as soon as you become aware of a circumstance which you feel may call for special provision. The earlier the better.

Private Study Periods - VCE Centre and Library

Year 12 students are required to complete their independent private study in either the library or VCE Centre. Students are required to sign in at the beginning of their study session/s.

Year 12 Lunch Room

This room is a privilege obtained through the due care & diligence of past students. Year 12 students are to treat it with due respect and care during lunch and recess breaks. The Year 12’s are involved in decorating the room and in maintaining equipment and furniture.

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VCE AND VCAL PROGRAMS – YEARS 11 AND 12 Baimbridge College’s philosophy is to provide equal access and opportunity for success to all students undertaking a VCE or VCAL program of study. The College aims to offer a broad range of subjects and to encourage students to strive for excellence within their studies. We aim to prepare students for post school pathways, study, employment and participation in a local and global community. All Year 11 and 12 students are engaged in courses which lead to the Victorian Certificate of Education (VCE) or the Victorian Certificate of Applied Learning (VCAL) issued by the Victorian Curriculum and Assessment Authority (VCAA). In delivering both of these qualifications, the College is bound by VCAA regulations and these have to be more formally implemented than students may have experienced in their earlier years.

VCE

The VCE is awarded on the basis of satisfactory completion of units according to VCE program requirements. Study for the VCE is normally completed over two years, but students may accumulate units over any number of years. The minimum requirement for the award of the Victorian Certificate of Education and receiving an ATAR Score is satisfactory completion of 16 units (NB. Units 1 & 2 = Year 11; Units 3 & 4 = Year 12) which must include:

Three units from the English/English ESL group successfully completed, which must include Units 3 and 4 English. An ATAR score is not given, if an “N” is received in either Unit 3 or 4 English or at least one of Literature

At least another three sequences of Unit 3 and 4 studies (other than English) successfully completed.

Course Design

At Baimbridge College, students in Year 11 must undertake 12 units consisting of 6 units in Semester 1 and 6 units in Semester 2. Year 12 must undertake 10 units consisting of 5 units in Semester 1 and 5 units in Semester 2. Unit 3 and 4 studies must be taken as a sequence. The only compulsory units in Year 12 are Units 3 and 4 English. Mathematics is recommended. This includes students who have completed year 12 subjects in previous years. If a student is considering studying via Distance Education Victoria then it is highly recommended that only one subject is enrolled in Distance Education.

VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) This senior qualification is adding an innovative dimension to Victoria’s education and training system. The Victorian Certificate of Applied Learning (VCAL) provides a pathway for Year 11 and 12 students who are interested in a vocationally orientated career option or moving straight into employment. Based on ‘applied learning’ or ‘hands on’ courses, VCAL develops skills in preparation for further education training or employment. Students choosing to study the VCAL undertake a combination of accredited VCE and VET units that meet National and State quality requirements, as well as units in work related and personal development skills. The Victorian Certificate of Applied Learning (VCAL) is a 'hands on' option for students in Years 11 and 12. Like the VCE, the VCAL is a recognised senior qualification. Unlike the VCE, which is widely used by students as a pathway to university, the VCAL focuses on “applied learning”. Students who do the VCAL are more likely to be interested in going on to training at TAFE,

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doing an apprenticeship, or getting a trade after completing Year 12. The VCAL's flexibility enables students to design a study program that suits their interests and learning needs. The VCAL has three levels –Baimbridge College offers two levels. Intermediate (Year 11) and Senior Level (Year 12).

Course Design

Students complete accredited VCE and Vocational Education and Training (VET) modules and units from the following four compulsory strands:

Literacy and Numeracy skills

Work Related skills

Industry Specific skills

Personal Development skills Plus Year 12 VCAL students at Baimbridge College complete at least one VCE subject of their choosing. In addition, VCAL students spend each Wednesday at structured workplace learning placements, gaining valuable experience in a range of different industries. It is important to note that all VCAL students must satisfactorily complete a VETiS (Vocational Education and Training in schools) subject or a School Based Apprenticeship or Traineeship (SBAT) in order to gain the VCAL qualification. VET subjects are offered through a range of providers across Hamilton & districts and are conducted on Tuesday afternoons. Students who start their VCAL and then decide they would like to complete their VCE, are able to transfer between certificates. Any VCE studies successfully completed as part of the VCAL program will count towards the VCE.

Counselling for Students

It is important that students and their parents/guardians consider very carefully, future education and career paths when selecting Year 11 and 12 subjects. Many tertiary courses have prerequisite subjects that must be completed to a prescribed standard in order to be considered for entry. Publications such as the 2016 VTAC Guide and VICTER 2018 (Victorian Tertiary Entrance Requirements 2018) can provide valuable information in making subject selections. In addition, the College Careers Education Coordinator is available to discuss options with students. His office is located upstairs, on the East Campus. During your Course Counselling interview in early August; trained College staff will meet with students and their parents/guardians to negotiate an appropriate course for 2016. Students wishing to vary their courses from those agreed to in Course Counselling must speak with the VCE Coordinator in the first instance.

Promotion Policy

To automatically proceed into Year 11, current Year 10 students from Year 10 must pass at least 10 units, of which one must be English and one must be Mathematics. This policy is based on the premise that a student needs to be successful at Year 10 in order to have a realistic chance of success with the VCE or VCAL. It is important to note that students should not undertake Year 11 units where they have not successfully completed a related Year 10 subject. For example, a student who has not been successful in a Year 10 Science should not undertake Biology, Chemistry or Physics.

Acceleration within the VCE

The term “fast track” is used, in this context, when a student takes a VCE study that would normally be taken at a later year level. A number of students, for instance, take Units 1 and 2 in a selected subject as part of their Year 10 course, or take a Unit 3 and 4 study whilst in Year

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11. For students who take a Unit 3 and 4 study when in Year 11, there are a number of benefits to be gained, these include:

The opportunity to experience the Year 12 assessment program in a much less intensive form; students are therefore better trained to cope with assessment at Year 12.

The additional study undertaken contributes to the ATAR score. The broadening of a student’s Year 12 course, and, by implication, an increased range

of prerequisite subjects for tertiary entrance. It should be emphasised that acceleration is not appropriate for all students. There is a risk that too high a proportion of a student’s energy is devoted to one study, to the detriment of other Year 11 studies being undertaken. The decision as to whether a student can proceed with an accelerated study depends upon an assessment of the likelihood of that student’s capacity to succeed in the study, as well as the availability of places in classes and timetabling constraints. Acceleration does not preclude doing a full allotment of subjects at Year 11 (12 units) and Year 12 (10 units). Students will not be allowed to “drop” subjects. The student will need to have demonstrated:

a high ability and interest in the subject area. a mature approach to his/her work. good work habits, including self-discipline. excellent organisational and time-management skills. a commitment to completing a full allotment of subjects in year 11 and 12.

Lockers

All students at Baimbridge College are allocated a locker which must be secured at all times, with their combination lock. Locker security is the student’s responsibility. Lockers are to be used to store school related materials only. College staff reserve the right to check lockers at any time. Students are liable to pay for any deliberate damage done to lockers.

Leaving College Grounds

Students who need to leave the school grounds during the school day must provide Ms Collins with a note before school. When a pass will be issued. This procedure is for any time you leave school, for example:

to go home to collect material Appointments Illness School related work- assignments, projects etc. Students are expected to be on the

school grounds for the duration of the whole school day.

Requirements for Students Driving Cars to Baimbridge College

Any student of legal driving age who intends to drive to school, either on a regular basis or occasionally, must comply with the school policy and is required to complete the Parent Permission and Student Agreement Form

School Requirements 1. Students are required to adhere to all road rules and drive in a safe and responsible

manner. 2. Students are only to use their car for travelling to and from school. 3. Students are not permitted under any circumstances to transport other students in

private cars in connection with any school program or function whether held during

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normal school hours or at other times (Sections 4.4.2.10 and 4.10.6.3 of Victorian Schools Reference Guide).

4. Car Make and registration details must be recorded with the school. Student drivers, a parent/guardian/carer and if relevant, the parent/guardian of any passenger, must sign the Parent Permission and Student Agreement

5. Students are encouraged to use the school car park off Stephen Street at the far end.

6. Students must not use the bus interchange for safety reasons. 7. Students are not permitted to carry other students as passengers to and from

school without the written permission of the parent/guardian/carer and the passenger’s parent/guardian/carer. (Passenger Permission Form Available at office)

8. Students are required to notify the school of any passenger who may be travelling with them to and from school.

Any unsafe driving behaviour or breaches of road rules will be reported to the police.

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Students Driving Cars to School Parent/Guardian/Carer Permission and Student Agreement Form

This form must be completed by any student who intends to drive to school either occasionally or regularly.

Student Name: ………………………………………………………………… Car Make & Model: ………………………………… Colour: ……………… Registration Number: ………………………………….. Note: If the student intends to drive any car other than the one registered on this form, it must also be registered with the school.

Parent/Guardian/ Carer of Driver I give permission for ………………………………………………………. to drive to school and take the passenger indicated on this form. I am aware of the school requirements regarding students driving to school. Signature of Parent/Guardian/ Carer: ……………………………………………………………… Name of Parent/Guardian/ Carer (print please): ……………………………………………… Date: ………………………… Parent/Guardian/ Carer of Passenger I give permission for ……………………………. to be driven to and/or from school by ……………………………………………………. Signature of Parent/Guardian/ Carer: ………………………………………… Name of Parent/Guardian/ Carer (print please): …………………………… Date: ………………………… Student Driver I agree to adhere to the school requirements regarding students driving a car to school Signature of Student: ……………………………………………………… Date: …………………… Note: students are not permitted under any circumstances to transport other students in private cars in connection with any school program or function whether held during normal school hours or at other times (Sections 4.4.2.10 and 4.10.6.3 of Victorian Schools Reference Guide)

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Baimbridge College Passenger Permission Form

This form must be completed by a Parent/Guardian/Carer of any student intending to travel to school as a passenger of a student of Baimbridge College who drives a car to and from school.

I give approval for Student Passenger’s Name, ……………………………… to travel with Student Driver’s Name ………………………………………… We accept all conditions detailed in Baimbridge College’s Student Driver Policy. Parent/Guardian/Carer Name: …………………………………………………………………………. Parent/Guardian/Carer Signature: ………………………………………… Date: ……………… Student Passenger Name: ……………………………………………………………………………….. Student Signature: …………………………………… Date: ……………..

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VCE Studies 2016 Outlined below are the VCE units to be offered at the College in 2016. All students are required to undertake English. Please note, some units/subjects have compulsory costs associated with them. Subject/unit charges are based on 2015 costs, these may change in 2016. Whether a subject operates in 2016 will depend on student numbers, blocking options and available pathways.

Year 11 Section

Course Outlines

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BIOLOGY

Biology is the study of living things from familiar, complex multicellular organisms that live in the many different habitats of our biosphere to single celled micro-organisms that live in seemingly inhospitable conditions. It is a study of the dynamic relationships between living things, their interdependence, their interactions with the non-living environment, and the challenges of survival.

Unit 1: Unity and diversity

Outcome 1: On completion of this unit the student should be able to design, conduct and report on a practical investigation related to cellular structure, organisation and processes. Outcome 2: On completion of this unit the student should be able to describe and explain the relationship between features and requirements of functioning organisms and how these are used to construct taxonomic systems.

Unit 2: Organisms and their environment

Outcome 1: On completion of this unit the student should be able to explain and analyse the relationship between environmental factors, and adaptations and distribution of living things. Outcome 2: On completion of this unit the student should be able to design, conduct and report on a field investigation related to the interactions between living things and their environment, and explain how ecosystems change over time.

Assessment - Satisfactory Completion

Demonstrated achievement of the set of outcomes specified in the unit.

Cost

Approximately $100 (excursion)

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CHEMISTRY

Chemical processes are important in improving human health, preventing environmental problems and rehabilitating degraded environments. In this study of Chemistry a thematic approach has been adopted, and throughout the study contexts have been provided to apply chemical knowledge to technology and society. Students will investigate, explore and solve qualitative and quantitative problems and discuss chemical concepts and issues. They will also be involved in the design and performance of experiments.

Unit 1: The big ideas of chemistry

In this unit, students look at the building of the Periodic Table, the development of our understanding of the internal structure of the atom and the models for metallic, ionic and covalent bonding. They consider the widespread use of polymers as an example of the importance of chemistry to their everyday lives.

Unit 2: Environmental chemistry

In this unit students investigate how living things use water and the gases of the atmosphere in the chemical reactions that sustain them.

Entry

There are no prerequisites for entry to Units 1, 2 or 3. Unit 3 must be completed before unit 4 is undertaken. It is advisable that students undertake units 1 to 4.



Cost

Nil

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DRAMA

This study focuses on the development of expressive skills within dramatic structures and the development and performance of imagined characters. This is achieved through the refinement of skills, techniques and processes in the creation and presentation of dramatic works and through an understanding and use of a range of content, application of stagecraft elements and the analysis of the development and performance of dramatic works.

Unit 1: Dramatic Storytelling

This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories. Students examine storytelling through the creation of solo and/or ensemble devised performance/s and manipulate expressive skills in the creation and presentation of characters. They develop an awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performance style/s. Students also gain an awareness of how performance is shaped and given meaning. They investigate a range of stimulus material and learn about stagecraft, theatrical conventions and performance styles from a range of social and cultural contexts.

Outcomes

Ensemble Performance Ensemble Written Exam Performance Analysis

Unit 2: Creating Australian drama

This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an art work, a text and/or an icon from a contemporary or historical Australian context. Students use a range of stimulus material in creating performance and examine performance styles from a range of cultural and historical contexts. Theatrical conventions appropriate to the selected performance styles are also explored. Students’ knowledge of how dramatic elements are enhanced or manipulated through performance is further developed in this unit. This unit also involves analysis of a student’s own performance work as well as the performance of an Australian work.

Outcomes

Mini Solo (performance and written) Solo Performance (externally assessed) Solo Evaluation Written SAC Drama Exam



Cost

$100 approximately

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ENGLISH/ENGLISH AS A SECOND LANGUAGE

Rationale

This study aims to develop competence in the understanding and use of English for a variety of purposes sufficient to meet the demands of post-school employment, further education, and participation in a democratic society. It emphasises the integration of reading, writing, speaking, listening and thinking. It values student diversity and particularly encourages learning in which students take responsibility for their language development and thus grow in confidence and in language skill and understanding.

Unit 1

The focus of this unit is the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts. The term ‘set text’ refers to texts chosen by the school for the achievement of Outcomes 1 and 2.

Unit 2

The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted, and on the development of competence and confidence in creating written, oral or multimodal texts. The term ‘set text’ refers to texts chosen by the school for the achievement of Outcomes 1 and 2.

Entry

Students are required to successfully complete 3 units of English, including sequential 3 & 4.


Demonstrated achievement of outcomes specified for the unit.

Levels of Achievement Unit 1 and 2

The individual school will determine levels of achievement.

Cost

Nil

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FOOD AND TECHNOLOGY

VCE Food and Technology focuses on the importance of food in our daily lives from both a theoretical and practical point of view. The study enables students to apply their theoretical understanding of the relationship between food and technology as they develop skills in food preparation. The study may provide a foundation for pathways to food science and technology, consumer science, child care and education, community services and aged care, the hospitality and food manufacturing industries, and nutrition and health studies.

Unit 1: Food safety and properties of food

In this unit students study safe and hygienic food handling and storage practices to prevent food spoilage and food poisoning, and apply these practices in the preparation of food. They consider food preparation practices suitable for use in a small-scale food operation. Students consider the selection and use of a range of tools and equipment suitable for use in food preparation. Students examine and apply the links between classification of foods and their properties, and examine changes in properties of food when different preparation and processing techniques are used.

Unit 2: Planning and preparation of food

In this unit students investigate the most appropriate tools and equipment to produce optimum results, including the latest developments in food technology. Students research, analyse and apply the most suitable food preparation, processing and cooking techniques to optimise the physical, sensory and chemical properties of food.



Cost

$5.00 per week + Resources Excursion: Approximately $100.00

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HEALTH AND HUMAN DEVELOPMENT

The central focus of the Health and Human Development study is to examine the factors that promote wellbeing in individuals, families and communities. This study aims to develop an understanding of the relationship between health and human development.

Unit 1

This unit focuses on the health and individual development of Australia’s youth. Individual human development is a life-long continuous process beginning at conception and ending at death. We study the many factors that influence health including the importance of nutrition. The range of health issues affecting Australia’s youth is also covered.

Unit 2

This unit explores an individual’s health and development from conception to late adulthood. There is a focus on health issues impacting on Australia’s health system. Students will investigate health issues in detail and will analyse personal, community and government strategies which influence the health of mothers, babies, children and adults.


Demonstrated achievement of the set of outcomes specified for the unit.

Cost

Nil

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HISTORY

Unit 2 Ancient Egypt

Ancient Egypt gave rise to a civilisation that endured for approximately three thousand years. Unlike Mesopotamia, Egypt was not threatened by its neighbours for the greater part of its history. The Nile served as the lifeblood of urban settlements in Upper and Lower Egypt. Kingdoms rose, flourished and fell around the banks of the great river. This unit highlights the importance of primary sources (the material record and written sources) to historical inquiry about the Old and Middle Kingdom Egypt.



Cost

Nil

Unit 2: Early China

The foundations in China have traditionally been located in the Yellow River Valley, but archaeological evidence now suggests that early settlement was not confined to this area. Life in small agricultural communities, with distinct regional identities, marks the beginnings of civilisation in China. Interactions between these small and diverse settlements led to the formation of rival states, and then to the growth of an enduring civilisation. The development of a series of empires was central to Chinese civilisation. Early China refers to what is known as the pre-imperial periods. Historians and archaeologists refer to the (up to 221 BC) as Ancient China. This unit begins with Ancient China and concludes with the end of the Han Empire in AD 220. It highlights the importance of primary sources (the material record and written sources) to historical inquiry about Early China.



Cost

Nil

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LEGAL STUDIES

Legal Studies provides students with an analytical evaluation of the processes of law-making, methods of dispute resolution, rights and obligations provided by the law, our Parliamentary and constitutional system and specific areas of the law. Students are able to develop an understanding of the impact our legal system has upon their lives and how our society is changed by our laws.

Unit 1. Criminal Law and Justice

This unit explores how law influence our lives. We look at what is law, the Victorian Court Hierarchy, the structure of Parliament and law-making by Parliament. Finally we look at how our criminal law and justice system operates by studying police powers, what are crimes, court procedures and sanctions.

Unit 2 Civil Law and the Law in Focus

This unit focuses on how to solve civil disputes. We look at what is civil law and how it affects our lives. Students study the processes and procedures that can be used to solve these types of disputes including alternative dispute resolution (arbitration, conciliation and mediation) and court hearings. They also look at specific areas of civil laws such as negligence and their defences. Finally students will pick a specific area of the law and study that in detail.



Cost

Nil

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LITERATURE

The study is based on the premise that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the texts. Accordingly, the study encompasses texts that vary in form and range from past to contemporary social and cultural contexts. Students learn to understand that texts are constructions, to consider the complexity of language and to recognize the influence of contexts and form. The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in future academic study.

Unit 1

This unit focuses on the ways literary texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. This variety of approaches to reading invites questions about the ideas and concerns of the text. While the emphasis is on students’ close engagement with language to explore texts, students also inform their understanding with knowledge of the conventions associated with different forms of text, for example poetry, prose, drama and/or non-print texts.

Unit 2

The focus of this unit is on students’ critical and creative responses to texts. Students deepen their understanding of their responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text. They understand the ways their own culture and the cultures represented in the text can influence their interpretations and shape different meanings. Students make comparisons between texts and identify some of the relationships that exist through features such as the language, characterisation and ideas. Assessment - Satisfactory completion


Cost

Nil

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MATHEMATICS - GENERAL

These units are intended for a wide range of students who require a Year 11 Maths or intend to study Further Mathematics at Unit 3 & 4. In both Units 1 & 2 students are assessed on the following outcomes

Outcome 1

On completion of each unit the student should be able to define and explain key concepts in relation to the topics from the selected areas of study, and apply a range of related mathematical routines and procedures.

Outcome 2

On completion of this unit the student should be able to apply mathematical processes in non-routine contexts, and analyse and discuss these applications of mathematics in at least three areas of study.

Outcome 3

On completion of this unit the student should be able to use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches in at least three areas of study. Unit 1: Topics include Measurement, Matrices, Sequences and Series, Univariate Data and Algebra. Unit 2: Topics include Bivariate Data, Trigonometry, Geometry, Financial Arithmetic and Networks.



Cost

Nil

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MATHEMATICS. - METHODS (CAS)

These units are designed to introduce students to mathematical structure in a closely sequenced development of topics. They are designed in particular as preparation for Mathematical Methods Units 3 & 4. In both Units 1 & 2 students are assessed on the following outcomes

Outcome 1

On completion of this unit the student should be able to define and explain key concepts as specified in the content from the areas of study, and apply a range of related mathematical routines and procedures.

Outcome 2

On completion of this unit the student should be able to apply mathematical processes in non-routine contexts, and analyse and discuss these applications of mathematics. The areas of study for Unit 1 and Unit 2 are Functions and Graphs, Algebra, Rates of Change and Calculus and Probability.



Cost

Nil

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MATHEMATICS - FOUNDATION

Foundation Mathematics provides for the continuing mathematical development of students entering VCE, who need mathematical skills to support their other VCE subjects, including VET studies, and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. In both Units 1 & 2 students are assessed on the following outcomes

Outcome 1

On completion of this unit the student should confidently and competently use mathematical concepts and skills from the areas of study.

Outcome 2

On completion of this unit the student should be able to apply and discuss mathematical procedures to solve practical problems in familiar and new contexts, and communicate their results.

Outcome 3

On completion of this unit the student should be able to select and use technology to apply mathematics in a range of practical contexts. The areas of study for Unit 1 and Unit 2 are Space, Shape and Design, Patterns and Number, Handling Data and Measurement.



Cost

Nil

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MUSIC - PERFORMANCE

Unit 1

Students study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances. Outcome 1 The student should be able to prepare and perform a practised program of group and solo works. Outcome 2 The student should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance. Outcome 3 The student should be able to identify, re-create, notate and transcribe elements of music, and describe ways in which expressive elements of music may be interpreted.

Unit 2

Students study the work of other performers through listening and analysis and use specific strategies to optimise their own approach to performance. They also study strategies for developing technical and expressive performance skills. They identify technical, expressive and stylistic challenges relevant to works they are performing previously unseen music and study specific concepts to build their musicianship knowledge and skills. Students also devise an original composition or improvisation. Outcome 1 The student should be able to prepare and perform a musically engaging program of group and solo works. Outcome 2 The student should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance. Outcome 3 The student should be able to identify, re-create, notate and transcribe elements of music, and describe how selected elements of music have been interpreted in performance. Outcome 4 The student should be able to devise a composition or an improvisation that uses music language evident in work/s being prepared for performance.

Assessment - Satisfactory completion:


Cost

Instrument Hire: $130

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PHYSICS

The study of Physics is designed to enhance the scientific literacy of students in the specialized area of physics. Scientifically literate physics students can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations and select and pursue a range of appropriate technologies and mathematical techniques. The knowledge gained through physics will enhance students’ ability to be innovative and contribute to the intelligent and careful use of resources. This knowledge will lead to innovations in medicine, electronics, energy use, telecommunications and material science.

Unit 1

This unit consists of two prescribed areas of study: Electricity; Nuclear and radioactivity physics and a third area of study to be chosen from one of six detailed studies: listed above.

Unit 2

This unit consists of two prescribed areas of study: Movement; wave-like properties of light; and a third area of study to be chosen from one of three detailed studies: Astrophysics, Investigations: aerospace, or Investigations: alternative energy sources.


Demonstrated achievement of the set outcomes as specified for the unit.

Cost

Nil

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PHYSICAL EDUCATION

Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biochemical, physiological and sociological factors that influence physical performances, and participation in physical activity. This study is suitable for students with a wide range of aspirations, including study at tertiary level or in vocational education and training settings. The study prepares students for such fields as the health sciences, exercise science and education, as well as providing valuable knowledge and skills for participating in their own sporting and physical activity pursuits.

Unit 1: Bodies in Motion

In this unit students explore how the body systems work together to produce movement and analyse this motion using biomechanical principles. Through practical activities students explore the relationships between the body systems and physical activity. They are introduced to the aerobic and anaerobic pathways, utilised to provide the muscles with the energy required for movement and the basic characteristics of each pathway. Students apply biomechanical principles to improve and refine movement.

Unit 2: Sports coaching and physically active lifestyles

This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. By studying various approaches and applying this knowledge to a practical session, students gain a practical insight into coaching. Students are introduced to physical activity and the role it plays in the health and well-being of the population. They explore a range of factors that influence participation in regular physical activity.



Cost

$30 approximately

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PRODUCT DESIGN AND TECHNOLOGY

Wood & Metal

This study provides opportunities for students to undertake production activities often related to industrial and commercial practices in the wood or metal area. Students will develop practical skills and produce a design folio which may be used for assisting entry into design related tertiary courses. The student will work as a designer and will ultimately produce products for a client. Factors that influence the work of designers will be covered including environmental impact and sustainability.

Unit 1: Product redesign and sustainability

Students will redesign and modify an existing product. This will require understanding of materials and processes and will consider environmental sustainability. It will include analysing existing products to ascertain their input and potential for redesign.

Unit 2: Collaborative designs.

The student will work within a design “team” to produce a product range or group project. Team members cooperate in the research, design and production phases. Students develop responsibility for their part of the project and will also need to work productively with others. Folio and practical work are both crucial.



Cost

Material Costs met by student

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PSYCHOLOGY

Psychology is the scientific study of mental processes and behaviour in humans. Biological, behavioural, cognitive and socio-cultural perspectives inform the way psychologists approach their research into the human condition. In the VCE study of psychology, students explore complex human behaviours and thought processes. They develop empathetic understandings and an understanding of mental health issues in society. Students are given the opportunity to apply psychological principles to everyday situations such as workplace and social relations. Psychology provides students with a sophisticated framework for understanding the complex interactions between biological, behavioural, cognitive and socio-cultural factors that influence thought, emotions and behaviour.

Unit 1: Introduction to Psychology

In this unit students are introduced to the development of psychology from its philosophical beginnings to a scientific study of the human mind and behaviour. Students explore the scope of psychology, its specialist disciplines such as neuropsychology, cognitive, social and human development psychology, and its fields of application. Students consider influences on human behaviour from biological, behavioural, cognitive and socio-cultural perspectives. They examine the contribution classic and contemporary studies have made to the development of different psychological theories used to predict and explain the human mind, and behaviours associated with particular stages of development over a lifespan.

Unit 2: Self and Others

A person’s attitudes and behaviours affect the way they view themselves and affect their relationship with others. Understanding what influences the formation of attitudes of individuals and behaviours of groups can inform and contribute to explanations of individual aggression or altruism, the positive and negative power of peer pressure, and responses to group behaviour. Differences between individuals can also be ascribed to differences in intelligence and personality, but conceptions of intelligence and personality and their methods of assessment are contested. Differences between individuals, groups and cultures can be analysed in varied ways through different psychological perspectives informed by both classic and contemporary theories.



Cost

Nil

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STUDIO ARTS

Studio Arts provides a framework for the establishment of effective art practices through an understanding and application of the process of design. It enables students to specialise in a particular form of studio production. Students generate, explore and communicate ideas through specific studio forms and develop and use specialised skills in a range of media and techniques. The theoretical component of the study informs students' practice through an investigation of how selected studio forms have developed, an examination of artists' working methods and a study of professional practices and art industry issues.

Unit 1 Artistic Inspiration and Techniques

The focus of this unit is the investigation of sources of inspiration, which generate creative activity and the exploration of a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form. The application of materials and techniques and interpretation of sources of inspiration by artists from different times and locations is also examined.

Unit 2 Design Exploration and Concepts

The focus of this unit is to establish an effective design methodology for the production of art works and develop skills in the analysis of art works.



Cost

Nil

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VISUAL COMMUNICATION AND DESIGN

Visual communication design can inform people’s decisions about where and how they live and what they buy and consume. The visual presentation of information influences people’s choices on what they think they need or want. The understanding and using visual communications, and nurtures their ability to think creatively about design solutions. Design thinking, which involves the application of creative, critical and reflective techniques, processes and dispositions, supports skill development in areas beyond design, including science, business, marketing and management.

Unit 1

This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop and understanding of the importance of presentation drawings to clearly communicate their final visual communications.

Unit 2

This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields.


Demonstrated achievement of the set of outcomes.

Cost

Nil

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VCAL – INTERMEDIATE

PERSONAL DEVELOPMENT SKILLS Unit 1

The focus is on the development of self, personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The learning program for includes:

• subject-specific knowledge applicable to a relevant personal, social, health and wellbeing, educational and/or family project or activity

• skills applicable to a relevant personal, social, health and wellbeing, educational and/or family project or activity

• development of self-management, leadership and interpersonal skills OUTCOME 1 Plan and organise a complex project or activity.

OUTCOME 2 Demonstrate knowledge and skills in the context of a complex project or activity.

OUTCOME 3 Demonstrate self-management skills for goal achievement in the context of a project or activity.

OUTCOME 4 Describe leadership skills and responsibilities.

OUTCOME 5 Demonstrate interpersonal skills to communicate ideas and information.

Unit 2

This VCAL unit focuses on the development of knowledge, skills and attributes through participation in experiences of a practical nature within the community. The learning program includes:

• subject-specific knowledge applicable to one or more of the following: community engagement, social awareness, civic and civil responsibility

• skills applicable to a relevant community, social or civic project or activity • problem solving and comprehension skills • presentation and research skills • communication, planning and organisation skills • team work and group cohesion.

OUTCOME 1 Research and analyse the roles of citizens/members in a community. OUTCOME 2 Plan and organise a complex community project or activity. OUTCOME 3 Use a range of communication strategies to raise awareness of a complex social issue or community activity. OUTCOME 4 Manage problems related to a social issue or community activity. OUTCOME 5 Actively contribute to group cohesion to manage a complex social issue or community activity.

Assessment

To receive an ‘S’ in this unit, students must demonstrate achievement of all five learning outcomes. Cost

Nil

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WORK RELATED SKILLS

Unit 1

The purpose of this VCAL unit is to provide a focus for more complex development of appropriate skills and knowledge in order to provide the necessary OHS preparation for the workplace. OUTCOME 1 Learn about conditions and entitlements of a specific industry. OUTCOME 2 Obtain and communicate information in response to a work-related OHS issue. OUTCOME 3 Develop knowledge and understanding of OHS in a work-related context. OUTCOME 4 Identify workplace safety hazards. OUTCOME 5 Work in a team to follow safe work procedures within a work-related activity. OUTCOME 6 Use information and communications technology and other technology in relation to a work-related activity.



Unit 2

This unit provides a focus for the development of work-related and vocational skills. There is a strong focus on the development of employability skills. OUTCOME 1 Research information for a work-related activity. OUTCOME 2 Communicate information and ideas for a work-related activity. OUTCOME 3 Plan, organise and manage a work-related activity. OUTCOME 4 Identify and solve common work-related problems. OUTCOME 5 Work in teams to undertake a work-related activity. OUTCOME 6 Use information and communications technology and other technology in relation to a work-related activity.



Cost

Nil

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LITERACY.

The purpose of VCAL literacy is to develop literacy skills and knowledge that allow effective participation in the four main social contexts in which we function in Australian society:

Family and social life

Workplace and institutional settings

Education and training contexts

Community and civic life In Units 1 and 2 the students take part in a number of activities that are specifically designed to allow them to practise and use skills that can be transferred to the work place such as: Literacy for knowledge, for practical purposes, for public debate and for self-expression This subject has no prerequisites. This subject does not link to English Unit 3 and Unit 4.



Cost

Nil

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VET in Schools and HDSC Course information and fees See pages 61-65 of this booklet.

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Year 12

Section

Course Outlines

___________________________________________________________________ 35

BIOLOGY

Biology is the study of living things from familiar, complex multicellular organisms that live in the many different habitats of our biosphere to single celled micro-organisms that live in seemingly inhospitable conditions. It is a study of the dynamic relationships between living things, their interdependence, their interactions with the non-living environment, and the challenges of survival.

Unit 3: Signatures of Life

Students investigate how cells communicate with each other at a molecular level in regulating cellular activities; how they recognise ‘self’ and ‘non-self’ in detecting possible agents of attack; and how physical barriers and immune responses can protect the organism against pathogens Students investigate the significant role of proteins in cell functioning, the technological advances improving knowledge and understanding of the roles proteins play in cell functions. Outcome 1: The student should be able to analyse and evaluate evidence from practical investigations related to biochemical processes. Outcome 2: The student should be able to describe and explain the use of the stimulus response model in coordination and regulation and how components of the human immune system respond to antigens and provide immunity.

Unit 4: Continuity and Change

Students focus on molecular genetics and investigate individual units of inheritance and the genomes of individuals and species. A study of asexually reproducing and sexually producing organisms is included. Students undertake practical investigations that involve the manipulation of DNA and inheritance traits. Outcome 1: The student should be able to analyse evidence for the molecular basis of heredity, and patterns of inheritance. Outcome 2: The student should be able to analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes through selective breeding and applications of biotechnology.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination.

Unit 3 School Assessed Coursework: 20% Unit 4 School Assessed Coursework: 20% End of year examination: 60%

Cost:

Approximately $100 (Excursion)

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CHEMISTRY

Chemical processes are important in improving human health, preventing environmental problems and rehabilitating degraded environments. In this study of Chemistry a thematic approach has been adopted, and throughout the study contexts have been provided to apply chemical knowledge to technology and society. Students will investigate, explore and solve qualitative and quantitative problems and discuss chemical concepts and issues. They will also be involved in the design and performance of experiments.

Unit 3: Chemical Analysis and Organic Chemical Pathways

In this area of study students use a variety of analytical techniques to analyse products in the laboratory. They conduct volumetric analyses using acid-base and redox titrations and standard solutions, and carry out gravimetric analyses. In this area of study students investigate systematic organic chemistry including production of starting materials for particular reaction pathways. Students use molecular models and conduct simple laboratory investigations to observe the properties and reactions of different homologous series and functional groups.

Unit 4: Chemistry at Work

This area of study focuses on the factors that affect the rate and extent of a chemical reaction and energy resources. Students study energy profiles and how equilibrium law is applied to homogeneous equilibria. Students evaluate the extent of the reserves of some of these resources, how each resource is used and the advantages and disadvantages of their continued use.

Entry

There are no prerequisites for entry to Units 1, 2 or 3. Unit 3 must be completed before unit 4 is undertaken. It is advisable that students undertake units 1 to 4.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Demonstrated achievement of the set of outcomes specified in the unit. Unit 3 school-assessed coursework: 20%. Unit 4 school-assessed coursework: 20%. End-of-year examination: 60%.

Cost

Nil

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DRAMA This study focuses on the development of expressive skills within dramatic structures and the development and performance of imagined characters. This is achieved through the refinement of skills, techniques and processes in the creation and presentation of dramatic works and through an understanding and use of a range of content, application of stagecraft elements and the analysis of the development and performance of dramatic works.

Unit 3: Ensemble performance

This unit focuses on non-naturalistic drama from a diverse range of traditions, as well as related performance styles and theatrical conventions. The processes involved in the development and realisation of the ensemble performance are developed and evaluated.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Ensemble Performance Ensemble Written Exam Performance Analysis

Unit 4: Solo performance

This unit focuses on the use of performance styles, theatrical conventions and stimulus materials from a variety of cultural sources in the development of a solo performance. The processes involved in the development of solo work are also analysed and evaluated.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Mini Solo (performance and written) Solo Performance (externally assessed) Solo Evaluation Written SAC Drama Exam

Unit 3 -school assessed coursework 35% Unit 4 - school assessed coursework 5% Unit 3 & 4- written examination 25% Unit 4 - performance examination 35%

Cost

$100 approximately

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ENGLISH/ENGLISH AS A SECOND LANGUAGE

This study aims to develop competence in the understanding and use of English for a variety of purposes sufficient to meet the demands of post-school employment, further education, and participation in a democratic society. It emphasises the integration of reading, writing, speaking, listening and thinking. It values student diversity and particularly encourages learning in which students take responsibility for their language development and thus grow in confidence and in language skill and understanding.

Unit 3

The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors.

Unit 4

The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written or multimodal texts suggested by their reading within the chosen Context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.

Entry

Students are required to complete 3 units of English, including sequential 3 & 4.


Demonstrated achievement of outcomes specified for the unit.

Unit 3 and 4

School-assessed coursework and examinations.

Unit 3 school-assessed coursework: 25%.


End-of-year examination: 50%.

Cost

Nil

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FOOD AND TECHNOLOGY

VCE Food and Technology focuses on the importance of food in our daily lives from both a theoretical and practical point of view. The study enables students to apply their theoretical understanding of the relationship between food and technology as they develop skills in food preparation.

Unit 3: Food preparation, processing and food controls

Students develop an understanding of food safety in Australia and the relevant national, state and local authorities and their regulations, including the Hazard Analysis and Critical Control Points (HACCP) system. They investigate the causes of food spoilage and food poisoning and apply safe work practices while preparing food. Students demonstrate understanding of key foods, analyse the functions of the natural components of key foods and apply this information in the preparation of foods. They investigate cooking techniques and justify the use of the techniques they select when preparing key foods, they develop an understanding of the primary and secondary processes that are applied to key foods, including food processing techniques to prevent spoilage. They also preserve food using these techniques. Students devise a design brief from which they develop a detailed design plan. Evaluation criteria are developed from the design brief specifications. In preparing their design plan, students conduct research and incorporate their knowledge about key foods, properties of food, tools, equipment, safety and hygiene, preparation, cooking and preservation techniques. They make decisions related to the specifications of the brief.

Unit 4: Food product development and emerging trends

Students develop individual production plans for the proposed four to six food items and implement the design plan created in Unit 3. Students apply safe and hygienic work practices using a range of preparation and production processes, including some which are complex. They use appropriate tools and equipment and evaluate their planning, processes and product. Students examine food product development, and research and analyse driving forces that have contributed to product development. They investigate issues underpinning the emerging trends in product development including social pressures, consumer demand, technological developments, and environmental considerations. Students also investigate food packaging, packaging systems and marketing.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. School assessed coursework for Unit 3 18% School assessed coursework for Unit 4 12% School assessed coursework for Unit 3 & 4 40% End-of-year examination 30%

Costs

$5 per week + resources Excursion: Approximately $55.00

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HEALTH AND HUMAN DEVELOPMENT

The central focus of the Health and Human Development study is to examine the factors that promote wellbeing in individuals, families and communities. This study aims to develop an understanding of the relationship between health and human development.

Unit 3

This unit focuses on Australia’s health and health care system. Nutrition is considered in the light of Australia’s health. The health of Australians is compared to other developed nations. A major focus of this unit is the national health priority areas.

Unit 4

This unit focuses on Global health and sustainable human development. There is an in-depth look at factors that enhance access to health such as sanitation, education, peace and gender equality. We look at Australia’s role in International aid.

Entry

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. However, students who enter the study at Unit 3 may need to undertake preparatory work based on Unit 1 and, more particularly, on Unit 2 as specified by teacher.


Demonstrated achievement of the set of outcomes specified in the unit. School-assessed coursework and an end-of-year examination. Unit 3 school-assessed coursework: 25%.

Unit 4 school-assessed coursework: 25%

Units 3 and 4 examination: 50%.

Cost

Nil

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HISTORY - AUSTRALIAN

These units examine Australian history during times in which Australians engaged in debates about future directions of their society. These debates often focused on questions of inclusion and exclusion and dependence and independence as well as the place Australia should assume in the world. How and when was Australia imagined as a national community? Which Australians have been most influential in shaping ideas about the nation? How and why have the ideas changed? Four periods of time have been chosen. Through an examination of events, people, movements and ideas during these four periods, students gain an understanding of the way in which the nation has developed and the manner in which the concept of nationhood has been debated and shaped.

Unit 3 Australian History – Imagining History

The study introduces students to the visions and ideas which underpinned colonial society and examines the ways in which they changed over the colonial period, especially under the impetus of significant events such as the discovery of gold and the Eureka rebellion. The underlying visions will also be explored in relation to their impact on those who lived in the Port Phillip District, including the Indigenous people. Outcome 1: The student should be able to explain the motives and hopes underlying the settlement of the Port Phillip District (later the colony of Victoria) up to 1860 and the impact on the Indigenous population. Outcome 2: The student should be able to analyse the vision of nationhood that underpinned the concepts of citizenship, and evaluate its implementation in the early years of the new nation.

Unit 4 Australian History

This unit continues the exploration of the ideas and visions underpinning Australian society by offering students the opportunity to examine a time when these visions were under threat. The study focuses on World War II and the Vietnam War. The emphasis is on the ways in which Australians responded to the particular threats and whether this led to a rethinking of old certainties. Outcomes: Outcome 1: On completion of this unit the student should be able to analyse the ways in which Australians acted in response to a significant crisis faced by the country during the period 1914 to 1950. Outcome 2: The student should be able to evaluate the extent to which changing attitudes are evident in Australian’s reactions to significant social and political issues.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 SAC 25% Unit 4 SAC – 25% Unit 3 and 4 examination: 50%

Cost

Nil

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LEGAL STUDIES

Legal Studies provides students with an analytical evaluation of the processes of law-making, methods of dispute resolution, rights and obligations provided by the law, our Parliamentary and constitutional system and specific areas of the law. Students are able to develop an understanding of the impact our legal system has upon their lives and how our society is changed by our laws.

Unit 3 Law-making

The purpose of this unit is for students to develop and understanding how Parliament and Courts make laws. This includes examining the structure and operation of our Parliaments, how our Constitution operates and how precedent is developed by our courts. Students will examine how people/groups can influence changes in the law and why the law needs to change. We also study how our rights are protected by our Australian Constitution and compare it to other major western countries.

Unit 4 Dispute Resolution

Students examine the institutions that adjudicate criminal cases and civil disputes. They also investigate methods of dispute resolution that can be used as an alternative to civil litigation. Students investigate the processes and procedures followed in courtrooms and develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial procedures that operate in the Victorian legal system. Using the elements of an effective legal system, students consider the extent to which court processes and procedures contribute to the effective operation of the legal system. They also consider reforms or changes that could further improve its effective operation.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 25% Unit 4 25% Exam 50%

Cost

No cost

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LITERATURE

The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. The study is based on the premise that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the texts. Accordingly, the study encompasses texts that vary in form and range from past to contemporary social and cultural contexts. Students learn to understand that texts are constructions, to consider the complexity of language and to recognize the influence of contexts and form. The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in future academic study.

Unit 3

This unit focuses on the ways writers construct their work and how meaning is created for and by the reader. Students consider how the form of text (such as poetry, prose, drama, non-print or combinations of these) affects meaning and generates different expectations in readers, the ways texts represent views and values and comment on human experience, and the social, historical and cultural contexts of literary works.

Unit 4

This unit focuses on students’ creative and critical responses to texts. Students consider the context of their responses to texts as well as the concerns, the style of the language and the point of view in their re-created or adapted work. In their responses, students develop an interpretation of a text and learn to synthesise the insights gained by their engagement with various aspects of a text into a cogent, substantiated response.



School assessed coursework and an end-of-year examination.



Unit 3 and 4 examination: 50%.

Cost

Nil

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MATHEMATICS -FURTHER

Prerequisites: Satisfactory completion of General Mathematics Units 1 & 2 or Mathematical Methods (CAS) Units 1 & 2. Further Mathematics consists of a compulsory area of study ‘Data Analysis’ and then a selection of three from six modules in the ‘Applications’ area of study. 1. Data analysis – core material 2. Applications – module material: Module 1: Number patterns Module 2: Geometry and trigonometry Module 3: Graphs and relations Module 4: Business-related mathematics Module 5: Networks and decision mathematics Module 6: Matrices In both Units 3 and 4 students are assessed on the following outcomes:

Outcome 1

On completion of this unit the student should be able to define and explain key terms and concepts as specified in the content from the areas of study, and use this knowledge to apply related mathematical procedures to solve routine application problems.

Outcome 2

On completion of this unit the student should be able to use mathematical concepts and skills developed in the ‘Data analysis’ area of study to analyse a practical and extended situation, and interpret and discuss the outcomes of this analysis in relation to key features of that situation.

Outcome 3

On completion of this unit the student should be able to select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis requiring problem-solving, modelling or investigative techniques or approaches in the area of study ‘Data Analysis’ and the selected module from the ‘Applications’ area of study.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and two end of year examinations. Unit 3 school-assessed coursework 20%

Unit 4 school-assessed coursework 14%

Two end-of-year examinations 66%

Cost

Nil

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MATHEMATICS - MATHEMATICAL METHODS (CAS)

Prerequisites: Satisfactory completion of Mathematical Methods (CAS) Units 1 & 2 Students who study Mathematical Methods (CAS) Units 3 & 4 will study Functions and Graphs, Algebra, Calculus and Probability. In both Units 3 and 4 students are assessed on the following outcomes:

Outcome 1

On completion of each unit the student should be able to define and explain key concepts as specified in the content from the areas of study, and apply a range of related mathematical routines and procedures.

Outcome 2

On completion of each unit the student should be able to apply mathematical processes in non-routine contexts, and analyse and discuss these applications of mathematics.

Outcome 3

On completion of each unit the student should be able to select and appropriately use a computer algebra system and other technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 school-assessed coursework 20 % Unit 4 school-assessed coursework 14 %. Two end-of-year examinations 66 %.

Cost

Nil

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MATHEMATICS- SPECIALIST

Prerequisites: Satisfactory completion of Units 1 & 2 in Mathematical Methods (CAS) Must be taken in conjunction with Mathematical Methods (CAS) Units 3 & 4 Specialist Mathematics consists of the following areas of study: ‘Functions, relations and graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors’ and ‘Mechanics’. In both Units 3 and 4 students are assessed on the following outcomes:

Outcome 1

On the completion of each unit the student should be able to define and explain key terms and concepts as specified in the content from the areas of study, and apply a range of related mathematical routines and procedures. It is expected that students will be able to use technology as applicable in the solution of problems, as well as apply routines and procedures by hand.

Outcome 2

On the completion of each unit the student should be able to apply mathematical processes, with an emphasis on general cases, in non-routine contexts, and analyse and discuss these applications of mathematics.

Outcome 3

On completion of each unit the student should be able to select and appropriately use a computer algebra system and other technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches.


The student’s level of achievement for Units 3 and 4 will be determined by school-assessed coursework and two end-of-year examinations. Unit 3 school-assessed coursework 14% Unit 4 school-assessed coursework 20%. Two end-of-year examinations 66%

Cost

Nil

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MUSIC

Unit 3

This unit prepares students to present convincing performances of group and solo works. The students select a program of group and solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances and develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis. The focus for analysis is works and performances by Australian musicians. Outcome 1 The student should be able to present an informed, accurate and expressive performance of a program of group and solo works. Outcome 2 The student should be able to demonstrate performance techniques, technical work and exercises, and describe their relevance to the performance of selected group and/or solo works, and present an unprepared performance. Outcome 3 The student should be able to identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works.

Unit 4

In this Unit students refine their ability to present convincing performances of group and solo works. Students select group and solo works that complement works selected in Unit 3. They further develop and refine instrumental and performance techniques that enable them to expressively shape their performance and communicate their understanding of the music style of each work. Students continue to develop skills in aural perception and comprehension, transcription, theory, analysis and unprepared performance. Outcome 1 The student should be able to prepare and present accurate and expressive performances of informed interpretations of a program/s of group and solo works. Outcome 2 The student should be able to demonstrate performance techniques, and technical work and exercises, and discuss their relevance to the performance of selected group and/or solo works, and present an unprepared performance. Outcome 3 The student should be able to identify, re-create, notate and transcribe short excerpts of music, and analyse the interpretation of expressive elements of music in pre-recorded works.

Assessment Assessment - Satisfactory Completion

Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 school-assessed coursework 20% Unit 4: school-assessed coursework 10% Performance Exam 50% Written/Aural Exam 20%

Cost

Instrument Hire $130

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OUTDOOR AND ENVIRONMENTAL STUDIES

VCE Outdoor and Environmental Studies provides students with the skills and knowledge to safely participate in activities in outdoor environments and to respect and value diverse environments. The blend of direct practical experience of outdoor environments with more theoretical ways of knowing, enables informed understanding of human relationships with nature

Unit 3: Relationships with outdoor environments

The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence contemporary relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop theoretical knowledge and skills about specific natural environments.

Unit 4: Sustainable outdoor relationships

In this unit students explore the sustainable use and management of outdoor environments. The examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current agreements and environmental legislation, as well as management strategies and policies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. Students engage in one or more related experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments, and evaluate the strategies and actions they employ. Through these practical experiences students are provided with the basis for comparison and reflection, and opportunities to develop and apply theoretical knowledge about outdoor environments.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 - School Assessed coursework 25% Unit 4 – School Assessed coursework 25% End of year Examination 50%

Cost

Approximately $400 is required throughout the year.

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PHYSICS

The study of Physics is designed to enhance the scientific literacy of students in the specialized area of physics. Scientifically literate physics students can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations and select and pursue a range of appropriate technologies and mathematical techniques. The knowledge gained through physics will enhance students’ ability to be innovative and contribute to the intelligent and careful use of resources. This knowledge will lead to innovations in medicine, electronics, energy use, telecommunications and material science.

Unit 3

This unit consists of two prescribed areas of study: Motion in one and two dimensions; Electronics and photonics; and a third area of study: Einstein’s relativity, Materials and their use in structures, Further electronics, Synchrotron and its applications, Photonics, and Sound.

Unit 4

This unit consists of two prescribed areas of study: Interactions of light and matter; Electric power; and a third area of study to be chosen from one of three detailed studies: Einstein’s special relativity, Materials and their use in structures, Further Electronics, Synchrotron and application, Photonics, and Sound.

Entry

There are no prerequisites for entry into Units l, 2 and 3, although students are advised to take Unit 2 before Unit 3. Students who enter the study at Unit 3 should be willing to undertake some preparation as specified by the teacher. Students must undertake Unit 3 prior to Unit 4.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 school-assessed coursework: 16%.


End-of-year examination: 60%.

Cost

Nil

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PHYSICAL EDUCATION

Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biochemical, physiological and sociological factors that influence physical performances, and participation in physical activity.

Unit 3: Physical activity participation and physiological performance

This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels. Students investigate the contribution of energy systems to performance in physical activity, investigating the characteristics of each system, interplay of the systems, causes of fatigue and strategies to promote recovery.

Unit 4: Enhancing performance

Improvements in performance, in particular fitness depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. Students undertake an activity analysis, then investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Students learn to critically evaluate different techniques and practices that can be used to enhance performance.





Units 3 and 4 examination: 50%.

Cost

Approximately $100

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PRODUCT DESIGN AND TECHNOLOGY - Wood & Metal

This study provides opportunities for students to undertake production activities often related to industrial and commercial practices in the wood or metal area. Students will develop practical skills and produce a design folio which may be used for assisting entry into design related tertiary courses. The student will work as a designer and will ultimately produce products for a client. Factors that influence the work of designers will be covered including environmental impact and sustainability.

Unit 3: Applying the Product design process

Students work through the design process with a client to produce an end product. Factors influencing design, environmental considerations and research will be covered. Different manufacturing settings and processes will be included. Folio work will begin and will be completed in Unit 4.

Unit 4: Product development and Evaluation

Whilst continually working on practical work with a client, the student will develop skills in evaluation, comparison and suitability of textile products. Students will evaluate their own practical work, skills and products and will make judgements about possible improvements. The major folio will be completed.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3: school assessed coursework: 12% Unit 4: school assessed coursework: 8% School assessed task (practical and folio): 50% End of year exam: 30%

Cost

Material cost met by student

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PSYCHOLOGY

Psychology is the scientific study of mental processes and behaviour in humans. Biological, behavioural, cognitive and socio-cultural perspectives inform the way psychologists approach their research into the human condition. In the VCE study of psychology, students explore complex human behaviours and thought processes. They develop empathetic understandings and an understanding of mental health issues in society. Students are given the opportunity to apply psychological principles to everyday situations such as workplace and social relations. Psychology provides students with a sophisticated framework for understanding the complex interactions between biological, behavioural, cognitive and socio-cultural factors that influence thought, emotions and behaviour.

Unit 3: The Conscious Self

This unit focuses on the study of the relationship between the brain and the mind through examining the basis of consciousness, behaviour, cognition and memory. Advances in brain research methods have opened new ways to understanding the relationship between mind, brain and behaviour. Students study the structure and functioning of the human brain and nervous system, and explore the nature of consciousness and altered states of consciousness including sleep.

Unit 4: Brain, behaviour and experience

This unit focuses on the interrelationship between learning, the brain and its response to experiences, and behaviour. The overall quality of functioning of the brain depends on experience, and its plasticity means that different kinds of experience change and configure the brain in different ways Students investigate learning as a mental process that leads to the acquisition of knowledge, development of new capacities and changed behaviours. Understanding the mechanisms of learning, the cognitive processes that affect readiness for learning and how people learn informs both personal and social issues.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 school-assessed coursework: 20% Unit 4 school-assessed coursework: 20% Unit 3 and 4 end-of-year examination: 60%

Cost

Nil

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STUDIO ARTS

Studio Arts provides a framework for the establishment of effective art practices through an understanding and application of the process of design. It enables students to specialise in a particular form of studio production. Students generate, explore and communicate ideas through specific studio forms and develop and use specialised skills in a range of media and techniques. The theoretical component of the study informs students' practice through an investigation of how selected studio forms have developed, an examination of artists' working methods and a study of professional practices and art industry issues.

Unit 3 Studio production and professional art practices

The focus of this unit is the implementation of the design process leading to the production of a range of possible solutions. Students also examine traditional and contemporary practices of artists together with the ways in which artists develop distinctive styles and approaches to subject matter.

Unit 4 Studio productions and art industry contexts

The focus of this unit is to produce a cohesive folio of finished art works which resolves the aims and intentions set out in the work brief formulated in Unit 3. Students also examine different components of the arts industry and issues relating to the public display, promotion and critique of art works.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework School Assessed Tasks and end of year examination. Unit 3 school-assessed coursework: 33%. Unit 4 school-assessed coursework: 33%. Units 3 and 4 -examination: 34%.

Cost

Nil

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VISUAL COMMUNICATION AND DESIGN

Visual communication design can inform people’s decisions about where and how they live and what they buy and consume. The visual presentation of information influences people’s choices on what they think they need or want. The understanding and using visual communications, and nurtures their ability to think creatively about design solutions. Design thinking, which involves the application of creative, critical and reflective techniques, processes and dispositions, supports skill development in areas beyond design, including science, business, marketing and management.

Unit 3

In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ides with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, student gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Unit 4

The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs.


Demonstrated achievement of the set of outcomes specified in the unit. This is based on the student’s School Assessed Coursework and end of year examination. Unit 3 school assessed coursework: 20%.

Unit 4 school-assessed task: 5%.

School-assessed Task: 40%.

End-of-year examination: 35%

Cost

Nil

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VCAL – SENIOR

LITERACY SKILLS - ORAL COMMUNICATION

Unit purpose

At the end of this unit students will be able to use and respond to spoken language with complex and abstract content across a broad range of contexts.

Learning outcomes and elements

1. Oracy for Self Expression: Use and respond to spoken language to effectively communicate to others story and life experience, in different contexts.

2. Oracy for Knowledge: Use and respond to spoken language in sustained informative presentations in different contexts.

3. Oracy for Practical Purposes: Use and respond to spoken language in sustained and complex transactions in different contexts.

4. Oracy for Exploring Issues and Problem Solving: Use and respond to spoken language in sustained discussions for the purpose of exploring issues or problem solving in different contexts.

Assessment

To be credited with this unit the student must demonstrate competence in all four learning outcomes. Assessment methods include teacher observation and documentation of students interacting with each other or with the teacher, inside or outside the classroom. Documentation of how students have demonstrated competence may include teacher observation checklists, informal notes, student self-assessment, peer group assessment, cassette and/or video recordings of performances.

Cost

Nil

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LITERACY SKILLS –READING & WRITING

Unit purpose

The purpose of this unit is to enable students to develop the skills and knowledge to read and write complex texts. At the end of the unit students will be able to read, comprehend and write a range of complex texts across a broad range of contexts.

Summary of learning outcomes

1. Writing for Self Expression Write a complex recount, narrative or expressive text.

2. Writing for Practical Purposes Write a complex instructional or transactional text.

3. Writing for Knowledge Write a complex report, explanatory or expository text.

4. Writing for Public Debate Write a complex persuasive, argumentative or discursive text.

5. Reading for Self Expression Demonstrate that meaning has been gained from reading a complex, sustained narrative, recount or expressive text.

6. Reading for Practical Purposes Demonstrate that meaning has been gained from reading a complex, sustained instructional or transactional text.

Assessment

To be credited with this unit the student must demonstrate competence in all learning outcomes. All elements for a learning outcome must be met in the one task for a student to show competence in that outcome. Assessment may be through: For writing learning outcomes: • written text • teacher observation For reading learning outcomes: • teacher observation • oral or written response to text • oral or written explanation of task.

Cost

Nil

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NUMERACY SKILLS -

Unit purpose

The purpose of this VCAL unit is to enable students to explore mathematics beyond its familiar and everyday use to its application in wider, less personal contexts such as newspapers and other media reports, workplace documents and procedures, and specific projects at home or in the community.

Summary of learning outcomes

1. Numeracy for Practical Purposes – Design Can translate between two-dimensional and three-dimensional real life objects and their diagrammatic representations for the purposes of measurement, design, and interpretation.

2. Numeracy for Practical Purposes – Measuring Can use measurements, the metric system and simple measurement formulae for the purpose of interpreting, making or purchasing materials in practical situations.

3. Numeracy for Personal Organisation – Location Can use the conventions of distance, location and direction to read, create and use maps.

4. Numeracy for Interpreting Society – Data Can create, use and interpret tables and graphs, and calculate and use averages, in order to reflect on information of relevance to self, work or community.

5. Numeracy for Interpreting Society – Numerical Information Can use, and calculate with, fractions, percentages, decimals, rates and large numbers, to reflect on aspects of personal, work or community life.

6. Numeracy for Knowledge – Further Study in Maths (formulae) Can develop and use simple formulae to describe and represent relationships between variables in real life contexts.

7. Numeracy for Knowledge – Further Study in Maths (problem solving) Can use simple mathematical problem-solving techniques to interpret and solve straightforward mathematical problems.

Assessment

Evidence is collected through a combination of the following: • records of teacher observations of students’ activities, • samples of students’ written work • written reports of investigations or problem-solving activities • student self-assessment sheets, reflections, or journal entries • pictures, diagrams, models created by students.

Cost

Nil

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PERSONAL DEVELOPMENT SKILLS

Unit 3

The focus of the learning program for this VCAL unit includes: • subject-specific knowledge applicable to a relevant personal, social and educational

goal • skills applicable to a relevant personal, social and educational goal • understanding of cultural values and cultural awareness • organisational skills • leadership skills and decision-making skills for group or team work.

OUTCOME 1 Plan and organise to completion a complex project in an autonomous manner. OUTCOME 2 Demonstrate an awareness of social diversity within a complex project. OUTCOME 3 Apply strategies to improve communication. OUTCOME 4 Demonstrate leadership skills for group and team work. OUTCOME 5 Use decision-making skills in a group or team context.

Unit 4

The focus of the learning program for this unit includes: • subject-specific knowledge applicable to one or more of the following: community

engagement, social awareness, • civic and civil responsibility • skills applicable to a relevant community, social or civic project or activity • problem-solving and comprehension skills • presentation and research skills • communication skills • research, planning and organisation skills • team work and group cohesion.

OUTCOME 1 Research a community problem or issue that affects citizens/members in a community. OUTCOME 2 Establish or build on an external partnership to address and/or promote awareness of a community problem or issue. OUTCOME 3 Plan, organise and complete a complex community project, utilising project management skills, in an autonomous manner. OUTCOME 4 Demonstrate effective teamwork skills in relation to a complex community project. OUTCOME 5 Present and communicate ideas and information relating to the complex community project.

Assessment

To receive an ‘S’ in these units, students must demonstrate achievement of all five learning outcomes.

Cost

Nil

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WORK RELATED SKILLS

Unit 3

The purpose of this VCAL unit is to provide a focus for complex development of appropriate skills and knowledge in order to provide the necessary OHS preparation for the workplace. At Senior level, a ‘complex work-related project’ involves work undertaken at Certificate II/III level conducted under supervision and autonomous in regard to planning and work activities. In this unit there is a strong focus on the development of knowledge regarding OHS in the workplace. OUTCOME 1 Research information about a specific industry or workplace from a variety of OUTCOME 2 Communicate ideas and information about a range of OHS requirements in the workplace. OUTCOME 3 Understand hazard identification, risk assessment and control of hazards and risks within the workplace. OUTCOME 4 Demonstrate an understanding of the OHS issue-resolution process. OUTCOME 5 Work in a team to follow safe work procedures within a complex work-related project. OUTCOME Use information and communications technology in relation to a complex work-related project. OUTCOME 7 Use workplace technology and equipment in accordance with OHS guidelines in a complex work-related project.

Unit 4

This unit provides a focus for more complex development of work-related and vocational skills in a workplace context or appropriate simulation. In this unit there is a strong focus on the development of employability skills. OUTCOME1 Collect, analyse and evaluate information required for a complex work-related project. OUTCOME 2 Communicate ideas and information in a work environment. OUTCOME 3 Plan, organise and manage a complex work-related project. OUTCOME 4 Identify and solve problems in the workplace. OUTCOME 5 Work in teams to undertake a complex work-related project. OUTCOME 6 Use information and communications technology in relation to a complex work-related project. OUTCOME 7 Use workplace technology and equipment in a complex work-related project.evaluate new technology and equipment introduced into the workplace. OUTCOME 8 Demonstrate initiative/enterprise in a work-related context.



Cost

Nil

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VET in Schools

What is VET?

A VET (Vocational Education and Training) in the VCE program enables you to widen your horizons and on successful completion, gain two qualifications instead of one, a VCE Certificate and a nationally recognised VET/TAFE Certificate. VET in the VCE provides you with the opportunity to obtain a broad based education which links training to industry and encourages innovation, independence and entrepreneurial endeavour. VET in the VCE may be delivered in a number of ways. There are a number of local organisations that provide VET courses including HDSC (Hamilton District Skills Centre) SW TAFE and SGAE. Research has confirmed that a significant number of students are entering higher education or continuing with further training after successfully completing a VET in the VCE program

Advantages of studying VET

• Upon successful completion of the program, students are awarded a nationally accredited vocational training certificate.

• VET qualification articulates directly into further education and training at TAFE. Eg Cert II in Automotive Technology provides students with a pre apprenticeship in this industry area.

• Broaden VCE/VCA options, counts towards the unit count in VCE and VCAL • Obtain a contribution towards an ATAR

Other Key Points

• Most VET certificates take two years to complete • All industry based VET courses require some work placement that may occur during school

time, after school, on weekends or in school holidays. • Some VET courses require students to do some of the school work in school holidays in a

‘block’ study situation. • There are costs involved with VET Course; these cover enrolment, record keeping, tutoring,

some books and materials used in relation to the Course. • Additional costs with regards to uniform, footwear, and tools may also apply • For a full list of VET courses available please see Mr de Man All students doing VCAL must do either a VET course or have entered into a SBA (School Based Apprenticeship) Courses are not guaranteed to run, and rely on sufficient students to constitute a class

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VETis

Certificate II in Hospitality (Food and Beveridge) – SIT20213 will also be on offer at the HDSC in 2016. This course involves all facets of food and beverage training including barista (coffee making), beverage – alcoholic and non-alcoholic, table service and setting, health and safety, and many other related modules. This course is ideally suited for students who are either looking for certificates to assist with employment whilst studying tertiary education, or for students wishing to enter any other areas of the Hospitality and Tourism sector.

Certificate II in Kitchen Operations – SIT20312. will be on offer at the HDSC in 2016. This course involves all aspects of kitchen operations including OH &S and food safety, food preparation, presentation and service. Students will gain valuable employability skills whilst completing a nationally accredited qualification.

Certificate II in Building and Construction (pre apprenticeship) – 22216VIC. This course offers specialised training in basic building and construction. This is a great first step if wishing to enter the carpentry or building industry in the future. Aimed at year 10 students, it is a two year VET in schools (VETiS) program.

Certificate II in Automotive Technology -22015VIC. This pre-apprenticeship program provides hands on skills and basic mechanical knowledge which will assist in obtaining employment and further career opportunities in the automotive industry. Aimed at year 10 students, it is a two year VET in School program

Certificate II in Hairdressing – SIH20111. This program provides students with the skills and knowledge at an entry level standard to enhance their career prospects within the hairdressing industry. Students who complete this training will be able to work safely under routine supervision in preparing temporary colour, maintaining tools and equipment, teamwork and assisting colleagues providing multiple salon services. This is a two year program The HDSC staff encourage both students and their parents/guardians to tour the facility at any time and can be arranged by phoning (03) 5571 1708. For further information please contact Baimbridge College VET/VCAL Coordinator Mr Steven de Man.

Estimate of HDSC Compulsory Student Course Fees - 2016

Certificate II Courses

SIT20312 - Certificate II in Kitchen Operations (all 1st year Hospitality classes)

Black Box Hat $ 10.00

White Long Sleeve Chef Jacket – White Buttons x 10 $ 45.00

Black Bib Apron $ 15.00

Books/Resources/Admin $ 200.00

Tool Kit Hire $ 35.00

Food Levy $ 300.00 Est. STUDENT COSTS $ 605.00

To be supplied by students:

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o Black pants o Black enclosed shoes with non-slip sole

SIT20212 - Certificate II in Hospitality – (Front of House) 2nd year option

Black Box Hat (retain from previous year) Nil

Black Bib Apron (retain from previous year) Nil

White Long Sleeve Shirt with HDSC logo $ 60.00



Responsible Service of Alcohol certificate $ 60.00

Food/Beverage Levy $ 160.00 Est. STUDENT COSTS $ 515.00

To be supplied by students: o Black pants (retain from previous year) o Black enclosed shoes with non-slip sole (retain from previous year)

SIT20312 - Certificate II in Kitchen Operations 2nd year option

Black Box Hat (retain from previous year) Nil

White Long Sleeve Chef Jacket (retain from previous year) Nil

Black Bib Apron (retain from previous year) Nil



Food Levy $ 350.00 Est. STUDENT COSTS $ 585.00


o Black pants (retain from previous year) o Black enclosed shoes with non-slip sole (retain from previous year)

SIH20111 – Certificate II in Hairdressing 1st year

Uniform - Black Tunic $ 70.00


Hairdressing Tool Kit purchase $ 315.00

Equipment Hire Levy $ 35.00

Auspicing $ 220.00 Est. STUDENT COSTS $ 840.00

SIH20111 – Certificate II in Hairdressing 2nd year


Hairdressing Tool Kit purchase $ 200.00

Equipment Hire Levy $ 35.00

Auspicing $ 220.00

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Est. STUDENT COSTS $ 655.00

22216VIC – Certificate II in Building and Construction 1st year

Uniform - Polo t-shirt & Windcheater – Logo $ 100.00


Tool/equipment hire $ 75.00

Auspicing $ 220.00

Construction Industry Card (white card) $ 160.00

First Aid Certificate $ 95.00 Est. STUDENT COSTS $ 850.00


o Khaki work trousers/pants o Safety work boots

22216VIC – Certificate II in Building and Construction 2nd year


Tool/equipment hire $ 75.00


22216VIC – Certificate II in Building and Construction 3rd year

Books and Resources $ 200.00

Tool/equipment $ 75.00


Automotive – yr 10 1st year

Uniform - Mechanical Overalls/polo t-shirt/windcheater $ 185.00


Tool/equipment Hire $ 75.00

Auspicing fee $ 220.00 Est. STUDENT COSTS $ 680.00


o Safety work boots (or black non-slip enclosed shoes)

Automotive 2nd year

Mechanical Overalls/polo t-shirt (retain from previous year) nil



Auspicing fee $ 220.00

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Est. STUDENT COSTS $ 495.00

To be supplied by students: o Safety work boots (or black non-slip enclosed shoes)

Certificate III – School Based Apprenticeships

2016 Fees If the student has signed with a Group Employer eg. Westvic, the student is still to pay their below fees to both Hamilton and District Skills Centre and University of Ballarat, and the Group Employer will then reimburse all/partial costs to the student at a later date. Fees payable on receival of invoice.

Certificate III in Carpentry – SBA Pay to: Hamilton District Skills Centre

Polo t-shirt & Windcheater – embroidered $ 100.00


Auspicing $ 200.00

CI Card $ 160.00

First Aid $ 95.00 Est. only Total payable to Hamilton District Skills Centre $ 605.00 Pay to: University of Ballarat /RTO Fees $2.17 per contact hour (198 hrs) $ 429.00 Text Book/Resources $ 50.00 Printing $ 18.00 Est. only Total payable to University of Ballarat $ 497.00


o Khaki work pants o Black or Brown enclosed shoes with non-slip sole (no sandshoes)

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VETis - Media (Computer Game Design)

Rationale The Certificate III in Media teaches students how to design and develop games using the Unity game engine. The course introduces new game-specific content such as:

Game design Game level creation Object creation Scripting Working through the development pipeline

This course allows students to further their studies in the area of 3D animation and 3D gamming, opening up further pathways to continue at an Advanced Diploma level. The Certificate III in Media is nationally accredited and serves as a valuable bridge to further pathways in games and animation fields. Graduates of the Certificate III are equipped with a basic folio of work which provides a valuable introduction in pursuing further study in 3D animation and Game Development.

Structure

CUFANM302A - Create 3D digital animations CUFANM303A - Create 3D digital models CUFIND301B - Work effectively in the screen and media industries CUVACD201A – Develop drawing skills to communicate ideas ICAU3126B - Use advanced features of computer applications BSBCRT101A - Apply critical thinking techniques BSBCRT301A - Develop and extend critical and creative thinking skills BSBDES303A Explore and apply the creative design process to 3D forms BSBDES201A - Follow a design process CUFRES201A - Collect and organise content from broadcast or publication CUSOHS301A - Follow occupational health and safety procedures

Entry

There are no prerequisites for entry to course Units. Although students who have completed their Certificate II in Creative Industries (3D Animation) in Year 10 are encouraged to apply.

Assessment

Demonstrated achievement of the set of outcomes.

ATAR

The Certificate III in Media (Game, 3D Animation & Visual FX) does not have a formal VCE VCAA Examination, therefore does not count towards an ATAR score. However, it is a National Qualification that is recognised Australia wide and provides a pathway into Tertiary studies for many related industries.

Cost: $300

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BAIMBRIDGE COLLEGE – General Information

For most parents the choice of schooling for a son or daughter is a decision that is only arrived at after a great deal of reflection and consideration. This is as it should be: the transition is a significant milestone in a child’s life that will affect not only the student’s immediate happiness but also his or her long term future. A decision with such important and far reaching ramifications should not be made hastily and certainly not without carefully considering all of the alternatives. Obviously the curriculum at the school is important. Baimbridge College offers an extensive variety of subjects and with the facilities and resources at hand we can give your child enhanced educational opportunities. The staff of the College are fully qualified and committed to assisting our students to fulfil their potential. The welfare of our students is of paramount importance. Students will be supported by the maintenance of a harmonious and safe learning environment. School rules will be firmly and consistently enforced to ensure that all students feel secure and safe. The Year Level Coordinators and our Student Wellbeing Coordinator are always available to discuss any issues of concern that students may have. At this school no student will be permitted to adversely affect the learning opportunities of others. Parents can feel confident that their child will have every educational opportunity in 2016. We can be most effective in our task of educating your child if we have your support. Two ways in which parents can demonstrate their support is by ensuring their son or daughter adheres to the College’s uniform policy and by signing the student’s diary each week. These things are important as the uniform not only gives the student a sense of belonging within the school community; it also puts all students on a ‘level playing field’. The communication between yourself and the school is usually performed via our online student management system, Compass and the student diary. Parents who have any concerns about something at school are to contact myself, Miss Morgan, Mr Hill, the Year Level Coordinator Mr McFadden or the Student Wellbeing Coordinator Ms Cath McGowan to discuss the issue. Parents are actively encouraged to be a part of the school community. This can be achieved by joining the School Council, attending sports carnivals and productions or volunteering in the canteen. Any further information that you may require should be found on our website: www.baimbridge-co.vic.edu.au . In conclusion let me stress that Baimbridge College welcomes any input from parents whether it be in person, by phone, via the student diary or through Compass.

Robert Vecchiet Principal Principal

http://www.baimbridge-co.vic.edu.au/

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SCHOOL ORGANISATION Junior School, 5, 6, 7, 8 and 10 are based on the West Campus, with Years 9, 11 and 12 on the East Campus.

SCHOOL HOURS

Our school day is divided into six periods, as follows: Form Assembly: 9.00 am – 9.10 am

Period 1 9.15 am – 10.03 am Period 2 10.03 am – 10.51 am

Period 3 11.21 am – 12.09 pm Period 4 12.09 pm – 12.57 pm

Period 5 1.52 pm – 2.40 pm Period 6 2.40 pm – 3.28 pm

SCHOOL YEAR 2016 - TERM DATES

Staff Resume: Wednesday 27 January 2016

Term 1: Thursday 29 January – Thursday 24 March

Term 2: Monday 11 April – Friday 24 June

Term 3: Monday 11 July – Friday 16 September

Term 4: Monday 3 October – Thursday 19 December

(students)

Recess 10.51 am – 11.16 am

Lunch 12.57 pm – 1.47 pm

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SPECIAL FEATURES OF THE COLLEGE

COMPASS STUDENT MANAGEMENT SYSTEM

Our student management system “Compass” gives you access to the school like never before. By logging on with their own username and password parents can monitor children and communicate with teachers via email. Some features of Compass are:

See whether your child is in class with real time roll marking.

Approve past and enter prior absences.

Receive an SMS reminder if your child has not attended Form Assembly or Period 1.

Email your child’s teachers and school staff.

Book Parent Teacher Interviews.

View your child’s Individual Education Plan (IEP).

Follow Careers mapping and goals.

Gain an insight into how your child is going in various classes via the Chronicle function, where staff can report about each individual child.

Print event (excursion / camp / sporting event) permission forms.

EXTENSION PROGRAM

Students have the opportunity to participate in a wide range of extension activities, including Australian Schools English, Mathematics, Science, Computer and Language Competitions, and literacy competitions. Public speaking is actively fostered through our College's involvement in the Lions Club Youth of the Year, the VCAA Plain English Speaking Award, and the Regional Secondary Schools Drama Festival.

HOME ECONOMICS CENTRE

A purpose-built complex houses Home Economics and offers opportunities for studies in Food Technology, Catering and Personal Development. There are three kitchens, a dining room and a variety of rooms which enable full participation of students. These studies lead to important vocational opportunities in hospitality and tourism and nursing.

LIBRARY

The library is a spacious, well-equipped area that students and staff are able to access throughout the day, using the classroom, silent reading area or the audio-visual room. The library has excellent computer resources for class or individual use and students are able to access appropriate websites through the Library. There is an extensive fiction and non-fiction collection catering for a wide range of reading abilities and interests. As well as periodicals (including daily newspapers), the library also provides a range of DVDs, and audiotapes.

MUSIC

Music is a vital part of the school’s curriculum and there is a thriving instrumental program. All instrumental students and voice students play and sing in one or more of the various ensembles. Students learning instruments outside the school are also welcome to join these groups. The Senior Band, Concert Band, Jazz Band, Stage Band, Choir and Senior String Ensemble rehearse weekly and perform at school functions, community events and external

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competitions. Each year in September there is a Music Night where all the ensembles perform for parents and friends.

SPORT

Students have the opportunity to participate in a variety of sporting events and activities. Interhouse sporting carnivals are conducted for swimming, athletics and cross country The school is an active member of the Glenelg District Sports Association (GDSA) in which sporting competition against other Hamilton and district schools is held in swimming, athletics, cross country, golf, tennis, and triathlon and clay target shooting. The school also is affiliated with the Schools Sports Victoria and students can compete in Zone sports (swimming, athletics, cross country and individual and team sports) eventually leading on to state finals if successful. As well the school participates in district, regional and state sporting competitions in a variety of sports. The school is well facilitated with tennis, basketball, netball courts, gymnasium and synthetic turf area. Parents and friends are invited to attend all sporting events, with opportunities to be involved in many of the sporting days.

SRC

The Student Representative Council (SRC) is made up of two students from each year level from years 5 to 12. Under the guidance of Ms Morgan & Mr Hill, the group meets once a month to discuss students’ concerns, to organise fundraising activities and to make recommendations about initiatives they like to see introduced to the school. For example, the SRC has successfully prepared a submission to School Council for the introduction of blazers as an optional uniform item for years 9 - 12. Two SRC representatives attend each School Council meeting and discuss issues that have been brought up and to offer a student’s perspective on the matters being discussed. SRC also takes a leading role in representing the school at some of our larger assemblies and community functions such as Anzac Day ceremonies.

TECHNOLOGY WING

Baimbridge College is fortunate to have a well established technology wing housing specialist facilities for the teaching of Sheet materials, Welding, Automotive Studies and Woodwork. Qualified staff with industrial experience work in this area. In addition, students are able to access the Hamilton District Skills Centre and make use of the excellent facilities available.

DISCIPLINE

At Baimbridge College we aim to produce and maintain a positive, harmonious and cooperative learning environment where the full potential of each student is achieved. We have in place, a simple but comprehensive set of rules and consequences:

1. Every student has the right to learn. 2. Respect should be shown for the rights and property of others. 3. Consideration and respect should be shown to every member of the College

community. 4. Each member of the College has a right to feel safe. 5. All students have a responsibility to make the most of their educational opportunities.

A clearly defined set of consequences is set out for infringements, including warnings in the classroom, extra work after school, daily reporting, damage redress and parent interviews. Counselling through the Level Coordinators forms the basis for discussions with students.

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Staff also provide many opportunities for positive feedback, including; diary entries, Compass entries, verbal praise and public acknowledgment of student achievements. It is a system that provides clearly defined boundaries for students and promotes a harmonious atmosphere. The College has a prescribed uniform. The College policy is that the prescribed uniform is compulsory for all students.

ASSEMBLIES

Assemblies are held regularly throughout the school year in various formats. We hold special assemblies for School Captains, House Captains and Form Captains Student Leaders Investiture and Anzac Day. Level, Whole School, Junior/Senior and House assemblies are held throughout the year. Often these assemblies have a theme and are venues for acknowledging student achievement. Musical pieces from the various bands and choirs operating from the music centre are usually included.

BICYCLE ENCLOSURE

The bike enclosure is located on the east campus at the southern end of the staff car park. All students are required to leave their bikes in the fenced compound as it is locked during the day. Students are reminded that helmets must be worn while riding their bicycle. It is also advised that students do not bring expensive accessories to school since the school will do its best to provide secure surroundings but cannot accept responsibility for loss or damage.

BOOKSTORE

Stationery requirements can be ordered through our elected supplier – Slade’s Newsagency, Gray Street, Hamilton. The bookstore here at school holds small reserves of everyday items (exercise books, pens, pencils) for students to purchase if they run out during the year. We also hold a small supply of diaries although these too may be ordered with text/stationery.

BUSES

Enquiries about buses should be directed to the Bus Coordinator Mr David Gilchrist. Students other than regular bus travellers can obtain a temporary bus pass if a written note from home is produced outlining date of travel, name of student and bus on which travel is required.

CANTEEN

There is a canteen on the West campus staffed by a manageress and volunteer helpers. The canteen is open at morning recess and lunchtimes. Students can buy lunches, drinks and fruit, at very reasonable prices. We appreciate the efforts that volunteers make when they assist in the canteen. If interested in helping please contact the school.

CAREERS

The school has a Careers teacher and Careers Centre set aside in the Administration Block on the East Campus with a wide range of career information. The room is open at lunchtimes and class times so students can browse through information or talk to the Careers teacher. Student and parent appointments can also be made for individual interviews with the Careers teacher.

DIARY

All students are required to have a Baimbridge College diary. The diary contains a great deal of school information and allows students to record important dates, homework and assignment details. The diary is to be signed weekly by parents/guardians.

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FEES

As Baimbridge College is a government school, we are able to offer a wide comprehensive range of subjects. All students have the same opportunities and can achieve a comprehensive, solid education for a minimal cost. Voluntary Subject Contributions* for 2015 (fees for 2016 will be set in October)are: Year 11 & 12 $180 per annum *Subject Contributions are voluntary. In order to help the school maintain its facilities and provide equipment for your child, Baimbridge College encourages full payment of the Contributions.

LOCKERS

Each student has access to a personal locker for his or her books and belongings. A combination lock will be provided for each locker. A bond of $60 is payable at the beginning of Year 7. If the locker and lock that the student is using is left in good condition there will be no further payment required. If a student leaves in Year 7 leaving the locker and lock in good order they will receive a $50 refund, Year 8 a $40 refund, Year 9 a $30 refund, Year 10 a $20 refund, Year 11 $10 refund. If in any year the locker and lock is damaged the student will not receive the use of a locker until they pay the usual $60 bond. Baimbridge College supplies combination locks to students at a cost of $15, this fee is included on your booklist or able to be paid at the East General Office if locks are lost. No other locks are to be used.

LOST PROPERTY

All clothes and property belonging to students should be clearly labelled. Students are requested to enquire about any lost property at East or West Office either during lunch or recess, or before or after school.

MOBILE PHONES

Mobile phones are not to be brought to school. Students have access to telephones on both campuses, and messages from outside of school can be left with the General Office for delivery to students. If mobile phones are required before or after school they must be kept by their level coordinator and locked away. If a student is found with a mobile phone it will be confiscated until the end of term. Not Negotiable.

NEWSLETTER

The weekly newsletter is available for each family. It provides information on coming events at Baimbridge College. These are emailed to families, please let the office know if you want to use this facility by registering your email. Newsletters are also available on the College website.

SCHOOL OFFICE

East General office hours are from 8:30 am until 5:00 pm, West Office hours are 8.30am until 4.00pm. Payments are asked to be made prior to 4 pm please, all payments are to be made at the East General Office.

SICK BAY

A well-appointed sick bay facility is available to all students. If a student is ill he/she will be sent home so it is essential that the school is provided with at least one, or preferably two, emergency contact numbers of people who will be able to collect the student when you are not able to do so. Please advise your child’s Level Coordinator of any specific medical problems your child may experience and notify the school if the student’s medical situation changes.

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If students are seriously ill or injured, parents are contacted and, if necessary, an ambulance is called. Parents are strongly advised to belong to an ambulance fund.

STUDENT BULLETIN

Information about the school day is included on a Student Bulletin which is read out to students at form assembly and is pinned up on noticeboards around the school for students to read.

OUT OF UNIFORM

If a student is out of uniform he/she must obtain a uniform pass from the Level Coordinator prior to going to period one. A note of explanation from a parent/guardian must be given to the coordinator at that time or no later than the start of the next day.

UNIFORM – YEARS 5 –12

Images and price list of the uniforms are on our Website, uniform is supplied by The Accurate Clothing Company in Gray Street, Hamilton.

GIRLS

WINTER

Jumper: Plain Eton navy woollen crewe neck Skirt: Baimbridge College fabric. Below the knee length. Shirt: White button through, long sleeved cotton shirt. Tights: Dark Navy blue Socks: Navy blue above ankle length OR navy knee high (Red Robin) Trousers: Tailored Navy Buxwear. NO track suit pants Shoes: Black leather polishable, lace up or T-bar (no boots)

SUMMER

Dress: Baimbridge College Fabric sample 623 Blue and White check (Buxwear); OR Butterick Style B pattern 993 Socks: White: knee high OR above ankle Shoes: Black leather T-bar; OR black, leather lace-up Shirt: White button through cotton, short-sleeved; OR plain white polo

shirt, short-sleeved, No logos Shorts: Navy tailored Buxwear Hat: Navy bucket style, available from Baimbridge College Bookstore.

Compulsory Purchase or Navy straw hat with head band in school colours is also available for purchase.

Hair Ribbon: Navy, white or green (Baimbridge College Green)

BOYS

WINTER

Jumper: Plain Eton navy woollen crewe neck Shirt: White button through, long sleeved cotton shirt

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Trousers: Dark grey permanent press melange Socks: Grey, above ankle Shoes: Black leather polishable, lace up (no boots)

SUMMER

Shorts: Navy tailored, Midford brand preferred Shirt: White button-through cotton, short-sleeved Shoes: Black leather polishable, lace up (no boots) Socks: Long light blue walk socks Hat: Navy bucket style, available from Baimbridge College Bookstore.

Compulsory Purchase ADDITIONAL ITEMS

Baimbridge College Blazer: Optional purchase for Year 9 and above only. VCE (Year 12) Jumper: Optional purchase Please note: Baseball caps are not to be worn at school. Baimbridge College enforces the wearing of broad brimmed hats to protect students from the harmful effects of the sun, Students may purchase straw hats or bucket hats from the East Campus Bookstore. Hats must be worn in Terms 1 and 4. PHYICAL EDUCATION AND SPORTS UNIFORM

Red polo shirt Navy school tracksuit pants/jacket Dark navy shorts (sports mesh fabric) Optional Rugby Top: red and navy (optional)

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Dear Baimbridge College Parent/Guardian, I would like to ensure that we share a good understanding of some of the guidelines we use to create an effective educational environment for your children at Baimbridge College. A shared understanding of these points will help us in the education of Baimbridge College students. These guidelines and basic philosophies are supported by the parent, teacher and community members of the Baimbridge College School Council and form the framework within which we operate. I believe that the better informed you are about your child’s college the more effectively we can work together to help your son or daughter to make the best use of the opportunities that will be presented to them. I would like to begin with some basic rules that are in the student diary which many parents are often unaware of:

Mobile Telephones – are not considered necessary at school given the number of telephones and extensions within our College. Therefore they should not be brought to school. Students found with them will have them confiscated until the end of term and the student given two after school detentions. Those students who believe that they require their telephones before or after school should give them to Mr Hill, Miss Morgan or me when they arrive and collect them before going home.

Body Piercing – no visible body piercing is acceptable apart from a maximum of two studs or sleepers in the ears (no stretchers, spacers or bars). Students with eyebrow rings, tongue studs or other visible piercings will be sent home until they are removed. Parents should also familiarise themselves with the section in the student diary on jewellery.

Uniform – a clearly defined uniform for all students, outlined in the student diary, should be worn every day unless otherwise notified. Any student who is unable to wear their uniform on a set day must bring a note of explanation from a parent and present it to their year level coordinator before form assembly so that they can be given a uniform pass. The most common errors made by students in wearing the uniform is the use of a t-shirt under their shirt that is not white or is white with writing that is legible through their shirt. Those boys wishing to wear long trousers have the style of grey trouser made very clear in the uniform policy in the diary. No other trousers are acceptable. School shoes – parents should be careful to ensure that they do not purchase black sporting (gym) shoes instead of a school shoe with a heel. The sporting shoe may be marketed by some stores as appropriate but is not acceptable footwear at Baimbridge College.

Sunsmart Policy: All students are required to wear a hat while outside during term one and term four. Baimbridge College hats are available from our front office on the east campus. Baseball caps are not considered suitable protection from the sun and are not an acceptable alternative to broad brimmed hats and are not be worn to school.

iPods and mp3 players are not to be used at school unless they are specifically required for a class, in which case they will be given to the teacher in question before classes in the morning.

Smoke Free Schools: Victorian Government schools are smoke free. Baimbridge College has worked on tobacco (drug) prevention education as part of a whole school approach to discipline, health and well being. It is included in a number of subjects including Health, HD and Science (classroom programs are most effective when they are part of a comprehensive strategy). Policies include a balance of discipline and counselling, ensuring the schools approach is consistent and balanced. Baimbridge College has followed the smoke free schools directive and recognises that regardless of a student’s smoking status, they can manage not to smoke at school. Some other items of interest that will be useful to parents and guardians are:

Compass: Baimbridge College has an online student management system that gives parents access to student information including timetables, teacher feedback and attendance. The parent logon details should not be shared with students, they will have

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their own individual logon details. Compass can be accessed from the link on the Baimbridge College website home page on any computer or mobile device.

Newsletter: we currently produce an online Newsletter for our College community every week and it is emailed on Thursdays. Parents should contact our office with their email address to ensure Newsletters are sent to them personally each week. A small number of paper newsletters are available from our office.

Absences: in the interest of ensuring that all our students are safe and their parents/guardians are aware of where they are at all times, we ask parents to provide us with a note explaining student absence as soon as possible. These notes are to be presented to the student’s form teacher in the morning, ideally, on the day they return to school. The school also accepts telephone calls and emails. Our online student management system will contact parents by SMS if their child is absent. Approval of a student absence by SMS can be done in response to the notification via the Compass portal.

Emergency Contacts: as part of the enrolment process you are required to provide names and telephone numbers in case we have an emergency that requires us to contact you or another adult of your choice. If you change any detail, whether it is address, telephone number or emergency contact person details, please let us know immediately. This is particularly important for those who rely on mobile telephones and change phones or numbers regularly.

First Aid: Baimbridge College has a first aid room with a number of staff with first aid qualifications. This enables us to provide care for children who injure themselves at school. If we judge a case to be serious or in the event of an emergency we will call an ambulance. We therefore recommend that you are an ambulance subscriber. We will always err on the side of caution. Our facility is not a sick bay designed to look after sick children for extended periods of time so we ask that sick children are not sent to school. We will ring up to have a child who is ill taken home. Children who require prescription medications should give them to an assistant principal or first aid supervisor to be stored safely and dispensed appropriately. Our school is not authorised to dispense pain killers such as disprin, neurofen or aspirin.

Permanent Lunch Passes: some families require their children to come home for lunch on a regular basis. After completing the appropriate form that is available from our assistant principals, a plastic disc is supplied to students who need this pass. It should be noted that these passes will not be given to students to go on errands or purchase lunch down the street. They are only for going home for lunch. Those children who need to leave the school grounds on the odd occasion should bring a note requesting this and give it to their year level coordinator in the morning. They will be given a temporary pass.

Canteen: School Council runs a canteen on the West Campus. The philosophy behind them is to provide good quality, healthy food to our students at a reasonable cost. The canteen relies heavily on parent assistance. Without parent volunteers the canteen cannot continue to operate. If you are able, please volunteer to help in our canteen as often as you can. Your children will be the beneficiaries of your help.

Finally, the capacity of any child to concentrate and participate in their schooling relies heavily on nutrition and rest. Getting plenty of sleep is very important for students to be able to concentrate as is the food that is eaten in the morning and during the day. Our College stopped selling lollies and soft drinks years ago and has improved the quality of the food that is sold in the canteen. I ask that all parents and guardians ensure that their son or daughter has a healthy breakfast each morning – cereal, toast, juice, and fruit. Sadly if we entrust the decisions about this most important of meals to children, their choices are often poor. I trust that this information will help you understand some of the guidelines we have in place for Baimbridge College students and helps us work together in the future. Yours faithfully Robert Vecchiet Principal Baimbridge College, Hamilton

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STUDENT REPORTS

Baimbridge College provides progress reports for students at the end of each term. At the end of term I a brief interim report is created that informs parents and students of the progress they are making at that stage of the year. At the end of terms II and III a more comprehensive end of semester report is created that informs parents of student progress. These reports are distributed to students at the end of term so that they can be taken home to parents. They provide information to the student and the parent. Reports that are not collected at the end of term are kept in our office on the east campus for later collection. I urge parents to ensure reports are collected at the end of each term so that they are aware of their child’s progress. It is disappointing if reports are left uncollected. On some occasions reports will be withheld while outstanding issues are resolved, examples in the past have included library books that have not been returned by students. Ample warning is always given and the withholding of a report is always a last resort.

DIGITAL RESPONSIBILITIES AND SAFETY Use Agreement for, internet and digital technologies Baimbridge College believes the teaching of cyber safe and responsible online behaviour is essential in the lives of students and is best taught in partnership between home and school. 21st century students spend increasing amounts of time online, learning and collaborating. To be safe online and to gain the greatest benefit from the opportunities provided through an online environment, students need to do the right thing by themselves and others online, particularly when no one is watching. Safe and responsible behaviour is explicitly taught at our school and parents/carers are requested to reinforce this behaviour at home. Some online activities are illegal and as such will be reported to police. Part A - School support for the safe and responsible use of digital technologies Baimbridge College uses internet and digital technologies as teaching and learning tools. We see the internet and digital technologies as valuable resources, but acknowledge they must be used responsibly. Your child has been asked to agree to use the, internet and mobile technologies responsibly at school. Parents/carers should be aware that the nature of the internet is such that full protection from inappropriate content can never be guaranteed. At Baimbridge College we:

have policies in place that outline the values of the school and expected behaviours when students use digital technology and the internet

provide a filtered internet service provide access to the Department of Education and Early Childhood Development’s search

engine Connect (www.education.vic.gov.au/primary

or www.education.vic.gov.au/secondary which can be used to direct students to websites that have been teacher recommended and reviewed

provide supervision and direction in online activities and when using digital technologies for learning

support students in developing digital literacy skills have a cybersafety program at the school which is reinforced across the school use mobile technologies for educational purposes (e.g. podcasts or photos from

excursions) provide support to parents/carers to understand this agreement (e.g. language support) provide support to parents/carers through information evenings and through the document

attached to this agreement for parent to keep at home

http://www.education.vic.gov.au/primary

http://www.education.vic.gov.au/secondary

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Part B - Student Agreement When I use digital technology I agree to:

be a safe, responsible and ethical user whenever and wherever I use it

support others by being respectful in how I communicate with them and never write or participate in online bullying (this includes forwarding messages and supporting others in harmful, inappropriate or hurtful online behaviour)

talk to a teacher if I feel uncomfortable or unsafe online or see others participating in unsafe, inappropriate or hurtful online behaviour

seek to understand the terms and conditions of websites and online communities and be aware that content I upload or post is my digital footprint

protect my privacy rights and those of other students by not giving out personal details including full names, telephone numbers, addresses and images

use the internet for educational purposes and use the equipment properly

use social networking sites for educational purposes and only as directed by teachers

abide by copyright procedures when using content on websites (ask permission to use images, text, audio and video and cite references where necessary)

think critically about other users’ intellectual property and how I use content posted on the internet.

not interfere with network security, the data of another user or attempt to log into the network with a user name or password of another student

not reveal my password to anyone except the system administrator or the teacher

not bring or download unauthorised programs, including games, to the school or run them on school computers

When I use my digital camera or other mobile device, as directed by a teacher, I agree to: protect the privacy of others and never post or forward private information about another

person using Short Message Service (SMS)

only take photos and record sound or video when it is part of an approved lesson

seek permission from individuals involved before taking photos, recording sound or videoing them (including teachers)

seek appropriate (written) permission from individuals involved before publishing or sending photos, recorded sound or video to anyone else or to any online space

be respectful in the photos I take or video I capture and never use these as a tool for bullying.

that I will follow the school’s guideline on the use of mobile phones.

This Acceptable Use Agreement also applies during school excursions, camps and extra-curricula activities. I acknowledge and agree to follow these rules. I understand that my access to the internet and mobile technology at school will be renegotiated if I do not act responsibly.

If you have any concerns about this agreement contact Baimbridge College Hamilton.

For further Support with online issues students can call Kids Helpline on 1800 551 800. Parents/carers call Parentline 132 289 or visit http://www.cybersmart.gov.au/report.aspx

Family Information – Advice to support the safe and responsible use of digital technologies at home

http://www.cybersmart.gov.au/report.aspx

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At school the internet is mostly used to support teaching and learning. At home, however, it is often used differently. Not only is it a study resource for students, but it is increasingly being used as a social space to meet and chat.

The term “space” is used here to describe a website that works like a community with live interaction and the capacity for your child to chat with others, personalise their space and share information. Each space has a purpose, audience and tool set including those around security and protection. The internet also provides access to websites with information, images videos for students to view. Not all content is presented as a space.

About the agreement:

In signing this agreement your child will be agreeing to behave in a certain way online and to take appropriate action when and as required. Elements of agreement are explained below. Please contact the school to clarify or receive additional information.

Be a safe, responsible and ethical user whenever and wherever I use it.

The school’s Student Engagement/Wellbeing Policy outlines the values of the school and expected behaviours when students use the internet and digital technologies at school. Some portable technologies provided by the Department of Education and Early Childhood Development are available in students’ homes.

Support others by being respectful in how I communicate with them and never write or participate in online bullying (this includes forwarding messages and supporting others in harmful, inappropriate or hurtful online behaviour).

Being online can make students feel that they are anonymous and sometimes students may say things online that they would never say to someone’s face. The web space or online chat environment that they use in leisure time might also have explicit language and they may feel they have to be part of it. Bullying online can take a number of forms from repeated messages to exclusion from social spaces. Students who forward on messages or participate in the exclusion may not see themselves as bullying. These actions also contribute to the hurt and distress of others.

Talk to a teacher if I feel uncomfortable or unsafe online or see others participating in unsafe, inappropriate or hurtful online behaviour.

Incidents online often go unreported. Students have reported their reasons as embarrassment, a belief that online issues are theirs to solve as adults don’t understand, a feeling that reporting it will make it worse and the most common reason given is a fear that they will lose access to their technology.

Students are advised to report an incident if:

they feel that the welfare of other students at the school is being threatened

they come across sites which are not suitable for their school

someone writes something they don’t like, or makes them and their friends feel uncomfortable or asks them to provide information that they know is private

they accidentally do something which is against the rules and responsibilities they have agreed to.

Seek to understand the terms and conditions of websites and online communities and be aware that content I upload or post is my digital footprint.

Many websites/spaces have conditions of use, such as ownership of the content and the age of participants. For example: Children under 13 years of age are not permitted access to Facebook. When posting information online - A good rule is “Don’t post what you wouldn’t want your Grandparent, Principal, or future boss to read.”

Protect my privacy rights and those of other students by not giving out personal details including full names, telephone numbers, addresses and images.

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Students like to publish information about themselves and their friends in spaces like MySpace, Facebook and blogs. This can put them at risk of being approached, groomed or bullied online. To avoid this we recommend they:

don’t use their own name, but develop an online name and use avatars

don’t share personal details, including images of themselves or their friends online

password protect any spaces or accounts they have

don’t allow anyone they don’t know to join their chat or collaborative space

are reminded that any image or comment they put on the internet is now public (anyone can see, change or use it) so no full names should appear in reference to individuals in any image, movie or sound recording

ALWAYS make the space private so that they can control who sees their space and can communicate with them

understand the terms and conditions of any website or online community that they might join.

Teachers will outline expected processes with students in these spaces however, it is still important to think before you post to any online space.

Use the internet at school for educational purposes and use the equipment properly

It is important to realise that there is a time for fun and a time for work even on the internet. Students may often see the internet as ‘free’ however even just looking at a page on the internet incurs a download cost. By taking care with the equipment, and thinking carefully about printing and downloading from the internet students can save time, money and the environment. Staying on task will reduce the risk of inappropriate access and teach students strategies to use the internet or mobile technologies for their learning.

If your child is spending hours online ‘doing their homework,’ it may be that they are multitasking in many other applications, some of it study related and other interaction may be social.

Use social networking sites for educational purposes and only as directed by teachers.

Web 2.0 tools and social networking spaces allow students to be contributors to the web and to work collaboratively online with other students. Creating or contributing to blogs, wikis, digital stories and podcasts can all be legitimate educational activities which allow students to publish, share and inform others and be active contributors to the web. It is important for students to understand that working in a collaborative space as part of a learning task, has a very different purpose to using a social networking space to link up with friends in their own time.

Abide by copyright procedures when using content on websites (ask permission to use images, text, audio and video and cite references where necessary).

Music, information, images and games on the internet are owned by someone. The term copyright is a legal one and there are laws to enforce it. Not only is breaking copyright morally, ethically and legally wrong, it can introduce potential risks. By downloading a ‘freebie’ you can risk bringing a virus or spyware to the computer or system. These can destroy a computer system or provide hackers with details such as passwords and bank accounts. Peer to peer sharing software like Limewire and Bit-torrent can sometimes share music and files illegally, and make computers vulnerable.

Think critically about other users’ intellectual property and how I use content posted on the internet, not simply copy and paste information from websites.

Not everything on the internet is true, accurate or unbiased. The school is working to teach digital literacy skills, which enable students to locate, evaluate, and use information effectively on the internet. It is important that your child respects the Intellectual Property of

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people who contribute resources online. Students should use their own thoughts and language to express what they have learnt, and avoid simply copying and pasting information from the internet.

Not interfere with network security, the data of another user or attempt to log into the network with a user name or password of another student.

Not reveal my password to anyone except the system administrator or classroom teachers.

Not bring or download programs without permission, including games, to the school or run them on school computers.

Not deliberately enter or remain in any site that has obscene language or offensive content (e.g. racist material or violent images).

In school settings, internet service providers set up filters to block out a lot of inappropriate content, but these filters are not always foolproof. Students who deliberately seek out inappropriate content or use technologies which bypass filters, will have their internet access reviewed and their parent/carers will be immediately informed.

Computer facilities are for the use of all students so due care should be taken at all times when using these resources. Students are responsible for everything done using their accounts, and everything in their home directories. To this end, students need to keep their password secret and not gain access to other students’ login details. The school connects all of the computers through a network. The introduction of unknown games or files could introduce viruses, etc and these put all school equipment and student work at risk.

When using a digital device such as a camera I will:

Only take photos and record sound or video when it is part of a class or lesson.

Seek permission from individuals involved before taking photos, recording sound or videoing them (including teachers).

Seek appropriate (written) permission from individuals involved before publishing or sending photos, recorded sound or video to anyone else or to any online space.

Be respectful in the photos I take or video I capture and never use these as a tool for bullying.

Digital devices are a seamless part of our lives. The school allows the use of these digital technologies as a tool to enhance the capacity for learning in a classroom.

The recording of images and sounds can breach students’ rights under the Privacy Act. Sometimes students are reluctant to tell their peers that they don’t want their image or voice recorded. The Privacy Act says that the posting and sharing of information online or in any other way requires consent.

This consent must be fully informed, freely given, current and specific in how the information will be presented and who it will be presented to. Schools are required to obtain signed authority for any work, images or information posted online. All citizens need to respect the rights of others to privacy and students are no exception.

Key Discussion Questions for parents to ask

At home we recommend you make some time to find out how your child is using the internet. Make some time to sit with them online and ask questions such as:

What is it that is so enjoyable about the site or space you are using? What is the purpose of the site or space?

How does it work? How do you set it up? What are the conditions of use?

Who is else is sharing this space? Do you know them or did you ‘meet’ them online? How can you control who is in your space?

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Can you see any risks or dangers in the activity? What would you say to warn/inform a younger child?

What are you doing to protect yourself or your friends from these potential dangers?

When would you tell an adult about an incident that has happened online? Who would you tell?

When wouldn’t you tell and why not? Research shows that students are reluctant to report issues and put at risk their internet/phone access.

Encourage your child to set their space to ‘private’ if they use a social networking site like Facebook (they are then in control of who can contact them and access their information).

Ensure that all internet activities occur in a shared place– not your child’s bedroom. Negotiate appropriate times for online activities and use of mobile phones. Consider the use of “safe search filters” freely available as settings on Google, Bing etc

Scenarios for teacher/parent/guardian/student discussion:

What can you do?

You found the car picture you were searching for, but it includes a naked woman!

Someone keeps messaging nasty and upsetting comments about you and your friends on your mobile phone.

A person you met online asks you to give them your full name, phone number and suggests you meet. Is it different if they have been your “friend” for a long time?

You are sent a message which has been forwarded by someone else. It has embarrassing comments/image about someone you know.

A game online will only let you play it if you give your name, address, date of birth, etc.

An online community asks you to sign up and allow the space to “Connect you to all your friends” It wants your email address and password to do this. It needs access to your address book.

In an online space/chat someone suggests you all exclude /block a classmate.

Your friend took a video of you and your friends ‘mucking around’ and posted it on a video hosting service like YouTube.

You told your parent/guardian that you are doing homework for hours every night on the computer.

Your friend has an online profile published (not set to private). You can see their personal details and photos. Other people you know are in the photos.

A friend tells you about a great site where there is ‘free’ music or a game to download.

For further support with online issues students can call Kids Helpline on 1800 551 800. Parents/carers can call Parentline 132 289 or visit http://www.cybersmart.gov.au/report.aspx

http://www.cybersmart.gov.au/report.aspx

Documents

Baimbridge College · 2018. 10. 8. · Baimbridge College . 2016 VCE / VCAL / VET Information Booklet . Your comprehensive guide to VCE/VCAL/VET at Baimbridge College _____