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WARRAGUL REGIONAL COLLEGE Community | Achievement | Respect | Effort

A Proud History, a Bright Future

www.wrc.vic.edu.au

2020 HANDBOOK

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VISION

Warragul Regional College will be the school of choice for our community because we will develop talents, nurture curiosity and empower individuals to follow their passion. To do this we will be more like a garden than a factory – we will nurture the learning experience suited to each student. We believe learning is growing.

The purpose of Warragul Regional College is to provide for active and creative engagement in learning within a safe, caring environment.

Through diverse curriculum we strive to develop personal skills and promote excellence. Our aim is to enable all students to effectively participate in a rapidly changing world.

At Warragul Regional College we value:

Community: We take care of each other

Achievement: We strive for excellence

Respect: We respect people and property

Effort: We work hard

We expect all members of our learning community to demonstrate these values every day.

The college is a leading school in this state in implementing a safe collaborative and inclusive environment with students having a strong sense of belonging, identity, self-worth and voice.

Underpinning this commitment is School-Wide Positive Behaviour Support (PBS) and membership of the Safe School’s Coalition. These initiatives promote health, wellbeing and social inclusion for every member of the Warragul Regional College community.

GENERAL INFORMATION Warragul Regional College's curriculum focuses on a framework of essential learning which enables students to meet the demands of a modern, globalised world. Students will gain experiences, skills and knowledge based around 8 key learning domains: English, Mathematics, Science, Humanities, The Arts, Health and Physical Education, Languages and Technology, as well as exploring their learning through their own personal and social development.

WARRAGUL REGIONAL COLLEGE ESSENTIAL LEARNINGS

Essential Learnings is a set of outcomes which the college believes all students should achieve in order to meet the demands of their future. It is the philosophy which underpins all learning and teaching in class and in extra-curricular activities.

Personal Attributes Standards of Achievement Qualities as Learners

Students will:

Engage critically in the world

Use cultural, social, scientific and technical skills

Communicate effectively in a variety of contexts

Demonstrate a positive work ethic

Respect and tolerate difference

Manage their physical, social and emotional health

Adapt to their environment and changing circumstances

Respect the right of others to learn, as well as property

When they leave students will have:

Achieved excellence and their personal best through active participation in the college program

Developed the general knowledge, numeracy, literacy, problem solving and technological skills that will allow them to function in the world outside the school

Progressed by improvement in their individual learning outcomes

Students will:

Know how they learn

Apply a broad range of learning tools

Value learning

Have a commitment to lifelong learning

Be motivated and independent

Be able to adapt to a variety of situations

Be able to make informed decisions

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VICTORIAN CURRICULUM Victorian Curriculum is the Foundation to Year 10 curriculum in Victoria that provides a single, coherent and comprehensive set of prescribed content and common achievement standards which schools use to plan student learning programs, assess student progress and report to parents. The Victorian Curriculum replaces much of the previous Australian Curriculum in Victoria incorporating Curriculum Foundation to Year 10 for English, Mathematics, Humanities, Science, Languages, The Arts, Technology, Health and Physical Education domains within the curriculum framework.

ASSESSMENT AND REPORTING Assessment will be communicated to parents via 6 progress reports and 2 semester summary reports a year. Ongoing feedback will be provided throughout each semester on individual assessment tasks via the school’s Compass Portal. The progress report is a snapshot of a student’s progress in an approximate 5 week period and allows students, teachers and parents to identify areas of strength and areas of concern. This then allows students to work on their weaknesses in an effort to improve and prevent unsatisfactory results in each unit. Progress reports are a snapshot of a student’s overall progress, not their academic results. Academic results will be communicated to you via the Learning Tasks Tab of each subject on the Compass Portal.

CAREER COUNSELLING The College has a well-equipped Careers Centre supported by experienced Careers Teachers. Students are encouraged to visit on a regular basis to discuss pathway options and utilise the resources. Term 3 has a focus on student pathways and students will explore their options with guidance from our Careers Teachers and their Care Group teachers. Career counselling is available by appointment only. Please contact the Career Centre on telephone number 5623 9900.

BELL TIMES

8:55 am Locker Bell

9:00 am Roll Call

9:10 am Period 1

10:12 am Period 2

11:07 am Recess

11:31 am Locker Bell

11:36 am Period 3

12:38 pm Period 4

1:35 pm Lunch

2:13 pm Locker Bell

2:18 pm Period 5

3:15 pm End of Day

HOME LEARNING Students in Years 8 to 12 should complete regular home study several times each week in addition to regular reading. It is important for students to develop routines that include chores, interest activities, reading, relaxation and home study. This supports them to develop good study skills and a routine for home learning in preparation for the requirements of senior schooling: Activities include:

• Set homework tasks • Completing work from classes • Revision to deepen learning, and to develop good study habits.

STUDENT SERVICES Student Services at Warragul Regional College is the term used to cover the coordination and/or facilitation of

a wide range of services provided for our students. The Student Services Team works alongside Learning

Teams to assist students and staff to achieve best possible outcomes. Our goals are to have all students

relaxed, focused and ready to learn. The Student Services Team consists of:

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Youth Counsellor (2)

Koori Engagement Support Officers

Integration Aides

Student Services Administrator

School Chaplain

School Nurse

Youth Pathways Counsellors

Doctors in Schools Program

INSTRUMENTAL MUSIC

In addition to the classroom music program students are given the opportunity to access the instrumental music program to further their musical skills and enjoyment of music. Instruction is provided by a number of specialist teachers. Students are also encouraged to join one of the college ensembles. It is an expectation that students catch up, and in fact, keep up to date with their class work in the subjects they miss whilst having their instrumental music lesson.

INTERSCHOOL SPORT Students have the opportunity to represent the college in a range of sports: including swimming, athletics, cross country, tennis, softball, cricket, football, soccer, badminton, netball, hockey, basketball and table tennis. Students participate at the District level and then, if successful, go on to West Gippsland, Gippsland or State

Finals. We also field a highly competitive chess team who can progress from Regional to State Titles.

LIBRARY SERVICES The Warragul Regional College Library Resource Centre is committed to:

Providing the best possible level of access to information in a range of formats to meet the educational and recreational needs of the school community

Supporting the school curriculum

Providing responsive and proactive customer service

Promoting an appreciation for and enjoyment of literature. The Library Resource Centre is open to all students before school from 8:15 am – 9:00 am for homework/research purposes, during recess, lunchtimes, and after school until 4:00 pm. The Library catalogue and electronic resources are accessible at any time from home via Compass. Library staff work closely with classroom teachers to identify student needs and to assist in making their individual learning experience as rewarding as possible. VCE students have access to the Senior Study room adjacent to the VCE Common Room during class time. This is the only silent study area available for their sole use in the school. It is equipped with wireless internet and additional power points for laptops.

PRINCIPAL AWARDS Achievement Award Presented to the top academic students at each year level

Endeavour Award Presented to students who received the highest results on their progress reports for

effort and self-management at each year level

Attendance Award Presented to top students in every year level for attendance

Community Award Students receiving a community award are nominated by the year level teams based on the following criteria:

• Leadership

• Contributions to the whole school community and beyond • Helping and thinking of others.

CLASSROOM BEHAVIOUR EXPECTATIONS

Students are expected to:

Settle down to work and produce a standard of work appropriate to their ability

Complete set tasks including homework

Follow directions the first time they are given

Speak politely to teachers, other students and parents

Behave and play in such a way that ensures the safety of everyone

Behave and play in a way that is sensitive to the rights and feelings of everyone

Return to class punctually following recess and lunch breaks

Treat their own, others’ and the school’s belongings with respect.

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SET HOMEWORK AND REVISION Homework and revision adds to classroom learning, fosters good study habits and provides an opportunity for students to be responsible for their own learning. Set homework and revision should include independent reading and study on a daily basis.

Students are strongly encouraged to maintain a Homework Planner and take this to all lessons during each school day, and then use it at home to help manage their homework commitments. Alternatively, they could record their homework via a diary on their mobile phone or computer.

Students will be provided with clear instructions by teachers regarding set homework tasks and dates for submission.

The College will provide every assistance to enable students to complete their set homework, including taking into account other important demands after school time.

If, at times, no set homework is given, students are expected to do relevant reading, revision and associated exercises. The College will support this through the extended home group meeting where students will be shown a range of techniques and tips to assist them in studying and revising.

Parents can expect that set homework and revision activities will be a regular part of the VCE program.

Students are expected to undertake regular revision and wider reading as part of their homework program.

Parents or guardians are encouraged to discuss set homework, revision and study with their VCE student on a regular basis.

For students to perform well at VCE, 15 – 25 hours of homework is required each week.

OUT OF CLASS ACTIVITIES Students have the opportunity to develop leadership skills and participate in and assist in organising a number of out of class activities. Some of these activities include:

School Production

Camps –Tours

Interschool Sports – Tennis, Volleyball, Softball/Baseball, Cricket, Football, Soccer, Badminton, Netball, Basketball, Hockey, Table Tennis

Coaching junior sporting teams or umpiring.

Staff vs. student sports matches.

Competitions – Maths, English, Plain English Speaking, Lions Youth of the Year, Computer, Drama.

Formal for Year 10

Presentation (Debutante) Ball for Year 11

The Year 12 Valedictory dinner

STUDENT REPRESENTATIVE COUNCIL (SRC) The SRC is the student body representative group. The SRC welcomes all students and performs a large range of duties from representing the College at official functions, providing impetus and feedback to the decision making of the College, fundraising, event support and liaising between staff, students and the College Council. The student leaders of the SRC will be selected in Year 11 by the College community, therefore the school leaders are from Year 12.

STUDENT CURRICULUM TEAM The Student Curriculum Team includes students from across the school who work together to examine learning at our school and make recommendations for improvement. The team research what other schools are doing and consider curriculum opportunities, gather input from students across the school and make recommendations for subject offerings. The team also examine the learning environment and consider changes that might positively influence learning at our school. The Student Curriculum Team is an influential group that allows students to have a genuine say in how the school operates and improve how it feels to come to school every day.

STUDENT CARS AT SCHOOL Students who have a licence to drive and wish to drive to and from school, must sign an agreement which outlines the expectations for their driving behaviour. This includes not transporting other students in their car. Student cars must be parked in the designated student car park.

WORK EXPERIENCE The Work Experience Program is available to students in Year 10 and all students are expected to participate. Students undergo a one week work placement, usually in May. Students are to manage the organisation of the placement for themselves as a rehearsal for job seeking and the program is coordinated by the college careers staff.

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CURRICULUM

Students have access to a full range of choices from years 8 – 12 with appropriate guidance and structure.

CARE GROUP CARE groups further emphasise our values of Community, Achievement, Respect and Effort. The CARE groups are an important part of our organisation and program.

With the increased options for students and the need to focus on learning skills, making good choices and future pathways, the CARE group teachers will take on an advisory role and focus on knowing and understanding their students’ interests and directions and helping them with the process of making good choices. They will also continue to focus on general wellbeing and on the skills required to be a good learner and a successful student.

2020 Course Selection

Years 8 - 10 students study English, Maths and Health and Physical Education all year (four periods per week).

Students in Years 8 – 10 also study Humanities and a Core Science choice for one semester (four periods per

week). Students take four additional Electives over the year. Each Elective is four periods per week for one

semester.

Electives are largely student choice, however, between the Years of 8 – 10 students must complete at least

each of the following within their electives:

Visual Art subject, Performing Arts subject, Design Technology subject, Digital Technology subject and

Language subject

2020 ELECTIVES Year 8, 9 & 10

Performing Art Electives Cross Curricular Art Electives

Acting for Media L1, L2 Adventures in Performance L1, L2

Instrumental Study L1, L2 Producing DJ’ing L1, L2

Song Writing and Composing L1, L2 Dance

Duke of Edinburgh $169 Explore Melbourne $60

Chess First Aid

Independent Choice

Year 10 only:

Peer SupportVET Certificates in a range of Industry Areas

Welcome to the Artist Studio L1, L2, L3

Photography L1, L2, L3 Objects of Desire

Drawing for Design L1, L2 Media Arts

Languages Electives Humanities Electives English Electives

Japanese Year 8 & 9 Indonesian year 8

Auslan Awesome Anime

Go Indonesia Reading Super Powers (Literacy elective

counts as a language semester for recommended students)

Criminal Justice Money & Me

Myths and Legends War Through the Ages

Natural Disasters Year 10 only: A Question of Rights Economics & Business History Geography Early Access VCE

Film as Text Creative Writing

Reading Super Powers Year 10 only: Literature English Language

Digital Technology Electives Maths

Computing L1 $25 Robotics $45

3D Printing $100 Computer Aided Design $30

Year 9 & 10 only: Computing L2 $25

Introduction to Methods Investigation Maths

Job Ready Year 10 only: Maths Method

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Design Technology Electives Science Health & PE Electives

Textiles – Independent choice $40 Costume making

Indigenous Food/Games & Craft $60 Food for Health $100 How Sweet It Is! $110

Food for Life $100 Fashion Hair and Beauty $35

Electronics $30 Year 8 only: Furniture making & sun catcher lead

lighting $60 Year 9: only Working with Metal L1 $30 Bike Power $30 Working with Wood $30 Year 9 & 10 only: Patisserie $90 Foods $100 World of Foods $100 Advanced Cake Decoration $100 Year 10 only: Working with metal L2 $30 Automotive studies $30 Furniture making $30 Advanced lead lighting $40

Agriculture Horticulture 100 Agriculture Horticulture 200

Zoology Environmental Science

Forensics $50 Medical Science $25 Project Physics $20

Year 10 only: Biology Psychology Colourful Chemistry General Science Physics in Motion Agriculture Horticulture 300

Year 8 & 9 only: AFL $30

Basketball $30 Netball $30 Soccer $30

Year 9 only: Outdoor Education $320

Year 10 only: Personal Fitness Human Development Youth Health Issues Outdoor Education $320 VCE Physical Education

Preparation

Prerequisites needed for subjects in Bold. Please refer to handbook for more information

Charges provided are indicative only and will be revised and confirmed by the College Council as soon as practicable

CORE SUBJECTS English Year 8: Students undertake English as a core subject at Year 8. They have the opportunity to access texts through a variety of platforms including short stories, novels, films, media articles and online sources. They will engage in creative, persuasive and analytical writing and develop drafting and editing skills. Students are encouraged to present their work in a range of multimodal formats and collaborate with their peers. Oral presentations also provide students with further opportunities to display their skills and share their knowledge through discussion and interaction with others. Year 8 students also participate in the Reader’s Notebook 2 program that aims to foster key reading strategies and promotes reading enjoyment through an independent choice of texts.

Year 9: Students undertake English as a core subject at Year 9 and continue to build on the skills developed in previous years. The Reader’s Choice Matrix component of the course provides access to a broad range of texts and develops a further interest in, and appreciation of, a variety of genres. Students are assessed on key skills including creative, analytical and comparative writing as well as their ability to prepare and deliver oral presentations. Year 9 students are also encouraged to participate in debating competitions and enjoy performances from local theatre companies to support their understanding of class texts.

Year 10: Year 10 English aims to develop students’ ability to speak, listen, view and write with enjoyment, purpose and confidence in a wide range of situations. Students will use a variety of texts and online sources to examine themes and issues and develop a range of strategies to plan, compose, revise and edit their work. Students will build their knowledge of the ways in which language varies according to purpose and audience, and extend their capacity to apply this knowledge in different contexts. They will learn to write accurately and fluently in a variety of forms, applying the conventions of written English.

Mathematics Year 8: Students will review operations with whole numbers, ratios, fractions and decimals, present and interpret statistical data, use patterns and relationships to solve and manipulate algebraic expressions, solve a variety of tasks, calculate quantities such as: length, perimeter, area, volume and angles and draw and interpret two and three dimensional shapes, graphs, maps and coordinates. Students use a variety of ICT and text book based activities, as well as working in groups to solve problems.

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Year 9: Students studying Year 9 Mathematics will continue to improve their mathematical skills and knowledge. They will continue to develop their number skills as well as start to develop an appreciation of the more abstract mathematical thinking required in later years. Through a range of learning activities, students will develop their mathematical reasoning, and use this to solve many varied problems so that they can use maths to deal confidently and competently with daily life, employment and further studies. In studying Mathematics in Year 9, students will continue to develop their skills at accurately interpreting and communicating logical ideas, allowing each student to use maths for their own personal interest.

Year 10: Students will do either with teacher recommendation: Foundation Maths: This is a modified course that reinforces basic skills. If you struggle with mathematics and

want the opportunity to improve your skills, this is the subject for you.

General Maths: This course is designed for the students who have a good working knowledge of

mathematical skills.

Science (Students must choose 1 of the Science options listed below. Those who are interested in

pursuing Science, may choose more than 1).

Science 1: Students will further develop and consolidate skills and scientific thought through experimentation

and data analysis. Students will develop an understanding of how the sun and the moon cause phenomena such as seasons, eclipses and moon phases. Students will be able to identify and classify different rock types and how they are formed over time. Students will be able to identify the finite nature of these resources.

Science 2: Students will demonstrate understanding of elements, compounds and mixtures using the particle

model. They will be able to identify chemical change as new substances being produced. Students will understand the basic structure and function of cells and the role they play in body systems. Students will be able to use the design process to construct an energy efficient rocket and demonstrate an understanding of the energy changes involved. They will be able to use ray boxes to demonstrate the properties of light.

Science 3 Prerequisites: Satisfactory completion of Science 2

Students will learn about the nervous system, chemical reactions, electricity and ecosystems. Students will examine the structure of the brain and how it controls your body. They will mix chemicals to learn about what happens during a chemical reaction and the different types of reactions. Develop skills in drawing and designing circuits to make light bulbs glow. Students will also explore how nature maintains its balance and the impact you have on the world.

Health and Physical Education Health and Physical Education encompasses the interrelated disciplines of Physical Education, Sport Education and Health. Students will participate in an extensive variety of sports and activities. The program facilitates the development of physical skills, leadership, cooperation and teamwork. The Physical Education curriculum provides students with the knowledge and skills to lead active lives. Students will also explore the major health issues facing youth, including but not limited to alcohol and drug education, mental health, sexual health, relationships and health services. (Please note that the Year 10 semester two unit will incur a fee to cover the costs)

Humanities Year 8: All students must undertake Core 8 Humanities in either first or second semester. Humanities encompasses many different subject areas that help us to understand the world we live in. Students will gain an understanding in different areas of Humanities including history, geography, economics, politics and law. Students will develop critical thinking skills that will invite them to question the world around them and add their voice to current issues. Areas explored will include Medieval History and Vikings through to expansions across the Pacific, the nature of national change, water in Australia and around the World and business entrepreneurship.

Year 9: All students must undertake Core 9 Humanities in either first or second semester. Humanities encompasses many different subject areas that help us to understand the world we live in. Students will gain an understanding in different areas of Humanities including history, geography, economics, politics and law. Students will develop critical thinking skills that will invite them to question the world around them and add their voice to current issues. Areas explored will include the Industrial Revolution and European Expansion, Australian Colonisation and World War I, government and democracy, the economy, geographies of interconnection and biomes and food security.

Year 10: All students must select a senior elective. Options are: A Question of Rights, Economics and Business, History, and Geography. If students have already successfully completed a senior elective, they may apply to undertake early access VCE in the same learning area.

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YEAR 8, 9 & 10 ELECTIVES

ELECTIVES ENGLISH

FILM AS TEXT Films mirror the fears and hopes of the cultures that produce them, from encounters with alien life forms, what the end of the world might look like to magic and imagining the past. Films allow us to ask “what if this were true?” and experience the effects that follow. This subject investigates what techniques directors use to achieve this, what were the social trends at the time that contributed to creation of this film and what messages we can take away from these films.

Potential forms of your project might take: A documentary or drama written or filmed on a current social fear or hope that is currently trending. This could take the form of a voice over, a series of interviews, a drama and could include the use of music, cut scenes from other works, scripts with added directorial input for a film.

CREATIVE WRITING Stories, comics, graphic novels, poetry and screenplays: There is no limit to where your imagination can take you. Explore the components of creative writing such as the creation of characters, building tension, tightening narrative structure, developing dynamic descriptions and writing witty dialogue. There will be a lot of flexibility as you develop your writing portfolio so you will also be able to work on any projects you have already begun. Learn how to develop ideas, workshop and edit effectively, and develop authentic audiences for your work.

READING SUPER POWERS This elective is recommended for students who’s reading comprehension is below the expected year level. It is specifically designed to develop reading comprehension skills in an atmosphere of positive support. Each student is assessed to identify their reading comprehension abilities and texts are subsequently selected for their personal next level of reading development. Students will develop and practice a range of strategies which will increase their comprehension of fiction and non-fiction texts. Students will learn to make text connections between themselves and the text, the text and the world, as well as identify similarities between different texts. Reading comprehension increases when readers are able to make connections with the text. Students will investigate comics and learn about the purpose and impact of colour and shot times,to help understand visual texts, resulting in increased understanding and enjoyment when reading. Reading Super Powers is designed to increase confidence and comprehension in reading which will broaden opportunities and subject options which have a literacy load in later years. Most importantly, Reading Super Powers develops skills that increase reading pleasure.

LITERATURE In Literature we place a special emphasis on how and why text is created by writers, including an appreciation of the historical and political circumstances within which a text is created. We work with language to explore how literary techniques and word choice are used to enhance a message. At Year 10 we aim to develop a student’s confidence in interpreting a text and putting these thoughts into their own words. We also explore the views and values present in text and the author’s perspectives. Year 10 Literature students experience a wide variety of texts; poetry, short stories and novels.

ENGLISH LANGUAGE English Language explores the ways in which language is used by individuals and groups and reflects our thinking and values. Learning about language helps us to understand ourselves, the groups with which we identify and the society we inhabit. English Language builds on students’ previous learning about the conventions and codes used by speakers and writers of English. Informed by the discipline of linguistics, it provides students with metalinguistic tools to understand and analyse language use, variation and change.

ELECTIVES HEALTH & PHYSICAL EDUCATION

AFL ($30) AFL will focus on the development of key AFL skills including kicking, handballing, goal kicking, bouncing and marking. Students will implement these skills in a number of small-sided games, as well as full sided AFL matches. Students will also focus on the development of strength and conditioning, with students participating in a simulation “draft combine”.

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BASKETBALL ($30) In this basketball unit students will focus on all aspects of basketball (on and off the court) including but not limited to skill development, fitness and conditioning, match play, small sided games, injury prevention, refereeing, coaching, history of basketball and nutrition in sport.

NETBALL ($30) Netball will focus on all aspects of netball including on and off the court development. The unit will incorporate skill activities, teamwork, game tactics and match play. Students will investigate fitness components, health benefits and training programs associated with netball.

SOCCER ($30) In this soccer unit, students will focus on all aspects of soccer (indoor(futsal) and outdoor) including but not limited to skill development, fitness and conditioning, match play, small sided games, training methods, injury prevention, refereeing, coaching, history of soccer and nutrition in sport.

OUTDOOR EDUCATION – YEAR 9 ($320) In this unit, students will take part in a number of team building activities and learn what it takes to plan and develop an overnight camp and having fun whilst venturing into the outdoors.

OUTDOOR EDUCATION – YEAR 10 ($320) In this unit students develop an understanding of the outdoor environment, outdoor adventure activities, safety and environmental impact. Students actively prepare for and participate in a range of outdoor adventure activities and understand the risk management of these activities.

PERSONAL FITNESS (Year 10) Personal Fitness will focus on personal fitness training.

HUMAN DEVELOPMENT (Year 10) This unit introduces students to the physical, social, emotional and intellectual development of humans from prenatal to youth. A study of the nutritional requirements at each stage is also covered. Students will investigate parenting as adolescents and they will have the opportunity to care for a ‘computer baby’ to simulate the roles and responsibilities of parents.

YOUTH HEALTH ISSUES (Year 10) In this unit students will focus on and research the major health issues that affect young people. They will explore our health care system and the many ways that youth can access healthcare and promotional strategies to improve their physical, social and mental health.

VCE PHYSICAL EDUCATION PREPARATION (Year 10) The intention of this subject is to prepare students with the pre-requisite skills and knowledge related to the VCE Physical Education, This subject would enable students to start Unit 1 with the required knowledge/skills as well as the motivation to successfully transition from Year 10 to VCE Physical Education.

ELECTIVES PERFORMING ARTS

ACTING FOR MEDIA o LEVEL 1: Students of all levels get an opportunity to act, direct and write their own production for an

electronic media project (e.g.: film, tv, YouTube, Channel/vlog, music video). Includes script writing, online media development, editing.

o LEVEL 2: In this subject we will be looking at the evolution of acting within the context of the moving image, by reflecting on film history from the earliest silent movies through to modern day acting for contemporary media. Students will have the opportunity to explore the various techniques of performing in front of a camera, including how the camera itself can impact the interpretation of an actor’s performance. Various production roles will continue to be explored, with opportunities for practical experiences through excursions to places such as the Australian Centre for the Moving Image. These opportunities will provide students with experience to a wide variety of industry standard technology. The students will provide an ongoing journal in the form of a documentary using a format of the students’ choice.

ADVENTURES IN PERFORMANCE o LEVEL 1: Students choose an area of interest within the performing arts and in consultation with the

teacher, develop a skills or knowledge based project. For example, hair and make up for performing arts, eg: Theatre, TV/Film, Dance, dance project, theatre style exploration, eg: musical, stand up comedy, 20th century, set design, costume design and one act play: direction, acting, producing.

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o LEVEL 2: In this subject we will be looking at the evolution of theatre by reflecting on performance history from the earliest styles to modern day contemporary styles. As well as acting, further practical opportunities will be given to roles in theatre making. This will be facilitated through excursions and incursions in collaboration with the West Gippsland Arts Centre and the Warragul Theatre Company. Opportunities for dramatic game play to assist in the understanding of Drama techniques exist through investigation and workshops presented by the student themselves.

INSTRUMENTAL STUDY o LEVEL 1 - ENSEMBLES & BANDS: (You will be using musical instruments in a group and/or solo setting);

Learn to play an instrument, a piece of music, rehearsal techniques, musical equipment management, arrange music for an ensemble, record performances, prepare and play live performances, improve aural skills, learn basic music theory relating to an instrument. You will need the essential tools; Instrument, Computer, Ear plugs

o LEVEL 2 - SPECIALIST: (Use the knowledge gained from Instrument study, ensembles and bands level 1 to work on a project) Form a band, study the techniques of a specific style or musician, study in-depth music theory connected with your instrument or musical interest, practice for AMEB on your instrument, collaborate with other areas of the school on projects such as dance, theatre etc. You will need the essential tools; Instrument, Computer, Ear plugs

PRODUCING DJ’ING o LEVEL 1 – SOUND RECORDING, DJING, REMIXING & PRODUCTION: You will be using Audio

Engineering and Sound Production skills. Use Ableton to make a remix, Beatmap songs and compose original music, use a variety of music software, work with sound mixers, microphones and digital interfaces in a live sound environment (concerts, microphones, productions etc), You will need the essential tools; Headphones, Computer, Software, Audio library, Online course modules, USB Sound Cards and Sound Controllers

o LEVEL 2 – PRODUCING SPECIALIST: (Use the knowledge gained from Sound Recording, DJing, Remixing and Producing Level 1 to work on a project) Delve further into the techniques of software such as Ableton, Logic and Reaper, arrange and perform a DJ or live remix set, produce and record another musician or band, explore microphones, mixing desks and effects further. You will need the essential tools; Headphones, Computer, Software, Audio library, Online course modules, USB Sound Cards and Sound Controllers

SONG WRITING AND COMPOSING o LEVEL 1 – SONG-WRITING, VIDEO GAME & MOVIE SOUNDTRACKS: Compose original music;

research and collate ideas from your favourite songwriters and composers, experiment and manipulate sound using the elements of music, write lyrics and learn about melody, harmony and rhythm, work with MIDI, loops, samples and sound production, work with music for visual screen material (games and movies). You will need the essential tools; Headphones, Computer, Software, Audio Sample library, Online course modules.

o LEVEL 2 – SONGWRITING/COMPOSING SPECIALIST: Utilise the knowledge gained from Songwriting, Video game and Movie Soundtracks Level 1 to work on a project; Eg. Write a musical, write and record an album or EP, create a soundtrack to a game or short film, or research and explore in depth songwriting/composing. You will need the essential tools; Headphones, Computer, Software, Audio Sample library, Online course modules.

DANCE This subject has students choreograph and perform dances to communicate ideas and intentions. Students learn, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the dance style and safe dance practice. Students identify and analyse the elements of dance, choreographic devices and production elements of dances in different styles and apply this knowledge to dances they make and perform. They evaluate how they and other dance practitioners from different cultures, times and locations, communicate ideas and intentions through dance.

ELECTIVES ARTS

WELCOME TO THE ARTIST STUDIO Students will learn new ways to express and create artwork using a range of different medium and styles. Students will investigate how to express and read artworks and the visual world around them. Using materials such as paint, pencil, watercolour, ink, clay, printmaking and many more, students will create abstract, realistic

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and mixed media artworks. This class will provide student will a wide range of activities and develop skills in a lot of different type of art mediums. Students will complete 2 CATS where they are given a particular topic/theme to interpret, but have the freedom to choose medium, size and follow their passion.

o LEVEL 1 - For students who have an interest in art but are unsure of what they are capable of yet.

o LEVEL 2 - For students who wish to extend their skills in the visual arts

o LEVEL 3: Prerequisites: Satisfactory completion of either Level 1 or Level 2 For students who have a passion for visual art and are looking for explore it further in VCE.

PHOTOGRAPHY Learn the basics of how to use a DSLR digital camera to create interesting and creative images. Be inspired by Australian and international photographers and learn how they use different techniques and explain stories. Students will learn the use of digital cameras, image manipulation and photographic editing software, as well as exploring different photography genres including portraiture, street photography and collage. Students learn the key rules of photography, including design and composition. They will study and analyse the images of others and produce images to be printed and displayed around the school. Students will also have the opportunity to enter some national and local photographic competitions.

Students will complete 2 CATS where they are given a particular topic/theme to interpret, but have the freedom to choose medium, size and follow their passion. o LEVEL 1 - For students who have an interest in photography but are unsure of how to use a DSLR

o LEVEL 2 - For students who wish to extend their skills create narrative in their images

o LEVEL 3 – Prerequisites: Satisfactory completion of either Level 1 or Level 2 For students who have a passion for photography and are looking for explore it further in VCE.

OBJECTS OF DESIRE Learn to create sculptures both decorative and functional. Learn a variety of techniques using traditional media, including clay, wood and paper. We will also explore using recycled materials to make a variety of imaginative pieces.

DRAWING FOR DESIGN Learn the basics of different types of drawing such as perspective, 2D and 3D and product design. You will learn how to use correct drawing equipment to create realistic looking images, and play with lots of different styles and techniques. You will also understand how to write and follow a design brief. Computer programs Abobe Photoshop and Illustrator will also be used to help students plan and design different products/artworks. o LEVEL 1 - For students who have an interest in art but are unsure of what they are capable of yet. o LEVEL 2 - For students who wish to extend their skills in the visual arts

MEDIA ARTS The Media Arts curriculum encompasses the fields of media, art and design. In Media Arts, students create visual representations that communicate, challenge and express their own and others’ ideas, as both artist and audience. They will have to opportunity to produce and analyse advertisement, radio and film. Students learn about the role of the artist and designer, their contribution to society, and the significance of the creative industries.

ELECTIVES HUMANITIES

CRIMINAL JUSTICE Millions of crime and detective shows and movies … are any of them right? Learn what the law says about teenagers in Australia. What are your rights? What are your obligations? Who can you turn to if you have a legal problem? And how can you change a law if it isn’t fair? Find out about the legal system, both criminal and civil, how laws are made in the first place, and how you can influence changes to them.

MONEY AND ME How do you make sure you have enough money to pay the bills, have some fun and be ready for the future? How do you apply for a loan to get your first car? Will you have to pay tax if you get an after-school job, and how do you make sure you don’t pay too much? What supports does the Government offer to people like you? Money and Me is the basic financial skills you’ll need to manage money in 21st Century Australia.

MYTHS AND LEGENDS Gods and heroes, angels and demons, giants and dwarfs, slenderman and chem trails, Homer and the Marvel Cinematic Universe. This unit looks at some of the weird and wonderful myths and legends (and the people who tell them), from ancient times right up to today, that humans have told themselves, how they’ve changed over time, why we tell them to ourselves, and how strangely relevant they are today.

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WAR THROUGH THE AGES From the 300 Spartans to the War on Terror, there have been so many wars that have shaped the World, and so many ideas about war (war is hell, it makes you a man, it’s a grand adventure, it is a necessary evil). This unit explores war from ancient times through to the Twentieth Century and now. It looks at how war has changed, what its cost has been to humanity and also how it has become an integral part of our current culture and economy, and asks what the role of war is in society today.

NATURAL DISASTERS Thousands of years ago Pompeii was destroyed by the eruption of Mount Vesuvius. Over 2000 years later are we any better at surviving when Nature goes bad? Earthquakes, volcanic eruptions, tsunamis, cyclones, floods, fires and droughts; is there anything we can do to stop them or can we only try and find better ways to simply survive? This unit will look at why they happen, famous disasters from the past right up until now, and look at what we can and should do for the future.

A QUESTION OF RIGHTS Prerequisites: Satisfactory completion of 9 Core Humanities or Criminal Justice [elective]

How have civil rights and responsibilities developed alongside changes in society? In this unit, students will undertake a detailed investigation of specific areas of the law to help them develop knowledge and understanding about contemporary issues in the law and their resolution. Students will understand legal principles and apply them to a contemporary issue. Key topics include Human Rights and the role of the United Nations, and a Bill of Rights for Australia.

ECONOMICS AND BUSINESS Prerequisites: Satisfactory completion of 9 Core Humanities or Money and Me [elective]

Do you want a career in commerce? In this elective, students will complete introductory units in Accounting, Business Management and Economics. In each unit, students will begin to develop business definitions and terminology, a key skill for all future VCE commerce electives.

The Accounting unit will see students begin to develop their understanding of the processes of gathering and recording financial records, keeping source documents, keeping cash journals, and meeting taxation obligations of individuals and businesses.

The Business management unit will introduce students to the study of environments in which businesses operate in Australia, how businesses contribute to the Australian economy, and the considerations needed to become a business owner. Student will also focus on the social responsibilities of operating a business in the 21st Century.

Economics will allow students to develop an understanding of the basic economic principles and concepts of a market based system, such as how goods and services are distributed and by whom, the principles of supply and demand, and sustainable economic growth. Students will also study key contributors to economic theory and thinking.

HISTORY Prerequisites: Satisfactory completion of 9 Core Humanities or Myths and Legends [elective]

How has Australia’s development as a nation been influenced by global events? In this unit, students will study the history of the modern world and Australia from 1918 to the present, with emphasis on Australia in its global context. The Twentieth Century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place in the Asia-Pacific region, and its global standing. The development of key historical skills such as analysis and the use of sources and perspectives and interpretations will also be a focus of this unit.

GEOGRAPHY Prerequisites: Satisfactory completion of 9 Core Humanities or Natural Disasters [elective]

Geography, as a discipline, integrates the natural sciences, social sciences and humanities to build a holistic understanding of the world. The concept of place develops students’ curiosity and wonder about the diversity of the World’s places, peoples, cultures and environments. Students examine why places have particular environmental and human characteristics, explore the similarities and differences between them, investigate their meanings and significance to people and examine how they are managed and changed.

ELECTIVES LANGUAGES

AUSLAN (SIGN LANGUAGE) This subject would provide a beginner’s introduction to Auslan so that students can more effectively communicate with Auslan speakers in the wider community. Auslan is a language like Chinese, French,

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English, Spanish, except instead of speaking, it is signed using facial expressions, hand and body language. Students would be taught using the Victorian Curriculum Auslan Second Language learner curriculum.

INDONESIA (Year 8) This elective is for those of you who want to further develop your language skills, building on to what you have learnt in Year 7. Your confidence in using Bahasa Indonesia in a functional way, will increase through participation in a range of activities across various everyday topics. Along with this, you will learn about Indonesian festivals and special occasions.

GO INDONESIA! The diverse culture of Indonesia is mind boggling! Maybe you’ve been to Bali, but there’s a whole lot more to Indonesia than what you’ve seen there. In this elective, you will have the opportunity to explore and develop understandings about the people, places and events that have shaped Indonesia, from the past to the present. Aspects of life such as Food, Famous Landmarks, The Arts, Celebrations and Recreation, are just some of the topics that could be explored.

JAPANESE o LEVEL 1: This elective is for those of you who want to further develop your language skills, building on to

what you have learnt in Year 7. Your confidence in using the Obento Workbook in a functional way in conjunction with Hiragana and Katakana, will increase through participation in a range of activities across various everyday topics. Along with this, you will learn about traditional Japanese Festivals.

o LEVEL 2: This elective is for those of you who want to further develop your language skills, building on to what you have learnt in Year 8. Reading and writing development in the hiragana, katakana and kanjil. Speaking and listening activities within travel, food and sports topics. If you are considering studying Japanese through to the senior years, this elective is the first stepping stone for you.

AWESOME ANIME Anime is a fascinating and engaging entry to a range of Japanese stories and cultural experiences. You will explore the technical and creative aspects of this Japanese storytelling form. By choosing this elective, you will have the opportunity to learn about the relationship of Anime to the Japanese culture, the history of Anime and the cultural influences surrounding each story. You will also get the opportunity to create your own anime!

READING SUPERPOWERS Refer English Electives

ELECTIVES DIGITAL TECHNOLOGY

ROBOTICS ($45) The activities in this subject are planned to provide students with opportunities to build and program their own robot. Students will learn to use the Problem Solving Methodology to create designs and develop robotics solutions that will address real world problems. Students will learn the basics of programming as well as the hardware components necessary to build robots. This subject will conclude with students creating a robotics project of their choice.

COMPUTING o LEVEL 1 ($25): Computing Level 1 will introduce students to the world of computers. Students will learn

how computers work with tasks aimed at computer hardware and software and include investigations in how data is transmitted and secured in wired, wireless and mobile networks. Students will have an opportunity to disassemble a computer and identify the basic hardware components that make a computer work. Students will gain an understanding of programming concepts and learn how to create games and projects using the Python programming language. The second part of this subject will allow students to choose an area of interest they wish to develop further as a passion project. Past projects have included; game making, website design, computer building, creating a network attached storage device, Arduino projects, lyric videos, YouTube video, Minecraft modification, short film and robotics.

o LEVEL 2 ($25): Computing Level 2 follows on from the knowledge gained in Computing level 1 or Robotics. This subject gives students an opportunity to develop their skills in programming, problem solving and software development. Students will learn new skills in programming, animation, 3D modelling, app and game design.

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3D PRINTING ($100) You will learn some 3D printing techniques and have opportunities to design and print items. You will follow the Technology Process to research and investigate ideas and possible projects. You will be able to use a variety of source materials to assist in programming your designs into 3D printer code. You will be able to use CAD programs to assist you to realise your chosen design.

COMPUTER AIDED DESIGN $30 Computer aided design (CAD) is about communicating ideas in a graphical manner using CAD software: TriCad and ProEngineer. Students will implement a design process to create designs for a specific purpose. Students will be given the opportunity to develop their own designs and also create the drawings for projects in other subjects.

ELECTIVES DESIGN & TECHNOLOGY

FURNITURE MAKING AND SUN CATCHER LEAD LIGHTING ($60) Students will have the opportunity to apply and use the skills they have learnt in year 7 to design, create and evaluate a small piece of furniture as well as an introduction to basic lead lighting/copper foiling. They will develop fine motor skills with hand tools as well being able to self-reflect on their own work. They will use their creativity to make a sun catcher from different types of glass and copper foil. Students who wish to extend themselves have the opportunity to make a 3D project and incorporate laser engraving. Applying the Design Process they will be able to define a design situation to create a solution for an end user.

TEXTILE - INDEPENDENT CHOICE ($40) Students who wish to continue with their journey into crafting can explore all the varied aspects of working with textiles. This is a supportive space to challenge yourself with crafts you have never tried before. You might want to make clothing items, textiles gifts, knit yourself a scarf (and matching beanie), explore the 3D world of dry felting, spin various fibres or cross-stitch a favourite photo. The ideas are endless. This subject helps you to find your textiles crafting niche and embed the basic techniques and skills.

COSTUME MAKING Only offered once every two years, to coincide with the College Production, this unit offers students who want to be involved in the back-stage life of the theatre. Students will be responsible for making and/or altering the costumes needed for the ensemble (and some main characters) listed in the show. Students will have the opportunity to provide input into the designs of costumes. For large runs of costumes, students will experience the piece production process used in industry when making high volumes of the same items. Students will learn the techniques required for surface decoration as it relates to the costumes for the show.

INDIGENOUS FOOD GAMES AND CRAFT ($60) Learn more about our Indigenous Australian culture through investigating traditional foods, games and crafts. Students will have the opportunity to adapt and prepare modern dishes to incorporate a range of bush foods and understand the health benefits of these foods. Investigate how to play a range of Indigenous games and experience a range of crafts such as basket weaving, painting and carry bags.

FOODS FOR HEALTH ($100) Further your knowledge about foods, their nutritional value and health implications for the future. Learn the interrelationships between many of the major dietary models. The Australian Dietary Guidelines will be one of the dietary models used as our focus of information and practical exercises. We will also explore the Healthy Eating Pyramid, 5 Food Groups and The Healthy Eating Guide (in its many specialised and generalised formats). We will look at some of the science behind cooking and how our ingredients function together in our practical work, as well as how individual nutrients help us to achieve our best health outcomes. Practical examples include pasties, stir-fry, vegetarian, burritos, soup, apple muffins and other topic related practical tasks. Students previous knowledge about food handling and safety will be revised and preparation techniques and skills will be further developed. Students will also be required to solve design problems related to food using the design process.

HOW SWEET IT IS! ($110) Explore, develop and implement a range of basic cake decorating techniques and skills. Use your knowledge and practical skills to produce and decorate food items such as cupcakes, chocolate cakes, fruit cakes and other specialist cakes. Designed for students who have a creative flare who would like to showcase their skills with the production of a decorated cake item of their choice using the design process. For the sweet tooth produce a range of “sweet foods” such as desserts and sweet treats used for an occasion such as an afternoon tea. Examples include biscuits and slice., want to produce food items/recipes that last more than a day or two? This part of the course will look at how to preserve foods in season so that they can be enjoyed all year round. Examples may include jams, chutneys, dried foods, sauces, pesto, and flavoured oils/vinegar.

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FOODS FOR LIFE ($100) Learn how to prepare age related menu items and why they are appropriate nutritionally to the stages of the life cycle. Your practical skills will be further developed through the use of a variety of recipes related to the topics covered. Topics include appropriate foods and recipes for babies, toddlers, children, adolescents and adults. Foods for various special occasions such as birthdays will also be part of the practical topics covered using the design process.

FASHION HAIR AND BEAUTY ($35) Designed for students with an interest in fashion, hair and/or beauty. This elective will enable students to explore their personal identity through experiencing a range of techniques for creating fashion, hairstyles and their own unique ‘look’. Students will have the opportunity to use Textiles skills to make a minimum of one fashion item or to upcycle old items to make them ‘on trend’. The Textiles part of this elective will also focus on planning a new wardrobe on a budget for a specific purpose, such as a holiday or a new job. Excursions to a range of shops (local stores, shopping centres, outlets, op shops) and fabric stores will be included to teach students how to work within a budget to get the ‘look’ that meets their various wardrobe needs. Students will be able to explore beauty and hair styling through practical activities, guest speakers and using digital technologies. They will look at a range of resources designed to explore the suitable colours for skin type, dressing for body shape, and how to accessorise.

ELECTRONICS ($30) Learn how to use electronic components, to make circuits that work. Learn how to control lights, sound and electric motors. Develop skills in soldering components together. Projects may include a cube or tower light display, a nerve tester or remote controlled vehicle.

WORKING WITH METAL o LEVEL 1 ($30): Students will design and construct products using metal. They will develop skills in cutting,

manipulating and joining steel. Students will learn how to join steel using an Oxy/ Acetylene torch. In the first term they will have a set product to make, when this is completed, students will have the opportunity to design and construct products to suit their own requirements.

o LEVEL 2 ($30): Students will design and construct products using steel, recycled auto parts and sheet metal. They will learn or further develop skills in cutting, manipulating and joining steel. Students will learn how to join steel using an electric arc and mig welders.

BIKE POWER ($30) Repair and Construction of Bicycles: During the first term of the semester students will learn how to dismantle a bike, carry out repairs and assemble the bike correctly. Investigate simple machine and motions that all combine together to make a bike work. Design and construct a pedal or push powered vehicle using mostly bicycle parts. In the past students have made tricycles, monocycles, sliders, tandem bikes, side cars and trailers for bikes.

WORKING WITH WOOD ($30) Build on your previous skills by learning more complex techniques such as using a wood turning lathe and other hand and power tools whilst also having the opportunity to incorporate the laser cutter into their project. The students will do a set project that they can put their personal touch to follow by a project they will design themselves. Applying the Design Process they will be able to define a design situation to create a solution for an end user.

PATISSERIE ($90) This unit helps prepare students for the skills required for VCE Food Studies. They will have the opportunity to specialise in an area of food preparation related to the skills of a Pastry Chef. It will allow students to develop their creativity with food presentation and plating. It will encourage students to be inventive with ingredients whilst understanding the necessary ratios, functions and proportions of ingredients to make a successful product. Topics include yeast cookery, pastry, confectionary and contemporary cakes and desserts.

ADVANCED LEAD LIGHTING ($40) Using the skills they have learnt in sun catcher making, students will be glass cutting and soldering to make an artistic lead lighting creation of your own design. They could potentially use the laser cutter to engrave something that will give it a personal touch and a bit of wow factor. Applying the Design Process they will be able to define the design situation to create a solution for an end user.

FOODS ($100) This course will introduce students to Menu Planning and the various courses that make up an elaborate meal. Students will become more aware of the Design Process and solve food related problems. Food Industry related issues are also addressed. Topics include food safety and hygiene, garnishes, knife skills, food presentation, meal planning, Dietary Guidelines, courses of the menu, yeast cookery, confectionary and gateaux.

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WORLD OF FOODS ($100) Students will explore the cuisine of the seven continents. We will explore traditional food styles and contemporary ingredients. By investigating rituals, celebrations, agriculture and climate, students will be able to gain an understanding of why particular cuisines have developed. There will be an opportunity to link immigration to the diversity that is our Australian food choices.

Once students have a comprehensive background of where our foods come from, they will be able to explore a specific country and study it in greater depth. This will not only include informational research, but also practical exercises involving ingredients and recipes from the country of their choice.

ADVANCED CAKE DECORATING ($100) Students may have completed the basic level of cake decoration (in How Sweet It Is!!). For those who want to explore further, this unit will include sugar-paste decorations such as flowers, characters and built environments. You can research spray dyes and painting on icing. You can look at printable icing sheets, cup-cake toppers and specialty bespoke work. We may even be able to play with sugar/toffee and chocolate decorations. We will upskill by practicing Lambeth work, flower modelling and 3D structures. You will design, produce and decorate your own cake after mastering the more advanced skills of this unit.

AUTOMOTIVE STUDIES ($30) Student will work in teams to dismantle and rebuild a ride-on mower. During this process students will learn how an engine works and develop skills in the safe work use of tools and equipment. Students will be required to design a colour scheme for their mower and paint it in preparation for a race off at the end of the semester.

FURNITURE MAKING ($30) Students will further develop their designing and woodworking skills as they construct a small piece of furniture to be used in their homes. They will use the Design Process to plan and evaluate their project. In planning and making their project, students will use more complex materials, tools and equipment, and learn to use them safely.

ELECTIVES SCIENCE

AGRICULTURE HORTICULTRE 100 Students will undertake practical and theoretical activities to develop their skills and knowledge in a variety of plant and animal enterprises, including, calf rearing, vegetable production (including soils and composting) and rearing chickens. Students will compare land and management methods in contemporary Australian food and fiber production with traditional Aboriginal systems and countries of Asia.

AGRICULTURE HORTICULTRE 200

Students will undertake practical and theoretical activities in small groups based on a small scale commercial plant/animal enterprise of their choice. Each group will be required to research, plan and care for their plants/animals for the duration of the Semester. Students will be introduced to aquaponics and hydroponics. Students will visit the WRC Farm where our cattle herd and sheep flock are located to assist with a variety of hands on tasks. Students will research and examine a range of emerging production technologies within the rural sector.

AGRICULTURE HORTICULTRE 300

Students will undertake practical and theoretical activities based around our College beef cattle herd and sheep flock located at the WRC Farm. Students will actively participate in all aspects of the management of these enterprise including livestock handling, animal health, pasture management, fencing and water supply/irrigation. Students will have the opportunity to prepare and show our College cattle at the Royal Melbourne Show Carcass Competition. Students will investigate how digital technologies could be used to enhance food production systems.

ENVIRONMENTAL SCIENCE Prerequisites: Satisfactory completion of Science 2

In this subject, students will learn and investigate more about the environment around them. Students will study the components of a variety of ecosystems, the relationships between the organisms within them and how energy and matter flows through the system. They will consider how environments can change over time and the impact that human activities can have on these environments. Students will explore the current issues that are facing the planet, and how these are studied, as well as possible scientific solutions towards a more sustainable future on Earth. Students will also examine how environmental issues are presented in the media, and the social, legal, environmental and ethical factors arising from human decisions and activities. Using problem solving skills, students will have the opportunity to further explore current and future environmental issues both locally, nationally and globally.

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FORENSICS $50 Prerequisites: Satisfactory completion of Science 2

In this unit, students will investigate the techniques and tools used in Forensic Science. This includes; finger printing, blood spatter analysis, blood type and DNA modelling. Students will use this understanding to conduct a hands on investigation into crime scenes and other areas of Forensics.

ZOOLOGY ($EXCURSION COST TBA) Prerequisites: Satisfactory completion of Science 2

This subject introduces students to the amazing animal world. Students will study the structure, physiology and organisation of a variety of different animal body systems. They will investigate the behavioural adaptations: individual and group behaviours of animals including feeding behaviours; communication; social and territorial behaviours. They will investigate the development and life cycles of animals, and the role of humans in the conservation of species. Students will investigate and evaluate the organisations and programs such as Zoos Victoria ‘Fighting Extinction’ that are involved in studying and protecting animal species; locally, nationally and globally.

PROJECT PHYSICS $20 Prerequisites: Satisfactory completion of Science 2

In this unit students will gain an understanding of the use of forces through project based practical applications. Gears, pendulums and toothpick bridges are just some of the experiments students use and investigate to explore the wonderful mechanical universe. Students will use this understanding to design and present a full scientific report for publication.

MEDICAL SCIENCE $25 Prerequisites: Satisfactory completion of Science 2

Students will take their understanding of the human body systems to investigate new and emerging areas of biotechnology and their potential impact on the human body. They will investigate how science contributes to disease prevention and the development of cures. Students will be able to explore careers and career pathways into Medical Science.

SCIENCE 3 Prerequisites: Satisfactory completion of Science 2 or Year 8 Science

Students will learn about the nervous system, chemical reactions, electricity and ecosystems. Students will examine the structure of the brain and how it controls your body. They will mix chemicals to learn about what happens during a chemical reaction and the different types of reactions. Develop skills in drawing and designing circuits to make light bulbs glow. Students will also explore how nature maintains its balance and the impact you have on the world.

BIOLOGY Prerequisites: Satisfactory completion of Science 3

In this subject, students will investigate the fascinating human body, and the factors that can affect its successful functioning. They will research a number of body systems, especially the immune system to discover how the body is able to protect itself from pathogens and disease.

Students will explores the structure and function of the DNA molecule, and the way in which the information in DNA is translated into the complex physical and chemical structure of a living organism. Students will investigate the ways in which DNA is shared and transferred from one generation to the next, and the impact of any changes to an individual or a population. They will discover the current and emerging genetic technologies that exist and consider the biological, social, legal and ethical impact that these can have on people’s lives. They will also investigate the role of the environment in changing and influencing the successful functioning of a species.

COLOURFUL CHEMISTRY Prerequisites: Satisfactory completion of Science 3

Colourful chemistry is an introduction to the exciting world of Chemistry. Students will gain an understanding of matter; how it is put together and how it can be arranged. Chemical reactions are the basis of this subject and students will investigate how to create, control and collide chemical compounds. Colourful chemistry will give students a solid grounding for VCE chemistry, and is therefore strongly recommended for any Year 10 student wishing to take this pathway.

PHYSICS IN MOTION Prerequisites: Satisfactory completion of Science 3

This unit introduces students to the fascinating subject of Physics. Physics attempts to explain how and why all the things around us move in the ways that they do. This includes everything from the atoms moving in our

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bodies, cars travelling on a road, and the stars travelling through the sky. Students considering VCE Physics are recommended to do this unit.

PSYCHOLOGY Prerequisites: Satisfactory completion of Science 3

This course enables students to explore a range of areas in Psychology, and provides students with an introduction into the human brain, mind and behaviour. Students begin by investigating why Psychology is considered a Science, the specifics of psychological research and the ethical and safety guidelines that apply to the study of psychology. Students will then delve deeper into different areas of psychology. This will provide them with an opportunity to learn more about the function of their own brain and mind, as well as the role and impact of psychology, research and psychological studies across the Australian population.

GENERAL SCIENCE Prerequisites: Satisfactory completion of Science 3

This unit will involve students investigating three very interesting branches of Science: Biology, Chemistry and Physics. There is a strong emphasis on practical activities and students will be able to demonstrate their understanding with a number of hands on activities. This unit is an option for students who wish to gain a good grounding in general science.

ELECTIVES MATHS

INTRODUCTION TO METHODS Students will be introduced to applied mathematics, including solving quadratic equations, graphing parabolas and investigating the use of logarithms. Students will build on the algebra and graphing skills learnt in year 8 and 9 to explore, evaluate and extend their critical thinking skills. This semester 2 unit will give students a good grounding for studying Maths Methods in Year 10 and 11.

INVESTIGATION MATHS This is an inquiry-based, project-orientated subject for students with a passion and interest in the study of mathematics. Curriculum is student-driven with the possibility of focusing only on areas of individual student interest. Students who choose this subject will need to have ideas about what they would like to learn, specific areas of interest in mathematics and be open to experiencing a class that runs in a non-traditional manner.

JOB READY In this semester 2 unit, students will look at various uses of maths skills for the real world, including; Maths and money - budgeting, pay slips and tax, Measurement - building, planning, measuring, designing. Statistics – analysing, data collection and data representation. Students will have the opportunity to pursue an investigation into maths in a chosen profession – such as hospitality or hairdressing – or investigate a particular branch of maths and its uses in the day to day world.

MATHS METHODS This is an advanced course designed for capable mathematicians. To succeed, you will need to have strong mathematical skills and a desire to succeed. Mathematical dimensions covered will be Number & Algebra; measurement & Geometry; and Statistics and Probability.

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ELECTIVES CROSS CURRICULAR

DUKE OF ED ($169 PROGRAM ENTRY ONLY) Students complete the internationally recognised Duke of Edinburgh Awards Program. The Duke of Ed program is about individual and team challenge and is designed to encourage young people to develop into mature and active citizens who positively contribute towards society. Students are supported to complete four components o Service - to develop and encourage a sense of community spirit and responsibility to others o Physical Recreation - to encourage participation in physical recreation and improvement in physical fitness

and performance o Skill - to encourage the development of personal interests and practical skills o Adventurous Journey - to encourage a spirit of adventure and discovery. Students work together to plan

two adventurous journeys. Throughout the program students reflect on their leadership capacity, identify areas for growth and ways to support and challenge each other. Students must be 14 years or above by the end of April 2020. Registration fee of $169 plus some camp costs (subsidised by State Govt. Funding). Additional financial assistance is available. Students can choose to continue to Silver and Gold Awards levels.

EXPLORE MELBOURNE ($60) You will choose an aspect of Melbourne to investigate and research. Experience the cultural diversity of Melbourne. Use public transport to explore physical cultural and sporting precincts and markets and develop a presentation. This subject involves 3 excursions to Melbourne where students design their own excursions and may involve students working in groups without constant teacher supervision. All students will need to have access to a mobile phone with data in order to safely participate in this experience.

CHESS Learn the fundamentals of the game, research the history of chess as well as developing critical thinking skills such as problem solving, decision making and lateral thinking. Engage in skill development such as; Developing a strong opening; Dominating the mid game; how to quickly close out a game. Plan a program for improving your skills and work towards representing Warragul Regional College at tournaments.

FIRST AID Students will complete a nationally recognised ‘Provide First Aid’ Certificate, which is a workplace standard and may assist students to gain employment. The course includes training students to manage practical first aid situations including CPR, bleeding, medical emergencies, fractures, burns, bites and stings. Students will receive a manual and first aid certificate from external provider National First Aid.

INDEPENDENT CHOICE Use online or other options to learn in your chosen interest or passion area. This option is for highly motivated and independent learners who can work independently and seek help. The time in class will be facilitated by a teacher but you will be completely in charge of your own learning. (Some Distance Education or online courses may attract an extra charge) Possible Options within Focus Area: o Creative Writing o Literature text study o History / Geography project o Politics o Psychology o Own Choice o Language study (French / German / Spanish)

PEER SUPPORT Peer Support is a Leadership program for Year 10 students, providing Year 10 students with the opportunity to develop skills to be independent, adaptable and well-organised leaders. During class time, Peer Support Leaders develop and reflect on their learning and Leadership skills and attributes, including self and social-awareness, and self and social management. They identify and reflect on personal strengths and areas for development, develop self-confidence, learn to understand diverse perspectives, communicate effectively, negotiate and resolve conflict, work collaboratively and make decisions. Peer Support Leaders spend up to 8 periods per term with a group of Year seven students leading modules including Resilience, Values, and Anti-bullying, based on the research of Peer Support Australia.

PLEASE NOTE: All charges listed are subject to change

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PATHWAYS (SENIOR SCHOOL)

“Pathway” is the word that is used to describe a student’s choice in education, training and employment. The

process of developing a pathway begins in Year 7 and is closely aligned with a student’s work in developing personal learning goals.

In the senior years, there are several pathways available to enable every student at Warragul Regional College to meet their personal needs.

Students at Warragul Regional College have the following opportunities to tailor a pathway to meet their career aspirations and future goals in life:

The Victorian Certificate of Education (VCE). This is the certificate that most senior students study, particularly those intending to attend university. Year 10 prepares students for VCE through the study of core subjects: English, Mathematics, Physical Education, Industry & Enterprise and Health and Lifestyle Education (HALE) as well as choices made for Science and Humanities electives and an additional 5 elective units. (refer page 24)

Pathway: University, TAFE, Apprenticeship, Traineeship, Employment.

The Victorian Certificate of Applied Learning (VCAL). This is a ‘hands on’ option for students who are more suited to applied learning. It is ideal for the student who is intending to seek an apprenticeship, traineeship or employment. This option is also available to Year 10 students who are seeking an early apprenticeship or traineeship.

Pathway: Apprenticeship, Traineeship, Employment.

A Vocational Education & Training in Schools (VETiS) program can be part of either VCE or VCAL. This Certificate is studied over 2 years. This is ideal for the student who is unsure of their future pathway and helps to keep options open. It also supports university students to access part time jobs as they will have a formal qualification. Students are encouraged to begin their VET program in Year 10 as there is a loss of class time at Year 12 if they start in Year 11.

Pathway: Apprenticeship, Traineeship, Employment.

A School Based Apprenticeship and Traineeship (SBAT). In this program time is spent at school working towards VCE or VCAL, in addition, students work and train at a Registered Training Organisation. This pathway is ideal if a student is certain that they want to do an apprenticeship but still want to stay at school and further their studies.

Pathway: Apprenticeship, Traineeship, Employment.

All Year 9 to 10 students will undergo an interview, where they discuss their selected courses and pathway options with a course advisor. Parents are requested to attend this interview with their student. Interviews are designed to get students thinking about their unit choices and pathway options. There is also a chance for students to ensure they will meet the requirements of their intended pathway.

Year 10 is an important year in which students may decide what units they are interested in and which units will help them to achieve their chosen pathway. Your Year 11 & 12 course should take into account future study and career prospects as well as personal interests. You are strongly advised to take a program of related units in VCE. Changes to courses after commencing VCE studies requires careful consideration and counselling.

CAREER COUNSELLING

The College has a well-equipped Careers Office supported by experienced Careers Teachers. Students are invited to visit on a regular basis to discuss pathway options and utilise the resources. This information is vital as many career pathways require pre-requisite studies.

The Victorian Tertiary Admissions Centre (VTAC), VTAC Prerequisites and TAFE guides are available from the Careers Centre. Students are advised to check the suitability of their unit choices for Tertiary/TAFE requirements. Details of VCE/VET/VCAL courses are included in this book.

Career counselling is available by appointment only. Please contact Sarah Taylor or Mark Paynter at the Career Office – phone 5623 9900 or email careers@wrc.vic.edu.au. For more information regarding the range of pathways contact 5623 9900

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VICTORIAN APPLIED LEARNING CERTIFICATE (VCAL) VCAL is available at Year 10 to 12 to improve students’ access to pathways into further education, training and employment. It is an alternate program, however, does not restrict access to VCE if studies in Year 10.

Victorian Applied Learning Certificate (VCAL) makes it possible for us to develop flexible learning programs that include existing accredited studies / modules leading to a formal qualification. Students who complete Foundation VCAL will receive a Certificate, as well as a Statement of Attainment for all training modules completed at TAFE institutes and other training providers, as well as units completed.

VCAL CURRICULUM STRUCTURE Per week Per week

English (Literacy) 4 periods Personal Development 3 periods

Maths (Numeracy) 4 periods VET / SBAT Course 5 periods ( 1 day a week)

Work Skills 3 periods Work Placement 5 periods (1 day a week)

VCAL includes a VETiS component please refer page 19 - 22

VCAL is not for students who want an easy option. Participation in this program requires a mature and independent attitude towards learning. Students are expected to work to the best of their ability and will not remain in the program if they cannot fulfil this requirement. They will be expected to organise a work placement and participate in a VET course or organise a School Based Apprenticeship or Traineeship. To be eligible for VCAL, students must have a GPA over 30, have excellent attendance and have paid the parent contribution fee $450 by Friday 22 November 2019.

For more information about Applied Learning and in particular the Victorian Applied Learning Certificate (VCAL) and VET Certificates, see further sections in the handbook.

NB* Students’ study Year 10 Maths in ability groupings

VOCATIONAL EDUCATION & TRAINING IN SCHOOLS (VETIS)

Warragul Regional College has a long tradition of providing varied pathway opportunities for students. VETiS is designed to expand opportunities and pathways for senior secondary students (Years 10-12), and improve educational outcomes in line with the Victorian Government's objective to increase the number of young people completing Year 12 or equivalent. VETiS also helps to address the skills and employment needs of industry in Victoria.

VCE VET PROGRAMS A key success of VETiS is the integration of vocational options within the traditionally academic studies at the senior secondary school level. VETiS programs allow Year 11 and Year 12 students to:

gain credit towards their ATAR score

gain familiarity on how workplaces operate which supports their transition to employment

obtain knowledge and confidence to support their transition to vocational and/or higher education

gain employability skills.

The VCE VET programs currently available, can be found on the VCAA’s website. These programs will be enrolled by the home school on the VASS system under certificate type VES.

Selected VCE VET programs have a study score component based on the designated Units 3 and 4 sequence of their program. For scored VCE VET programs, the study score is calculated using assessments of each student’s levels of performance. Judgments about students’ levels of performance are based on evidence from two sources:

school-assessed coursework – a set of coursework tasks set by the assessor

an examination set by the VCAA.

Recognition of VET and Further Education (FE) within the VCE and the VCAL means that students who complete all or part of a nationally recognised qualification may receive credit towards satisfactory completion of their VCE and/or VCAL.

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VICTORIAN CERTIFICATE OF APPLIED LEARNING INVOLVES A VETiS VCAL provides practical work-related experience, as well as literacy and numeracy skills, plus the opportunity to build personal skills that are important for life and work. Like the Victorian Certificate of Education (VCE), VCAL is an accredited secondary certificate.

For all certificate types, i.e. VES, NAP and VFE, a credit towards VCAL is awarded on successful completion of 90 nominal hours of accredited curriculum/nationally recognised training.

SCHOOL BASED APPRENTICESHIPS School-Based Apprenticeships (SBAs) provides students with an opportunity to undertake an apprenticeship while still at school.

SBAs in Victoria involve the student undertaking the VCE or VCAL as well as being employed part-time and trained. The student and the school have specific responsibilities within SBAs, however the training and assessment is the responsibility of the RTO.

STRUCTURED WORKPLACE LEARNING Structured Workplace Learning (SWL) involves on-the-job training where students are required to master a designated set of skills and competencies related to their VCE VET program/s. Programs which have a mandatory SWL component plus those which have a Highly Recommended reference, can be found on the VCAA website.

VETiS provides a vocationally oriented program of studies leading to a senior secondary certificate. VETiS programs are typically delivered through partnerships between schools, industry and Registered Training Organisations, and often include opportunities for students to participate in structured workplace learning.

VETiS programs are completed over one or two years and contribute to the completion of both the VCE and VCAL. Some VET subjects have scored assessments which mean they contribute directly to the ATAR score that VCE students gain on completion of Year 12. Students enrolled in VETiS may also combine study and employment through School Based Apprenticeships and Traineeships that allow students to do an apprenticeship or traineeship while they undertake their VCE or VCAL.

IS A VETIS COURSE RIGHT FOR ME? In deciding whether you should include a VETiS course in your study program, there are a number of questions you should consider.

The following are the RIGHT reasons for choosing to do a VETiS course:

The course is directly related to a career pathway I am strongly interested in

I am a VCAL student and therefore undertaking a VET subject is a requirement

The VET subject will contribute to my VCE/VCAL studies.

WHAT CRITERIA DO I NEED TO SATISFY IN ORDER TO BE SELECTED TO UNDERTAKE A VETIS COURSE? Students need to understand that successful completion of a VETiS course requires considerable commitment.

Students wishing to enrol in a VETiS course must satisfy the following requirements:

must have a achieved a GPA score of at least 30 on progress reports leading up to enrolment and maintained following enrolment in VETiS

must have an excellent attendance at school

must complete the required VETiS Expression of Interest Form and submit this to the Careers Office

must agree to pay the $450 Parental Contribution towards the VETiS fees

must complete payment to the College of any other outstanding fees from 2019.

NOTE:

The VETiS Parental Contribution fee must be paid by Friday 22nd November 2019.

Parents choosing to enter into a payment plan must contact the Office to discuss the arrangement.

Students who have previously undertaken a VETiS course but failed to complete the course will not be eligible to undertake further VETiS studies.

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WHAT OTHER CRITERIA DO I NEED TO MEET IF I AM SELECTED TO UNDERTAKE A VETIS COURSE? Once a student’s VETiS enrolment has been approved by the College, he/she will be required to:

sign an agreement between WRC, Parent/Guardian & Student that outlines the expectations of student behaviour & commitment

attend the course each Wednesday or Friday and maintain an excellent attendance record throughout the year

accept responsibility for organising travel arrangements for attendance an Registered Training Organisation (RTO) if required

complete the required OH & S training undertaken as part of the RTO course and wear any designated clothing (protective gear, footwear etc) and or purchase specific uniform/equipment items required by the RTO

report any absences to both the RTO and Warragul Regional College and provide a medical certificate for extended absences due to illness.

WHEN WILL I RECEIVE CONFIRMATION THAT I AM ELIGIBLE TO UNDERTAKE A VETIS COURSE? Students will be informed of their eligibility to undertake VETiS studies during the Course Selection Week (Monday 12 August – Friday 16 August 2019)

Note: The College reserves the right to withdraw a student’s enrolment from a VETiS course if his/her GPA falls below 30 and/or excellent attendance at school is not maintained during Term 3 and 4 in 2019.

VETIS ORIENTATION DAY An Orientation Day for first year VETiS students will be held on Wednesday 20 November 2019 at the

relevant RTO

Attendance on this Orientation day is mandatory and students must make their own travel arrangements to and from the training provider’s campus on the day. Specific information on the day will be distributed early Term 4.

Please contact the Careers staff with any queries on 5623 9900 or email careers@wrc.vic.edu.au.

WHAT WILL I DO IF I CHANGE MY MIND ABOUT A VETIS COURSE? If you change your mind about doing a VETiS course, you must notify the Careers staff and Year Level

Assistant immediately to organise changes to your school program prior to the deadlines outlined below.

Once the 2019 school year commences, there will be a THREE (3) week period during which you may withdraw from your VETiS course if you decide that the course is not what you anticipated. If you withdraw within that period, the College will not be charged for your course fees by the RTO and the Parental Contribution fee will be refunded.

NOTE: If you decide to withdraw from the course after the three week period, the College will be charged in full (approx $2000) for your course fees by the RTO. In that case, parents will not receive a refund of the $450 contribution fee and will be required to meet the additional cost of the course fees charged by the RTO.

If you opt out of VETiS, you will need to re-select at least 2 electives (Year 10 students) or units of study (Year 11&12 students) in order meet your Year Level course requirements. In such circumstances, there is no guarantee that your first preferences will be available.

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2020 VET COURSES TO BE OFFERED

VET Course

Provider and Location

Length (years)

Count towards VCE Credits

Count towards VCAL Credits

Scored Assessment Contributes to ATAR

Bonus added to ATAR

Certificate II in Agriculture TAFE Gippsland - Baw Baw Skills Centre 2 ☺ ☺ ☺

Certificate III in Allied Health TAFE Gippsland - Warragul 2 ☺ ☺ ☺

Certificate II in Animal Studies TAFE Gippsland - Warragul 2 ☺ ☺ ☺

Certificate II in Automotive TAFE Gippsland - Baw Baw Skills Centre 2 ☺ ☺ ☺

Certificate II in Building & Construction (Carpentry) AGA - Baw Baw Skills Centre 2 ☺ ☺

☺

Certificate II in Civil Construction TAFE Gippsland - Yallourn 2 - 3 ☺ ☺ ☺

Cert III in Early Childhood Education (partial certificate)

TAFE Gippsland - Morwell 2+ ☺ ☺ ☺

Certificate II in Electro-technology (Career start)

AGA - Baw Baw Skills Centre 2 ☺ ☺ ☺

Certificate II in Engineering Studies (Fabrication and Fitting)

TAFE Gippsland - Yallourn 2 ☺ ☺ ☺

Certificate II in Horticulture CCG - Warragul 2 ☺ ☺ ☺

Certificate II in Hospitality -Front of House TAFE Gippsland - Morwell 2 ☺ ☺ ☺

Certificate II in Hospitality - Kitchen Operations

Drouin Secondary College 2 ☺ ☺ ☺

Certificate II in Integrated Technologies TAFE Gippsland - Baw Baw Skills Centre 2 ☺ ☺ ☺

Certificate II in Plumbing AGA - Baw Baw Skills Centre 2 ☺ ☺ ☺

Certificate II in Screen and Media TAFE Gippsland - Warragul 2 ☺ ☺ ☺

Certificate III in Sport & Recreation Drouin Secondary College 2 ☺ ☺ ☺

Cert III in Visual Arts (Photography) DSLR Camera with manual function required

TAFE Gippsland - Yallourn

2

☺ ☺ ☺

Many classes will require PPE = Personal protection equipment i.e. overalls, boots, safety glasses and ear plugs

The following VET subjects do not count as a Year 12 subject

VET Course

Provider and Location

Length

(years)

Count towards

VCE Credits

Count towards

VCAL Credits

Certificate II in Business CCG - Warragul 1 ☺ ☺

Certificate II in Community Services CCG - Warragul 1 ☺ ☺

Certificate II in Racing (Stablehand) CCG - Warragul 1 ☺ ☺

Certificate II in Retail Cosmetics (Beauty) CCG - Warragul 1 ☺ ☺

Certificate II in Salon Assistant (Hairdressing) CCG - Warragul 1 ☺ ☺

Many classes will require PPE = Personal protection equipment i.e. overalls, boots, safety glasses and ear plugs

PLEASE NOTE: The courses listed above is through the Baw Baw Latrobe Regional VETiS Cluster Group and are offered by local providers. It is certainly not a complete list of all VETiS courses that can be undertaken by students. If you have are interested in a course not listed above, please contact the Careers Advisers to discuss possible options.

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VETiS allow students to gain a formal certificate in addition to their VCE or VCAL studies. VETiS helps students to gain skills in a particular vocational area, for which they can gain recognition for when they finish school. Studying for a VET certificate is a two year commitment.

To complete a VET certificate, students attend a VET provider each Wednesday or Friday. VET providers include TAFEs, community colleges and some secondary schools. Some courses will involve work placement. Students who successfully complete these studies will obtain two certificates: the VCE or VCAL Certificate and a VET Certificate. Many VET certificates contribute to a student’s ATAR score in Year 12 and all count as units towards their VCE.

To be eligible for VETiS, students must have a GPA over 30 and an excellent attendance record.

A material fee of $450 applies to these courses. This must be paid by Friday 22 November 2019 or contact the finance department and organise a payment plan.

Further information on each VET course is available from the Careers Office.

The VET courses are studied at either a school or a private provider. The providers locally are TAFE Gippsland, ECG, Apprenticeships Group Australia, and Drouin Secondary College. Before enrolling in a VET course, students and parents must be aware of where the course will be delivered.

Students completing these courses will: Complete VCE or VCAL

Complete a recognised VET Certificate

Obtain credit toward an ATAR score

Undertake studies more closely related to employment

Gain entry into higher level TAFE courses ie. will not have to start at first year

Find opportunities to acquire references

Obtain Industry experience

Still retain a choice of VCE subjects.

SCHOOL BASED APPRENTICESHIPS & TRAINEESHIPS (SBAT) The aim of school based apprenticeships and traineeships is to provide opportunities for ongoing education and skill development in a specific area while completing VCE or VCAL. School Based Apprenticeships and Traineeships are available in a range of areas such as agriculture, automotive, business, community services, engineering, food processing (winemaking), horticulture, hospitality, information technology, retail and sport and recreation. It does rely on students having an employer who is willing to be involved in the program.

STUDENTS UNDERTAKING A SCHOOL BASED APPRENTICESHIP AND TRAINEESHIP HAVE THE OPPORTUNITY OF OBTAINING: VCE or VCAL

National Certificate II or III in their area

ATAR score (VCE only)

Accreditation into Certificate III & IV

Workplace skills ready for employment

Paid employment while still at school and the motivation to continue further education.

KEY POINTS ABOUT SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS

The program involves students spending time at school completing their VCE / VCAL studies and time in training / work placement each week. The trainees are considered to be part time apprentices.

Training is undertaken both on and off the job. On the job training occurs while the students are working under the supervision of an employer. Off the job training means units will be completed as part of formal training.

The training may be completed over a maximum of 4 years if required.

Students are required to complete 7 hours of training and 6 hours of employment per week. Training may occur within the work place. The rates of pay will be no less than the National Training Wage rate.

Students / Trainees (with their parent/guardian is support if under 18 years of age), must sign a Contract of Training with their employer.

Students choose the area they will focus on and organise a placement with an appropriate employer.

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EARLY ACCESS TO VETIS OR SBAT

Year 10 students may consider early access to a VET Certificate course or SBAT. There are clear advantages to doing so this course takes two years and therefore will be completed prior to a student being in Year 12. VET/SBAT contributes to a student’s VCAL or VCE certificate and is a valuable qualification in assisting students in future vocations and as a means of getting a part time job. For a clearer understanding of how VET and SBAT works and the VET certificates offered, see the VET and SBAT sections further in the handbook.

VET/SBAT will be studied on a Wednesday or Friday and will take the place of 2 elective choices.

Students must be 15 years of age to access VET/SBAT and must be prepared to undertake this commitment for two years. To be eligible for VCAL, students must have a GPA over 30, have an excellent attendance and paid the Parent Contribution fee by Friday 22 November 2019.

EARLY ACCESS TO VCE Year 10 students who have had a GPA consistently over 40, sound English skills, and an excellent attendance are encouraged to consider early access to two VCE units (one year’s worth of study). English, Maths Methods, Chemistry and Physics are considered more difficult subjects and are not usually recommended for early access.

Students should indicate the units they are interested in studying on the Year 10 course selection sheet and should consult with course counsellors and the teachers of the relevant subjects when making these decisions.

The advantage of early access to VCE is that students understand how a VCE unit is assessed and, it gives them an opportunity to complete a Unit 3/4 sequence (Year 12) in Year 11, which then contributes more points to their Australian Tertiary Admission Rank (ATAR) at the completion of VCE.

Each VCE unit studied takes the place of 1 elective choice, if a student wishes to study Units 1 & 2, this will equate to 2 elective choices.

YEAR 11 & 12 VICTORIAN CERTIFICATE OF EDUCATION (VCE) The VCE is a certificate that is studied over a minimum of two years and is the pathway most senior students undertake. It is well recognised as the traditional secondary school certificate. It provides the pathway to university as well as TAFE and work. Many students choose to start their certificate in Year 10. The final certificate is awarded at the end of Year 12.

To complete their VCE, students must satisfactorily complete at least 16 units. This must include at least:

Three units from the English group, with at least one unit at Unit 3 & 4 level.

Three sequences of units 3 & 4 (other than English).

EARLY ACCESS TO VCE Year 10 students who have had a GPA consistently over 40, sound English skills, and an excellent attendance

are encouraged to consider early access to two VCE units (one year’s worth of study). English, Maths Methods, Chemistry and Physics are considered more difficult subjects and are not usually recommended for early access.

Students should indicate the units they are interested in studying on the Year 10 course selection sheet and should consult with course counsellors and the teachers of the relevant subjects when making these decisions.

The advantage of early access to VCE is that students understand how a VCE unit is assessed and, it gives them an opportunity to complete a Unit 3/4 sequence (Year 12) in Year 11, which then contributes more points to their Australian Tertiary Admission Rank (ATAR) at the completion of VCE.

Each VCE unit studied takes the place of 1 elective choice, if a student wishes to study Units 1 & 2, this will equate to 2 elective choices.

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FIRST YEAR VCE STUDENTS (YEAR 11) First year VCE students will need to select a program which meets their needs and the requirements of the two year certificate. Over at least two years, students will attempt up to 24 units, including four units from the English group. The remaining units are the students’ choice.

The normal course for a student at WRC is to take twelve level 1 & 2 units in the first year, and ten level 3 & 4 units in the second year. A mixture of unit levels is possible at Year 11 (units 1 & 2) but level 3 & 4 units must be taken together as a sequence. Students may take longer than two years to complete their VCE without penalty.

Students who have studied a Unit 1 & 2 in Year 10 are encouraged to take up the challenge of completing a Unit 3 & 4 sequence in Year 11. By doing this, students get early experience of what the structure of second year of VCE will be like, as well as achieving additional units for calculation in their ATAR score. Students who are intending to study a unit 3 & 4 sequence are advised to speak to the teacher of that sequence to determine suitability.

Year 11 students have formal classes on Monday, Tuesday, Thursday, Friday and Wednesday morning. On Wednesday afternoon, students have a study period after lunch. On this day, notice may be given to student to allow additional tasks to be completed. Without this notice, students may be permitted to choose to study at home. Students who are studying VET will not have timetabled classes on Wednesdays as this will be the day that they are at their training institution.

SECOND YEAR STUDENTS (YEAR 12) Second year VCE students select English 3 & 4 or Literature 3 & 4 plus at least four level 3 & 4 sequences other than English. It is advised that a student who is interested in Literature, should also be doing English.

At Warragul Regional College, students complete at least FOUR sequences at level 3 & 4 plus English 3 & 4 or Literature 3 & 4. This increases likelihood of a higher ATAR and also allows students greater choice at midyear. Students will have 5 study periods per week.

Some VET studies may also contribute to a student’s ATAR. When selecting Unit 3 & 4 studies, students must select their courses carefully, as once their year starts it is potentially more difficult to make changes and achieve success.

ASSESSMENT Units 1 and 2 may be completed as single units but units 3 and 4 must be taken as a sequence.

Each VCE unit has a set of two to four outcomes which statements are assessed against. The award of satisfactory completion of a unit is based on the decision that the student has demonstrated achievement of these outcomes. This decision will be based on the teacher's assessment of the student's overall performance on assessment tasks and the designated class work for the unit.

The College will give grades to assessment tasks and exams in units 1 & 2. These grades do not contribute to the overall ATAR score, which is determined solely on a student’s achievement in units 3 & 4. Grades for units 1 & 2 give the student an indication of his/her progress and will be shown in the end of semester report to parents.

The school, in accordance with Victorian Curriculum and Assessment Authority’s (VCAA’s) requirements, determines satisfactory completion of units. This includes satisfying the attendance requirement.

ASSESSMENT OF UNITS 3 AND 4 In addition to meeting each unit’s outcomes, students' level of achievement for units 3 and 4 sequences will be graded using school based assessment and external examinations.

Each study has three or four assessment components, (which includes at least one external examination and assessment of units 3 & 4 coursework). Some studies also have performance or oral examinations, or extended assessment of folio or practical work.

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SCHOOL ASSESSED COURSEWORK (SAC) POLICY

SAC PREPARATION

Students are expected to be adequately prepared to undertake each SAC. Examples of the required SAC preparation are:

Students must demonstrate learning for each dot point in the study design criteria

Students must complete a minimum of coursework prior to sitting the SAC

Students must complete the designated SAC preparation task.

If a student does not complete the required preparation tasks, they will not be permitted to sit the SAC. Students who do not complete the required preparation work prior to a SAC must receive a zero for the task. They will still have to complete a task at a future date to receive a satisfactory result for the outcome.

As the SAC date approaches, if the teacher judges that a student is unlikely to complete the required SAC preparation tasks, the teacher must contact the student’s parents and notify the Team Leader.

SAC COMPLETION Students are expected to complete SACs on the nominated date(s). If a student is not able to complete a SAC on the nominated date(s), the following procedures must be followed:

SACs on a single date - If a student is unable to complete a SAC on the nominated date, they must complete a ‘SAC at a Later Date” form and submit it to the Year Level Team Leader with appropriate to support why they are entitled to special arrangements. Appropriate evidence includes (e.g. Medical certificate, confirmation of funeral), the student will be permitted to sit the same task or an alternate task determined by the teacher on a date negotiated with the teacher. The task is to be assessed as normal.

Students who are not able to provide appropriate evidence will receive a zero score for the SAC, but may still complete the task or an alternate task to gain a satisfactory result for the outcome. Being behind in work, truancy, driving lessons or unexplained absences are not valid reasons for missing a SAC.

SACs over multiple dates - If students miss a class during a multiple session SAC, they are not entitled to make up the time unless they provide sufficient evidence to the Year Level Team Leader to support why they are entitled to special arrangements.

SPECIAL PROVISION Special Provision is a method of giving second year VCE students’ consideration in assessments for circumstances which are beyond their control.

Students in this position must speak to the Teaching, Learning and Curriculum Leader, or the VCE Learning Leader who will give them further details on how special provision may apply to them.

Ways in which special provision can assist is through:

Rescheduling of assessment tasks

Setting alternative or substitute tasks

Allowing more time to complete tasks

Allowing the use of different arrangements to complete an assessment task.

ATTENDANCE Each unit in VCE prescribes a minimum of 50 hours of class instruction time. It is expected that students will be attending all scheduled classes. If for exceptional circumstances a student cannot attend class, medical certificates or equivalent must be provided. To cater for exceptional circumstances the College policy is to attend a minimum of 75% of all classes. Absence from class includes absence caused through any school activity as well as personal or medical absences. Students with less than 75% attendance will not have met the attendance requirement for each unit and will therefore receive an unsatisfactory result. If all class work has been completed, they can then apply to the VCE panel to approve their absences. Supporting evidence must be provided with the application.

Students with long term medical issues need to make arrangements for completion of class work. Long term absences for any reason, make it difficult for a student to complete and have a teacher authenticate their work. This will then make it difficult to satisfy the outcomes for the unit.

VCE REPORTING Assessment will be communicated to parents via 6 progress reports and 2 semester summary reports per year. Unit 3 & 4 end of year reports will be provided by VCAA. Ongoing feedback will be provided throughout each semester on individual assessment tasks via the school’s Compass Portal.

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The progress report is a snapshot of a student’s progress in an approximate 5 week period and allows students, teachers and parents to identify areas of strength and areas of concern. This then allows students to work on their weaknesses in an effort to improve and prevent unsatisfactory results in each unit. Progress reports are a snapshot of a student’s overall progress not their academic results. Academic results will be communicated to you via the Learning Tasks Tab of each subject on the Compass Portal.

Two Parent – Teacher - Student evenings in Terms 2 and 3 will also be held to allow parents to discuss their child’s progress. Parents are also welcome to contact the college at any time to make an appointment to discuss any concerns.

The VCE certificate is received in the mail on completion of the course and after a student has satisfied all the requirements.

VCE UNITS OFFERED IN 2020 It is expected that classes for most of the units shown in this handbook will be available at the College in 2020. A

unit will be withdrawn if there is insufficient demand to form a viable class. VCE units not offered in regular classes

at the College may still be undertaken by a highly dedicated student through Distance Education or through special

arrangements with individual teachers.

ENROLMENT IN THE ENGLISH GROUP IS COMPULSORY IN A NORMAL TWO YEAR VCE PROGRAM

Accounting 1-4

Agriculture & Horticultural Studies 1-4

Art 1-4

Biology 1-4

Business Management 1-4

Chemistry 1-4

Computing 1 -2

Computing Software Development 3-4

Drama 1-4

English 1-4

Environmental Science 1-2

Food and Technology 1-4

Geography 1-4

Health and Human Development 1-4

History 20th Century 1-2

History Revolutions 3-4

Legal Studies 1-4

Literature 1-4

Language 1-2 (by distance Ed)

Mathematics Foundation 1-2

Mathematics General 1-2

Mathematical Methods 1–4

Further Mathematics 3–4

Specialist Mathematics 1–4

Media 1–2

Music Investigation 3–4

Music Performance 1-4

Outdoor & Environmental Studies 1-4

Philosophy 1-4

Physical Education 1-4

Physics 1–4

Product Design & Technology

(Metal/Wood/Textiles) 1–4

Psychology 1–4

Studio Arts (Photography)* 1–4

Theatre Studies 1-4

Visual Communication Design*1-4

A VET Certificate

ENHANCEMENT STUDIES Enhancement Studies are available for capable and eligible second year VCE students in association with Monash University. Please discuss this option with the careers staff.

VCE STUDIES NOT LISTED ABOVE Students with particular interest in other VCE studies should discuss them with the Teaching, Learning and Curriculum Leader as alternative arrangements may be made. Every effort will be made to assist students in pursuing their interests.

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VCE UNITS

Below are extracts from the relevant study designs. Please refer to the full study designs located on the VCAA website at: http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

ACCOUNTING This study focuses on the procedures of accounting and finance and the way in which these may be used. The study examines the processes of recording and reporting financial information to provide users with appropriate information for planning, control and effective decision making.

Structure / Units Unit 1 – Establishing & Operating a Service Business This unit focuses on the features of a successful business, sources of finance, recording and reporting accounting data, how decisions are made and the application of accounting skills. Unit 2 – Accounting For a Trading Business This unit introduces an accounting system based on single entry accounting, the use of ICT in accounting and the evaluation of business performance. It focuses on accounting for a sole trader Unit 3 – Recording & Reporting For a Trading Business In this unit, students will study the recording of financial data focusing on the identification and recording of data for a single activity sole trader as well as the accounting processes required at balance day and preparation of final reports. Unit 4 – Control & Analysis of Business Performance The focus of this unit is on extending the skills developed in unit 3 and focusing on the preparation of budgeted accounting reports and analysis of financial and non-financial information for the single activity sole trader.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. Students who enter at Unit 3 may need to do preparatory work.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework - 25%

Unit 4 school-assessed coursework – 25%

End-of-year examination – 50%. What can this lead to? Many students who study VCE Accounting will go on to further studies and careers in business and finance. Why choose this subject? Choose this subject if you are interested in learning about running your own business, Saving for the future, Making money and a Business career.

AGRICULTURE & HORTICULTURE VCE Agricultural and Horticultural Studies takes an interdisciplinary approach to the exploration of food and fibre production, with an overarching focus on land cultivation and the raising of plants and animals through evidence-based, sustainable and ethical practices. Students consider the role of agriculture and horticulture from local, state, national and global perspectives. This study focuses on the rapid rate of change in the agriculture and horticulture industries and the increasing application of innovation and data-driven initiatives. Students conduct primary and secondary research to design and evaluate sustainable practices, understand challenges and current issues, propose solutions and determine best practice.

Structure / Units Unit 1 – Change and Opportunity In this unit students develop their understanding of Australia’s agricultural and horticultural industries and research the opportunities and practical realities of working in the sector. They consider sources of food and fibre indigenous to Victoria prior to European settlement, and current and past perceptions of Australian agricultural and horticultural industries. Students explore contemporary career pathways and professional roles, with a focus on innovation and creative problem solving in the face of change and challenge.

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Unit 2 – Growing Plants and Animals In this unit students research plant and animal nutrition, growth and reproduction. They develop an understanding of the conditions in which plants and animals grow and reproduce, and of related issues and challenges. They evaluate the effectiveness and sustainability of agricultural or horticultural practices. Unit 3 – Securing the Future In this unit students examine the role of research and data, innovation and technology in Australia’s food and fibre industries. They also look at practices that mitigate risk and protect the viability of these industries. Innovation is considered in the context of problem solving and finding solutions to challenges faced by food and fibre producers in Australia and globally. Students research Australia’s past responses to such challenges, analysing responses leading to successful outcomes as well as those with unforeseen consequences. Unit 4 – Sustainable Food and Fibre Production In this unit students examine sustainability in terms of land management, as well as its role in food and fibre industries. Sustainability is a holistic concept with environmental, economic and social dimensions. Students research the effects of climate change on food and fibre production through case studies of effective responses to this and other environmental challenges. Students investigate environmental degradation and approaches to sustainable land management and rehabilitation. They study ecosystems, the importance of biodiversity and the applicability of environmental modification techniques. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 30%

Unit 4 school-assessed coursework – 30%

End of year examination – 40%. What can this lead to? The broad applied nature of the study of agribusiness operations prepares students to make decisions about career opportunities or further studies in agriculture, horticulture, land management, agricultural business practice and natural resource management. Why choose this subject? Choose this subject if you are interested in learning about interdisciplinary skills and knowledge of technology, science, economics and business management, marketing, geography and information and communications technology (ICT) and designing, developing and managing an agricultural and/or horticultural business.

ART Art is an integral part of our lives where we are able to communicate personal experiences, ideas, cultural values and beliefs. Students will apply their knowledge and investigations to inform their art making. It provides an opportunity to investigate the role of art in history and contemporary cultures.

Structure / Units Unit 1 In this unit students focus on artworks as objects and examine how art elements, art principles, materials and techniques and artistic processes communicate meaning. Unit 2 In this unit students use the Cultural Framework and the Contemporary Framework to examine the different ways that Unit 3 In this unit students study selected artists who have produced works before 1990 and since 1990. Unit 4 In this unit students study artworks and develop and expand upon personal points of view. They support their point of view and informed opinions about art ideas and issues with evidence. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

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Unit 3 School-assessed Coursework: 10 per cent

Unit 4 School-assessed Coursework: 10 per cent

Units 3 and 4 School-assessed Task: 50 per cent

End-of-year examination: 30 per cent. Please note that studying this unit will incur a fee to cover the cost of materials. What can this lead to? VCE Art can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Why choose this subject? Choose this subject if you are interested in exploring and experimenting using art forms, materials, techniques and processes, students progressively develop your own artworks and develop an awareness of appropriate health and safety practices.

BIOLOGY Biology seeks to understand and explore the nature of life, past and present. VCE Biology enables students to investigate the dynamic relationships between organisms, their interactions with the non-living environment, and the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity

Structure / Units Unit 1 – How do living things stay alive? In this unit students explain what is needed by an organism to stay alive. Students examine the cell as the structural and functional unit of life and the requirements for sustaining cellular processes in terms of inputs and outputs. Students consider how the planet’s biodiversity is classified and investigate the factors that affect population growth. Unit 2 – How is continuity of life maintained? In this unit students focus on asexual and sexual cell reproduction and the transmission of biological information from generation to generation. They consider the role of genetic knowledge in decision-making about the inheritance of various genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined. Unit 3 – Signatures of Life In this unit students investigate the workings of the cell from several perspectives. A student practical investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. The findings of the investigation are presented in a scientific poster format Unit 4 – Continuity & Change In this area of study students focus on the cell as a complex chemical system. They examine the chemical nature of the plasma membrane to compare how hydrophilic and hydrophobic substances move across it. They model the formation of DNA and proteins from their respective subunits. Students also learn why the chemistry of the cell usually takes place at relatively low, and within a narrow range of temperatures.

Entry There are no prerequisites for entry to Units 1, 2 and 3, although it is highly recommended that students complete units 1 & 2 before studying Units 3 & 4. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 20%

Unit 4 school-assessed coursework – 20%

End of year examination – 60%. What can this lead to? The study of biology prepares students for continuing studies in bioscience and entry into the workforce in a wide range of careers, including those not normally thought of as depending on bioscience. Why choose this subject? Choose this subject if you are interested in learning about dynamic relationships between living things, their interdependence, their interactions with the non-living environment, and the processes that maintain life and ensure its continuity.

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BUSINESS MANAGMENT Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the complexity, challenges and rewards that come from business management and gain an insight into the various ways resources can be managed in small, medium and large-scale organisations.

Structure / Units Unit 1: Planning a business In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business. Unit 2: Establishing a business In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Unit 3: Managing a business Unit 3 focuses on the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Unit 4: Transforming a business In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework - 25%

Unit 4 school-assessed coursework – 25%

End of year examination – 50%. What can this lead to? The study of business management can lead to a career in marketing, business development or related fields. Why choose this subject? Choose this subject if you are interested in learning about Running your own business, Career in business, How businesses operates and Making money.

CHEMISTRY VCE Chemistry enables students to explore the relationship between materials and energy through four themes: the design and composition of useful materials, the reactions and analysis of chemicals in water, the efficient production and use of energy and materials, and the investigation of carbon-based compounds as important components of body tissues and the materials used in society. VCE Chemistry enables students to explore the nature of chemicals and chemical processes.

Structure / Units Unit 1: How can the diversity of materials be explained? In this unit students investigate the chemical properties and practical applications of a range of materials including metals, crystals, polymers, nanomaterials and giant lattices. They explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible through to nanoparticles, molecules and atoms. Students are introduced to quantitative concepts in chemistry. Unit 2: What makes water such a unique chemical? Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Unit 3: How can chemical processes be designed to optimise efficiency? The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Unit 4: How are organic compounds categorised, analysed and used? Carbon is the basis of the diverse compounds found in living tissues and in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, reactions and uses of the major families of organic compounds including those found in food.

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Entry There are no prerequisites for entry to Units 1, 2 and 3 although it is highly recommended that students complete units 1 & 2 before studying Units 3 & 4. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 16%

Unit 4 school-assessed coursework – 24%

End of year examination – 60%.

What can this lead to? Chemistry permeates numerous fields of endeavour, including agriculture, art, biochemistry, dietetics, engineering, environmental studies, food, forensic science, forestry, horticulture, law, medicine, oceanography, pharmacy, sports science and winemaking. Why choose this subject? Choose this subject if you are interested in learning about what it means to be a scientific researcher, working as a member of a community of practice, including insight into how new ideas are developed and investigated, and how evidence or data collected is used to expand knowledge and understanding of chemistry.

COMPUTING VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions.

Unit 1 – Applied Computing In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions. Unit 2 – Applied Computing In this unit students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment. Unit 3: Data Analytics Students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Unit 4: Data Analytics In this unit students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats. Unit 3: Software Development In this unit students apply the problem-solving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Unit 4: Software Development In this unit students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.

Note: students may elect to undertake one or both of these Units 3 and 4 sequences.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence. Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based.

Unit 3 & 4 school assessed coursework – 20%

Unit 3 & 4 school assessed task – 30%

End of year examination – 50%

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What can this lead to? VCE Information Technology provides pathways to further studies in IT and to careers in ICT-based areas. Why choose this subject? Choose this subject if you are interested in learning about the processing of data and the management of information and information systems.

DRAMA This study provides students with the opportunity to examine and explore the ways in which drama gives form to and makes meaning of a range of social, political, cultural and historical contexts. It focuses on the development of expressive skills and the development and performance of imagined characters. Structure / Units Unit 1 – Dramatic Storytelling In this unit, students create, present and analyse a devised performance that includes real or imagined characters, based on stimulus material that reflects personal, cultural and / or community experiences and stories. Unit 2 – Non-naturalistic Australian Drama This unit focuses on the use and documentation of the processes involved in constructing a solo or group performance that uses non-naturalistic performance styles based on a contemporary or historical Australian context. Unit 3 & 4 – Devised Non-Naturalistic Ensemble & Solo Performance In Unit 3 non-naturalistic drama from a diverse range of traditions is explored in the development of ensemble performance. The use of performance style, theatrical conventions and stimulus materials from a variety of cultural sources is explored in the development of a solo performance in Unit 4. Students will also analyse a professional performance from a prescribed list. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. Satisfactory Completion / Assessment Satisfactory completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 3 & 4 is through:

Unit 3 & 4 school-assessed coursework – 40%

Unit 4 Solo Performance examination – 35%

End of year written examination – 25% What can this lead to? The study of drama can provide pathways to training and tertiary study in acting, communication and drama criticism. Why choose this subject? Choose this subject if you are interested in learning about Set Design, Lighting and Tech, Costume Design, Acting and Performance.

ENGLISH VCE English focuses on how English language is used to create meaning in written, spoken and multimodal texts of varying complexity. The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis.

Structure / Units Unit 1 In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Unit 2 In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Unit 3 In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

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Unit 4 In this unit students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 25%

Unit 4 school-assessed coursework – 25%

End of year examination – 50%.

What can this lead to? Knowledge of how language functions provides a useful basis for further study or employment in numerous fields such as arts, sciences, law, politics, trades and education. The study supports language related fields such as psychology, the study of other languages, speech and reading therapy, journalism and philosophy. It also supports study and employment in other communication-related fields, including designing information and communications technology solutions or programs. Why choose this subject? Choose this subject if you are interested in learning about Writing, Literature, Debating, Media and Drama.

ENVIRONMENTAL SCIENCE Environmental science is an interdisciplinary science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and non-living elements that sustain Earth systems. As well as an increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts of scientific endeavours.

Structure / Units Unit 1 How are Earth’s systems connected? In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured. Unit 2 How can pollution be managed? In this unit students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. They distinguish between wastes, contaminants and pollutants and examine the characteristics, measurement and management of pollution. They analyse the effects of pollutants on the health of humans and the environment over time. Students consider the rules for use, treatment and disposal of pollutants and evaluate the different perspectives of those who are affected by pollutants. They explore the significance of technology, government initiatives, communities and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect environmental decision making.

Entry There are no prerequisites for entry to Units 1, 2

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. What can this lead to? The skills and understanding gained through studying environmental science can be used in diverse areas, for example landscape and building architecture, engineering and urban planning, environmental consultancy and advocacy. Environmental scientists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, geology and oceanography.

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Why choose this subject? Choose this subject if you’d like to explore the challenges that past and current human interactions with the environment will affect our future.

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.

Structure / Units Unit 1 Students investigate the origins and roles of food through time and across the world. Unit 2 In this unit students investigate food systems in contemporary Australia and use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. Unit 3 This unit investigates the many roles and everyday influences of food. Students explore the science of food – they consider the physiology of eating, the microbiology of digestion and appreciating food. They also study the influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments Unit 4 In this unit students examine debates about global and Australian food systems. Students focus on issues related to the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 School-assessed Coursework: 30 per cent

Unit 4 School-assessed Coursework: 30 per cent

End-of-year examination: 40 per cent. Please note that studying this unit will incur a fee to cover the cost of materials. What can this lead to? The study may provide a foundation for pathways to food science and technology, consumer science, home economics, child care and education, community services and aged care, the hospitality and food manufacturing industries, and nutrition and health studies. Why choose this subject? Choose this subject if you are interested in developing your knowledge of the physical, chemical, sensory and functional properties and preparation of food.

GEOGRAPHY The study of Geography is a structured way of exploring, analysing and understanding the characteristics of places that make up our world. VCE Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places, environments and human interactions with these.

Structure / Units Unit 1 – Hazards and Disasters In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events.

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Unit 2 – Tourism In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. Students undertake fieldwork in this unit and report on fieldwork using the structure provided. Unit 3 – Changing the land This unit focuses on two investigations of geographical change: change to land cover and change to land use. Students investigate three major processes that are changing land cover in many regions of the world. Students investigate the distribution and causes of these three processes. Unit 4 – Human Population – trends and issues In this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school assessed coursework – 25%

Unit 4 school assessed coursework – 25%

End of year examination – 50% What can this lead to? Study in this area can provide a foundation to pathways in tourism, teaching, town planning, surveying etc.

HEALTH & HUMAN DEVELOPMENT Health and Human Development enables students to investigate health and human development in local, Australian and global communities. Students explore the concept of ‘development’ as a continuum, that begins with individual human development and progresses to a societal level as well as the various factors that impact on individuals and societies achieving optimal health and development.

Structure / Units Unit 1 – Understanding Health and Wellbeing This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. Unit 2 – Managing Health and Development This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to Adulthood Unit 3 – Australia’s Health in a Globalised World This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry Unit 4 –Health and Human Development in a Global Context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live..

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school assessed coursework – 25%

Unit 4 school assessed coursework – 25%

End of year examination – 50%

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What can this lead to? VCE Health and Human Development offers students a range of pathways and caters to those who wish to pursue further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession. Why choose this subject? Choose this subject if you are interested in learning about Health, Nutrition, Promotion of Health (Australia), Promotion of Health (Globally) and Lifespan stages.

HISTORY History is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures.

Structure / Units Unit 1 – Ancient Mesopotamia In this unit, students explore Ancient Mesopotamia, the study of Ancient Mesopotamia provides important insights about the growth of cities. Students investigate the creation of city-states and empires. They examine the invention of writing – a pivotal development in human history. Unit 2 – Early China 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. This unit highlights the importance of primary sources (the material record and written sources) to historical inquiry about Old and Middle Kingdom Egypt. Unit 3 and Unit 4 – Revolutions In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. There is no restriction on the number of histories a student may study. Other units of History such as Revolutions Units 3 & 4 may be offered depending on interest and access to Distance Education

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 25%

Unit 4 school-assessed coursework – 25%

End of year examination – 50%. What can this lead to? VCE History is relevant to students with a wide range of expectations, including those who wish to pursue formal study at tertiary level, as well as providing valuable knowledge and skills for an understanding of the underpinnings of contemporary society. Why choose this subject? Choose this subject if you are interested in learning about learn about your historical past, your shared history and the people, ideas and events that have created present societies and cultures.

LEGAL STUDIES This study is about the way the law relates to and serves both individuals and the community. It focuses on developing an understanding of the way in which law is generated, structured and operates in Australia. Structure / Units Unit 1 – Criminal Law in Action

This unit focuses on criminal law. Students examine the need for laws in society and investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Different types of crimes and exploration of rights and responsibilities under criminal law will be studied through case studies. Students also consider the role of parliament and authorities in law making. Unit 2 – Issues in Civil Law Students examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil law in society and how it affects them as individuals.

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Unit 3 – Law Making This unit focuses on the institutions, which determine laws, and the processes by which laws are made. It considers reasons why laws are necessary and the impact of the Commonwealth Constitution on the operation of the legal system. Students undertake an evaluation of the strengths and weaknesses of the law-making bodies and the processes used to influence change and reform. Unit 4 –Resolution and Justice This unit explores the function and jurisdiction of the courts, tribunals and alternative avenues of dispute resolution with a view to comparing and evaluating the operation of the various dispute resolution methods.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 25%

Unit 4 school-assessed coursework – 25%

End of year examination – 50%. What can this lead to? Study in this area can provide a foundation to pathways to research, policy development, social planning, teaching, advocacy, legal administration/paralegal and community education. Why choose this subject? Choose this subject if you are interested in learning about the processes of law-making, dispute resolution and the administration of justice in Australia.

LITERATURE

In VCE Literature students undertake close reading of texts and analyse how language and literary elements and techniques function within a text. Emphasis is placed on recognition of a text’s complexity and meaning, and on consideration of how that meaning is embodied in its literary form. The study provides opportunities for reading deeply, widely and critically, responding analytically and creatively, and appreciating the aesthetic merit of texts. VCE Literature provides opportunities for students to develop their awareness of other people, places and cultures and explore the way texts represent the complexity of human experience. They develop an understanding and appreciation of literature, and an ability to reflect critically on the aesthetic and intellectual aspects of texts.

Structure / Units Unit 1 - Approaches to literature In this unit students focus on the ways the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop responses to a range of literary forms and styles. They develop an awareness of how the views and values that readers hold may influence the reading of a text. Unit 2 - Context and connections In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Students consider the relationships between authors, audiences and contexts and analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. Unit 3 - Form and transformation In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students develop creative responses to texts and their skills in communicating ideas in both written and oral forms. Unit 4 - Interpreting texts In this unit students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

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Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 25%

Unit 4 school-assessed coursework – 25%

End of year examination – 50%.

What can this lead to? Knowledge of how language functions provides a useful basis for further study or employment in numerous fields such as arts, sciences, law, politics, trades and education. The study supports language related fields such as psychology, the study of other languages, speech and reading therapy, journalism and philosophy. It also supports study and employment in other communication-related fields, including designing information and communications technology solutions or programs.

MATHEMATICS Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts.

Structure / Units Students have a choice of 3 Mathematics at Units 1 & 2 Level and again for Units 3 & 4. There are no restrictions on the number of Mathematics units that can be counted as credit towards the award of the VCE; however there may still be restrictions on the number of units that may be counted towards your ATAR score. Units 1 and 2 - Foundation Mathematics Foundation Mathematics provides for the continuing mathematical development of students entering VCE and who do not necessarily intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. This course is designed to complement General Mathematics and Mathematical Methods. The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Space, shape and design’, ‘Patterns and number’, ‘Data’ and ‘Measurement’. Units 1 and 2 - General Mathematics General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Unit 3 and 4 level. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’. Unit 1 and 2 - Mathematical Methods Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts.

Units 1 and 2 - Specialist Mathematics Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of mathematics in its own right and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields. Units 3 and 4 - Further Mathematics Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. The Core comprises ‘Data analysis’ and ‘Recursion and financial modelling’.

Units 3 and 4 - Mathematical Methods Mathematical Methods Units 3 and 4 consist of the areas of study ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and statistics’..

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Units 3 and 4 – General Mathematics (Specialist) Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors’, ‘Mechanics’ and ‘Probability and statistics’.

Entry There are no prerequisites for entry to Units 1 & 2, but it is advised that students attempting Mathematical Methods have completed Math Methods in Year 10. Students studying Further Mathematics should have completed Units 1 & 2 of either General Mathematics or Mathematical Methods. Students studying Mathematical Methods and/or Specialist Mathematics should have completed Units 1 & 2 of Mathematical Methods Students intending to study Specialist Mathematics must also study Mathematical Methods.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Further Mathematics

Unit 3 school assessed coursework – 20%

Unit 4 school assessed coursework – 14%

End of year examination 1 (Facts, skills & applications) – 33%

End of year examination 2 (Analysis task) – 33%

Mathematical Methods

Unit 3 school assessed coursework – 17%

Unit 4 school assessed coursework – 17%

End of year examination 1 and 2 - 66% General Mathematics (Specialist)

Unit 3 school assessed coursework – 17%

Unit 4 school assessed coursework – 17%

End of year examination 1 and 2 – 66% What can this lead to? Study in this area can provide a foundation to pathways to becoming an engineer, statistician, teacher, lecturer, accountant, banker and other careers in these areas. Why choose this subject? Choose this subject if you are interested in learning about the function and pattern in number, logic, space and structure.

MEDIA VCE Media has been designed to provide students with the opportunity to develop critical and creative knowledge and skills through individual and group design and production of media representations and products. Students will focus on the relationships between audiences, media, society and culture and the changing nature of media products, types and productions.

Structure / Units Unit 1 – Representation & Technologies of Representation In this unit, students develop an understanding of the relationship between the media, audience, emerging technology and the representations present in media forms. Students also develop practical and analytical skills in a study of the production of media products. Unit 2 – Media Production & the Media Industry Students in this unit develop an understanding of the specialist production stages and roles within the organisation of media production. Students develop practical skills through undertaking assigned roles during their participation in a media production and analyse issues concerning the stages and roles in the media production process. Unit 3 – Narrative & Media Production Design Students will develop an understanding of how production and story elements have been used in film, television and radio fictional narrative forms to engage the audience. Students will explore technical exercises and make a plan for their media product in Unit 4 Unit 4 – Media Process, Influence and Society’s Values Students will make a product in one of the following media: film, animation, print, radio or photography. Students will also analyse the relationship between society, audiences, media texts and values.

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Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 8%

Unit 4 school-assessed coursework – 12%

Unit 3 & 4 school-assessed task– 35%

End of year examination – 45% Please note that studying this unit will incur a fee to cover the cost of materials. What can this lead to? This study is relevant for students who wish to pursue further formal study at tertiary level or in vocational education and training settings. Why choose this subject? Choose this subject if you are interested in learning about Film Production, Communications and Media Industries, Print design and production, Magazine production and Journalism and Advertising.

MUSIC INVESTIGATION In this study students research performance practices relevant to a music style, tradition or genre. The music style, tradition or genre selected for study may be representative of music practice in a specific time, place or culture, and/or the work of a particular performer or composer. Students design an Investigation Topic as the basis for study of performance techniques and conventions, interpretative possibilities and contextual issues.

Structure / Units Unit 3 – In this unit students design and conduct an investigation into performance practices that are characteristic of a music style, tradition or genre. They describe and explore their selected Investigation Topic and its practices through critical listening, analysis and consideration of technical, expressive and contextual issues, and through composition, improvisation or arrangement and performance. Unit 4 – In this unit students refine the direction and scope of their end-of-year performance program. They also compose, improvise or arrange and perform a work that is characteristic of the music style, tradition or genre they are investigating and continue developing their understanding of relevant performance practices.

Entry There are so prerequisites for entry to Unit 3. Students must do Unit 3 before Unit 4.

Satisfactory completion / Assessment Satisfactory completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment for Units 3 & 4 is through:

Unit 3 School-assessed Coursework: 30 per cent

Unit 4 School-assessed Coursework: 20 per cent

End-of-year performance examination: 50 per cent.

What can this lead to? Whether you are an aspiring professional musician or plan to use music as alongside other studies, VCE Music will provide the necessary skills and confidence to achieve this. Some career paths for studying music are – Music teacher, professional musician, music arranger, music producer, music composer, music therapist, or as a stepping stone to other arts subjects at university.

Why choose this subject? Choose this subject if you enjoy performing music, have a base of music theory, and want to focus on specific area of music.

MUSIC PERFORMANCE Music Performance Units 1 to 4 aims to broaden and enrich students’ musical experience, to assist students to develop personal awareness of the expressive and aesthetic qualities of music and to encourage a life-long engagement with music and music making.

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Structure / Units Unit 1 This unit focuses on building students’ performance and musicianship skills to present performances of selected group and solo music works using one or more instruments. They 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 endeavour to address these challenges. Unit 2 This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. Unit 3 This unit focuses on building and refining performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the end-of-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. Unit 4 This unit focuses on further development and refinement of performance and musicianship skills. Students focus on either group or solo performance and continue preparation of a performance program they will present in the end-of-year examination. All students present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces.

Entry There are so prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through: Unit 3 School-assessed Coursework: 20 per cent Unit 4 School-assessed Coursework: 10 per cent What can this lead to? Whether you are an aspiring professional musician or plan to use music as alongside other studies, VCE Music will provide the necessary skills and confidence to achieve this. Some career paths for studying music are – Music teacher, professional musician, music arranger, music producer, music composer, music therapist, or as a stepping stone to other arts subjects at university. Why choose this subject? Choose this subject if you are interested in performing music and learning a wide range of music theory, styles and techniques.

OUTDOOR & ENVIRONMENTAL STUDIES This study explores the relationships humans have with the outdoor environment and how they are subject to both minimal and extensive human intervention. Outdoor recreation activities are undertaken to create learning experiences which enable students to understand how human-nature relationships have been constructed.

Structure / Units Unit 1 – Exploring Outdoor Experiences The unit provides an opportunity for students to explore outdoor experiences and how they differ from individual to individual. Factors that impact on motivation for exploring outdoor experiences will be studied. Unit 2 – Discovering outdoor environments This unit focuses on characteristics of outdoor environments, human impacts on outdoor environments and how changes to nature affect people. The focus shifts from the individual’s personal relationship with the outdoor environment to society’s interaction with the outdoor environment. Unit 3 – Relationships with Natural Environments The focus of this unit is the ecological, historical and social context of relationships between humans and outdoor environments in Australia. The impact of these relationships on outdoor environments is examined by reflecting on the changing nature of human interactions and relationships with and perceptions of the natural environment in Australia since human inhabitation. Unit 4 – Sustainable Outdoor Relationships

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This unit focuses on the sustainable use and management of outdoor environments. It examines the contemporary state of environments in Australia, considers the importance of the maintenance of outdoor environments and examines the capacity of the outdoor environment to support the future needs of the world’s human population.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school assessed coursework – 25%

Unit 4 school assessed coursework – 25%

End of year examination – 50% Please note that studying this unit will incur a fee to cover the costs. What can this lead to? Outdoor and Environmental Studies offers students a range of pathways, and caters to those who wish to pursue further formal study in areas where interaction with outdoor environments is central, such as natural resource management, nature-based tourism, outdoor leading and guiding, environmental research and policy, education, and agriculture. Why choose this subject? Choose this subject if you are interested in learning about Outdoor activities, Environmental issues, Conservation, Outdoor Environments and Tourism.

PHILSOPHY This study explores some of the most enduring and influential ideas that underpin some of society’s greatest achievements in ethics, science and the arts. This, together with learning to think critically and with an open mind, fosters the reflection necessary for deep insights and ethical decision-making at all levels of society. Structure / Units Unit 1: Existence, knowledge and reasoning This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. Unit 2: Questions of value This unit invites students to explore the different categories of value judgement within the realms of morality, political and social philosophy and aesthetics. Students also explore ways in which viewpoints and arguments in value theory can inform and be informed by contemporary debates. Unit 3: Minds, bodies and persons This unit considers basic questions regarding the mind and the self through two key questions: Are human beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time? Students critically compare the viewpoints and arguments put forward in set texts from the history of philosophy to their own views on these questions and to contemporary debates. Unit 4: The good life This unit considers the crucial question of what it is for a human to live well. What does an understanding of human nature tell us about what it is to live well? What is the role of happiness in a well lived life? Students will explore texts by both ancient and modern philosophers that have had a significant impact on contemporary western ideas about the good life. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through: Unit 3 School-assessed Coursework: 25 per cent Unit 4 School-assessed Coursework: 25 per cent End-of-year examination: 50 per cent What can this lead to? The ability to think philosophically is highly regarded in careers where conceptual analysis, strategic thinking, insightful questioning and carefully reasoned arguments are needed. At the same time exploring the big

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philosophical questions and ideas of some of history’s greatest thinkers can promote a more satisfying intellectual life and offer inspiration to guide human existence into the future. Why choose this subject? Choose this subject if you are interested in finding, forming and discussing answers to some of the biggest questions ever asked.

PHYSICAL EDUCATION Physical Education examines the biological, social and cultural influences on performance and participation in physical activity. Theory and practice are integrated in this study which is approached through both the study of and participation in physical activity.

Structure / Units Unit 1 In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity Unit 2 This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Unit 3 This unit focuses on the analysis of movement and energy production. Through theoretical and practical activities students explore how movement skills are improved with the correct application of biomechanical and skill acquisition principles. Students also analyse the energy systems in the body and the relationship with fatigue mechanisms and recovery strategies. Unit 4 This unit focuses on training to improve performance. Students participate in theoretical and practical classes related to the foundations of an effective training program and how is training implemented effectively to improve fitness..

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school assessed coursework – 25%

Unit 4 school assessed coursework – 25%

End of year examination – 50%

What can this lead to? 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 to develop as critical practitioners and lifelong learners. Why choose this subject? Choose this subject if you are interested in learning about the Human Body, Sports Coaching, Personal Training, Nutrition in Sport and Recovery in Sport.

PHYSICS The study of Physics, by increasing understanding of the physical and social environment, has led to developments, which have profoundly influenced the world. This study covers the areas that traditionally are the basis of courses at this level, with an emphasis on the foundation areas of mechanics and electricity. A contextual approach to the study has been adopted so that students appreciate the relevance of physics to the physical, technological and social worlds. The development of practical skills in investigating physical phenomena is an essential part of all units.

Structure / Units Unit 1 In this unit students explore some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students evaluate common analogies used to explain electricity and investigate how electricity can be manipulated and utilised.

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Unit 2 In this unit, students explore the power of experiments in developing models and theories. They make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored including through indirect observations. Unit 3 In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes Unit 4

In this unit, students explore the use of wave and particle theories to model the properties of light and matter.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. In view of the sequenced nature of this study, it is advisable to do all units.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 16%

Unit 4 school-assessed coursework – 24%

End of year examination – 60% What can this lead to? The knowledge gained through physics can be used, for example, in industrial, medical, engineering and technical applications. Why choose this subject? Choose this subject if you are interested in learning about the way in which physics has led to innovations in medicine, electronics, energy use, telecommunications and materials science.

PRODUCT DESIGN & TECHNOLOGY Product Design and Technology enables students to explore the design process and gain knowledge of materials and processes to create a product. Students also have opportunities to undertake production activities often related to industrial and commercial practices. Students will focus their study on wood and metal or textiles

Structure / Units Unit 1 – Product Re-design and Sustainability Students will re-design an existing product or design and then produce or prototype and evaluate it using a structured approach to the design process. In doing so, students will gain an understanding of the properties of the materials used, the appropriate use of tools, equipment & machines and sustainability of designs. Unit 2 – Collaborative Design Students work together as members of a team to use the design process to develop a product or number of products based on a theme. Each team member will individually produce one of the products and consider the social, economic, ethical and environmental factors relating to the design and production. Unit 3 – Applying the Product Design Process Students gain an understanding of the role of the designer and how a designer develops a solution to a problem in an industrial setting. They then use this information and the design process to develop a product for a client. Unit 4 – Product Development and Evaluation This unit focuses on the analysis of existing products as well as the continued development, production and evaluation of a product which they make for their client.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed coursework – 12%

Unit 4 school-assessed coursework – 8%

School-assessed task – 50%

End of year examination – 30% Please note that studying this unit will incur a fee to cover the costs.

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What can this lead to? VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Why choose this subject? Choose this subject if you are interested in learning about creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation.

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.

Structure / Units Unit 1: How are behaviour and mental processes shaped? In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Unit 2: How do external factors influence behaviour and metal processes? In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. Unit 3: How does experience affect behaviour and metal processes? In this unit students examine the functioning of the nervous system to explain how a person can interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Unit 4: How is wellbeing developed and maintained? In this unit, students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning.

Entry There are no prerequisites for entry to Units 1, 2 and 3, although preparation work may need to be done for Unit 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 School-assessed Coursework: 16 per cent

Unit 4 School-assessed Coursework: 24 per cent

End-of-year examination: 60 per cent.

What can this lead to? Fields of applied psychology include educational, environmental, forensic, health, sport and organisational psychology. Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social psychology and developmental psychology. Why choose this subject? Choose this subject if you are interested in learning about the mental processes and behaviour in humans.

STUDIO ARTS Studio Arts encourages and supports students to recognise their individual potential as art makers and presents a guided process to assist their understanding and development of art making. The study establishes effective art practices through the application of an individual design process to assist the student’s production of a folio of artworks.

Students will focus their study on these units in photography. Structure / Units Unit 1 In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks.

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Unit 2 In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms Unit 3 In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. Unit 4 In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3 school-assessed task – 33%

Unit 4 school-assessed task – 33%

End of year examination – 34%

Please note that studying this unit will incur a fee to cover the cost of materials.

What can this lead to? The theoretical component of this study is an important basis for studio practice as it offers students a model for inquiry that can support their art making practices. Why choose this subject? Choose this subject if you are interested in learning about Art, Aesthetics, Materials, Galleries and Ideas in art.

THEATRE STUDIES In VCE Theatre Studies students interpret scripts from the pre-modern era to the present day and produce theatre for audiences. Through practical and theoretical engagement with scripts they gain an insight into the origins and development of theatre and the influences of theatre on cultures and societies. Students apply dramaturgy and work in the production roles of actor, director and designer, developing an understanding and appreciation of the role and place of theatre practitioners. Structure / Units Unit 1- Pre-modern theatre styles and conventions This unit focuses on the application of acting, direction and design in relation to theatre styles from the pre-modern era, that is, works prior to the 1920s. Students creatively and imaginatively work in production roles with scripts from the pre-modern era of theatre, focusing on at least three distinct theatre styles and their conventions. Unit 2 This unit focuses on the application of acting, direction and design in relation to theatre styles from the modern era, that is, the 1920s to the present. Students creatively and imaginatively work in production roles with scripts from the modern era of theatre, focusing on at least three distinct theatre styles. They study innovations in theatre production in the modern era and apply this knowledge to their own works. Unit 3 In this unit students develop an interpretation of a script through the three stages of the theatre production process: planning, development and presentation. Students specialise in two production roles, working collaboratively, creatively and imaginatively to realise the production of a script. They use knowledge developed during this process to analyse and evaluate the ways work in production roles can be used to interpret script excerpts previously unstudied. Unit 4 In this unit students study a scene and an associated monologue. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the three stages of the production process. Students then develop a creative and imaginative interpretation of the monologue that is embedded in the specified scene. To realise their interpretation, they work in production roles as an actor and director, or as a designer.

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Entry There are so prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4. Satisfactory completion / Assessment Satisfactory completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment for Units 3 & 4 is through:

Units 3 and 4 School-assessed Coursework: 45 per cent

End-of-year monologue examination: 25 per cent

End-of-year written examination: 30 per cent.

What can this lead to? VCE theatre studies offers a number of opportunities for students to develop employability skills. The Advice for teacher’s companion document provides specific examples of how students can develop employability skills during learning activities and assessment tasks. Why choose this subject? Many employers these days are looking for creative thinkers and presenters; people who can creatively problem solve, negotiate positive outcomes and work in teams. Students who excel in Theatre Studies are students who strive to improve in these areas. People seeking employment in high paid positions in fields such as medicine and law are now actively encouraged to gain experience in the performing arts to gain an edge on the competition.

VISUAL COMMUNICATION DESIGN The study of VCD integrates designing for communication, environments and industrial products. It focuses on the purpose of drawing to support visual language to convey ideas, information and messages.

Structure / Units Unit 1 – Introduction to Visual Communication Design This unit focuses on using visual language to communicate messages, ideas and concepts. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Unit 2 – Applications of Visual Communication Design 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. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. Unit 3 – Design Thinking and Practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Unit 4 – Design Development and Presentation 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.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must do Unit 3 before Unit 4.

Satisfactory Completion / Assessment Satisfactory Completion of all units is through the demonstration of outcomes specified for each unit. Assessment of Units 1 & 2 is school based. Assessment of Units 3 & 4 is through:

Unit 3&4 school-assessed coursework – 25%

Unit 4 school-assessed task – 40%

End of year examination – 35%. Please note that studying this unit will incur a fee to cover the cost of materials. What can this lead to? The study of Visual Communication Design can provide pathways to training and tertiary study in design and design-related studies, including graphic design, industrial and architectural design and communication design. Why choose this subject? Choose this subject if you are interested in learning about Illustration, Architecture, Product design, Graphic design and Design process. Victorian Curriculum & Assessment Authority (VCAA) A Victorian State Government authority responsible for conducting the VCE, among other things.

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Coursework Assessment The assessment of work, done mainly in class time, to establish how a student is performing in Units 3 and 4. It must conform to the Study Design.

Australian Tertiary Admissions Rank (ATAR) It is the overall ranking on a scale of 0 – 100 that a student receives, based on study scores (see below). The ATAR is used by universities and TAFE institutes to select students for their courses. General Achievement Test (GAT) A test that is completed by all students doing a Unit 3 and 4 sequence. It is used by the VCAA to check that schools are marking school-assessed tasks to the same standard. It doesn’t count towards the VCE, but GAT results are reported with the Statement of Results. Learning Outcomes What you must know, or be able to do, by the time you have finished a unit.

Satisfactory completion In plain language, this means that you have passed a unit. You receive an ‘S’ for the unit. If you do not satisfactorily complete a unit, you will receive an ‘N’.

School-assessed task A task done in school to assess performance in Units 3 and 4, set and marked by teachers according to VCAA guidelines.

Semester One half of the academic year (two terms). Most units last for one semester. Sequence A continuous study of the same subject, i.e. Units 3 and 4 combined.

Statement of Results A set of documents provided by VCAA which formally state the results achieved in the VCE.

Studies The subjects available in the VCE

Study Design The description of the content of a study, and how students’ work is to be assessed. A Study Design for each VCE study is published by the VCAA. Schools and other VCE providers must adhere to the study designs.

Study Score (Relative Position) A score from 0 to 50 which shows how you performed in a Unit 3&4 study, relative to all other Victorian students doing that same study. It is based on your results in school assessments and examinations. Units The parts of a study. There are usually four units in a study, numbered 1, 2, 3 and 4.

Vocational Education and Training in Schools (VETiS) This refers to an expanding range of nationally recognised vocational studies now integrated within the VCE. Victorian Certificate of Applied Learning (VCAL) A certificate of Applied Learning which can be studied as an alternative to VCE

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NOTES AND PLANNING

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