BalCC Secondary Pathways Handbook

Secondary Pathways Handbook

Every learner reaching their God-given potential

2027 Version 1

Mr. Scott McKenzie Head of Secondary School

Introduction At Ballarat Christian College we aim to see every learner reaching their God-given potential and graduate as young people who demonstrate Christian character and purpose-driven lives. Jesus said, “I have come that you may have life and have it to the full” (John 10:10).

This handbook contains an extensive range of information and advice to assist each student, and their family with understanding of the Years 7-10 and VCE (including the Vocational Major (VM)), and their respective processes.* Year 7 and 8 students are presented with a range of core subjects, along with rotation subjects.

Year 9 students are presented with a range of core subjects, a variety of elective subjects, and they also participate in the Micah 6:8 program.

Year 10 students are presented with a range of core subjects, along with a broader range of options which may include electives, VET and VCE subjects.

BalCC is excited to offer Year 11 and 12 students a variety of pathways and options, including VCE, VCE Vocational Major (VM), VET, and School Based Apprenticeships.

As students progress into the middle secondary years and beyond it is important that they make informed decisions before commencing their studies. We believe students should prayerfully consider the options and opportunities they are presented.

Our hope is that students strive to achieve their personal best, become inspired lifelong learners, and pursue career paths that enable them to use their God given potential to make valuable contributions to the communities in which they live and work.

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Some key considerations for students: • Reflect on your strengths and weaknesses, as well as your level of interest in the various subjects available • Confirm any possible tertiary pathways, identify the prerequisites or any other entry requirements for these at all relevant institutions • • •

Discuss possible subject selections with your parents Seek advice from the relevant teachers listed Read all the information about the VCE and VCE VM pathways on offer at Ballarat Christian College • Talk to current students about the courses which may interest you • Take all your recommendations seriously If you are applying for a VET course through the Highlands LLEN VET Cluster, ensure that you comply with all the requirements, including the early application closing date.

Always read the Careers information, published on the College website.

It is important to invest suitable time, prayer and energy into this process to ensure that you construct a pathway that will be both challenging, enriching, and one to which you will be fully committed.

Students are strongly encouraged to actively participate in and contribute to the life of the College community. The Secondary School offers a wide range of opportunities designed to challenge and develop each student. Students are encouraged to make the most of these opportunities and engage fully in their school experience. The range of excursions, camps and other learning experiences, such as the Year 9 Micah 6:8 program, Year 11 retreat,

Study Skills presentations, and other extra-curricular activities, aim to foster both academic achievement and personal growth in students. We encourage our students to display commitment in their efforts; however, we do not encourage the pursuit of academic results over spiritual growth but rather that they be one in the same. As the Message translation of Romans 12:1 says: “Take your everyday, ordinary life - your sleeping, eating, going-towork, and walking-around life - and place it before God as an offering.” The bible teaches that everything, including study and academic pursuit, should be laid before God as an offering. To separate study and academic achievement from “the spiritual” would be an effort in secularisation – the “removing” of God from different aspects of our lives as if He were irrelevant. God desires not just a portion but the entirety of our lives: As Psalm 37:5 says, “Commit your ways to the Lord...” As part of this commitment, students in lower secondary years should be cultivating a positive work ethic and developing strong study habits.

The senior years of schooling are a significant life challenge, and if students truly wish to excel then they must make study a priority. For a short period in their life other elements of their lifestyles may need to be adjusted and or sacrificed.

Ecclesiastes tells us that “there is a season” for everything.

For those in Senior School, this season is about making the most of their education as they prepare to serve God through their future vocation.

Parents also play a vital part as research has found that “children whose parents spend time with them in educational activities or who are involved in school activities achieve more in school, regardless of socio-economic status.” (Benson, et al.) At Ballarat Christian College we recognise the necessity of close co-operation between the home and school to ensure the best possible educational opportunities are achieved by students. As is written in Ecclesiastes 4:12 ”…A cord of three strands is not quickly broken.” We strongly encourage parents to be actively involved in their child’s academic, social, and personal development, and to maintain open communication with the College regarding any matters of interest or concern.

It is essential that the values promoted by both the home and the College are aligned, and that parents actively support the College in upholding the reasonable standards of behaviour and performance expected of students. We look forward to partnering with you to ensure that your child’s experience in the Secondary School section of Ballarat Christian College is positive and rewarding.

Mr Scott McKenzie Head of Secondary School

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We want to develop a relationship with Indigenous Peoples. We seek to develop a new narrative with our indigenous brothers and sisters. As First and Second peoples, we seek to journey together creating socially just and equitable relationships, listening and learning from each other.

(CSA Flourish playbook) Page 4

CONTENTS 6 10 22 34 44 64 72 92 93 94 102 138 139 139 139 140 149 150 151 152 154 158 160 161 162 163 164 168 169

Teaching and Learning Year 7 Curriculum Year 8 Curriculum Year 9 Curriculum Year 9 Electives Year 10 Curriculum Year 10 Electives Senior Secondary Pathways Victorian Senior Secondary Certificate Selecting Subjects VCE Studies VCE Vocational Major Understanding VCE VM Participation of VCE VM Approaches to Applied Learning Understanding VCE VM VCE VM Programs at BalCC Highlands LLEN VET Cluster VCE VET Programs VET Cluster Program VET Course Requirements Highlands LLEN VET Cluster Programs Glossary Notes Subject Selection Guide Taking the First Steps Choosing your subjects Notes Notes

Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

EVERY LEARNER REACHING THEIR GOD-GIVEN POTENTIAL Page 5

Mrs. Julie Gall

Head of Teaching and Learning

Teaching and Learning Once again Ballarat Christian College offers a range of Subjects within which students can explore, study and develop skills in as they look to engaging in career focused areas in the future.

During Year 7 through to Year 12, we provide opportunities for students to explore some of their subjects of interest and pursue pathways which will support and enhance their choice of career or vocation.

When considering a career pathway or vocational possibilities, students work towards making informed decisions about their studies and direction, seeking to make strategically good choices in preparation for their future.

Ballarat Christian College offers a planned and purposeful basis upon which students can work towards the Victorian Certificate of Education, the Vocational Major and/or Vocational Education & Training. All students study the core subjects promoted in the Australian Curriculum, in addition to studying Christian Living and some elective subjects of choice which can offer skills and knowledge toward their future vocational pathway.

As students approach their mid-secondary years, they will begin to purposefully choose their subjects and study pathways, guided by their aspirations and goals for the future. Their choice of subjects should then assist them in further determining their vocational direction.

Provision is made for students to complete their Level 10 year within a careers development framework and offers experience in Structured Workplace Learning.

Subject information and promotional resources are provided during Term 3, Semester 2, via an online process for subject choices. Teacher support and guidance is provided as students make their informed decisions toward subject choices. The online digital Secondary Subject Selection Handbook provides subject descriptions and explains the skills students are able to gain as they engage in the specific learning programs provided. A range of education and career planning resources including connections to key people assists the students in their decision-making process.

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As students approach their senior secondary years and the Victorian Certificate of Education (including Vocational Major), they have a range of options to choose from, which includes Vocational Education and Training studies (VET) and School-Based Apprenticeships Programs (SBA). The Subject Selection Handbook explains the options that students will consider when selecting subjects to suit their desired pathway and future ambitions.

It is important for students to be informed and steady in their decision making, discussing their options with their parents and teachers and processing all the information available before completing subject selections. Once their subject choices are placed online during the selection process, it is beneficial for students to stay with their chosen areas of study for the entire school year. Students are discouraged from changing subjects once the academic year has started.

College staff are available for consultation and negotiation during the subject choice process so that well-informed choices can be made.

Christian Living is a distinctive within the College, and all students will engage in these studies alongside of other subjects thus, providing opportunity to strengthen and develop their faith and biblical understanding along their learning journey. The College offers Christian teaching and education which confirms the biblical and foundational understanding that God has a plan and purpose for each student in reaching their God-given potential.

It is very much the earnest desire of the College that all students are given opportunity to attain to a high standard of commitment to their studies as they pursue their education within a Christian and God-honouring learning environment.

The students will receive support, encouragement and sound educational guidance as they seek to make their decisions based toward their desired vocational pathways. Praying for the very best for each student as they pursue their future and seek to reach their God given potential!

Mrs Julie Gall Director of Teaching and Learning

For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.”

Jeremiah 29: 11 (NIV)

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Mr Scott Mckenzie Head of Secondary School smckenzie@balcc.vic.edu.au

Mrs Julie Gall Head of Teaching &Learning jgall@balcc.vic.edu.au

Ms Karen Thomson Curricular and Career Advisor kfarquhar@balcc.vic.edu.au

Mrs Kaylene Templar VCE, VET and VSV Coordinator

ktemplar@balcc.vic.edu.au

Dr Trent Loader VCE VM Coordinator

tloader@balcc.vic.edu.au

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Academic Assistance Tutorial assistance is available via a range of opportunities including; lunch time and after school sessions. A schedule of tutorial times and rooms is published at the commencement of each year. These tutoring sessions are not only for those students’ who may be experiencing difficulty in their studies but are also conducted for students who may be wanting to consolidate and/or lift their standard of learning. Students should contact their teacher to discuss tutorials or any academic problems that they might be having. After school tutorial details are published at the commencement of each academic year.

It is the aim of the College to ensure that all students achieve to their maximum potential and so we request Parent/ Carer support in both urging students to regularly attend tutoring and also in the punctual collection of their child/ren is vital. Tutorials are generally facilitated at 3:30-4:30pm, with scheduled days and rooms published at the commencement of the year.

Homework Club Program run by Cheril Kemp & Sylvia Loader and other teachers as they are available.

Venue/Times Science Lab (S1) from 3:30-4:30pm every Wednesday during term, unless otherwise notified for Year 5 to 12 students.

Our Administration Office closes at 4:30pm, so please do not be late for pick ups from Homework Club.

Attendance This is a service offered at no extra charge to parents/carers.

Attendance at this program is optional, but if your child/ren would like to take advantage of Homework Club, even just on a casual basis, we would love to see them there.

Notification For your child to attend our Homework Club at BalCC, parental permission is required via Parent Lounge. Please ensure that you complete the following steps on Parent Lounge, under Events:

1 Accept Terms and Conditions – please note pick up time is 4:30pm sharp

2 Please verify ALL contact and medical details are correct for your child, on Parent Lounge (if not update or email bcc@balcc.vic.edu.au)

3 Accept / Decline invitation for Homework Club 4 Press SAVE If you accept the invitation for your child to attend Homework club this means they will be enrolled for every Wednesday during school term. *Please note, if your child is not going to attend on a specific Wednesday you are required to advise us via text to 0416 905 324, as part of our Child Safety requirements.

We appreciate students being picked up promptly at 4.30pm at the latest. *Please note that whilst there is no formal teaching program, Homework Club should be regarded in the same light as a normal school class and we expect students to be on their best behaviour when in homework club and adhere to the College IDP Policy.

We reserve the right to ask a student to leave if necessary.

If you have any questions about Homework Club, please contact your child’s Homeroom Teacher.

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YEAR 7 CURRICULUM Page 10

YEAR 7 CURRICULUM

English Mathematics

Christian Living Design Technology

LOTE (French)

Food Technology Health Education

YEAR 7 SUBJECTS

Science Humanities and Social Sciences Physical Education

Visual Arts Performing Arts (Music & Drama) Digital Technology Drones

Lego Mindstorm

Robotics

Coding Software and Safety Practices

Ballarat Christian College provides Year 7 students with a broad curriculum, which includes compulsory core subjects and a variety of other subjects.

Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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ENGLISH | YEAR 7 At Ballarat Christian College, the Year 7 English curriculum provides a comprehensive foundation in language, literature, and literacy.

Language: Students explore the structure and function of the English language, enhancing their understanding of grammar, vocabulary, and language conventions. This includes examining how language varies in different contexts and how it can be used to influence and engage audiences.

Literature: Our students engage with a diverse range of literary texts, including novels, poetry, plays, and films.

They learn to appreciate various genres and styles, analyse themes and characters, and understand how literature reflects and shapes society and culture.

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Literacy: The curriculum focuses on developing students’ reading, writing, listening, and speaking skills. Students practice creating a variety of texts, from creative stories and analytical essays to persuasive speeches and multimedia presentations. They also learn to critically evaluate texts and use evidence to support their interpretations.

Through these subject areas, students build essential skills in communication, critical thinking, and creativity, laying a solid groundwork for their future academic and personal growth.

MATHEMATICS | YEAR 7 In Year 7, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

REQUIREMENTS: Being a very sequential subject, students are required to practice their skills often and to maintain a high level of attendance, prepared with all required materials and equipment in order to build on previous skills and knowledge.

AREAS OF STUDY: • Positive and Negative Integers.

• • • • • • • • • • • •

Factors Multiples, Indices and Primes.

Fractions and Percentages.

Ratios, Rates and Best Buys.

Decimals.

Algebra Equations.

Geometry.

Measurement Coordinates and the Cartesian Plane Transformations.

Probability Representing and Interpreting Data

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ARTS | YEAR 7 In Year 7 the curriculum has been written to allow students to experience one or more arts subjects in depth.

RATIONALE The arts are as old as humanity. They are part of every culture and central to the diverse and continuing cultures of First Nations Australians. Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming.

Participating in quality arts experiences and practices enriches our social and emotional wellbeing. It fosters development of our imagination and enables us to reach our creative and intellectual potential. The distinctive languages, knowledges and practices of each arts subject in the Australian Curriculum enable learners to play, explore, question, challenge and imagine new possibilities as they create, embody, design, represent, collaborate and communicate ideas, emotions, observations and experiences. The arts foster rich cross-curriculum opportunities for learners as they grow in their understanding of self and others, and as they make sense of, interpret and respond to their real and imagined worlds.

Rich in tradition, the arts play a major role in the development and expressions of diverse cultures and communities, locally, nationally and globally. The exploration of cultures and histories through Arts learning strengthens understanding of Australia’s cultural diversity and develops critical intercultural understandings to inform decision-making and aesthetic choices. Students communicate meaningful ideas in conventional and innovative arts forms. They use arts knowledge, practice and understandings to learn and make meaning as artists and as audiences, taking

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opportunities to engage with arts organisations, creative industries and arts professionals.

Through the arts, students learn to express their ideas, thoughts, questions, understandings and opinions. They develop aesthetic knowledge and learn that the creative and critical processes of each Arts subject are essential to learning in, about and through The Arts.

The arts are core to the development of creative, confident, compassionate and resilient individuals who can think and reflect critically, celebrate and challenge ideas, people and events, and work towards making a difference in sustaining and reimagining their own and their communities’ futures.

AIMS The Arts aims to develop students’: • creativity, critical thinking, aesthetic knowledge and understanding about arts practices • knowledge and skills to imagine, observe, express, respond to and communicate ideas and perspectives in meaningful ways • use of available resources and materials including digital tools • empathy for multiple perspectives and understanding of personal, local, regional, national and global histories and traditions through the arts • engagement with the diverse and continuing cultures, arts works and practices of First Nations Australians • understanding of local, regional, national and global cultures, and their arts histories and traditions, through engaging with the worlds of artists, arts works, audiences and arts professions.

These aims are extended and complemented by specific aims for each subject in The Arts.

ARTS COND | YEAR 7 STRUCTURE In Dance, students use the body to communicate and express meaning through purposeful movement.

Dance practice integrates choreography, performance, and responding to dance and dance making. Students experience and explore dance created and performed across diverse contexts, styles and forms, and build understanding of how dance uses the body and movement to communicate ideas and meaning.

In Drama, students create, perform and respond to drama as artists and audiences. They learn to use, manage and manipulate the elements and conventions of drama across a range of dramatic forms and styles. Students learn in, through and about drama as they create dramatic action and communicate dramatic meaning.

In Music, students listen to, compose and perform music from a diverse range of styles, cultures, traditions and contexts. They create, organise, manipulate and share sounds in time and space, and critically analyse music. Music practices are aurally based and focus on developing and applying knowledge and skills through sustained musical engagement and experiences.

Arts learning involves deep engagement through the continuing and emerging practices of The Arts subjects. Understanding how the practices of each subject are being used in dynamic and innovative ways across cultures and communities supports students’ understanding of how they can contribute to their world. Schools make decisions about the subjects and forms students engage in within their Arts learning. For example, students may explore and create: • arts works that exist in physical, digital or virtual spaces • individual or collaborative arts works • arts works that use materials and technologies in traditional and/or innovative ways • arts works in traditional, conceptual, site-specific, hybrid, multimodal or trans-disciplinary forms • arts works where the audience is a co-creator with the artist.

In Visual Arts, students learn in, through and about visual arts practices, including the fields of art, craft and design.

They experience and explore visual artworks created by artists working in diverse contexts, styles and forms, and build understanding of the significance and impact of visual arts practice and culture for themselves and local and global communities.

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CHRISTIAN LIVING | YEAR 7 At Ballarat Christian College, our Year 7 Christian Living program is dedicated to providing a balanced, gospel-centered education that integrates practical components with relevant biblical and theological theory. Our approach includes life coaching, Christian ethics, and apologetics, ensuring a comprehensive and holistic experience. This course is shaped and guided by various trusted sources including but not limited to, CSA Framework, Gospel Project Resources, RightNow Media and Alpha.

COURSE DESIGN The program is crafted to be: • • • • • •

Engaging Relevant Challenging Inspiring Biblical Gospel-focused

The course accommodates all students and abilities, making necessary modifications and adjustments to cater to special learning needs. Recognizing the diverse backgrounds, learning needs, levels of understanding, and degrees of faith commitment among our students, we tailor our approach accordingly.

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Some students will have strong, confident, and sophisticated skills and understanding relating to the Bible, faith, and Christian living, with some already having accepted Christ as their Savior and growing in their faith.

Conversely, many students may require understanding in the basics and foundations of the Christian faith, gospel, and Bible, as they may have little biblical and gospel understanding, lack confidence, and may not have made a faith decision yet.

STUDENT ENGAGEMENT Students are encouraged to actively engage in each session, responding personally and honestly in discussions and completing various tasks. Our goal is to present material in a creative, dynamic, fun, and engaging way, while staying true to the biblical narrative and essence of the Christian faith. The gospel will always be paramount and woven into every session.

This program aims to nurture each student’s faith journey, regardless of their s starting point, fostering a deeper understanding and commitment to Christian living.

DESIGN AND TECHNOLOGY | YEAR 7 The curriculum has been designed to help get students ‘up to speed’ and confident with handling tools and equipment and most importantly, working safely in a workshop environment.

Students complete a folding stool model, designed to utilise a range of hand tools and construction techniques.

Students learn the importance of accuracy when they are cutting and assembling the stool as the operation is impeded or assisted, based on the accuracy of operations.

An additional 3-Dimensional project, such as a nerve tester or battery driven car, is offered in the latter part of the semester as an extension project, and will allow opportunities to observe emerging skills and develop further confidence in timber, metals, plastics or electronics.

The subject runs for two periods per week over the semester

A self-evaluation rubric assists students to complete the projects to various levels of accuracy and finish.

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HASS | YEAR 7 CIVICS & CITIZENSHIP: In Year 7, students study the key features of democracy and Australia’s federal system of government, and explore how values shape our democracy. Students learn about the key features and principles of Australia’s legal system. They look at how the rights of individuals are protected through the legal system, which aims to provide justice. Students also explore how Australia’s secular system of government supports a diverse society with shared values that promote community cohesion.

ECONOMICS & BUSINESS: The focus of learning in Year 7 is the topic “individuals, businesses and entrepreneurs” within a personal, community and national context. Students investigate the nature and purpose of informed and responsible decision-making by individuals and businesses, with attention to the allocation of limited resources to meet unlimited needs and wants, types of businesses, how entrepreneurial characteristics contribute to business success, and the ways work is undertaken. They also examine the rights and responsibilities that individuals and businesses have within consumer and financial contexts.

GEOGRAPHY: The Year 7 curriculum involves the study of 2 sub-strands, Water as a resource and Place and Liveability. Water as a resource – focuses on the many uses of water, the ways it is perceived and valued, and the hazards associated with environmental processes. Students study and identify renewable and non-renewable resources, examining

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what makes a resource change from renewable to non-renewable. Students explore responsible ways to manage water, identifying various strategies to improve the sustainability of water as a resource for all.

Place and Liveability – focuses on the factors that influence liveability, how it is perceived, and the idea that places provide us with the services and facilities needed to support and enhance our lives. Students examine the distribution of these spaces, and how they are planned and managed by people. They also consider the ways that the liveability of a place is enhanced and how sustainability is managed.

HISTORY: The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60,000 years ago – c.650 (CE), and a study of early First Nations Peoples of Australia. It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies from places including Egypt, Greece, Rome, India and China.

ASSESSMENT: • Topic Test • Assignments • Project work • Classwork

HEALTH AND PHYSICAL EDUCATION | YEAR 7 Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen. It is essential that young people develop their ability to respond to new health issues and evolving physical activity options.

Integral to Health and Physical Education is the acquisition and application of movement skills, concepts and strategies across a range of physical activity contexts.

This enables students to participate confidently and competently when moving. Movement is a powerful medium for learning through which students can acquire and practise personal, social and cognitive skills. When learning in movement contexts, students gain skills, understanding and dispositions that support lifelong physical activity participation and enhanced movement performance.

In Health and Physical Education, students • develop personal and social skills through interacting with others in classroom and movement contexts.

• use health and physical activity resources to enhance their own and others’ wellbeing.

Health and Physical Education addresses factors that influence the health, safety, relationships, wellbeing and physical activity patterns of individuals, groups and communities. Students develop the understanding to challenge discrimination, assumptions and stereotypes.

They gain skills to take positive action regarding diversity, inclusion, consent and respect in different social contexts.

AIMS Health and Physical Education aims to enable students to: • access, evaluate and synthesise information to make informed choices and act to enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation • develop and use personal, social and cognitive skills and strategies to promote self-identity and wellbeing, and to build and manage respectful relationships • acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in various physical activity settings • engage in and create opportunities for regular physical activity participation as individuals and for the communities to which they belong • analyse how varied and changing personal and contextual factors shape opportunities for health and physical activity.

STRAND 1 - Personal, social and community health The Personal, social and community health strand focuses on the knowledge, understanding and skills needed to make healthy and safe choices. In the early years, the focus is on exploring and investigating safe and healthy personal practices. The strand examines the contextual factors that influence health, safety, physical activity levels and wellbeing through a range of focus areas and issues. It is underpinned by a strengths-based approach and socio-critical perspectives. It focuses on developing health literacy skills to apply new information to changing circumstances. This strand examines environments that influence health, safety, relationships and wellbeing at an individual and community level.

STRAND 2 - Movement and physical activity The Movement and physical activity strand promotes appreciation of how movement in all its forms is central to daily life. Movement meets functional requirements and provides opportunities for active living. It is also a setting where personal, social and cognitive skills can be developed and refined. In the early years, the focus is on development of movement skills and physical activity participation through active play and minor games. The acquisition and refinement of a range of movement skills, concepts and strategies builds movement competence and confidence. This also develops the dispositions necessary for lifelong participation in physical activities.

FOCUS AREAS The content descriptions in Health and Physical Education must be taught through the following 12 focus areas.

• Alcohol and other drugs • Food and nutrition • Health benefits of physical activity • Mental health and wellbeing • Relationships and sexuality • Safety • Active play and minor games • Challenge and adventure activities • Fundamental movement skills • Games and sports • Lifelong physical activities • Rhythmic and expressive activities Sourced: Australian Curriculum Acara 9 - 4th July 2024

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LOTE - LANGUAGES | YEAR 7 Bienvenue! Comment ca va?

Our students have the opportunity to engage in the study of French across all years. French is the language studied at Ballarat Christian College as a core subject for these year levels and is included in Languages required within the 8 KLA’s for all Australian schools. The course includes instruction and learning in the reading, writing, speaking and listening of the language with a key focus on a conversational approach as students gain confidence in speaking and understanding the French language. Students who may have the desire to go further in their study of French will find that it is the main language spoken in over 40 countries in the world and one of the key languages offered across the Australian Curriculum. Students at Ballarat Christian College enjoy the experience of an annual French Celebration Day that focuses on experiencing authentic French culture.

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In Year 7, students will follow the Tapis Volant 1 textbook (5th edition) throughout the year. Units will include topics such as nationalities, numbers, greetings and introductions, expressing opinions, family, animals, birthdays, ordering at a café, French culture and basic foundational French grammar including verb conjugations.

Learning a language has many benefits which include creativity, problem solving and interpretation, improved literacy skills and encouraging an understanding of cultural identity within a nation. Studying Languages also provides advantages for employment as increasing numbers of companies seek bi/multilingual speakers in order to remain competitive in an ever-increasing interconnected global world. (Adapted: Victoria State Education & Training)

SCIENCE | YEAR 7 In Year 7, we emphasise that Science is both a body of knowledge and a way of investigating the natural world.

Students grow their body of knowledge in the four main scientific areas as well as learning how Science interacts with society and Science Inquiry. They focus on safety when completing practical tasks, and learn how to create and test scientific models.

AREAS OF STUDY: • Nature and Development of Science • Use and Influence of Science • Science Inquiry Biological Science • Classification of living things • Ecosystems and food webs

ASSESSMENT TASKS • Topic Tests • Research Projects • Practical work skills and Practical reports • Maintaining workbook and classwork REQUIREMENTS Being both a skill based and knowledge based subject, students are required to review the content often in order to maintain their knowledge. Students should come to class being prepared to make observations, provide evidence for any claims that they make and use critical thinking to develop reasoning. Being aware of their surroundings and being safe is of paramount importance in the Science laboratory. Students need to be prepared with all required materials and equipment.

Chemical Science • States of matter • Separating mixtures Earth and Space Science • Earth in space Physical Science • Forces in Action

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YEAR 8 CURRICULUM Page 22

YEAR 8 CURRICULUM

English Mathematics

Christian Living

LOTE (French)

Food Technology Health Education

Design Technology

YEAR 8 SUBJECTS

Science Humanities and Social Sciences Physical Education

Visual Arts Performing Arts (Music & Drama) Digital Technology Drones

Lego Mindstorm

Robotics

Coding Software and Safety Practices

Ballarat Christian College provides Year 8 students with a broad curriculum, which includes compulsory core subjects and a variety of other subjects.

Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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ENGLISH | YEAR 8 At Ballarat Christian College, the Year 7 English curriculum provides a comprehensive foundation in language, literature, and literacy.

LANGUAGE: Students explore the structure and function of the English language, enhancing their understanding of grammar, vocabulary, and language conventions. This includes examining how language varies in different contexts and how it can be used to influence and engage audiences.

LITERATURE: Our students engage with a diverse range of literary texts, including novels, poetry, plays, and films. They learn to appreciate various genres and styles, analyse themes and characters, and understand how literature reflects and shapes society and culture.

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LITERACY: The curriculum focuses on developing students’ reading, writing, listening, and speaking skills. Students practice creating a variety of texts, from creative stories and analytical essays to persuasive speeches and multimedia presentations. They also learn to critically evaluate texts and use evidence to support their interpretations.

Through these subject areas, students build essential skills in communication, critical thinking, and creativity, laying a solid groundwork for their future academic and personal growth.

MATHEMATICS | YEAR 8 In Year 8, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

ASSESSMENT TASKS: • Topic Tests and Assignments • Maintaining workbook and classwork REQUIREMENTS: Being a very sequential subject, students are required to practice their skills often and to maintain a high level of attendance, prepared with all required materials and equipment in order to build on previous skills and knowledge.

AREAS OF STUDY: • Representing and interpreting Data.

• • • • • • • • • •

Probability Integers Index Laws Real Numbers Congruence Algebra.

Measurement Solving simple linear equations.

Coordinates and linear Graphs Pythagoras’ Theorem

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ARTS | YEAR 8 In Year 8 the curriculum has been written to allow students to experience one or more arts subjects in depth.

RATIONALE The arts are as old as humanity. They are part of every culture and central to the diverse and continuing cultures of First Nations Australians. Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming.

Participating in quality arts experiences and practices enriches our social and emotional wellbeing. It fosters development of our imagination and enables us to reach our creative and intellectual potential. The distinctive languages, knowledges and practices of each arts subject in the Australian Curriculum enable learners to play, explore, question, challenge and imagine new possibilities as they create, embody, design, represent, collaborate and communicate ideas, emotions, observations and experiences. The arts foster rich cross-curriculum opportunities for learners as they grow in their understanding of self and others, and as they make sense of, interpret and respond to their real and imagined worlds.

Rich in tradition, the arts play a major role in the development and expressions of diverse cultures and communities, locally, nationally and globally. The exploration of cultures and histories through Arts learning strengthens understanding of Australia’s cultural diversity and develops critical intercultural understandings to inform decision-making and aesthetic choices. Students communicate meaningful ideas in conventional and innovative arts forms. They use arts knowledge, practice and understandings to learn and make meaning as artists and as audiences, taking

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opportunities to engage with arts organisations, creative industries and arts professionals.

Through the arts, students learn to express their ideas, thoughts, questions, understandings and opinions. They develop aesthetic knowledge and learn that the creative and critical processes of each Arts subject are essential to learning in, about and through The Arts.

The arts are core to the development of creative, confident, compassionate and resilient individuals who can think and reflect critically, celebrate and challenge ideas, people and events, and work towards making a difference in sustaining and reimagining their own and their communities’ futures.

AIMS The Arts aims to develop students’: • creativity, critical thinking, aesthetic knowledge and understanding about arts practices • knowledge and skills to imagine, observe, express, respond to and communicate ideas and perspectives in meaningful ways • use of available resources and materials including digital tools • empathy for multiple perspectives and understanding of personal, local, regional, national and global histories and traditions through the arts • engagement with the diverse and continuing cultures, arts works and practices of First Nations Australians • understanding of local, regional, national and global cultures, and their arts histories and traditions, through engaging with the worlds of artists, arts works, audiences and arts professions.

These aims are extended and complemented by specific aims for each subject in The Arts.

ARTS COND | YEAR 8 STRUCTURE In Dance, students use the body to communicate and express meaning through purposeful movement.

Dance practice integrates choreography, performance, and responding to dance and dance making. Students experience and explore dance created and performed across diverse contexts, styles and forms, and build understanding of how dance uses the body and movement to communicate ideas and meaning.

In Drama, students create, perform and respond to drama as artists and audiences. They learn to use, manage and manipulate the elements and conventions of drama across a range of dramatic forms and styles. Students learn in, through and about drama as they create dramatic action and communicate dramatic meaning.

In Music, students listen to, compose and perform music from a diverse range of styles, cultures, traditions and contexts. They create, organise, manipulate and share sounds in time and space, and critically analyse music. Music practices are aurally based and focus on developing and applying knowledge and skills through sustained musical engagement and experiences.

Arts learning involves deep engagement through the continuing and emerging practices of The Arts subjects. Understanding how the practices of each subject are being used in dynamic and innovative ways across cultures and communities supports students’ understanding of how they can contribute to their world. Schools make decisions about the subjects and forms students engage in within their Arts learning. For example, students may explore and create: • arts works that exist in physical, digital or virtual spaces • individual or collaborative arts works • arts works that use materials and technologies in traditional and/or innovative ways • arts works in traditional, conceptual, site-specific, hybrid, multimodal or trans-disciplinary forms • arts works where the audience is a co-creator with the artist.

In Visual Arts, students learn in, through and about visual arts practices, including the fields of art, craft and design.

They experience and explore visual artworks created by artists working in diverse contexts, styles and forms, and build understanding of the significance and impact of visual arts practice and culture for themselves and local and global communities.

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CHRISTIAN LIVING | YEAR 8 At Ballarat Christian College, our Year 8 Christian Living program is dedicated to providing a balanced, gospel-centered education that integrates practical components with relevant biblical and theological theory. Our approach includes life coaching, Christian ethics, and apologetics, ensuring a comprehensive and holistic experience. This course is shaped and guided by various trusted sources including but not limited to, CSA Framework, Gospel Project Resources, RightNow Media and Alpha.

COURSE DESIGN The program is crafted to be: • Engaging • Relevant • Challenging • Inspiring • Biblical • Gospel-focused The course accommodates all students and abilities, making necessary modifications and adjustments to cater to special learning needs. Recognizing the diverse backgrounds, learning needs, levels of understanding, and degrees of faith commitment among our students, we tailor our approach accordingly.

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Some students will have strong, confident, and sophisticated skills and understanding relating to the Bible, faith, and Christian living, with some already having accepted Christ as their Savior and growing in their faith.

Conversely, many students may require understanding in the basics and foundations of the Christian faith, gospel, and Bible, as they may have little biblical and gospel understanding, lack confidence, and may not have made a faith decision yet.

STUDENT ENGAGEMENT Students are encouraged to actively engage in each session, responding personally and honestly in discussions and completing various tasks. Our goal is to present material in a creative, dynamic, fun, and engaging way, while staying true to the biblical narrative and essence of the Christian faith. The gospel will always be paramount and woven into every session.

This program aims to nurture each student’s faith journey, regardless of their s starting point, fostering a deeper understanding and commitment to Christian living.

DESIGN AND TECHNOLOGY | YEAR 8 The curriculum has been designed to help get students ‘up to speed’ and confident with handling tools and equipment and most importantly, working safely in a workshop environment.

Students design and complete two models, utilising a range of hand tools and construction techniques.

Students learn the importance of accuracy. A storage box is completed along with a free choice project.

A self-evaluation rubric assists students to complete the projects to various levels of accuracy and finish and therefore achieve relative results.

The additional 3-Dimensional project is offered in the latter part of the semester as an extension project and will allow opportunities to develop skills and confidence in students.

The subject runs for two periods over the semester

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HASS | YEAR 8 CIVICS & CITIZENSHIP: In Year 8, students understand how citizens can actively participate in Australia’s political system, the role and impact of elections, and the ways political parties, interest groups, media and individuals influence government and decision-making processes. Students consider how laws are made and the types of laws used in Australia. Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity, and how this contributes to active citizenship.

ECONOMICS & BUSINESS: The focus of learning in Year 8 is the topic “Australian markets” within a national context. Students investigate a range of factors that influence decision-making by individuals and business. These include the allocation of resources to produce goods and services in the operation of markets, and the different ways that businesses may adapt to opportunities in markets or respond to the changing nature of work. Students also examine the influences on decision-making within consumer and financial contexts through a focus on the role of Australia’s system of taxation, particularly in relation to spending by individuals and businesses, support for the common good, and the importance of goal-setting, budgeting and planning GEOGRAPHY: The Year 8 curriculum involves the study of 2 substrands, Landforms and Landscapes and Changing nations. Landforms and landscapes – focuses on the processes that shape individual landforms, the values

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and meanings placed on landforms and landscapes by diverse cultures, and hazards associated with landscapes.

Students explore the distribution of Australia’s distinctive landscapes and significant landforms. They also consider the ways that the sustainability of significant landscapes and the impacts of hazards are managed. Changing nations – focuses on the changing human geography of countries with the process of urbanisation, the reasons for the high level of urban concentration in Australia, and the influences of internal and international migration.

Students can examine the distribution of population in Australia compared to other countries and shifts in population distribution over time. They also focus on the ways that sustainability of Australia’s urban areas is managed.

HISTORY: The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period (c.650–1750 CE). This was when major societies around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.

ASSESSMENT: • Topic Test • Assignments • Project work • Classwork

HEALTH AND PHYSICAL EDUCATION | YEAR 8 Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen. It is essential that young people develop their ability to respond to new health issues and evolving physical activity options.

Integral to Health and Physical Education is the acquisition and application of movement skills, concepts and strategies across a range of physical activity contexts.

This enables students to participate confidently and competently when moving. Movement is a powerful medium for learning through which students can acquire and practise personal, social and cognitive skills. When learning in movement contexts, students gain skills, understanding and dispositions that support lifelong physical activity participation and enhanced movement performance.

In Health and Physical Education, students • develop personal and social skills through interacting with others in classroom and movement contexts.

• use health and physical activity resources to enhance their own and others’ wellbeing.

Health and Physical Education addresses factors that influence the health, safety, relationships, wellbeing and physical activity patterns of individuals, groups and communities. Students develop the understanding to challenge discrimination, assumptions and stereotypes.

They gain skills to take positive action regarding diversity, inclusion, consent and respect in different social contexts.

AIMS Health and Physical Education aims to enable students to: • access, evaluate and synthesise information to make informed choices and act to enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation • develop and use personal, social and cognitive skills and strategies to promote self-identity and wellbeing, and to build and manage respectful relationships • acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in various physical activity settings • engage in and create opportunities for regular physical activity participation as individuals and for the communities to which they belong • analyse how varied and changing personal and contextual factors shape opportunities for health and physical activity.

STRAND 1 - Personal, social and community health The Personal, social and community health strand focuses on the knowledge, understanding and skills needed to make healthy and safe choices. In the early years, the focus is on exploring and investigating safe and healthy personal practices. The strand examines the contextual factors that influence health, safety, physical activity levels and wellbeing through a range of focus areas and issues. It is underpinned by a strengths-based approach and socio-critical perspectives. It focuses on developing health literacy skills to apply new information to changing circumstances. This strand examines environments that influence health, safety, relationships and wellbeing at an individual and community level.

STRAND 2 - Movement and physical activity The Movement and physical activity strand promotes appreciation of how movement in all its forms is central to daily life. Movement meets functional requirements and provides opportunities for active living. It is also a setting where personal, social and cognitive skills can be developed and refined. In the early years, the focus is on development of movement skills and physical activity participation through active play and minor games. The acquisition and refinement of a range of movement skills, concepts and strategies builds movement competence and confidence. This also develops the dispositions necessary for lifelong participation in physical activities.

FOCUS AREAS The content descriptions in Health and Physical Education must be taught through the following 12 focus areas.

• Alcohol and other drugs • Food and nutrition • Health benefits of physical activity • Mental health and wellbeing • Relationships and sexuality • Safety • Active play and minor games • Challenge and adventure activities • Fundamental movement skills • Games and sports • Lifelong physical activities • Rhythmic and expressive activities Sourced: Australian Curriculum Acara 9 - 4th July 2024

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LOTE - LANGUAGES | YEAR 8 Bonjour! Comment allez-vous?

Our students have the opportunity to engage in the study of French across all years. French is the language studied at Ballarat Christian College as a core subject for these year levels and is included in Languages required within the 8 KLA’s for all Australian schools. The course includes instruction and learning in the reading, writing, speaking and listening of the language with a key focus on a conversational approach as students gain confidence in speaking and understanding the French language. Students who may have the desire to go further in their study of French will find that it is the main language spoken in over 40 countries in the world and one of the key languages offered across the Australian Curriculum. Students at Ballarat Christian College enjoy the experience of an annual French Celebration Day that focuses on experiencing authentic French culture.

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In Year 8, students will continue to follow the Tapis Volant 1 textbook (5th edition) throughout the year. Units will include topics such as school, opinions, daily routines, physical descriptions, personality descriptors, clothing, shopping, giving directions, holiday plans in the future tense, and weather. Students will build on their existing knowledge of French grammar and learn more complex and compound language structures such as the near future and simple future tenses. Learning a language has many benefits which include creativity, problem solving and interpretation, improved literacy skills and encouraging an understanding of cultural identity within a nation. Studying Languages also provides advantages for employment as increasing numbers of companies seek bi/multilingual speakers in order to remain competitive in an ever-increasing interconnected global world. (Adapted: Victoria State Education & Training)

SCIENCE | YEAR 8 In Year 8, learning in Science builds on each student’s prior learning and experiences. They continue being safe when completing practical tasks and focus on techniques to improve accuracy and precision. They further develop their critical thinking skills, creating hypotheses, analysing results and providing conclusions when working on practical tasks and develop the skill of writing formal practical reports.

AREAS OF STUDY: • Nature and Development of Science • Use and Influence of Science • Science Inquiry Biological Science • Cells • Body systems

ASSESSMENT TASKS • Topic Tests • Research Projects • Practical work skills and Practical reports • Maintaining workbook and classwork REQUIREMENTS Being both a skill based and knowledge based subject, students are required to review the content often in order to maintain their knowledge. Students should come to class being prepared to make observations, provide evidence for any claims that they make and use critical thinking to develop reasoning. Being aware of their surroundings and being safe is of paramount importance in the Science laboratory. Students need to be prepared with all required materials and equipment.

Chemical Science • Elements, compounds and mixtures • Chemical and Physical Change Earth and Space Science • Rock Cycle • The Dynamic Earth Physical Science • Types of Energy

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YEAR 9 CURRICULUM Page 34

YEAR 9 CURRICULUM Ballarat Christian College provides Year 9 students with a broad curriculum, which includes compulsory core subjects and a variety of elective subjects. The elective subjects allow students to have some discretion in their own course of study.

Students have an opportunity to choose electives. In choosing subjects at Year 9, students should aim to select those they enjoy, find interesting, which will challenge them in their learning and extend their knowledge.

Students should establish a consistent, diligent, and productive attitude towards their studies and begin to develop the study habits that will be required at VCE level.

This is to ensure that at the completion of Year 9 Students should establish a consistent, diligent, and productive attitude towards their studies and begin to develop the study habits that will be required at VCE level. Students should aim to apply themselves to the best of their ability and aim for excellence in all their studies while enjoying the variety of subjects undertaken in Year 9.

English

Mathematics Physical Education

Science

Humanities and Social Sciences

YEAR 9 CORE SUBJECTS

Micah 6:8 Christian Living Health Careers

Electives

Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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ENGLISH | YEAR 9 At Ballarat Christian College, the Year 9 English curriculum provides a robust and dynamic learning experience across key areas of language, literature, and literacy.

LANGUAGE: Students deepen their understanding of the English language, focusing on complex grammar, advanced vocabulary, and language conventions. They explore how language can be adapted for different contexts and purposes, enhancing their ability to communicate effectively.

LITERATURE: Our Year 9 students engage with a wide array of literary texts, including contemporary and classic novels, poetry, drama, and film. They analyze how texts convey themes, characters, and settings, and examine the ways in which literature can reflect and influence society and culture.

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LITERACY: The curriculum emphasises the development of advanced reading, writing, listening, and speaking skills.

Students learn to produce a variety of text types, such as analytical essays, creative stories, and persuasive speeches. They also practice critically evaluating texts and using evidence-based arguments.

In addition to the core curriculum, we offer electives such as Creative Writing, where students can explore their imagination and hone their storytelling skills. This elective provides an opportunity for students to write in various genres, develop their unique voice, and share their work with peers.

Through these subject areas and electives, students in Year 9 build essential skills in communication, critical analysis, and creativity, preparing them for success in their future studies and personal endeavours.

MATHEMATICS | YEAR 9 In Year 9, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

AREAS OF STUDY: • Number Skills and Index Laws • • • • • • • • • • •

ASSESSMENT TASKS: • Topic Tests and Assignments • Maintaining work book and classwork • End of Semester Exam REQUIREMENTS: Being a very sequential subject, students are required to practice their skills often and to maintain a high level of attendance, prepared with all required materials and equipment in order to build on previous skills and knowledge.

Algebra Linear Equations Congruence and Similarity Pythagoras and Trigonometry Linear and non-linear Graphs Proportion and Rates Financial Maths Measurement Probability Statistics Quadratic Equations and Graphs

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CHRISTIAN LIVING | YEAR 9 At Ballarat Christian College, our Year 8 Christian Living program is dedicated to providing a balanced, gospel-centered education that integrates practical components with relevant biblical and theological theory. Our approach includes life coaching, Christian ethics, and apologetics, ensuring a comprehensive and holistic experience. This course is shaped and guided by various trusted sources including but not limited to, CSA Framework, Gospel Project Resources, RightNow Media and Alpha.

COURSE DESIGN The program is crafted to be: • • • • • •

Engaging Relevant Challenging Inspiring Biblical Gospel-focused

The course accommodates all students and abilities, making necessary modifications and adjustments to cater to special learning needs. Recognizing the diverse backgrounds, learning needs, levels of understanding, and degrees of faith commitment among our students, we tailor our approach accordingly.

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Some students will have strong, confident, and sophisticated skills and understanding relating to the Bible, faith, and Christian living, with some already having accepted Christ as their Savior and growing in their faith.

Conversely, many students may require understanding in the basics and foundations of the Christian faith, gospel, and Bible, as they may have little biblical and gospel understanding, lack confidence, and may not have made a faith decision yet.

STUDENT ENGAGEMENT Students are encouraged to actively engage in each session, responding personally and honestly in discussions and completing various tasks. Our goal is to present material in a creative, dynamic, fun, and engaging way, while staying true to the biblical narrative and essence of the Christian faith. The gospel will always be paramount and woven into every session.

This program aims to nurture each student’s faith journey, regardless of their s starting point, fostering a deeper understanding and commitment to Christian living.

HASS | YEAR 9 CIVICS & CITIZENSHIP: In Year 9, students further develop their understanding of Australia’s federal system of government and how it enables change. Students investigate the features and jurisdictions of Australia’s court system, including its role in applying and interpreting Australian law. They also examine global connectedness and how this is shaping contemporary Australian society and global citizenship.

ECONOMICS & BUSINESS: The focus of learning in Year 9 is the topic “international trade and interdependence” within a global context, including trade with the countries of Asia. Students investigate what it means for Australia to be part of the global economy, particularly through trade with the countries of Asia and the influence on the allocation of resources, and how businesses create and maintain competitive advantage. They examine the implications of interdependence of participants in the global economy for decision-making. Students focus on consumer and financial risks and rewards. They examine the influence of Australia’s financial sector on economic decisionmaking for how it contributes to a prosperous economy and responds to challenges impacting on peoples’ lives and choices.

GEOGRAPHY: The Year 9 curriculum involves the study of 2 substrands, Biomes and Food Security and Geographies of Interconnections. Biomes and food security – focuses on the biomes of the world, their characteristics and significance as a source of food and fibre. Students examine the distribution of biomes as regions, and their

contribution to food production and food security.

They consider the effects of the alteration of biomes, and the environmental challenges and constraints of expanding sustainable food production in the future.

Geographies of interconnections – focuses on how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. Students examine the nature of these connections between people and places through the products people buy and the effects of their production on the places that make them. Students consider the management of the impacts of tourism and trade on places.

HISTORY: The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. This was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and expansion of European power, which had significant effects on First Nations Peoples globally. The period culminated in World War I (1914–1918), the “war to end all wars”.

ASSESSMENT: • Topic Test • Assignments • Project work • Classwork

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MICAH 6:8 | YEAR 9 Micah 6:8 is a unique, full-day learning program that takes you beyond the classroom to develop the skills, character, and confidence needed for life.

Inspired by the Biblical call to “act justly, love mercy and walk humbly with your God” (Micah 6:8), this program combines practical learning, community service, outdoor adventures, and personal growth. You’ll discover your strengths, build resilience, develop leadership skills, and learn how to make a positive impact in your school and community.

At the heart of Micah 6:8 is the opportunity to grow in faith and deepen your understanding of God’s purpose for your life. Through Bible-based discussions, personal reflection, devotions, and service, students are encouraged to develop Christ-like character, demonstrating compassion, integrity, and humility, while recognising that serving others is a practical expression of their faith. The program helps students discover how their God-given gifts and talents can be used to positively influence their families, school, church, and the wider community.

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Throughout the year you will: • Participate in meaningful service projects, including Café 6:8, gardening, maintenance, supporting local primary schools, and community organisations.

• Take part in exciting camps, outdoor challenges, and day excursions that build teamwork, independence, resilience, and problem-solving skills.

• Explore themes such as identity, relationships, responsibility, wellbeing, leadership, and future pathways.

• Develop practical life skills including communication, budgeting, goal setting, time management, workplace readiness, and career planning.

• Learn through authentic, hands-on experiences that connect classroom learning with the real world.

Whether you’re hiking, preparing meals for others, working alongside community organisations, exploring future career pathways, or taking on exciting team challenges, Micah 6:8 will encourage you to step outside your comfort zone, discover your purpose, and grow into a confident, capable young adult.

DUKE OF EDINBURGH | YEAR 9 WHAT STUDENTS WILL STUDY/LEARN This award is run in conjunction with the Micah 6:8 program. The Award is a leading structured youth development program, empowering young people to explore their full potential and find their purpose, passion, and place in the world. To achieve an Award, each young person must learn a skill, improve their physical wellbeing, volunteer in their community and experience a team adventure in a new environment.

Components of this Award will be undertaken outside of normal class hours ASSESSMENT To complete this course a student will select and undertake (predominately in their own time) a Skill and a Physical Rec. While the Service section is completed during timetabled Micah 6:8 sessions. Class time will be devoted predominantly towards award administration and to the completion of the Adventurous Journey training and preparation requirements.

THIS COMPRISES OF: • Appreciating the culture within the journey environment • Camp craft, including food and cooking • Competency in the mode of travel • Navigation • Necessary equipment and how to use it • Observation and recording skills • Route planning • Team Building and leadership • Understanding the Adventurous Journey • Understanding the impact of the journey on the environment Completed within the semester there will also be: • Two-day one night Practice Adventurous Journey • Two-day one night Qualifying Adventurous Journey.

COURSE OVERVIEW SEMESTER TWO (20 weeks (usable classes) 2 x 1 hour classes per week)

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SCIENCE | YEAR 9 In Year 9, learning in Science builds on each student’s prior learning and experiences. As well as being safe, accurate and precise when completing practical tasks, students also consider the ethical implications of Science tasks.

They continue to develop their critical thinking skills in Science inquiry, creating hypotheses, analysing results and providing conclusions when working on practical tasks. In writing practical reports students also analyse materials and method considering ways the experiment can be improved.

AREAS OF STUDY: • Nature and Development of Science • Use and Influence of Science • Science Inquiry Biological Science • Nervous system and Endocrine system • Sexual and asexual processes in plants and animals Chemical Science • Inside the atom and nuclear radiation • Chemical reactions Earth and Space Science • The Carbon Cycle Physical Science • Energy Transfer and Transmission

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ASSESSMENT TASKS • Topic Tests • Research Projects • Practical work skills and Practical reports • Maintaining workbook and classwork • End of Semester Exam REQUIREMENTS Being both a skill based and knowledge based subject, students are required to review the content often in order to maintain their knowledge. Students should come to class being prepared to make observations, provide evidence for any claims that they make and use critical thinking to develop reasoning. Being aware of their surroundings and being safe is of paramount importance in the Science laboratory. Students need to be prepared with all required materials and equipment.

Whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things.

Philippians 4:8

YEAR 9 ELECTIVES Page 44

CONTENTS YEAR 9 ELECTIVES

ENGLISH 47

Creative English

MATHEMATICS 49

Mathematics Extended

ART / TECHNOLOGY 51 51 51 52 52 53 53 53

Design & Technology Digital Technology Food Technology Music Photography Textiles Visual Arts Visual Communication & Design

HEALTH & PHYSICAL EDUCATION 55 55

Health and Human Development Sport

HUMANITIES 57

Business Management & Work Related Skills

LANGUAGES 59

LOTE (French)

SCIENCE 61 61 62 62 63

Chemical Science Environmental Science Life Science Psychology & Sociology Science in Motion

Year 9 Electives need to total 4 period duration

HINTS FOR CHOOSING ELECTIVE: When choosing subjects it is important that they are suitable, both with respect to the student’s future career aspirations and present interest and ability.

Students should discuss subject choices with key faculty leaders and parents.

If students are in doubt about their future careers, subjects should be chosen that will keep the most options open within their areas of interest and ability.

Please Note: * There are limits on class sizes, so it is very important to make sure students rank their preferences accurately.

Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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Year 9 Electives

English Page 46

ELECTIVE | ENGLISH

CREATIVE ENGLISH

(1 Period Allocation)

Creative English is a new elective for Year 9 students who enjoy imagination, performance, and the creative possibilities of language. The course is designed to develop students’ confidence, creativity, and communication skills through engaging and practical learning experiences. Students will explore how language can inform, entertain, persuade, and inspire different audiences while building their ability to think critically, collaborate effectively, and communicate with purpose.

The elective includes units in creative writing, public speaking and debating, play studies, scriptwriting, and performance. Through these units, students will develop their creative expression, refine their speaking and writing skills, and gain experience working collaboratively on dramatic and oral presentations. Creative English encourages imagination, teamwork, and self-expression while strengthening the literacy and communication skills that are valuable across all learning areas and future career pathways.

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Year 9 Electives

Mathematics Page 48

ELECTIVE | MATHEMATICS

MATHEMATICS EXTENDED

(1 Period Allocation)

This course is designed for those students who have a particular interest in Mathematics and would enjoy studying it on a deeper level, without the constraint of sticking precisely to the Australian Curriculum course requirements.

The emphasis would be on problem solving and looking for patterns in number and geometry. There will be time to explore questions in more detail and pursue mathematical concepts that are of interest. Other things that could be investigated are logic puzzles and sudoku puzzles, graphic calculator use and general mathematical techniques that would be useful in any further study of mathematics.

The course is suitable for those who have an interest in and enjoy mathematics and would be of benefit to students who wish to study mathematics at a higher level (Mathematics Methods) in the future. However, this is not essential, and may be undertaken if you just wish to have some fun doing some additional mathematical activities to complement the work done in “normal” mathematics class.

This subject can lead into: • VCE Mathematics - Foundation • VCE Mathematics - General • VCE Mathematics - Methods • VCE Mathematics - Specialist

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Year 9 Electives

Art / Technology Page 50

ELECTIVE | ART / TECHNOLOGY

DESIGN & TECHNOLOGY

(2 Period Allocation)

The intention is to investigate and design a project and investigate the most appropriate tools and processes used to produce it. The purpose is to design up a product and construct this to more fully understand the correct and safe use of hand and light power tools in the workshop.

Students also gain a deeper understanding of a variety of materials and systems such as timber, metal, acrylic and electronics within some restrictions on size and cost of materials. They will also gain skills in the correct use of jigs and clamps during the manufacturing process and the assembly and finishing of projects.

This subject can lead into: • VET Building and Construction ELECTIVE | ART / TECHNOLOGY

DIGITAL TECHNOLOGY

(1 Period Allocation)

The Digital Technology program allows students to further explore technology and communication through a variety of software and hardware. The students will become confident in best managing their devices with file management, security, data analysis, presentation, and programming. Using programming languages (including Python and Scratch) students will gain an understanding of how computers communicate and interact with information. Students will look at how this information is kept safe, but how they can interact with the information through spreadsheets and databases.

Students will also investigate how computers are changing the design processes. Through use of computer aided design (CAD) programs students will examine how they can build and virtually manipulate 3D models and will also have the opportunity to build some models on a 3D printer.

This subject can lead into: • VCE Applied Computer Science ELECTIVE | ART / TECHNOLOGY

FOOD TECHNOLOGY

(2 Period Allocation)

This subject enables students to develop an understanding of nutrition and health issues in the community. During practical sessions students will engage in preparing recipes gradually using more sophisticated procedures, techniques, equipment, and ingredients, all the while being encouraged to show initiative, skill development and independence.

Theory lessons will be based around the design process as students will look at, investigate, and make judgements on ingredients, tools and equipment, food safety principles, sustainability, and healthy eating, whilst developing ways to be creative with individual projects. Students are expected to bring their own apron, tea towel and a sturdy plastic food container to practical class each week.

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ELECTIVE | ART / TECHNOLOGY

MUSIC

(2 Period Allocation)

This elective is the perfect pathway for students who want to develop their creativity, musicianship and passion for music. In this subject, students will have the opportunity to develop their instrumental/singing skills and participate in both individual and group performances.

Both the practical and theoretical are important components of music learning. Activities will include composing, performing, listening and research tasks. Students will explore a variety of musical styles, deepen their skills, knowledge and understanding of music theory and the elements of music. Learning tasks will focus on the Australian Curriculum strands of Exploring and Responding, Developing Practices and Skills, Creating and Making, Presenting and Performing.

While individual instrumental or vocal lessons outside the classroom are recommended, they are not essential.

This subject can lead into: • VCE Music

•

-

Music Contemporary Performance Music Inquiry Music Repertoire Performance Music Composition VET Music

ELECTIVE | ART / TECHNOLOGY

PHOTOGRAPHY

(1 Period Allocation)

In this subject, students will explore the art of photography by understanding how the camera works, it’s relationship with light and what makes an interesting composition. Students will be exposed to different photographic styles and techniques and will learn how to operate a camera and explore the effects of applying varying shutter speeds, apertures and other manual functions. Students will experiment with lighting techniques, cropping of images, editing and manipulation of photos. They will look at what creates a perfect image, adherence to particular styles of photography and how to seek inspiration in the work of other photographic artists.

The course will include: • In-depth and hands on practical examinations of the different technical aspects of photography.

• Exploration of different lighting styles using a variety of light sources.

• Critically evaluate own photographs and analyse the techniques, elements and principles used by photographers over the past one hundred years.

• The development of a project examining themes and ideas developed by the student.

This subject can lead into: • VCE Art Creative Practice

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ELECTIVE | ART / TECHNOLOGY

TEXTILES

(1 Period Allocation)

Textiles elective “Sew creative” provides students with the opportunity to produce imaginative and innovative fashion solutions using a range of textile materials and processes. Students investigate sustainable fashion and up-cycling of garments and research how we can use recycling to produce sustainably sourced clothing.

Students will learn hand and machine sewing, decorative embellishments and dyeing techniques, even macrame skills. All skills are transferable to the home and wider community, and lead to a variety of career pathways.

Aspiring fashion designers will incorporate sustainability, upcycling, functionality and technological innovation into wearable art or 3D sculpture. The design process is used to design, produce and evaluate their product.

Types of Assessment - Design Folio, Product Design, Finished Products exhibition This subject can lead into: • VCE Art Creative Practice • VCE Visual Communication Design ELECTIVE | ART / TECHNOLOGY

VISUAL ARTS

(2 Period Allocation)

This course aims to provide students with the opportunity to develop and present ideas imaginatively and expressively. Students undertake a variety of exercises in two dimensional and three dimensional studies. The course aims to provide students with a good foundation for future studies in VCE Art Creative Practice. Students will build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes, and viewpoints, and will refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer, or audience.

This subject can lead into: • VCE Art Creative Practice ELECTIVE | ART / TECHNOLOGY

VISUAL COMMUNICATION & DESIGN (2 Period Allocation) Creative thinking and digital design merge together in this course, introducing students to the creative nature of Visual Communication Design. Through focusing attention on the design process, this subject facilitates a wide range of learning experiences that center on developing both creative drawing and thinking skills when responding to a set design brief. Students will undertake a range of drawing tasks to generate and conceptualize their ideas before having the opportunity to investigate a variety of ICT related technologies and design software, including Adobe Illustrator and Adobe Photoshop to produce final solutions to meet the needs of the set audience. The design thinking component of this course enables students to understand how ideas and information are used to communicate meaning and messages to intended audiences, and how professionals work in the design industry.

This subject can lead into: • VCE Visual Communication Design Page 53

Year 9 Electives

Health & Physical Education Page 54

ELECTIVE | HEALTH AND PHYSICAL EDUCATION

HEALTH AND HUMAN DEVELOPMENT

(1 Period Allocation)

Year 9 Health is a dynamic and highly relevant subject that empowers you to make informed decisions, build resilience, and promote positive health outcomes for yourself and your community. This subject is designed to align with the latest ACARA Health and Physical Education curriculum (Years 9 & 10), focusing on a variety of contemporary health topics with a particular emphasis on issues relevant to adolescence.

Through engaging discussions, real-world case studies, guest speakers, and practical activities, you will develop critical thinking skills, enhance your health literacy, and gain a deeper understanding of the diverse factors that influence individual and community health.

This subject can lead into: • VCE Health and Human Development

ELECTIVE | HEALTH AND PHYSICAL EDUCATION

SPORT

(1 Period Allocation)

Do you love being active, learning new skills, and understanding the ‘why’ behind movement? Year 9 Sport is designed for students who want to deepen their understanding of physical activity, explore diverse sporting experiences, and develop lifelong active habits. This subject will focus on refining movement skills, applying complex strategies, and understanding the broad role of physical activity in our lives.

We’ll move beyond just playing games, delving into the tactical and technical elements that lead to successful performance. You’ll participate in a wide range of activities, from traditional team sports to individual and lifestyle pursuits, fostering a holistic appreciation for movement and its benefits.

This subject can lead into: • VCE Physical Education

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Year 9 Electives

Humanities Page 56

ELECTIVE | HUMANITIES

BUSINESS MANAGEMENT & WORK RELATED SKILLS (1 Period Allocation) Business: Gives students an insight into the world of business. Students develop skills in enterprising thinking, problem solving, showing initiative, teamwork and communication. It is useful as a background for students who may wish to study VCE Business Management or Legal Studies.

This part of the subject aims to provide students with a basic understanding of the law and legal processes in Australia, leading to an investigation of the law of contract, negligence, and consumer protection. The subject considers basic law and legal processes and concentrates on the structure of law, legal reasoning, and the use of precedent. It also examines techniques for statutory interpretation, focusing on commercial law and legal issues. Aspects of contract law, the civil wrong of negligence, consumer protection and the sale of goods including how it relates to the Trade Practices Act. Work Related Skills/Personal Development: Aims to provide skills, knowledge, and attitudes to enable students to make informed choices regarding pathways to work and future education. Personal Development is the utilisation of a student’s particular interest and the investigation of new pathways for students in the context of applied learning.

Students will have the opportunity to: • Develop knowledge and employment skills that help prepare the individual to plan for employment or study for the participation in the broader context of family, community and lifelong learning • To develop knowledge and skills that assist the individual to make informed choices within specific industry sectors and/ or to facilitate pathways to future learning This subject can lead into: • VCE Business Management • VCE Economics • VCE Vocational Major Work Related Skills

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Year 9 Electives

Languages Page 58

ELECTIVE | LANGUAGES

LOTE (FRENCH) Coucou mes amis!

As an elective, students in Year 9 will follow the Tapis Volant 2 textbook (4th edition) throughout the year and build on the foundational knowledge they have learnt in Year 7 and 8. Students will build on their existing knowledge of French grammar and learn more complex and compound language structures such as the past tense and the imperfect tense. Year 9 French students at Ballarat Christian College enjoy the experience of an annual French Celebration Day that focuses on experiencing authentic French culture and an excursion to the annual Alliance Français French Film Festival.

(2 Period Allocation) • • • • • •

Topics include: • • • • • • • • • • • •

Home, housing & daily routines Opinions, comparisons & descriptions Shopping, food & prices Towns, travel & leisure activities Sports, health & relationships Giving advice & expressing feelings Present, past & future tenses Regular, irregular & reflexive verbs Perfect tense (avoir and être) Pronouns (direct, indirect & en) Adjectives, articles & relative pronouns Question forms, negatives & time expressions

By the end of Year 9, students will: • •

Communicate in French about familiar topics using spoken, written and multimodal texts.

Exchange information, ideas and opinions in simple

conversations.

Interpret the main ideas and key details in spoken and written French texts.

Create short texts for different purposes and audiences.

Apply a range of vocabulary and grammatical structures with increasing accuracy.

Use appropriate pronunciation and intonation to communicate meaning.

Compare aspects of French-speaking cultures with their own.

Demonstrate understanding of the relationship between language and culture.

There are many links between English and French, and studying another language assists you in learning about your first language. Learning a language has been shown to have many benefits, including enhancing creativity, problem solving ability, literacy skills and the maintenance of cultural identity. Victorian students receive a bonus towards their ATAR score for successful completion of a VCE accredited language. Languages provide advantages for employment, with increasing numbers of companies seeking bi/ multilingual speakers to remain competitive in an interconnected global world.

This course requires a pre-requisite of having learnt French in year 7 & 8 and is recommended for students who have excelled in French in their previous years.

This subject can lead in to: •

VCE French

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Year 9 Electives

Science Page 60

ELECTIVE | SCIENCE

CHEMICAL SCIENCE

(1 Period Allocation)

This course provides students with the opportunity to extend their practical skills and knowledge in Chemical Science.

It is suitable for students with curious minds and would like to study Chemistry at a higher level. The emphasis would be on practical experiments and determining conclusions after careful observations and analysis.

This subject can lead to • VCE Chemistry

ELECTIVE | SCIENCE

ENVIRONMENTAL SCIENCE

(1 Period Allocation)

In this subject you will focus on the interactions between the solid Earth, its water, its air and its living organisms.

You will investigate how the relationships between these components change over time, at a variety of different timescales. Knowledge from the fields of geology, biology, physics and chemistry will be incorporated into this subject.

The term environment encompasses terrestrial, marine and atmospheric settings and includes Earth’s interior, with a big focus on systems thinking.

You’ll develop skills to understand and discuss environmental issues, solve problems, and make informed decisions.

This knowledge will help you become an active steward of God’s creation. It will prepare you for further studies or careers related to Earth and environmental science, such as Conservation Officer, Water Quality Specialist, Toxicologist, Meteorologist, Ecologist or Park Ranger.

Colossians 1: 16-17 For in Him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things have been created through Him and for Him. He is before all things, and in Him all things hold together.

Christian Component 1. Stewardship: Christians believe that God entrusted humans with the responsibility to care for the Earth. This concept of stewardship emphasizes cultivating, guarding, and wisely using the environment.

2. Gratitude and Respect: Christians recognize that everything in creation belongs to God. They express gratitude by taking care of what God has provided and respecting the Earth as the Lord’s creation.

3. Environmental Responsibility: Everyone has a duty to protect the environment. Christians strive to be environmentally responsible, making choices that safeguard the planet for future generations.

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ELECTIVE | SCIENCE

LIFE SCIENCE

(1 Period Allocation)

God has provided, in His creation, an enormous range of diversity and complexity. In this elective, students learn about the many facets of life on our planet. This may cover the very small micro-organisms, cells and proteins in our bodies; to the organs, such as our heart and lungs; to whole body systems, such as the nervous system. It may also comprise of the study of plants (Botany), the study of animals (Zoology), comparative anatomy, how carbon moves through the marine ecosystem, and human interactions with wildlife.

Initial discussions at the start of the year determine the interests of the class in order to choose the topics that will be studied. Units that have been studied in the past have included, the Immune System, Forensics and Biology, Endangered Species, and Bees with Backpacks (Ballarat Tech School). A Unit usually runs for a semester.

This subject can lead to: • VCE Biology • VCE Environmental Science ELECTIVE | SCIENCE

PSYCHOLOGY & SOCIOLOGY

(1 Period Allocation)

This elective program will look at a variety of areas of interest from both Psychology and Sociology. Psychology is the study of the human mind and behaviour, and Sociology is the study of the development, structure, and functioning of human society.

Throughout the year we will be focusing on topics including the following: Psychology: The brain, sensation and perception, sight, sound, taste, and touch, memory and learning, sleep, and psychological disorders.

Sociology: Culture, socialisation social structures and power, deviance and crime, and class differences.

This subject can lead into: • VCE Psychology • VCE Sociology

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ELECTIVE | SCIENCE

SCIENCE IN MOTION (1 Period Allocation) Students boost their practical skills with this selection of fun yet challenging activities. This course will strengthen students’ practical skills towards their final year’s studies.

We look at a selection from: Optics and waves, electricity, sound, heat, motion, and robotics, with an emphasis on the use of digital technologies. Investigations include using lenses, mirrors, colour filters, glass prisms, and the optics bench, wave motion in a water tank, slinky springs, using a signal generator with the oscilloscope, moving and colliding dynamics carts, heat transfer and heat capacity of substances, and digital motion sensors.

This subject can lead into: • VCE Physics

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YEAR 10 CURRICULUM Page 64

YEAR 10 CURRICULUM English

Science Humanities and Social Sciences

Health & Physical Education (HPE)

Electives

Mathematics

YEAR 10 CORE SUBJECTS

Christian Living Work Related Skills (Careers)

Choose an External VET Subject And Electives*

SUBJECT OPTIONS

Choose a Unit 1 + 2 VCE Subject*

*External VET run through the Highlands LLENS Ballarat outside of BalCC - https://www.highlandsllen.org/vetcluster/ *Please note: There is a minimum age requirement to undertake a VET subject. *At Year 10, students can choose from the following VCE Unit ½ subjects: Psychology, Legal Studies, Business Management, Health and Human Development or Physical Education. Students are unable to choose VCE Biology, Chemistry, History, Physics or Music.

Choice of a VCE subject for any student will also be dependent on previous results and feedback from teachers to determine academic ability and readiness.

VET is not compulsory in Year 10, although may assist students with the transition to a full VCE Vocational Major program in Year 11, where a VET subject is compulsory. *Disclaimer Please Note: Year 10 electives and VCE / VET / VCE VM mentioned in this handbook may be updated, and may or may not run depending on circumstance, including student interest levels, etc.

Please Note - No all day VETS Programs Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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ENGLISH | YEAR 10 The Year 10 English curriculum is structured around three key strands: Language, Literature, and Literacy.

These strands are interrelated and integrated into our teaching and learning programs to develop students’ skills in listening, reading, viewing, speaking, writing, and creating. Building on concepts and skills from previous years, teachers will revisit and strengthen these areas as needed.

LEARNING EXPERIENCES AND ENVIRONMENTS: In Year 10, students engage with peers, teachers, and community members in various face-to-face and online environments. They learn in both familiar and new contexts, including local community, vocational, and global settings.

TEXTUAL ENGAGEMENT: Students interact with a wide range of texts for enjoyment, interpretation, creation, evaluation, discussion, and performance. These include: • Literary texts with an aesthetic focus • Informative and persuasive texts • Media texts (newspapers, films, digital content) • Fiction, non-fiction, poetry, dramatic performances, and multi modal texts The texts explored involve complex themes and issues, higher-order reasoning, and inter textual references.

MEDIA LITERACY: Students develop a critical understanding of contemporary media, learning to differentiate between various media texts.

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LITERARY DIVERSITY: The literature covered includes: • Australian literature • Oral narrative traditions of Aboriginal and Torres Strait Islander peoples • Contemporary literature from these cultural groups • Classic and contemporary world literature, including texts from and about Asia ADVANCED LITERARY SKILLS: Texts selected for Year 10 students are challenging and diverse, with complex plot structures and themes that explore human experiences, cultural significance, interpersonal relationships, and ethical and global dilemmas. These texts represent a variety of perspectives, providing a rich and engaging learning experience.

INFORMATIVE TEXTS: Informative texts synthesize technical and abstract information from credible sources on a wide range of topics. These texts feature complex structures, including chapters, headings, subheadings, tables of contents, indices, and glossaries. Language features include complex sentences, technical vocabulary, figurative and rhetorical language, and dense information supported by graphics.

CREATIVE AND ANALYTICAL WRITING: Students create various types of texts, including: • Imaginative narratives • Informative procedures and reports • Persuasive discussions and reviews • Literary analyses and transformations of texts Through these activities, students develop their skills in creative, informative, and persuasive writing.

This curriculum aims to foster a deep and comprehensive understanding of English, preparing students for further studies and diverse real-world applications.

MATHEMATICS | YEAR 10 Year 10 Mathematics is designed to provide a solid foundation for students as they move into VCE. It requires students to be proficient with a CAS calculator.

The course is primarily aimed at students wishing to move into General Mathematics in Year 11 and 12. Further adjustments are made within the course to prepare those individual students who are intending to pursue Mathematics Methods or Foundation Mathematics in Year 11 and/or 12.

AREAS OF STUDY: • Algebra and Linear Equations • Linear Functions • Geometry and Trigonometry • Measurement • Univariate and Bivariate Statistics • Matrices • Finance ASSESSMENT TASKS: • Topic tests and analysis tasks throughout • Maintenance of workbook • End of semester exams: One exam being technology free, the other technology active

REQUIREMENTS: • Being a very sequential subject, students are required to practice their skills often and to maintain a high level of attendance in order to build on previous knowledge.

AREAS OF STUDY: • Algebra • Linear Equations and Functions • Non-Linear Relationships • Indices • Geometry and Trigonometry • Measurement • Univariate and Bivariate Statistics • Matrices • Probability ASSESSMENT TASKS: Topic tests and analysis tasks throughout, maintenance of workbook, and end of semester exams: One exam being technology free, the other technology active.

REQUIREMENTS: Being a student that can easily grasp mathematical concepts and procedures and apply the knowledge to literal problems and equations.

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WORK RELATED SKILLS (CAREER) | YEAR 10 RATIONALE Students preparing to transition to the workforce and to further education are best placed for success when they have confidence, self-awareness and the skills to interpret relevant information and make informed decisions about their future goals.

In VM Work Related Skills, students will develop the knowledge, skills and experiences to be active and engaged

CAREERS AND LEARNING FOR THE FUTURE This unit recognises the importance of sourcing reliable information relating to future education and employment prospects to engage in effective pathway planning and decision-making. Students will investigate information relating to future employment, including entry-level pathways, emerging industries, and growth industries and trends, and evaluate the impact of pursuing employment in different industries. Students will reflect on this research in the context of their individual skills, capabilities and education and/or employment goals. They will develop and apply strategies to communicate their findings.

Work Experience (WE) Program What is Work Experience?

Work experience is a short-term placement with an employer, generally undertaken by students during Year 10. It offers a valuable window into the professional world, allowing you to explore different industries and understand the realities of the workplace.

Why Participate?

This program is designed to help you transition from the classroom to the broader community. It provides an excellent opportunity to: • Develop Employability Skills: Learn the practical skills

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citizens and future members of the workforce, with the ability to communicate effectively, advocate for themselves and be adaptable to change. The study of WRS leads to opportunities across all industries and areas of work as well as in further education, and provides young people with the tools they need to succeed in the future.

• •

•

that employers look for in future candidates.

Explore Career Options: Test out an industry of interest before making senior subject or pathway selections.

Understand Workplace Expectations: Experience firsthand what a standard workday, professional communication, and workplace culture look like.

Grow Personally: Build your independence, maturity, self-confidence, and self-understanding.

Please Note: Work experience is an observational and learning opportunity. You are there to shadow professionals and learn about the industry—not to perform tasks that require extensive technical training or specialised expertise.

Important Information for Students & Parents • Timing: Placements are short-term and typically scheduled for specific blocks during Year 9 or Year 10.

• Compliance & Safety: All placements are strictly managed to ensure full compliance with legislative and safety frameworks.

• Approvals: All work experience arrangements must be officially authorised by the Principal or their nominated school-based staff members before the placement can begin.

HASS | YEAR 10 CIVICS & CITIZENSHIP In Year 10, students compare Australia’s federal system of government with another system of government in a country in Asia. Students examine Australia’s roles and responsibilities within the international context, such as its involvement with the United Nations and responses to global issues. Students also study the purpose and work of the High Court. They examine how rights are protected in Australia, and investigate the values and practices that enable a democratic society to be sustained. Students reflect on their rights, privileges and responsibilities as active and informed citizens.

ECONOMICS & BUSINESS The focus of learning in Year 10 is the topic “productivity, growth and living standards” within a national context.

Students investigate a range of factors that influence individual, financial and economic decision-making.

They examine the government’s management of the economy to improve economic growth and living standards. They also study the responses of business to changing economic conditions, including the way they improve productivity and manage their workforce.

Australia’s superannuation system and the factors that influence major consumer and financial decisions are also considered for how they contribute to human and financial wellbeing and the common good of society.

GEOGRAPHY The Year 10 curriculum involves the study of 2 substrands, Environmental Change and Management and Geographies of Human Wellbeing. Environmental change and management – focuses on the environmental functions that support all life, the major challenges to their sustainability, and the environmental world views that influence how people perceive and respond to these challenges. Students have the opportunity to examine the causes and consequences of a change within the context of a specific environment and the strategies to manage the change. Geographies of human wellbeing – focuses on global, national and local differences in human wellbeing between places, the different measures of human wellbeing, and the causes of global differences in measurements between countries. Students consider the spatial differences in wellbeing within and between countries, and programs designed to reduce the gap between differences in wellbeing.

HISTORY The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The 20th century became a critical period in Australia’s social, political, economic, cultural, environmental 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 within the Asia-Pacific region and its global standing, and the demands for rights and recognition by First Nations Australians.

ASSESSMENT • Topic Test • Assignments • Project work • Classwork

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SCIENCE | YEAR 10 In Year 10, learning in Science builds on each student’s prior learning and experiences. As well as being safe, accurate, and precise when completing practical tasks, students also consider the validity and reproducibility of Science experiments. They continue to develop their critical thinking skills in Science inquiry, planning and conducting experiments, analysing results, organising, processing and summarising data, and providing conclusions that are supported and evaluated. In writing practical reports students analyse materials and method considering ways the experiment can be improved and ensuring that any ethical or intercultural considerations are addressed.

AREAS OF STUDY: • Nature and Development of Science • Use and Influence of Science • Science Inquiry Biological Science • Patterns of Mendelian inheritance • Theory of Evolution Chemical Science • Organisation of the Periodic Table • Types of Chemical reactions Earth and Space Science • Origin and Evolution of the Universe • Patterns of Global Climate Change Physical Science • Force, Mass and Acceleration

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ASSESSMENT TASKS • Topic Tests • Research Projects • Practical work skills and Practical reports • Maintaining workbook and classwork • End of Semester Exam REQUIREMENTS Being both a skill based and knowledge based subject, students are required to review the content often in order to maintain their knowledge. Students should come to class being prepared to make observations, provide evidence for any claims that they make and use critical thinking to develop reasoning. Being aware of their surroundings and being safe is of paramount importance in the Science laboratory. Students need to be prepared with all required materials and equipment.

SENIOR CHRISTIAN LIVING | YEAR 10 The Ballarat Christian College Senior Christian Living Course is designed for students in Years 10, 11, and 12.

It consists of two periods per week in Year 10. Building on the theological and practical foundations established from Primary through Junior and Middle Secondary levels, this course aims to deepen students’ understanding of Christianity and its relevance to life beyond secondary school.

COURSE GOALS Our aim is to provide teaching and lifestyle models that equip students with a robust foundational faith. This faith will support them throughout their lives, helping them achieve their God-given potential in any pathway or vocation they choose.

This compulsory course is an integral part of the education experience at Ballarat Christian College, preparing students for a meaningful and faith-filled life.

AREAS OF STUDY • Theological Literacy: Students develop a strong and clear understanding of Christian theology.

• Global and Contemporary Issues: The course addresses current global issues through a Biblical worldview, informed by the life and teachings of Christ.

• Comparative Religion: Students compare and contrast other religions, focusing on the exclusive claims of the Bible as God’s inerrant Word.

• Christian Spirituality and Discipleship: The course encourages exploration and experience of various Christian spiritual traditions and practices.

• Experiential Learning: Students engage in a variety of activities from a Christian perspective, both in the classroom and the wider community.

• Christ-like Character: Students are challenged to model their daily interactions on the life and character of Christ.

• Purpose and Meaning: The course guides students to find purpose and meaning in Christ as they navigate a complex and challenging world.

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YEAR 10 ELECTIVES Page 72

CONTENTS YEAR 10 ELECTIVES

ENGLISH 75

English Literature

MATHEMATICS 77

Math Methods

ART / TECHNOLOGY 79 79 80 80 81 81

Applied Computing Science Art Creative Practice Food Technology Music Trade Taster Visual Communication Design

HEALTH & PHYSICAL EDUCATION 83 83

Health and Human Development Sport Science

HUMANITIES 85 85

Business Management Cafe 6:8

LANGUAGES 87

LOTE (French)

SCIENCE 89 89 90 90 91

Chemistry Horticulture Biology Psychology & Sociology Physics

Year 10 Electives need to total 4 period duration

HINTS FOR CHOOSING ELECTIVE: When choosing subjects it is important that they are suitable, both with respect to the student’s future career aspirations and present interest and ability.

Students should discuss subject choices with key faculty leaders and parents.

If students are in doubt about their future careers, subjects should be chosen that will keep the most options open within their areas of interest and ability.

Please Note: * There are limits on class sizes, so it is very important to make sure students rank their preferences accurately.

Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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Year 10 Electives

English Page 74

ELECTIVE | ENGLISH

ENGLISH LITERATURE

(1 Period Allocation)

Students learn about the history of English Literature and gain skills in interpreting and responding to texts. The subject covers some works of Literature that have influenced our culture and modern writers, from Ancient Greek literature to Victorian Classics and modern texts. Different forms and genres will be covered, including plays, poetry, novels, short stories, and film.

This subject can lead into: • VCE Literature

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Year 10 Electives

Mathematics Page 76

ELECTIVE | MATHEMATICS

MATH METHODS

(1 Period Allocation)

This course is designed for those students who have a particular interest in Mathematics and would enjoy studying it on a deeper level, without the constraint of sticking precisely to the Australian Curriculum course requirements.

The emphasis would be on problem solving and looking for patterns in number and geometry. There will be time to explore questions in more detail and pursue mathematical concepts that are of interest. Other things that could be investigated are logic puzzles and sudoku puzzles, graphic calculator use and general mathematical techniques that would be useful in any further study of mathematics.

The course is suitable for those who have an interest in and enjoy mathematics and would be of benefit to students who wish to study mathematics at a higher level (Mathematics Methods) in the future. However, this is not essential, and may be undertaken if you just wish to have some fun doing some additional mathematical activities to complement the work done in “normal” mathematics class.

This subject can lead into: • VCE Mathematics - Foundation • VCE Mathematics - General • VCE Mathematics - Methods • VCE Mathematics - Specialist

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Year 10 Electives

Art / Technology Page 78

ELECTIVE | ART / TECHNOLOGY

APPLIED COMPUTING SCIENCE

(1 Period Allocation)

The Digital Technology program allows students to further explore technology and communication through a variety of software and hardware. The students will become confident in best managing their devices with file management, security, data analysis, presentation, and programming. Using programming languages (including Python and Scratch) students will gain an understanding of how computers communicate and interact with information. Students will look at how this information is kept safe, but how they can interact with the information through spreadsheets and databases.

Students will also investigate how computers are changing the design processes. Through use of computer aided design (CAD) programs students will examine how they can build and virtually manipulate 3D models and will also have the opportunity to build some models on a 3D printer.

This subject can lead into: • VCE Applied Computer Science ELECTIVE | ART / TECHNOLOGY

ART CREATIVE PRACTICE

(2 Period Allocation)

This course aims to provide students with the opportunity to develop and present ideas imaginatively and expressively. Students undertake a variety of exercises in two dimensional and three dimensional studies. The course aims to provide students with a good foundation for future studies in VCE Art Creative Practice. Students will build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes, and viewpoints, and will refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer, or audience.

This subject can lead into: • VCE Art Creative Practice

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ELECTIVE | ART / TECHNOLOGY

FOOD TECHNOLOGY

(2 Period Allocation)

This subject enables students to develop an understanding of nutrition and health issues in the community. During practical sessions students will engage in preparing recipes gradually using more sophisticated procedures, techniques, equipment, and ingredients, all the while being encouraged to show initiative, skill development and independence.

Theory lessons will be based around the design process as students will look at, investigate, and make judgements on ingredients, tools and equipment, food safety principles, sustainability, and healthy eating, whilst developing ways to be creative with individual projects. Students are expected to bring their own apron, tea towel and a sturdy plastic food container to practical class each week.

This subject can lead into: • VCE Food Studies ELECTIVE | ART / TECHNOLOGY

MUSIC

(2 Period Allocation)

This elective is the perfect pathway for students who want to develop their creativity, musicianship and passion for music. In this subject, students will have the opportunity to develop their instrumental/singing skills and participate in both individual and group performances.

Both the practical and theoretical are important components of music learning. Activities will include composing, performing, listening and research tasks. Students will explore a variety of musical styles, deepen their skills, knowledge and understanding of music theory and the elements of music. Learning tasks will focus on the Australian Curriculum strands of Exploring and Responding, Developing Practices and Skills, Creating and Making, Presenting and Performing.

While individual instrumental or vocal lessons outside the classroom are recommended, they are not essential.

This subject can lead into: • VCE Music - Music Contemporary Performance - Music Inquiry - Music Repertoire Performance - Music Composition • VET Music

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ELECTIVE | ART / TECHNOLOGY

TRADE TASTER

(2 Period Allocation)

This Trade Taster course is an excellent way to get real, hands-on experience before committing to a specific career path. It gives you a safe space to try different building skills, build your confidence, and figure out what you actually enjoy doing.

Here is a quick breakdown of what you will gain from this year-long program: Hands-on Experience • Tool Skills: Master a variety of hand and power tools used in the construction industry.

• Carpentry Projects: Build practical items like your own tool box and saw horses.

• Campus Projects: Work on real-life building, landscaping, and painting tasks around the College.

• Trade Technology: Learn modern industry skills like setting out buildings and using laser levels.

Career & Future Pathways • Try Four Trades: Explore carpentry, joinery, landscaping, and painting all in one course.

• Work Readiness: Build the confidence and skills needed to secure Structured Workplace Learning (Work Experience) in Year 10.

• VET Preparation: Gain a clear understanding of the expectations for advanced Vocational Education and Training (VET) courses in future years.

• Apprenticeship Preparation: Set up a strong foundation for landing a future apprenticeship.

ELECTIVE | ART / TECHNOLOGY

VISUAL COMMUNICATION DESIGN

(2 Period Allocation)

Creative thinking and digital design merge together in this course, introducing students to the creative nature of Visual Communication Design. Through focusing attention on the design process, this subject facilitates a wide range of learning experiences that center on developing both creative drawing and thinking skills when responding to a set design brief. Students will undertake a range of drawing tasks to generate and conceptualize their ideas before having the opportunity to investigate a variety of ICT related technologies and design software, including Adobe Illustrator and Adobe Photoshop to produce final solutions to meet the needs of the set audience. The design thinking component of this course enables students to understand how ideas and information are used to communicate meaning and messages to intended audiences, and how professionals work in the design industry.

This subject can lead into: • VCE Visual Communication Design

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Year 10 Electives

Health & Physical Education Page 82

ELECTIVE | HEALTH AND PHYSICAL EDUCATION

HEALTH AND HUMAN DEVELOPMENT

(1 Period Allocation)

Health is a dynamic and highly relevant subject that empowers you to make informed decisions, build resilience, and promote positive health outcomes for yourself and your community. This subject is designed to align with the latest ACARA Health and Physical Education curriculum (Years 10), focusing on a variety of contemporary health topics with a particular emphasis on issues relevant to adolescence.

Through engaging discussions, real-world case studies, guest speakers, and practical activities, you will develop critical thinking skills, enhance your health literacy, and gain a deeper understanding of the diverse factors that influence individual and community health.

This subject can lead into: • VCE Health and Human Development

ELECTIVE | HEALTH AND PHYSICAL EDUCATION

SPORT SCIENCE

(1 Period Allocation)

Do you have a passion for movement, sport, and understanding how your body works? Year 10 Physical Education offers an exciting opportunity to delve deeper into the science behind physical activity, building a strong foundation for future studies and a lifelong appreciation for an active lifestyle.

Through a blend of theoretical exploration and practical application, you’ll gain insights into the physiological, psychological, and biomechanical principles that underpin human movement and sporting performance. We will explore how these principles are applied in various physical activities, from individual pursuits to team sports, and how they can contribute to overall health and wellbeing.

This subject can lead into: • VCE Physical Education

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Year 10 Electives

Humanities Page 84

ELECTIVE | HUMANITIES

BUSINESS MANAGEMENT

(1 Period Allocation)

Business: Gives students an insight into the world of business. Students develop skills in enterprising thinking, problem solving, showing initiative, teamwork and communication. It is useful as a background for students who may wish to study VCE Business Management or Legal Studies.

This part of the subject aims to provide students with a basic understanding of the law and legal processes in Australia, leading to an investigation of the law of contract, negligence, and consumer protection. The subject considers basic law and legal processes and concentrates on the structure of law, legal reasoning, and the use of precedent. It also examines techniques for statutory interpretation, focusing on commercial law and legal issues. Aspects of contract law, the civil wrong of negligence, consumer protection and the sale of goods including how it relates to the Trade Practices Act. Work Related Skills/Personal Development: Aims to provide skills, knowledge, and attitudes to enable students to make informed choices regarding pathways to work and future education. Personal Development is the utilisation of a student’s particular interest and the investigation of new pathways for students in the context of applied learning.

Students will have the opportunity to: • Develop knowledge and employment skills that help prepare the individual to plan for employment or study for the participation in the broader context of family, community and lifelong learning • To develop knowledge and skills that assist the individual to make informed choices within specific industry sectors and/ or to facilitate pathways to future learning This subject can lead into: • VCE Business Management • VCE Economics • VCE Vocational Major Work Related Skills

ELECTIVE | HUMANITIES

CAFE 6:8

(2 Period Allocation)

We are excited to announce that as part of the Micah 6:8 program we will be running an elective Café 6:8. Established in 2023 Café 6:8 provides a hospitality and catering space for the whole College.

The Café 6:8 elective will develop students’ practical skills and theoretical knowledge related to running a café, including customer service, food and beverage preparation and basic business operations. Success criteria for this elective will focus on specific skills and knowledge areas that students will learn such as; customer service, food and beverage preparation, basic business operations, health and safety, team work and communication.

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Year 10 Electives

Languages Page 86

ELECTIVE | LANGUAGES

LOTE (FRENCH) Salut les élèves !

The study of French as an elective in Year 10 includes explicit instruction and learning in the reading, writing, speaking and listening of the language with a key focus on a conversational approach as students gain confidence in speaking and understanding the French language in preparation for potential VCE French and/ or travelling to Francophonie countries on exchange.

Year 10 French students at Ballarat Christian College enjoy the experience of an annual French Celebration Day that focuses on experiencing authentic French culture and an excursion to the annual Alliance Français French Film Festival.

In Year 10, students will continue to follow the Tapis Volant 2 textbook (4th edition) throughout the year and build on the foundational knowledge they have learnt in Year 7, 8 and 9.

Topics include: • • • • • • • • • •

Personal relationships, feelings & giving advice Life in the past & childhood memories Narrating past events and stories Environment & sustainability Future plans, careers & ambitions Certainty, possibility & doubt Past, present & future tenses Perfect, imperfect & simple future tenses Pronouns (direct, indirect, possessive, demonstrative & relative) Narratives and sequencing event

By the end of Year 10, students will: •

(2 Period Allocation) • • • • • • •

Justify opinions and respond appropriately in conversations and discussions.

Interpret, analyse and summarise information from a range of French texts.

Create spoken, written and multimodal texts for different audiences and purposes.

Apply a broad range of vocabulary and complex grammatical structures accurately.

Adapt language choices to suit audience, purpose and context.

Analyse how language and culture influence communication.

Demonstrate intercultural understanding when interacting in French

There are many links between English and French, and studying another language assists you in learning about your first language. Learning a language has been shown to have many benefits, including enhancing creativity, problem solving ability, literacy skills and the maintenance of cultural identity. Victorian students receive a bonus towards their ATAR score for successful completion of a VCE accredited language. Languages provide advantages for employment, with increasing numbers of companies seeking bi/ multilingual speakers to remain competitive in an interconnected global world. This course requires a pre-requisite of having learnt French in Years 7-9 and is recommended for students who have excelled in French in their previous years.

This subject can lead in to: •

VCE French

Communicate confidently in French in familiar and unfamiliar contexts.

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Year 10 Electives

Science Page 88

ELECTIVE | SCIENCE

CHEMISTRY

(1 Period Allocation)

This course provides students with the opportunity to extend their practical skills and knowledge in Chemical Science.

It is suitable for students with curious minds and would like to study Chemistry at a higher level. The emphasis would be on practical experiments and determining conclusions after careful observations and analysis.

This subject can lead to • VCE Chemistry

ELECTIVE | SCIENCE

HORTICULTURE

(1 Period Allocation)

‘Then God said, “Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds.” And it was so. The land produced vegetation: plants bearing seed according to their kinds and trees bearing fruit with seed in it according to their kinds. And God saw that it was good. ‘ Genesis 1:11-12 This very hands-on course will give you a broad overview of this aspect of Gods creation.

You will have the opportunity to • Work with tools • Learn how to prune • Maintain a healthy garden environment • Identify common garden plants. Including ornamental, vegetable and edible weeds • Mitigation strategies for pest and unwanted weeds • Composting, soils and mixes • OHS This subject can lead into: • VCE Horticulture • VCE Environmental Science

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ELECTIVE | SCIENCE

BIOLOGY

(1 Period Allocation)

God has provided, in His creation, an enormous range of diversity and complexity. In this elective, students learn about the many facets of life on our planet. This may cover the very small micro-organisms, cells and proteins in our bodies; to the organs, such as our heart and lungs; to whole body systems, such as the nervous system. It may also comprise of the study of plants (Botany), the study of animals (Zoology), comparative anatomy, how carbon moves through the marine ecosystem, and human interactions with wildlife.

Initial discussions at the start of the year determine the interests of the class in order to choose the topics that will be studied. Units that have been studied in the past have included, the Immune System, Forensics and Biology, Endangered Species, and Bees with Backpacks (Ballarat Tech School). A Unit usually runs for a semester.

This subject can lead to: • VCE Biology • VCE Environmental Science

ELECTIVE | SCIENCE

PSYCHOLOGY & SOCIOLOGY

(1 Period Allocation)

This elective program will look at a variety of areas of interest from both Psychology and Sociology. Psychology is the study of the human mind and behaviour, and Sociology is the study of the development, structure, and functioning of human society.

Throughout the year we will be focusing on topics including the following: Psychology: The brain, sensation and perception, sight, sound, taste, and touch, memory and learning, sleep, and psychological disorders.

Sociology: Culture, socialisation social structures and power, deviance and crime, and class differences.

This subject can lead into: • VCE Psychology • VCE Sociology

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ELECTIVE | SCIENCE

PHYSICS

(1 Period Allocation)

Students boost their practical skills with this selection of fun yet challenging activities. This course will strengthen students’ practical skills towards their final year’s studies.

We look at a selection from: Optics and waves, electricity, sound, heat, motion, and robotics, with an emphasis on the use of digital technologies. Investigations include using lenses, mirrors, colour filters, glass prisms, and the optics bench, wave motion in a water tank, slinky springs, using a signal generator with the oscilloscope, moving and colliding dynamics carts, heat transfer and heat capacity of substances, and digital motion sensors.

This subject can lead into: • VCE Physics

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SENIOR SECONDARY PATHWAYS VCE, VET & VCE VM Page 92

VICTORIAN SENIOR SECONDARY CERTIFICATE Victorian Certificate of Education (VCE) VCE Vocational Major (VM) Apprenticeship, Traineeships, VET, University (ATAR) or work

Apprenticeship, Traineeships, VET, University (through alternative entry programs or work

Please note: VPC is only offered on a case-by-case basis.

Most students will do the VCE or VCE Vocational Major (VM).

VCE and VCE Vocational Major The Victorian Certificate of Education (VCE) is Victoria’s senior secondary qualification. It opens pathways to university, higher- level TAFE or VET certificate courses, apprenticeships, traineeships, and the workforce.

In 2023 the VCE begun expanding to include the new vocational specialisation pathway called the VCE Vocational Major (VM).

The aim of the integrated senior secondary certificate is to give students greater choice and flexibility to pursue their strengths and aspirations and develop the skills and capabilities needed to succeed in further education, work and life.

Students, parents and schools choose in partnership the most appropriate course based on student need, aspiration and capability.

Potential Pathways

VCE

Tertiary study options requiring an ATAR Apprenticeship or employment

VCE-VM

Tertiary study options not requiring an ATAR

* Victorian Pathways Certificate (VPC) may also be considered on a case by case situation

(All subject descriptions are taken from VCAA Study Designs) Source and additional information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx Disclaimer: The subject information provided in this document is accurate at the time of publication.

Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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SELECTING SUBJECTS All subjects are designed to develop the skills required in students as they move into the senior secondary schooling subject offerings.

Subject selection should be considered carefully, following consultation between the student, parents, and teaching staff. Any movement between subjects (if approved) during the year may affect a student’s learning and achievement for both that subject and the new subject.

Several factors should be considered when choosing elective subjects, including:

Achievement Current results will provide a good indication of future success, though this may not always be a true reflection of the student’s ability, rather their effort or lack thereof.

Aptitude What is the student’s natural aptitude in this field of study?

Interest Students are more likely to succeed in subjects which hold some interest for them.

Attitude A positive attitude towards a subject including a willingness to commit to the hours of homework required is a necessary or preferred prerequisite.

In choosing a course of study, a student needs to: • • • • •

Consider some of the goals they are beginning to aspire to and areas of general industry interest Investigate the possible paths to those goals and what level of post-schooling study is required Talk to people who know something about the goals and the subjects needed to be undertaken Examine possible pathways in the light of his/her abilities, personality and commitment level Prayerfully decide on which path seems right

Students should avoid making subject choices merely on the grounds of their friends, or based on their perception about any teacher who might be teaching the subject. The important guiding principle is to put yourself in a position, through the subject selection process, so that you are most likely to experience academic success now and into the future for yourself in the beginning of your career development journey.

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Page 95

Understanding VCE

Requirements to Obtain an ATAR Score from VTAC In Year 11 and 12 students complete the Victorian Certificate of Education (VCE), which offers a wide range of studies. At this stage of their schooling students find that their abilities, interests, and career needs take them in different directions.

Ballarat Christian College aims to provide pathways for the senior years that will suit all students, whatever their abilities, interests and needs. The minimum for the award of the VCE is the satisfactory completion of 16 units which include: • 3 units of English selected from the English group, including a Unit 3 and Unit 4 sequence.

• 3 sequences of Units 3 & 4 studies other than English, including VCE VET Unit 3 & 4 sequences

Structure of VCE VCE is organised into units of study: • Units 1 and 2 are usually completed in Year 11 and are school-assessed (school-assessed course work or tasks) • Units 3 and 4 are usually completed in Year 12 and are assessed by school-based SACs/SATs (School Assessment Coursework or Tasks) and external examinations

The requirements to obtain an ATAR (Australian Tertiary Admission Rank) score from VTAC are: • Satisfactorily complete the VCE • Obtain scaled study scores for SACS/SATS in at least 4 studies (maximum of 6 studies may be counted), including a Unit 3 & 4 English sequence Students completing Units 3 & 4 studies will receive a letter grade from the VCAA and a study score out of 50, for each study attempted. An ATAR is the percentile ranking of that applicant in the population of VCE candidates applying for tertiary study in that year. The ATAR will take into account the scaled study score in English (or a study from the English studies group i.e. English Language) and the other best three scaled study scores, and 10% of the applicant’s next two best scaled study scores (or in the case of our Certificate III in Christian studies; an unscored VCE VET study with no scored assessment; is determined by calculating 10 per cent of the fourth study score of the primary four. Up to two unscored VCE VET increments may contribute to the aggregate).

The Victorian Tertiary Admissions Centre (VTAC) administers a joint selection system on behalf of Universities and TAFE Colleges. VTAC use the ATAR in conjunction with the tertiary institutions to determine student placement into tertiary courses.

The table below indicates the percentage ranking of students at each of the study score levels: Study Score (/50)

Percentage Ranking

25

Top 76%

30

Top 50%

35

Top 34%

40

Top 8%

45

Top 2%

Most VET VCE Programs have a sequence of units including Units 1, 2, 3, & 4. For VET and SBAT students it is possible to vary the number of units to be studied each semester. This is negotiated in consultation with the VCE Coordinator and/or Head of Secondary. We do not advise students to undertake more than one 3 & 4 sequence in Year 11.

Opportunities exist for students to negotiate alternative arrangements for the completion of their study with the VCE Coordinator and/or Head of Secondary.

Most prerequisite information relates to studies at Unit 3 & 4 level. Sometimes, however, information relating to Units 1 & 2 is included. Pathways is the term used to describe different vocational directions and options which students may take as they move through a broad range of education and training.

Knowing about these pathways will provide more flexible options for students in their post-compulsory education and training.

“The VCE (not VCE VM) offers a direct pathway to university and can provide you with an ATAR.” Page 96

Student Access Guidelines

The VCE is normally conducted as a two-year program by students in their final two years of secondary studies.

• Unit 1 and 2 studies are independent and are normally undertaken in the first year of VCE. • Unit 3 and 4 studies must be studied as a sequence and are normally studied in the second year of the program.

Level 1 & 2 Units Assessment of Level 1 & 2 units is school-based. A+ to E Grades based on Assessment Tasks (e.g. tests, assignments, practical work) that are devised by the College will not appear on the pupil’s VCE Certificate and Statement of Results but will be shown on the College’s reports.

Year 10 Student Access to Unit 1 & 2 Studies Vocational Education Training in Schools (VETis) & School Based Apprenticeships and Traineeships (SBAT) are generally not accessible to Year 10 students until all Year 11 applicants have been placed. However students who will be in Year 10 may still apply for VETis courses.

A Year 10 student may be encouraged by Ballarat Christian College staff to undertake a VCE Unit 1 & 2 Study provided the following conditions are met: • In Year 9 the student gained very high levels of achievement in those studies most relevant to his/her desired VCE Unit 1 & 2 Study; • In Year 9 the student’s reports indicated sound work habits in all studies undertaken Applications will be considered before approval is granted, and only one (1) such study may be undertaken in Year 10 unless under special considerations. *Please note: all year 10 students will undertake as part of their Year 10 course load, VCE Unit 1 Industry and Enterprise.

This one unit is completed over the entire academic school year and includes a compulsory structured workplace learning placement requirement.

Level 3 & 4 Units The Victorian Curriculum and Assessment Authority (VCAA) is responsible for the final allocation of grades in the assessment of Unit 3 & 4 studies. Grades given will appear on the pupil’s VCE Certificate and Statement of Results.

All studies contain a series of outcomes devised by VCAA with the individual subject study design. These may include work, essays, research reports, case studies, data analyses and other tasks. School- assessed coursework tasks are then assessed by the subject teacher and results forwarded on to the VCAA for statistical moderation There will be at least one examination in each study.

Examinations at Units 3 & 4 level will be set and marked by VCAA.

Any student enrolled for a Unit 3 & 4 study will sit the General Achievement Test (GAT) and VCAA will continue to use it to validate, school assessed coursework tasks for the immediate future.

Students transferring from VCE Vocational Major into VCE may be eligible for credit for a credit for some of the subjects studied.. This may change the criteria they are required to meet for eligibility for the award of VCE. Year 11 access to Unit 3 & 4 studies is subject to the same conditions as for a Year 10 student wishing to undertake a Unit 1 & 2 Study (listed in the previous section), and generally requires satisfactory completion of Units 1 and 2 of that Study as a prerequisite.

Specific Advice for VCE Year 11 and 12 Requirements • VCE Regulations regarding the compulsory English component • VCE regulations require that each pupil take four (4) Units of English.

• VCE Regulations regarding the awarding of the Victorian Certificate of Education • To be awarded the VCE or VCE Vocational Major a pupil MUST receive an “S” in at least sixteen (16) units.

These Units must include: • • •

At least four (4) pairs of Level 3 & 4 Units At least three (3) of the four units of English Satisfactory completion of outcomes of work requirements. Each unit has set outcomes of work requirements which a student MUST complete to be awarded Satisfactory Completion (indicated by the letter “S”) for that unit. The “S” is awarded by the College and is recorded by the Victorian Curriculum and Assessment Authority (VCAA) that issues the student VCE Certificate and Statement of Results.

In Year 12, students complete the Victorian Certificate of Education. At this stage of their schooling students find that their abilities, interest, and career needs take them on different pathways.

The following information is offered for your guidance: Some tertiary courses require that students have completed certain units or studies (prerequisites). For certain courses, completion of certain Unit 3 & 4 studies can result in selection advantage. Parents and students should familiarise themselves with the Tertiary Entrance Requirements for 2026. http://www.vtac.edu.au/ In some studies students are strongly advised to have completed a particular Unit 1 & 2 study before undertaking a Unit 3 & 4 study. Students and parents are advised to refer to the specific recommendations for Unit 3 & 4 studies in this handbook. Those attempting VCE Units 3 & 4 Physics or Chemistry should have achieved “S” in at least one of Units 1 & 2 Mathematics subject as well as Unit 2 of Physics or Chemistry.

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CHRISTIAN LIVING

MATHEMATICS

Mr Don Gall Christian Living dgall@balcc.vic.edu.au

Page 98

VCE | SENIOR CHRISTIAN LIVING RATIONALE The Ballarat Christian College Senior Christian Living Course is designed for students in Years 10, 11, and 12. It consists of three periods per week in Years 11 and 12. Building on the theological and practical foundations established from

Primary through Junior and Middle Secondary levels, this course aims to deepen students’ understanding of Christianity and its relevance to life beyond secondary school.

COURSE OBJECTIVES:

COURSE GOALS:

•

Theological Literacy: Students develop a strong and clear understanding of Christian theology.

•

Global and Contemporary Issues: The course addresses current global issues through a Biblical worldview, informed by the life and teachings of Christ.

Our aim is to provide teaching and lifestyle models that equip students with a robust foundational faith. This faith will support them throughout their lives, helping them achieve their God-given potential in any pathway or vocation they choose.

•

Comparative Religion: Students compare and contrast other religions, focusing on the exclusive claims of the Bible as God’s inerrant Word.

•

Christian Spirituality and Discipleship: The course encourages exploration and experience of various Christian spiritual traditions and practices.

•

Experiential Learning: Students engage in a variety of activities from a Christian perspective, both in the classroom and the wider community.

•

Christ-like Character: Students are challenged to model their daily interactions on the life and character of Christ.

•

Purpose and Meaning: The course guides students to find purpose and meaning in Christ as they navigate a complex and challenging world.

This compulsory course is an integral part of the education experience at Ballarat Christian College, preparing students for a meaningful and faith-filled life.

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A Typical Student VCE Program YEAR 11: Ten Level 1 & 2 Units including Units 1 & 2 of English, Units 1 & 2 of a Mathematics subject, and Senior Christian Living OR Eight Level 1 & 2 Units including Units 1 & 2 of English, Units 1 & 2 of a Mathematics subject, one VETis Cluster Certificate Study or one approved Units 3 & 4 subject and Senior Christian Living Most Unit 1 & 2 studies lead directly to further study at Units 3 & 4.

It is possible, however, for students to change direction in the middle or at the end of Year 11 and to alter the emphasis of their course. It is possible in some studies to select one unit from a specific subject area at Level 1 & 2 as a single semester study (this practice is not normally followed at Ballarat Christian College).

Both units may be desirable, however, to provide the optimal background to Units 3 & 4 in Year 12.

YEAR 12 Ten Level 3 & 4 Unit Sequences including Units 3 & 4 of an English Group Subject and Senior Christian Living This may include a VETis course.

Resources When working through the process of choosing your VCE units, the following resources are valuable aids and should be consulted: • • • • • • •

Tertiary Planner, The Age; CourseSearch VTAC, TAFE and other Provider resources; Occupational Information; Research from Year 10 Job Search Skills; www.myfuture.edu.au www.australianapprenticeships.gov.au www.vcaa.vic.edu.au/studentguides/where-to-now/Pages/ Index.aspx

* * Caution * * • •

• •

Use only up-to-date resources, as prerequisites can change from year to year Beware of peer group pressure. Your friends’ goals and ambitions are likely to be different from yours, so their VCE Program is likely to be different too.

Listen to and ask experts for current and accurate information Avoid second-hand information from friends or family

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Page 101

VCE STUDIES Page 102

VCE Subjects ENGLISH 105 106

English English (Literature)

MATHEMATICS 109 109 110 110 110

Mathematics Mathematics - Foundation Mathematics - General Mathematics - Methods Mathematics - Specialist

SCIENCE 113 114 115 116 117

Biology Chemistry Environmental Science Physics Psychology

ART / TECHNOLOGY 119 120 121

Applied Computing Science Art Creative Practice Visual Communication Design

MUSIC 123

Music

HUMANITIES 127 128 129 131 132 133

Accounting Business Management History (Modern) Legal Studies Religion and Society Sociology

HEALTH & PHYSICAL EDUCATION 135 136

Health & Human Development Physical Education

Disclaimer: The subject information provided in this document is accurate at the time of publication. Updates may occur periodically. To ensure you are referencing the most current information, please verify the handbook version number on the front cover.

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ENGLISH

Mr Ian Manton English Faculty Imanton@balcc.vic.edu.au Page 104

VCE | ENGLISH RATIONALE The study of English empowers students to read, write, speak and listen in different contexts. VCE English and English as an Additional Language (EAL) prepares students to think and act critically and creatively, and to encounter the beauty and challenge of their contemporary world with compassion and understanding. Students work to collaborate and communicate widely, and to connect with our complex and plural society with confidence.

Through engagement with texts drawn from a range of times, cultures, forms and genres, and including Aboriginal and Torres Strait Islander knowledge and voices, students develop insight into a varied range of ideas. They extend their skills in responding to the texts they read and view, and their abilities in creating original texts, further expanding their language to reflect accurately the purpose, audience and context of their responses.

UNIT 1 - READ AND EXPLORING, CRAFTING TEXTS Students engage in reading and viewing texts with a focus on personal connections with the story. They discuss and clarify the ideas and values presented by authors through their evocations of character, setting and plot, and through investigations of the point of view and/or the voice of the text. They develop and strengthen inferential reading and viewing skills, and consider the ways a text’s vocabulary, text structures and language features can create meaning on several levels and in different ways. They apply, extend and challenge their understanding and use of imaginative, persuasive and informative text through a growing awareness of situated contexts, stated purposes and audience.

Students read and engage imaginatively and critically with mentor texts, and create effective and cohesive writing within identified contexts. Through close reading, students expand their understanding of the diverse ways that vocabulary, text structures, language features, conventions and ideas can interweave to create compelling texts. They further consider mentor texts through their understanding of the ways that purpose, context (including mode), and specific and situated audiences influence and shape writing.

UNIT 2 - READING AND EXPLORING, EXPLORING ARGUMENTS Students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing, to further open possible meanings in a text, and to extend their writing in response to text. Students read or view a text, engaging with the ideas, concerns and tensions, and recognise ways vocabulary, text structures, language features and conventions of a text work together to create meaning. They examine the ways readers understand text considering its historical context, and social and cultural values. Students consider the way arguments are developed and delivered in many forms of media. They closely examine the language and the visuals employed by the author, and offer analysis of the intended effect on the audience.

UNIT 3 - READING AND RESPONDING TO TEXTS, CREATING TEXTS Students apply reading and viewing strategies to critically engage with a text, considering its dynamics and complexities and reflecting on the motivations of its characters. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas.

They are provided with opportunities to understand and explore the historical context, and the social and cultural values of a text, and recognise how these elements influence the way a text is read or viewed, is understood by different audiences, and positions its readers in different ways. Students develop and justify their own detailed interpretations of the text with sustained analytical writing, using appropriate metalanguage, integrating evidence from a text to support key points, and improving their use of organisational structures in formal essays.

UNIT 4 - READING AND RESPONDING TO TEXTS, ANALYSING AND PRESENTING ARGUMENT Students further sharpen their skills of reading and viewing texts, developed in the corresponding area of study in Unit 3. Students consolidate their capacity to critically analyse texts and deepen their understanding of the ideas and values a text can convey. Students apply reading and viewing strategies to engage with a text, and discuss and analyse the ways authors construct meaning in a text through the presentation of ideas, concerns and conflicts, and the use of vocabulary, text structures and language features. They engage with the dynamics of a text and explore the explicit and implicit ideas and values presented in a text. They recognise and explain the ways the historical context, and social and cultural values can affect a reader, and analyse how these social and cultural values are presented. They establish how these values can influence the way a text is read or viewed, can be understood by different audiences, and can position readers in different ways. Students improve their sustained analytical writing about a text, refine skills to engage with and challenge ideas, confidently apply appropriate metalanguage, deftly integrate evidence from a text to support key points, and enhance their use of organisational structures such as formal essays.

Students analyse and compare the use of argument and language in texts that debate a topical issue. The texts must have appeared in the media since 1 September of the previous year. Students read and view media texts in a variety of forms, including print, non-print and multi modal, and develop their understanding of the way in which language and argument complement one another in positioning the reader. They analyse arguments and the use of persuasive language in texts. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. They create an oral presentation intended to position audiences about an issue currently debated in the media.

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VCE | ENGLISH (LITERATURE) RATIONALE VCE Literature enables students to participate more fully in the cultural conversations that take place around them.

By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high-order thinking to express and develop their critical and creative voices.

Students deepen their awareness of the historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices.

UNIT 1 - READING PRACTICES, EXPLORATION OF LITERACY MOVEMENTS AND GENRES Study students consider how language, structure and stylistic choices are used in different literary forms and types of text.

They consider both print and non-print texts, reflecting on the contribution of form and style to meaning. Students reflect on the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text. Students explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres. Students engage with the ideas and concerns shared by the texts through language, settings, narrative structures and characterisation, and they experiment with the assumptions and representations embedded in the texts.

UNIT 3 - ADAPTATIONS AND TRANSFORMATIONS, DEVELOPING INTERPRETATIONS Students focus on how the form of a text contributes to its meaning. Students explore the form of a set text by constructing a close analysis of that text. They then reflect on the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation. Students explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text. Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text, and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language.

Students then explore a supplementary reading that can enrich, challenge and/or contest the ideas and the views, values and assumptions of the set text to further enhance the students’ understanding.

UNIT 2 - VOICE OF COUNTRY, THE TEXT IN ITS CONTEXT Students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators.

They consider the interconnectedness of place, culture and identity through the experiences, texts and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences, and issues of reconciliation and reclamation. Students explore the text to understand its point of view and what it reflects or comments on. They identify the language and the representations in the text that reflect the specific time period and/or culture, its ideas and concepts. Students develop an understanding that contextual meaning is already implicitly or explicitly inscribed in a text and that textual details and structures can be scrutinised to illustrate its significance.

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UNIT 4 - CREATIVE RESPONSES TO TEXTS, CLOSE ANALYSIS OF TEXTS Students focus on the imaginative techniques used for creating and recreating a literary work. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored. Students focus on a detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text.

Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text .

HONESTY

For we are taking pains to do what is right, not only in the eyes of the Lord but also in the eyes of man.

2 Corinthians 8:21

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MATHEMATICS

MATHEMATICS Mrs Cheril Kemp

Mathematics ckemp@balcc.vic.edu.au

Page 108

Mrs Kaylene Templar Secondary Mathematics ktemplar@balcc.vic.edu.au

VCE | Mathematics RATIONALE 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 and its applications.

It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and globalised world, and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts.

AIMS This study enables students to: • Develop mathematical concepts, key knowledge and key skills • Apply mathematics to analyse, investigate and model a variety of contexts and solve practical and theoretical problems in situations that range from well-defined and familiar to open-ended and unfamiliar • Apply computational thinking and algorithms, and use technology effectively as a tool for working mathematically.

STRUCTURE The study is made up of the following units: • Foundation Mathematics Units 1–4 • General Mathematics Units 1–4 • Mathematical Methods Units 1–4 • Specialist Mathematics Units 1–4 Each unit covers specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

A glossary defining terms used across Units 1 to 4 in the VCE Mathematics Study Design is included in the Support materials.

The areas of study from which content is drawn as applicable to each unit are: Algebra, number and structure; Calculus; Data analysis, probability and statistics; Discrete Mathematics; Functions, relations and graphs; and Space and measurement.

Units 1–4 have been developed as a sequence, with Units 1 and 2 covering assumed key knowledge and key skills as preparation for Units 3 and 4.

VCE | MATHEMATICS - FOUNDATION UNITS 1 & 2 - FOUNDATION MATHEMATICS The topics covered in these units are: Integers, Fractions, Decimals, Powers and Roots, Estimation and Approximation, Ratio and Proportion, Rates, Percentages, Equations, Collecting and Classifying Data, Financial Systems and Income Payments, Length and Area, Volume Capacity and Mass, Presenting and Interpreting Data, Managing Finances, and Space Time and Measurement.

UNITS 3 & 4 - FOUNDATION MATHEMATICS The topics covered in these units are: Calculations, Ratios Proportion and Variation, Percentages, Linear and Simultaneous Equations, Data Collection and Organisation, Measures of Central Tendency and Spread, Comparing Data Sets and Long Term Prediction, Simulations and Simple Probability, Interest and Loans, Financial and Consumer Maths, Scales Plans and Models, Right Angled Triangles, Measurement, Volume, and Shapes.

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VCE | MATHEMATICS - GENERAL

UNITS 1 & 2 - GENERAL MATHEMATICS The topics covered in these units are: Review of Percentages and Ratios, Investigating and Comparing Data Distributions, Sequences and Finance, Matrices, Investigating relationships between two Numerical Variables, Graphs and Networks, Variation, Measurement, Scale and Similarity, and Applications of Trigonometry.

UNITS 3 & 4 - GENERAL MATHEMATICS The topics covered in these units are: Investigating Data Distributions, Investigating associations between two Variables, Investigating and Modelling Linear associations, Data Transformations, Investigating and Modelling Time Series, Modelling Growth and Decay using Recursion, Reducing Balance Loans Annuities and Investments, Matrices, Transition Matrices and Leslie Matrices, Graphs Networks and Trees, and Flow Matching and Scheduling Problems.

VCE | MATHEMATICS - METHODS UNITS 1 & 2 - MATHEMATICAL METHODS The topics covered in these units are: Linear Equations, Coordinate Geometry , Quadratics, Graphs, Functions and Relations, Polynomials, Transformations, Probability, Counting Methods, Discrete Probability Distributions, Exponential Functions and Logarithms, Circular Functions, Rates of Change, Differentiation and Anti differentiation of Polynomials, Applications of differentiation of Polynomials, Further Differentiation and Anti-differentiation, and Integration.

UNITS 3 & 4 - MATHEMATICAL METHODS The topics covered in these units are: Functions and Relations, Coordinate Geometry, Polynomial Functions, Transformations, Exponential Functions and Logarithms, Circular Functions, Further Functions, Differentiation, Applications of differentiation, Integration, Discrete random Variables and their Probability Distributions, the Binomial Distribution, Continuous random Variables and their Probability Distributions, the Normal Distribution, and Sampling and Estimation.

VCE | MATHEMATICS - SPECIALIST UNITS 1 & 2 - SPECIALIST MATHEMATICS The topics covered in these units are: Reviewing Algebra, Number Systems and Sets, Sequences and Series, Additional Algebra, Proof, Logic Algorithms, Combinatorics, Matrices, Graph Theory, Simulation, Sampling and Sampling Distributions, Trigonometric Ratios and their Applications, Trigonometric Identities, Graphing Functions and Relations, Complex Numbers, Transformations of the Plane, Vectors in the Plane, and Kinematics.

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UNITS 3 & 4 - SPECIALIST MATHEMATICS The topics covered in these units are: Logic, Proof, Vectors, Vector Equations of Lines and Planes, Differential Calculus, Functions and Graphs, Integral Calculus, Differential Equations, Further Integration Techniques and Applications, Applications of First order Differential Equations, and Kinematics and Rectilinear Motion.

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SCIENCE

Mrs Leanne Coventry Science Faculty

lcoventry@balcc.vic.edu.au Page 112

VCE | BIOLOGY RATIONALE VCE Biology enables students to investigate the processes involved in sustaining life at all levels. They develop an understanding that life is interconnected and dynamic.

Students gain insights into how key science skills underpin much of contemporary biology, and how society applies such skills and concepts to resolve problems and make scientific advancements. In VCE Biology, students develop and enhance a range of inquiry skills including practical experimentation.

Students investigate and analyse contemporary bioethical issues and communicate their views from an informed position.

VCE Biology provides for continuing study pathways within the discipline and can lead to a range of careers. Branches of biology include botany, genetics, immunology, microbiology, pharmacology, and zoology. In addition, biology is applied in many fields of human endeavour including bioethics, biotechnology, dentistry, ecology, education, food science, forestry, health care, horticulture, medicine, optometry, physiotherapy, and veterinary science. Biologists work in cross-disciplinary areas such as bushfire research, environmental management and conservation, forensic science, geology, medical research, and sports science.

UNIT 1 - HOW DO ORGANISMS REGULATE THEIR FUNCTIONS? In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the in this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation, and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.

UNIT 3 - HOW DO CELLS MAINTAIN LIFE? In this unit students investigate the workings of the cell.

They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids a, gene structure and expression in cells and proteins as a diverse group of functional molecules. Students explore biochemical pathways, with reference to photosynthesis and cellular respiration. They explore the application of biotechnologies to various biological processes. Students apply their knowledge of cellular processes through investigation of a selected case study.

UNIT 2 - HOW DOES INHERITANCE IMPACT ON DIVERSITY? In this unit students explore reproduction and the transmission of biological information and species diversity.

They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes and the environment influence phenotypic expression. They analyse patterns of inheritance, interpret pedigree charts, and predict outcomes of genetic crosses. Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies. They study adaptations that enhance an organism’s survival. Students explore interdependences between species and consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems.

UNIT 4 - HOW DOES LIFE CHANGE AND RESPOND TO CHALLENGES? In this unit students study the human immune system and the provision of immunity to a specific pathogen. Students respond to bioethical issues and challenges related to disease. Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time.

Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined, or replaced when challenged by new evidence. Students demonstrate and apply their knowledge of how life changes and responds to challenges through investigation of a selected case study, data analysis and/or bioethical issue.

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VCE | CHEMISTRY RATIONALE VCE Chemistry enables students to investigate a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. Sustainability principles, concepts and goals are used to consider how useful materials for society may be produced with the least possible adverse effects on human

health and the environment. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials.

UNIT 1 - HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED? Students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy.

Students conduct practical investigations involving the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds, determination of empirical formulas, and synthesis of polymers.

Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.

UNIT 2 - HOW DO CHEMICAL REACTIONS SHAPE THE NATURAL WORLD? Students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society.

Students conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve.

UNIT 3 - HOW CAN DESIGN AND INNOVATION HELP TO OPTIMISE CHEMICAL PROCESSES? Students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment.

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UNIT 4 - HOW ARE CARBON-BASED COMPOUNDS DESIGNED FOR PURPOSE? Students investigate the structures and reactions of carbonbased organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity.

Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations.

VCE | ENVIRONMENTAL SCIENCE RATIONALE VCE Environmental Science enables students to explore the interrelationships between Earth’s four systems. Students examine how past and current human activities affect the environment and how future challenges can be managed sustainably. In undertaking this study, students gain an understanding of the complexity of environmental decisionmaking, and how innovative responses to environmental challenges can reduce pressure on Earth’s natural resources and ecosystem services.

In VCE Environmental Science, students develop a range of scientific inquiry skills including practical experimentation, research and analytical skills, problem-solving skills including critical and creative thinking, and communication skills.

Students pose questions, formulate hypotheses, conduct investigations, and analyse and critically interpret qualitative and quantitative data. They assess the limitations of data, evaluate methodologies and results, justify their conclusions,

make recommendations and communicate their findings.

Students investigate and evaluate environment-related issues, alternative proposals and responses to challenges by considering both short- and long-term consequences for the individual, the environment and society.

VCE Environmental Science provides direct pathways to a range of careers related to atmospheric sciences, ecology, environmental chemistry and geosciences. The interdisciplinary nature of the study leads to pathways including, but not limited to, architecture, environmental law, engineering, environmental consultancy, environmental advocacy, government policy development, industrial management, landscape design, regional and urban planning, and teaching and research. Environmental scientists also work in cross-disciplinary solutions-oriented areas such as coastal management, climate risk management and disaster risk management.

UNIT 1 - HOW ARE EARTH’S DYNAMIC SYSTEMS INTERCONNECTED TO SUPPORT LIFE? Earth has been dramatically altered over the past 4.5 billion years by naturally occurring climate swings, volcanic activity, drifting continents and other transformative processes.

Human activities and lifestyles have an impact on, and are impacted by, Earth’s systems both directly and indirectly, and with both immediate and far-reaching effects.

In this unit students examine the processes and interactions occurring within and between Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere. They focus on how ecosystem functioning can influence many local, regional and global environmental conditions such as plant productivity, soil fertility, water quality and air quality. Students explore how changes that have taken place throughout geological and recent history are fundamental to predicting the likely impact of future changes. They consider a variety of influencing factors in achieving a solutions-focused approach to responsible management of challenges related to natural and humaninduced environmental change.

examine the characteristics, impacts, assessment and management of a range of pollutants that are emitted or discharged into Earth’s air, soil, water and biological systems, and explore factors that limit and enable the sustainable supply of adequate and affordable food and water

UNIT 2 - WHAT AFFECTS EARTH’S CAPACITY TO SUSTAIN LIFE? A sustainable food and water system with a minimal environmental footprint is necessary to secure the food and water supplies that can meet the demands of current and future populations of Earth’s species, including humans. Both natural and human activities can generate pollution that can cause adverse effects across Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere – and consequently affect food and water security. Pollution can make air and water resources hazardous for plants and animals. It can directly harm soil microorganisms and larger soil-dwelling organisms, with consequences for soil biodiversity, as well as impacting on food security by impairing plant function and reducing food yields.

In this unit students consider pollution as well as food and water security as complex and systemic environmental challenges facing current and future generations. They

UNIT 3 - HOW CAN BIODIVERSITY AND DEVELOPMENT BE SUSTAINED? In this unit students focus on environmental management through the application of sustainability principles. They explore the value of the biosphere to all living things by examining the concept of biodiversity and the ecosystem services important for human health and well-being.

They analyse the processes that threaten biodiversity and evaluate biodiversity management strategies for a selected threatened endemic animal or plant species. Students use a selected environmental science case study with reference to sustainability principles and environmental management strategies to explore management from an Earth systems perspective, including impacts on the atmosphere, biosphere, hydrosphere and lithosphere.

UNIT 4 - CLIMATE AND HUMAN ENERGY In this unit students explore different factors that contribute to the variability of Earth’s climate and that can affect living things, human society and the environment at local, regional and global scales. Students compare sources, availability, reliability and efficiencies of renewable and non-renewable energy resources in order to evaluate the suitability and consequences of their use in terms of upholding sustainability principles. They analyse various factors that are involved in responsible environmental decision-making and consider how science can be used to inform the management of climate change and the impacts of energy production and use.

Measurement of environmental indicators often involves uncertainty. Students develop skills in data interpretation, extrapolation and interpolation and test predictions. They recognise the limitations of contradictory, provisional and incomplete data derived from observations and models.

They explore relationships and patterns in data, and make judgments about accuracy and validity of evidence.

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VCE | PHYSICS RATIONALE Sir Isaac Newton glorified God for His universe and laws governing creation, from the minute building blocks of matter to the incredibly large expanses of the universe.

In attempting to follow in the footsteps of this man, we will consider some of the mysteries of the universe with recognition given to God for His awesome work. The study of nature and the physical laws of the universe can only really result in wonder at the sovereignty, constancy, universality, orderliness, precision, dependability and infinite power of the Mighty Creator God. Mathematical models are used to explore how physical systems behave. From classical ideas and their limitations,

students are introduced to modern explanations. Students study topics including light, atomic physics, radiation, thermal physics, electricity, fields, mechanics, quantum physics, energy and matter. They are given a choice of options and also design and undertake their own extended investigation.

Students engage in a range of scientific investigation methodologies, develop key science skills, and interrogate the links between theory and practice. They develop insights into how knowledge changes in response to new discovery and how science is connected to innovation in addressing contemporary physics challenges. The application of safety and ethical guidelines is integral to the study of VCE Physics

UNIT 1 - HOW IS ENERGY USEFUL TO SOCIETY? Students examine the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models are used to understand light, thermal energy, radioactivity, nuclear processes and electricity.

Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.

UNIT 3 - HOW DO FIELDS EXPLAIN MOTION AND ELECTRICITY? Students investigate Newton’s laws of motion in one and two dimensions. They explore fields as a model and compare three fundamental fields – gravitational, magnetic and electric, and their importance to the motion of particles.

Students examine the production, transmission and delivery of electricity and the operation of particle accelerators.

UNIT 2 - HOW DOES PHYSICS HELP US TO UNDERSTAND THE WORLD? Students explore the power of experiments in developing theories. They investigate a variety of phenomena by making observations and generating questions, leading to experiments. Students investigate the forces involved in moving objects and apply these concepts to a chosen case study of motion. Students pursue an area of interest through a research investigation and using physics to justify a stance to a contemporary societal issue. A student-designed scientific investigation draws on the key science skills and key knowledge.

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UNIT 4 - HOW HAVE CREATIVE IDEAS AND INVESTIGATION REVOLUTIONISED THINKING IN PHYSICS? Theory and experiment interplay between generating models and explaining natural phenomena. Attempts to explain how the universe works have changed over time.

Key experiments have had a significant impact on our understanding of the nature of light, matter and energy.

Students explore changes in thinking in Physics. Wave theory proves limited as quantum physics is utilised to explain particle-like properties of light. Light and matter are observed as having similar properties. At the speed of light, matter is observed differently from different frames of reference, and matter and energy become almost synonymous. Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS. For a student-designed practical investigation the findings of the investigation are presented in a scientific poster.

VCE | PSYCHOLOGY RATIONALE VCE Psychology is designed to enable students to explore the complex interactions between thought, emotions and behaviour. They develop an insight into biological, psychological and social factors and the key science skills that underpin much of psychology. VCE Psychology is designed

to promote students’ understanding of how society applies such skills and psychological concepts to resolve problems and make scientific advancements. The study is designed to promote students’ confidence and their disposition to use the information they learn in the study in everyday situations.

UNIT 1 - HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED? Students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

UNIT 3 - HOW DOES EXPERIENCE AFFECT BEHAVIOUR AND MENTAL PROCESSES? Students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory. Students investigate how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning.

UNIT 2 - HOW DO INTERNAL AND EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL PROCESSES? Students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.

UNIT 4 - HOW IS MENTAL WELLBEING SUPPORTED AND MAINTAINED? Students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep. They explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia.

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ART / TECHNOLOGY

Mrs Carol Clough Art/Technology/Music cclough@balcc.vic.edu.au Page 118

VCE | APPLIED COMPUTING RATIONALE VCE Applied Computing focuses on four interrelated disciplines where skills are in high demand: data analytics, programming, emerging and innovative technologies, and cyber security. The study incorporates computational thinking, and design and systems thinking, and legal and ethical responsibility, as students create digital solutions. It facilitates student-centred learning that enables students to build critical and creative thinking, collaboration with peers, and digital literacy. It provides a pathway that enables them to develop into knowledgeable and skilled individuals and leads directly into areas such as artificial intelligence, computer

science, cyber security, data analytics, data science and management, digital literacy, games development, networks, programming, robotics, software engineering, and systems analysis. General skills acquired could be utilised in industries such as business and finance, education and healthcare, and entertainment and construction.

UNIT 1 & 2 - APPLIED COMPUTING In unit 1 students are introduced to the stages of the problemsolving methodology. Students focus on how data is used within software tools such as databases and spreadsheets to create data visualisations, and the use of objectoriented programming languages to develop solutions. In Unit students focus on developing an innovative solution to needs or opportunities that they have identified and propose strategies for reducing security risks to information in a networked environment.

evaluating their dynamic data visualisations based on large complex data sets. Students investigate security strategies used by an organisation to protect data and information from cyber security threats.

UNIT 3 & 4 -DATA ANALYTICS In unit 3 students apply the problem-solving methodology to anayse data, applying specific functions of database, spreadsheet and data visualisation software to create infographics and/or dynamic data visualisations. For a SchoolAssessed Task, students develop their understanding of the analysis and design stages. In unit 4 students determine their findings of the research question by developing and then

The study is made up of Unit 1 & 2 Applied computing and students may elect to undertake one or both Unit 3 & 4 combined sequences: Unit 3/4 Data analytics and/or Unit 3/4 Software development. Unit 3 has no prerequisite.

UNIT 3 & 4 - SOFTWARE DEVELOPMENT In unit 3, students apply the problem-solving methodology to develop working software modules, applying specific features, using an object-oriented programming (OOP) language. For their School-Assessed Task, students develop an understanding of the analysis and design stages of the problem-solving methodology, by preparing a project plan and developing specifications. In unit 4 students apply the problem-solving stages of development and evaluation to develop their preferred design into a working software solution. They test and evaluate the solution and assess the project plan. Students evaluate the current security practices to ensure software development environments and practices are secure.

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VCE | ART CREATIVE PRACTICE RATIONALE VCE Art Creative Practice introduces the role of art in contemporary and historical cultures and societies, and values the meaningful and unique impact of artists on the development of arts knowledge, tradition and experiences, both locally and globally. Students build an understanding of how artists, through their practice and the artworks they create, communicate personal experiences and ideas, and cultural values, beliefs and viewpoints. In this study, students

view artworks and investigate the working practices of artists from different cultures and periods of time. Students are challenged to articulate their understanding of the meanings and messages contained within artworks and to examine the effects of artworks upon the viewers or audiences who experience them. Students learn to pose and solve problems, and work independently and collaboratively, to create and convey meaning through art making.

UNIT 1 - INTERPRETING ARTWORKS AND EXPLORING THE CREATIVE PRACTICE Students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. They focus on the making of art and examine how artists communicate ideas and meaning in artworks. Students explore the practices of artists who have been inspired by ideas relating to personal identity. Through their analysis and interpretation students learn how to formulate and substantiate personal opinions about artworks.

Students learn about the components of the Creative Practice and explore areas of personal interest to develop a series of visual responses. They use a range of materials, techniques, processes and art forms to create a body of experimental work in response to their research of the practices of artists and their personal observations of artworks.

UNIT 3 - INVESTIGATION, IDEAS, ARTWORKS AND THE CREATIVE PRACTICE Students use Inquiry and Project-based learning as starting points to develop a Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation.

Students apply the Interpretive Lenses to researched artworks and in their reflective analysis and evaluation of their use of the Creative Practice. They use critical and creative thinking skills to explore and develop ideas, and experiment with materials, techniques and processes.

UNIT 2 - INTERPRETING ARTWORKS AND DEVELOPING THE CREATIVE PRACTICE Students use Inquiry learning to investigate the artistic and collaborative practices of artists. They explore the collaborative practices of artists and use the Creative Practice to make and present artworks. They develop visual responses based on their investigations, exploring the way historical and contemporary cultural contexts, ideas and approaches have influenced the artworks and the practices of the artists they investigate, as well as their own art practice.

Students examine the importance of the social and cultural contexts of artworks and analyse the varying social functions that art can serve. They also investigate how artworks can be created as forms of expression for specific social and cultural contexts. Students research historical and contemporary artworks and explore diverse and alternative approaches to making and presenting artworks.

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UNIT 4 - INTERPRETING, RESOLVING AND PRESENTING ARTWORKS AND THE CREATIVE PRACTICE Students continue to develop their art practice through Project-based and Inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice.

Students continue to build upon the ideas begun in Unit 3 and present a critique of their use of the Creative Practice.

They reflect on the feedback from their critique to further refine and resolve a Body of Work that demonstrates their use of the Creative Practice and the realisation of their personal ideas.

Students use the Interpretive Lenses to analyse and interpret the meanings and messages of artworks created by the artists they study and to investigate the practices used to create them. They view a range of artworks in different contexts and interpret the ideas and meanings communicated in the artworks.

VCE | VISUAL COMMUNICATION DESIGN RATIONALE The complex demands of 21st-century living have broadened the scope of the designer’s work, and the potential of design to solve ill-defined problems is recognised across sectors including business, industry and education. In response, VCE Visual Communication Design moves beyond practices focusing largely on appearance and function, and views the work of designers as part of larger systems and services addressing problems in sustainable and strategic ways.

Contemporary designers understand that visual communication is viewed in increasingly fluid and rapidly changing contexts, and that today’s consumers are often cocreators of content and form. In response, they engage deeply with human-centred research practices to uncover problems,

opportunities and emerging trends, while empathising with stakeholders’ needs, desires, behaviours and attitudes.

The study of VCE Visual Communication Design, therefore, seeks to cultivate future-ready designers who have a critical and reflective eye, a refined aesthetic sensibility, and who are equipped with the skills, knowledge and mindsets necessary to address the problems of life. Through exposure to the cultures and traditions of design practice, students learn how designers visually communicate ideas and information when designing for people, communities and societies. They develop the knowledge, skills and dispositions required of a multidisciplinary designer who is a reflective, responsible and empathetic practitioner equipped with agency and initiative.

UNIT 1 - FINDING, REFRAMING AND RESOLVING DESIGN PROBLEMS In this unit students are introduced to the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students learn the value of human-centred research methods, working collaboratively to discover design problems and understand the perspectives of stakeholders. They draw on these new insights to determine communication needs and prepare design criteria in the form of a brief.

UNIT 3 - VISUAL COMMUNICATION IN DESIGN PRACTICE In this unit students explore and experience the ways in which designers work, while also analysing the work that they design. Through a study of contemporary designers practising in one or more fields of design practice, students gain deep insights into the processes used to design messages, objects, environments and/or interactive experiences. They compare the contexts in which designers work, together with their relationships, responsibilities and the role of visual language when communicating and resolving design ideas. Students also identify the obligations and factors that influence the changing nature of professional design practice, while developing their own practical skills in relevant visual communication practices.

UNIT 2 - DESIGN CONTEXTS AND CONNECTIONS Unit 2 builds on understandings of visual communication practices developed in Unit 1. Students draw on conceptions of good design, human-centred research methods and influential design factors as they revisit the VCD design process, applying the model in its entirety. Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of userexperience (UX). Methods, media and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs.

UNIT 4 - DELIVERING DESIGN SOLUTIONS In this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief. Manual and digital methods, media and materials are explored together with design elements and principles, and concepts tested using models, mock-ups or low-fidelity prototypes.

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MUSIC

MUSIC

Mrs Briony Kenneth Music bkenneth@balcc.vic.edu.au

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VCE | MUSIC RATIONALE With flexible pathways that support a range of backgrounds and learning experiences, VCE Music develops the knowledge, skills and musicianship needed for further study, training and careers in music. It also promotes personal growth and encourages lifelong participation in music and contribution to community culture.

VCE Music emphasises active engagement in listening, creating, performing and responding to music. Students

develop musicianship, critical awareness and an understanding of music as a social and cultural practice. They explore and evaluate music from diverse cultures, times and contexts, while learning to communicate and express musical ideas as performers and composers and respond thoughtfully as audiences. Through this process, students gain the skills and knowledge to compose, arrange, interpret, improvise, recreate and critically evaluate music.

STRUCTURE The study is made up of ten units. Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

Music Unit 1 and 2 will lead into Music Contemporary Performance Unit 3 and 4 at Ballarat Christian College working in partnership with the student’s instrumental teachers.

Alternatively, the students can choose to complete Music Composition based on student numbers. Alternatively, VET Music is another option in VCE.

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VCE | MUSIC UNIT 1 – ORGANISATION OF MUSIC In this unit students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation.

They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source.

At least two works should be associated with their study of approaches to music organisation.

They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.

They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas.

UNIT 2 – EFFECT IN MUSIC In this unit, students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding.

Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They should perform at least one work to convey a specified effect and demonstrate this in performance.

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They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.

As they analyse and respond to a wide range of music, they become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas.

They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.

VCE | MUSIC UNITS 3 & 4 - MUSIC CONTEMPORARY PERFORMANCE This study offers pathways for students whose performance practice includes embellishment and/or improvisation, uses collaborative and aural practices in learning, often takes recordings as a primary text, and projects a personal voice.

Students study the work of other performers and analyse their approaches to interpretation and how personal voice can be developed through reimagining existing music works. They refine selected strategies to enhance their own approach to performance.

Students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges.

They listen and respond to a wide range of music by a variety of performers in contemporary styles. They also study music language concepts such as scales, harmony and rhythmic materials that relate to contemporary music.

Students may present with any instrument or combination of instruments which will be suitable to convey understanding of the key knowledge and application of key skills for Outcome 1, with styles including (but not limited to) rock, pop, jazz, EDM, country, funk and R&B.

Students prepare a program for assessment in a live performance. They may be assessed as primarily a member of a group or as a solo performer. All performances must include at least one ensemble work with another live musician and an original work created by an Australian artist since 1990. All performances must include a personally reimagined version of an existing work. Original works may also be included in the program.

Students submit a program list along with a Performer’s Statement of Intent. Part of the statement should include information about their reimagined piece and explain how the existing work has been manipulated. This must be accompanied by an authentication document. As part of their preparation, students are able to present performances of both ensemble and solo music works and take opportunities to perform in both familiar and unfamiliar venues and spaces.

Across Units 3 and 4 all students select works of their own choice for performance that allow them to meet examination requirements and conditions as described in the performance examination specifications.

UNITS 3 & 4 – MUSIC COMPOSITION This study allows students to explore the organisation of sound in music to create expressive outcomes. Through critical listening, analysis and composition in notated and/ or digital media, students develop understanding of the ways music is organised, created and performed in a range of styles and traditions. Study of music works in diverse styles and traditions involves aural and visual analysis and consideration of the organisation of each work. Students’ analysis and knowledge of how composers use ideas, stimuli and creative processes becomes a starting point for creating their own music.

Across both units students: • Create their own music in recorded and/or notated form, in both short exercise and extended composition formats.

• Undertake focused aural and/or visual analysis of selected

•

works, thereby uncovering music characteristics of these works and their associated styles. Students study the ways composers/creators may have developed music ideas within the work, deepening their understanding of the ways in which sound can be organised in music.

Students apply these skills in Unit 4 in an aural and/or visual analysis of their own creative work.

Listen and respond to a wide variety of music excerpts in familiar and unfamiliar styles. They develop skills in aural analysis as they focus on the ways in which elements of music are treated and compositional devices are used to elicit responses.

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HUMANITIES

Mrs Glenys Jarvis HASS gjarvis@balcc.vic.edu.au Page 126

VCE | ACCOUNTING RATIONALE Accounting is the process of recording, reporting, analysing and interpreting financial data and accounting information which is then communicated to internal and external users of this information. It plays an integral role in the successful operation and management of businesses.

VCE Accounting focuses on small business. Unit 1 begins with a small service business, allowing students to develop

knowledge and skills in accounting without the complexities of accounting for trading businesses or large organisations.

Units 2, 3 and 4 then focus on a single activity trading business where students build on and extend their accounting skills.

Many students who study VCE Accounting will go on to further studies and careers in business and finance.

UNIT 1 – THE ROLE OF ACCOUNTING IN BUSINESS This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. It considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors.

UNIT 3 – FINANCIAL ACCOUNTING FOR A TRADING BUSINESS This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting, and consider the effects of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

UNIT 2 – ACCOUNTING AND DECISION-MAKING FOR A TRADING BUSINESS Students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance

UNIT 4 - RECORDING, REPORTING, BUDGETING AND DECISION-MAKING Students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report. Students extend their understanding of the recording and reporting processes, with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and the importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. Using this evaluation, students suggest strategies to business owners to improve business performance.

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VCE | BUSINESS MANAGEMENT RATIONALE In VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as ethical and socially responsible members of society, managers and leaders of the business community, and as informed citizens, consumers, and investors.

The study of VCE Business Management leads to opportunities across all facets of the business and management field such as small business owner, project manager, human resource manager, operations manager, or executive manager. Further study can lead to specialisation in areas such as marketing, public relations, and event management.

UNIT 1 - PLANNING A BUSINESS Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. The ability of entrepreneurs to establish a business and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.

UNIT 3 - MANAGING A BUSINESS In this unit students explore the key processes and considerations for managing a business efficiently and to effectively achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.

UNIT 2 - ESTABLISHING A BUSINESS This unit focuses on the establishment phase of a business.

Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be met 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. Students analyse management practices by applying key knowledge to contemporary business case studies from the past four years.

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UNIT 4 - TRANSFORMING A BUSINESS Businesses are under constant pressure to adapt and change to meet their objectives. 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.

Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of effective management and leadership in change management. Using one or more contemporary business case studies from the past four years, students evaluate business practice against theory.

VCE | HISTORY (MODERN) RATIONALE The study of VCE History assists students to understand themselves, others, and the contemporary world, and broadens their perspective by examining events, ideas, individuals, groups and movements. Students of VCE History develop social, political, economic and cultural understandings of the conditions and features which have helped shape the present. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present.

The study of VCE History fosters the ability to ask searching questions, to engage in independent research and to construct arguments about the past based on evidence from historical sources. Historical comprehension enables a source to be understood in relation to its context; that is,

students make links between the historical source and the world context in which it was produced.

We can never know the whole past. Historical knowledge rests on the interpretation of historical sources that are used as evidence. Furthermore, judgments about historical significance made by historians are central to the discipline.

Historians do not always agree about the meaning of the past; historical interpretations are often subject to academic and popular debate. Therefore, history is contested, and students develop an ability to work within this contested space to form their own opinions and to defend them using evidence. The study of VCE History equips students to enhance their critical thinking, take an informed position on how the past informs the present and future, and contributes to them becoming informed and engaged citizens.

UNIT 1 & 2 - MODERN HISTORY Modern History provides students with an opportunity to explore the significant events, ideas, individuals, and movements that shaped the social, political, economic and technological conditions and developments that have defined the modern world. Importantly, this is a world that students currently live in.

Area of Study One provides an overview of the consequences of World War I in determining thestrength of right-winged ideologies that emerged in Europe during this time. It further looks at how varying ideologies strengthened, challenged, or weakened nation states. Students study the changes to existing political structures and systems, including the Weimar Republic and the Third Reich in Germany and the New Deal in the USA. Students also discover the role significant individuals played in contributing to political change.

UNIT 1 - Change and Conflict (1914-1939), Area of Study One, students investigate and ask questions related to: • How did significant events and ideas contribute to conflict and change?

• How did individuals and movements challenge existing political and economic conditions?

• What were the consequences of World War One? • How did ideology influence the emergence of new nation states?

• To what extent did the events, ideologies, individuals, movements, and new nations contribute to the causes of World War Two?

Area of Study Two focuses on the Social and Cultural Change, asking: • How did society and culture change?

• How did cultural life both reflect and challenge the prevailing political, economic and social conditions?

• How did ideologies contribute to continuities and changes in society and culture?

• What role did individuals, groups and movements play in social and cultural continuity and/or change?

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VCE | HISTORY (MODERN) COND. UNIT 2 - The Changing World Order (1945-1991), examines the impact of the Cold War, the collapse of communist regimes in the USSR and the Eastern bloc, decolonisation movements, ethnic and sectarian conflicts. It also looks at the rise of social movements that challenged existing values and traditions and the creation of new political partnerships such as the UN, EU, APEC, OPEC, ASEAN, and the Commonwealth. Terrorism is also investigated as it remained a major threat, influencing politics, social dynamics, and migration of people across the globe.

Area of Study One, the Causes, Course and Consequences of the Cold War encourages students to ask: • What were the causes of the Cold War? • How did Cold War ideology contribute to increased tensions and conflict?

UNITS 3 & 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. Revolutions are caused by the interplay of ideas, events, individuals, and popular movements. Their consequences have a profound effect on the political and social structures of the post- revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology.

Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression, and terror. In Year 12 at Ballarat Christian College, students learn about the French and Chinese Revolutions.

Unit 3: The French Revolution from 1774 to 4 August 1789 (Accession of Louis XVI to the throne to the dissolution of the Convention Year III) Unit 4: The Chinese Revolution from 1912 to 1976 (The founding of the Chinese Republic to the Proclamation of the People’s Republic of China to the death of Mao 1976) In these units students construct an argument about the past using historical sources (primary sources and historical Page 130

• • •

What were the consequences of the Cold War on nations and peoples?

What caused the end of the Cold War? How did the social, political, economic, and cultural conditions influence and change the post-Cold War world?

Area of Study Two, looks at Challenge and Change asking: • What caused the challenges to existing political and/or social structures and conditions?

• How did the actions and ideas of popular movements and individuals contribute to continuity and change?

• To what extent did change occur?

• What were the perspectives and experiences of those who demanded and/or resisted change?

interpretations) as evidence to analyse the complexity and multiplicity of the causes and consequences of revolution, and to evaluate the extent to which the revolution brought change to the lives of people. Students analyse the different perspectives and experiences of people who lived through dramatic revolutionary moments, and how society changed and/or remained the same. Students use historical interpretations to evaluate the causes and consequences of revolution and the extent of change instigated by the new regime.

For Area of Study One, causes of the revolution, both revolutions require students to ask: • What were the significant causes of revolution?

• How did the actions of popular movements and particular individuals contribute to triggering a revolution?

• To what extent did social tensions and ideological conflicts contribute to the outbreak of revolution?

For Area of Study Two, students further their understanding of the consequences of revolution, by asking: • What were the consequences of revolution?

• How did the new regime consolidate its power?

• What were the experiences of those who lived through the revolution?

• To what extent was society changed and revolutionary ideas achieved or compromised?

VCE | LEGAL STUDIES RATIONALE In contemporary Australian society there are a range of laws existing to both protect the rights of individuals and to achieve social cohesion. These laws are made by bodies such as parliament and the courts and are upheld by a number of institutions and processes within the legal system. Members of a democratic society interact with laws and the legal system through many aspects of their lives and can also influence law makers.

The study of VCE Legal Studies enables students to become active and informed citizens by providing valuable insight into their relationship with the law and the legal system. Students develop knowledge and skills to enhance their confidence

and ability to access and participate in the legal system. They will learn to appreciate the underlying principles of the rule of law, how legal systems and processes aim to achieve social cohesion, as well as how they themselves can affect positive change to laws and the legal system. VCE Legal Studies equips students with an ability to research and analyse legal information and apply legal reasoning and decision-making skills. It also fosters critical thinking to solve legal problems.

Further study in the legal field can lead to a broad range of career opportunities such as a solicitor, barrister, policy adviser, prosecutor, paralegal, legal assistant, as well as other careers in the courtroom, education and law enforcement.

UNIT 1 – THE PRESUMPTION OF INNOCENCE

UNIT 3 – RIGHTS AND JUSTICE

Laws, including criminal law, aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order. When a criminal law is broken, a crime is committed which is punishable and can result in criminal charges and sanctions.

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit, students examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.

In this unit, students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions.

Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from the past four years.

UNIT 2 – WRONGS AND RIGHTS Civil law aims to protect the rights of individuals. When rights are infringed, a dispute may arise requiring resolution, and remedies may be awarded. In this unit, students investigate key concepts of civil law and apply these to actual and/ or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system.

Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

UNIT 4 – THE PEOPLE, THE LAW AND REFORM The study of Australia’s laws and legal system includes an understanding of institutions that make and reform our laws.

In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in lawmaking, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

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VCE | RELIGION AND SOCIETY RATIONALE VCE Religion and Society enables students to understand the complex interactions between religion and society over time.

Religion has played and continues to play a significant role in the development and maintenance of society. Students come to appreciate that religion can be a positive force of power, authority and justice. However, religious institutions have not always interacted positively with society at large and have at times supported the unethical behaviour of other power structures in society and of individuals; conversely, society has not always interacted positively with religion and has at times supported the unethical behaviour of religions and individuals.

The study of religion and society can assist students in reaching a deeper, balanced understanding of societies and cultures in which multiple worldviews coexist. Students explore how such societies and their spiritual and religious traditions negotiate significant ethical issues. Spiritualities and religious traditions offer value systems that guide their adherents’ interactions with society and influence society’s UNIT 1 – THE ROLE OF RELIGION IN SOCIETY In this unit students explore the spiritual origins of religion and understand its role in the development of society, identifying the nature and purpose of religion over time. They investigate religion, including the totality of phenomena to which the term ‘religion’ refers, and acknowledge religion’s contribution to the development of human society. They also focus on the role of spiritualities, religious traditions and religious denominations in shaping personal and group identity over time. Students examine how individuals, groups and new ideas have affected and continue to affect spiritualities, religious traditions and religious denominations. The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas, truth narratives, spiritualities and religious traditions broadly and in the Australian society in which they live.

UNIT 2 – RELIGION AND ETHICS How do we know what is good? How do we make decisions in situations where it is unclear what is good or not good?

What are the principles that guide decision-making?

Ethics is concerned with discovering the perspectives that guide practical moral judgment. Studying ethics involves identifying the arguments and analysing the reasoning, and any other influences, behind these perspectives and moral judgments. An important influence on ethical perspective is the method of ethical decision-making, made up of concepts, principles and theories.

Ethical questions that demand practical moral judgment are raised at the personal, family, local, wider community, national and global level. Family, community and traditional connections tie people together and provide an ethical background to guide what individuals choose to do, approving of some choices and disapproving of others. This ethical background is enmeshed with the dominant religious and philosophical traditions within a culture at a particular point in time.

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decision-making. This study offers an insight into the spiritual and religious beliefs and other aspects of religion that express these value systems. Students study the role of religion in supporting adherents to grapple with the big questions of human existence and to respond to significant life experiences.

Through the study of Religion and Society students come to acknowledge the role of religion in shaping historical and present events. They explore times when religion dominated societies and the shifting role of religion in societies today in which multiple worldviews coexist and religion may be seen to have a lesser role overall but an enhanced role in other settings.

This study fosters an appreciation of the complexity of societies where multiple worldviews coexist and develops skills in research and analysis, helping students to become informed citizens and preparing them for work and further study in fields such as anthropology, theology, philosophy, sociology, journalism, politics and international relations.

UNIT 3 – THE SEARCH FOR MEANING Over time and across cultures humanity has sought to understand the why and how of existence. In this quest for meaning humans have consistently posed big questions of life such as: Where did we come from? Is there someone or something greater than us – an ultimate reality? In response to this search for meaning, various spiritual, religious, philosophical, scientific and ideological worldviews have been developed. Religion has developed answers in the form of a truth narrative: various beliefs and other aspects that have offered ways of establishing meaning, not only for human existence but also for all that exists. The aspects of religion also attempt to express and explain the nature of relationships between humans individually and collectively, between humans and ultimate reality and between humans and the rest of the natural world.

The beliefs of religion are the ideas held about ultimate reality and the meaning of human existence, such as the purpose of all life and notions of the afterlife. These beliefs, together with their expressions through the other aspects, form the distinctive identity of a religious tradition or religious denomination.

UNIT 4 – RELIGION, CHALLENGE AND CHANGE This unit focuses on the interaction over time of religious traditions and religious denominations and the societies of which they are a part. For a large part of human history religion has been drawn on as a truth narrative, offering a means for finding answers to the big questions of life.

Religious traditions and religious denominations are in a dynamic process of engagement and negotiation with members individually and collectively, as well as with other key institutions in wider society associated with power, authority and credibility. Religious traditions and religious denominations are living institutions that interact with society and can likewise be influenced by society. They can stimulate and support society, acting as levers for change themselves and embracing or resisting forces for change within society.

VCE | SOCIOLOGY RATIONALE The study of VCE Sociology assists in the development of an appreciation of cultural diversity, and in an understanding of human behaviour and social structures. Further, it directs students’ attention to how aspects of society are interrelated, as well as to the causes and impacts of social change. It provides valuable knowledge and skills for participation in

everyday life. It develops a capacity for detailed observation of social patterns and group behaviour and encourages students to become aware of and to think about daily life and activities, as well as wider social issues, from a sociological perspective.

UNIT 1 - YOUTH AND FAMILY Students use sociological methodology to explore the social category of youth and the social institution of family.

Sociologists draw on methods of science to understand how and why people behave the way they do when they interact in a group. Sociology attempts to understand human society from a holistic point of view, including consideration of society’s composition, how it is reproduced over time and the differences between societies. When sociologists investigate a topic, they attempt to do so with a reflective, critical mindset. Sociologists are guided by theories, or frameworks, to explain and analyse how social action, social processes and social structures work.

UNIT 3 - CULTURE AND ETHNICITY Students critically explore the historical suppression of, and increasing public awareness of, Australian Indigenous cultures. They examine the past and its influence on subsequent generations, as well as contemporary factors that may support and/or limit increasing awareness of Australian Indigenous cultures. Students also investigate ethnicity as a key sociological category that plays an important role in social life. Individuals often define themselves, or others, as members of at least one ethnic group based on a common heritage that gives them a unique social identity. Ethnicity is not fixed and unchanging; instead, ethnic identities constantly evolve and are shaped through a variety of political, cultural and social forces. The concept is often used in contrast to the concept of race, which generally refers to groups based on visible physical characteristics such as skin colour and facial features. Most sociologists prefer to focus on the concept of ethnicity rather than race.

UNIT 2 - DEVIANCE AND CRIME Students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule-breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as age and gender.

UNIT 4 - COMMUNITY, SOCIAL MOVEMENT AND SOCIAL CHANGE Students explore the ways sociologists have thought about the idea of community and how the various types of community are experienced. They examine the relationship between social movements and social change. They examine the changing definitions and experiences of community. This includes examination of the challenges and opportunities posed by political, social, economic and technological change. Students examine the concept of community with particular reference to the theories of Ferdinand Tonnies and Michel Maffesoli. Students also investigate the role of social movements. A social movement involves a group engaged in an organised effort to achieve social change. Students develop an understanding of the purpose, evolution, power and outcomes of social movements.

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HEALTH & PHYSICAL EDUCATION

Mrs Priscilla Samuels Health & Physical Education psamuels@balcc.vic.edu.au Page 134

VCE | HEALTH & HUMAN DEVELOPMENT RATIONALE VCE Health and Human Development provides students with a broad understanding of health and wellbeing that reaches far beyond the individual. They learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing, and those that compromise it. The study provides opportunities for students to view health and wellbeing, and human development, holistically – across the lifespan and the globe, and through a lens of social justice.

VCE Health and Human Development is designed to build UNIT 1 - UNDERSTANDING HEALTH AND WELLBEING In this unit, students explore health and wellbeing as a concept with varied and evolving perspectives and definitions. They come to understand that it occurs in many contexts and is subject to a wide range of interpretations, with different meanings for different people. As a foundation to their understanding of health, students investigate the World Health Organization’s (WHO) definition and other interpretations. They also explore the fundamental conditions required for health as stated by the WHO, which provide a social justice lens for exploring health inequities.

In this unit, students identify perspectives relating to health and wellbeing, and inquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islander Peoples. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health outcomes and the indicators used to measure and evaluate health status. With a focus on youth, the unit equips students to consider their own health as individuals and as a cohort. They build health literacy by interpreting and using data in a research investigation into one youth health focus area, and by investigating the role of food.

UNIT 2 – MANAGING HEALTH AND DEVELOPMENT In this unit, students investigate transitions in health and wellbeing, and human development, from lifespan and societal perspectives. They explore the changes and expectations that are integral to the progression from youth to adulthood. Students apply health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

Students explore health literacy through an investigation of the Australian healthcare system from the perspective of youth and analyse health information. They investigate the challenges and opportunities presented by digital media and consider issues surrounding the use of health data and access to quality health care.

health literacy. As individuals and as citizens, students develop their ability to navigate and analyse health information, to critically recognise and carry out supportive action, and to evaluate healthcare initiatives and interventions. They take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges.

VCE Health and Human Development offers students a range of pathways including 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.

UNIT 3 – AUSTRALIA’S HEALTH IN A GLOBALISED WORLD In this unit, students look at health and wellbeing, disease and illness as being multidimensional, dynamic and subject to different interpretations and contexts. They explore health and wellbeing as a global concept and take a broader approach to inquiry. Students consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians.

Students focus on health promotion and improvements in population health over time. Through researching health improvements and evaluating successful programs, they explore various public health approaches and the interdependence of different models. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

UNIT 4 - HEALTH AND HUMAN DEVELOPMENT IN A GLOBAL CONTEXT In this unit, students examine health and human development in a global context. They use data to investigate health status and human development 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. Students build their understanding of health in a global context through examining changes in health status over time and studying the key concept of sustainability. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict and the mass movement of people.

Students consider global action to improve health and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the priorities of the World Health Organization (WHO). They also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their own capacity to act.

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VCE | PHYSICAL EDUCATION RATIONALE The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical concepts of physical activity with practical application. This develops the knowledge and skills required to critically evaluate influences that affect their own and others’ participation and performance in movement.

Movement is a valid and valued context for learning that also provides students with the opportunity to appreciate the physical, social, emotional, mental and spiritual benefits associated with movement in promoting health and wellbeing.

Therefore, movement experiences in VCE Physical Education

encourage students to intrinsically appreciate movement while developing theoretical understanding.

This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, sport and exercise across their lifetime. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers.

UNIT 1 - THE HUMAN BODY IN MOTION In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement, and how these systems interact and respond at various intensities. Students investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions. They consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems, evaluating perceived physiological benefits and describing potential harms.

issue, including investigating, participating in and prescribing movement experiences that highlight the issue.

Students develop an understanding of the historical and current perspectives on the issue and consider the future implications on participation and performance.

UNIT 2 - PHYSICAL ACTIVITY, SPORT, AND SOCIETY This unit develops students’ understanding of physical activity, sport and exercise from a participatory perspective.

Students are introduced to types of physical activity and the role that physical activity participation and sedentary behaviour plays in their own health and wellbeing, as well as in other population groups and contexts.

Through a series of practical activities, students experience and explore different types of physical activity promoted within and beyond their community. They gain an appreciation of the movement required for health benefits and the consequences of physical inactivity and sedentary behaviour. Using various methods to assess physical activity and sedentary behaviour, students analyse data to investigate perceived barriers and enablers, and explore opportunities to enhance participation in physical activity.

Students explore and apply the social-ecological model to critique a range of individual- and settings-based strategies that are effective in promoting participation in regular physical activity. They create and participate in a personal plan with movement strategies that optimise adherence to physical activity and sedentary behaviour guidelines.

By investigating a range of contemporary issues associated with physical activity, sport and exercise, students explore factors that affect access, inclusion, participation and performance. Students then select one issue at the local, national or global level and analyse key concepts within the Page 136

UNIT 3 - MOVEMENT SKILLS AND ENERGY FOR PHYSICAL ACTIVITY, SPORT AND EXERCISE This unit introduces students to principles used to analyse human movement from a biophysical perspective. Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skillacquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correctly applying these principles can lead to improved performance outcomes.

Students consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They investigate the characteristics and interplay of the 3 energy systems for performance during physical activity, sport and exercise.

Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

UNIT 4 - TRAINING TO IMPROVE PERFORMANCE In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective.

Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite).

Improvements in performance, in particular fitness, depend on the ability of the individual and/or coach to gain, apply and evaluate knowledge and understanding of training.

Students assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components. Students then consider all physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.

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VCE VOCATIONAL MAJOR

Dr Trent Loader VCE VM tloader@balcc.vic.edu.au Page 138

UNDERSTANDING VCE VM The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE designed to be completed over a minimum of two years. The VCE VM aims to empower students. It aims to give students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.

An applied learning approach emphasises skills and knowledge that may not normally be the focus of more traditional school curricula. It also recognises individual differences in ways of learning and post-educational experiences. Applied learning

incorporates the teaching of skills and knowledge in the context of ‘real life’ experiences, where students discover how to apply what they have learnt by doing, experiencing, reflecting and relating acquired skills to the real-world.

Teachers will assess students progress through a range of activities.

Students will utilise practical settings such as workplaces and will participate in community-based activities / projects that involve key skills such as working as part of a team. Students can also receive credit for on-the-job learning.

PARTICIPATION OF VCE VM Any student that is completing the VCE VM needs to commit to a willingness to participate in all activities that might occur at the College and in the wider community. These hours could be during school times or outside these times.

APPROACHES TO APPLIED LEARNING

Motivation to engage in learning

Applied learning practices

Student agency

Student centred, flexible approach

Assessment practise which promote success

WHO IS THE VCE-VM FOR? • Students in Year 11 and 12 who would benefit from an applied learning approach to teaching and assessment • Students who would benefit from the flexibility to combine Structured Workplace Learning (SWL) or an SBAT (School Based Apprenticeships & Training) in their senior school program • Students who are not requiring a direct pathway to university via an ATAR ○ No ATAR is given for a VCE VM certificate

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UNDERSTANDING VCE VM WHERE A VCE VOCATIONAL MAJOR CAN TAKE YOU The VCE Vocational Major offers a pathway into: • apprenticeships • traineeships • further education and training • university (through alternative entry programs) • employment.

VCE VM AND VET (VOCATIONAL EDUCATIONAL & TRAINING) VET will continue to play an important role in the VCE, and VCE VET programs will continue to be offered in 2026 and beyond; both at Ballarat Christian College and through the Highlands Llen VET Cluster. Students will continue to receive VCE credit for other training or school-based apprenticeships/traineeships. VET is a key element of the VCE Vocational Major program, with students required to complete a minimum of 180 nominal hours of VET at Certificate II level or above. Hours can be accrued across multiple certificates.

For further information see the “VET” section.

GETTING THE VCE VOCATIONAL MAJOR To get your VCE Vocational Major, you must successfully complete at least 16 units, including: • • • • • •

3 Literacy or VCE English units (including a Unit 3 and 4 sequence) 3 other Unit 3 and 4 sequences 2 Numeracy or VCE Mathematics units 2 Work Related Skills units 2 Personal Development Skills 180 hours of VET at Certificate II level or above

Students can also include other VCE subjects and structured workplace learning. You must also complete at least 3 other unit 3–4 sequences. This means 3 other full year studies at a year 12 level. You can do other VCE studies or VET. The award of satisfactory completion for a unit will be based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit, assessed through a range of learning activities and tasks.

There are no external assessments, apart from the General Achievement Test and in some scored VCE VET programs. Students completing the VCE VM won’t receive an ATAR. Most students will finish their VCE Vocational Major over 2 years. When you’ve completed your course, you will receive a Victorian Certificate of Education with the additional words ‘Vocational Major’.

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What skills and capabilities will students learn through vocational and applied learning?

TEAMWORK AND COMMUNICATION

CREATIVITY AND PROBLEM SOLVING

ADAPTABILITY

INITIATIVE AND SELF MANAGEMENT

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VCE VM | LITERACY RATIONALE Literacy empowers students to read, write, speak and listen in different contexts. Literacy enables students to understand the different ways in which knowledge and opinion are represented and developed in texts drawn from daily life.

The development of literacy in this study design is based upon applied learning principles, making strong connections between students’ lives and their learning. By engaging with a wide range of text types and content drawn from a range of local and global cultures, forms and genres, including First Nations peoples’ knowledge and voices, students learn how information can be shown through print, visual, oral, digital and multimodal representations.

Along with the literacy practices necessary for reading and interpreting texts, it is important that students develop their capacity to respond to texts. Listening, viewing, reading, speaking and writing are developed systematically UNIT 1 Literacy for personal use In this area of study students will develop their reading and viewing skills and expand their responses beyond the Victorian Curriculum F–10: English, Victorian Pathways Certificate: Literacy and EAL Pathway C (Level 3).

This area of study focuses on the structures and features of a range of texts – print, visual and film – and the personal reasons readers may have for engaging with these texts.

Students will read or watch a variety of texts for a personal purpose, such as finding information. Texts should be chosen from a range of local and global perspectives, including First Nations peoples’ and multicultural perspectives, and should include film, TV, online videos, song, poetry, biographies and digital content, and other texts of interest to the cohort.

Through discussions and class activities students will develop their understanding of the structures and features of these text types, and examine how they are influenced by purpose, context, audience and culture.

Students will read texts that serve a variety of purposes, from everyday content written to convey information, to texts written for specific workplaces or educational settings.

Students will employ a variety of strategies to develop their understanding of the purpose and key ideas within the written and spoken language. They will extend their knowledge of the layout and format of a range of text types and use indexes, headings, subheadings, chapter titles and blurbs to locate and extract information.

In their study of visual and film texts, students will examine how purpose, language and structure influence the audience of a text.

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and concurrently, so that students’ capacity to respond to different texts informs the creation of their own written and oral texts. A further key part of literacy in this study design is that students develop their understanding of how texts are designed to meet the demands of different audiences, purposes and contexts, including workplace, vocational and community contexts. This understanding helps students develop their own writing and oral communication, so that they become confident in their use of language and their ability to comprehend, respond to and create texts for a variety of settings.

Students’ development of literate practices includes an emphasis on critical literacy so that they understand the social nature of language and how texts position readers in relation to particular ideologies.

Understanding and creating digital texts In this area of study students build on and work to consolidate their digital literacy skills. Students will develop their capacity to critically assess digital texts, including webpages for vocational and workplace settings, podcasts and social media. They will continue to develop the analytic skills they used in Area of Study 1 to identify and discuss aspects of digital texts. As a part of their studies, students will discuss the reliability and effectiveness of websites in connecting with audiences and delivering factual messages and information.

Students will read, view and interact with different digital texts and participate in learning activities to develop their capacity to explore and discuss their impact. They will identify the ways a visitor encounters and experiences digital texts, considering their purpose and the social, cultural, vocational and workplace values associated with it. They will explore text through the prism of their own experience, knowledge, values and interests, and also those of others.

As a part of this exploration of the digital world, students participate and engage in learning practices that will equip them to deal safely and respectfully with others in the digital and virtual world.

UNIT 2 UNDERSTANDING ISSUES AND VOICES In this area of study, students will engage in issues that are characterised by disagreement or discussion, developing and expanding upon students’ learning from Unit 1.

Students will consider the values and beliefs that underpin different perspectives and how these values create different

biases and opinions, including thinking about how these issues might arise in particular vocational or workplace settings. Students will read, view and listen to a range of texts and content that demonstrate diverse opinions on a range of local and global issues, and which may impact on their community or be of particular concern to a vocational or workplace group. Students should consider the language and purpose of different text types and consider how this language is used to influence an audience.

Students will engage with a range of content from print, visual, aural and multimodal sources. Selection of text types should take into consideration the interests and abilities of the student cohort and the text types that students typically read, including social media. Students will discuss and explain how personal and vested interests, including those of particular vocations or workplaces, affect their own responses to an issue.

Students will practise note-taking and responding to shortanswer questions as well as formulating their own oral and written opinions.

RESPONDING TO OPINIONS In this area of study students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. Students consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner.

Students consider the arguments presented and critically analyse the language, evidence and logic of the arguments of others so that they can create their own response. In constructing their own responses, students select evidence that supports their viewpoint. Students learn to accurately reference and acknowledge the evidence they select.

In developing their responses, students draft, revise, check and edit their writing to improve the clarity and meaning of their work.

UNIT 3 ACCESSING AND UNDERSTANDING INFORMATIONAL, ORGANISATIONAL AND PROCEDURAL TEXTS In this area of study students will become familiar with and develop confidence in understanding and accessing texts of an informational, organisational or procedural nature.

These texts should reflect real-life situations encountered by students and be representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community.

Students will learn to recognise, analyse and evaluate the structures and semantic elements of informational, organisational and procedural texts as well as discuss and analyse their purpose and audience. Students will develop their confidence to deal with a range of technical content

that they will encounter throughout adulthood, such as safety reports, public health initiatives, tax forms and advice, contracts, promotional videos and vocational and workplace texts.

As a part of this exploration of texts and content, students will participate and engage in activities that equip them to access, understand and discuss these text types.

CREATING AND RESPONDING TO ORGANISATIONAL, INFORMATIONAL OR PROCEDURAL TEXTS This area of study focuses on texts about an individual’s rights and responsibilities within organisations, workplaces and vocational groups. Students read and respond to a variety of technical content from a vocational, workplace or organisational setting of their choice, demonstrating understanding of how these texts inform and shape the organisations they interact with.

UNIT 4 UNDERSTANDING AND ENGAGING WITH LITERACY FOR ADVOCACY In this area of study students will investigate, analyse and create content for the advocacy of self, a product or a community group of the student’s choice, in a vocational or recreational setting. Students will research the differences between texts used for more formal or traditional types of advocacy, influence or promotion, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure.

Students will consider which elements are important for creating a ‘brand’ (including personal branding) and how different texts, images, products and multimedia platforms work together to produce one, central message to influence an audience. Students will compare and contrast the ways in which same message can be presented through different platforms and participate in discussions that consider the effectiveness of these messages, considering their purpose and the social and workplace values associated with them.

Students will read, discuss, analyse and create texts that influence or advocate for self, a product or a community group of the student’s choice.

SPEAKING TO ADVISE OR TO ADVOCATE In this area of study students will use their knowledge and understanding of language, context and audience to complete an oral presentation that showcases their learning.

The presentation needs to be developed in consultation with the teacher and should focus on an area of student interest with a clearly stated vocational or personal focus.

Students are encouraged to connect this area of study to their learning in Unit 4 of either Work Related Skills or Personal Development Skills. If students are not undertaking either of these studies, they may select an option from either of the two outlined below: Literacy for civic participation or Literacy for everyday contexts Sourced: VCE Study designs

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VCE VM | MATHEMATICS - NUMERACY RATIONALE Numeracy empowers students to use mathematics to make sense of the world and apply mathematics in a context for work, citizenship, personal or social purpose. Numeracy gives meaning to mathematics, where mathematics is the tool (knowledge and skills) to be applied efficiently and critically. Numeracy involves the use and application of a range of mathematical skills and knowledge that arise in a range of different contexts and situations.

Numeracy enables students to develop logical thinking and reasoning strategies in their everyday activities. It develops students’ problem-solving skills, and allows them to make sense of numbers, time, patterns and shapes for everyday activities like cooking, gardening, sport and travel. Through the applied learning principles Numeracy students will understand the mathematical requirements for personal organisation matters involving money, time and travel.

They can then apply these skills to their everyday lives to recognise monetary value, understand scheduling and timetabling, direction, planning, monetary risk and reward.

Technology is an integral part of everyday and working life in Australia. Handheld devices like tablets are used for common daily uses: connectivity, communication, sourcing information, and as a tool for carrying out a myriad of functions. Software applications are available on a range of devices. There is an expectation that our students are ready with these skills when they transition to independent living, further study or to work. The integration of digital technologies in the learning of mathematical processes is essential and is embedded throughout this study.

AIMS This study enables students to: • develop and enhance their numeracy practices to help them make sense of their personal, public and vocational lives • develop mathematical skills with consideration of their local, national and global environments and contexts, and an awareness and use of appropriate technologies.

UNITS 1 In Unit 1 students will develop their numeracy practices to make sense of their personal, public and vocational lives.

They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and an awareness and use of appropriate technologies.

UNITS 3 In Unit 3 students further develop and enhance their numeracy practices to make sense of their personal, public and vocational lives. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and the use and evaluation of appropriate technologies.

UNITS 2 In Unit 2 students will develop and extend their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and identification and appropriate selection and use of relevant technologies.

UNITS 2 In Unit 4 students further develop, enhance and extend their numeracy practices to make sense of their personal, public and vocational lives. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and use of, evaluation and justification of appropriate technologies.

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STRUCTURE This study is made up of four units. Each unit deals with specific content contained in the areas of study and is designed to enable students to achieve a set of outcomes for that unit.

The Numeracy study design is structured around four complementary and essential components. See the ‘Numeracy study components’ section for details of these components, including: eight areas of study; Outcome 1 numeracy contexts; Outcome 2 problem-solving cycle; and Outcome 3 mathematical toolkit.

The areas of study from which content is drawn as applicable to each unit are: Algebra, number and structure; Calculus; Data analysis, probability and statistics; Discrete Mathematics; Functions, relations and graphs; and Space and measurement.

Units 1–4 have been developed as a sequence, with Units 1 and 2 covering assumed key knowledge and key skills as preparation for Units 3 and 4.

VCE VM | PERSONAL DEVELOPMENT SKILLS RATIONALE Contemporary society has complex and at times contrasting expectations of its citizens and communities. On the one hand there is the apparent ease of global communication and connectedness; on the other, there is evidence that many individuals feel socially isolated, alienated or unsafe. How can this be addressed? And how do we build and sustain civil, connected and forward-thinking communities?

VM Personal Development Skills enables students to explore and address important social challenges and questions.

Who am I? What is community? How can we improve the

UNIT 1 - HEALTHY INDIVIDUALS This unit focuses on the development of personal identity and individual pathways to optimal health and wellbeing.

It begins with concepts of personal identity and the range of factors that contribute to an individual’s perception of self and individual health and wellbeing. Students will use these findings to enhance an understanding of community cohesion, community engagement and how sense of identity may affect outcomes in different contexts. Students will investigate the elements of emotional intelligence and begin to develop an awareness of interrelationships between communities and the health and wellbeing of individuals.

Students will investigate local health-promoting organisations and resources and play an active, participatory role in designing and implementing activities or mechanisms to improve health and wellbeing. This unit highlights the importance of critical and creative thinking and clear communication as individuals explore personal identity and the role of community. Students will examine relationships between technologies and health and wellbeing, and develop tools for analysing the reliability, validity and accuracy of information and the efficacy of health messages.

UNIT 2 - CONNECTING WITH COMMUNITY This unit focuses on the benefits of community participation and how people can work together effectively to achieve a shared goal. It begins with definitions of community and different types of communities at a local, national and global level. Students will look at the relationships between active citizenship, empathy and connection to culture, and individual health and wellbeing. They will investigate the barriers and enablers to problem solving within the community.

In the topic of community engagement, students will seek to understand different perspectives on issues affecting a community. They will reflect on relationships between community issues, social cohesion, and health and wellbeing,

health and wellbeing of individuals? What are my goals as an individual and as part of a community? How do I seek and critique reliable information? How do I build meaningful connections with others? What actions can be taken to respond to issues that affect us as a society?

Through independent and collaborative activities, PDS builds the capacity of students to set personal goals and participate in their communities with confidence, respect, safety and resilience.

and the importance of clear information and communication.

Students will investigate how communities may be called upon to support individual members and identify effective strategies for creating positive community change. They will plan, implement and evaluate an active response to an individual’s need for community support.

UNIT 3 - LEADERSHIP AND TEAMWORK This unit considers the role of interpersonal skills and social awareness in different settings and contexts. Students will examine leadership qualities and the characteristics of effective leaders and how these qualities can be applied to the achievement of goals within personal and community contexts. They will explore key components of effective teamwork and reflect on how to lead and contribute within a team context through a collaborative problem-solving activity. Students will evaluate individual contribution as well as the overall effectiveness of the team.

UNIT 4 - COMMUNITY PROJECT This unit focuses on student participation in an extended project relating to a community issue. Students will identify environmental, cultural, economic and social issues affecting the community and select one for an extended community project. They will look at past approaches to the selected issue in Australia and elsewhere, consider how they will research information, and formulate an objective to achieve.

Students will reflect on how community awareness of a selected issue can be improved. Students will engage in a process of planning, implementing and evaluating a response to a selected community issue. They will conduct research, analyse findings and make decisions on how to present work.

Students will consider the key elements (such as emotional intelligence and effective team practices) and considerations (such as safety and ethics) when implementing a community project. Students will present project to an appropriate audience of peers or community members and evaluate the effectiveness of chosen response to the issue.

Sourced: VCE Study designs

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VCE VM | WORK RELATED SKILLS RATIONALE Students preparing to transition to the workforce and to further education are best placed for success when they have confidence, self-awareness and the skills to interpret relevant information and make informed decisions about their future goals.

In VM Work Related Skills, students will develop the knowledge, skills and experiences to be active and engaged

UNIT 1 - CAREERS AND LEARNING FOR THE FUTURE This unit recognises the importance of sourcing reliable information relating to future education and employment prospects to engage in effective pathway planning and decision-making. Students will investigate information relating to future employment, including entry-level pathways, emerging industries, and growth industries and trends, and evaluate the impact of pursuing employment in different industries. Students will reflect on this research in the context of their individual skills, capabilities and education and/or employment goals. They will develop and apply strategies to communicate their findings.

UNIT 2 - WORKPLACE SKILLS AND CAPABILITIES As the nature of work changes over time, so do the skills and capabilities needed for success. Fundamental to achieving personal goals relating to future education and employment is the ability to recognise and develop individual skills and capabilities that are valued in a chosen pathway. In this unit, students will consider the distinction between essential employability skills, specialist and technical work skills and personal capabilities, and understand the importance of training and development to support the attainment and transferability of skills. Students will collect evidence and artefacts relating to their personal skills and capabilities and promote them through resumes, cover letters and interview preparation.

citizens and future members of the workforce, with the ability to communicate effectively, advocate for themselves and be adaptable to change. The study of WRS leads to opportunities across all industries and areas of work as well as in further education, and provides young people with the tools they need to succeed in the future.

UNIT 3 - INDUSTRIAL RELATIONS, WORKPLACE ENVIRONMENT AND PRACTICE This unit focuses on the core elements of a healthy, collaborative, inclusive and harmonious workplace and is separated into three main areas: • wellbeing, culture and the employee-employer relationship • workplace relations, and • communication and collaboration.

Students will learn how to maintain positive working relationships with colleagues and employers, understanding the characteristics of a positive workplace culture and its relationship to business success. They will investigate key areas relating to workplace relations including methods for determining pay and conditions, workplace bullying, workplace discrimination, workplace harassment and dispute resolution. Students will discover how teamwork and communication skills contribute to healthy, collegiate and productive workplaces.

UNIT 4 - PORTFOLIO PREPARATION AND PRESENTATION Portfolios are a practical and tangible way for a person to communicate relevant skills, experiences and capabilities to education providers and future employers. In this unit students will develop and apply their knowledge and skills relating to portfolios, including the features and characteristics of a high-quality physical and/or digital portfolio. The unit culminates in the formal presentation of a completed portfolio in a panel style interview and an evaluation of the end product.

Sourced: VCE Study designs

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Whatever you do, work at it with all your heart, as working for the Lord, not for human masters.

Colossians 3:23 Page 147

STRUCTURED WORKPLACE LEARNING Structured Workplace Learning (SWL) is on-the-job training or work placements that allow you to develop work skills and understand what employers expect. SWL can be a valuable component of your VET qualification undertaken within your VCE, VCE VM or VPC. SWL complements your training at school or with another provider.

It should be spread across the whole training program, and it allows you to: • Build and improve your skills • Apply practical industry knowledge • •

Be assessed in units of competency, as determined by the RTO Expand your employment opportunities

STRUCTURED WORKPLACE LEARNING RECOGNITION When you complete SWL, you can gain extra units towards your VCE, VCE VM or VPC by completing SWL Recognition.

This process gets you to reflect on your SWL experiences in a Workplace Learning Record and discuss these with your school. This also applies if you are undertaking a school-based apprenticeship or traineeship.

SCHOOL-BASED APPRENTICESHIP OR TRAINEESHIP (SBAT) To become an apprentice or trainee you must be in paid work and sign a contract of training. The training contract must be registered with the Victorian Registration and Qualifications Authority.

Your VCE, VCE VM or VPC program would then include: • VCE, VCE VM or VPC studies at school • VET at an RTO, such as TAFE • Part-time paid work in the industry in which you are training.

You can do a school-based apprenticeship or traineeship in many industries as part of your VCE, VCE VM or VPC. These include, but are not limited to, agriculture, building and construction, early childhood education, and sport and recreation. A school-based apprenticeship or traineeship qualification contributes to successfully finishing the VCE, VCE VM or VPC, just like VCE VET programs do, by giving students credit for Units 1 to 4. School-based apprenticeships or traineeships may contribute to an ATAR. For further information regarding School Based Apprenticeships & Training and Structured Workplace Learning contact Mrs.Thompson.

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SAMPLE VCE VM PROGRAMS AT BALCC

Year 11 Senior Christian Living VCE-VM Unit 1&2 Literacy VCE Unit 1&2 Numeracy VCE-VM Unit 1&2 PDS VCE-VM Unit 1&2 WRS VET Unit 1&2 (e.g. Hospitality)

Year 12 Senior Christian Living VCE-VM Unit 3&4 Literacy VCE Unit 3&4 Numeracy VCE VM Unit 3&4 PDS VCE VM Unit 3&4 WRS VET Unit 3&4 (E.g. Hospitality)

or Year 11 Senior Christian Living VCE Unit 1&2 English VCE Unit 1&2 Numeracy VCE-VM Unit 1&2 PDS VCE-VM Unit 1&2 WRS

Year 12 Senior Christian Living VCE Unit 3&4 English VCE Unit 3&4 Numeracy VCE VM Unit 3&4 PDS VCE VM Unit 3&4 WRS

*Students not eligible for an ATAR *Samples only; subject to offerings, staffing and timetable A VCE Vocational Major must include • 3 Literacy or VCE English units (including a Unit 3 and 4 sequence) • 3 other Unit 3 and 4 sequences • 2 Numeracy or VCE Mathematics units • 2 Work Related Skills units • 2 Personal Development Skills • 180 hours of VET at Certificate II level or above Students may also include other VCE subjects and structured workplace learning.

Please Note: You can only take the new studies of VM Literacy, Work Related Skills and Personal Development Skills if you are enrolled in the VCE Vocational Major (VM).

Talk to your teacher or careers counsellor about how to build your VCE or VCE VM program to best suit you. You can also check out Where to Now (https://www.vcaa.vic.edu.au/studentguides/whereto-now/Pages/Index.aspx) to learn more about how the VCE is structured.

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HIGHLANDS LLEN VET CLUSTER Page 150

WHAT IS THE HIGHLANDS LLEN VET CLUSTER? VETDSS Vocational Educational & Training Delivered to Secondary Students programs are undertaken as part of secondary school studies. VET programs offer students national or state recognised vocational certificates, which are endorsed for recognition in both the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCE VM) from the Victorian Curriculum and Assessment Authority (VCAA).

HIGHLANDS LLEN VET CLUSTER The Highlands LLEN VET Cluster is a partnership between senior secondary education providers within the Highlands Region. The region encompasses Bacchus Marsh, Ballarat, Beaufort, Daylesford, Lake Bolac and Maryborough.

Participating schools are from all education sectors; government, catholic and independent. We also have participation from students in other regions where space permits. Courses are provided by Registered Training Organisations (RTO’s).

VCE VET PROGRAMS With the exception of English there is no limit on the VET programs that may contribute to satisfactory completion of the VCE; however VET courses from the same area are not counted towards the VCE. VET may be fully incorporated into the VCE as VCE VET or Block Credit Programs.

• • • •

Are fully recognised within the Units 1 - 4 structure of the VCE and have equal status with other VCE studies May offer scored assessment and provide a study score (selected programs only) Three sequences other than English, can be approved VCE VET Unit 3 & 4 sequences, with study scores Scored VCE VET programs contribute directly to the ATAR in the primary 4 or as a 5th or 6th study increment

ENTRY LEVEL VETDSS programs are available to Year 10, 11 & 12 students.

Please note that preference will be given to suitable Year 11 applicants. This is due to most programs being undertaken over a two-year period.

BLOCK CREDIT VET PROGRAMS Students who undertake VETDSS programs not included in the suite of approved VCE VET programs may be eligible for credit towards their VCE. However this will need to be discussed with the school prior to commencement. VTAC may award students who receive a Units 3 & 4 sequence through Block Credit recognition of a 10% of their 4th Subject increment towards their ATAR. *Scored VCE VET subjects that are undertaken without scored assessments are not eligible for block credit.

VET INCREASES STUDENTS’ LEARNING POTENTIAL • Broadens VCE/VCE VM options • Develops students’ capacity to make decisions and solve problems • Helps students to gain confidence and improve communication and interpersonal skills through learning in an adult environment

• • •

Fosters positive feedback by enabling students to demonstrate specific skills and competency Matches student interests and career directions through the provision of strong pathways Provides access to a range of different technologies related to the type and place of work

VET PROVIDES NATIONAL OR STATE QUALIFICATIONS & SKILLS • Upon successful completion of the program, students are awarded a full or partial national or state accredited vocational training Certificate or Statement of Attainment • VET qualifications may articulate directly into further education and training at TAFE or other RTOs through documented pathway agreements VET INCREASES STUDENTS’ LEARNING POTENTIAL • Multiplies post-school opportunities • Provides the opportunity to trial a career. Helps students explore possible areas of interest which • promote further study and work choices • Allows a student to develop strong links with industry and local community employers, i.e. students may be offered part time/casual work • Improves employment prospects • Helps students gain knowledge of employers’ expectations and real working conditions • Develops students’ capacity for cooperation, teamwork and leadership skills development • Assists in transition from school to work Highlands LLEN VET Cluster is located at 104 Sturt St, Ballarat Central VIC 3350 VET Cluster Coordinator: (03) 4344 4155

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VET CLUSTER PROGRAM This handbook outlines and extensive selection of VET programs available to students at member schools for 2026. Please note the printed arrangements regarding times, venues and course outlines are subject to change and will be confirmed by a letter to the student in Term 4 of each year prior.

Please Note - No all day VETS Programs

HOW TO APPLY STEP 1

Read the handbook and course requirements carefully. If students are unsure about the options, please speak with Mrs Sylvia Loader.

STEP 2

Apply for a Unique Student Identifier (USI) All students studying national or state recognised training packages need to have a Unique Student Identifier (USI). This includes students undertaking VET at their home school. A USI is a reference number made up of numbers and letters. Creating a USI is free. Students will then have a secure online record of their nationally recognised training that they can access anytime and anywhere, and it’s theirs for life. The USI is linked to the National Vocational Education and Training. (VET) Data Collection, and this means an individual’s nationally recognised training and qualifications gained anywhere in Australia, from different training organisations, will be kept all together.

The USI will: • link a student’s VET achievements, regardless of where in Australia they study the course • • let students easily access secure digital transcripts of their achievements • give students more control over their VET information. To obtain a USI simply apply online: www.usi.gov.au

STEP 3

Online Enrolment Go to www.highlandsvetcluster.com.au - 1st year applications for 2025 applications open on Monday 11th August and close on Monday 25th August.

Online enrolments close late August.

STEP 4

Attend an interview or orientation session scheduled either the last week of Term 3 or the first week of Term 4.

STEP 5

Students will be notified if they have received a place in the VET program via offers. First Round offers available from Monday 25th August and further offers available onwards from Monday 1st September. If students accept the offer, they may be required to pay introductory payment for material costs, payable to the student’s home school. When enrolling in a VET program through the Highlands LLEN VET Cluster, students will be required to complete Student Commitment (code of conduct) and Medical Forms.

Further to this, additional course requirements set out by the Highlands LLEN VET Cluster must be adhered to. It is important that students, parents, and carers take time to read the following course requirements before submitting an enrolment online.

When enrolling in a VETDSS program through the Highlands LLEN VET Cluster, you will be required to complete a Student Commitment (Code of Conduct) and Medical Form. Further to this, additional course requirements set out by the Highlands LLEN VET Cluster must be adhered to. It is important that you and your parents take time to read the following course requirements before submitting an enrolment online.

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Whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable, if anything is excellent or praiseworthy think about such things.

Philippians 4:8 Page 153

VET COURSE REQUIREMENTS 1. ABSENCES Students are permitted to have two absences a semester, or four for the year. An additional two approved absences will be allowed for school camps, excursions etc. Where possible students are required to notify their Head of School and their program teacher of their absence in advance. The College is not responsible for notifying the program teacher.

2. PUNCTUALITY All students are expected to arrive on time to class. Students who arrive more than 10 minutes after the class has started will be marked as late. Regular lateness may result in being refused entry into the class room.

3. WORK REQUIREMENTS All tasks assigned by the program teacher are to be completed by the due date. Students who fail to meet deadlines will be given a warning and a second submission date will be negotiated. Students who fail to complete set tasks, may face disciplinary action.

4. UNIQUE STUDENT IDENTIFIER (USI), STUDENT COMMITMENT & MEDICAL FORMS Student Commitment and Medical Forms are part of the enrolment process and outlines all of the student responsibilities in regards to work requirements, student behaviour, and course expectations and provides the program teacher information about any medical conditions that the student may have. Failure to complete and submit these forms will jeopardise a student’s application for a VET program.

5. PROGRAM COSTS The Highlands Local Learning and Employment Network (HLLEN) coordinates the Vocational Education and Training in Schools (VETiS) for the Ballarat and District Cluster of Secondary Schools, of which Ballarat Christian College is a member. Various secondary schools offer to host VETiS programs for students in the district. Due to the early closing date of VETiS Cluster programs, we ask students and parents to explore the programs on offer through the Cluster by visiting: www.highlandsllen.org/education/vocational-educationtraining/ Applications for Cluster courses are found online here: www.highlandsvetcluster.com.au/

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Please be aware that there are significant additional tuition and material costs associated with VET courses offered through the cluster. Parents are required to pay the Materials Fee levied for any selected course. The College will subsidise up to 50% of the applicable course Tuition Fee - capped at $1,500 - any amount over this is to be paid by the student’s parents. For example, if the Tuition Fee is $2,800 the College will pay $1,400 and the parents will pay $1,400; if the Tuition Fee is $3,500 the College will pay the capped amount of $1,500, and the parents will need to pay the $2,000 balance.

VET fees must be paid in full by the due date; if you are unable to pay by the due date, please contact the College to make mutually agreeable payment arrangements. This subsidy only applies to one VETiS course per student per year.

Please note: once students have commenced their chosen course, program costs cannot be refunded and both semesters will be billed and remain payable in full.

Please contact Donna McGilligan (dmcgilligan@balcc.vic.edu. au) should you wish to know the indicative cost of a course of interest.

Please Note: The exact costing are not available until the course begins as it is reliant on participation numbers.

6. REPORTS All students undertaking a VET program will receive official written progress reports. These reports are issued by the respective training providers for each program, and supplied to the student’s home school. These reports will include information on completed competencies, student learning, attendance, behaviour and general comments. Parents will receive a copy of these reports in Terms 2 and 4. Completed certificates will be sent directly to the student’s home school at the completion of the program. Home schools will forward these certificates to students. It should be noted that completed certificates might not be sent until the following year in accordance with graduation processes from the various TAFE and training institutions.

Students completing a VET program will receive notification of their final results through the Victorian Registration & Qualifications Authority (VRQA). VET programs with a study score or inclement at Year 12 will have their results appear as part of their VCAA Study Scores. ATAR contributions are calculated at the Year 12 level only by VTAC and are made available to students by VTAC through normal channels.

7. STUDENT BEHAVIOUR Currently, there are approximately 550 students undertaking VET programs through the Highlands LLEN VET Cluster.

To ensure the success, continuity and availability of VET programs to all students, it is imperative that students abide by the program teacher’s rules and the rules of the host school whenever they are on site. This includes meeting Occupational Health and Safety requirements in and out of the classroom. Attitude and behaviour are to be at a high standard.

8. CATCH UP CLASSES Where necessary, students may be required to attend ‘catch up’ classes after school, during the school holidays or on the weekend. The student and/or parent will be required to cover additional costs related to these classes should they be applied.

9. ABSENCES a General Absences Students need to contact their VET Coordinator at school and their program teacher prior to 9.00am on the day of absence. b Absences from 2nd Year VET Programs with Scored Assessments Second year students who are absent from class on a day when an assessed task is held, should: 1. Contact their VET Coordinator at school and their program teacher prior to 9.00am on the day of absence.

2. Provide a detailed parental note immediately upon return to school. A copy should be given to the VET Coordinator by 9.00am and a copy should be faxed to the program teacher. The program teacher in conjunction with the student’s VET Coordinator will determine whether the absence is excused and whether rescheduling the missed task will be granted.

Students who fail to report to their VET Coordinators on their first day back at school by 9.00am will not have their assessment task rescheduled.

10. WITHDRAWAL FROM A VET PROGRAM VET programs are successful because students are able to access programs offered by member schools. It should be noted by students and parents that failure to abide by the above course requirements may result in a student being withdrawn from a program and parents may be charged for these costs.

11. COURSE CHANGES All course details and delivery arrangements contained in this handbook are subject to change. All final course and delivery arrangements will be confirmed early Term 4 2020 via a confirmation letter. All courses require minimum student numbers to proceed. For further information on VET programs, please refer to the Victorian Curriculum and Assessment Authority website: www.vcaa.vic.edu.au/vet 12. VICTORIAN TRAINING GUARANTEE Students enrolled at a school will not receive a government subsidised training place for a course through the Victorian Training Guarantee, unless they are undertaking the course as part of a School-Based Apprenticeship or Traineeship.

The Government supports schools in other ways to offer vocational training to their students, and students should discuss these options with their school. http://www.education.vic.gov.au/ 13. COMPLAINTS/GRIEVANCE RESOLUTION Highlands LLEN VET Cluster acknowledges that dispute problems, concerns or complaints may arise in relationships at all levels. It is important that satisfactory solutions be found so that matters can be appropriately resolved in a reasonable timeframe.

Highlands LLEN VET Cluster Complaints/Grievance Resolution procedure is structured to promote fairness, sensitivity, promptness and confidentiality. Matters intended to be managed by this process may include but are not limited to attendance, discrimination, welfare, health and safety, sexual harassment, intimidation, victimisation or violence.

This Complaints/Grievance Resolution relates to all student behavioural issues, including if students are at risk of failing their VET subject or if a student or parent has a grievance against a program teacher or Registered Training Organisation. To see the full policy please ask your home school. To see BalCC’s Grievance / Compliant Resolution Policy visit https://www.balcc.vic.edu.au/about-us#policies and click on Grievance Resolution 14. ACCESS & EQUITY Highlands LLEN VET Cluster is committed to the goals of access and equity and aims to provide opportunities for VET students, VET program and Highlands LLEN VET Cluster staff that foster fairness, equity, and respect for social and cultural diversity that is free from discrimination, harassment and vilification.

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PURPOSE Highlands LLEN VET Cluster recognises the importance of providing quality facilities and services to assist secondary students in the community to achieve their training needs.

To ensure that Highlands LLEN VET Cluster provides the level of service expected from its staff, program teachers and other stakeholders, and to ensure all VET secondary students understand the diversity within the Ballarat and surrounding community.

PRINCIPLES Highlands LLEN VET Cluster principles for access and equity are: 1. Its commitment to coordinate training services to secondary school students in a non-discriminatory, transparent and respectful manner.

2. Ensuring that program teachers through their home school or RTO provider are skilled in access and equity issues, including cultural awareness and sensitivity to the requirements of customers and stakeholders with special needs.

3. Ensuring Highlands LLEN VET Cluster home schools and RTO providers provide facilities that are accessible to VET secondary students and other stakeholders of all levels of mobility and physical and intellectual capacity.

4. Encourage the participation from disengaged & disadvantage secondary students in VET Cluster programs 5. To improve retention rates by providing innovative technical and cultural support to traditionally disadvantaged groups.

STRUCTURED WORKPLACE LEARNING (SWL) Structured Workplace Learning is a key feature of VET programs. All students are encouraged to complete a minimum of one week (40 hours) work placement in a related industry. This may involve an employer accepting a student on a one day a week basis or a one-week block. Structured workplace learning enables the student to demonstrate acquired skills and knowledge in an industry setting. During the work placement, a student will have specific tasks to undertake in order to demonstrate competence. They will be regularly monitored and may be assessed on the job.

If a student is having difficulties finding a structured work placement Highlands LLEN will be offer assistance, through the VET Cluster, to source a suitable placement. It is the responsibility of the student however, to ensure that all paperwork associated with structured work placements are completed and returned in a timely fashion. Students will need to meet the work placement requirements of the course to the best of their abilities.

However, be aware that SWL is compulsory for some VET corses contact Highlands LLEN for further details.

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BENEFITS OF WORKPLACE LEARNING • Practical skill development • Builds employer contacts • Improves confidence in the workplace • Development of personal skills and maturity • Preparation for entering the workforce • Adds relevant work experience to resume • Opportunity to obtain an industry based reference • Exposure to workplace dynamics • Opportunity to learn about industry practices and procedures • Allows skills and knowledge obtained in the classroom to be applied in the work environment HOW CAN PARENTS HELP THEIR TEENAGER? • Speak to them about their interests, study areas, career goals and plans for post-school years • Encourage them to speak to people you know in your network - friends, family, work colleagues, etc about work opportunities • Help them to prepare themselves for the professional workforce by talking to them about your experiences • Ensure they attend the placement preparation workshops being run in their home schools For more information visit the Highlands LLEN website: www. highlandsllen.org For further enrolment information and privacy collection notice details for parents and carers visit: https://drive.google. com/file/d/1S2RQNQpO_tvgq6lz9sTq9FzJVOPKqQyw/ view

STRUCTURED WORKPLACE LEARNING (SWL) PORTAL The SWL Portal will help VET students gain vocational skills and experience as part of their VET program. The website provides information on opportunities and allows students to apply for a placement online.

For further information please visit: http://workplacements.education.vic.gov.au/ For support please contact Highlands LLEN on: (03) 4344 4155

Be devoted to one another in love.

Honor one another above yourselves.

Romans 12:10 Page 157

HIGHLANDS LLEN VET CLUSTER PROGRAMS Students will be required to pay an enrolment fee, materials costs and approximately half of the actual cost of the program which differs for each program

Guidelines to accompany individual Program Pages Certificate II in Agriculture Certificate III in Allied Health Assistance Certificate II in Animal Care Certificate II in Automotive Vocational Preparation Certificate II in Aviation (Remote Pilot) Drone Flying & CASA Certified Remote Pilots Licence (Sub 7kg) Certificate II Building and Construction (Carpentry - Partial Completion) Certificate II in Building and Construction & Certificate III in Visual Arts: “ Building Design Intro” Certificate II Construction Pathways: “Trade Intro” Certificate III in Community Services Certificate III in Community Dance, Thearte & Events: “Performing Arts Intro” Certificate II in Creative Industries: “Backstage Thearte Intro” Certificate II in Cookery Certificate II in Cookery: “Bakery & Cookery Intro” Certificate II in Creative Industries Certificate II in Dance (Full) & Certificate III in Dance (Partial) Certificate III in Early Childhood Education and Care Certificate III in Early Childhood Education and Care: “Childhood & Education Support Intro” Certificate II in Electrotechnology Certificate II in Engineering Certififcate III in Equine Studies

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Certificate II in Furniture Making Certificate II Health Support Services: “ Health Support Intro” Certificate II in Horticulture: “Horticulture and Conservation Intro” Certififcate II in Horticulture: Landscaping and Horticulture Certificate II in Hospitality Certificate II in Hospitality and Certificate II on Cookery “Hospitality and Cookery Intro” Certificate III in Individual Support “ Disability Care Intro” Support and Empower Certificate III in Individual Support: Empower and Support “ An intro into Care” Certificate III Information Technology Certificate III in Music (Performance) Certificate III in Music (Sound Production) Certificate II in Plumbing Certificate II In Rail Fundamentals Certificate II in Renewable Energy Technologies and applications: Renewable Energy Certificate II in Retail Cosmetics Certificate II in Retail Cosmetics / Salon Assistant” Hair & Beauty Intro” Certificate II in Salon Assistant: (Hairdressing & Barbering) Certificate III in Screen and Media Certficate II in Workplace Skills (Rec Assistant) Outdoor Recreation & Leadership Certificate III in Sport, Aquatics & Recreation Certificate III in Visual Arts

Note: Some Programs are yet to be finalised and will appear here later. The details for these Programs is also subject to change.

For a current list of VET programs on offer, and to apply, please go to the Highlands LLEN website https://www.highlandsllen.org/vet-cluster/ All programs are subject to student numbers and funding arrangements. All cluster programs are two years in duration and (are usually) timetabled on a Thursday afternoon from 1:30pm - 5:00pm (1st year) and Tuesday afternoon from 1:30pm - 5:00pm (2nd year). Sometimes programs are held outside the normal timetabled times due to circumstances outside of BalCC’s control.

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GLOSSARY

Apprenticeship - No formal level of education stated, but employers prefer Year II or 12 for most positions. Combine on-the-job training with TAFE study forthree to four years.

Australian Tertiary Admission Rank (ATAR) - Is your overall ranking on a scale of 1 - 100 based on your study scores. It is used by Tertiary Institutions to select students for courses.

Australian Qualifications Framework (AQF) - The AQF relates specifically to VET/VETiS Certificate level courses. For these courses, AQF establishes standard titles and levels for courses across Australia which are closely aligned to industry needs.

Bachelor - When the name ‘Bachelor’ appears before the name of the course, e.g. Bachelor of Science, it indicates that this is a course of study undertaken at a College or University usually over three or four years.

Successful completion results in the awarding of a degree.

Campus - Most tertiary institutions have more than one teaching site. Each site is called a “campus”, e.g. Deakin University has campuses in Geelong, Warrnambool and Melbourne.

Certificate Courses - These have a variety of entry points and are of varying lengths. They provide practical skills and theoretical knowledge for employment. They will be absorbed into the new Australian Qualifications Framework.

Deferment - This is available for some courses. A place in a course is offered and accepted, but study is postponed for one year.

Degree - A course of study, usually three or four years of full- time study, completed after VCE, at a University.

Faculty - Each department of a tertiary institution is responsible for a particular area of learning; these are called “Faculties”, e.g. Engineering Faculty, Law Faculty.

General Achievement Test (GAT) - A test conducted in June and undertaken by all students doing a Unit 3/4 sequence. It is not included in your VCE results. It is used by VCAA to ensure that your school is marking tasks to the same standard.

Handbook - A publication which every College, TAFE Institute and University prints to describe their courses and facilities.

Higher Education Contribution Scheme – Higher Education Loan Program (HECS-HELP) - Refers to a loan that enables eligible tertiary students to defer payment of their University or College course fees until after graduation.

Increment - Additional points given for fifth and/or sixth studies taken at Unit 3 and 4 level. They attract 10% each of the scaled study score.

Learning Outcome - The skills and knowledge that you are required to have at the completion of a Unit.

Middle Band Selection - When selecting between applicants for a course, authorities who use the two-stage selection process will identify those applicants whose ATAR is clearly sufficient to be selected and those whose ATAR is insufficient. In-between (at least 20 per cent of the numbers to be selected) will be those for whom closer consideration is needed. For applicants in this “middle band”, institutions have detailed the factors/ studies that they consider will be important.

School Assessed Course Work (SAC) - This is work set and completed to determine your performance in Unit 3/4 studies as set by the Study Design.

SAT - This is a task completed in school to assess your progress and marked according to VCAA Guidelines.

Satisfactory Completion - You have met the requirements of a unit. This is indicated with an ‘S’. Unsatisfactory completion will result in the awarding of an ‘N’.

School-Based Apprenticeships (SBAT) - Allow students to work as paid part-time apprentices or trainees while still at school. They allow young people to gain a vocational qualification and genuine workplace experience while also completing their school studies (VCE or VCAL).

Selection Mode - The type of selection methodology to be used by courses/ institutions.

Semester - One half of the school year.

Sequence - The order in which you do your units.

Scaling - The process of comparing results in VCE studies for tertiary entrance purposes only. This procedure will be carried out by VTAC on behalf of the tertiary institutions.

Scored Assessment - Study scores are currently available to students undertaking a Unit 3/4 sequence in 11 VCE VETDSS Programs. They are based on assessments of coursework tasks completed during the 3/4 sequence and an end of year exam. Students must have been assessed competent within the Certificate they are undertaking. Study scores will become available to a range of further VCE VETiS Programs over time.

Statement of Results - A set of documents issued by VCAA informing you of your results.

Study Design - The documents associated with the subjects you are studying.

They are set up by VCAA and used by staff to develop work programs and assessment procedures.

Study Score - A score from 0 - 50 which shows how you performe in a Unit 3/4 study relative to the other students.

Technical and Further Education (TAFE) Traineeship - Involves a combination of on-the-job & off-the-job training at a TAFE Institute. A Traineeship usually lasts 12 months and is targeted at young people.

Undergraduate - A person who is studying for a first degree. Units - The parts of a study. One Unit = one semester of study. Victorian Curriculum Assessment Authority (VCAA) - A Victorian State Government authority responsible to the Minister of Education for conducting the VCE and VCAL. VCE - Victorian Certificate of Education.

VCE VM - Victorian Certificate of Education Vocational Major VCE Study Score (relative position) - This score (indicating the relative position within the study), issued by VCAA, is used in creation of the scaled study score and hence the ATAR. VETDSS - Vocational Education and Training Delivered to Secondary Students. Nationally recognised vocational studies available as VCE studies or VCAL Units.

VICTER - Victorian Tertiary Entrance Requirements.

Multi-Discipline - A multi-discipline course is one which you can study in two or three major subject areas, e.g. in a Bachelor of Applied Science you can do a major study in chemistry, computer science, physics and mathematics. This is often simply referred to as “a Major”.

VTAC - Victorian Tertiary Admissions Centre.

Prerequisite Studies - Those studies nominated by individual course authorities which must be satisfactorily completed by all applicants seeking admission to that course.

VTAC Guide - VTAC Guide to University and TAFE courses.

“Primary Four” - Studies that will be counted first when creating an ATAR, namely an English study plus those with the next three highest scaled study scores.

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VTAC Bulletin - Regular updates to the VTAC Guide and Tertiary Entrance Requirements, announcing future changes to courses, entrance requirements and VTAC procedures (sent to schools).

Youth Allowance - Financial support provided by the Federal Government to students 16 years and over, to encourage them and assist them to continue their studies.

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SUBJECT SELECTION GUIDE

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TAKING THE FIRST STEPS When planning for your future, it is important to choose subjects at school that interest and motivate you to work hard! Taking steps in the right direction means choosing well. When planning your subject choices, it is also really important to remember that you don’t have to have a career in mind at this stage – you just need to choose a broad range of subjects that will give you plenty of choice or vocation.

Choosing well means thinking about these questions

The following exercise is to help you to organise your ideas

STEP 1

What you are like? Are you Practical

Creative

Social

Investigative

Enterprising

Organised

STEP 2 Doing projects

You learn best by

Seeing & reading

Listening & talking

STEP 3

Subjects you have to do?

STEP 4

Subjects you don’t like & why?

STEP 5

Subjects you like & why?

STEP 6

New subjects you’d like try?

Doing tests

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CHOOSING YOUR SUBJECTS

When choosing your subjects, is that you consider the following:

YOUR INTERESTS You will achieve better academic results in those subjects that you enjoy and are interested in.

YOUR ABILITIES Choose subjects appropriate to your abilities and skills. It is essential to listen to and be guided by your teachers’ recommendations. Choose your subjects at the appropriate level, e.g. the recommended Mathematics.

PREREQUISITES The prerequisites of the courses that you are planning to study after completing school. If you are unsure of your career path, it may be wise to keep your options open (i.e. Mathematics is a prerequisite for a great many courses, as are Chemistry / Physics / Biology. Consider Art, Music, Drama and Theatre Studies if you are considering a creative course that will require a folio or an audition for tertiary selection). Keep in mind that choosing subjects according to your abilities remains critical. It is not helpful to choose subjects that are prerequisites if you do not achieve the stated minimum (unscaled) required study score.

With this in mind, you might like to list THREE interests or career ideas you might have.

Knowing what the VCE subject prerequisites are for the Tertiary Courses you might be interested in can help you achieve your career aspiration/s.

CAREER ASPIRATIONS / IDEAS YOU MIGHT HAVE: 1 .............………………………………………………………………………………………………………………………………

2 .............………………………………………………………………………………………………………………………………

3 .............………………………………………………………………………………………………………………………………

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QUESTIONS TO ASK WHEN CHOOSING YOUR YEAR 11 AND 12 SUBJECTS

?

ts subjec t a h W d and e e n I do jects b u s h whic nty of e l p e give m one day? s choice

D und o I e wha rstand sub t these ject abo s are ut?

?

What are th e prerequisite subjects for the courses I am interested in ?

?

Do I know how differen t subjects mig ht help me in t he future?

?

?

Ar ther e reco e any m sub mende je d entr cts for y to cou this rse?

?

sking Am I a ht the rig bout ons a I ti s e u q bjects the su do? o have t

Have I spoken to subject teachers?

?

ke Do I li these ts? subjec

?

?

Wh sub at alig jects nw God ith my pote given ntia l?

What subjects do I dislike and why?

I Have ched r a e s e r bject the su t? n conte

? ?

?

?

What are my strengt hs I realisti can cally manage these

subject

Are there any extra nts requireme have to that I will olio / meet e.g. f audition?

s?

?

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Browse the VTAC Year 10 Guide and the VTAC Guide for Year 11 and 12 Students that is available from June, that provides you with information about the VCE and the ATAR, and also browse other resources that can be found at http://www.vtac.edu.au/publications.html Other useful websites you might like to also browse include: https://www.gooduniversitiesguide.com.au/careers-guide https://www.qilt.edu.au/

Having done your research, you might like to list three courses below:

OPTION 1 COURSE NAME

.....………………………………………………………………………………………………………………………………

INSTITUTION .....….……....………………………………………………………………………………………………………………………

SUBJECT PREREQUISITES FOR ENTRY

……………………………………………………………………………...

NOTES …….....................................………………………………………………………………………....................................................

OPTION 2 COURSE NAME

.....………………………………………………………………………………………………………………………………

INSTITUTION .....….……....………………………………………………………………………………………………………………………

SUBJECT PREREQUISITES FOR ENTRY

……………………………………………………………………………...

NOTES …….....................................………………………………………………………………………....................................................

OPTION 3 COURSE NAME

.....………………………………………………………………………………………………………………………………

INSTITUTION .....….……....………………………………………………………………………………………………………………………

SUBJECT PREREQUISITES FOR ENTRY

……………………………………………………………………………...

NOTES …….....................................………………………………………………………………………....................................................

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LONG TERM PLANNING Remember, you are planning what you will be doing for the final two years of secondary school. The subjects you choose will help you to gain access to certain tertiary courses by meeting the set prerequisites, so the decisions you are making now have an impact on your transition to life beyond school. It is therefore at this stage that you should be planning what you may be doing after school.

It is your responsibility to actively start exploring possible career options and paths. To do this you are advised to attend Tertiary Open Days (usually in August of each year), browse university websites and other careers literature, explore careers websites such as those suggested in your regular Career Newsletters and generally start exploring what options are out there for you.

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(03) 5337 5900

balcc.vic.edu.au Page 170