STUDY CATHEDRAL COLLEGE WANGARATTA
Senior School Curriculum Guide 2021
From the Director of Studies As a Prep to Year Twelve school, Cathedral College Wangaratta is able to ensure the highest possible educational outcomes of our students by providing a sequential and progressive curriculum which effectively enhances our teaching and learning programs. The academic care of every student sits alongside our pastoral care as the highest priorities, and our staff are committed to ensuring the most effective learning environment for all students. Across the Year Levels, teachers gather evidence of learning through formal assessments and informal teacher or student directed activities to help determine the content, learning experiences and instruction which will guide and clarify student learning and understanding. Our Learning Enhancement staff engage students in a learning process that best enhances their individual learning styles; Individualised Learning Plans can be developed to help create and facilitate programs that respond to the students in our care. Outlined in this booklet are the core curriculum descriptions and the elective offerings for students to select for Year Nine, Ten and later in Year Eleven and Twelve. As students progress through the Senior School, the academic demands will increase and expectations will be high. We encourage students to be responsible for their study and the results that they hope to achieve. The teachers at Cathedral will offer guidance, but ultimately success will rely on a student’s ability to apply themselves to their studies through the establishment of consistent study and revision habits. Homeroom teachers, Year Level Coordinators, the Careers Coordinator and the Director of Studies are always available to answer questions students may have about their chosen pathways. We hope all our students leave Cathedral challenged, having fostered a will to learn and having had a well-rounded education and an informed exposure to knowledge and skills that they can take with them into the world.
Mrs Julie Findlay Director of Studies Principal: Mr Nick Jones
principal@cathedralcollege.vic.edu.au
Director of Studies: Mrs Julie Findlay
jfindlay@cathedralcollege.vic.edu.au
Acting Head of Senior School: Ms Lauren Lee
llee@cathedralcollege.vic.edu.au
Careers Coordinator: Mr Rod Dunbar
rdunbar@cathedralcollege.vic.edu.au
VCE Coordinator: Mr Paul Carson
pcarson@cathedralcollege.vic.edu.au
Year Ten Coordinator: Mr Tim Gerrish
tgerrish@cathedralcollege.vic.edu.au
Year Nine Coordinator: Mr Adam Graham
agraham@cathedralcollege.vic.edu.au
Learning Enhancement: Ms Mary Laughton
mlaughton@cathedralcollege.vic.edu.au
School Counsellor: Ms June Stamp
jstamp@cathedralcollege.vic.edu.au
Careers Website
https://www.cathedralcollegecareers.com.au/
5
CONTENTS
YEAR NINE AND TEN
Year Nine and Year Ten Cathedral continues to develop electives in the Year Nine and Year Ten program that are designed to provide students with a breadth of academic and life experiences, as well as give them a greater understanding of different subjects before commencing VCE. In 2021, the Year Ten program will follow on from the Year Nine program to ensure a sequenced movement through the school of elective options. To better prepare students for VCE, the subjects offered include a number of VCE ‘taster’ subjects and are six periods per cycle. Please use this information regarding the sequential learning opportunities to assist you in discussing and planning a pathway for your child. The curriculum at Cathedral College Wangaratta follows the Australian Curriculum with some accommodation for student interest and local context. Homework Homework is regarded as an essential factor in developing sound study habits. Staff will generally set homework each week and students are expected to complete the work set by a due date. Homework may be in the form of short focused tasks in order for students to apply concepts taught in class, investigative assignments to develop a deeper understanding of the topic or, simply revision. Examinations Examinations take place at the end of each semester. Again, this is an essential factor in developing sound revision and examination techniques. Examinations are conducted in each core subject. Camps The Camps Program aims to challenge students in different physical environments. At the start of Year Nine, students explore the local mountain environment of Mount Buffalo or Mittagundi. By hiking, abseiling, caving and climbing students explore different regions of the sub-alpine environment and consider how a unique ecosystem is best conserved. Our Year Ten students who wish to explore a more urban environment will have the option to stay and navigate their way around a capital city. Wellbeing Wellbeing is a priority at Cathedral and every adult shares responsibility for the welfare of our students. Our dedicated team of Homeroom teachers, Year Level Coordinators and Heads of School work closely together to support students’ academic and personal wellbeing needs. Each Year Level has age appropriate social and emotional learnings that encourage building skills and competencies such as self-awareness, persistence, self-efficacy and resilience. If at any stage you have concerns about your child’s welfare, please do not hesitate to contact our Wellbeing team. Students will also reflect on their study habits and continue to build a strong work ethic and growth mindset. In addition to this, students will begin to explore future career paths based on personal strengths and passions. Year Ten Work Education Work Education assists students to better understand career options they may wish to research further. Students explore subject requirements for future pathways and build communication skills required in the workplace. Work Experience is a compulsory component and students are offered a diverse range of local and metropolitan perspectives of work choices. Work Experience takes place for one week at the end of Term Two or over the mid-year holiday. During the rest of the year, students will explore their options for career pathways and courses, research VCE subjects and visit a number of Tertiary institutions.
English Overview English is a compulsory subject from Prep to Year Twelve. English is divided into different English Pathways in Year Eleven, with students selecting a VCE English course, which may include English, Literature or both. All students must complete a VCE English subject at VCE. Aims English aims to ensure that students: • • • •
learn to listen, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose. appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue. understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning. develop interest and skills in inquiring into the aesthetic aspects of texts and develop an informed appreciation of literature.
Assessment A range of assessment tasks is used and includes essay writing, comparative, persuasive, language analysis and oral presentations, as well as homework tasks to consolidate learning. Areas of Study Year Nine Strand Listening, Reading and Viewing Speaking Writing and Creating Year Ten Strand Listening, Reading and Viewing Speaking Writing and Creating
Semester One Text Study Short Stories
Semester Two Language Analysis Film Text Text Study
Semester One Text Study Language Analysis
Semester Two Comparative Text Study
Learning Activities • Creative, analytical, persuasive, comparative writing. • Oral communication and formal presentations. • Read, view, analyse and respond to a range of texts. Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: • Response to Text • Oral Communication • Examination
Geography Overview Geography is a compulsory subject from Prep to Year Ten. Students may select to continue their study of Geography as part of the VCE course in Year Eleven and Twelve. Aims Geography aims to ensure that students develop: • • • • •
a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world. a deep geographical knowledge of their own locality, Australia, the Asia region and the world. the ability to think geographically, using geographical concepts. the capacity to be competent, critical and creative users of geographical inquiry methods and skills. as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.
Assessment A range of assessment tasks is used and includes research assignments, topic tests, short answer questions, oral presentations, data analysis and representation and investigations. Areas of Study Year Nine Strand Geographical Understanding Geographical inquiry
Semester One Biomes Food security
Semester Two Interconnection – the interlinking of systems in the physical and human world
Year Ten Strand Geographical Understanding Geographical inquiry
Semester One Human wellbeing – global, national and local
Semester Two Environmental changes
Learning Activities • Year Nine: Mt Buffalo Camp • Year Ten: Development of local wellbeing surveys and working with local councils. Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: • Change Over Time • Sustainability • Environment
Health and Physical Education Overview Health and Physical education is a compulsory subject from Prep to Year Ten. Students may select to continue their study of Physical Education or Health and Human Development as part of the VCE course in Year Eleven and Twelve. Aims Health and Physical Education aims to ensure that students: • • • •
access and evaluate information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan. develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships. engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, environmental and health practices and outcomes. analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health and physical activity locally, regionally and globally.
Assessment A range of assessment tasks is used and includes self-assessments in athletics, biomechanics in relation to swimming, peer coaching and primary school coaching. Areas of Study Year Nine Strand Health Physical Education
Year Ten Strand Health
Physical Education
Semester One Semester Two Mental health, Positive coping Help seeking, Safe relationships, and Cyber Safety Advertising and healthy eating Athletics, Ultimate Frisbee, Swimming, Baseball/softball, Touch football
Student Directed learning (SPEP), Soft lacrosse, Minor games
Semester One Determinants of health, Emotional literacy, Personal Strengths, Alcohol, Drugs and Gambling
Semester Two Drugs, Party Safe, Headspace, Health promotion, Safe relationships
Student directed curriculum
Primary School Coaching,
Learning Activities • Coaching and umpiring with Year Six Interschool sport • Assisting at school sporting carnivals Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: • Physical activity • Health
History Overview History is a compulsory subject from Prep to Year Ten. Students may select to continue their study of History as part of the VCE course in Year Eleven and Twelve. Aims History aims to ensure that students: • • • •
have interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens. have knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society. understand and use historical concepts such as evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability. have capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.
Assessment A range of assessment tasks is used and includes research assignments, topic tests, short answer questions, oral presentations, source analyses, and representation and investigations. Areas of Study Year Nine Strand Historical knowledge and understanding Historical inquiry and skills Year Ten Strand Historical knowledge and understanding Historical inquiry and skills
Semester One Semester Two Overview and the impact of the The Making of Australia Industrial Revolution World War One Movement of People
Semester One Pre-World War Two Nazi Germany World War Two (Pacific and European theatres of war)
Semester Two The Cold War The Vietnam War Indigenous Rights and Freedoms Migration Experiences
Learning Activities • Yeddonba Aboriginal Cultural Site • The Holocaust Centre Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: • Cause and effect • Contestability • Continuity and change • Empathy • Perspectives • Evidence • Significance
Mathematics Overview Mathematics is a compulsory subject from Prep to Year Ten. Mathematics is divided into different Maths Pathways in Year Ten, preparing students for the different Maths pathway options from Year Eleven onwards. Aims Mathematics aims to ensure that students: • • •
are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens. develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in number and algebra, measurement and geometry, and statistics and probability. recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.
Assessment A range of assessment tasks is used and includes assignments, topic tests, homework tasks and investigations. Areas of Study
Year Nine Topic Number & Algebra
Semester One Financial Mathematics Algebra Measurement & Geometry Pythagoras Theorem Measurement Statistics & Probability Year Ten Maths Pathway Tertiary Maths
Semester Two Linear Relations Geometric Reasoning Trigonometry Statistics and Probability
Semester One Measurement Linear Relations Indices, surds, financial maths Statistics
Semester Two Quadratic Equations Trigonometry Parabolas and other graphs Probability and Geometry
Further Maths
Measurement Linear Relations and Statistics Indices, surds, financial maths
Quadratic Equations Trigonometry Probability and Geometry
Foundation Maths
Patterns and number Data and measurement Financial literacy
Financial Literacy- Taxation Space, shape and design Student investigation
Learning Activities • Topic Tests. • Assignments. • Project work/Investigations. Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task. • Knowledge and understanding • Investigation and Problem Solving • Estimation and analysis
Mathematic Pathways
Religious and Values Education Overview Religious and Values Education is a compulsory subject from Prep to Year Ten. Aims Religious and Values Education aims to ensure that students: • • • • • • • •
gain knowledge and understanding of Christian and other theistic religions. deepen their understanding of others and themselves. engage with, and reflect on, fundamental questions of life. acknowledge the wonders of creation and appreciate the responsibility on us all of stewardship of God’s creation. develop critical thinking skills which can be used to challenge, justify and clarify statements. develop the capacity to listen to the opinions of others and respond in a constructive and meaningful way. develop an appreciation of the value of stillness, of awe and wonder, nurture their own. sense of spirituality, and that they may discover a sense of faith in God.
Assessment A range of assessment tasks is used related to areas of study, and includes research assignments, topic tests, short answer questions, and oral presentations. RAVE is reported on in line with other gradable subjects in Middle School and Senior School. Year Nine Strand Christian Ethics Ethical Theory
Semester One Ethics Social Justice
Semester Two Forgiveness Images of Popular Culture
Year Ten Strand Global Citizen Ethical Theory
Semester One Australia Day World Views
Semester Two Modern Slavery Refugees Grief and Loss
Science Overview Science is a compulsory subject from Prep to Year Ten. Science is taught as a single subject although students are exposed to units of Biology, Chemistry, Physics and Psychology before making VCE subject selections in Year Eleven. Aims Science aims to ensure that students have: •
• •
an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions. an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate scientific arguments and claims. an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications
Assessment A range of assessment tasks is used and includes research assignments, practical tests, scientific posters, oral presentations, models and practical reports. Areas of Study Year Nine Strand Biological Sciences Chemical Science Physical Sciences Earth and space sciences
Semester One Ecosystems and Disease Coordination and control Sound Light
Science as a human endeavour
Throughout both Semesters
Year Ten Strand Biological Sciences
Semester One Genetics and Evolution
Chemical Science Physical Sciences
Periodic Table Chemical Reactions
Science as a human endeavour
Semester Two Atomic structure Chemical reactions Heat Electricity Tectonic plates
Semester Two
Motion The Universe Individual Research Project
Learning Activities • Laboratory reports • Research presentations • Student designed investigation Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task. • Knowledge and understanding • Research and investigation • Prediction and analysis
ELECTIVES
Business Management Overview Business Management is an elective subject introduced at Year Nine. Students may Fast Track VCE Business Management in Year Ten or select VCE Business Management in Year Eleven and Twelve. Aims Participation in a Business Management elective will enable students to: • • • •
have an understanding of the work and business environments within the Australian economy and its interactions and relationships with the global economy, in particular the Asia region. use reasoning and interpretation skills to apply economics and business concepts to make informed decisions. understand economics and business decision-making and its role in creating a prosperous, sustainable and equitable economy for all Australians. enable them to actively and ethically participate in the local, national, regional and global economy as economically, financially and business-literate citizens.
Assessment Business Management electives are assessed using the below criteria: • •
Knowledge and understanding Inquiry skills
Units of Study Year Nine: Students can elect to study Business Management from one of the elective offerings: Business Management: Semester One Students explore the complexity, challenges and rewards that come from managing a business and gain an insight into the various ways resources are managed.
Business Management: Semester Two Students explore the complexity, challenges and rewards that come from managing a business and gain an insight into the various ways resources are managed.
Year Ten: Students can elect to Fast Track VCE Business Management: Semester One Completion of Unit One VCE Business Management
Semester Two Completion of Unit Two VCE Business Management
Design and Technology Overview Design and Technology actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technology contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments. Aims The study of a Design and Technology elective will enable students to: • • •
develop confidence as critical users of technologies and designers and producers of designed solutions by producing designs in a range of materials, for a range of users. investigate, generate and critique innovative and ethical designed solutions for sustainable futures. evaluate processes and designed solutions and transfer knowledge and skills to new situations.
Assessment Design and Technology electives are assessed using the below criteria: • •
Knowledge and Understanding Design and Production Skills
Units of Study Year Nine: Students can elect to study Design and Technology from one of the elective offerings: Food Technology: Global Goodies Semester One and Two Students apply design and process skills to explore a range of cuisines and eating practices from around the world.
Materials Technology: Semester One and Two Students focus on constructing and creating a variety of projects, one as a group and a second individual project.
Food Technology: Meals On The Menu Semester One and Two Students apply design and process skills to explore and produce meals for various times of the day and consider the dietary needs of consumers. Year Ten: Students can elect to study Design and Technology from one of the elective offerings: Food Technology: Semester One Students explore more complex food challenges, and examine recipes and evaluate end products and investigate cheap, healthy eats for youth. Materials Technology: Semester One This is a student-negotiated elective in which students design and develop a project based on an identified need.
Food Technology: Semester Two Students create healthy food solutions using complex food preparation skills focusing on milk and milk products, such as cheese and custard based ice cream. Agriculture and Technology: Semester Two Students explore various biomes that produce our food, fibre and industrial materials.
Global and Historical Awareness Overview Often students have an interest in an aspect of history or the world which cannot be explored within the timeframe of structured classes. Yet, a broader understanding of past events and current issues equips students at VCE or later in life with a knowledge and empathy which assists them to be active contributors to change in society. Student driven learning is a powerful tool in fostering a love of learning and building independent study for the VCE years and beyond. Aims Participation in Global and Historical Awareness electives will enable students to: • • • • • •
broaden their understanding world events or issues. explore their world through the processes of analysis and evaluation. acquire and develop skills to think critically. communicate their thoughts and ideas through a variety of written and visual presentations. offer solutions. reflect on, appreciate and evaluate events and their relevance.
Assessment Global and Historical Awareness electives are assessed using the below criteria: • •
Researching, analysing and concluding Presenting conclusions in a variety of forms
Units of Study Year Ten: Students can elect to study a Global and Historical Awareness elective from one of the elective offerings: Historical Awareness: Semester One Students explore ancient civilisations through structured and self-guided learning. By investigating and further developing critical research skills, students are able to analyse and interpret Historical information to better understand the ancient world.
Global Awareness: Semester Two Students explore a global issue which is of interest to them. By questioning, gathering information and evaluating evidence, students develop critical thinking skills to suggest solutions to bring about change.
Information Technology Overview Information Technology provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems. Hands on learning provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. Aims Participation in Information Technology enables students to: • • • •
design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs. confidently use information systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings. apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences. apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.
Assessment Information Technology subjects are assessed using the below criteria: • •
Knowledge and understanding Processes and production skills
Units of Study Year Nine: Students can elect to study Information Technology from the elective offering: Information Technology: Semester One Students are introduced to a broad range of software and hardware skills and applications. Year Ten: Students can elect to study Information Technology from the elective offering: Information Technology: Semester One Students are introduced to a broad range of software and hardware skills and applications.
Languages Other Than English – German And Indonesian Overview A Language Other Than English is an elective subject in Year Nine and Ten. Students who have studied German or Indonesian in Years Seven and Eight may continue their study of a second language throughout the senior years of schooling and elect to study the language at VCE in Year Eleven and Twelve. Aims Participation in a second language study will enable students to: • • •
communicate in a second language. understand language, culture, and learning and their relationship, and thereby develop an intercultural capability in communication. develop an understanding of other countries, their history, lifestyle and environments.
Assessment German and Indonesian Second Language subjects are assessed using the below criteria: • •
Communicating in the language Understanding of the language
Units of Study Year Nine: Students can elect to study a second language from one of the elective offerings: German: Semester One Students study the four language skills: listening, speaking, reading and writing through a variety of topics. Students must study German in both semesters in order to study German at VCE. Indonesian: Semester Two Students extend their interest in the Indonesian culture and increase their proficiency in reading, writing, speaking and listening. Students must study Indonesian in both semesters in order to study Indonesian at VCE.
Year Ten: Students can elect to study a second language from one of the elective offerings: German: Semester One and Two Students continue to reinforce oral language skills needed for day to day living. Students are introduced to a variety of more complex German language conventions. Indonesian: Semester One and Two Students study more complex grammar structures, while communicating with increased proficiency in written and oral forms. Students continue to read Indonesian from a variety of texts.
Media Arts Overview Media Arts enables students to create and communicate representations of diverse worlds, and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty-first century, Media Arts both enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices. Aims Participation in Media Arts enables students to: • • •
gain enjoyment and confidence to participate in, experiment with and interpret the media-rich culture and communications practices that surround them. foster creative and critical thinking and explore perspectives in media as producers and consumers. develop aesthetic knowledge and a sense of curiosity and discovery as they explore imagery, text and sound to express ideas, concepts and stories for different audiences.
Assessment Media Arts subjects are assessed using the below criteria: • •
Knowledge Skills, techniques and processes
Units of Study Year Nine: Students can elect to study Media Arts from the elective offering: Media: Semester Two Students are introduced to software applications which allow them to produce media products. Current media forms are also analysed and critically evaluated. Year Ten: Students can elect to study Media Arts from the elective offering: Media: Semester Two Students study the theory and methods necessary to use media tools such as audio, video, animation and web creation software to generate multimedia presentations and websites.
Performing Arts Overview The Performing Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current and emerging arts practices in each art form across a range of cultures and places. Aims The study of Drama will enable students to: • •
develop confidence and self-esteem to explore, depict and celebrate human experience, take risks and challenge their own creativity through drama. acquire knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and techniques of drama to engage audiences and create meaning. This is achieved while exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences.
The study of Music will enable students to: • • •
develop the confidence to be creative, innovative, thoughtful, skilful and informed musicians. acquire skills to compose, perform, improvise, respond and listen with intent and purpose. respect music and music practices across global communities, cultures and musical traditions.
Assessment Both Music and Drama subjects are assessed using the below criteria: • •
Knowledge Skills
Units of Study Year Nine: Students can elect to study Music or Drama from one of the elective offerings: Drama: Semester One and Two Students explore and depict real and fictional worlds through use of body language, gesture and space to make meaning as performers and audience.
Music: Semester One and Two Students listen to, compose and perform a diverse range of musical styles.
Year Ten: Students can elect to study Music or Drama from one of the elective offerings: Music: Semester One Students observe, evaluate and reflect on their own and other’s performances and begin to explore creative composition with simple arranging and improvisation techniques.
Drama: Semester Two Students explore and develop skills in improvisation, developmental voice and script writing and production design.
Physical and Outdoor Activity Overview Outdoor Education and Health related electives are offered to students from Year Seven to Ten. Students may select to continue their study of Health and Human Development, Physical Education or Outdoor and Environmental Education as part of a VCE course in Year Eleven and Twelve. Aims Participation in Physical and Outdoor electives will enable students to: • • •
access and evaluate information to take positive action to protect, enhance and advocate for their own and others’ wellbeing in a range of different environments. develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships when working with others. learn how to safely prepare themselves and their equipment for adventure and experience different types of activities.
Assessment Physical and Outdoor activity electives are assessed using the below criteria: • •
Personal, social and community health Movement and Physical activity
Units of Study Year Nine: Students can elect to study Physical and Outdoor Activities from one of the elective offerings: Social Psychology: Semester One or Two Outdoor Education: Semester One or Two Students explore the science of attraction and the Students gain practical and theoretical different biological and environmental knowledge of how to safely and lightly characteristics involved when getting to know interact with the natural environment. someone. They learn about techniques used in persuasive advertising and effective strategies to coerce and convince others. Introduction to Sport and Recreation : Semester One or Two Students gain an understanding of basic anatomy, different coaching practices, fitness components and fitness training methods. Year Ten: Students can elect to study Physical and Outdoor Activities from one of the elective offerings: Outdoor Education: Semester One Physical Education: Sports Science: Semester Two Students explore the structure and function of Students plan, prepare and lead activities the human body and examine the role of which promote a sense of wellbeing and energy systems, fatiguing factors and recovery personal understanding. strategies have in different sports.
Psychology Overview Psychology electives are offered to students in Years Nine to Ten. Students may select to continue their study of Psychology as part of a VCE course in Year Eleven and Twelve. Aims Participation in Psychology electives will enable students to: • • •
undertake a range of inquiry tasks both collaboratively and independently. pose questions, formulate research hypotheses, collect and analyse data, evaluate methodologies and results, justify conclusions, make recommendations and communicate their findings. gain an understanding of their bodies, brains, growth and developmental skills for learning.
Assessment Psychology electives are assessed using the below criteria: • •
Understanding Skills
Units of Study Year Ten: Students can elect to study Psychology and Health and Human Development from the elective offerings: Psychology: Semester One The course explores the psychology behind human attraction and emotions, altered states of consciousness and the art of persuasion.
Health and Human Development: Semester Two Students are introduced to a range of factors that protect individuals and populations from poor health and result in negative development.
Social Enterprise Overview A social enterprise is a business which contributes over half its profit toward social and environmental causes. In Year Nine, students learn about social enterprise through one of three elective subjects. These electives combine design and production ideas with business planning to operate an enterprise. Aims Participation in a Social Enterprise elective will enable students to: • work collaboratively with fellow students to design, market and run an enterprise. • make connections between the enterprise and needs of people in the local or broader community. • consider design, aesthetics and sustainability in developing a product for a target market. • evaluate the success of their skills and of the business. Assessment Social Enterprise Electives are assessed using the below criteria: • • •
Inquiry and research Critical and research thinking Teamwork and communication
Units of Study Year Nine: Students can elect to study Social Enterprise electives from one of the elective offerings: Social Enterprise: Semester One
Social Enterprise: Semester Two
Agriculture & Horticulture
Materials & Technology
Visual Arts
Visual Arts
Food and Technology
Food and Technology
Visual Arts Overview Visual Arts electives are offered to students from Year Seven to Ten. Students may select to continue their study of Studio Arts or Visual Communication and Design as part of a VCE course in Year Eleven and Twelve. Aims Participation in Visual Arts will enable students to: • experience and develop curiosity, interest and enjoyment in their own creativity and that of others. • explore their world through the processes of the Visual Arts. • acquire and develop skills needed for the creation of works. • use the language, concepts and principles of Visual Arts. • communicate their thoughts and ideas through Visual Arts. • create works. • reflect on, appreciate and evaluate their work and the work of others. • develop receptiveness to Visual Arts’ forms across time, place and cultures, and perceive the significance of these forms as an integral part of life. Assessment Visual Arts and Design subjects are assessed using the below criteria: • •
Creating and Making Exploring and Responding
Units of Study Year Nine: Students can elect to study Visual Arts from one of the elective offerings: Visual Communication & Design: Semester One Students use manual and digital drawing methods and apply these in visual design tasks.
Photography: Semester One Students explore and experiment with a range of photographic technique using digital cameras and the most up to date computer applications to develop images.
3DArt: Semester Two Students investigate the difference between two-dimensional and three-dimensional artwork and are introduced to a number of ways to explore ideas when making artworks.
Studio Arts: Semester Two Emphasis is placed on building drawing skills, working through different stages of the design process, learning new techniques and manipulating art elements.
Year Ten: Students can elect to study Visual Arts from one of the elective offerings: Visual Communication & Design: Semester One Students apply and demonstrate an understanding of the design process by adopting freehand and instrumental drawing skills.
Studio Arts: Semester Two Students explore a range of skills in Visual Art practices to develop an understanding of traditional and contemporary media, materials, equipment and technologies. These ideas are explored while producing various artworks.
VCE VET CERT III - Information and Digital Media The VCE VET Information, Digital Media and Technology program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with a broad range of skills and knowledge to pursue a career or further training in related areas of information technology in a range of industry areas. The VCE VET Information, Digital Media and Technology program is specialised or broad, depending on the needs of the student. It equips learners with future-ready ICT skills and knowledge to prepare them for a successful ICT career. ICT covers all areas related to processing, manipulating, and managing information, such as producing digital images, social media, operating software packages and website building.
VCE VET CERT III - Sport and Recreation VET Sport & Recreation provides students with the skills and knowledge to work in the sport and recreation industries. In Units 1 and 2, students will complete a range of different electives including sport specific activities, planning and conducting sport and outdoor recreation events and planning and conducting fitness programs. Units 3 and 4 offers scored assessment and includes core units such as plan and conduct programs, risk assessment, and conduct coaching with foundation level participants. Leadership, organisational and specialist activity skills will be developed through the units of competency undertaken in the selected program. Over the two year program, students will have the opportunity to gain their Level 2 first Aid Certificate, Level 1 Sports Trainers Certificate and Certificate III in Sport and Recreation. Employment opportunities reflect roles such as recreation officer, activity operation officer, sport and recreation attendant, community activities officer or leisure services officer. Students should only select one VCE or VET subject in Year 10.
THE VCE
The Victorian Certificate of Education (VCE) What is the VCE? The Victorian Certificate of Education (VCE) is the final high school certificate that the majority of students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training and employment both in Australia and internationally. The VCE is administered by the Victorian Curriculum and Assessment Authority (VCAA), which is responsible for curriculum, assessment and reports. Students complete “Units of Study” in a variety of subjects. Like all schools, the College does not offer the full range of (over 100) accredited VCE Subjects, and so some students may wish to enrol in a subject via either the Distance Education Centre of Victoria or the Victorian School of Languages. These enrolments incur an additional cost, to which the College contributes. We support students’ Vocational Education and Training by offering students the ability to combine a School Based Apprenticeship/Traineeship or VETis (Vocational Education and Training in Schools) course with their core studies. These usually involve one day per week out of school either at a workplace or TAFE. We also offer students the option to complete their VCE program over three years, although the major component of the VCE is undertaken when students are in Years Eleven and Twelve. What VCE Units can I study at Cathedral College Wangaratta? Language
Mathematics
Other Studies
English Language other than English (German) Language other than English (Indonesian) Literature Foundation Mathematics General Mathematics Mathematical Methods (CAS) Specialist Mathematics Accounting Biology Business Management Chemistry Food Studies Geography Health and Human Development History Legal Studies Media Music Performance Outdoor & Environmental Studies Physical Education Physics Product Design and Technology Psychology Studio Arts Visual Communication Design
Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four Units One to Four
*Subject availability is dependent on timetabling and student selections
The VCE at Cathedral Senior students at Cathedral play a very important role in the life of the College, being in a position to provide leadership, encouragement and advice to our more junior students and in the broader community. Year Nine and Ten can be viewed as preparation years for the VCE with increasing workloads and greater depth and complexity in the content of their chosen subjects. We encourage all students to take their studies seriously, seek help and advice when needed and take responsibility for their learning. One of the prerequisites for success at the VCE is a consistent and organised approach to study and classes on the part of the student. Being prepared to make every necessary effort, the desired approach to learning could be described by terms such as dedicated, thoughtful, critical, and analytical. The College expects that all its students are actively involved in its extra-curricular activities and House events. As VCE students, you will often find yourselves in high profile situations within school activities and your study strategies should take into account these extra demands on your time and energy. The senior years are a wonderful opportunity for students to apply themselves in a familiar setting with support of the school community. VCE Attendance Units One and Two: The school-based nature of Unit One and Two studies provides scope for individual schools to set their own attendance requirements. Cathedral has determined those students at Unit One and Two level must attend a minimum of ninety percent of all scheduled classes in a unit in order to meet the requirements for satisfactory completion of that unit. Units Three and Four: It is important for all students to note that the failure to meet the ninety percent attendance requirements set under VCAA regulations may result in the student attracting a “J� result for that unit. In effect, this result equates to non-completion of the unit in question. It is vital that all students note that attendance and punctuality at scheduled classes is regarded as an essential component of satisfactory completion of a unit. Many of the School Assessed Coursework including Common Tests will be conducted during class time. It is imperative that students attend all these sessions. If a student cannot attend a School Assessed Coursework/Task due to severe illness or family tragedy, the VCE Coordinator needs to be contacted immediately. A note from parent with appropriate documentation, for example a medical certificate, is expected upon the student’s return to school. An alternative test or task will be arranged for the student at the earliest convenience of the subject teacher. Students who are absent without substantial reason forfeit their right to do a catch-up SAC. Catch-up SACs must be completed within a ten day period of the original scheduled assessment day. Enrolment All VCE students must sign a general declaration that they will obey the rules and instructions for the VCE and accept its disciplinary provisions. In signing the form, a student is making a commitment that there will be no cheating and plagiarism. Students will be requested to complete this form in Term One and to check a confirmation of enrolment form when it is received from the Victorian Curriculum and Assessment Authority. It is the responsibility of students to ensure that all enrolment particulars are correct. Students should see the VCE Coordinator if they wish to alter any detail of their enrolment.
Fast Tracking In Year Ten, a number of eligible students will begin their VCE course. To be eligible for a student to Fast Track a subject in Year Ten the student must: • Maintain a B+ average in core subjects throughout Year Nine. • Maintain a high standard of organisational and study habits. • Meet the attendance requirements of VCE. In a meeting with the Director of Studies, Head of School and/or Year Level Coordinator the requirements of maintaining focus in both Year Ten and VCE studies are outlined. Once the student has met the requirements to begin a Fast Track subject, progress of the student is monitored in the following manner to ensure they are best prepared for studying a Unit Three and Four subject in Year Eleven: • The student and parent are made aware of the level of work produced in the Progress Reports in Term One and Three. • At Parent Teacher interviews any concerns about continuing are raised. • The Year Level Coordinator and VCE Coordinator are kept informed of any issues and a meeting is arranged with the student and parents if ongoing monitoring is required. Reporting Results to Parents In order to provide a consistent message to parents regarding a student’s achievements in both the Progress Reports and end of Semester One reports, Year Twelve students are awarded S or N grades for all assessments. This is consistent with VCAA advice to schools. Year Eleven students are awarded grades (A – +E or UG) as outlined in the School’s Reporting and Assessment Handbook. Parent-Teacher interviews are held at the start of Term Two and the beginning of Term Three. Parents are encouraged to meet with all staff at this time to discuss progress and suggest areas of improvement. Concerns regarding a student’s progress should also be directed to the Homeroom teacher and VCE Coordinator. Study Periods In Year Eleven, students will have six study periods assigned to their timetable. Use this time wisely in order to reduce the amount of work you need to complete at home. A teacher is allocated to supervise the study session and is able to assist with any questions regarding their subject area or study techniques. Teachers will take rolls in these lessons and students should not allocate themselves other areas to work. These six periods can serve as an excellent way of students preparing for Year Twelve when they will have eleven periods of study. Study At Home Each VCE study should receive an equal amount of time. For Units One and Two it is recommended that students will spend on average at least thirty minutes per night working towards the completion of that study. For Units Three and Four this time allotment will increase to forty-five minutes per night per study. This means an optimum target of three hours of work each night, leaving enough time for some relaxation. If this is not achieved, it is recommended that students make this time up over the weekend (Friday evening to Sunday evening) with Year Twelve students doing a few more hours in Term Three and Four. Storage of Student Work Students must retain Coursework that has been submitted for assessment, as well as any drafts or materials used in the process of completing the Coursework, until the end of the school year. The VCAA may request any materials relevant to assessment by the school. Students may also be required to photocopy their work for review processes.
Language of the VCE ATAR (Australian Tertiary Admissions Rank) The ATAR is a student’s overall ranking on a scale of 0–99.95, in intervals of 0.05, that compares a student to all other students who completed VCE in the same year. In many cases, the ATAR is the primary mechanism that tertiary institutions use to select students for courses. The ATAR is calculated by ranking students according to: • Their best Study Score in one of either English, Language other than English (LOTE) or Literature; • The scores of their next best three studies; and • 10 per cent of the scores for any fifth and sixth study. Students can also gain extra credit for completing a University Extension subject. GAT The GAT is a compulsory test that is completed by all students undertaking a VCE Unit Three and Four sequence. It is used by the VCAA to check that schools are marking to the same standards and as part of the statistical moderation of SACs. The GAT is also considered when calculating Derived Examination Scores and to determine whether examination papers should be remarked. Learning Outcomes Learning Outcomes describe the knowledge and skills students should have by the time they have completed a unit. SAC (School Assessed Coursework) SACs are tasks set by teachers, and marked within VCAA guidelines, to assess students’ achievement of Unit Three and Four outcomes. Most tasks are done in class time. The scores relating to these assessments are reported to the VCAA. Students receive feedback and a grade (A+ to E), but these are conditional as the VCAA moderates students’ total scores for all coursework, not the scores for individual tasks. SAT (School Assessed Task) SATs are Unit Three and Four school-based assessments that are part of Graded Assessment in Art, Design and Technology, Media, Studio Arts and Visual Communication and Design. SATs are extended pieces of work undertaken in and out of class. They are set by the VCAA and assessed by teachers using VCAA criteria. Task grades are subject to review by a panel appointed by VCAA. Study Scores Unit Three and Four VCE Study Scores show how students performed in a subject, or study, relative to all other students doing that same subject. The maximum study score is 50. Each year, and for every study, the state-wide average study score is set at 30. A score of between 23 and 37 means that a student is in the middle range; a score of 38 or more indicates that a student is in the top 15% of students; and a score over 45 is given to the top 2% of students in the state. To gain a Victorian Certificate of Education, a student must have received a satisfactory grade in at least 16 units. All VCE studies have at least three graded assessments for each Unit Three and Four sequence. Each study also includes at least one examination, most have SACs and some have SATs. Study Score Scaling Study scores are adjusted or ‘scaled’ to provide an overall measure of the performance of all students across all studies. Essentially this determines the ‘degree of difficulty’ of subjects and results in the Study Scores of some subjects being increased or decreased. Scaled Study Scores are used to calculate an ATAR.
Units There are usually four units in a study, numbered One, Two, Three and Four. Each unit is the equivalent of a semester of study. VCAA The Victorian Curriculum and Assessment Authority (VCAA) is an independent statutory body, responsible to the Victorian Minister for Education, that oversees government and nongovernment schools in Victoria. VTAC The Victorian Tertiary Admission Centre (VTAC) administers the application processes for tertiary courses, scholarships and special entry access schemes at university, TAFE and independent tertiary colleges in Victoria. VTAC receives and forwards application information and supporting documentation to the relevant authorities at institutions; they do not decide who receives offers for courses. Is the VCE right for me? It is important to weigh up your options, including thinking about the subjects you like and are good at, when considering what to study in Year Eleven and Twelve. Whilst students should have one eye on a potential pathway and any perquisite subjects this might entail, the best advice is always to do the subjects you are best at and enjoy. One of the benefits of studying the VCE is that it offers you a lot of flexibility in choosing your subjects. Apart from having to successfully complete a number of English-group units, there are no ‘compulsory’ subjects. For example, you could choose to study all maths-science subjects and English Language or all arts-humanities subjects and Literature. You can choose to study a subject as a Unit One or Two study, but not continue that subject for Unit Three and Four. You can also choose to study some subjects as a Unit Three and Four study without having studied that subject at Unit One and Two level. There are a lot of options to build your course over the two or three years to suit you. How many subjects will I study each year? There are many ways to put together a VCE program at Cathedral. Students generally complete the program over two years (or three years beginning in Year Ten). To gain your VCE, you need to satisfactorily complete at least 16 units including: • At least three units of English or Literature; • At least three sequences of Units Three and Four studies other than English or Literature. (It is very important to note that to receive an ATAR, you must have satisfactorily completed both Units Three and Four of an English study). Students will normally undertake Units One and Two in Year Eleven and Units Three and Four in Year Twelve. In Year Eleven this will include: • Two units of one of English, Literature or English Language; and • 10 other units (which might include a VET sequence). In Year Twelve, this will include: • Units Three and Four of one of English, Literature or English Language; and • Four other sequences of Units Three and Four studies. Can I study a subject not offered at Cathedral College Wangaratta? If you wish to study a subject that the College does not offer or a subject that we do offer but that does not fit into your timetable, you may do so with the school’s prior approval, but only if appropriate arrangements can be made. These units are usually undertaken via either the Distance Education Centre of Victoria or the Victorian School of Languages. This kind of “off campus” study comes with its own unique challenges, so before we can approve study of units outside the College, we need to make sure that the arrangements will meet all of the VCAA requirements and that it is the best option for you considering your overall program.
If you undertake study outside the College, it is also important to liaise with the VCE/VET Coordinator so that full details of your program can be entered on official VCAA computer records and you receive appropriate credit. What vocational or VET subjects can I study? If you believe you would benefit from combining study with the opportunity to learn in a practical setting, you should consider complete a VET subject in your VCE subjects. Our school has arrangements with local (RTO) providers, including GOTAFE, in order to offer a range of VET options for our students. The courses offered tend to vary from year to year, depending on enrolment-demand, but usually include options such as Allied Health, Automotive, Building & Construction, Equine, Engineering, Beauty and Animal Studies. Students typically spend a day per week at their VET RTO, though some courses are delivered online. VCE VET programs are fully recognised within the Units One to Four structure of the VCE and contribute towards satisfactory completion of the VCE. VCE VET units have the same status as other VCE units and may contribute towards a student’s ATAR. In 2021 Cathedral College Wangaratta will offer two VET courses on site and taught by Cathedral College staff. GOTAFE also have a detailed site regarding VET and their courses at http://www.gotafe.vic.edu.au/tec/ Including a school based apprenticeship or traineeship (SBAT) in your VCE program. Students aged 15 and over may choose to include a school-based apprenticeship or traineeship (SBAT) in their senior study program. This will usually take the place of one subject on the student’s timetable. A SBAT will: - generally require the student to spend one day per week in the workplace, for which they will be paid under Award conditions. - contribute towards a student’s VCE program, as well as - contribute to a nationally recognised (VRQA) qualification. These are usually at a Certificate II or III level. - involve assessment through a Registered Training Organisation (RTO), such as a TAFE. This may be via workbooks, attendance at TAFE lessons and/or workplace visits. Methods of assessment vary, depending on the type of qualification. - often contribute a 10% increment to the student’s (VCE) ATAR score. (This depends on the level of the SBAT qualification.) To commence a SBAT, students will need to engage an employer in their chosen field. The school and/or apprenticeship-providers (employment consultants) may be able to help in this process. The student should also have a clear interest in pathways in this field of employment. For more information, contact the school or visit https://www.education.vic.gov.au/ Documents/school/principals/curriculum/sbatguide.pdf Can I repeat a subject? There are no restrictions on students repeating units in the VCE, but credit can be obtained only once for each unit. If you were to receive an N (Unsatisfactory Completion) for a unit and then repeated it and received an S (Satisfactory Completion), the result of the second attempt is the one counted in your VCE. It is important to keep in mind that if you repeat a unit, you must repeat the whole unit, including all of the assessment tasks and coursework. Although there is no penalty applied to the scaled score of any repeat attempt of a Unit Three or Four sequence, some tertiary courses may re-rank students who have repeated a unit. Is it possible to change my subjects? If you find that a VCE subject is not right for you, it is sometimes possible to drop the subject or transfer into another subject, especially if it is early in the semester. It is important to keep in mind the number of units you need to satisfactorily complete in order to receive your VCE qualification. To be awarded your VCE certificate, you have to complete at least 16 units successfully, with at least three units of an English subject (English, Literature or English Language) and at least three sequences of Units Three and Four studies other than an English subject, so there are some units that you may not be able to change.
Wellbeing The VCE years can be demanding, so it is important for students to stay engaged and take care of themselves physically, emotionally and mentally. Developing healthy study habits, connecting with friends and family and making time to have fun can help keep things in perspective. It is important to remember that there are many pathways to success in life, and VCE is only one of the ways available to achieve career goals. During regular Homeroom sessions and the inclusion of carefully considered guest speakers, students are given assistance and strategies to navigate these demands. The Head of School, Year Level Coordinator, School Counsellor and Homeroom Teacher all provide support for students throughout their VCE years. Fostering a sense of belonging and understanding also helps students keep an eye on their friends and classmates. At Cathedral we have a Code of Conduct by which all students are expected to abide. In addition to that Code of Conduct, the following is a list of guidelines that we ask our VCE students to follow:
What is expected of a VCE student at Cathedral College Wangaratta? Whether or not you change a subject depends on other factors too. For example, the subject you want to pick up may be timetabled at the same time as one of your other subjects or the class may already be full. We will also require you to talk the issue through with the VCE Coordinator. Complete all of your assessments on time. Prepare thoroughly for all of your assessment tasks. Only submit work that is your own. Do not discuss the content of a SAC or other test with a student who has not sat the SAC yet, or with students who have sat a test or SAC before you. • Remember that you need to apply for permission to reschedule an assessment. To do this you must have an important and legitimate reason for missing the scheduled date — approval is not automatic. • If you are ill on the day of an assessment, your parents/guardians must notify the VCE Coordinator immediately. You must also obtain a medical certificate from your doctor and submit that medical certificate to the College. • Seek help as soon as you sense it may be needed; your teachers, the VCE Coordinator and Director of Studies are all there to support you. • • • •
What special consideration is available? The Special Entry Access Scheme (SEAS) is run by most institutions to which you will be applying through VTAC. SEAS is for students who have experienced educational disadvantage and it is broken down into six categories: personal information and location; non-English speaking background; difficult circumstances; disadvantaged financial background; disability or medical condition; and the La Trobe University SALT program (Schools Access La Trobe), Federation University Australia REEP, (Regional Entry Education Program) and Victoria University’s PPP (Portfolio Partnership Program). Applications for special provisions need to be made through the VCE Coordinator, but keep in mind that special provisions are only available in very specific situations. How is the VCE regarded interstate and overseas? If you are interested in studying interstate or overseas, the VCE is very well regarded around Australia and at international universities. When you complete the VCE you receive an ATAR, which provides a clear comparison of your academic performance in relation to other students throughout Australia. This makes considering VCE graduates very straightforward for interstate universities. The VCE is also well regarded by major universities around the world. Many even give a strong indication of the ATAR range they consider for applicants on the international undergraduate admissions pages of their websites. For some universities, you may also be required to complete some other standardised tests such as the SAT or ACT College readiness test for the United States.
VCE Subject Selection Checklist 1. List your present career aspirations and interests on the VCE Subject Selection Planning Sheet found at the back of this book. 2. Use a range of careers resources to identify the tertiary courses available to enter these career areas. 3. Identify any specific tertiary prerequisite subjects for these courses. Please use the Careers Website and other tertiary publications to help guide conversations. 4. If you have no specific career area in mind, review the subjects you enjoy and are most interested in at school and possibly explore tertiary courses of a generalist nature, eg Arts, Science and Commerce degrees. Please speak to the Careers Coordinator for further guidance. 5. You may wish to take note of the current ATAR score required to previously gain entry to these courses. Please note: ATARs change from year to year, so the figures you read now act as guidelines. 6. List the tertiary courses you are interested in on your VCE Subject Selection Planning Sheet along with the prerequisite level Unit Three and Four VCE subjects you require. 7. Read the descriptions of all VCE studies carefully. Aim for variety in your program by selecting studies that build on your strengths and interests. Mathematics and Science studies will expand your tertiary course options. 8. Complete the VCE Subject Selection Planning Sheet: Year Eleven, 2020, which is at the back of this Guide. This will include the name of any proposed Unit Three and Four subject you may want to study in Year Eleven that you have met the criteria for. This is your proposed program. 9. Bring this proposal to your VCE subject selection interview where it will be discussed with your interviewers. You may make adjustments to your selections as a result of this interview, but only consistent with VCAA enrolment policies. 10. You will be given a VCE Subject Selection Form. Transfer the information on your planning sheet to this new form and obtain the necessary signatures. At this point, acceptance into your chosen Units Three and Four subjects for Year Eleven is still to be approved, if applicable. 11. Give your completed forms to the Director of Studies.
BIOLOGY Prerequisites C Grade or above in Year Ten Science. Fast Track in Year Ten - B+ subject average in Core Subjects, with an A in Science. Aim of Course The study of Biology enables students to: • Explore biological concepts relating to microscopic organisms through to ecosystems and the way biological systems interact and are interrelated; • Conduct fieldwork, laboratory activities, investigations and other research techniques which provide evidence based information to analyse and problem solve biological questions. Description of Course Unit One: Ecosystems and biodiversity Students will analyse the biotic and abiotic components of ecosystems and dynamic processes including the movement of energy and matter, the interactions between species and the effects of interactions on population dynamics. They will use classification systems to compare organisms and examine evolutionary relationships. Biodiversity will be explored and the range of conservation strategies being undertaken to conserve and sustain biodiversity within ecosystems. Unit Two: organisms
From single
cells to
multicellular
Students will explore the structure and function of organisms using a range of hands on laboratory activities including microscopy, data loggers and laboratory experimentation. They will study cells and the exchange of materials between cells and their external environment, the processes of photosynthesis and respiration and the role of enzymes in controlling biochemical systems. The specialisation of systems in multicellular organisms including plants and animals will be studied including digestive, transport and gas exchange systems and comparisons made between species.
Unit Three: Continuity of species This unit will focus on the mechanisms of inheritance and the transmission of genetic material from one generation to another. Examination of the structural properties of the DNA molecule and the factors influencing the way the genetic code is expressed in organisms. Recombinant DNA and DNA identification technologies will be studied and their application to agriculture and conservation strategies. Students will study the theory of evolution by natural selection and the formation of species and the evidence put forward to support the theory of evolution. Unit Four: Surviving in a changing environment Examination of the need for organisms to survive, changes to their internal and external environments. Students study the principles of homeostasis and the mechanisms organisms use to respond to changes in the environment such as temperature, water and salt concentrations. The cause, spread and control of infectious diseases is examined.
BUSINESS MANAGEMENT Prerequisites C+ average and above in Mathematics and English is preferable. Fast Track in Year Ten - B+ subject average in Core Subjects Aim of the course The study of Business Management enables students to: • • • •
Understand and apply business concepts, principles and terminology and apply these in complex and changing environments; Recognise the contribution and significance of business within local, national and global markets; Analyse and evaluate the effectiveness of management strategies in different contexts and; Solve business problems and maximise opportunities.
Description of the course Unit One: Planning a business. Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Students explore how businesses are formed as well as the fostering of conditions under which new business ideas can emerge - 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. Students explore the factors affecting business ideas and the internal and external environments within which businesses operate; they also examine the effect of these on planning a business. Unit Two: Establishing a business. This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. Students explore the legal requirements that must be satisfied to establish a business and 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. Various
practices are applied to management contemporary business case studies from the past four years. Unit Three: Managing a business The key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives are studied. Different types of businesses and their respective objectives are examined and consideration of corporate culture, management styles, management skills and the relationship between each of these given. Strategies to manage both staff and business operations to meet objectives are explored in case studies, to gain an understanding of the complexity and challenge of managing businesses. Unit Four: Transforming a business. Businesses are under constant pressure to adapt and change to meet their objectives. Reviewing key performance indicators is vital in determining the current performance and the strategic management of a business. Theoretical models to manage change and improve business performance are investigated, with a focus on the importance of leadership in achieving success.
CHEMISTRY Prerequisites B Grade or above in Year Ten Science. Year Ten Tertiary maths recommended. Aim of Course The study of Chemistry enables students to: • Gain the knowledge, understanding and opportunity to investigate properties and reactions of materials; • Develop an understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties; • Enables students to relate chemistry to other sciences including biology, geology, medicine, molecular biology and agriculture and prepares them for future study in the sciences. Description of Course Unit One: Chemical fundamentals: structure, properties and reactions Students relate matter and energy in chemical reactions as they consider the breaking and reforming of bonds as new substances are produced. They can use materials that they encounter in their lives as a context for investigating the relationships between structure and properties. Unit Two: Molecular interactions and reactions Students develop their understanding of the physical and chemical properties of materials. They learn how rates of reaction can be measured and altered to meet particular needs and use models of energy transfer and the structure of matter to explain and predict changes to rates of reaction.
Unit Three: Equilibrium, acids and bases, and redox reactions Students investigate acid base equilibrium systems and their applications. They use contemporary models to explain the nature of acids and bases, and their properties and uses. This understanding enables further exploration of the varying strengths of acids and bases. Students investigate the principles of oxidation and reduction reactions and the production of electricity from electrochemical cells. Unit Four: Organic chemistry and chemical synthesis Students focus on organic chemistry and the processes of chemical synthesis by which useful substances are produced for the benefit of society. They investigate the relationship between the structure, properties and chemical reactions of different organic functional groups and the vast diversity of organic compounds.
DRAMA Prerequisites
Unit Three: Devised ensemble performance
Whilst the VCAA does not specify any prerequisites for entry to VCE Drama. It is recommended that students have studied at least one Semester of Drama in Year Nine or Ten. Aim of the course The study of Drama enables students to: • Develop, through practice and analysis, an understanding of drama as a way of communicating stories, ideas and meaning; • Devise, perform and ensemble drama work;
evaluate
solo
and
• Explore processes for the creative development of new work and manipulate dramatic elements and productions. Description of the course Unit One: Introducing performance styles Students focus on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Students analyse their own performance work and a work by professional drama performers. They apply play-making techniques to shape and give meaning to their performance and manipulate expressive and performance skills in the creation and presentation of characters and develop awareness and understanding of how characters are portrayed in a range of performance styles. Unit Two: Australian identity Students focus on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. They create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity.
The work of drama practitioners and contemporary practices are explored as students create work that reflects a specific performance style or one that draws on multiple performance styles and is therefore eclectic in nature. They use play-making techniques to extract dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. Students devise and shape their work to communicate meaning or to have a specific impact on their audience. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance. Unit Four: Devised solo performance Students develop skills in extracting dramatic potential from stimulus material and use playmaking techniques to develop and present a short solo performance. They experiment with application of symbol and transformation of character, time and place. They apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work. Students further develop and refine these skills as they create a performance in response to a prescribed structure.
ENGLISH Prerequisites Completion of the Year Ten English course. All students must complete a VCE English course in some form. Aim of Course
with spoken and written elements to create meaning. Unit Three
•
The ability to listen, speak, read, view and write;
•
Create texts for a range of purposes, audiences and contexts;
•
Understand and appreciate different uses of language;
•
Analyse, evaluate and create sustained imaginative, interpretive and persuasive texts;
Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes. Students recognise and analyse the conventions of genre in texts and consider how those conventions may assist interpretation. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them.
•
Engage in critical analysis and evaluation.
Unit Four
The English courses aims to develop:
Description of Course Unit One Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive, persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Unit Two Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended, and the contexts in which they are created and received. Students respond to and create texts, and consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit also focuses on the similarities and differences between texts and how visual elements combine
Students examine different interpretations and perspectives to further develop their knowledge and analysis of purpose and style. They challenge perspectives, values and attitudes in texts, developing and testing their own interpretations though debate and argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and the text and context.
FOOD STUDIES Prerequisites
Unit Three: Food in daily life
Completion of Food Studies Elective at Year Ten.
The physiology of eating and appreciating food, and the microbiology of digestion is investigated and how the changes that occur during food preparation and cooking. Further studies focus on influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns.
Aim of the Course The Food Studies course enables students to: •
Build practical food skills in the planning, preparation, evaluation and enjoyment of food, including the principles and practices that ensure the safety of food;
•
Extend understanding of food origins, cultures, customs and global and local systems of food production, distribution and governance;
•
Analyse and draw evidence-based conclusions in response to food information, food advertising and current food trends.
Description of the Course Unit One: Food origins Students investigate the origins and roles of food through time and across the producing regions of the world. They then look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. They consider the influence of technology and globalisation on food patterns. Practical tasks are completed to enhance, demonstrate and share their learning with others. Unit Two: Food makers The significance of food industries to the Australian economy are explored by investigating the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Practical skills and knowledge are used to produce foods and students consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life.
Unit Four: Food issues, challenges and futures Issues about the environment, ecology, ethics, farming practices, the development and application of technologies and the challenges of food security, food safety, food wastage, and the use and management of water and land are researched. Students consider how to assess information and draw evidence-based conclusions. They apply this methodology to navigate contemporary food fads, trends and diets.
GEOGRAPHY Prerequisites
Unit Three: Changing the land
A genuine interest in the environment and global issues. C+ average and above is preferable.
Two investigations of geographical change take place: change to land cover and change to land use. Students investigate three major processes that are changing land cover in many regions of the world and the distribution and causes of these three processes. Students investigate local land use change and the scale of change, the reasons for change and the impacts of change. Students complete fieldwork and produce a fieldwork report.
Aim of the Course The study of Geography enables students to: •
Examine natural and human phenomena, how and why they change, how they are interconnected and the patterns they form across the Earth’s surface;
•
Gain a spatial perspective that integrates with historical, economic, ecological and cultural perspectives, to deepen their understanding of places, environments and human interactions;
•
Develop interpretative and analytical skills to interpret information presented in a variety of formats including maps, graphs, diagrams and images.
Description of the Course Unit One: Hazards and disasters An overview of hazards is studied before investigating two contrasting types of hazards and the responses to them by people. The hazards studied may occur on a variety of scales and include local relevance, such as bush fires, flooding or drought. The processes involved with hazards and hazard events, including causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena are explored. Unit Two: Tourism The study of tourism at local, regional and global scales emphasises the interconnection within and between places. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, together with cultural preservation and acculturation. The growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism and this is explored during fieldwork.
Unit Four: Human population – trends and issues The geography of human populations explores the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Population movements such as voluntary and forced movements over long or short terms add further dilemmas to population structures and to economic, social, political and environmental conditions.
HEALTH AND HUMAN DEVELOPMENT Prerequisites
Unit Three: Australia’s health in a globalised world
Strong interest in Health related topics.
Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs in Australia and overseas.
Aim of the course The study of Health and Human Development enables students to: •
Develop a broad view of health and wellbeing, throughout human development;
•
Develop understanding of the Australian healthcare system and the political and social values that underpin it;
•
Propose and implement action to positively influence health and wellbeing, and human development, outcomes at individual, local, national and/or global levels.
Description of the course Unit One: Understanding health and wellbeing Students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, with a focus on youth. Students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, investigating the role of food, and through extended inquiry into one youth health focus area. Unit Two: Managing health and development Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.
Unit Four: Health and human development in a global context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Global action to improve health and wellbeing and human development is also explored. Students also investigate the role of non-government organisations and Australia’s overseas aid program and evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.
HISTORY Prerequisites A genuine interest in the past and an aspiration to delve deeper into Modern History. C+ average and above is preferable. Aim of the course The study of History enables students to: •
Develop an understanding of the nature of history and ask questions about the past, analyse primary and secondary sources, and construct historical arguments based on evidence;
•
Recognise that the way in which we understand the past informs decision-making in the present and appreciate that the world in which we live has not always been as it is now, and that it will continue to change in the future.
Description of the course Unit One: Twentieth Century History 1918–1939 Students discover that World War One is regarded as marking the beginning of twentieth century history. The post-war treaties reshaped with new borders, movements, ideologies and power structures. These changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by the Great Depression also contributed to the development of political movements. The period after World War One was characterised by social and cultural change in the contrasting decades of the 1920s and 1930s and new fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism. Unit Two: Twentieth Century History 1945–2000 The nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century are investigated. Despite the establishment of the League of Nations, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, setting the backdrop for the Cold War. The period also saw challenge and change to the established order in many countries. New countries were created, and
independence was achieved military and diplomatic means.
through
both
Units Three and Four: Australian History Over the last two hundred years the history of European settlement in Australia has brought radical changes for the descendants of both the original Aboriginal inhabitants and the incoming colonists. Over this time, crises and movements have also led governments and people to modify the status quo to confront critical challenges to the stability and defence of the nation. Students explore four periods of time which span some of the transformative events and processes that developed and changed the nature of Australian society and created modern Australia.
LANGUAGES OTHER THAN ENGLISH (LOTE) GERMAN
INDONESIAN
Prerequisites
Prerequisites
A continuous study of the language between Years Seven and Ten.
A continuous study of the language between Years Seven and Ten.
Aim of the course
Aims of the study
The study of German is designed to enable students to:
The study of Indonesian enables students to:
•
Use German to communicate with others by understanding how it is structured;
•
Understand and appreciate the cultural contexts in which German is used.
Description of the course The areas of study for German comprise themes and topics, text types, styles of writing, vocabulary and grammar. They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense that they form the subject of the activities and tasks the student undertakes. The text types, styles of writing, vocabulary and grammar are linked, both to each other, and to the themes and topics. Together, as common areas of study, they add a further layer of definition to the knowledge and skills required for successful achievement of the outcomes. The common areas of study have been selected to provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas.
•
Communicate with others in Indonesian in interpersonal, interpretive and presentational contexts;
•
Understand the relationship language and culture;
•
Understand and appreciate the cultural contexts in which Indonesian is spoken.
between
Description of the course There are three prescribed themes: •
The individual;
•
The Indonesian-speaking communities;
•
The world around us.
These themes have a number of prescribed topics and suggested subtopics. All the themes and topics are to be studied over the course of Units One to Four. The order in which the themes and topics are studied is not prescribed; teachers may choose which themes and topics are studied for each unit. In each unit, the learning program will include topics from more than one theme and at least one topic and subtopic for each area of study. The subtopic will provide the context for teaching, learning and assessment of achievement. Consideration should be given to the appropriateness of topics and subtopics in terms of creating logically sequenced language skill development and for the depth of study required in each unit. It is not expected that all topics will require the same amount of study time and some may be more suited.
LEGAL STUDIES Prerequisites A genuine interest in the law. Aim of the course The study of Legal Studies enables students to: •
Understand and apply legal principles to actual and/or hypothetical scenarios, explore solutions to legal problems, and form reasoned conclusions;
•
Analyse the institutions that make laws and understand the way in which individuals can engage in and influence law reform;
•
Understand legal rights and responsibilities, and the effectiveness of the protection of rights in Australia.
Description of the course Unit One: Guilt and liability Legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria assist in understanding the key concepts of criminal law and civil law. Students apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. An appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute are developed. Unit Two: Sanctions, remedies and rights The enforcement of criminal law and civil law are methods and institutions that determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. A detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice is conducted. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.
Unit Three: Rights and justice Students study the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. 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 are studied. Students investigate the extent to which the principles of justice are upheld in the justice system as well as the recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Unit Four: The people and the law The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies. Students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments and protects the Australian people through structures. The significance of the High Court in protecting and interpreting the Australian Constitution is investigated and the relationship between parliament and the courts in law-making analysed. Students consider the roles of the individual, the media and law reform bodies in influencing law reform.
LITERATURE Unit Two
Prerequisites B grade average in Year Ten English. Prospective Literature students would describe themselves as creative and analytical thinkers, a strong reader who reads widely and often, a skilled conveyor of the written word and somebody who has a sense of general curiosity. Aim of Course The study of Literature enables students to: •
Develop skills in listening, speaking, reading and writing;
•
Create texts for a range of purposes, audiences and contexts;
•
Understand and appreciate different uses of language;
•
Respond personally, critically and imaginatively to a range of literary texts drawn from Australian and other historical, contemporary and cultural contexts and traditions;
•
Engage with and contest complex and challenging ideas in order to form their own interpretations informed by a range of critical perspectives;
•
Reflect critically on connections resonances between texts.
and
Description of Course Unit One Students develop knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. They analyse the relationships between language, text, contexts, individual points of view and the reader’s response. This unit develops knowledge and understanding of different literary conventions and storytelling traditions and their relationships with audiences. A range of literary forms is considered: prose fiction, poetry and drama. Through the creation responses, students frame consistent arguments.
Students develop knowledge and understanding of the way texts connect with each other. Drawing on a range of language and literary experiences, students consider the relationships between texts, genres, authors, readers, audiences and contexts. The ideas, language and structure of different texts are compared and contrasted. Exploring connections between texts involves analysing their similarities and differences through an analysis of the ideas and language used. Unit Three Students develop knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people. Through critical analysis and evaluation, the values and attitudes represented in and through texts and their impact on the reader are examined. Throughout the unit, students create analytical responses that are characterised by a confident, engaging style and informed observation. Unit Four Students develop an appreciation of critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response.
MATHEMATICS Aim of Courses There are numerous pathways to follow in mathematics, all 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. The courses are also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts.
Specialist Mathematics Units Three and Four are designed to be taken in conjunction with Mathematical Methods Units Three and Four or following previous completion of Mathematical Methods Units Three and Four. The areas of study extend content from Mathematical Methods Units Three and Four to include rational and other quotient functions as well as other advanced mathematics topics such as complex numbers, vectors, differential equations, mechanics and statistical inference. Study of Specialist Mathematics Units Three and Four assumes concurrent study or previous completion of Mathematical Methods Units Three and Four.
All students are encouraged to study one mathematics course in order to display numerical competency in any work place.
MATHEMATICS METHODS
SPECIALIST MATHEMATICS
Mathematical Methods CAS Unit One and Two
Prerequisites
C grade or better in Tertiary Mathematics Year Ten.
Specialist Mathematics Units One and Two B Grade Average or better in Tertiary Mathematics Year Ten. Specialist Mathematics Units Three and Four Satisfactory completion of Specialist Mathematics Units One and Two, though a ‘C+’ grade average or better is highly recommended. This Mathematics Specialist Course offers Years Eleven and Twelve students the opportunity to advance their mathematical skills, to build and use mathematical models, to solve problems, to learn how to reason logically. Mathematics Specialist is a course that provides opportunities, beyond those presented in Mathematics Methods, to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. Mathematics Specialist contains topics in functions and calculus that build on and deepen the ideas presented in Mathematics Methods as well as demonstrate their application in many areas. Mathematics Specialist also extends understanding and knowledge of statistics. Students must study Mathematics Methods in addition to Mathematics Specialist.
Prerequisites
Mathematical Methods CAS Units Three and Four Satisfactory completion of Mathematical Methods Units One and Two though a ‘C’ grade average or better is highly recommended. Description of the course Mathematics Methods is a course that focuses on the use of calculus and statistical analysis. The study of calculus provides a basis for understanding rates of change in the physical world, and includes the use of functions, their derivatives and integrals, in modelling physical processes. The study of statistics develops students’ ability to describe and analyse phenomena that involve uncertainty and variation. Mathematical Methods Units Three and Four are completely prescribed and extend the study of simple elementary functions to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. They also provide background for further study in, for example, science, humanities, economics and medicine.
GENERAL MATHEMATICS
VCE FOUNDATION MATHEMATICS
Prerequisites
Prerequisites
D grade or better in Year Ten Further Mathematics or an A+ grade in Year Ten General Mathematics.
Satisfactory completion of Year Ten General or Further Maths.
Description of the course General Mathematics Units One and Two provide for a range of courses of study involving noncalculus based topics for a broad range of students and may be implemented in various ways to reflect student interests in, and applications of, mathematics. They incorporate topics that provide preparation for various combinations of studies at Units Three and Four and cover assumed knowledge and skills for those units.
VCE FURTHER MATHEMATICS Prerequisites Satisfactory completion of Year Eleven General Maths. Description of the course Further Mathematics Units Three and Four are designed to be widely accessible and comprise a combination of non-calculus based content from a prescribed core and a selection of two from four possible modules across a range of application contexts. They provide general preparation for employment or further study, in particular where data analysis, recursion and number patterns are important. The assumed knowledge and skills for the Further Mathematics Units Three and Four prescribed core are covered in specified topics from General Mathematics Units One and Two. Students who have done only Mathematical Methods Units One and Two will also have had access to assumed knowledge and skills to undertake Further Mathematics but may also need to undertake some supplementary study of statistics content
Description of the course Foundation Mathematics Units One and Two are completely prescribed and provide for the continuing mathematical development of students entering VCE. In general, these students would not intend to undertake Unit Three and Four studies in VCE Mathematics in the following year. However, students who do well in these units and undertake some supplementary study of selected topics could proceed to Further Mathematics Units Three and Four. Combinations of Mathematics courses at VCE over Year Eleven and Twelve. Unit One and Two Foundation Mathematics General Mathematics Mathematical Methods General Mathematics and Mathematical Methods Mathematical Methods Mathematical Methods and General Mathematics Mathematical Methods and Specialist Mathematics General Mathematics, Mathematical Methods and Specialist Mathematics
Unit Three and Four Further Mathematics* Further Mathematics Mathematical Methods or Further Mathematics Mathematical Methods and/or Further Mathematics Mathematical Methods and Specialist Mathematics Mathematical Methods and Specialist Mathematics Mathematical Methods and Specialist Mathematics Further Mathematics, Mathematical Methods and Specialist Mathematics
*Additional teaching of Unit One concepts would be required.
MEDIA Prerequisites Completion of a Media Elective at Year Ten. Aim of the course The study of Media enables students to: •
Investigate and analyse their own and others’ experience of the media and examine the relationship between audiences and the media;
•
Develop an understanding of the nature, roles, structure and contexts of creation and distribution of media forms and products through theoretical study and practical application;
•
•
Analyse media stories and narratives to understand how meaning is constructed and how audiences are engaged; Develop and refine skills in the design, production, evaluation and critical analysis of media products in a range of contexts and forms for different audiences.
Description of the course Unit One: Media forms, representations and Australian stories The relationship between audiences and the media is dynamic and changing. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. Unit Two: Narrative across media forms An understanding of the concept of narrative in media products is developed by studying both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society and undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.
Unit Three: Media narratives and pre-production Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Unit Four: Media production and issues in the media By focusing on the production and postproduction stages of the media production process, students refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.
MUSIC PERFORMANCE Prerequisites
Unit Three: Music Performance
Whilst the VCAA does not specify any prerequisites for entry to VCE Music Performance, it is recommended that students will have least four to five year’s experience in learning an instrument prior to commencement and that private instrumental lessons are maintained for the duration of the course. All students considering this course are strongly advised to undertake at least one Music elective across Years Nine and Ten.
In Music Performance students build and refine their performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the end-of-year examination. As part of their preparation, students will take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. Students develop, refine and focus their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.
Aim of the course The study of Music enables students to: •
Develop and practise musicianship;
•
Perform, compose, arrange and improvise music from diverse styles and traditions;
•
Engage with diverse music genres, styles, contexts and practices.
Description of the course Unit One: Music Performance Music Performance focuses on building students’ performance and musicianship skills to present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance work to address technical, expressive and stylistic challenges relevant to works they are preparing for performance. Students also develop their listening, aural, theoretical and analytical musicianship skills. Unit Two: Music Performance Students focus on building their performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They continue to develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.
Unit Four: Music Performance Students focus on further development and refinement of performance and musicianship and continue preparation of a performance program they will present in the end-of-year examination. Through analyses of other performers’ interpretations and feedback on their own performances, students refine their interpretations and optimise their approach to performance. Students continue to address challenges relevant to works they are preparing for performance and to strengthen their listening, aural, theoretical and analytical musicianship skills.
PHYSICAL EDUCATION Prerequisites: A minimum of a ‘B’ grade in Year Ten Physical Education (core subject) and English and Science. To have completed at least one of Year Ten Physical education elective or Year Nine Anatomy and Physiology To Fast Track in Year Ten, students must gain B+ in all Core Subjects. Aims of the course The study of Physical Education enables students to: •
Use practical activities to underpin contemporary theoretical understanding of the influences on participation and performance in physical activity, sport and exercise;
•
Develop an understanding of the anatomical, biomechanical, physiological and skill acquisition principles, and of behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity across the lifespan;
•
Engage in physical activity and movement experiences to determine and analyse how the body systems work together to produce and refine movement.
people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. Unit Three: Movement skills and energy for physical activity Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.
Description of the course
Unit Four: Training to improve performance
Unit One: The human body in motion
Students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity and consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods.
Students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities, students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Unit Two: Physical activity, sport and society Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other
PHYSICS Prerequisites C+ Grade or above in Year Ten Science Minimum Year Ten Further Maths. Aim of the course The study of Physics enables students to: •
Understand and explain the physical world, both natural and constructed;
•
Examine models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops;
•
Investigate questions related to selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves.
Description of the course Unit One: What ideas explain the physical world? Students explore some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. They consider thermal concepts by investigating heat and assessing the impact of human use of energy on the environment. Students evaluate common analogies used to explain electricity and investigate how electricity can be manipulated and utilised. They examine current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe. Unit Two: What do experiments reveal about the physical world? Students explore the power of experiments in developing models and theories. They make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored including through indirect observations. Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. They choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science.
Unit Three: How do fields explain motion and electricity? Students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. They explore the interactions, effects and applications of gravitational, electric and magnetic fields including the design and operation of particle accelerators. Students use Newton’s laws and Einstein’s theories to investigate and describe motion. Unit Four: How can two contradictory models explain both light and matter? Light and matter – which initially seem to be quite different – have been observed as having similar properties. Students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and analyse its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter.
PRODUCT DESIGN AND TECHNOLOGY Prerequisites
Unit Three: Applying the product design process
Completion of Product Design and Technology Elective at Year Ten.
Students design and develop a product that addresses a personal, local, or global problem or that meets the needs and wants of a user. The product is developed through a design process and is influenced by a range of factors including the purpose, function and context of the product; user-centred design; innovation and creativity; design elements and principles; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology. Students identify methods which could be used in a low-volume or high-volume production setting to manufacture a similar product to their design. A design brief is prepared, outlining the context or situation around the design problem and describing the needs and requirements in the form of constraints or considerations.
Aim of the course The study of Product Design and Technology enables students to: •
Use design thinking and develop their understanding of product development and how these occur in a variety of contexts and environments;
•
Apply design practice by generating and communicating multiple creative ideas, concepts and product design options using a range of techniques to develop viable solutions to problems;
•
Examine methods of sourcing, processing, producing and assembling materials and social, economic, ethical, legal and environmental implications.
Description of the course Unit One: Sustainable product redevelopment This unit focuses on the analysis, modification and improvement of a product design with consideration of sustainability. Students examine claims of sustainable practices by designers and consider the sustainability of an existing product, such as the impact of sourcing materials, manufacture, distribution, use and likely disposal. They consider how a redeveloped product should attempt to solve a problem related to the original product. Unit Two: Collaborative design Students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including enduser/s’ needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Digital technologies are used to facilitate teams to work collaboratively online. Inspiration is gained from an historical or a contemporary design movement or style.
Unit Four: Product development and evaluation Students gain feedback throughout the process of production with the user of their product. They make comparisons between similar products to help evaluate the success of a product in relation to a range of product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the product design factors.
PSYCHOLOGY Prerequisites
Unit Three: How does experience affect behaviour and metal processes?
C+ Grade or above in Year Ten Science. Aim of the course The study of Psychology enables students to: •
Explore how people think, feel and behave through the use of a biopsychosocial approach;
•
Pose questions, formulate research hypotheses, operationalise variables, collect and analyse data, evaluate methodologies and results, justify conclusions, make recommendations and communicate their findings.
Unit Four: How is wellbeing developed and maintained?
Description of the course Unit One: How are processes shaped?
behaviour and
The nervous system influences behaviour and the way people experience the world. Students examine the functioning of the nervous system to explain how a person can interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved.
mental
Students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Unit Two: How do external factors influence behaviour and metal processes? A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. Students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They 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 an individual and groups.
Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. Students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors.
OUTDOOR AND ENVIRONMENTAL EDUCATION Prerequisites Completed at least one Outdoor Education elective in Year Nine or Ten. Have a passion for being Outdoors and camping. Students must participate in a variety of outdoor camps. Aim of the course The study of Outdoor Education enables students to: •
•
•
Develop an understanding of the ecological, historical, economic and social factors that have affected and will continue to affect outdoor environments over time; Develop skills, knowledge and behaviours that promote safe and sustainable interaction with outdoor environments; Identify and analyse the strategies used to protect, conserve and manage outdoor environments in a sustainable manner.
Description of the course Unit One: Exploring outdoor experiences Students examine some of the ways in which humans understand and relate to nature through experiences of outdoor environments. They are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments.
Unit Two: Discovering outdoor environments Students study the impact of nature on humans, and the ecological, social and economic implications of the impact of humans on outdoor environments. They develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments and examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise the impact of humans on outdoor environments. Unit Three: environments
Relationships
with
outdoor
Case studies of a range of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Unit Four: Sustainable outdoor relationships Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current acts and conventions as well as management strategies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments and evaluate the strategies and actions they employ.
STUDIO ARTS Prerequisites Completion of a Visual Art Elective at Year Ten. Aim of the course The study of Studio Arts enables students to: •
Express themselves creatively through art making and come to understand how to support and sustain their art practice; this includes refining skills appropriate to the art form;
•
Analyse and draw inspiration from the ways in which artists apply studio processes in the production of their individual artworks;
•
Develop an understanding of professional art practices related to the exhibition of artworks to an audience, including the roles and methods involved in the presentation of artworks in a range of gallery and exhibition spaces.
Description of the course Unit One: Studio inspiration and techniques Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. Unit Two: Studio exploration and concepts Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Comparisons of contemporary art with historical art styles and movements are made.
Unit Three: Studio practices and processes Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the studio process to support the making of finished artworks in Unit Four. Students are expected to visit at least two different exhibitions and study specific artworks displayed in these exhibitions during their current year of study. Unit Four: Studio practice and art industry contexts Students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit Three. They present visual and written evaluation that explains why they selected a range of potential directions from Unit Three to produce at least two finished artworks in Unit Four. The development of these artworks should reflect refinement and skilful application of materials and techniques, and the resolution of ideas and aesthetic qualities discussed in the exploration proposal in Unit Three. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks.
VISUAL COMMUNICATION DESIGN Prerequisites Completion of a Visual Communication Elective at Year Ten. Aim of the course The study of Visual enables students to:
Communication
Design
•
Develop and apply drawing skills using a range of techniques and design thinking;
•
Apply a design process to create visual communications;
•
Understand how key design elements, design principles, media, materials and manual and digital methods contribute to the creation of their own visual language.
Description of the course Unit One: Introduction to Visual Communication Design Students use visual language to communicate messages, ideas and concepts, acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. They are introduced to four stages of the design process: research, generation of ideas, development of concepts and refinement of visual communications. Unit Two: Applications of visual communication within design fields Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design and apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts.
Unit Three: Visual communication design practices Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of the process of visual communication designers to support the development of their own designs. Unit Four: Visual communication design development, evaluation and presentation Students produce two final presentations of visual communications which apply the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit Three, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.
VET – VOCATIONAL AND EDUCATION TRAINING COURSES VCE VET programs are vocational training programs approved by VCAA. The VET courses offered by Cathedral College Wangaratta contribute to study score in a VCE certificate. VCE VET programs lead to nationally recognised qualifications, thereby offering students the opportunity to gain both the Victorian Certificate of Education (VCE) and a nationally recognised Vocational Education and Training (VET) certificate. VCE VET programs: •are fully recognised within the Units One to Four structure of the VCE and contribute towards satisfactory completion of the VCE. VCE VET units have the same status as other VCE units. •function within the National Skills Framework. •VET enables students to acquire workplace skills through nationally recognised training described within an industry-developed training package or an accredited course. A VET qualification is issued by an RTO (Registered Training Organisation) but is taught by a CCW teacher. The achievement of a VET qualification signifies that a student has demonstrated competency against the skills and knowledge required to perform effectively in the workplace. •VET can be delivered to secondary students in Year Ten, Eleven or Twelve. For more information regarding VCE VET, refer to https://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx The VCAA strongly recommends that students undertake a minimum of 80 hours for VCE VET Programs. This means that students must meet the normal attendance requirements of VCE. In 2021 two scored VET courses will be taught within the school curriculum – Cert III Sport and Recreation and Cert III Information and Digital Media. This is offered to students in Year Ten, and Year Eleven if the timetable permits.
VCE VET CERT III - INFORMATION AND DIGITAL MEDIA The VCE VET Information, Digital Media and Technology program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with a broad range of skills and knowledge to pursue a career or further training in related areas of information technology in a range of industry areas. The VCE VET Information, Digital Media and Technology program is specialised or broad, depending on the needs of the student. It equips learners with future-ready ICT skills and knowledge to prepare them for a successful ICT career. ICT covers all areas related to processing, manipulating, and managing information, such as producing digital images, social media, operating software packages and website building.
VCE VET CERT III - SPORT AND RECREATION VET Sport & Recreation provides students with the skills and knowledge to work in the sport and recreation industries. In Units One and Two, students will complete a range of different electives including sport specific activities, planning and conducting sport and outdoor recreation events and planning and conducting fitness programs. Units Three and Four offers scored assessment and includes core units such as plan and conduct programs, risk assessment, and conduct coaching with foundation level participants. Leadership, organisational and specialist activity skills will be developed through the units of competency undertaken in the selected program. Over the two year program, students will have the opportunity to gain their Level 2 first Aid Certificate, Level 1 Sports Trainers Certificate and Certificate III in Sport and Recreation. Employment opportunities reflect roles such as Recreation Officer, Activity Operation Officer, Sport and Recreation Attendant, Community Activities Officer or Leisure Services Officer.
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Cathedral College Wangaratta
A school of The Anglican Schools Commission (Inc.)
discover
belong
achieve
PO BOX 1086 Wangaratta VIC 3676 Telephone: 03 5722 2144