Senior School Curriculum Handbook 2019

2019 Senior School Curriculum Handbook

Decision Making

07

Year 7

33

Year 8

59

Year 9 (City Campus)

75

Years 10 - 12 (VCE/VET)

Welcome

05

Year 7

Senior School Contacts

Year 8

03

Year 9

Welcome

Years 10 - 12

02

Contents

Contents

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Welcome “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.” - Maimonides One of the most controversial topics in education is determining what it is that young people should know, understand and be able to do following their time at school. At ELTHAM College we ask you to consider Maimonides – what you are taught may be important, may be interesting, may be valuable to you, but the really important skill that will nourish you throughout your life is learning how to learn, how to think critically, reflectively and independently.

School should be a place that inspires and enriches the life of its community, growing hearts and minds to produce young people who will become effective and engaged global citizens.

In a volatile and changing world it is not knowledge on its own that will enable you to thrive and make positive and ethical contributions to society, but that important ability to adapt, to think critically and creatively, and to be open to new skills and new ways of thinking.

We are currently experiencing exponential advances in the use of technology, interacting with other socio-economic and demographic factors to create ‘a perfect storm’ of change.

This has resulted in major disruptions to employment opportunities. New kinds of jobs are emerging, partly or wholly displacing others. The skill sets required for fulfilling and rewarding employment are changing, and this is transforming how and where people work. You will probably make frequent and substantial career changes over the course of your working life.

You will certainly be required to develop the habit of life-long learning.

What is more, education hopes not merely to meet the needs of students in seeking employment; it must enrich your understanding of yourself and your society, so that you can become someone with a sure sense of your identity, your abilities, your dreams and your responsibilities.

The school curriculum must prepare its young people for a future that perhaps only they can imagine. So go ahead! Imagine. Create. Think. Learn. You will then face the challenges of the future with confidence and skill.

Des Davey, the very first ELTHAM College Principal, spoke often of the ‘educational triangle ‘; a partnership represented by the three leaves of the College logo – the student, the home and the school. For you, the student, this partnership means that your endeavours, your hopes and your dreams are supported by the whole College community. Remember to engage fully in every moment of your daily school life. Every lesson, every co-curricular event or club presents an opportunity to become more than what you are now. Seize the day!

Dorothy Allan Director, Curriculum and Head of Literacy

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ELTHAM College 2019 Senior School Curriculum Handbook

Senior School Contacts Senior School

Subject Teachers

Main Reception 9437 1421 reception@elthamcollege.vic.edu.au

All Senior School staff can be contacted by phone on 9437 1421, or via email. All of our email addresses utilise the same format (first name initial followed by surname) as shown in this example: mpobjoy@elthamcollege.vic.edu.au or use the contact list on mE.

Senior School Office 9433 9954 snroffice@elthamcollege.vic.edu.au Mike Brennin Deputy Principal 9433 9841 mbrennin@elthamcollege.vic.edu.au Mark Pobjoy Director, Senior School 9433 9936 mpobjoy@elthamcollege.vic.edu.au

Contents

Dorothy Allan Director, Curriculum and Head of Literacy 9433 1421 dallan@elthamcollege.vic.edu.au Trish Douglas VCE Coordinator 9433 9974 tdouglas@elthamcollege.vic.edu.au

Year Level Coordinators Jane Norton Year 7 Coordinator 9433 9811 jnorton@elthamcollege.vic.edu.au

Welcome

Stephanie Lim-Duke Year 8 Coordinator 9433 9821 sduke@elthamcollege.vic.edu.au Evan Watts Head of Year 9 9433 9973 ewatts@elthamcollege.vic.edu.au Lesley Moulin Year 10 Coordinator 9433 9838 lmoulin@elthamcollege.vic.edu.au

Year 7

Brad Stelfox Year 11 Coordinator 9433 9955 bstelfox@elthamcollege.vic.edu.au Susan Driessen Year 12 Coordinator 9433 9826 sdriessen@elthamcollege.vic.edu.au

Wellbeing Di Murphy Student Counsellor 9433 9868 dmurphy@elthamcollege.vic.edu.au

Year 8

LifeWork Advisors Margie Jordan 9433 9801 mjordan@elthamcollege.vic.edu.au Melissa Jenkins (currently on leave) 9433 9956 mjenkins@elthamcollege.vic.edu.au

Year 9

Laura Jones 9433 9956 ljones@elthamcollege.vic.edu.au

International Student Team Franceen Challons International Liaison Officer 9433 9845 fchallons@elthamcollege.vic.edu.au

Years 10 - 12

Angela Cronwright Administration Assistant, International Students 9433 9998 acronwright@elthamcollege.vic.edu.au

3

Decision Making The first step in making any decisions about a school program and a possible future career is to understand yourself, namely: •

who you are

•

what you like and do not like

•

what you are good at, and

•

your values

There is no ‘right’ or ‘wrong’ choice. Life will take you on a complex journey involving many changes and career decisions. At each step it’s all about making the best decision you can at the time, using the best resources available.

Contents

The thinking and reflecting process is an ongoing one, which we encourage you to engage with fully. The following resources can help you in the important process of getting to know yourself and learning about the world of work and where you might best fit.

Careers/Jobs

Welcome

Myfuture (myfuture.edu.au): is a comprehensive career information service. It has a career exploration tool and provides job information. It can be particularly useful for putting together job resumes and course applications. Set up a careers profile and reflect on your skills and values.

Job Outlook (joboutlook.gov.au/Default.aspx): Explore careers that you are interested in learning more about. Discover their future outlook and the types of skills, knowledge and abilities you may need. You can get ideas about what careers you might like to aim for now or in the future.

Years 10 - 12

Year 9

Year 8

Year 7

Career Bullseyes (myfuture.edu.au/bullseyes): Explore career pathways by selecting a learning area that you enjoy.

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Core Subjects

Contents

Year 7 08 Community Program Humanities – Geography and Economics

11

Humanities – History, Civics and Citizenship

12

Languages Other Than English (LOTE) – Chinese

13

Languages Other Than English (LOTE) – French

14

Mathematics

15

Music

16

Outdoor Education

17

Physical Education

18

Science

19

Sport (Interschool)

Year 7

10

Welcome

09 English

Modules Home Economics 20 Get Up and Go with Food 21 Multimedia

Food Sustainability for You, Me and the Planet

22 Media Remix

Year 8

23 Image Remix 24 Making Things Move Performing Arts

25 Dance 26 Crew’s Control 27 Donkeys, Damsels and Dictators 28 Introduction to Performing Shakespeare and Other Classics

Year 9

29 Living Art 30 Picture This!

Years 10 - 12

Visual Arts

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Year 7 Core Subjects Community Program Our Year 7 Community Program encompasses the core health and wellbeing program, Learning in Depth (LiD) and The Compass Award under the administration of Awards Victoria and the precursor to The Duke of Edinburgh Award. Early in Term 1 students are introduced to their Year 11 Mentor who has undertaken leadership training and is from the same House. The mentors design activity programs that are delivered across the year to foster connections and promote leadership and mentoring. The mentors offer guidance with The Compass Award, share their experiences of ‘being 13’ and the wisdom gained in their school journey.

The Community Program is structured across the year as detailed below and expanded in Year 8 for age and stage appropriate growth.

Learning in Depth (LiD) All students in the Years 7 and 8 programs undertake an individual extended research program – Learning in Depth (LiD). The LiD program develops students’ fundamental research and investigation skills by engaging their imagination, expanding their knowledge, deepening their learning and enhancing their critical and creative thinking skills.

For LiD, students will be assessed on their research, topic proposal and a final presentation worth 60% of their grade. Students will also be assessed on their participation in the Wellbeing units.

Compass Award A key part of developing students’ connections and commitment to themselves and their community is the Compass Award. Each student in Year 7 and 8 will complete the four levels of the Compass Award over their two years in the program. The Award is modelled on a research and evidence based program that has been tailored in a way that is unique to ELTHAM. It enhances the development of each individual student, requiring them to take ownership of their learning by setting and achieving personal goals in the areas of physical activity, skills, volunteering and exploration with a strong focus on philanthropy.

Skills

Content

Students will:

Term 1:

•

learn how to be effective communicators

•

Orientation / Outdoor Education / ELTHAM College

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think creatively and critically

•

Technology Course

•

learn how to research, investigate and document their findings

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COMPASS Level 1

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FUNdRaiser Activity Day supported by Year 11 Mentors

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practise planning and goal setting

Term 2: •

Learning in Depth (LiD): Research and investigation

•

skills leading to a project proposal

•

COMPASS Level 1 Completed

Term 3: •

‘I am 13’ – Wellbeing unit

•

Identity and transition into adolescence

•

COMPASS Level 2

Term 4:

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ELTHAM College 2019 Senior School Curriculum Handbook

•

Learning in Depth (LiD): Project undertaking

•

culminating in a presentation

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COMPASS Level 1 and 2 submitted for Award

English

critical thinking

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Stories of the Dreamtime

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analysing how text structures influence and are dependent on audience, purpose and context

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Uglies by Scott Westerfeld

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Coraline by Neil Gaiman

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creating a literary interpretation of texts that they study

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Pixar’s Up

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a range of poetry

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a range of media texts

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writing analytical text responses

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writing creative pieces such as poetry and stories

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comparing and contrasting texts

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analysing the language used in media texts

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writing and presenting a persuasive speech

Welcome

•

Year 7

During the year students will explore the following:

Year 8

Students will further develop skills in:

Year 9

Content

Years 10 - 12

Skills

Contents

The study of English at ELTHAM aims to develop students’ creativity and imagination whilst covering the essential English skills of reading, viewing, listening, speaking and writing.

Students study English for five hours a week including a library lesson. They read a variety of fiction and non-fiction texts and create analytical and creative responses. Students also build their persuasive writing and speaking skills by participating in the Carson Trophy Public Speaking Competition and ongoing discussion and group activities arising from their study of texts. Building strong foundations in grammar, spelling and punctuation is a priority in these early years and students regularly complete grammar and spelling exercises and are encouraged to read and borrow a range of texts regularly.

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Year 7 Core Subjects Humanities Geography and Economics The Year 7 curriculum for Geography focuses on ‘Place and Liveability’ and ‘Water in the World’. Students consider what we mean by liveability and how it is measured. They consider the liveability of a range of places, including ELTHAM College. This study leads into an analysis of how chocolate is manufactured and the impact this industry has on people and places.

The power of consumers to promote ethical businesses is also examined. Students then study water as a resource and the impacts of water scarcity and water stress upon people and countries. How we can better manage water is also considered.

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Skills

Content

Students will develop skills in:

‘Place and Liveability’ looks at where we live and how we live, what features we need/desire for a comfortable life and differences between developed and developing countries. Through these themes, students will explore ways in which people and organisations make decisions in relation to the allocation of resources. This unit also develops the students’ mapping skills.

•

critical thinking

•

explaining processes that influence the characteristics of places

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identifying, analysing and explaining spatial distributions and patterns and their implications

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identifying, analysing and explaining interconnections within places and between places

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collecting and recording geographical data from primary and secondary sources

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fieldwork

•

using ethical protocols

•

analysing maps

•

identifying relationships and trends, and generating a range of alternatives for an economic issue

•

evaluating the potential costs and benefits of actions

ELTHAM College 2019 Senior School Curriculum Handbook

‘Water in the World’ examines the many uses of and varied access to water, develops understanding of the environment and the differences between developed and developing countries using studies from Australia, Asia and Africa. The content touches on the role of international aid agencies in offering support to local communities in practical and financial ways.

A range of assessment tasks may be undertaken, including a field work report, the creation of an infographic, and a comparative report or tests.

Humanities History, Civics and Citizenship

critical thinking

•

sequencing significant events in chronological order

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identifying continuities and changes

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analysing and corroborating sources

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analysing different perspectives

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developing and researching historical inquiry questions

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analysing issues about national identity

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identifying ways that student can be informed citizens

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planning and communicating in a variety of forms

A range of assessment tasks may be undertaken including a research report, a source analysis, the creation of a museum exhibit, an essay, an oral presentation, tests and an examination.

Welcome

•

Year 7

Students begin with an examination of early man and the Neolithic revolution. As part of this study they examine Otzi the iceman and the archaeological site at Lake Mungo. This is followed by an examination of Ancient Greece, including a discussion about different types of government such as democracy and oligarchies.

Year 8

Students will develop skills in:

Year 9

Content

Years 10 - 12

Skills

Contents

The Year 7 curriculum for History, Civics and Citizenship, focuses on Ancient History, specifically the ancient civilisations. Students examine societies and their structures, look at the place of evidence in discovering knowledge, and at the process of piecing together the story from primary and secondary sources.

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Year 7 Core Subjects Languages Other Than English (LOTE) Chinese The focus is on starting to develop students’ ability to communicate in simple language about aspects of their daily life. They start to develop an understanding of how languages operate as a system, and the differences between their mother tongue and the target language.

Students learn to recognize and use accents or relate characters to their sound and meaning as part of understanding other language systems. This leads into developing accurate pronunciation especially of sounds not in their mother tongue, such as tones. The prescribed language tasks are also designed to enhance students’ intercultural understanding. Topics are selected because of their importance in the systematic acquisition of the language and cultural understandings related to the specific target language, and may also relate to, or complement, aspects of study in other domains.

Students exchange information and ideas based on specific themes and topic and the individual student’s language competence at this level.

Skills

Content

Students will further develop skills in:

During the year students will explore the following:

•

•

greeting in chinese

•

numbers

•

family and pets

•

sports and school activities

•

country names

•

12

familiarisation with pronunciation system – pinyin such as four tones and coding/decoding pinyin spelling system familiarisation with character formation system such as the sequence of character writing and character components

•

recognising characters in the texts as well as writing simple characters

•

using sentence structures accurately

•

expressing simple ideas and meanings in the targeted language

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engaging in small group work and whole class activities

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individually completing online work regularly

•

typing characters in applications

•

writing characters

ELTHAM College 2019 Senior School Curriculum Handbook

Students will be assessed with their listening, speaking, reading and writing skills along with cultural projects.

•

reading

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greetings, numbers and age

•

speaking

•

•

listening

talking about yourself, your preferences and your family

•

writing

•

days, months, seasons and weather

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cultural differences between France and Australia

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sport, travel and daily routines

Throughout the year, students participate in a range of formative and summative assessment tasks. They complete vocabulary tests, participate in role-plays and prepare oral and written responses to course content covering the four strands of learning – writing, reading, speaking and listening.

Welcome

The course will cover:

Year 7

Students will further develop skills in:

Year 8

Content

Year 9

Skills

Years 10 - 12

The aim of the course is to expose students to the French language and culture in a stimulating and lively manner. In the first instance speaking and listening skills are emphasised. Reading and writing are introduced progressively once the students are familiar with the material in the spoken form. At the end of the course students should be able to talk and write simply about themselves and others. Students are introduced to French culture through participation in a variety of cultural activities. Students are exposed to key grammatical concepts in an informal way through role-play, songs, pictures, stories and videos. Students take part in a range of structured activities, covering all language skills.

Contents

Languages Other Than English (LOTE) French

13

Year 7 Core Subjects Mathematics Mathematics is a mandatory and essential subject for study. Mathematics fosters logical and critical thinking skills students will use in years to come in ways they never imagined. They will begin with methods for classic operational algorithms before looking at statistics, algebra and measurement in detail, with project based learning used to supplement and further their understanding. A familiarity of this content will act as a foundation for Year 8 Mathematics.

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Skills

Content

Students will develop an understanding of the following mathematical areas:

The main areas of focus of this course are: •

reintroduction to algorithmic methods learned in primary school

number

•

introduction to algebraic notation and basic concepts

•

handling data

•

•

shape, space and measure

working with chance, basic probabilities and looking at effects on outcomes

•

understanding how we find area and perimeter of a number of shapes

•

algebra

•

ELTHAM College 2019 Senior School Curriculum Handbook

Music

instrumental technique

•

reading music notation

•

rhythm

•

melody and phrasing

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dynamics and articulation

•

ensemble playing

•

performance skills

The students will be given the opportunity to choose which instrument they wish to play. The instruments from which can choose include: flute, clarinet, trumpet, trombone, and percussion. The students will present two concerts throughout the year, toward the end of Term 2 and at the end of Term 4. These concerts will feature performances by large and small ensembles, solos, duos and trios. The concerts provide an opportunity for the students to demonstrate the skills they have learned throughout the year.

Welcome

•

Year 7

All Year 7 students are given a musical instrument at the beginning of the year. They will learn to play this instrument in group lessons throughout the year and will rehearse and perform together as a class band.

Year 8

Students will further develop skills in:

Year 9

Content

Years 10 - 12

Skills

Contents

Music is a compulsory core subject for all Year 7 students at ELTHAM College. The study of music fosters logical and critical thinking skills and encourages creative thinking. Music builds imagination and intellectual curiosity, and also helps develop language and reasoning.

Learning a musical instrument encourages the development of discipline and commitment, and performing in an ensemble develops teamwork skills.

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Year 7 Core Subjects Outdoor Education Outdoor Education is an integral part of each student’s educational experience at the College.

The program fosters in each student a feeling of personal achievement, a connection to their House community and an increasing level of independence. Students are expected to take on appropriate responsibilities within their group and contribute to the overall group.

At Eumarella Bush Camp in Anglesea, students will explore a marine environment finding a balance between structure and independence, effort and relaxation, excitement and stillness, comfort and challenge.

Skills

Content

Students will further develop skills in:

Students will be encouraged to enjoy the fun and educationally diverse activities that occur over the five days of this compulsory program. Under the guidance of experienced staff, students will live as an independent community in tents and prepare their own meals in the natural environment. They will engage in a range of marine-based activities including safe surfing and canoeing, they will also participate in mountain bike riding, challenge course, environmental education and bush walking in the coastal hinterland.

•

planning and producing camp meals using a Trangia stove

•

becoming self-sufficient with hygiene practices including food storage

16

•

preparing packs for an overnight hike

•

recognising different surf conditions eg. rips and currents and making safe decision when entering water

•

recognising confidence and anxieties when exposed to various activity settings

•

understanding the concept of journey programs

ELTHAM College 2019 Senior School Curriculum Handbook

Physical Education

fundamental motor skill development

•

game play and strategy

•

safe equipment usage

•

team play and sportsmanship

•

organisation

Students will be subjectively assessed upon their ability to demonstrate and further develop skills in the following areas: teamwork and sportsmanship, cooperation and attitude, effort and participation, fundamental motor skill ability and knowledge and understanding of rules, tactics and strategies.

Welcome

•

Year 7

The units typically include: volleyball, water polo, soccer, softball, fitness, badminton, netball and basketball.

Year 8

Students will develop:

Year 9

Content

Years 10 - 12

Skills

Contents

Across Year 7 students work on further developing fundamental movement skills in isolation and performing these skills sequentially in game play, whilst enhancing their ability to perform as effective team members. Students also prepare for House sporting events which include athletics, cross country and swimming.

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Year 7 Core Subjects Science In science, claims need to be based on evidence, usually collected by carrying out a scientific investigation in the form of a fair test. Throughout the year students will expand their ability to think scientifically, design and carry out fair tests and learn the fundamentals behind their research.

Students will be assessed in a variety of ways including tests, projects, and practical reports.

Skills

Content

Students will develop skills in the following areas:

The course will cover:

•

the study of ecosystems and the classification of living things.

Semester 1:

•

the study of water as a special substance with unique physical and chemical properties. These unique properties enable us to use the physicochemical processes of separation science to provide us with water fit for drinking.

•

18

understanding how objects start moving, stop moving or change their velocity when affected by an unbalanced force. Gravity and friction are two forces that affect all motion on Earth.

•

understanding how the relative positions of the sun, Earth and moon can be used to explain predictable phenomena including eclipses, seasons, tides and phases of the moon.

•

scientific investigations that involve scientific questions and developing hypothesis.

•

gathering data through accurate measurement and repeated trials.

•

explaining and summarising patterns in scientific data.

ELTHAM College 2019 Senior School Curriculum Handbook

•

Introduction to Science

•

Astronomy: Solar System, Earth – Sun - Moon Interactions, Comets & Meteors

•

Biology: Ecology, Food Chains and Webs, Classification

Semester 2: •

Chemistry: Atoms, Water Molecule, Solutions and Separating Solutions

•

Physics: Forces, Movement, Force Fields

Sport (Interschool) As a member of the Eastern Independent Schools of Melbourne (EISM) ELTHAM College’s Year 7 students are given opportunities in broad range of sporting pursuits.

In addition to representing the College at Swimming, Athletics and Cross Country carnivals, Year 7 students are offered the following sports, which occur throughout Terms 2, 3 and 4 on Monday afternoons:

Term 2: hockey, tennis Term 3: football, volleyball, table tennis (mixed) Term 4: basketball, soccer Girls

Contents

Boys

During Term 1, Year 7 students are provided with a range of activities by our specialised staff and coaches that include a swimming capability assessment and an introduction to track and field athletics disciplines.

Welcome

Term 2: hockey, tennis, basketball, soccer Term 3: hockey, netball Term 4: tennis, volleyball, table tennis (mixed)

Skills

hand-eye coordination

•

various skill development

•

teamwork

•

resilience

•

self discipline

Year 8

•

Year 9

increased fitness

Years 10 - 12

•

Year 7

The skills engaged through participation in interschool sport include:

19

Year 7 Modules Home Economics Get Up and Go with Food In this module, students will use the design process to develop their food production skills and explore factors influencing healthy food choices to ‘Get Up and Go with Food!’

Will creating your very own pasta sauce recipe be a highlight or a challenge? The assignment for this module will enable students to design then produce their recipe at home for their family.

This is a great module to choose for your first Home Economics experience, or if you have a love of developing recipes that you could copyright as your own.

20

Skills

Content

The Home Economics module at Year 7 has a strong focus on skill development through food preparation.

The course is structured in the following way:

Students will be able to:

•

food production incorporating food preparation, safety, hygiene and storage

•

use kitchen tools and gas and electric ovens

•

understanding why we eat what we eat

•

work safely in a kitchen

•

•

follow and design a recipe

•

make food choices using the Healthy Eating Pyramid

the design process investigating, developing and evaluating one or more recipe(s) that are produced at home

•

respond to a design brief

ELTHAM College 2019 Senior School Curriculum Handbook

Home Economics Food Sustainability for You, Me and the Planet

The course is structured in the following way: •

food production incorporating food preparation, safety, hygiene and storage

•

use kitchen tools and gas and electric ovens

•

understanding why we eat what we eat

•

work safely in a kitchen

•

•

follow and design a recipe

•

make food choices using the Healthy Eating Pyramid

the design process investigating, developing and evaluating one or more recipe(s) that are produced at home

•

respond to a design brief

Welcome

The Home Economics module at Year 7 has a strong focus on skill development through food preparation.

Students will be able to:

Year 7

Content

Year 8

Skills

Year 9

Using the design process, the assignment will enable students to design, produce and evaluate their own recipe at home.

Years 10 - 12

Students will be cooking up a feast! Will Roo Burgers be on the menu? How will we adapt a San Choy Bow recipe to lower the food footprint? Can you handle the heat in the kitchen?

Contents

Growing food, weighing waste, counting food miles and recording packaging will help students to consider good food choices. Building on students’ knowledge of food safety, hygiene and production, this module will develop food production skills while also exploring food choices and the consequences of these.

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Year 7 Modules Multimedia Media Remix Students looking for an opportunity to enhance their exposure to the world of filmmaking and exploring what makes a great movie should try this module. With an initial focus on film and media analysis, followed by storyboarding, students will then learn about composition, shot types, camera angles and camera movement. They will explore narrative, genres and various elements of film style. Finally, the footage taken will be edited using Adobe Premiere Pro with a focus on creating a professional product, with the additional help of sound FX and music.

Skills

Content

Students will:

The course will cover:

•

follow the Design process to plan and produce a movie based on the Design brief provided

•

•

ensure they follow the 3 phases of film production

producing a movie which identifies all of the main camera shots and angles used to produce most movies

•

attain a greater knowledge of film language, in particular camera shots and angles

•

production of a time lapse and 360 VR video

•

pre-production, production and post-production elements and correct procedure

•

22

enhance their technical ability when filming and editing their movies

ELTHAM College 2019 Senior School Curriculum Handbook

Multimedia Image Remix

develop the ability and confidence to express themselves through work

•

•

use a variety of photography techniques and elements

development of a photo based folio that incorporates and showcases all of the photographic elements students have been exposed to

•

manipulate images to create works and convey ideas using Adobe Photoshop

•

•

analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences

development of a folio that showcases a range of images that have been manipulated and/or enhanced in some way using the tools learnt in Adobe Photoshop

•

demonstrate the ability to follow the Design Process

Welcome

•

Year 7

The course will cover:

Year 8

Students will:

Year 9

Content

Years 10 - 12

Skills

Contents

Budding photographers should go no further than this module. Students will enhance their ability to take professional looking photos, and by learning to digitize, the images will be further enhanced using Adobe Photoshop. Students will learn how to manipulate images and combine multiple images to help meet a design brief. There will be a continuing focus on design principles and research into how media and advertising companies manipulate images to create a certain look or to appeal to various target audiences – everything that is needed to create an advertising campaign to meet a design brief.

23

Year 7 Modules Multimedia Making Things Move In this module the world of robots is the focus. Students use the Lego Mindstorms platform to learn programming and building, incorporating sensors like infrared, colour, touch, ultrasonic, gyro and exploring the infra-red beacon. Students will build and program a formula EV3 car, robotic ant (called ANTY) and an autonomous robotic arm that can find, grab, lift and move the infrared beacon. They will also have many opportunities to build and program using different programming languages. Students will enter the fast advancing world of coding, during which they will work through a series of coding workshops (using programs such as Scratch) building up to more advanced forms of coding.

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Skills

Content

Students will:

The course will cover:

•

explore the implications of robotic technology in our society

•

introduction to robots (history, progress, types etc.)

•

discussion/debate on robots place/impact on society

•

discover the constant advancements in robot technology

•

LEGO Mindstorms introduction (build and programming)

•

program Lego Mindstorms robots using EV3 software

•

advanced robot design

•

build Lego Mindstorms robots

•

advanced robot build

•

be exposed to a wide variety of robotic technologies

•

advanced robot programming

ELTHAM College 2019 Senior School Curriculum Handbook

Performing Arts Dance Dance is a window to self-expression, and a great tool for discovering the power of kinaesthetic communication. This subject involves a mix of practical and theoretical elements.

presenting dance work individually and as a group

dance history and theory

•

exploring influential choreographers

•

kinaesthetic technique, knowledge and skills in choreography

•

presenting on music and style choices

•

development of group and individual work

•

developing kinaesthetic awareness

•

researching dance styles and exploring contemporary practice

Welcome

•

•

Year 7

The main areas of the course are:

Year 8

Dance has a strong focus on skill development in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

Students will explore the history of dance through ritual to contemporary practice. Students will create a group piece as choreographed by a professional choreographer, and develop their own solo work in a discipline of their choice. Students will explore technique, music choice, storytelling and dynamics throughout the module.

25

Year 7 Modules Performing Arts Crew’s Control Students discover just how powerful lighting, sound and set design can be in conveying meaning in theatre. The crew is always in control. In this module students work towards staging a short theatre piece. Along the way they learn how the crew’s job has changed over time and how lighting, set and sound enhance and affect mood, time and the audience during a show. Students will learn how to operate a sound and lighting desk; they will also use simple set and props to convey meaning.

26

Skills

Content

Drama has a strong focus on skill development in the following areas:

The course will cover:

•

the use of expressive and performance skills

•

the development of theatrical terminology

•

the use of sound and lighting technology

•

prop development and set design

ELTHAM College 2019 Senior School Curriculum Handbook

•

researching the theatrical, historical and cultural context of plays

•

developing lighting, sound and the use of props to enhance performance

•

developing a role for performance

•

workshops around text and character development

•

rehearsing and presenting scenes

Performing Arts Donkeys, Damsels and Dictators

researching the theatrical, historical and cultural context of plays

the use of expressive and performance skills

•

developing a role for performance

•

the development of theatrical terminology

•

breaking down and exploring theatre scripts

•

interpreting and presenting heightened language pieces

•

workshops around text and character development

•

rehearsing and presenting scenes

character development

•

Welcome

•

•

Year 7

The course will cover:

Year 8

Drama has a strong focus on skill development in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

Using improvisation and physical theatre students will explore their limitless comedic and dramatic potential through rehearsed spontaneity. Students explore contemporary improvisation and the beginnings of improvisation with Commedia Del Arte. Through this they will explore and respond to work they create by sharing stories, creating comic characters and finding moments of stillness and silence. Big choices, small gestures and quick thinking come together in a showcase at the end of term.

27

Year 7 Modules Performing Arts Introduction to Performing Shakespeare and Other Classics During the term students will research a play, learn a monologue or duologue and perform it for an audience. Students will find links between themselves and their characters, learn the skills needed for performance - such as effective use of voice, body and space - and evaluate class performances.

28

Skills

Content

Drama has a strong focus on skill development in the following areas:

The course will cover: •

researching the theatrical, historical and cultural context of plays

the use of expressive and performance skills

•

developing a role for performance

the development of theatrical terminology

•

breaking down and exploring theatre scripts

interpreting and presenting heightened language pieces

•

workshops around text and character development

•

rehearsing and presenting scenes

•

character development

• • •

ELTHAM College 2019 Senior School Curriculum Handbook

Visual Arts Living Art

exploring and expressing ideas

•

visual arts practices – materials and techniques

•

creating and displaying artworks

•

responding and interpreting artworks

•

documentation of the stages and processes involved in producing artworks

•

practical drawing, painting and printmaking exercises leading to finished art works

•

an introduction to the analysis and discussion of contemporary and traditional artwork by artists

Welcome

•

Year 7

The course will cover:

Year 8

Art has a strong focus on skill development in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

Students will look at and explore contemporary and traditional artists, portraiture, life and our own space whilst thinking about who we are in the world. Exploration is a journey, Art is a journey… explore drawing, painting and making through a range of materials and techniques.

29

Year 7 Modules Visual Arts Picture This!

Through the use of concepts such as optical illusion and image distortion, Picture this explores the use of imagery and how it can be further applied to everyday things such as posters, magazine covers. Art meets design!

Skills

Content

Art has a strong focus on skill development in the following areas:

The main areas of the course are: •

introduction to the design process

•

exploring and expressing ideas

•

creative, critical and reflective thinking

•

visual arts practices – materials and techniques

•

•

creating and displaying artworks

•

responding and interpreting artworks

practical drawing, design, painting and printmaking exercises leading to finished art works

•

documentation of the stages and processes involved in producing artworks

•

introduction to the analysis and discussion of contemporary and traditional artwork by artists

•

working in both 2D and 3D forms

Assessment Assessment for Art is based upon the completion of a folio of final pieces and responses to artworks.

30

ELTHAM College 2019 Senior School Curriculum Handbook

31

Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Core Subjects

34 Community Program 35 English

Contents

Year 8 36 Humanities – Geography and Economics 38 Languages Other Than English (LOTE) – Chinese 39 Languages Other Than English (LOTE) – French 40 Mathematics 41

Music

Welcome

37 Humanities – Medieval History, Civics and Citizenship

42 Outdoor Education 43 Physical Education 45 Sport (Interschool) Modules

Year 7

44 Science

Home Economics 46 Around the World in 10 Dishes 47 A Food Truck Parked in My Backyard!

Multimedia

38 Freelance

Performing Arts

50 Acting Essentials 51

Become a Dancer

Year 8

49 The Moving Image

52 It’s Your Line Anyway!

53 Delightful and Dramatic Design 54 Landscapes 56 Symbols in Art

Year 9

55 Sculpture and Ceramics

Years 10 - 12

Visual Arts

33

Year 8 Core Subjects Community Program Our Year 8 Community Program seeks to build upon and extend the skill sets learned in Year 7. It encompasses the core health and wellbeing program, Learning in Depth (LiD) and The Compass Award under the administration of Awards Victoria and the precursor to The Duke of Edinburgh Award.

For LiD, students will be assessed on their research, their poster proposal and a final presentation worth 60% of their grade. Students will also be assessed on their participation in the Wellbeing units.

The Community Program is structured across the year as below, and is designed to support the transition into Year 9: Skills

Content

Students will:

During the year students will explore the following:

•

learn how to be effective communicators

Term 1:

•

think creatively and critically

•

learn how to research, investigate and document their findings

•

practise planning and goal setting

•

Learning in Depth (LiD): Research and investigation skills leading to a project proposal

•

COMPASS Level 3

Term 2: •

Wellbeing Unit: Cybersafety, Healthy Relationships, Identity and Belonging, ‘Be Your Own Everyday Superhero’ Year 8 Retreat

•

COMPASS Level 3 completed

Term 3: •

Learning in Depth (LiD): Research culminating in a presentation

•

COMPASS Level 4

Term 4:

34

ELTHAM College 2019 Senior School Curriculum Handbook

•

Party Safe unit incorporating work with Victoria Police and delivery of a student-led Party Safe Information Evening for parents

•

COMPASS Level 3 and 4 completed and submitted for Award

English

•

researching

•

critical thinking

•

the creation of a literary interpretation of texts that they study

•

identifying and discussing the various persuasive techniques in a media text

•

writing analytical text responses

•

writing creative pieces such as poetry and stories

•

comparing and contrasting texts

•

writing and presenting a persuasive speech

•

analysing and explaining how language has evolved over time

Assessment therefore consists of both short and extended writing pieces, as well as participation in The Carson Trophy Public Speaking Competition with a formal persuasive oral presentation on a topic of their choice.

Welcome

During the year, students study lyrics and poetry, nonfiction argumentative essay writing, creative writing and the novel ‘The Fault in Our Stars’ by John Green.

They read, ‘Stargirl’ by Jerry Spinelli, Shakespeare’s ‘A Midsummer Night’s Dream’ and study the film, ‘The Blind Side’. Public speaking and language analysis of texts in the media are also important parts of the course.

Year 7

Students will develop skills in the following areas:

Year 8

Content

Year 9

Skills

Years 10 - 12

They learn to listen, read, view, speak, write, create and reflect on increasingly sophisticated texts with accuracy, fluency and confidence. In writing, they learn to appreciate, enjoy and use the English language to communicate with accuracy in spelling, grammar and punctuation.

They develop a sense of its richness and power to evoke feelings, convey information, form ideas, entertain, persuade and argue.

Contents

Year 8 English aims to extend the literacy skills that students have developed during their first eight years of schooling and to stimulate their interest in this essential subject. Students study English for five hours a week including a library lesson and typically make great advances in their knowledge and understanding during this important year of adolescence.

35

Year 8 Core Subjects Humanities Geography and Economics The Year 8 Humanities – Geography and Economics class covers two units: Changing Nations and Landforms and Landscapes. In the unit on changing nations students analyse population change and migration patterns. They examine how population change impacts society and the economy. As part of their study on physical geography, students investigate natural processes that shape landforms and landscapes. They analyse human interconnection with the environment and evaluate land management strategies.

Skills

Content

Students will develop skill in the following areas:

‘Changing Nations’ examines the changes in global migration and the rise of megacities. Students analyse push and pull factors that influence migration to urban environments and the changing nature of Australia’s population. Furthermore, as part of this unit, students study refugee movement on a national and global scale. As part of their studies, students explore how this movement of people influences economic changes.

When studying megacities, students will look at the impact of material and non-material living standards in cities located in developing and developed nations and the costs and benefits of these actions.

•

critical thinking

•

explaining processes that influence the characteristics of places

•

identifying, analysing and explaining spatial distributions and patterns and explain their implications

•

identifying, analysing and explaining interconnections within places and between places

•

collecting and recording geographical data from primary and secondary sources

•

using ethical protocols

•

fieldwork

•

analysing maps

•

identifying relationships and trends, and generating a range of alternatives for an economic issue

•

evaluating the potential costs and benefits of actions

‘Landforms and Landscapes’ is a study of the geomorphic environment. Students explore volcanic and mountain landscapes and undertake a field trip to Hanging Rock. Students compare Victoria’s volcanic environment to other regions of the world. Furthermore, they study how humans use and change landscapes.

Assessment A range of assessment tasks may be undertaken including a fieldwork report, a data analysis, an extended response and tests.

36

ELTHAM College 2019 Senior School Curriculum Handbook

Humanities Medieval History, Civics and Citizenship

critical thinking

•

sequencing significant events in chronological order

•

identifying continuities and changes

•

analysing and corroborating sources

•

analysing different perspectives

•

developing and researching historical inquiry questions

•

analysing issues about national identity

•

identifying ways that students can be informed citizens

•

planning and communicating in a variety of forms

Students will understand how groups express their identities, including religious and cultural identity, and how this expression can influence their perceptions of others and others’ perception of them.

A range of assessment tasks may be undertaken including a research report, a source analysis, an essay, an oral presentation, a role play and tests.

Welcome

•

Year 7

Students examine the social, political, cultural and economic changes that occurred during the Middle Ages. They investigate the significant causes and effects of developments and cultural achievements in medieval societies and examine how they influence modern society. Students develop their understanding of historical perspectives through the analysis of several types of different sources, including primary and secondary sources. They analyse significant achievements and challenges that caused each society to progress or decline during the medieval period.

Year 8

Students will develop skills in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

The Year 8 curriculum for History, Civics and Citizenship, focuses on Medieval History, specifically the Vikings, Medieval Europe and the Black Plague. Students examine societies and their structures, look at the place of evidence in discovering knowledge, and at the process of piecing together the story from primary and secondary sources.

37

Year 8 Core Subjects Languages Other Than English (LOTE) Chinese The focus is on building on simple language, going from discussing personal topics to the world around them. Within each topic and between topics, time is dedicated to the acquisition of new language, structures, communication conventions, ways of thinking about the topics and its expression, cultural knowledge and language awareness. Students become increasingly aware of the role and systematic nature of language and culture in everyday life. They are able to read or listen to short texts in order to locate items of information, and to write a series of linked sentences, using models. Students exchange simple opinions about themselves, family, activities, and belongings as well as creating and performing short skits. Pronunciation is becoming more established and students gain confidence in how to say new words.

38

Skills

Content

Students will further develop skills in:

The course will cover:

•

developing ways of acquisition of new language – pinyin, characters, and sentence structures

•

daily routine

•

clothing and colours

•

familiarisation of how ideas are structured and expressed

•

place, house plan and location

•

applying new characters to sentences based on models

•

making a phone call

•

making simple conversations based on common and familiar topics

•

engaging in small group work and whole class activities

•

individually completing online work regularly

•

interpreting written texts

•

typing characters in applications

•

writing key characters listed for each topic

ELTHAM College 2019 Senior School Curriculum Handbook

Students will be assessed with their listening, speaking, reading and writing skills along with cultural projects.

Languages Other Than English (LOTE) French

getting around the city and talking about food

reading

•

personal relationships and influences of the media

•

speaking

•

•

listening

historical and personal heroes and environmental issues

•

writing

•

attitudes towards money and future plans

•

the differences between Australia and French speaking countries

Throughout the year, students participate in a range of formative and summative assessment tasks. They complete vocabulary tests, participate in role-plays and prepare oral and written responses to course content covering the four strands of learning – writing, reading, speaking and listening. Each of these areas is assessed.

Welcome

•

•

Year 7

The themes are:

Year 8

Students will continue to develop their competency across the areas of:

Year 9

Content

Years 10 - 12

Skills

Contents

The aim of the Year 8 French course is to expose students to the French language and culture in a stimulating and lively manner. The program focuses on consolidating and developing understanding and control of language structures and grammatical features. The study of grammar, and especially the differentiation between past, present and future tenses, becomes more formalised through the introduction of grammar exercises and testing, however, the focus is on ensuring that students engage with French culture as well as with the French language.

39

Year 8 Core Subjects Mathematics In Year 8 at ELTHAM College, students continue their journey from Year 7 mathematics.

Mathematics fosters logical and critical thinking skills students will use in years to come in ways they never imagined. They will study in more detail than ever before a number of familiar topics including algebra and statistics. A familiarity with this content will act as a foundation for their journey through Year 9 mathematics at the City Campus.

Assessment will take the form of formal written tests and individual/team project reports.

Skills

Content

Year 8 mathematics provides students with the opportunity to develop the following skills:

The course will cover: •

integers

•

•

measurement

•

fractions, decimals and percentages

•

lines, shapes and solids

•

algebra

•

equations and inequalities

•

rates and ratios

•

statistics

•

•

40

using efficient mental and written strategies to make estimates and carry out the four operations with integers, and apply the index laws to whole numbers solving everyday problems involving profit and loss rates, ratios and percentages, with and without the use of technology simplifying a variety of algebraic expressions and connecting expansions and factorisation of linear expressions

•

writing and solving linear equations

•

converting between units of measurement and determining length, area and volume of shapes/objects

•

collecting and expressing data to address a real life situation and apply related core terms of mean, median, mode, range

ELTHAM College 2019 Senior School Curriculum Handbook

Music

Students will further develop skills in:

During the year students will:

•

reading and notating rhythmic and melodic patterns

•

create 8 bar two-part rhythmic original composition

•

hearing and singing intervals of the major scale

•

•

describing the main elements of music: melody, harmony, rhythm, beat, texture, dynamics, and use these to analyse song structure and film score

analyse a film score and identify ways in which the composer uses the elements of music to advance the story and create emotion

•

analyse a contemporary song with a political, social or historical message, and describe how the music complements the lyrics

•

create an original contemporary song in pairs or groups

•

recognise and identify aural intervals of the major scale

•

recognise and identify rhythmic elements, movable doh, ostinato, major and minor tonality

•

drawing on music from a range of genres and cultures to create their own composition

Welcome Year 7

Content

Year 8

Skills

Year 9

To complete the course, students will compose their own song in pairs or groups, using evidence from listening and analysis to interpret, rehearse and perform, demonstrating technical and expressive skills. Students evaluate musical choices they and others have made to communicate ideas and intentions as performers and composers of music from different cultures, times and locations.

Years 10 - 12

Students will complete several units of work, one of which will be on the four family groups that make up the instruments of the orchestra. They will also study film music and analyse ways in which composers manipulate the elements of music when film scoring to convey emotion to advance the story. Students will also complete units on the history of Australian music, copyright, and music in society, in which they analyse a pop/rock song which expresses a particular social or political theme.

Contents

This course explores music as a language, which is first received aurally (listening) then orally (spoken) and only then is it introduced in its written form. Students will develop skills in musicianship and aural training by developing inner hearing abilities, studying musical letter and rhythmic names, and by exploring solfa hand signs and using these as visual representations of pitch to hear and notate moveable “Doh” (transposition). Students will complete rhythmic and melodic dictations, using these skills to create and perform an original two-part rhythmic composition. They will also demonstrate an understanding of canon as a musical form, ostinato as a musical feature and the art of conducting in 2/4, 3/4 and 4/4 metre.

Students will study intervals, pentatonic scales and key signatures.

41

Year 8 Core Subjects Outdoor Education Outdoor Education in Year 8 provides students with the opportunity to select either a mountain, alpine or river environment. Under the guidance of experienced staff, students will explore and use the local resources, live as an independent community in tents and prepare their own meals in the natural environment.

42

Skills

Content

Students will further develop skills in:

Grampians – Mountain Environment: Over five days, students camp at a different campsite each night and engage in a range of mountain-based activities including climbing, abseiling, bushwalking, survival activities and bike touring.

•

planning and producing camp meals using a Trangia stove

•

becoming self-sufficient with hygiene practices including food storage

•

preparing packs for journey based hiking

•

recognising different weather and environmental conditions and making decisions accordingly under the guidance of experienced staff

•

recognising confidence and anxieties when exposed to various activity and location settings

ELTHAM College 2019 Senior School Curriculum Handbook

Mt Stirling – Alpine Environment: Students engage in cross country skiing as part of a program designed for both beginners and advanced skiers.

All students complete three skill sessions on skis before embarking on a ski tour of the mountain and hopefully skiing to the summit.

Glenelg River– River Environment: The River program is based upon a journey model. It aims to promote community living and utilises the group’s resources to complete a challenging, yet achievable expedition. Five nights will be spent camping in tent accommodation in designated campsites along the banks of the Glenelg River with canoes as the mode of transport between sites.

Physical Education

fundamental movement

•

game play and strategy

•

safe equipment usage

•

team play and sportsmanship

•

organisation

Students will be subjectively assessed upon their ability to demonstrate and further develop skills in the following areas: teamwork and sportsmanship, cooperation and attitude, effort and participation, fundamental motor skill ability and knowledge and their understanding of rules, tactics and strategies.

Welcome

•

Year 7

The units typically include: softball, lacrosse, AFL, fitness, water polo, indoor cricket, European handball, tennis and badminton.

Year 8

Students will develop skills in:

Year 9

Content

Years 10 - 12

Skills

Contents

In Year 8 students build upon the skills acquired in Year 7 Physical Education. They further develop critical thinking skills by understanding strategies in game play and teamwork skills by playing as a group. They focus on individual fitness through activities such as a biathlon, running and working on cardio equipment. Students are encouraged to see the link between maintaining fitness as a way to enhance wellbeing.

43

Year 8 Core Subjects Science In Science, claims need to be based on evidence, usually collected by carrying out a scientific investigation in the form of a fair test. Throughout the year students will expand their ability to think scientifically, design and carry out fair tests and learn the fundamentals behind their research. Students will be assessed in a variety of ways including tests, projects, and practical reports.

Skills

Content

Students will develop skills in the following areas:

The course will cover:

•

Semester 1:

•

examining cells as the basic units of living things.

Understanding cell structure and function has been possible due to the development of microscopes. exploring the properties of the different states of matter which can be explained in terms of the

•

Geology: Types of Rocks, Rock Cycle, Geologic Time Scales

•

Biology: Cell Theory, Parts of the Cell, Organisation of Organisms

motion and arrangement of particles.

•

•

44

exploring energy’s appearance in different forms, including movement (kinetic energy), heat and potential energy, and causes change within systems. examining the stages in the formation of igneous, metamorphic and sedimentary rocks, including indications of timescales involved.

Students will identify a range of common rock types using a key based on observable physical and chemical properties.

•

understanding that carrying out investigations assists in evaluating claims.

•

scientific investigations that involve scientific questions and developing hypothesis.

•

gathering data through accurate measurement and repeated trials.

•

explaining and summarising patterns in scientific data.

ELTHAM College 2019 Senior School Curriculum Handbook

Semester 2: •

Chemistry: Atomic Theory, Periodic Table, Chemical Reactions

•

Physics: Forms of Energy, Energy Transformations

•

Forensics: Solving a Crime using Scientific Methodology

Sport (Interschool) As a member of the Eastern Independent Schools of Melbourne (EISM). ELTHAM College’s Year 8 and 9 students are also given opportunities in broad range of sporting pursuits.

In addition to representing the College at Swimming, Athletics and Cross Country carnivals, Year 8 and 9 students are offered the following sports, which occur throughout Terms 2, 3 and 4 on Thursday afternoons:

The skills engaged through participation in interschool sport include: •

increased fitness

•

hand-eye coordination

•

various skill development

•

teamwork

•

resilience

•

self discipline

Welcome

Skills

Year 7

During Term 1, Year 8 students are provided with a range of activities by specialised staff and coaches that include preparations for House and interschool track and field athletics carnivals.

Year 8

Terms 2 and 3: netball, hockey basketball, table tennis Term 4: tennis, volleyball, softball, soccer, badminton (mixed)

Year 9

Girls

Years 10 - 12

Terms 2 and 3: football, basketball, soccer, table tennis, indoor soccer Term 4: cricket, tennis, volleyball, hockey, badminton (mixed)

Contents

Boys

45

Year 8 Modules Home Economics Around the World in 10 Dishes The world is your oyster! Pick up a passport and join the journey to many destinations across the globe.

This module provides students with hands on opportunities to experience the world through Home Economics. Students will explore food culture, products, preparation and cooking techniques. Identifying a part of the world that is intriguing and utilising the design process students will create and produce a memorable two course meal at home.

46

Skills

Content

The Home Economics module at Year 8 continues to have a strong focus on skill development through food preparation, students will be able to:

The course is structured in the following way:

•

•

understanding food culture is all around us

•

the design process: investigating, developing and evaluating a two course meal produced at home

work safely, independently and collaboratively in the kitchen

•

follow and modify recipes

•

devise work plans

•

select and safely use kitchen equipment

•

identify and evaluate criteria for successful food productions

ELTHAM College 2019 Senior School Curriculum Handbook

•

food production incorporating food preparation, safety, hygiene and storage

Home Economics A Food Truck Parked in My Backyard!

I opened the window and could not believe my eyes; a food truck had landed in my backyard.

What will happen next? Food envy? A love affair or simply hard work?

Skills

Content

The Home Economics module at Year 8 continues to have a strong focus on skill development through food preparation, students will be able to:

The course is structured in the following way:

•

•

understanding food culture is all around us

•

the design process: investigating, developing and evaluating a two course meal produced at home

•

select and safely use kitchen equipment

•

identify and evaluate criteria for successful food productions

Welcome

devise work plans

Year 7

•

Year 8

follow and modify recipes

safety, hygiene and storage

Year 9

•

food production incorporating food preparation,

Years 10 - 12

work safely, independently and collaboratively in the kitchen

•

Contents

Food Trucks allow us to explore food culture, trends and products. Students will learn food preparation and cooking techniques to produce an array of foods that could be on their Food Truck menu. By selecting the module, students will get their creativity flowing, build on their experience at Swiper’s Gully Coffee Shop and push themselves that step further in Home Economics.

47

Year 8 Modules Multimedia Freelance This module will ensure any budding photographers will have the ability to understand much more about what is required to get great photos in all conditions. Students will experiment with manual camera settings, in particular, aperture, shutter speed and scene modes.

They will become confident in recognising when each setting is applicable in changing environments. Students will further develop their skills in Adobe Photoshop by manipulating images to an impressive standard and further enhancing all shots taken to add to their folios.

48

Skills

Content

Students will:

The course will cover:

•

develop the ability and confidence to express themselves through their work

•

•

use a wide variety of photography techniques and elements

development of a photo based folio that incorporates and showcases all of the photographic elements students have been exposed to

•

manipulate images to create works and convey ideas using Adobe Photoshop

•

•

analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences

development of a folio that showcases a range of images that have been manipulated and/or enhanced in some way using the tools learnt in Adobe Photoshop

ELTHAM College 2019 Senior School Curriculum Handbook

Multimedia The Moving Image

follow the Design process to plan and produce a movie based on the Design brief provided

•

producing a movie which will be entered into a local film competition

•

ensure they follow the 3 phases of film production

•

•

attain a greater knowledge of film language, in particular genre and story structure

editing an existing movie clip to completely change its genre

•

production of a time lapse and 360 VR video

•

pre-production, production and post-production elements and correct procedure

•

enhance their technical ability when filming and editing their movies

Welcome

•

Year 7

The course will cover:

Year 8

Students will:

Year 9

Content

Years 10 - 12

Skills

Contents

In this module, students will create films to be considered for the VCE Media ELTHAM on Film Festival and the Screen iT. Competition. Students will further advance their ability to read the language of film. Students will become skilled at utilising pre-production, production and post-production elements to develop and create their own films with a strong focus on storyboarding and scripting, as well as making effective use of elements such as lighting, sound and narrative.

49

Year 8 Modules Performing Arts Acting Essentials Students think ‘outside the box’ and beyond the page to create engaging and distinctive characters in performances and theatre. Students will engage with group master classes, live performance, text and script and examples of distinctive performances to deepen their knowledge of theatrical skills and dramatic techniques.

50

Skills

Content

Drama has a strong focus on skill development in the following areas:

The main areas of the course are: •

researching the theatrical, historical and cultural context of plays

the use of expressive and performance skills

•

developing a role for performance

•

the development of theatrical terminology

•

breaking down and exploring theatre scripts

•

interpreting and presenting play scripts

•

workshops around text and character development

•

rehearsing and presenting scenes

•

character development

•

ELTHAM College 2019 Senior School Curriculum Handbook

Performing Arts Become a Dancer Dance is a window to self-expression, and a great tool for discovering the power of kinaesthetic communication. This subject involves a mix of practical and theoretical elements.

presenting dance work individually and as a group

dance history and theory

•

exploring influential choreographers

•

kinaesthetic technique, knowledge and skills in choreography

•

presenting on music and style choices

•

development of group and individual work

•

developing kinaesthetic awareness

•

researching dance styles and exploring contemporary practice

Welcome

•

•

Year 7

The main areas of the course are:

Year 8

Dance has a strong focus on skill development in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

Students will explore the history of dance through ritual to contemporary practice. Students will create a group piece as choreographed by a professional choreographer, and develop their own solo work in a discipline of their choice. Students will explore technique, music choice, storytelling and dynamics throughout the module.

51

Year 8 Modules Performing Arts It’s Your Line Anyway!

This improvisation workshop will give students the training, tricks and tuition they need to explore the wonder of rehearsed spontaneity. Through ongoing improvisation competitions, students will engage with a number of the classic theatrical techniques that underpin contemporary improvisation. As they contribute to group works and share personal experiences they create comic and dramatic scenes utilising physical theatre, on-the-spot decision making and melodramatic techniques culminating in an end of term improvised performance.

52

Skills

Content

Drama has a strong focus on skill development in the following areas:

The main areas of the course are:

•

quick thinking

•

character development

•

team work and listening skills

•

physicalising and creating character

•

expressive skills and performance skills

ELTHAM College 2019 Senior School Curriculum Handbook

•

creating improvisation troupes and exploring activities together

•

exploring modern improvisational roots throughout history

•

developing understanding of the rules of improvisation

Performing Arts Delightful and Dramatic Design

presenting design work through performance

operation of a sound and lighting desk

•

exploring influential theatre makers

•

the use of theatrical technologies such as projection and smoke machines

•

presenting plays for performance

•

the development of a theatrical design for a play

•

interpreting scenes for performance and discussion

•

researching theatrical context

Welcome

•

•

Year 7

The main areas of the course are:

Year 8

Drama has a strong focus on skill development in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

Students will design and produce a short theatrical piece with a focus on lighting, sound and set design. They will operate a sound and lighting desk; they will also use a simple set and props to produce this short theatrical piece. The students will discover the relatively short history of theatrical sound and lighting while exploring the endless possibilities these new techniques and technologies have given us.

53

Year 8 Modules Visual Arts Landscapes Landscapes explores the natural environment and students learn about ways to create artworks in response to the world around them. They will explore how artists have depicted the landscape in history and develop techniques they have used.

54

Skills

Content

Art has a strong focus on skill development in the following areas:

The course will cover:

•

self-expression through art

•

using a wide variety of art media and techniques, both traditional and contemporary

•

process based art forms, particularly painting and drawing

•

the manipulation of non-traditional materials to create works and convey ideas

ELTHAM College 2019 Senior School Curriculum Handbook

•

practical drawing, design and painting exercises leading to finished art works

•

an introduction to sculptural processes

•

the development of a folio that explores and outlines the planning that goes into the production of finished work

•

an introduction to the analysis and discussion of contemporary and traditional artwork by artists

•

working in a variety of media and art forms

Visual Arts Sculpture and Ceramics

self-expression through art

•

using a wide variety of art media and techniques, both traditional and contemporary

•

process based art forms, particularly ceramics

•

the manipulation of non-traditional materials to create works and convey ideas

•

practical making, designing and constructing leading to finished art works

•

an introduction to sculptural processes

•

the development of a folio that explores and outlines the planning that goes into the production of finished work

•

an introduction to the analysis and discussion of contemporary and traditional artwork by artists

Welcome

•

Year 7

The course will cover:

Year 8

Art has a strong focus on skill development in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

Students will get their hands dirty and their creativity flowing. They will explore the world of sculpture and ceramics through influential artists, their techniques and materials, from the traditional to the contemporary.

55

Year 8 Modules Visual Arts Symbols in Art Students will begin to interpret some of the most puzzling artworks in history and learn more about the people who made them. They will develop their own symbols and create artworks using them. They will use a range of materials to develop these artworks such as drawing, painting and sculpture materials.

56

Skills

Content

Art has a strong focus on skill development in the following areas:

The course will cover: •

practical making, designing and constructing leading to finished art works

using a wide variety of art media and techniques, both traditional and contemporary

•

an introduction to a variety of techniques and processes

•

process based art forms

•

•

the manipulation of non-traditional materials to create works and convey ideas

the development of a folio that explores and outlines the planning that goes into the production of finished work

•

an introduction to the analysis and discussion of contemporary and traditional artwork by artists

•

working in a variety of media and art forms

•

self-expression through art

•

ELTHAM College 2019 Senior School Curriculum Handbook

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

58

ELTHAM College 2019 Senior School Curriculum Handbook

Year 9 60 English 61

English as an Additional Language (EAL)

62 Home Economics 64 Integrated Units 65 Languages Other Than English (LOTE) – Chinese 66 Languages Other Than English (LOTE) – French 67 Mathematics

Welcome

63 Humanities

68 Music 69 Outdoor Education

72 Sport (Interschool)

Year 8

Science

Year 9

71

Year 7

70 Physical Education

Years 10 - 12

Core Subjects

Contents

59

Year 9 Core Subjects English English within the City Experience program is fortunate to draw on many learning resources and opportunities offered within an inner urban context. The year begins ‘on the street’ with students scouring back alleys and famous Melbourne laneways for text to include in found poems. As well as creating their own texts students analyse exemplar texts, initially identifying key structures and features then discussing why they have been employed. Storytelling structures are also explored throughout the year to better understand how narratives are created, as well as developing a greater understanding of the intended effects. Critical literacy underpins much of what is explored in English in Year 9 as students develop partnerships and interrogate connections with the wider community.

60

Skills

Content

•

Students develop observational skills as they describe settings and construct written character studies.

•

Students gain a greater appreciation of the choices creative artists and writers make in striving for effects and outcomes.

•

Students develop editing skills through the proofreading of written pieces.

•

Students utilize found images as prompts, making choices about the types of images best suited to writing creative pieces.

Students are exposed to a wide range of city-focused texts, especially in the ‘City Crime’ unit which looks at a range of notorious city crime scenes and their associated visual and written texts. ‘Un-social Media’ explores the power of new media in a world where the line between producers and consumers of content is becoming increasingly blurred. Students also develop an oral presentation on a current issue as a formal assessment piece, in addition to short and extended writing pieces.

•

Students enhance their analytic skills focusing on authorial choices in key texts with distinct literary features.

•

Students practise their storytelling skills in front of their peers and ultimately wider audiences.

•

Students develop oral narratives building towards the performance of the narratives.

•

Students develop their persuasive skills through both the analysis and creation of persuasive texts.

ELTHAM College 2019 Senior School Curriculum Handbook

•

reading

•

•

writing

getting around the city: people, places and communication

•

speaking

•

•

listening

identity and belonging: defining who you are and how to present oneself effectively

•

keeping people’s attention: speaking skills and note taking

•

ideal homes and town planning: forming opinions and making recommendations

•

identifying aims: health/lifestyle and academic aims

Welcome

The course will cover topics such as:

Year 7

Students will develop skills in the following areas:

Year 8

Content

Year 9

Skills

Years 10 - 12

Coming from a range of cultural backgrounds and language experiences, this course is flexible in nature and provides the opportunity to focus on the needs and interests of individual students. The course will focus on expanding and developing students’ language acquisition and communication skills through utilising the ‘city experience’. It enables students to feel confident in their ability to communicate with various people and situations. It provides them with the tools they need to grow relationships both within their school community as well as in the wider community. Assessment for EAL will consist of in-class tests on key language skills and conventions.

Contents

English as an Additional Language (EAL)

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Year 9 Core Subjects Home Economics In Home Economics, students further develop food literacy knowledge using a variety of recipes and equipment to grow understanding of food production, safety and hygiene.

Students complete a series of food design challenges incorporating the preparation, dehydration and storage of meals and snacks for the Year 9 Outdoor Education program. They will also respond to a design brief and produce a shortbread biscuit inspired recipe.

62

Skills

Content

Students will develop skills in the following areas:

During the year students will explore the following:

•

the proficient use of tools

•

•

problem solving with minimal guidance

food production and history to understand, “Is food for survival or social?”

•

learning greater independence in the kitchen environment

•

students are required to complete detailed work plans to show their understanding of production techniques, safety and hygiene

ELTHAM College 2019 Senior School Curriculum Handbook

Humanities

critical thinking

•

identifying, analysing and explaining spatial distributions and patterns and their implications

•

collecting and recording geographical data from primary and secondary sources

•

fieldwork

•

using ethical protocols

•

analysing maps

•

identifying relationships and trends, and generating a range of alternatives for an economic issue

•

evaluating the potential costs and benefits of actions

•

sequencing significant events in chronological order

•

identifying continuities and changes

•

analysing and corroborating sources

•

analysing different perspectives

•

developing and researching historical inquiry questions

•

identifying ways that student can be informed citizens

•

planning and communicating in a variety of forms

standards. They explore the processes that have shaped and continue to shape cities around the world, to appreciate the common humanity shared across time and distance. Students use the local environment and resources to explore these concepts and create products that reflect direct experience, research, and expert and public opinions.

In History and Civics and Citizenship, students investigate the making of the modern world considering the causes and effects of the Industrial Revolution. They investigate the history of Australia and significant events that shaped and developed early Australian society and structures, considering different perspectives and opinions of non-Europeans in society, culture and values.

Over the course of the year a range of concepts are re-visited in different contexts and students’ understandings are presented in front of live audiences, in writing, on live radio, or through the use of visual mediums.

Welcome

•

Year 7

In Geography and Economics, students investigate food security, the interconnection between food production and land and water degradation; the challenges of water supply and competing land uses for Australia and other areas of the world. Students understand economic concepts around sustainability and resource management and the impact on living

Year 8

Students will develop skills in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

The Humanities is a diverse subject and involves students working in integrated modules that have cross-curricular priorities. Local and global issues dictate the content of Year 9 Humanities as students study geographical, historical and economic concepts as well as considering what it means to be an informed citizen. In Civics and Citizenship, students evaluate the ways in which city-dwellers have faced and continue to face different challenges.

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Year 9 Core Subjects Integrated Units Throughout the year curriculum teams in Year 9 come together to best utilise the urban learning environment. Based around key partnerships, students are offered the opportunity to make significant community connections, as well as positively impact their surroundings. The integrated curriculum across the four terms responds to the unifying thematic: What is a city?

The sub-themes are: How does a city work? What challenges does the city face in the future?

What are your responses/solutions to these challenges?

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Skills

Content

These skills include:

Key partnerships form an integral part of the focus of the integrated units and these partnerships include: Science Gallery Melbourne, RMIT School of Media and Communication, University of Melbourne Medical School, Lort Smith, Melbourne Polytechnic, The Moth, Carlton Connect, The City of Literature Melbourne, World Vision, Share the Dignity, RMIT Gallery, Sacred Heart Primary School (Fitzroy), Melbourne City Council, Woods Bagot-Architecture, Monash University- Science Future Leaders and Brotherhood of St Laurence.

•

developing creative responses to design challenges

•

brainstorming and idea generation

•

research skills including interviews

•

developing collaborative skills

•

presentation skills including storytelling

ELTHAM College 2019 Senior School Curriculum Handbook

Languages Other Than English (LOTE) Chinese

directions and places in the city

give and follow directions and ask for directions to major city landmarks and tourist destinations.

•

seasons, dates and Chinese festivals

•

talk about dates, seasons, holidays and special times such as Chinese New Year.

•

school subjects and timetables

•

discussing how long they spend on certain activities

•

understand the customs associated with Chinese New Year and be able to respond to greetings during Chinese festivals

•

talk about school subjects and their opinions of them

•

continue to learn Chinese characters, extend the range of radicals students can recognise, and write short passages of linked sentences such as personal letters or a short speech.

Welcome

•

•

Year 7

Topics include:

Year 8

Students continue to develop their skills in listening, speaking, reading, writing and translating. They will:

Year 9

Content

Years 10 - 12

Skills

Contents

The focus is on consolidating skills from previous years. Topics are selected because of their potential to contribute to systematic acquisition of the language and cultural understanding.

Students use a range of learning tools, including multimedia, and employ both directed and independent learning to learn new sentence structures, communication conventions, ways of thinking about the topics and their expression, as well as comparisons between languages and societies.

65

Year 9 Core Subjects Languages Other Than English (LOTE) French At this level, students will build on and extend previously attained skills and knowledge.

Familiar language begins to be understood in a more formal way through the study of present, perfect, imperfect and future tenses as well as other grammatical concepts such as object pronouns, adjectives and comparatives. Students will express ideas, experiences and facts through the production of original oral and written texts as well as participate in a variety of individual and group work. The study of French will enable students to develop a greater understanding of the culture of French speaking countries which will lead to a deeper appreciation of their own personal identity, beliefs and values.

Skills

Content

Students will continue to develop their competency across the areas of:

The themes are: •

getting around the city: directions and landmarks

•

reading

•

•

speaking

being informed: the media, respecting the planet and life stories

•

listening

•

•

writing

personal interests: past-times, relationships and social activities

•

individual preferences: eating habits, attitudes towards money and valued heros

Throughout the year, students participate in a range of formative and summative assessment tasks. They complete vocabulary tests, participate in role-plays and prepare oral and written responses to course content and researched topics.

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ELTHAM College 2019 Senior School Curriculum Handbook

Mathematics

formulating and solving mathematical problems based on noisy real phenomena

•

communicating mathematical concepts and solutions

•

constructing and critiquing logical mathematical arguments

•

working collaboratively

Welcome

•

Year 7

In Semester 1 students explore the different ways in which spatial problems can be represented, using techniques such as scale, ratios, coordinate systems, similar shapes and the trigonometric ratios to represent and solve a variety of real world spatial phenomena and problems. Semester 2 focuses on the representations of data, both graphical and algebraic. Students collect and model data with both linear and non-linear functions and make connections between their models and the real phenomena which they represent.

Year 8

Students will develop skills in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

Year 9 Mathematics aims to develop students’ understandings of mathematics as purposeful and meaningful representation of reality and has a strong focus on applied mathematical problem solving and mathematical modelling. Making use of their city context, students learn to formulate problems based on complex real situations, selecting appropriate mathematical tools to represent and then solve them. Assessment for Year 9 Mathematics is centred around a series of performance tasks, in which students apply their skills to solve complex problems in real contexts.

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Year 9 Core Subjects Music In Year 9 Music the students actively participate in listening to and creating music. This fosters understanding of other times, places, cultures and contexts. The students listen to, compose and perform music with increasing depth and complexity. Students in this module will study a series of composers from the Baroque era through to the 20th century.

During this course students will complete weekly lessons in aural perception, with the focus being on intervals and scales. Their aural skills will gradually develop across the module also by using the Auralia software in the music lab and on their smart phones.

As a student progresses in their study of music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. Year 9 students will use this appreciation of music when they create their own collage of music and put it to images they choose from their lives. Putting the music and photos together will create powerful slideshows that represent the power of music in their lives.

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Skills

Content

Students will:

During this course the students will:

•

know how to recognise rhythmic, melodic and harmonic patterns and beat groupings

•

arrange music for their own life PowerPoint using Audacity software

•

learn how to hear and sing intervals

•

•

be able to describe the main elements of music: melody, harmony, rhythm, beat, texture, dynamics

create a PowerPoint slideshow of photos from childhood that will accompany their life soundtrack created on Audacity

•

be able to draw on music from a range of cultures, times and locations as inspiration for their own musical arrangements

•

recognise and identify aural intervals up to and including an octave

•

use Auralia music software to practice interval and chord recognition

ELTHAM College 2019 Senior School Curriculum Handbook

Outdoor Education

minimal impact camping

•

preparation of packs for journey based hiking

•

producing dehydrated meals and snacks in the Home Economics room

•

planning and producing camp meals using a Trangia stove

•

being self-sufficient with hygiene practices including food storage

•

recognising different weather and environmental conditions and making decisions accordingly under the guidance of experienced staff

•

becoming aware of your own confidence and anxiety when exposed to various activities and locations

Welcome

•

Year 7

Following a preparation and packing session prior to departure, students travel to Wilson’s Promontory and spend five days journeying through the National Park, including staying one night at Victoria’s most remote lighthouses on mainland Australia.

Year 8

Students will develop skills in the following areas:

Year 9

Content

Years 10 - 12

Skills

Contents

The Outdoor Education program in Year 9 is designed to promote student leadership, community living, challenge, team-work, decision making, ownership of outcomes and independence. This is achieved by students participating in a five day bushwalk around the southern part of Wilson’s Promontory.

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Year 9 Core Subjects Physical Education Physical Education in Year 9 is run as a 20 week elective program where the students have the opportunity to participate in a number of team and individual pursuits centered around the many wonderful sporting facilities that that the city has to offer. The program aims to initiate team work, improve fundamental motor skill development, increase cardio-vascular fitness and promote a life long approach to health, fitness and well-being.

Skills

Content

Students will:

Over the course of the 20 week elective students will participate in the following activities:

•

•

perform conf idently and eff iciently in a range of movement environments (indoor, outdoor and aquatic). refine basic and complex motor skills and apply these skills in increasingly complex games and activities.

•

70

maintain regular participation in moderate to vigorous physical activity and monitor exercise intensity.

•

explore the process for improving healthrelated f itness.

•

effectively use strategic thinking and work with both more- and less-skilled peers to improve game performance.

•

work independently to improve performance.

•

work in a group to create a game, and establish rules and procedures for its safe conduct.

•

evaluate the performance of a partner and provide constructive feedback based on performance criteria to assist skill development.

•

describe and analyse the various roles required in competitive sports.

ELTHAM College 2019 Senior School Curriculum Handbook

•

fitness activities around both the Tan Track and Albert Park Lake

•

spin and boxing classes at MSAC

•

indoor volleyball, basketball and water polo at MSAC

•

outdoor soccer and netball at Albert Park Lake

•

yoga at Flagstaff Gardens

•

An Amazing Race around and through the Tan Track

The course will cover:

•

design, carry out and report on experiments

•

human body systems

•

connect ideas about how systems work within a city context

•

energy

•

the urban environment

•

represent and explain phenomena using a range of models and data

•

space and technology

•

engage creative and critical thinking

•

the chemistry of acids and bases

•

learn how to work safely, accurately and efficiently in a scientific laboratory

•

use the experimental method to answer a scientific question

Welcome

Students will:

Year 7

Content

Year 8

Skills

Year 9

Once a week at the Research Campus students work in the science laboratories. They investigate the chemistry of acids and bases and learn how to work safely in a lab environment.

Years 10 - 12

Students will explore science within the context of working in the city and Science classes will involve hands on learning and excursions around the CBD. Students will examine the connections between ideas as they design their own experiments and develop their ability to explain their observations. They will utilise and extend their creative and critical thinking skills through problem solving and by developing representations of science concepts. Working in the dynamic environment of the city, they will respond to the varied events and programs on offer. For example, the City Campus has a relationship with the Science Gallery Melbourne, an internationally recognised science and art initiative which has a different theme each year. The science curriculum includes learning around the theme on offer, enabling students to access and contribute their own work to the program.

Contents

Science

71

Year 9 Core Subjects Sport (Interschool) As a member of the Eastern Independent Schools of Melbourne (EISM). ELTHAM College’s Year 8 and 9 students are also given opportunities in broad range of sporting pursuits.

In addition to representing the College at Swimming, Athletics and Cross Country carnivals, Year 9 students are offered the following sports, which occur throughout Terms 2, 3 and 4 on Thursday afternoons: Boys Terms 2 and 3: football, basketball, soccer, table tennis, indoor soccer Term 4: cricket, tennis, volleyball, hockey, badminton (mixed) Girls Term 2 and 3: netball, hockey, basketball, table tennis Term 4: tennis, volleyball, softball, soccer, badminton(mixed) During Term 1, Year 9 students are provided a range of activities by our specialised staff and coaches that include preparations for House and interschool track and field athletics carnivals.

Skills The skills engaged through participation in interschool sport include:

72

•

increased fitness

•

hand-eye coordination

•

various skill development

•

teamwork

•

resilience

•

self discipline

ELTHAM College 2019 Senior School Curriculum Handbook

73

Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Subject List

76

Victorian Certificate of Education

77

Assessments

79

Choosing a Year 10 Program

80

Choosing a Year 11 Program

81

Choosing a Year 12 Program

82 170 External VET Cluster Subjects

LifeWork Centre

172

Contents

Structure

Welcome

Years 10 - 12

Appendix A

180 Key Dates for Subject Selection

Year 8

178

Year 9

176

Glossary

Years 10 - 12

FAQ

Year 7

174 Tertiary Institutions Open Days 2018

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Victorian Certificate of Education The VCE is the certificate that the majority of students within Victoria receive upon satisfactory completion of their secondary education. This certificate provides pathways to further study or training within university or TAFE and/or employment. VCE VET subjects (Vocational Education and Training) are competency based subjects that provide students with the opportunity to develop work related competencies and skills.

VCE or VCE VET subjects are broken up into four units, commonly referred to as Units 1, 2, 3 and 4.

To satisfactorily complete the VCE a student must have a satisfactory result (S) for a minimum of 16 units. This must include: •

at least three units from the English Group (English, English as an Additional Language, English Language and Literature), two of which must be a Unit 3–4 sequence

•

an additional three Unit 3–4 sequences of studies other than English, which may include any number of English sequences once the English requirement has been met.

Year 10 - 12 subjects Programs for our students in Years 10-12 are designed to run over a three year period, allowing students to develop a plan that suits their needs.

Year 10 subjects: •

the compulsory core subjects – English, Humanities, Sport and Fitness, Mathematics and Science run for a whole year, i.e. two semesters

•

the majority of elective subjects run for one semester in length, and are designed to explore a wide range of areas

VCE Units 1 and 2 subjects: •

may be undertaken separately or as a sequence

•

in most instances Unit 1 and 2 subjects provide background knowledge and preparation for Unit 3 and 4 subjects

VCE Unit 3 and 4 subjects: •

must be undertaken as a sequence

VCE VET subjects (Units 1-4):

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•

these are competency based subjects that provide you with the opportunity to develop work related competencies and skills

•

students obtain credit for VCE units and also receive a nationally recognised VET Certificate

ELTHAM College 2019 Senior School Curriculum Handbook

Assessments Year 10 subjects: •

Year 10 achievement is calculated according to a percentage grade awarded to each weighted assessment and a cumulative letter grade is reported at the end of each semester (see table below).

VCE Units 1 and 2 subjects: •

Students are required to meet the outcomes specified in the subject Study Design. Each SAC (School Assessed Coursework) is awarded a percentage grade and a cumulative letter grade is reported at the end of each semester (see table below).

These subjects are also given a ‘S’ or ‘N’ result, which is reported externally to VCAA and contributes to the 16 units required to complete the VCE .

VCE VET Subjects: Results for VCE VET subjects are reported according to the table below.

Table A: Internal Marking Scheme Years 10 - 11 subjects

VET subjects

A+

90 - 100%

Very High

21 - 25

84 - 100%

A

80 - 89%

High

18 - 20

72 - 83%

B+

75 - 79%

Medium

15 - 17

60 - 71%

B

70 - 74%

Low

12 - 14

48 - 59%

C+

65 - 69%

Very Low

5 - 11

20 - 47%

C

60 - 64%

D+

55 - 59%

D

50 - 54%

E+

40 - 49%

E

30 - 39%

UG

Below 30% (ungraded)

Welcome

•

Year 7

Unit 3 and 4 subjects are given a study score out of 50 by VCAA. The score is based on the School Assessed Coursework (SAC) and external exam results for the subject. Students are reminded that all school assessed coursework scores are statistically moderated against the external examination results of the ELTHAM cohort in this subject.

Year 8

•

Year 9

Students are required to meet the outcomes specified in the subject Study Design. Each SAC (School Assessed Coursework) is awarded an internal percentage grade, based on the numerical score mandated by VCAA, however, no cumulative score is awarded.

Years 10 - 12

•

Contents

VCE Units 3 and 4 subjects:

77

Assessments continued mE

Semester Report

Intended Use

Absent

Shows ‘Absent’ and the assessment is removed from the semester grade calculation.

Student was absent for the assessment and was unable to make it up for legitimate reasons.

Submitted – Mod

Shows ‘Modified’ and the assessment is removed from the semester grade calculation.

Student is on a modified program and completed the modified assessment.

Not Submit – Mod

Shows ‘Not Completed’ and the assessment is removed from the semester grade calculation.

Student is on a modified program and did not completed the modified assessment.

Failed to Complete

Shows ‘Not Completed’ and the semester grade calculation treats the assessment as a 0.

Student did not complete, or did not hand in the assessment, even after significant follow up.

Exempt

Shows ‘Exempt’ and the assessment is removed from the semester grade calculation.

Student is not required to complete the assessment, they may have joined the class late or are exempt for other reasons deemed appropriate by the Director of Curriculum.

Not Assessed

Shows ‘NA’ and a semester grade is not calculated.

These are not used for weighted assessments in the Senior School.

Submitted Pending Marking Not Satisfactory Satisfactory Not Submitted

78

ELTHAM College 2019 Senior School Curriculum Handbook

Choosing a Year 10 Program A Year 10 program is made up of the 5 core subjects and up to 4 elective subjects. These can be a combination of the Year 10 elective subjects with one VCE Unit 1/2 subject listed below, or made up of all Year 10 electives. Any variations to this program will need to be applied for using the Year 10 Program Variation form, and discussed with the Year Level Coordinator and/ or the VCE Coordinator. Please see Appendix A for relevant due dates.

Template Year 10 Program Core

Electives

Semester 1

English or EAL

Humanities or Australian Perspectives

Maths

Science

Sport and Fitness

Semester 2

English or EAL

Humanities or Australian Perspectives

Maths

Science

Sport and Fitness

Contents

Semester

2.

Students will meet with a Lifework Advisor to discuss their selections. Please make an appointment with the LifeWork Centre.

3.

Students will need to select their electives online in preference order from 1 to 4 (1 being the most preferred subject). Information about how to access the online subject selection will be emailed to students and parents by the end of Term 2.

4.

Students MUST nominate up to 3 RESERVE SUBJECTS and also include a reserve VCE subject (if they have nominated a VCE elective), before having a guardian sign the form and submitting it in hard copy to the LifeWork Centre. Any variation forms will also need to be submitted in hard copy at the same time. Please see Appendix A for all due dates: Appendix A.

Please note that subject clashes may occasionally occur when building the timetable. It is a complex puzzle and unfortunately not all students can have all of their subject choices accommodated. Therefore, please consider your nominated reserve subjects carefully, in case these need to be included in your program. Pay particular attention to due dates.

Year 7

Students and parents are advised to attend the Subject Selection and Tertiary Information Evening held at the Research Campus where they will have the chance to speak with subject teachers and tertiary representatives.

Year 8

1.

Year 9

Subject Selection Process

Years 10 - 12

Students will be required to nominate up to 4 electives for their program in 2019. The electives can be chosen from the Year 10 elective subjects and Year 11 subjects.

Welcome

Each semester consists of 7 Subjects: 5 Core and 2 Electives

79

Choosing a Year 11 Program A Year 11 program is made up of 6 subjects; one core and 5 elective subjects, which can be a combination of the VCE Units 1/2 subjects with one VCE Units 3/4 subject or made up of all VCE Units 1/2 subjects. Any variations to this program will need to be applied for using the Year 11 Program Variation form, and discussed with the Year Level Coordinator and/or the VCE Coordinator. Please see Appendix A for relevant due dates.

Template Year 11 Program In each semester: 6 Subjects, comprised of 1 English/EAL or Literature and 5 other subjects.

Please note: Two reserve subjects need to be chosen in the event your subject combination can not be timetabled.

Semester

Core

Semester 1

English or Literature or EAL Unit 1

Semester 2

English or Literature or EAL Unit 2

Subjects

Subject Selection Process 1.

Students and parents are advised to attend the Subject Selection and Tertiary Information Evening held at the Research Campus where they will have the chance to speak with subject teachers and tertiary representatives.

2.

Students should access the Morrisby website to explore their results. Using the ELTHAM College Morrisby guide, accessed through this link: ELTHAM College Morrisby guide, students are expected to complete the exercises on the Guide before they will be able to make their subject selections for Year 11. Please note that a parental signature is required to indicate the guide activities have been completed. For due dates please see Appendix A (note, as stated above, you will be unable to make an interview time unless the Morrisby online form has been completed).

3.

Students will meet with a Lifework Advisor to discuss their selections. Please make an appointment with the LifeWork Centre.

4.

Students should select electives online in preference order from 1 to 5 (1 being the most preferred subject). Please note that a parental signature is required. For due dates please see Appendix A. Information about how to access the Online Subject Selection Form will be emailed to parents and students by the end of Term 2.

5.

Students MUST nominate up to 2 RESERVE SUBJECTS before having a guardian sign the form and submitting it in hard copy to the LifeWork Centre. Any variation forms will also need to be submitted at the same time, in hard copy.

Please note that subject clashes may occasionally occur when building the timetable. It is a complex puzzle and unfortunately not all students can have all of their subject choices accommodated. Therefore, please consider your nominated reserve subjects carefully, in case these need to be included in your program. Pay particular attention to due dates.

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ELTHAM College 2019 Senior School Curriculum Handbook

Choosing a Year 12 Program A Year 12 program is made up of 5 subjects; one core and 4 elective subjects, which can be a combination of VCE Units 3/4 subjects with one extension subject/SBAT (School-Based Apprenticeship or Traineeship) or made up of all VCE Units 3/4 subjects. Any variations to this program will need to be applied for using the Year 12 Program Variation form, and discussed with the Year Level Coordinator and/or the VCE Coordinator. Please see Appendix A for relevant due dates.

Template Year 12 Program In each semester: 5 subjects, 1 English/EAL or Literature and 4 other subjects

Subject Selection Process 1.

Students and parents are advised to attend the Subject Selection and Tertiary Information Evening held at the Research Campus where they will have the chance to speak with subject teachers and tertiary representatives.

2.

Students will meet with a Lifework Advisor to discuss their selections. Please make an appointment with the LifeWork Centre.

3.

Students will need to select their subjects online. Information about how to access the Online Subject Selection Form will be emailed to students by the end of Term 2. For due dates please see Appendix A.

4.

Both the student and guardian will sign the form and submit it in hard copy to the LifeWork Centre. Any variation forms will also need to be submitted in hard copy at the same time.

Contents

English or Literature or EAL Unit 4

Welcome

Semester 2

Year 7

English or Literature or EAL Unit 3

Year 8

Semester 1

Subjects

Year 9

Core

Years 10 - 12

Semester

81

Years 10 - 12 Subject List Arts 86

Art

Year 10**

VCE Units 3/4

88

Certificate II in Furniture Making Pathways

VCE Units 1/2

VCE Units 3/4

89

Certificate III in Music Industry (Performance)

VCE Units 1/2

VCE Units 3/4

90

Certificate III in Music Industry (Sound Production)

VCE Units 1/2

VCE Units 3/4

91

Certificate III in Screen & Media (Creative Digital Media)

VCE Units 1/2

VCE Units 3/4

92

Certificate IV in Screen & Media

93

Design

Year 10

94

Digital Art

Year 10

95

Drama

96

Film and Media

97

Media

98

Music

99

VCE Units 3/4

VCE Units 1/2

VCE Units 3/4

VCE Units 1/2

VCE Units 3/4

Music Performance

VCE Units 1/2

VCE Units 3/4

100

Studio Art

VCE Units 1/2

VCE Units 3/4

101

The Dramatic Arts

102

Theatre Studies

VCE Units 1/2

VCE Units 3/4

103

Visual Communication Design

VCE Units 1/2

VCE Units 3/4

Year 10

Year 10

Year 10

Business 106

Accounting

VCE Units 1/2

VCE Units 3/4

107

Business Management

VCE Units 1/2

VCE Units 3/4

108

Certificate II in Hospitality

VCE Units 1/2

VCE Units 3/4

110

Economics

VCE Units 1/2

VCE Units 3/4

111

Financial Affairs

Year 10

112

Law and You

Year 10

113

Legal Studies

VCE Units 1/2

VCE Units 3/4

VCE Units 1/2

VCE Units 3/4

Computing 114

Computing

English

82

118

Australian Perspectives (international students only)

Year 10*

119

English

Year 10*

VCE Units 1/2

VCE Units 3/4

121

English as an Additional Language (EAL)

Year 10*

VCE Units 1/2

VCE Units 3/4

123

English Pathways (international students only)

Year 10

124

Introduction to Journalism

Year 10

125

Literature

VCE Units 1/2

VCE Units 3/4

ELTHAM College 2019 Senior School Curriculum Handbook

Health and Physical Education 128

Certificate III in Sport & Recreation

VCE Units 1/2

VCE Units 3/4

129

Health and Human Development

VCE Units 1/2

VCE Units 3/4

130

Outdoor Education (Journey to the Top)

Year 10

131

Sport and Fitness

Year 10*

132

Physical Education

VCE Units 1/2

VCE Units 3/4

Humanities 136

A Beginner's Guide to Ideas

Year 10

137

Extended Investigation

138

Geography and Economics

Year 10*

139

History and Civics and Citizenship

Year 10*

140

Geography

141

Global Politics

142

History – 20th Century

143

History – Revolutions

VCE Units 1/2

VCE Units 3/4 VCE Units 3/4

VCE Units 3/4

148

Chinese (First Language)

149

French

VCE Units 3/4

Year 10

VCE Units 1/2

VCE Units 3/4

VCE Units 1/2

VCE Units 3/4

Year 7

Mathemathics 154

Mathematics

Year 10*

155

The Joy of Mathematics

Year 10

156

General Mathematics

157

Further Mathematics

158

Mathematical Methods

VCE Units 1/2

VCE Units 3/4

159

Specialist Mathematics

VCE Units 1/2

VCE Units 3/4

VCE Units 1/2 VCE Units 3/4

Science 162

Biology

VCE Units 1/2

VCE Units 3/4

163

Chemistry

VCE Units 1/2

VCE Units 3/4

164

Engineering for the 22nd Century

Year 10

165

Foodology – The Science of Food

Year 10

166

Physics

VCE Units 1/2

VCE Units 3/4

167

Psychology

VCE Units 1/2

VCE Units 3/4

168

Science

Year 10*

169

The Power of the Brain

Year 10

* Year 10 core subject ** The duration of this subject is for the whole year and equates to two elective options at Year 10

Year 8

Certificate III Applied Languages (Chinese)

VCE Units 1/2

Year 9

147

Year 10

Years 10 - 12

Certificate II Applied Languages (Chinese)

Welcome

VCE Units 1/2

LOTE 146

Contents

VCE Units 3/4

83

Arts

85

Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Arts Year 10 Art This subject caters for students who like making things, find art and design challenging and enjoyable, and would like to expand on their skills. It introduces individuality in the art making process, to initiate the exploration of new techniques and processes, and to encourage the development of individual ideas and style.

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Skills

Content

Students will:

The course will cover:

•

explore and develop ideas

•

•

develop skills in a range of media

•

make personal art responses

broad and innovative exploration, trialling materials and techniques and exploring ideas, directions and personal concepts in a range of media

•

critically appraise and document their own and other artist’s work

•

providing evidence of idea development in a visual diary

•

visually analyse and evaluate a range of artwork

•

creating a range of finished work

•

develop personal viewpoints about the meanings, messages and qualities within their own work and a range of other artwork

•

discussing the meanings and messages in artworks and respond using developing art vocabulary

ELTHAM College 2019 Senior School Curriculum Handbook

Units 3/4 Art Units 3 and 4 in Art focus on making personal art responses through a broad and innovative investigation of an art form and then finally presenting a comprehensive body of work that realises technical skill and awareness of aesthetic qualities.

Content

Students will:

The course will cover:

•

make personal art responses

Unit 3: Artworks, ideas and values

•

prepare a sustained and articulate body of their own artwork

•

•

critically appraise and document their own and other artist’s work

•

visually analyse and evaluate a range of artwork

Making a broad and innovative exploration, trialling materials and techniques and exploring ideas, directions and personal concepts in a considered and insightful way to produce a body of individual work

•

develop personal viewpoints about the meanings, messages and qualities within a range of artwork

•

Interpreting the meanings and messages and comparing artwork through the application of interpretive frameworks

Welcome

Skills

Contents

You will learn to interpret different aspects of an artwork’s meanings and messages and compare artworks through the application of interpretative frameworks. You will also learn to discuss and debate artworks and the different meanings and messages to support personal points of view.

Discussing commentaries and developing viewpoints on the meanings and messages in artworks

Year 8

•

Year 9

Completing with skill and aesthetic awareness a resolved body of work

Years 10 - 12

•

Year 7

Unit 4: Artworks, ideas and viewpoints

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Arts MSF20516 Certificate II in Furniture Making Pathways (Units 1/2 and 3/4) If you are interested in a career pathway where you can work with your hands, tools, machines and equipment to make furniture, then Certificate II in Furniture Making could be the start for you. The course is typically used to develop skills and knowledge to prepare students for entry into the furniture making field as apprentices. It involves the design and manufacture of furniture or fitted cabinets such as those used in kitchens and bathrooms. The Furnishing program is a course of study that gives students the opportunity to experience and learn a range of skills and procedures used in the furnishing trades and related industries. Students develop these skills through a variety of activities both in the classroom and the workshop over a two year period.

Assessment will be based on practical activities, research projects and assessments completed under test conditions.

Packaging Rules To be awarded the MSF20313 Certificate II in Furniture Making, competency must be achieved in thirteen (12) units of competency.

•

five (5) core units of competency

•

seven (7) elective units of competency

There is an additional cost associated with this elective to cover materials.

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Skills

Content

Students will further develop skills that cover assisting in the installation or renovation of kitchens and bathrooms and other fitted cabinets. This qualification does not cover shop fitting.

The course will cover:

ELTHAM College 2019 Senior School Curriculum Handbook

•

join furnishing materials

•

making simple timber joints

•

using furniture making sector hand and power tools

•

making measurements and calculations

•

assembling furnishing components

•

undertaking a basic furniture making project

CUA30915 Certificate III in Music Industry (Performance Units 1/2 and 3/4)

Throughout the course, you will be involved in: •

developing and extending your repertoire, developing your performance skills

•

explain how the Australian music industry works

•

•

promote your musical works, build business and management skills

contributing to backup performance for a performance

•

•

perform in a local amateur environment, in a group and/or as a soloist, using improvisation

using computer music software for writing, recording and performing songs

•

compose and arrange a song

•

use recording equipment to produce demos of your songs

Welcome

At the completion of Certificate III in Music Industry (Performance), and depending upon the sequence you choose, students will be able to:

Year 7

Content

Year 8

Skills

Year 9

At the completion of Units 3 and 4 students will gain a study score but the Certificate III in Music Industry (Performance) can only be awarded to students who have successfully completed the full Units 1 to 4 sequences.

Years 10 - 12

The Certificate III in Music Industry (Performance) is designed for students thinking about working in the music industry as a performer. The course will provide you with a wide range of knowledge and skills to be able to maximize your employment in the music industry.

Contents

In partnership with COASMP RTO No. 41549

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Arts CUA30915 Certificate III in Music Industry (Sound Production Units 1/2 and 3/4) In partnership with COASMP RTO No. 41549 The Certificate III in Music Industry - Sound Production is designed for students thinking about working in the music industry in a variety of roles including sound engineer in a recording studio or live situation, audiovisual operator or as a musician developing skills to record their own music. This course will provide you with a wide range of knowledge and skills to be able to maximize your employment in the music industry. It is aimed at both musicians and non musicians, depending upon the stream chosen, who want to develop skills in the use of the technology associated with the music industry.

Students who complete the sequence of Units 1 to 4 will gain a study score as well as a Certificate III in Music Industry - Sound Production.

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Skills

Content

At the completion of Certificate III in Music Industry Sound Production students will be able to:

The course will cover: •

live sound production

•

explain how the Australian music industry works

•

•

set up and operate equipment used for live sound production

recording your own music as well as a variety of music groups including bands, choirs and ensembles

•

•

record a variety of music ensembles

using computer music software for writing, recording and performing

•

copyright, recording and performing

ELTHAM College 2019 Senior School Curriculum Handbook

Students will learn a variety of computer applications. These include industry based software programs related to audio, video, graphics and multimedia authoring and design. Correct working methodologies are also addressed in the curriculum. Students produce a variety of products that are image based for digital reproduction and acquire skills in the production and design of video and animation, digital print media and internet use and research. All assessment tasks are project based. Some of the areas include: 2D graphics, text and audio in multimedia presentations, updating WebPages, manipulation of digital images, creation of interactive sequences and writing content and/or copy.

Contents

CUA31015 Certificate III in Screen and Media (Creative Digital Media) (Units 1/2 and 3/4)

Please note: Units 1 and 2 of this subject will be offered in 2019 and not in 2020.

•

eight (8) elective units of competency

Skills

Content

Students will develop skills in the following areas:

This subject uses a combination of media, such as movies, music, animation and graphic design. It is recommended that students have a keen interest in digital design, animation and interactive media. This subject is a nationally recognised qualification and will provide students with a VCE study score.

•

software skills in the use of programs including Adobe Photoshop, Illustrator, Dreamweaver and Animate

•

interface design

•

animation

•

web design and creation

•

multimedia and design software

•

following the design process

Year 7

three (3) core units of competency

Year 8

•

Year 9

To be awarded the CUA31015 Certificate III in Media (Creative Digital Media), competency must be achieved in eleven (11) units of competency.

Years 10 - 12

Students must have completed VCE Units 1 and 2 of this Certificate to enrol in VCE Units 3 and 4.

Welcome

Packaging Rules

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Arts CUA41215 Certificate IV in Screen and Media (credit towards the VCE of a Unit 3/4 sequence) The Certificate IV in Screen and Media is a nationally recognised qualification. Experienced filmmakers can use the course to build their skill base. Those with minimal experience will be supported to develop the necessary skills within the course. Successful completion of the qualification aims to enhance the student’s chances of entering the film, media or television industries and can provide a credit transfer towards further film production courses.

Packaging Rules To be awarded the Certificate IV in Screen and Media, competency must be achieved in thirteen (13) units of competency.

•

three (3) core units of competency

•

ten (10) elective units of competency

For ELTHAM students there is an additional $700 cost associated with the camp students are required to attend.

Skills

Content

The course aims to provide students with industry standard video and audio capture skills, along with editing postproduction skills using the latest technology. The course covers short narrative film writing and music video production including preproduction and post-production.

Students can begin the Screen Course at Year 11 or 12.

•

Term 1 of the course includes workshops with industry professionals who will conduct training in script writing and how to get the best out of a camera. The film camp is designed to reflect an industry production, where each student will be scheduled to direct and then crew on morning, afternoon and night shoots.

•

Term 2 includes training on the industry digital editing programme Premiere. Students will be allocated an edit suite each and will be trained while editing their movie.

•

Term 3, students will work in teams to plan for their music video production. This next phase includes workshops with industry professionals who will conduct training in lighting, production and project management, coordination of cast and crew and managing rehearsals. In Term 4 students will complete outstanding paperwork and promote their films to festivals and online.

Students will develop skills in:

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•

writing

•

time management

•

problem solving

•

confidence with technology

•

working effectively in a group or independently

ELTHAM College 2019 Senior School Curriculum Handbook

Year 10 Design In this subject, you will be looking at how drawing can be combined with graphic design to create what we see every day in advertising, websites and packaging. Students will be introduced to the use of illustration in some of the different forms of everyday design contexts.

For example: symbols, collage and designs on CD covers, shopping bags, wine labels and t-shirts just to name a few.

be able to use a variety of illustration techniques in the creation of a range of solutions to design problems

•

the steps involved in the design process and its application

•

•

be creative in the whole process of developing the idea through to making the final presentation, while having fun at the same time

the different styles of images for different purposes, and how this affects the target audience

•

the functions of graphic design in our society, industry processes and the client/artist relationship

•

various media including markers, colour and grey lead pencils, soft drawing material, collage and the computer

•

learn to draw

•

be able to apply and control media to represent form (3D)

Assessment for Design is based upon the completion of four units of work: The Design Process, Symbology for communication, Making new from the old and Designing for Reality. Each unit consists one or more practical tasks relevant to the unit.

Welcome

•

Year 7

The course will cover:

Year 8

Students will:

Year 9

Content

Years 10 - 12

Skills

Contents

It is recommended you enjoy drawing and have a keen interest in design and creativity. Even if you think you cannot draw, the best way to learn is to have a go while being guided.

93

Arts Year 10 Digital Art This subject introduces students to a variety of digital art forms. The subject is based around the digital image which may be created through photography and computer generated imagery. Students will work through a range of topics to provide very different experiences with regard to concept, photography and technology. The emphasis is both on the digital and the art as separate yet combined experiences. Students will also look into the practice of artists to understand the potential for manipulating these technologies in a creative way.

They will work through a range of topics that explore ideas, principles and properties of the various media in order to appreciate the potential and limitations of digital art. They will be encouraged to use time outside of class and often there will be two different tasks running concurrently. Most works will draw inspiration from contemporary and historical artists as the basis for an idea/concept.

94

Skills

Content

Students will develop the ability to:

•

creating imagery utilising both photography and computer software

•

making 3D solutions based on the digital outcome

•

the course covers work in the areas of: optical art, photo mosaics, photo montages, kinetic art surrealism, low polygon 3D and multiple exposure photographic techniques

•

use a range of digital technology in the production of final art pieces

•

apply the concepts and techniques of artists in the production of their own work

•

use Adobe Photoshop and Adobe Illustrator for the purposes of their own work

•

analyse and evaluate the works of others as well as their own

ELTHAM College 2019 Senior School Curriculum Handbook

Units 1/2 and 3/4 Drama

Unit 2: Non-naturalistic Australian drama

•

use, explore, describe, analyse and evaluate playmaking techniques including the use of stimulus materials

•

•

manipulate dramatic elements, performance and expressive skills in an ensemble and solo performance

the use and documentation of the processes involved in constructing a devised solo or ensemble performance that uses non-naturalistic performance styles

•

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

•

use performance styles from a range of historical, cultural and social contexts including styles associated with non-naturalism

explore and manipulate conventions and stagecraft

•

collaborate on and present performances

Content Unit 1: Dramatic storytelling

Unit 3 focuses on:

•

creating, presenting and analysing a devised performance

•

working with given stimulus material and guidelines to structure a performance

•

written analysis of a student’s own performance work and of a performance by professional drama practitioners

•

transformation of object, time, place and character in performance

•

•

learn about and use stagecraft, conventions and performance styles associated with naturalism and non-naturalism

after performing to an audience the students describe, reflect upon, interpret, analyse and evaluate the construction and performance of their ensemble production

•

develop awareness and understanding of how characters are portrayed in naturalistic and nonnaturalistic performance styles and document the processes they use

•

students will also analyse and evaluate a performance that uses non-naturalistic performance styles selected from the prescribed VCE Drama Unit 3 Playlist

Unit 4 focuses on: •

the development of skills in transformation of character, time, place and object

•

using playmaking techniques to develop a short non-naturalistic mini solo performance in response to given stimulus material

Years 10 - 12

•

Welcome

Students will develop skills in the following areas:

Year 7

Content continued

Year 8

Skills

Year 9

In 2019 only Drama 1 and 2 or Theatre 1 and 2 will run, not both. The subject chosen to run will be based on whichever has greater student numbers.

Contents

The study of Drama focuses on the creation and performance of characters and stories in naturalistic and non-naturalistic ways. Students draw on a range of stimulus materials and play-making techniques to develop and present devised work. Students also explore a range of performance styles and conventions, dramatic elements and stagecraft. They use performance and expressive skills to explore and develop role and character. They analyse the development of their own work and performances by other drama practitioners. Drama involves some work (after school and weekend rehearsals) outside the traditional classroom timetable, especially in the lead up to the ensemble production and during the performances.

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Arts Year 10 Film and Media This course will provide students with the opportunity to develop competencies in digital film production. Students will gain knowledge and practical experience in the skills and processes involved in producing short films and specialist media skills. The course provides students with an insight into the Year 11 and 12 media courses.

Skills

Content

Students will develop the ability to:

Lip Sync

•

research and develop production skills

•

•

work in collaborative team environments

•

analyse film narrative and visual representations

•

consider how production and story elements structure narratives

•

design, plan and produce short films and other media products

•

develop time management, project planning and problem solving skills

Selection of a song, film and editing an original lip-sync version of the song. For this task, students can work in small groups. The length of the song should not exceed 1 minute.

Film Analysis •

Production and story elements are the key areas of filmmaking. These will be discussed in relation to the Tom Twyker film ‘Run Lola Run.’

Day in 60 Seconds •

Film your average day in less than sixty seconds.

Before you start, create a shot list. Think about how you’re going to use editing techniques to condense the events of a single day into a minute.

Garage Band •

In this outcome students are to create an opening title sequence for one of the PSST movie files and then build original sound track using Garageband.

Titles can be built in either Premiere or in Photoshop but must use fonts from the online site Dafont.

Google Time

96

ELTHAM College 2019 Senior School Curriculum Handbook

•

Google time is more of an attitude and culture than an Outcome.

•

20% of your media time is set aside to pursue an area of interest for you, where you may develop skills and or create media products informed by your own research and interest.

Units 1/2 and 3/4 Media

Skills

Content

Students will:

Unit 1: Media form, representations and Australian stories

•

research new media

•

•

manipulate photographic and digital images

•

create and analyse visual representations

develop an understanding of the relationship between the media, technology and the representations present in media forms

•

work in collaborative team environments

•

•

develop time management, project planning and problem solving skills

design, plan and produce films and/or photography tasks

•

analyse who owns and controls the Australian media

•

consider how production and story elements structure narratives

•

design, plan and produce either film or photography based media products

Welcome

Students considering a career in the media should also consider Certificate IV in Screen and Media.

Contents

The media has a significant impact on people’s lives. It influences the way people spend their time, helps shape the way they perceive themselves and others, and plays a crucial role in the creation of identity. Students analyse social media networks, study films and consider the way media messages are developed. In the media rooms, students often work in groups to appreciate different opinions, to develop ideas, perspectives and to realise projects. Student learn to plan and produce short films. The Media courses involve a balance of practical and theoretical work. The course is suited to hard working, creative students who have a genuine interest in film, photography and or journalism; those who are confident with English will thrive in this environment.

•

develop practical skills through undertaking assigned roles during participation in specific stages of a media production

•

develop an awareness of ‘new media’ and its impact on the democratic process

Unit 3: Media narratives and pre production •

develop an understanding of production and story elements while analysing two films

•

analyse films to better understand the way media texts are shaped by our cultural values

•

develop media skills by testing equipment and ideas

•

plan a major production in either film, photography or web based media

Year 8

develop an understanding of production and story elements while analysing films

Year 9

•

Year 7

Unit 2: Narrative across media forms

•

produce the planned production from Unit 3

•

discuss the dynamic and changing relationship between the media and its audience

•

analyse the regulation of relationships between the media and its audience in Australia

•

evaluate ethical and legal issues in the media

Years 10 - 12

Unit 4: Media Production and issues in the Media

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Arts Year 10 Music The Year 10 Music elective helps students develop a broader understanding of music. Students are given the opportunity to perform as a soloist, as a member of an existing College ensemble and to perform within the Music class. To enhance their developing performance skills, students will also hone their skills in reading and writing music, including composing original music. All students studying this subject must be learning from a private instrumental/singing teacher, either at the College or externally, and have done so for at least two years prior.

The course requires occasional evening performances and out-of-hours ensemble rehearsals.

Assessments include:

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•

concert review (written response)

•

historical understanding and context quiz

•

concept of music quiz

•

original composition/arrangement

•

end of semester written exam

•

solo performance recital (10 minutes)

Skills

Content

Students develop the ability to:

•

select a repertoire, rehearse and perform within the music class and to audiences

•

work on practice and performance skills

•

listen to and discuss a range of musical styles and performances

•

develop a basic experience of improvisation on your instrument

•

perform as a soloist or member of a group

•

be technically flexible on a chosen instrument/voice

•

develop your listening and analysis skills

•

understand basic music and aural theory

ELTHAM College 2019 Senior School Curriculum Handbook

Units 1/2 and 3/4 Music Performance

Skills

Content

At the completion of VCE Music Performance students will have:

Unit 1 and 2: •

build performance and musicianship skills

•

•

investigate the work of other performers

•

identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise related technical work

•

students also devise an original composition or improvisation

•

developed your listening and analysis skills

•

an established level of music theory and aural knowledge

•

created and composed your own music

•

developed skills to analyse in depth the music you perform

Unit 3: •

present convincing performances of group and solo works in a range of styles

•

develop instrumental techniques that interpret the works and expressively shape their performances

•

develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis

Unit 4: •

refine ability to present convincing performances of group and solo works

•

select group and solo works that complement works selected in Unit 3

•

further develop and refine instrumental and performance techniques

Year 8

technical flexibility on your chosen instrument/ voice, solo technique and sight reading skills

Year 9

•

Years 10 - 12

the ability to perform confidently as a soloist or member of a group

Welcome

In Units 1 and 2 students will complete a number of assessment tasks, including solo and group performances, written theory and aural tests, and technical work.

Year 7

It is recommended that students have a deep commitment to, and passion for music to complete this subject. A minimum of two years of lessons and performance experience on your instrument/voice is recommended. During these Units students must undertake weekly private instrumental lessons on your instrument/voice, either at the College or externally. The course requires occasional evening performances and out-of-hours ensemble rehearsals.

Contents

Are you currently learning a musical instrument? Why not have your talent count as part of a music subject? VCE Music enables you to develop a broader understanding of music. Practical music making plays an important role in this course. Students are given the opportunity throughout the year to perform as both a soloist and as a member of an existing College ensemble. To enhance developing performance skills, students also develop skills in reading and writing music, including composing of their own music.

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Arts Units 1/2 and 3/4 Studio Art Units 1 and 2 focus on using sources of inspiration and ideas as the basis for creating artworks.

Based on a design process, students explore a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form.

Units 3 and 4 focus on the implementation of the design process leading to the production of a range of potential directions and the production of a cohesive folio of finished artworks. You will use an exploration proposal to define an area of focus. You will use the design process to explore and develop ideas to produce a range of potential directions (Unit 3) and a cohesive folio of finished artworks (Unit 4).

You will explore professional art practices in relation to particular art forms and the development of distinctive styles in artworks.

Assessments consist of a range of written responses and the creation of folios of work as well a final Year 12 examination where work from Units 3 and 4 are examinable.

Skills

Content

Students will learn to:

Unit 1: Artistic inspiration and techniques

•

develop ideas and starting points into visual form

•

•

explore a variety of materials and techniques

Develop art ideas through the study of a range of Australian artists work

•

develop artworks through a design process

•

Explore a range of materials and techniques

•

interpret art ideas and the use of materials and techniques used by artists from different times and locations

Unit 2: Design exploration and concepts

•

analyse artworks

•

present a folio of finished artworks that develop from the design process

•

discuss and research a variety of professional art practices and styles for both traditional and contemporary artists

•

discuss a range of art industry issues in an informed manner

•

Develop a series of individual works through visual research and inquiry

Unit 3: Studio production and professional art practices •

Formulate an individual design process

•

Present an individual design process that offers a range of potential solutions to be used to create a folio of work

•

Discuss the artwork of other artists and the ways their styles have developed

Unit 4: Studio production and art industry contexts

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ELTHAM College 2019 Senior School Curriculum Handbook

•

Produce a cohesive folio of individual work

•

Produce a document to focus, reflect and evaluate your work

•

Explore the art industry

Year 10 The Dramatic Arts The Dramatic Arts unit will concentrate on the acquisition of knowledge around theatre history and influential directors, creatives and practitioners from the modern and pre-modern period. It will alsoinclude a substantial practical component focusing on acting styles and theatrical techniques. This introduction to drama and theatre will prepare students looking to explore these subjects in more depth before VCE.

performance skills

•

stagecraft techniques/elements

•

analytical and evaluative skills

•

apply theatre styles and conventions when interpreting play scripts for performance

•

use performance skills, dramatic elements and expressive skills

•

manipulate stagecraft elements (lighting, sound, marketing, direction, acting etc.)

•

analyse and evaluate play scripts in performances

Welcome

theatre history, theatrical conventions and styles

•

Year 7

•

Year 8

Students develop the ability to:

Year 9

Content

Years 10 - 12

Skills

Contents

Students undertaking this subject will not be disadvantaged if acting is not their main interest area.

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Arts Units 1/2 and 3/4 Theatre Studies Calling all those who have a love and appreciation of theatre, even those who do not want to act!

Students focus on acting and stage craft such as lighting, sound, set, directing, costume, make-up,publicity, stage management, dramaturgy, and multimedia. Theatrical performances are the formalisation of drama performance skills and play a fundamental role in any community. The development and exploration of text has been used since ancient times to inform, challenge and engage audiences. Theatre allows students to explore character and role in great depth. It demands focus, and promotes teamwork. Stimulus material, excerpts and play texts will be a major focus and students will be expected to participate in at least one production. Drama skills such as improvisation and the creation of original works will also be necessary. However, the main emphasis in Theatre Studies is on the realisation, through research and rehearsal, of modern and classic dramatic works.

To undertake Units 3 and 4 in this subject it is recommended, though not essential, that you have successfully completed Units 1 and 2. Theatre Studies involves a significant component of work outside the traditional classroom timetable, especially in the lead up to the production.

Please note: In 2019 only Drama 1 and 2 or Theatre 1 and 2 will run, not both. The subject chosen to run will be based on whichever has greater student numbers.

Skills

Content

These include:

Unit 1: Pre-modern Theatre

•

interpretation and analysis

•

•

gesture, expressive skills

context, background, and distinctive traits of premodern theatre styles

•

script research and interpretation

•

•

acting, rehearsal techniques and performance of plays

staging scenes from Ancient Greek, Farce, Elizabethan and Realism plays

•

analysis of live pre-modern theatre performances

•

stagecraft - acting, direction, dramaturgy, stage management, setdesign, costume, lighting,

Unit 2: Modern theatre

•

properties, make-up and sound

•

•

production skills, including events coordination and budgeting

context, background, and distinctive traits of modern theatre styles

•

staging scenes from Surrealism, Absurdist and Epic Theatre

•

analysis of live modern theatre performances

Unit 3: Playscript Interpretation (Production of a Play/ Scenes) •

researching, developing and presenting a play script for performance

•

utilises knowledge and skill from Units 1 and 2 to interpret and present a play script

•

focus on stagecraft such as lighting, sound, theatre technologies, set, props costume and direction

Unit 4: Performance Interpretation

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analyse and evaluate live performance

•

based on understanding of theatrical conventions

Units 1/2 and 3/4 Visual Communication Design

Assessment for Visual Communication Design is based upon a range of practical based tasks that satisfy the requirements of each outcome. Where there is a written component to satisfy the outcome, a series of short answer responses will be the structure of the assessment.

Skills

Content

Students will learn to:

Unit 1: Introduction to Visual Communication Design

•

draw as a means to design; observational, technical and visualisation

•

•

develop concepts and ideas

explore and present final tasks which involve the three areas of drawing; observational, technical and visualisation, using a range of materials

•

work through the design process to complete an end product(s)

•

analyse advertising

•

use Adobe Illustrator and Adobe Photoshop in the creation of final presentations

•

discuss advertising, professional practice and analyse how ‘they design it’

the type and imagery relationship

•

formulation of an individual design process in the production of final presentations

Unit 3: Visual communication design practices •

explore and present final tasks which involve the three areas of design; industrial, communication and environmental

•

analyse design industry practice

•

formulate an individual design process in the production of two final presentations

Year 8

•

Year 9

formulate and work independently in the solving of design problems

Unit 2: Applications of visual communication within design fields

Unit 4: Visual communication design development, evaluation and presentation •

produce the two final presentations started in Unit 3

•

the pitch – sell what you have created back to your client

Years 10 - 12

•

Welcome

To undertake Units 3 and 4 in this subject it is essential that you have successfully completed Units 1 and 2 unless you have a full understanding of technical drawing gained through alternative means.

Year 7

You will need to be motivated and self-directed, and have developed time management skills, as this subject is highly demanding.

Contents

If you are creative and enjoy drawing and playing with computer graphics, then you will enjoy this subject. Visual Communication Design across all four units gives you an insight into how the whole design industry works, from the initial idea through to the making and production of final pieces of visual communication. There is a very large component of practical work with written work being spread over three of the four Units. The computer, although a very effective tool for producing final images, plays a small part in the production of work.

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Business

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Business Units 1/2 and 3/4 Accounting Accounting is about processing, reporting and using financial information as a basis for effective decision-making. Business owners and managers, or anyone working in the financial sector, need financial information to evaluate performance and make sensible decisions. If you enjoy working with detail and logical processes, then you are likely to enjoy Accounting.

You will be required to think logically and often deal with figures. This course will suit students who are interested in learning how businesses record, report and use financial information. It is strongly recommended that students complete Units 1 and 2 before undertaking Units 3 and 4.

Assessment will be based on research activities and assessments completed under test conditions.

Skills

Content

This study enables students to:

Unit 1: Establishing and operating a service business

•

acquire knowledge and skills to record financial data and report accounting information in a manner appropriate for users’ needs

•

•

develop ICT skills in an accounting system and make effective financial decisions

•

•

develop the capacity to identify, analyse and interpret financial data and accounting information

•

use financial and non-financial information to improve the decision-making processes of a small business owner

this Unit focuses on the establishment of a small business and its accounting and financial management the cash basis of recording and reporting is used

Unit 2: Accounting for a trading business •

this Unit focuses on accounting for a sole proprietor of a single activity trading business

•

using a single entry recording system for cash and credit transactions

•

students analyse and evaluate the performance of the business, then suggest strategies on how to improve it

Unit 3: Recording and reporting for a trading business •

the focus is on financial accounting for a single activity sole trading business and emphasises the role of accounting as an information system

•

students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting

Unit 4: Control and analysis of business performance

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this unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process

•

investigates the role and importance of budgeting and undertake the practical completion of budgets for cash, profit and financial position

•

students interpret accounting information from reports and graphs, and analyse the results to suggest strategies on how to improve the performance of the business

Skills

Content

These include:

Unit 1: Planning a business

•

application of business knowledge and concepts to practical situations

•

businesses as major contributors to the economic and social wellbeing of a nation

•

analysing business information

•

fostering new business ideas

•

research aspects of business management using ICT and print material

•

entrepreneurship

•

factors affecting business ideas

•

improving business operation

•

environments in which businesses operate

•

accurately using management terms

•

research and development

•

case study analysis

•

establishing a business within a legal framework

•

applying management change

•

financial record keeping

•

interpreting and evaluating business information

•

•

managing human resources

staffing a business and establishing a customer base

•

effective marketing

•

effective ways to meet the needs of the business

Welcome

Business Management examines the ways businesses manage resources to achieve objectives. This subject follows the process from the first idea for a business concept, to planning and establishing a business, through to the day to day management of a business. It also considers changes that need to be made to ensure the continued success of a business. Students develop an understanding of the complexity of the challenges facing decision makers in managing these resources. A range of management theories is considered and compared with management in practice through contemporary case studies drawn from the past four years. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests.

Examinations will also be held in this subject.

Contents

Units 1/2 and 3/4 Business Management

key processes and issues concerned with managing a business efficiently and effectively

•

business objectives

•

examine different types of businesses and respective objectives

•

corporate culture

•

management styles and management skills and the relationship between the two

•

strategies to meet objectives

Year 8

•

Year 9

Unit 3: Managing a business

Year 7

Unit 2: Establishing a business

•

importance of key performance indicators to determine current performance

•

positioning a business for the future

•

study a theoretical model to undertaken change

•

consider a variety of strategies to manage change

•

importance of leadership in change

Years 10 - 12

Unit 4: Transforming a business

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Business Units 1/2 and 3/4 Hospitality The Hospitality program is drawn from the national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with the knowledge and skills to prepare them for a diverse range of occupations in the hospitality industry, including: commercial cookery, catering and food and beverage service.

Students work in a training restaurant and industrial kitchen with paying customers. This subject is conducted onsite at Swipers Gully Hospitality Training Centre at ELTHAM College.

Students attend the class one evening a week. The theory and practical classes are from 4.00pm to 9.30pm. Students receive a meal on arrival and theory class begins at 4.30pm for approximately 45 minutes. The students then prepare for restaurant, which opens at 6.30pm.

Students are required to have a full uniform for each session. The cost of the full uniform is approximately $185. The cost of the online textbook comes from composite fees.

SIT20316 Certificate II in Hospitality (Units 1/2) Units 1/2 students attend Monday or Tuesday.

Packaging Rules To be awarded the SIT20316 Certificate II in Hospitality, students must achieve competency in twelve (12) units of competency.

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•

six (6) core units of competency

•

six (6) elective units of competency

Content

Skills

Certificate II in Hospitality provides students with the necessary training and skills for the achievement of competency in food and beverage service. We offer a blended delivery in the first year where students will develop skills in both front of house and in kitchen operations.

Depending on the electives chosen, Units 1/2 includes:

ELTHAM College 2019 Senior School Curriculum Handbook

•

sourcing and using information in the hospitality industry

•

showing social and cultural sensitivity

•

preparing simple dishes

•

working effectively with others

•

participating in safe work practices

•

using hygienic practices for food safety

•

producing dishes using methods of cookery

SIT20416 Certificate II In Kitchen Operations Back of House (Units 3/4) Students can specialise in Kitchen Operations or Food and Beverage for Units 3/4, and attend either Wednesday or Thursday.

Skills

Certificate II in Kitchen Operations allows students to work in the kitchen using a limited range of food preparation and cookery skills to produce food and menu items. The course provides the skills and knowledge for competency in a range of kitchen functions and activities in preparation for work in various hospitality enterprises where food is prepared and served.

These include: •

using cookery skills effectively

•

preparing appetisers and salads

•

preparing stocks, sauces and soups

•

preparing poultry dishes

•

preparing vegetables, fruit, eggs and farinaceous dishes

SIT30616 Certificate III in Hospitality Front of House (Units 3/4) Certificate III in Hospitality provides the necessary training and skills for the achievement of competency in food and beverage service. Students will only complete five units which allows them to obtain a statement of attainment.

Content

Skills

Certificate III in Hospitality allows students to develop the operational skills required for the hospitality industry. Using discretions and judgement they work with some independence and under limited supervision using plans, policies and procedures to guide work activities.

These include: •

serving food and beverage

•

processing financial transactions

•

providing advice on food

•

preparing and serve non-alcoholic beverage

•

preparing and serve espresso coffee

Welcome

Content

Year 7

Students who elect to complete the five units in Units 3/4 Kitchen Operations can get a full Certificate II in Kitchen Operations.

Year 8

five (5) elective units of competency

Year 9

eight (8) core units of competency

•

Years 10 - 12

•

Contents

To be awarded the SIT20416 Certificate II in Kitchen Operations, competency must be achieved in thirteen (13) units of competency.

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Business Units 1/2 and 3/4 Economics Economics is about how we make the best use of the scarce resources we have – at an individual, organisational and government level. It considers how best to balance competing interests in order to improve the wellbeing of people, and focuses on understanding financial dynamics and contemporary events that affect us every day. Economics will appeal to students who are interested in learning how economic forces affect the lives of people, and influence the operations of government and business. It is a subject that has a particular focus on understanding what is happening in contemporary Australian society and economy.

There are no prerequisites for Units 3 and 4, although it is strongly recommended that students have completed Unit 1 and/or Unit 2 Economics. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject.

Skills

Content

These include:

Unit 1: The behaviour of consumers and businesses

•

defining key economic concepts and terms and using them appropriately

•

a study of the way humans behave and decisions made to meet the wants and needs of society

•

acquiring economic information f rom a range of sources

•

the consumer’s role in the economy and the way they interact with businesses

•

constructing graphs to represent and interpret economic information

•

a study of economic models and theories

•

•

using economic tools and theories to analyse and predict economic outcomes

investigation of motivations and consequences of both consumer and business behaviour

•

•

understanding the role of market in allocating resources

the impact of technology and how it alters business and consumer interaction

Unit 2: Contemporary economic issues •

the decisions made by consumers, businesses, governments and how they affect others

•

trade offs

•

the pursuit of growth in incomes and production

•

the goal of economic sustainability and long term economic prosperity

•

the importance of economic growth

Unit 3: Australia’s economic prosperity •

the allocation of resources

•

the role of the Australian Government

•

the factors that affect price and quantity

•

key measures of efficiency

•

reasons for government intervention

Unit 4: Managing the economy

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macroeconomic goals

•

policy instruments which influence these goals

•

understanding how the Australian Government can alter the composition and level of government outlays and receipts to influence aggregate demand and achievement of macroeconomic goals

Year 10 Financial Affairs

•

economic reasoning and financial concepts

•

basic accounting principles, reports and terms

•

analytical reasoning

•

•

financial management

role of governments and other institutions in the economy

•

cost/benefit analysis

•

•

preparing financial records

role and significance of savings and investments for individuals and the economy

•

researching and understanding economic issues and problems of global significance

•

consumerism

•

how goods and services are produced and how markets work

•

study of global issues such as global poverty and global money markets

•

alternative economic systems

Welcome

Course content will include:

Year 7

Students will develop skills such as:

Year 8

Content

Year 9

Skills

Years 10 - 12

A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. There will also be an examination at the end of the semester.

Contents

Financial Affairs introduces students to economics, accounting and financial literacy by examining the way individuals and countries manage their resources. Economics is a social science looking at the behaviour and decision making of individuals in our society. This subject aims to make students aware of how the world operates and how the choices we make affect us as individuals. These choices impact on other individuals and groups in our society and ultimately the decisions that are made by businesses and governments throughout the world.

111

Business Year 10 Law and You In this subject students develop an understanding of Australia’s system of government, exploring the concept of democracy through comparison with another system of government.

As members of Australian society students need to understand things that challenge the law in our community and have an impact on the ‘common good’ of all. It is also important that students understand rights and how to resolve conflict in the community. Students will also gain an understanding of the role and structure of government. Furthermore, students look at the protection of human rights within Australia and the enforcement internationally.

A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. There will also be an examination at the end of the semester.

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Skills

Content

These skills include:

•

identify the key values and origins of Australia’s legal system

•

describe the power of courts in Australia

•

explain the reasons behind citizenship and becoming an active citizen

•

identify the differences between criminal and civil law and examine contemporary issues related to these areas of the law

•

explain the role of parliament in the law making process

•

describe Australia’s electoral system and the role of political parties

•

evaluate the protection of human rights in Australia and overseas

•

critically evaluating information and ideas relating to Australia’s legal system

•

accounting for different interpretations and points of view from political parties

•

recognising and considering multiple perspectives to resolve contentious policy issues such as asylum seekers, euthanasia and climate change

•

analysing parliament’s response to a particular issue in law

•

presenting evidence-based legal arguments using specific legal language

•

using key legal terms

ELTHAM College 2019 Senior School Curriculum Handbook

Units 1/2 and 3/4 Legal Studies

Content continued

Student will learn to:

Unit 3: Rights and Justice

•

define legal terminology and use it appropriately

•

•

discuss, interpret and analyse legal information

The Victorian justice system, addressing both the criminal and civil systems

•

apply legal principles to relevant cases and issues

•

•

evaluate the legal system and key legal concepts

how the protection of rights upholds the principles of fairness, access and equality

•

synthesise legal principles and information

•

methods and institutions of the justice system, in considering the appropriateness of determining outcomes

•

court hierarchy and other Victorian legal institutions and the roles of the judge, jury, legal practitioners and parties involved in cases

•

investigation of the extent to which the principles of justice are upheld

Content

•

maintaining social order and just punishments

•

different sources of law and court hierarchy

•

presumption of innocence

•

key concepts of criminal law and types of crime

•

legal reasoning to determine culpability and the impact of crime on individuals and society

Unit 2: Sanctions remedies and rights

Unit 4: The people and the law •

understanding of the institutions that make and reform our laws

•

the relationship between the Australian people and The Australian Constitution and law making bodies

•

how the Constitution establishes law making powers and protects people through checks and balances

•

an understanding of the High Court and its role in protecting and interpreting the Constitution

•

protecting rights of individuals and what happens when rights are infringed

•

enforcement of criminal and civil law

•

in-depth study of two criminal and two civil cases looking at how the principles of justice were achieved

•

understanding of the relationship between Parliament and the Courts and the relationship between the two when it comes to law making

•

how rights are protected in Australia compared to other countries

•

the roles of individuals, the media and law reform bodies in influencing law reform

Year 8

focus on criminal and civil law

Year 9

•

Years 10 - 12

Unit 1: Guilt and Liability

Welcome

Skills

Year 7

To undertake Units 3 and 4 in this subject it is recommended, though not essential, that you have successfully completed Units 1 and 2. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject.

Contents

If you are interested in the workings of the legal system, the resolution of cases, and learning about the law and your rights and responsibilities, you will enjoy Legal Studies. This subject investigates the ways in which the law and the legal system relate to and serve individuals and the community. It is about how the justice system works, who makes laws, how they are made, and the laws that exist in society. Legal Studies also focuses on the resolution of cases and disputes through the legal system. Students explore contemporary legal issues and cases, and consider the concepts of fairness and justice within the legal system.

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Computing Units 1/2 and 3/4 Computing VCE Computing focuses on the application of a problem-solving methodology, and strategies and techniques for managing information systems in a range of contexts. The study examines the attributes of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions. Students investigate legal requirements and ethical responsibilities that individuals and organisations have with respect to the security and integrity of data. Please note that there is a strong theoretical as well as practical component in this subject.

Assessment for Computing Units 1 to 4 takes a variety of forms – some extended tasks, completed over a number of lessons, combining both software and theory elements, and some time-limited tasks in the form of a written test or report.

To undertake Units 3 and 4 in this subject it is not necessary to have studied Units 1 and 2.

Skills

Content continued

This study is designed to enable students to:

•

use appropriate software tools to extract relevant data and create a data visualisation that meets a specified user’s needs

•

create a solution using database management software, and explain the personal benefits and risks of interacting with a database

•

•

•

apply skills, techniques, processes and a methodology to create digital solutions and understand the hardware and software components and structure of information systems become independent and discerning users of digital systems, able to critically appraise the opportunities and appropriateness of different digital systems in a range of settings understand how digital systems, processes, legislation and personal behaviours can affect the integrity and security of data and information

Unit 3: Informatics •

investigate the way organisations acquire data using interactive online solutions, such as websites and applications, and the interaction of these solutions with online transactions

•

examine how relational database management systems (RDBMS) store and manipulate data

•

frame a hypothesis and then select, acquire and organise data from multiple data sets to confirm or refute this hypothesis

Content Unit 1: Computing •

acquire and interpret data; design and develop a graphic solution that communicates the findings of an investigation

•

design a network with wireless capability that meets an identified need or opportunity, explaining its configuration and predicting risks and benefits for intended users

•

design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings from the hypothesis in Unit 3

•

design and develop a website collaboratively with others that presents an analysis of a contemporary issue and the team’s point of view on the issue

•

explore the storage and disposal of data and information to minimise threats to the integrity and security of data and information, and to optimise the handling of information

Unit 2: Computing •

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Unit 4: Informatics

design working modules in response to solution requirements, and use a programming or scripting language

ELTHAM College 2019 Senior School Curriculum Handbook

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

English

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

English Year 10 Australian Perspectives This cross-curricular subject, aimed at international students, focuses on improving English language skills through the vehicle of Humanities. It runs for the whole school year, however, students will have the opportunity to move into mainstream Humanities classes if their skill level sufficiently improves. Students will be introduced to aspects of Australian life and culture as well as content that reflects the mainstream core Humanities classes.

Assessment tasks will consist of analytical writing, research, and interpreting data. There will be an end of semester examination.

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Skills

Content

Students will develop skills in the following areas:

The course will cover:

•

language development (reading, writing, speaking, listening)

•

management of environmental and economic challenges in different locations

•

using and understanding a variety of primary and secondary source materials

•

global wellbeing: a comparison of life in Australia and elsewhere

•

evaluating and interpreting data

•

•

expanding inter-cultural understanding

the impact of WWII on the Asia-Pacific region and Australia’s involvement

•

research

•

rights and responsibilities of citizenship

•

fieldwork

•

key principles of Australia’s justice system

•

human rights – indigenous and civil rights movements

ELTHAM College 2019 Senior School Curriculum Handbook

Year 10 English English provides a fundamental basis for effective participation in society. It develops and refines students’ ability to critically analyse the ways in which texts are constructed and interpreted. Students develop competence and confidence in creating their own written, oral and multimodal texts in an environment which values creativity and diversity. English fosters thinking skills which underpin all other disciplines. Completion of English is fundamental to entry and success at VCE level. Aptitude across the three strands – reading, writing and oral communication – provides a firm foundation for VCE English, Literature or EAL.

familiarisation with, and analysis of a range of different text types and genres

•

analysing how writers construct meaning and develop characters, ideas and themes in narrative texts

•

recognising different ways of interpreting texts as well as the strategies used by readers to make meaning

•

accurately using structures, features and conventions of a range of print, non-print and multimodal texts to suit a specific audience, purpose and context

•

planning and revising

•

small group work, whole class discussion, research, individual assignments and activities

Welcome

•

Year 7

Students read and respond to a wide selection of novels, poetry, short stories, films and a rich range of other visual media. They compare the similarities and differences between texts in terms of how they deal with ideas, issues or themes from different perspectives to reflect particular values. They respond both analytically and creatively to selected texts, as well as analysing arguments and the use of persuasive language in texts that debate a topical issue in the Australian media. They will also prepare an oral presentation of a point of view.

Year 8

These skills include:

Year 9

Content

Years 10 - 12

Skills

Contents

Assessment takes the form of extended written responses and one oral presentation.

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English Units 1/2 and 3/4 English The ability to communicate effectively is a vital skill in our world. Language plays a significant part in determining how we think and feel. To be able to respond to the range of information and ideas available, you need a good understanding of the way language is used to manipulate us as readers. Print is only one medium. Students must be able to read, write, speak, listen and think - using language to evaluate, criticise, analyse, persuade and reflect across a range of media and literary texts.

Skills

Content

Students will learn to:

Unit 1: Students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. They will also prepare an oral presentation of a point of view. In developing creative responses to texts, students explore how purpose and audience affect the choices they make as writers in developing ideas and planning work, making choices about structure, conventions, and language to develop voice and style.

•

identify and discuss ideas, themes and issues in set texts, and construct personal responses

•

explore ideas and issues orally, giving considered reasons for a point of view and listening actively to the views of others

•

analyse language used in the presentation of a debate in the contemporary media, and learn to construct a persuasive response to that topic

•

experiment with a variety of writing styles for different purposes and audiences

•

create written texts for a specified audience, purpose, language and context

Unit 2: Students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. Students produce a written comparison of selected texts, discussing important similarities and differences. They identify and analyse how argument and persuasive language are used in text/s that attempt to influence an audience, and create their own text that presents a point of view.

Unit 3: In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts that debate a topical issue in the Australian media, identifying, discussing and analysing how the features of selected texts create meaning and how they influence interpretation. They construct a sustained and reasoned point of view in oral form. Students also present sustained creative responses to selected texts.

Unit 4: In this unit students compare the presentation of ideas, issues and themes in texts. Students explore the meaningful connections between two texts; they produce a written analysis comparing texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values. Students use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year.

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ELTHAM College 2019 Senior School Curriculum Handbook

Year 10 English as an Additional Language (EAL)

•

grammatical fluency and competence in written expression

•

familiarisation with, and analysis of a range of different text types and genres

•

identifying and discussing ideas, themes and issues in a range of set texts; and construct personal responses

•

analysing an issue in the Australian media and understanding how writers use language to influence and persuade creating written texts for a specified audience, purpose, language and context

Welcome

Students respond both analytically and creatively to a wide selection of novels, poetry, short stories film and songs from different cultures including Australia.

Year 7

Students will develop skills in:

Year 8

Content

Year 9

Skills

Years 10 - 12

Assessment takes a range of forms, covering writing, speaking and listening.

Contents

For international students only. This subject provides a fundamental basis for VCE EAL. Students will improve fluency of communication and be able to actively participate in a range of Australian educational settings. Students will develop and refine their reading skills and be able to analyse how writers use structures, features and conventions to create meaning in a wide range of text types, and various multi media. Furthermore, attention will be given to enable students to recognise culturally different learning strategies and cross-cultural educational pedagogies.

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English Units 1/2 and 3/4 English as an Additional Language (EAL) For international students only. The study of EAL focuses on extending students’ ability to participate effectively in English in academic and social settings. Students extend their language skills through thinking, reading, writing, speaking and listening. Familiarisation with a rich range of English text types will form a fundamental basis for developing VCE skills of evaluating, criticising, analysing, persuading and reflecting. Students immerse themselves in the language through print and visual media with the aim of becoming productive participants in society in the twenty-first century. Students are assessed on writing, speaking and listening.

Skills

Content

Students will learn to:

Unit 1: The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. They will also prepare an oral presentation of a point of view.

•

identify and discuss ideas, themes and issues in set texts, and construct personal responses

•

communicate fluently and persuasively in writing, taking into account context, purpose and audience

•

explore ideas and issues orally, giving considered reasons for a point of view and listening actively to the views of others

•

explore language used in the presentation of a debate in the contemporary media, and learn to construct a persuasive response to that issue

•

prepare and deliver a formal oral presentation on a subject of your own choosing

•

experiment with a variety of writing styles for different purposes and audiences

Unit 2: Students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They produce a written comparison of selected texts, discussing important similarities and differences. Students also build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience.

Unit 3: The focus of this unit is on listening, as well as reading and responding, both orally and in writing, to a range of texts. Students analyse how the authors create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts. Students analyse and compare the use of language in written texts that debate a topical issue in the Australian media and construct a sustained and reasoned point of view in oral form.

Unit 4: Students explore the meaningful connections between two texts; they produce a written analysis comparing texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values. Students develop their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year.

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Year 10 English Pathways

communicating in everyday English

•

reading and writing a range of different text types

•

understanding and using English grammar

•

studying in an English-speaking environment

•

small group work, whole class discussion, research, individual assignments and activities

•

negotiation where appropriate of individual content based on interests and areas of need

Welcome

•

Year 7

Students will study and discuss a range of English language texts including novels, newspapers, textbooks, films, television shows, websites and language learning software. Assessment includes writing, speaking and listening tasks.

Year 8

Students will develop skills in:

Year 9

Content

Years 10 - 12

Skills

Contents

For international students only. This subject is for those students who require additional English language development, they will study this subject alongside their mainstream subjects. At the same time they will study English as an Additional Language (EAL). This course is interactive and designed to improve communication and study skills in order to prepare students for senior schooling. In this subject students will focus on developing their listening, speaking, reading and writing skills. In addition to improving everyday communication skills, students will be introduced to the language they will encounter in various mainstream subjects.

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English Year 10 Introduction to Journalism In Year 10 Journalism we focus on the birth of modern journalism and just how much the profession has changed. We look at journalism in the digital age and explore topics such as citizen journalism and the role of social media. Students discuss and write their own articles about some of the big issues facing journalists today. We question the nature of truth and the ethics and values that underpin journalistic integrity. The pressures on investigative journalists both in the past and the present are researched and discussed. The students develop an increased awareness of the personal sacrifices some journalists have made in the service of a story. They learn interview techniques and how to identify and utilise persuasive language in a variety of media texts.

Assessment for Journalism will consist of writing a feature article and an opinion piece accompanied by visual imagery. Students also conduct interviews and produce a podcast based on an issue of their own choice.

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Skills

Content

Students will develop skills in the following areas:

The course will cover:

•

writing opinion pieces

•

the changing face of journalism

•

writing feature articles

•

ethics and integrity in journalism

•

lay out/presentation of text and images

•

investigative journalism

•

visual media – analysing images and choosing effective images to accompany an article

•

citizen journalism

•

social media as a source of news

•

identifying and utilising language/tone/register effectively in a variety of media texts

•

‘Dying for a story’ – the personal sacrifices of some journalists

•

interview techniques

•

researching, planning and creating podcasts

•

identifying, structuring and formatting a variety of news texts

•

analysis of a variety of media texts

•

researching, planning and creating podcasts

•

analysis of a variety of media texts

ELTHAM College 2019 Senior School Curriculum Handbook

Units 1/2 and 3/4 Literature

•

the close analysis of film, television or multi -media text and print texts, specifically with regard to literary conventions and production elements

•

commenting, contrasting and comparing the ways in which different media or texts present interpretations of experience

•

reflecting on ways in which texts represent and reflect on the views and values of individuals and particular groups in society

•

making creative responses to texts

Unit 2: Students explore the ways literary texts connect with each other and with the world. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted.

Students analyse the similarities and differences across two texts and establish connections between them.

Unit 3: Students focus on how the form of text is significant in the making of meaning, and reflect upon the way meaning changes when the form of the text is changed. For example, students may explore the transformation of prose into film, poetry into performance, or script into stage performance, and analyse how meaning changes when the form of a text changes.

Unit 4: Students examine texts from the point of view of a theoretical position and focus on how texts can be assessed from different literary perspectives. Students then focus upon the close analysis of texts with detailed scrutiny of the language, style, concerns and construction of texts.

Welcome

Unit 1: Students focus on the ways in which the interaction between text and reader creates meaning.

Students respond critically, orally and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

Year 7

Students will develop skills in:

Year 8

Content

Year 9

Skills

Years 10 - 12

The course is demanding, both in terms of its written components and the number and difficulty of the texts; therefore, it is generally recommended that you have attained an excellent standard in English in previous years before attempting this study.

Contents

The study of Literature is a means of exploring and making sense of human experience through the language of a literary work. How does the language manipulate the reader? What are the views and values of the author in that text? Classes focus on themes, key discourses, characters, the social context of the work, and the way in which genre and the conventions of writing are challenged and exploited by writers to particular effect. Literature encompasses the best thoughts of the best minds, and allows us to experience the world through a fresh perspective. If you are considering Literature it is strongly recommended that you have a real interest in reading, and can keep an open mind in viewing others’ perspectives on the world.

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Health and Physical Education

Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Health and Physical Education SIS30115 Certificate III in Sport and Recreation (Units 1/2 and 3/4) If you enjoy being involved in sport and recreational activities, then this is the course for you.

You will learn about and be involved in a variety of sporting pursuits and recreational activities to suit a range of groups and individuals in various contexts. You will get to plan, organise and facilitate varying sport and recreation sessions throughout your studies. And you will also focus on other areas such as maintaining grounds and playing surfaces, providing customer service, housekeeping and or administrative assistance. The Certificate III in Sport and Recreation is designed for students interested in the sport and recreation industry in areas and facilities such as fitness centres, outdoor sporting grounds or complexes, aquatic centres and community recreation centres.

Packaging Rules To be awarded the SIS30115 Certificate III in Sport and Recreation, competency must be achieved in fifteen (15) units of competency.

•

nine (9) core units of competency

•

six (6) elective units of competency

Assessment for Sport and Recreation will involve students completing Scored Assessment Tasks in the form of structured questions, assignments, presentations and running practical sessions.

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Skills

Content

Students will develop skills in:

•

recreation event planning and coordination

•

client service

•

communication

•

emergency response/first aid

•

industry and enterprise

•

occupational health and safety

•

fitness principles

•

communicating with clients and professionals

•

teamwork

•

problem-solving

•

developing initiative and using enterprise skills

•

planning and organizing events and activities

•

self-management

•

learning

•

using technology

ELTHAM College 2019 Senior School Curriculum Handbook

Assessment in Health and Human Development will involve students completing written tasks in the form of a reflective diary piece, data analysis, case studies and answering structured questions.

Skills

Content continued

A huge variety of skills are developed and used during these Units including:

•

investigation of a number of topics

•

evaluation of data already collected

•

team work

•

individual research

Content

Unit 3: Australia’s Health in a Globalised World •

Student will explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status

•

Students will explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies.

Unit 1: Understanding Health and Wellbeing •

Students will explain multiple dimensions of health and wellbeing, explain indicators used to measure health status and analyse factors that contribute to variations in health status of youth.

•

Student will apply nutrition knowledge and tools to the selection of food and the evaluation of nutrition information.

•

Students will interpret data to identify key areas for improving youth health and wellbeing, and plan for action by analysing one particular area in detail.

Unit 2: Managing Health and Development •

Students will explain developmental changes in the transition from youth to adulthood, analyse factors that contribute to healthy development during prenatal and early childhood stages of the lifespan and explain health and wellbeing as an intergenerational concept.

Unit 4: Health and Human Development in a global context •

Students will analyse similarities and differences in health status and burden of disease globally and the factors that contribute to differences in health and wellbeing.

•

Student will analyse relationships between the SDGs and their role in the promotion of health and human development, and evaluate the effectiveness of global aid programs.

Year 7

comparisons of viewpoints

•

Year 8

•

Year 9

gathering and summarising relevant information; analysis of statistics

Years 10 - 12

•

Student will describe how to access Australia’s health system, explain how it promotes health and wellbeing in their local community, and analyse a range of issues associated with the use of new and emerging health procedures and technologies.

Welcome

It is important you have an interest in investigating the factors that influence your health, safety and well-being and that of other individuals, families and communities. You will explore the physical, social, emotional and intellectual development of youth; the way youth cope with pressures to which they are exposed and the role of the Australian family and local communities in providing an environment for growth and development. Time will also be spent examining the health of Australians and the health problems we face; and the global issues such as the differences between people living in industrialised countries and those living in developing countries.

Contents

Units 1/2 and 3/4 Health and Human Development

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Health and Physical Education Year 10 Outdoor Education Journey to the Top This subject provides students with the opportunity to carefully plan and implement outdoor activities with the focus being on our ‘peak trek’ experience – the opportunity to trek for eight days over the rooftop of Victoria. You will learn to live simply and understand what equipment, clothing and safety considerations are essential for such challenging expeditions. In addition to the trek, there are a number of single day activities, which could include mountain bike riding, orienteering, cross-country skiing, caving, rock climbing, surfing and canoeing.

Theory work is directly linked to the practical application of the outdoor experiences and the assessment for this subject will consist of a major project, oral presentation, end of year exam and participation in the Outdoor Education activities.

Please note the following information for this elective

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•

There is an additional cost of approximately $850 associated with this elective to cover the practical components.

•

Day one of the two day First Aid Course will take place on the last day of the Term 2 holidays.

•

The single day activities (mount bike riding, canoeing, cross-country skiing, orienteering and caving) are all conducted on weekends during the school term. It is encouraged that students should be able to attend a minimum of two out of the four activities listed.

•

The major eight-day trek will occur at the end of the school year (early December – please speak with Guy if you have any questions in regards to these dates for 2019).

Skills

Content

Students will develop skills in the following areas:

The course will cover:

•

trip planning

•

safe participation in the outdoors

•

an understanding of safety procedures

•

minimal impact travel and living

•

first aid

•

leadership skills

•

skills in ‘minimal impact’ camping strategies

•

•

physical fitness to complete the challenging walks

trip planning including menu planning for extended trips

•

Level 2 First Aid Accreditation

ELTHAM College 2019 Senior School Curriculum Handbook

Year 10 Sport and Fitness

•

oral presentations, team work, individual research, organisation

•

participation in a range of physical activities

•

basic human anatomy and physiology including identification of major bones and muscles in the human body

•

fitness components and training principles through the use of heart rate monitors

•

different methods of training - continuous, resistance, fartlek and interval sessions

•

the benefits of maintaining a healthy lifestyle and health related issues

•

basic nutrition - through analysis of food intake and creating a healthy eating plan

•

the importance of leadership and teamwork

Welcome

The focus of this course is an understanding of:

Year 7

A variety of skills will be developed and used throughout the course:

Year 8

Content

Year 9

Skills

Years 10 - 12

Students will be subjectively assessed upon their ability to demonstrate and further develop skills in the following areas: teamwork and sportsmanship, cooperation and attitude, effort and participation. All students will be asked to undertake and submit a weight training program, they will complete a theory test, and a class assignment.

Contents

Students will participate in a wide range of fitness based activities and learn the long and short term benefits of these. As the year progresses students will be given the freedom to participate in their preferred fitness activities to better understand fitness gains. Time may also be spent developing various life skills in key areas such as organisation, stress and time management, communication and study techniques.

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Health and Physical Education Units 1/2 and 3/4 Physical Education VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity.

Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise.

Assessment for Physical Education will involve students submitting written reports, a reflective portfolio/diary of participation in practical activities, practical laboratory reports, data analysis, case studies and answering structured questions.

Skills

Content continued

This study 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

Content Unit 1: The human body in motion •

musculoskeletal system and the cardiovascular and respiratory systems of the human body

•

how the muscles and bones work together to produce movement

• •

Unit 3: Movement Skills and Energy for Physical Activity •

classification of movement skills

•

biomechanical principles for analysis of human movement

•

direct and constraints based approaches to coaching and instruction

•

fuels (both chemical and food) required for resynthesis of ATP at rest and during physical activity, including the relative contribution of fuels at varying exercise intensities

•

characteristics of the three energy systems for physical activity

Unit 4: Training to improve Performance •

analyse data to determine the major fitness components and the factors that affect them, and energy systems used in a variety of sporting events and physical activities

the social, cultural and environmental influences on movement

•

conduct a valid and reliable assessment of fitness using ethical protocols

the heart, blood vessels and lungs function at rest and during physical activity

•

perform, observe, analyse and report on practical laboratory exercises designed to assess fitness prior to designing a training program and then evaluate and critique the effectiveness of different training programs

•

evaluate a range of psychological, nutrition and rehydration strategies which affect performance and recovery

Unit 2: Physical activity, sport and society •

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declining levels of physical activity across the lifespan, active transport, gender equity in physical activity and sport, cultural diversity and inclusion in physical activity

the role of physical activity, sport and society in developing and promoting healthy lifestyles and participation in physical activity across the lifespan

•

strategies aimed at increasing physical activity and/or reducing sedentary behaviour

•

contemporary issues associated with physical activity at the local, national and global level

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Humanities

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Humanities Year 10 A Beginner’s Guide to Ideas Interested in the process of thinking and philosophy? A Beginner’s Guide to Ideas is recommended for students interested in learning more about various theories of how humans think and develop ideas. This subject will look at issues including ways of knowing, and an introduction to Philosophy and philosophers such as Plato, Thomas Hobbes or Marx.

Text: The Story of Philosophy Bryan Magee Dorling Kindersley Book 2001 (supplied) Students are assessed on their performance in student driven class discussion, and in two extended writing pieces, one of which is 1500 words. Students are also assessed on their ability to manage note-taking, to research and use technology effectively, especially One Note, Word, Inspiration, Google Advanced Search, hyper linking and the creation of PDFs. There is an end of semester examination.

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Skills

Content

Through the course students will have the opportunity to develop skills in:

The course will cover: •

•

critically analysing language, ideas, arguments and evidence

looking at the influences of philosophers such as Plato and Aristotle

•

•

researching, planning and constructing a series of academic papers

an introduction to the ideas of the humanist thinking, and the impact of the printing press

•

•

the ability to listen actively and respond constructively to others’ views during discussion

looking at the Enlightenment thinkers and the emergence of democratic theories

•

•

effective note taking utilising technology as a learning tool

examining the challenging ideas of Marx and Nietzsche

•

two major writing tasks will be undertaken in the course: a study of a philosopher or a study of a philosophical concept and a research essay on a topic of the student’s choice

•

there are also four student driven class discussions which form a key element of the assessment

•

students also maintain an ongoing journal of notes and a written piece on each philosopher

ELTHAM College 2019 Senior School Curriculum Handbook

•

use and apply key research concepts and terms and compare research methods

•

elements, features and terminology of critical thinking

•

organise, synthesise and analyse ideas and information

•

•

formulate, refine and justify a research question

techniques to construct arguments and techniques to analyse and evaluate the soundness and validity of arguments

•

analyse and evaluate evidence and argument

•

socio-cultural influences in argument

•

use conventions of academic writing and communicate and explain research

•

methods for organising, analysing and summarising ideas and information

•

evaluate research methods reflecting on outcomes

Unit 4: •

body of knowledge specific to the area of investigation and its significance

•

methods of evaluation of research methods and findings

•

structure and organisation of oral presentation

•

Students submit a 4000 word research report and give an oral presentation on this as their major assessment item

Welcome

Unit 3:

Year 7

Students will develop the ability to:

Year 8

Content

Year 9

Skills

Years 10 - 12

Are you a curious and self-motivated student? This subject develops students’ understanding of what constitutes a good research question. They develop an ethical, robust, disciplined and rational approach to gathering, interpreting and evaluating evidence in order to answer the research question. In this study, the student considers how questions are developed and refined to enable the researcher to address the key issues proposed within the limits that time and resources impose. Students conduct a review of relevant literature, and develop research project management knowledge and skills, and ways of effectively presenting and communicating their findings. The investigation may be an extension of an area of curriculum already undertaken by the student, or it may be completely independent of any other study in the student’s VCE program.

Contents

Units 3/4 Extended Investigation

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Humanities Year 10 Humanities Geography and Economics Geography is the study of people and their environments. Students examine the characteristics of different natural and human environments, the management of these, and the impact of this variation. Economics explores the ways in which individuals, groups and governments make decisions in relation to the allocation of resources within these environments.

All Year 10 students will undertake this semester of Geography and Economics unless completing VCE Geography Units 1 or 2 in 2019. In this course fieldwork will be included.

A range of assessment tasks may be undertaken such as fieldwork, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject.

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Skills

Content

Students will develop the skills to:

You will examine:

•

represent, interpret and critically examine information in a variety of forms such as tables, graphs and maps, including digital media

•

global well-being - how and why living conditions vary around the world and within nations

•

•

consider both the positive and negative aspects of an issue and justify an appropriate course of action

identify and explain indicators of economic performance including those for Australia

•

•

link current events to class work

•

undertake fieldwork

•

explain the links between economic performance and living standards, including the variations that exist within and between economies, and give reasons for the possible causes of variations

the work of government and non-government programs which attempt to improve human wellbeing within Australia and overseas including workplace environments

•

environmental challenges that will affect your future life e.g. changes to coastal environments

•

management of environmental and economic challenges in different locations

ELTHAM College 2019 Senior School Curriculum Handbook

Year 10 Humanities History and Civics and Citizenship

•

research from a variety of sources, and ask questions to inform historical inquiry

•

WW II, its impact on the Asia-Pacific region and Australia’s involvement

•

sequence significant events in chronological order to support analysis of causes and effects

•

•

analyse and evaluate broad patterns of change from 1918-present

struggles for human rights and freedom i.e. the civil rights and indigenous rights movements

•

the nature and impact of the Cold War and the increasing influence of Asia in the post Cold World War

•

key principles of Australia’s system of justice

•

Australia’s international legal obligations

•

analyse and corroborate sources and perspectives of people in the past

•

evaluate historical interpretations and significance including contested debates

Welcome

Students examine the impact on Australian society in the period 1918 to the present:

Year 7

Students will develop the skills to:

Year 8

Content

Year 9

Skills

Years 10 - 12

All Year 10 students will undertake this semester of History unless completing VCE History Units 1 or 2 in 2019.

Contents

History is about understanding the past and carrying that understanding into other circumstances. Learning about the people, ideas, movements and the events that have shaped societies and cultures is not only interesting - it also helps make sense of current issues. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society.

They gain the knowledge and skills necessary to question, understand and contribute to the world in which they live.

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Humanities Units 1/2 and 3/4 Geography Geography is the study of natural and human phenomena. Students studying Geography examine the interaction between human activities and natural processes, the reasons for those, and the changes that occur. Students look at how these changes are managed and the impact of these on people and the environment. For example, examining the impact of tourist development on Australia’s coastal landscapes, or looking at the effectiveness of government response to population changes. You may undertake Units 3 and 4 without having undertaken Units 1 and 2 although this is recommended.

Skills

Content

Students will develop the ability to:

Unit 1: Hazards and disasters

•

•

the variety of hazards and disasters occurring around the world

•

detailed study of two types of hazards/disasters

•

the impact of hazards and disasters on people and the environment at a variety of scales

•

examine how hazards may be managed

•

undertake fieldwork

represent, interpret and critically examine information in a variety of forms such as tables, graphs and maps including use of spatial technologies

•

consider both the positive and negative aspects of an issue e.g. rainforest clearing

•

link current events to class work and fieldwork examples e.g. the expansion of Melbourne’s urban boundary in Unit 3

Unit 2: Tourism •

the characteristics of tourism – where and how it has developed, how it has changed over time and its different forms

•

the impact of tourism on people and the environment

•

how tourism is managed

•

undertake fieldwork

Unit 3: Changing the land •

land use change

•

melting ice sheets and glaciers

•

deforestation

•

desertification

•

undertake fieldwork

Unit 4: Human population, trends and issues •

patterns of population change, movement and distribution

•

responses to population changes in different parts of the world

•

case study of a country with a growing population

•

case study of a country with an ageing population

A range of assessment tasks may be undertaken such as a written report, a case study analysis, an oral presentation or tests. Fieldwork is undertaken in each of Units 1-3. Examinations will also be held in this subject.

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ELTHAM College 2019 Senior School Curriculum Handbook

Content

Students will develop the ability to:

Unit 3: Global Actors

•

define and explain key global political terms and use them in the appropriate context

•

investigation of key global actors in the 21st century

•

research and synthesise contemporary evidence to draw conclusions

•

analyse the role of key global actors and their aims, roles and power

•

analyse ideas and debates about different interpretations of key global issues

•

role of non-state actors and their effectiveness

•

•

analyse the effectiveness of responses by global actors to contemporary global issues

in depth examination of concepts of national interest

•

use of power (hard and soft) by a state in the Asia Pacific region

•

the way one Asia Pacific state uses power in the region to achieve objectives

Welcome

Skills

Year 7

To undertake Units 3 and 4 in this subject it is recommended, though not essential, that you have successfully completed Units 1 and/or 2 of History or Economics.

Year 8

Global Politics is the study of contemporary power at an international and state level. Students explore, explain and evaluate global political issues, problems and events and the forces that shape these and responses to them. They examine the interconnectedness of twenty-first century global citizens and the impact of globalisation on culture, language, human rights and the environment. They explore the nature and effectiveness of key global actors in the twenty-first century and global challenges, including human rights, people movements, development issues, war and terrorism and the impact of globalisation on culture, language and human rights. Through this study students explore, explain and evaluate national and global political issues, problems and events, the forces that shape these and responses to them. While many of the issues studied may have antecedents in issues and events before the twenty-first century that students need to understand, in order to contextualise contemporary global situations, focus needs to be on the twenty-first century when choosing particular examples and case studies. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests.

Examinations will also be held in this subject.

Contents

Units 3/4 Global Politics

investigate key global challenge facing the international community in the 21st century

•

examine and analyse the debates around two ethical issues which underpin the contested notion of global citizenship

•

evaluation of responses to these issues

•

explore the context and causes of global crises

Years 10 - 12

•

Year 9

Unit 4: Global Challenges

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Humanities Units 1/2 History – 20th Century History is about understanding the past and carrying that understanding into other circumstances. Everything has a history. To think historically is to recognise that all problems, all situations, all institutions exist in contexts that must be understood before informed decisions can be made. Historical thinking prepares you for leadership because History is about change – envisioning it, planning for it, making it last. Learning about the people, the ideas, movements and events that have shaped societies and cultures is not only intrinsically interesting but helps make sense of current events and future issues.

Assessments may include document analysis and evaluation, film analysis, essay and short answer responses as well as research tasks.

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Skills

Content

Through the course students will have the opportunity to develop skills in:

Unit 1: 1918 – 1939

•

comprehending, analysing and critically evaluating oral, visual and written material

•

comparing attitudes, beliefs and values of ideologies of the period

•

using questions to shape inquiry

•

analysing perspectives of people from the period

•

comparing historical interpretations of key ideas, events and movements

•

taking notes effectively

•

using discussion and written form to effectively communicate knowledge and understanding

ELTHAM College 2019 Senior School Curriculum Handbook

•

the nature of political, social and cultural change in the period between the World Wars

•

the rise of Nazism and causes of World War II

•

social and cultural developments such as art movements, the jazz and gangster era that reflect and challenge social life

Unit 2: 1945 – 2000 •

how the ideologies of communism, capitalism and democracy were spread after World War II

•

the manifestations of ideologies in various Cold War conflicts for example, the Berlin Wall, the Korean War and the Vietnam War

•

the concept of challenge and change is studied in the American Civil Rights Movement and campaigns of terrorist organisations

Units 3/4 History - Revolutions

Unit 3: France and Unit 4: Russia •

the events and other conditions that contributed to the outbreak of revolution

asking historical questions to inform an historical inquiry

•

the ideas that played a significant role in challenging the existing order

•

constructing arguments using primary sources and historical interpretations as evidence

•

the role and contribution of significant individuals

•

•

communicating ideas, knowledge and understanding through use of formal written techniques

the challenges the new regime faced in attempting to consolidate its power

•

the changes and continuities in political, social, cultural and economic conditions that influenced leaders to compromise their revolutionary ideals

•

the diverse revolutionary experiences of social groups and their responses to the challenges and changes to the conditions of everyday life

•

critical thinking, analysis and evaluation

•

Welcome

Through the course students will have the opportunity to develop skills in:

Year 7

Content

Year 8

Skills

Year 9

Assessments in Units 3 and 4 Revolutions include essay writing, a research essay, analysis and evaluation of primary source documents and historians interpretations.

Years 10 - 12

To undertake Units 3 and 4 in this subject it is recommended, though not essential, that you have successfully completed History Units 1 and/or 2.

Contents

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. The focus is on the French and Russian Revolutions.

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LOTE

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ELTHAM College 2019 Senior School Curriculum Handbook

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

LOTE 10297NAT Certificate II Applied Languages (Chinese) (Unit 1/2 Year 10) In partnership with VSL RTO No. 21269 Scientific, cultural and commercial links mean that Australians increasingly travel, work and study in China. The ability of Australians to communicate in Chinese will serve to strengthen the relationships between the peoples of Australia and China. Chinese is also spoken throughout Asia, as well as by a significant segment of the migrant population here in Australia, increasing its relevance to Australians. Students should have satisfactorily completed Year 9 Chinese, or an equivalent - such as time at an International School in China. It is recommended students have a real interest in learning to express themselves in Chinese, and an interest in life in China and other Chinesespeaking communities.

Assessments for Certificate II will consist of role-plays in simulated or authentic social and workplace situations, reading and writing basic social and workplace texts.

There is an additional cost associated with this subject.

The course consists of four units: •

conducting basic oral communication for social purposes in a Language other than English

•

conducting basic workplace oral communication in a Language other than English

•

reading and writing basic documents for social purposes in a Language other than English

•

reading and write basic workplace texts in a Language other than English

VET II Chinese and VET III Chinese are run over a three year period divided in two halves.

Students study VET II Chinese in Year 10 and complete it by the end of Semester 1 in Year 11.

VET III Chinese is begun in Semester 2 of Year 11 and completed by the end of Year 12.

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Skills

Content

Students will develop skills in the following areas:

The course will cover:

•

giving verbal directions (how to get somewhere)

•

personal details and school

•

talking about hobbies and leisure activities

•

shopping

•

ordering food

•

illness and medicine

•

assisting a customer in a shop

•

entertainment

•

giving Chinese visitors information about Melbourne Zoo

•

in the community

•

Melbourne Zoo

•

talking about past experience

•

reading and writing workplace notes

•

writing sick leave notes

•

designing posters of events

ELTHAM College 2019 Senior School Curriculum Handbook

This subject accounts for three units at Units 1 and 2 level.

Students who continue with Chinese have the opportunity to participate in the school’s long-running exchange programme with Lu He High School in Beijing.

10661NAT Certificate III Applied Languages (Chinese) (Units 3/4) In partnership with VSL RTO No. 21269

Assessments for Certificate II will consist of conducting routine verbal communications in simulated or authentic social and workplace situations, reading and writing routine social and workplace texts.

There is an additional cost associated with this subject.

Contents

The study of Chinese develops students’ ability to understand and use a language which is spoken by about a quarter of the world’s population. It is the major language of communication in China and Singapore, and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia.

•

conducting routine oral communication for social purposes in a Language other than English

•

conducting routine workplace oral communication in a Language other than English

•

reading and writing routine documents for social purposes in a Language other than English

•

reading and writing routine workplace documents in a Language other than English

Welcome

The course consists of four Units:

Students will develop the following skills:

The course will cover:

•

giving a set of instructions to a colleague regarding a meeting

•

travel in China and Australia

•

Spring festival

•

obtaining information through a telephone inquiry

•

history and culture of Beijing

•

taking a phone message

•

expressions for talking about modern technology

•

giving a tourist information about tourist attractions in Beijing

•

the world of work

•

personality and types of jobs

•

advising a tourist about activities at Sovereign Hill

•

explaining the comparisons between Christmas and Spring Festival

This subject accounts for three units at the Units 3 and 4 level.

•

writing a resume and a job application

Exchange Programme with Lu He High School, Beijing Students who continue with Chinese in Senior Years have the opportunity to participate in the school’s long-running exchange programme with Lu He High School in Beijing.

Year 8

Content

Year 9

Skills

Years 10 - 12

VET II Chinese and VET III Chinese are run over a three year period divided in two halves.

Students study VET II Chinese in Year 10 and complete it by the end of Semester 1 in Year 11.

VET III Chinese is begun in Semester 2 of Year 11 and completed by the end of Year 12.

Year 7

The prerequisite for this subject is Certificate II in Applied Language.

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LOTE Units 1/2 and 3/4 Chinese (First Language) This subject is for native speakers of Chinese (Mandarin). The study of Chinese develops students’ ability to understand and use a language which is spoken by about a quarter of the world’s population. It is the major language of communication in China and Singapore, and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia.

Studying Chinese can provide a basis for a continued learning pathway for students into a number of post-secondary options, as well as enhanced vocational opportunities in many fields.

Students must have completed an appropriate level of study in Chinese, or the equivalent education in the language in a Chinese speaking country. As there is a spoken component on the literature of China, a strong interest in speaking and literature is recommended.

Assessments for Chinese First Language will consist of writing imaginatively and persuasively, listening and reading comprehensions and oral presentations on issues.

Skills

Content

Students will develop skills in:

Unit 1: Students explore •

personal qualities

•

relationships with family and friends

analysing and using information from spoken texts and written texts

•

caring for the environment

•

the relationship between food, cuisine and culture

exchanging information, opinions and experiences

•

similarities and differences between the education systems in Australia and China

•

the expression of ideas through the production of original texts

• •

Unit 2: Students research, investigate and explore •

modern and traditional Chinese arts; Chinese and Western paintings, Chinese songs, calligraphy, paper-cutting, Chinese knot-tying

•

travel and tourism and the environment

•

extended and single child families

Unit 3: Students will •

compare Chinese and western legends and myths

•

discuss the use of modern technology and its impact

•

discuss the relationship between modern technology and employment

Unit 4: Students undertake

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•

research on traditional and modern lifestyles

•

a Detailed Study on a topic of their own interest, selecting three texts to understand and appreciate aspects of language and culture and context

•

reading

•

speaking

•

listening

•

writing

•

Personal life: describing ourselves and our relationships

•

Going out: sport and leisure activities, cafés and restaurants

•

Travel and holidays: respecting and appreciating cultures

•

Future plans: study and work

Students will be assessed on their oral skills through dialogues and role plays; writing skills through their ability to write formal and informal text types; their listening skills by demonstrating their understanding of native speakers from various French speaking countries, and their reading comprehension by testing their understanding of a range of texts.

Students will have the opportunity to improve their French speaking skills by welcoming French exchange students to their classes usually at the start of Term 3.

Students who continue with French in VCE have the opportunity to participate in the College’s longrunning exchange programme with Lycée Joffre in Montpellier. Students spend four weeks in France in the summer break between Year 11 and Year 12.

This subject accounts for two elective choices in a Year 10 program.

Welcome

The themes are:

Year 7

Students will continue to build upon previously acquired skills and will develop further competency in:

Year 8

Content

Year 9

Skills

Years 10 - 12

At this level, students build on and extend previously attained skills and knowledge.

Knowledge of regular and irregular verbs is consolidated in the present, future, perfect, imperative and imperfect tenses. Language begins to develop sophistication and complexity through the addition of new verb tenses as well as other grammatical concepts. Students express ideas, experiences and facts through the production of original oral and written texts as well as participation in a variety of individual and group work. In addition, students will develop confidence with a range of writing styles and text types. They are also encouraged to develop their awareness of the French-speaking world and of the influence of French culture.

They will reflect upon and develop an awareness of the role and nature of language and culture in everyday life, helping them to understand the diversity of the world around them. It is strongly recommended that they are a dedicated student, are very enthusiastic and have a strong passion for the French language and culture.

Contents

Year 10 French

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LOTE Units 1/2 and 3/4 French The study of French at VCE will enable you to deepen your language and understanding of the French culture, to use as a basis for informed comparison with other cultures. This will lead to the further appreciation of your own personal identity, beliefs and values. You will reflect upon, and develop an awareness of, the role and nature of language and culture in everyday life, helping you to understand the diversity of the world around you.

A prerequisite for VCE Unit 1 French is successful completion of Year 10 French or equivalent.

You must also continue to be dedicated to, and passionate about, the French language and culture. Students who continue with French to VCE have the opportunity to participate in the school’s long-running exchange program with Lycée Joffre in Montpellier. Students spend four weeks in France in the summer break between Year 11 and Year 12.

Skills

Content continued

Students will continue to build upon previously acquired skills and will develop further competency in:

•

•

reading

•

speaking

•

listening

•

writing

•

cultural projects

Content The areas of study for French comprise themes and topics, text types, kinds of writing, vocabulary and grammar. There are three prescribed themes:

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•

the individual, which includes the following subtopics: personal world (relationship with family and friends, daily life, making arrangements, free time and leisure activities), education and aspirations (student exchanges, tertiary options, job applications and interviews, work experience and vocational pathways), and personal opinions and values (student’s views of an ideal world and views on an issue).

•

the French speaking communities which includes the following subtopics; lifestyles (lifestyles in France and francophone countries, lifestyles of French speakers in Australia, tourism and travel, migration), historical perspectives (the influence of the past on the present, famous people and historical turning points, traditions and customs), and arts and entertainment ( art, literature, music, theatre, cinema and media).

ELTHAM College 2019 Senior School Curriculum Handbook

the changing world which includes the following subtopics: social issues (modern youth, issues of gender, economic crisis, the Global Village, environmental issues), the world of work (people at work, different types of work, vocational pathways, unemployment), scientific and technological issues (technology and innovation, great scientific inventions, the expansion of new horizons).

Students are expected to be familiar with and be able to produce the following five kinds of writing: imaginative, personal, persuasive, informative and evaluative.

While there is a no prescribed vocabulary list, it is expected that at the end of Unit 4 you become familiar with a range of vocabulary and idioms relevant to the topics prescribed in the study design.

You will be encouraged to use a dictionary from Year 11 to 12. Assessment covers speaking, listening, reading and writing.

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Mathematics

153

Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Mathematics Year 10 Mathematics Mathematics is a compulsory subject for all Year 10 students in both semesters. The emphasis of this subject is to reinforce algebraic, numeracy and problem solving skills whilst providing the skills needed to succeed at VCE Mathematics the following year (General Mathematics, Mathematical Methods or Specialist Mathematics). Half way through the year students will be given the choice between the General or Methods pathway.

Skills

Content

Mathematics provides students with the opportunity to develop the following skills:

To successfully complete Mathematics, students will need to demonstrate a satisfactory level of understanding of the following content areas:

•

computation, numerical and algebraic reasoning

•

collecting, representing, analysing and evaluating information

•

number

•

measurement

•

spatial visualisation and geometric reasoning

•

exponentials

•

applying mathematics to solve real-life problems

•

linear and quadratic equations

•

trigonometry

•

probability

•

statistics

•

geometry

Students will receive an overall letter grade for each unit (semester) based on topic tests, investigative assignments and end of semester examinations.

NB: It is recommended that students undertaking this subject would be advantaged by purchasing the Texas Instruments Nspire CAS (Computer Algebra System) calculator as there will be a CAS component of the course.

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ELTHAM College 2019 Senior School Curriculum Handbook

Year 10 The Joy of Mathematics Find the answers to questions you never knew you had.

How can we be sure two people in Australia have the same number of hairs on their head?

How many lotto combinations contain 2 consecutive numbers?

How is the school timetable constructed?

How does google maps find the quickest route?

How are prime numbers used in online security? … and more!

Skills

Content

Students will develop skills in the following areas:

The course will cover:

•

inquisition within higher level mathematical areas

•

basic combinatoric concepts

•

collaborative inquiry

•

an introduction to decision mathematics

•

project and research based learning

•

codes and cryptography

•

understanding a variety of proof and probability

•

probability applications

Welcome

Contents

How did the Enigma Machine work in WW2?

Year 8 Year 9 Years 10 - 12

NB: All students undertaking this subject require the Texas Instruments Nspire CAS (Computer Algebra System) calculator

Year 7

Students will receive an overall letter grade for the semester based largely on investigative assignments.

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Mathematics Unit 1/2 General Mathematics General Mathematics is for students who wish to study mathematics at Year 11. This course is closely linked to real life applications including business, financial modelling and statistics as well as general problem solving.

You must have achieved a satisfactory score in Year 10 Mathematics to take General Mathematics. This course is intended to guide students in to Further Mathematics Unit 3 and 4, with a greater depth and more content than was offered by the previous Further Mathematics Unit 1 and 2 course.

Please check the Mathematics pre-requisites for tertiary courses with a LifeWork Advisor.

Students will receive an overall letter grade for each unit (semester) based on topic tests, investigative assignments and end of semester examinations.

Please note all students undertaking this subject require the Texas Instruments Nspire CAS (Computer Algebra System) calculator.

156

Skills

Content

Students will develop skills in the following areas:

The course will cover: •

networks and decision mathematics

•

statistics

developing in-depth problem solving skills

•

functions and graphs

understanding real world money problems e.g. compound interest, how google maps works, tax etc.

•

algebra

•

matrices

•

statistical analysis

•

financial and business mathematics

•

graphical representation of situations

•

using technology to solve a range of problems

•

applying mathematics to solve routine problems and analyse the results

• •

ELTHAM College 2019 Senior School Curriculum Handbook

Units 3/4 Further Mathematics Further Mathematics is for students who enjoy using mathematics to solve practical problems.

Throughout the course there are many applications to real life situations e.g. financial calculations, or using statistics to analyse social trends.

•

data analysis

•

number patterns and applications to financial mathematics

•

display, summarise and interpret results mathematically

•

matrices and applications

•

use technology to solve problems

•

graphs and relations

•

develop your ability to solve problems logically

•

apply your knowledge to solve familiar and unfamiliar problems

Welcome

Further Mathematics provides students with the opportunity to:

Year 7

Content

Year 8

Skills

Year 9

Please note that all students undertaking this subject require the Texas Instruments Nspire CAS (Computer Algebra System) calculator.

Years 10 - 12

Student level of achievement for Further Maths Units 3 and 4 will be determined by internal assessments and two end-of-year examinations.

Contents

Further Mathematics requires that you have satisfactorily completed Unit 1 and 2 General Mathematics. Before selecting a VCE Maths subject, please check the Mathematics prerequisites for tertiary courses with a LifeWork Advisor.

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Mathematics Units 1/2 and 3/4 Mathematical Methods You should be confident with algebra and have a keen interest in solving problems. You must have achieved a minimum of a B grade average in Year 10 Mathematics. Those with an average grade of C+ or lower must consult with a LifeWork Advisor and their Mathematics teacher before undertaking Mathematical Methods Unit 1. There is a non-calculator component in the assessment of this course. As a result you will need very good numerical and algebraic skills.

Please check the Mathematics pre-requisites for tertiary courses with a LifeWork Advisor.

Students will receive either an ‘S’ (Satisfactory) or an ‘N’ (Unsatisfactory) at the completion of Unit 1 and Unit 2 based upon their demonstrated competence and achievement of all outcomes. Student level of achievement for Mathematical Methods Units 3 and 4 will be determined by two internal assessments and two end-of-year examinations. Each of the two internal assessments will contribute 17% to the study score and the two end-of-year examinations will together contribute 22% and 44% respectively to the study score.

Please note that all students undertaking this subject require the Texas Instruments Nspire CAS (Computer Algebra System) calculator from the very first day of the course Skills

Content

Students will develop skills in the following areas:

Unit 1:

•

apply mathematics to solve non-routine problems and analyse the results

•

linear and quadratic functions

•

polynomials

•

develop logic and problem solving skills

•

functions, relations and graphs

•

use technology to solve complex problems

•

transformations

Unit 2: •

probability

•

rates of change and calculus

•

exponentials and logarithms

•

trigonometry

Units 3 and 4:

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ELTHAM College 2019 Senior School Curriculum Handbook

•

polynomials and graphs

•

circular functions

•

further exponentials and logarithms

•

applications of calculus

•

further probability

Units 1/2 and 3/4 Specialist Mathematics

There is a non-calculator component in the assessment of this course. As a result you will need excellent numerical and algebraic skills. The study of Specialist Mathematics Unit 1 and 2 assumes either current study of, or previous completion of, Mathematical Methods Units 1 and 2. You should have achieved a minimum of a B+ grade in Year 10 Mathematics. Those with a grade B or lower must consult with a LifeWork Advisor before undertaking Specialist Mathematics Unit 1.

Contents

This course is for students who have a genuine interest in, and enthusiasm for Mathematics.

It can be useful for students who wish to pursue tertiary study that involves a large mathematical component (e.g science, engineering, actuarial studies, mathematics, statistics or physical science).

Specialist Mathematics provides students with the opportunity to:

Units 1 and 2: •

logic and proof

•

make inferences from analysis and draw valid conclusions

•

arithmetic and number including number systems, sequences and series

•

use mathematics to solve complex problems

•

variation

•

establish and construct results using formal proofs

•

advanced algebra and structure

•

advanced trigonometry, geometry and measurement

•

vectors

•

polar co-ordinates

•

kinematics

•

statics of a particle

Units 3 and 4: •

functions and graphs

•

circular functions

•

complex numbers

•

advanced calculus

•

vector calculus

•

kinematics and mechanics

•

statistics

Year 7

Content

Year 8

Skills

Year 9

Please note all students undertaking this subject require the Texas Instruments Nspire CAS (Computer Algebra System) calculator.

Years 10 - 12

Student levels of achievement for Mathematical Methods Units 3 and 4 will be determined by internal assessments and two end-of-year examinations.

Welcome

In Unit 1/2 students will receive an overall letter grade for each unit (semester) based on topic tests investigative assignments and end of semester examinations.

159

Science

161

Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Science Units 1/2 and 3/4 Biology Biology is the study of living things. We look at how living things function at a cellular level as well as at the level of ecosystems. We look at how living things influence each other and how they may be able to survive challenge by disease-causing agents. We study how living things reproduce and pass on their characteristics, and how this is key in their evolution. To undertake Units 3 and 4 in this subject it is strongly recommended students have successfully completed Units 1 and 2. Those with a grade C or lower must consult with a LifeWork Advisor before undertaking Biology Unit 3. A strong science background in Year 10 may be considered, in exceptional circumstances, if a student is willing to undertake preparation work.

Assessments will take the form of formal examinations on concepts and practical work relating to each Area of Study. Students will also carry out an extended practical investigation and present their report in the form of a scientific poster.

Skills

Content

Students will develop the ability to:

Unit 1: How organisms function

•

summarise, understand and apply biological terms and processes

•

Cell size, structure and function

•

Crossing the plasma membrane

•

use primary and secondary data to develop analysis and interpretation skills

•

Energy transformations

•

carrying out practical tasks involving learning by observation and applying core concepts including field work

•

Functioning systems

•

Survival through adaptations and regulation

•

Organising biodiversity

•

Relationships between organisms within an ecosystem

•

work independently and collaboratively

Unit 2: Maintaining the continuity of life •

The cell cycle

•

Asexual reproduction & sexual reproduction

•

Cell growth and differentiation

•

Genomes, genes, alleles and chromosomes

•

Genotypes and phenotypes

•

Pedigree charts, genetic crosses and genetic decision making

Unit 3: Signatures of life •

Plasma membranes, Nucleic acids and proteins, Gene structure and regulation

•

Structure and regulation of biochemical pathways

•

Photosynthesis, Cellular respiration & signals

•

Responding to antigens

•

Immunity

Unit 4: Continuity and change •

Changes in the genetic makeup of a population

•

Changes in biodiversity over time

•

Determining relatedness between species

•

Human change over time and DNA manipulation

Extra detail for all VCE science course content can be found on the VCAA website.

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ELTHAM College 2019 Senior School Curriculum Handbook

Units 1/2 and 3/4 Chemistry

These skills include the ability to:

Unit 1: How can the diversity of materials be explained?

•

develop aims and questions, formulate hypotheses and make predictions

•

study of what holds atoms together in materials (bonding)

•

plan and undertake investigations

•

•

comply with safety and ethical guidelines

introduction to the different types of chemical bonding

•

conduct investigations to collect and record data

•

bonding in polymers

•

analyse and evaluate data, methods and scientific models

•

the Periodic Table and an introduction to quantitative chemistry

•

draw evidence based conclusions

Unit 2: What makes water such a unique chemical?

•

communicate and explain scientific ideas

•

how we interact with the water in our environment and with gases in the atmosphere

•

chemical reactions that take place in our everyday environment

•

study of global warming, acid rain, ozone depletion and photochemical smog from a chemist’s viewpoint

Welcome

Content

Year 7

Skills

Year 8

Assessment will require students to sit formal testing on concepts and practical work relating to each outcome for each Area of Study students are also required to carry out an extended practical investigation, from hypothesis formulation through to method development and implementation and finally critical analysis of results. A formal report in the form of a poster will be assessed.

Contents

Chemistry explores and explains the composition and behaviour of matter and chemical processes that occur on Earth and beyond. Chemical models and theories are used to explain chemical properties and these properties are then used to understand chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes. To undertake Units 3 and 4 in this subject it is essential that you have successfully completed Units 1 and 2. Those with a grade D or lower must consult with a LifeWork Advisor before undertaking Chemistry Unit 3.

factors influencing fuel choices present and future

•

study of electrical energy related to batteries

•

the use of electricity to make chemicals and the principles of rate and equilibrium

Unit 4: How are organic compounds categorised, analysed and used?

•

introduction to systematic organic chemistry

•

study of some food chemistry

•

analytical chemistry techniques

Years 10 - 12

•

Year 9

Unit 3: How can chemical processes be designed to optimise efficiency?

Extra detail for all VCE science course content can be found on the VCAA website.

163

Science Year 10 Engineering for the 22nd Century Engineers make things happen! Engineering is the branch of maths, science and technology concerned with the design, building, and use of engines, machines, and structures.

Engineers use maths and science ideas creatively to find new and efficient solutions to the challenges we face in our everyday lives, both now and in the future. From nanotechnology to skyscrapers, from medical devices to robots, from cosmetics to fabrics technology, engineering makes our modern way of life possible.

This single-semester course is suitable for students who have a strong interest in and aptitudes for any of the physical sciences, mathematics, coding/programing, design technology and problem-solving. Ideally, students who select this option have achieved good academic results in maths and science.

Assessment will take the form of individual project-based learning reports, a research report and short formal tests on key concepts.

Skills

Content

This course will develop skills in the following areas:

This course will provide new knowledge in the following areas:

•

164

applying physics and maths concepts to realworld problems

•

3D realisation, design and manufacture using CAD software, CNC routing and 3D printing

•

problem solving using the Engineering Process

•

working collaboratively

ELTHAM College 2019 Senior School Curriculum Handbook

•

structural engineering: the science and maths behind bridges and buildings

•

mechanical engineering: the science and maths of moving machines

•

biomimicry: biological evolution as Nature’s Engineer

This single-semester course will provide new knowledge and develop skills in the following areas:

•

carrying out practical tasks involving learning by observation and applying core concepts

•

using primary and secondary data to develop analysis and interpretation skills

•

summarising, learning and understanding scientific terms and processes

•

working independently and collaboratively

•

working with food safely

•

kitchen chemistry: the science of plastic cheese, burnt toast and chocolate! You will learn about molecular gastronomy: the chemistry and physics that goes on in the kitchen

•

can onions taste like apples? We eat with our senses, but can our senses be deceived? The biology and psychology of taste and smell

•

you are what you eat! Nutrition, diet and health in the 21st century

•

microbiology: helpful and harmful mini-beasts in the kitchen

•

back to our future: food production and processing of the past, present and future

Welcome

Students will develop the following skills:

Year 7

Content

Year 8

Skills

Year 9

Assessment for Foodology includes practical activities, tests, evaluation and analysis.

Years 10 - 12

Willie Wonka was a food scientist! Science happens down on the farm, in the bush and in the kitchen for thousands of years. Are you fascinated by food? Do you love watching TV chef Heston use awesome science in the creation of his amazing dishes? Have you ever wondered what a degree in Food Science might be about? Food scientists use all kinds of science ideas to develop new technologies to produce food that doesn’t cost the earth, tastes better, stays fresher for longer, or even makes you healthier. It is a practical course with time spent exploring food science and technology in the lab and in the kitchen. This experience will complement students’ learning in the Hospitality Program. If you have an interest in food creation and the science and technology behind how our food is produced, prepared and used by the body then this subject is for you.

Contents

Year 10 Foodology The Science of Food

165

Science Units 1/2 and 3/4 Physics The study of physics has led to a greater understanding of our world, and has had a profound influence on our lives. VCE Physics adopts a contextual (real life) approach to ensure that students appreciate the relevance of physics to their everyday experiences.

To undertake Units 3 and 4 in this subject it is strongly advised that you have successfully completed Units 1 and 2. A strong science/technology background may be considered, in exceptional circumstances, if a student is willing to undertake preparation work.

Assessment tasks include tests, practical investigations, oral presentation and examinations.

Skills

Content continued

Students develop the ability to:

Unit 3: How do fields explain motion and electricity?

•

apply physics models, theories and concepts to describe, explain, analyse and make predictions about diverse phenomena.

•

analyse gravitational, electric and magnetic fields in various applications.

•

•

understand and use the language and methodologies of physics to solve qualitative and quantitative problems in familiar and unfamiliar contexts.

use and apply concepts related to fields involving magnetic and electric fields in the transmission of electricity.

•

compare Newton’s and Einstein’s explanations of motion and evaluate the circumstances in which they can be applied.

•

conduct and design experimental investigations and apply scientific knowledge to the technology that we use every day

Content

Unit 4: How can two contradictory models explain both light and matter?

•

explore the use of wave and particle theories to model the properties of light and matter and the evidence to support both models.

•

design and undertake an investigation involving two continuous independent variables. Results are communicated in a scientific poster.

Unit 1: What ideas explain the physical world?

•

apply thermodynamic principles to analyse, interpret and explain changes in thermal energy within and between systems.

•

investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems.

•

explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.

Unit 2: What do experiments reveal about the physical world?

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•

investigate, analyse and mathematically model the motion of particles and bodies when moving or stationary.

•

students investigate a selected question in one of twelve areas related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science.

ELTHAM College 2019 Senior School Curriculum Handbook

Extra detail for all VCE science course content can be found on the VCAA website.

Units 1/2 and 3/4 Psychology Psychology is a study of how human beings function, both mentally and physically. It is a subject that allows students to develop an understanding of the people they meet, work and socialise with; how we grow and develop; and how we interpret our interactions with other people and our physical environment. It is based on scientific methods, which are used in every facet of work in this area.

Content

Students develop the ability to:

Unit 1: How are behaviour and mental processes shaped?

plan and undertake investigations

•

comply with safety and ethical guidelines

•

conduct investigations to collect and record data

•

analyse and evaluate data, methods and scientific models

•

draw evidence based conclusions

the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system.

Unit 2: How do external factors influence behaviour and mental processes?

•

how perception of stimuli enables a person to interact with the world around them.

•

the role social cognition plays.

•

factors and contexts that can influence the behaviour of an individual and groups.

Unit 3: How does experience affect behaviour and mental processes?

•

the role of different branches of the nervous system in enabling a person to integrate, coordinate and respond to internal and external sensory stimuli.

•

the ways in which stress can affect the mind and body.

•

the neural basis of memory and learning.

•

the scientific methodology and ethics involved in psychological research

Unit 4: How is wellbeing developed and maintained?

•

the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour.

•

mental health continuums and applying a biopsychosocial approach.

Extra detail for all VCE science course content can be found on the VCAA website.

Year 8

•

•

Year 9

develop aims and questions, formulate hypotheses and make predictions

Years 10 - 12

•

Welcome

Skills

Year 7

To undertake Units 3 and 4 in this subject it is strongly recommended, that you have successfully completed Units 1 and 2.

Contents

Assessment for Psychology involves practical investigations, evidence based essays and presentations, tests, examinations.

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Science Year 10 Science Science is a study of the physical world – both living and non-living. A curiosity about how the physical world works is an innate characteristic of the human race. An education in science helps people to satisfy that curiosity and take their place in a society of informed individuals who are better able to take part in debate on issues such as energy supply and use, sustainability, health and the environment. All Year 10 students will undertake Science for the entire year (two semesters).

Assessment will take the form of formal examinations at the end of each Unit, two research reports and two practical investigation reports.

Skills

Content

Students will develop the ability to:

Physics:

•

learn laboratory skills in each of the subject areas of biology, chemistry and physics

•

•

analyse how the models and theories they use have developed over time and discuss the factors that prompted their review

•

develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation

Biology:

•

•

explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data

students explore and investigate the relationships of motion, forces and energy both quantitatively and qualitatively of everyday phenomena students also explore the formation and life of stars and how this has influenced the formation of the universe

•

students investigate the impact and influence of humans on the physical, living and chemical systems of our biosphere

•

explore the relationships between aspects of the living, physical and chemical world are applied to systems on a local and global scale and this enables students to predict how changes will affect equilibrium or balance within these systems

•

students investigate the mechanisms of evolution and the manipulation of genetic material to enhance human life

Chemistry:

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•

students investigate atomic theory and chemical relationships within the periodic table

•

students will use the rules governing how atoms join together to make molecules to write chemical formulae

•

students investigate different types of chemical reactions and write balanced chemical equations for these factors that influence the rate of chemical reactions

Year 10 The Power of the Brain

This single-semester course will provide new knowledge selected from the following areas:

•

carrying out practical tasks involving learning by observation and applying core concepts

•

grey matter anatomy: the structure and function of the nervous system and the brain

•

using primary and secondary data to develop analysis and interpretation skills

•

•

summarising, learning and understanding scientific terms and processes

why did you do that? The study of animal and human behaviours

•

time for the Terminator? Human-machine interfaces and advances in cybernetics

•

feeling good: mental health and well-being

•

so why do think that movie star is so cool?

•

why do you hate everything your parents say and do? Attitudes explained

•

working independently and collaboratively

Welcome

Students will develop skills in:

Year 7

Content

Year 8

Skills

Year 9

Assessment for The Power of the Brain includes practical investigations, essays, tests and an examination.

Years 10 - 12

Choose this subject if you have a strong interest in social or biological sciences, psychology, mental health and understanding human behaviour. Ideally, students who select this option have achieved good academic results in science, especially Biology and Chemistry.

Contents

The brain is an amazing structure; it controls everything we do, think and feel without us even being aware of it. Recent advances in technology have given us an amazing insight into the brain’s structure, which in turn has led to a greater understanding of why some individuals develop mental illnesses and why others cope with everything life throws at them. As we understand more we are able to develop effective tools and techniques to help solve problems in human mental health and behaviour.

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External VET Cluster Subjects As part of the Northern Melbourne VET Cluster, ELTHAM College students have the opportunity to undertake a VET Certificate program that is on offer with neighbouring schools to complement their VCE studies at the college. More information can be found in the Northern Melbourne VET cluster handbook, hard copies can be found in the LifeWork Centre.

Examples of the courses that may be on offer for 2019 can be found below:

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•

Certificate III in Allied Health Assistance

•

Certificate II in Applied Fashion and Design Technology

•

Certificate II in Automotive Studies (Pre- Vocational)

•

Certificate II in Building & Construction (Bricklaying)(Partial Construction)

•

Certificate II in Building & Construction (Carpentry)

•

Certificate II in Business BSB20115 with selected units from Cert III in Business

•

Certificate II in Community Services

•

Certificate II in Dance

•

Certificate III in Early Childhood Education & Care (Partial Completion

•

Certificate III in Education Support

•

Certificate II in Electrotechnology (Career Start)

•

Certificate II in Electrotechnology Studies (Pre vocational

•

Certificate II in Engineering

•

Certificate III in Hairdressing

•

Certificate III in Information, Digital Media and Technology

•

Certificate II in Integrated Technologies

•

Certificate II in Joinery, Shop Fitting , Stair Building (Partial Completion)

•

Certificate III in Laboratory Studies

•

Certificate III in Musical Instrument Making and Maintenance

•

Certificate IV in Photo Imaging

•

Certificate II in Plumbing

•

Certificate II in Retail Make Up and Skin Care

•

Certificate II in Visual Arts

•

Certificate II in Building & Construction (Wall and Floor Tiling)

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

The LifeWork Centre This is what we do!

Want to know how to choose your subjects wisely? Look no further, we have the right advice to guide you to successful choices!

At each year level, as you think about what subjects you might like to choose for the year ahead, we will encourage you to use the self-knowledge you have gained over previous years. The image below shows the stages to successful career planning and we can help you with all of these important stages.

I Apply I Discover

I Decide

I Explore What have you enjoyed doing at school in the past? What have you never tried before but like the sound of, or have always secretly wanted to try? Consider

The Victorian Careers Curriculum Framework

I Plan

taking new subjects from different areas.

I Focus For example, if you have always been a strictly Maths and Science person, consider trying out a Humanities or an Art or Business area. Remember you need to explore as many subjects as you can to learn what suits you, what you’re good at and what grabs and keeps your attention. These subjects are the ones you’ll end up enjoying most and will feel most motivated to try hard at.

I Discover Once you’ve explored different subjects by trying them out, you’ll have discovered more about yourself, particularly what your strongest areas are. This means you’re well on your way to being able to get to the next step of planning future pathways beyond school.

I Focus By the time you reach Year 12 you should aim to choose subjects that focus on your main areas of strength and interest. This way you will remain motivated and are likely to stay engaged, do the homework and do well!

I Plan When choosing subjects, we will help you plan for your future by making sure you are doing any prerequisite subjects that a university might require as compulsory for you to enrol in a certain course. We meet with you regularly to continually guide you with your planning, as good planning always includes reviews to account for changes, such as when new interests, strengths or ideas develop.

I Decide We can help you learn the vital skills of decision making, as these are important not just for choosing subjects but for the rest of your life! See section on “Decision Making” for tips.

I Apply This may refer to applying for volunteer positions, part-time paid employment, scholarships, special leadership opportunities both at school and externally, and also applying for tertiary courses to study after leaving school. LifeWork Advisors will encourage and assist you to make applications for a wide variety of experiences. The way to stand out to employers and in tertiary application interviews is to have shown that you are committed, have done extra-curricular activities as well as community and/or leadership activities, etc. This is also a fun way for you to explore, discover and learn more about what you like and what you are good at!

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I Explore

From Year 9 onwards, we begin to work with you and your parents to customise an individual study program with your input being the most important part of this process.

Universities and TAFEs, as well as employers, are calling more and more for students to be trained in the practical skills they will need in the workforce (called vocational education) not just in the theory. That is why at ELTHAM College we offer many subjects with these practical components and you might consider including one of these VCE VET subjects in your raft of studies.

Support to students is provided via one on one appointments, which families are welcome to join throughout their time at ELTHAM College and beyond. We develop individual programs that suit students’ interests, learning needs and styles, and review these regularly to ensure

Contents

At ELTHAM College, there are a wealth of different subjects to choose from. Students from our local cluster of schools may also take a subject offered by another school within the cluster if it is not offered in their own school. There are are a wide range of external options such as university enhancement subjects and school based apprenticeship and traineeship courses, most of which can count towards your VCE. If you have an interest in an area, we can find you a related subject somewhere that you can include in your ELTHAM College studies! So tell us what you’d like to try!

Years 10 - 12

Year 9

Year 8

Year 7

Welcome

students have maximum engagement with their studies.

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Tertiary Institutions 2018 Open Days Dates

Institutes

Campus

Sunday 29 July

Swinburne University www.swinburne,edu.au

Hawthorn 10.00am - 4.00pm

Sunday 4 August

Monash University www.monash.edu.au

Peninsula 10.00am - 3.00pm

Sunday 5 August

Monash University www.monash.edu.au

Clayton & Caulfield 10.00am - 4.00pm Bundoora 10.00am – 4.00pm

La Trobe University www.latrobe.edu.au Sunday 12 August

Australian Catholic University www.acu.edu.au

Melbourne 10.00am - 4.00pm

RMIT www.rmit.edu.au

City, Bundoora & Brunswick 10.00am – 4.00pm

University of Melbourne www.unimelb.edu.au

Parkville & Southbank 10.00am - 4.00pm

Monash University www.monash.edu.au

Parkville (Pharmacy Focus) 10.00am – 3.00pm

Deakin University www.deakin.edu.au

Geelong 9.00am – 3.00pm

Melbourne Polytechnic www.melbournepolytechnic.edu.au

Preston 10.00am – 4.00pm

Victoria University www.vu.edu.au

Footscray Park Only 10.00am – 3.00pm

Saturday 25 August

Australian National University www.anu.edu.au

Canberra 9.00am – 4.00pm

Sunday 26 August

Deakin University www.deakin.edu.au

Melbourne 9.00am – 3.00pm

Box Hill Institute of TAFE www.bhtafe.edu.au

Box Hill 10.00am – 3.00pm

Australian Catholic University www.acu.edu.au

Ballarat 10.00am – 3.00pm

La Trobe University www.latrobe.edu.au

Bendigo 10.00am – 3.00pm

Sunday 19 August

Information about courses on offer can also be accessed via the VTAC website: www.vtac.edu.au

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents

Frequently Asked Questions What is a study score?

A study score shows how well you have performed in a study at Unit 3 and 4 level, compared to everybody else in Victoria who took that study. Study scores calculated by the VCAA will be used by the Victorian Tertiary Admissions Centre (VTAC) to calculate the ATAR. The maximum study score is 50. Each year, and for every study, the mean study score is set at 30. A score of between 23 and 37 shows that you are in the middle range of students; a score of more than 38 indicates that you are in the top 15%.

For studies with large enrolments (1,000 or more): •

2% of students will get a score on or above 45

•

9% of students will get a score on or above 40

•

26% of students will get a score on or above 35

•

53% of students will get a score on or above 30

•

78% of students will get a score on or above 25

•

93% of students will get a score on or above 20

What is the ATAR and how is it calculated?

The ATAR (Australian Tertiary Admissions Ranking) is a percentile ranking of all students in the State, based on their scaled study scores across their subjects. It is one of the tools used by tertiary institutions for selecting who gets into their courses. Many courses may solely use the ATAR, however some courses also require an interview, application form and/or folio.

The maximum study score per subject is 50. Your scaled study scores are used to calculate your ATAR. A maximum of six subjects can be included. The ‘Primary Four’ (the 4 highest scaled scores) are counted in full but must include English, Literature or EAL. Only 10% of the scaled study score of a 5th or 6th subject are counted as 10% additions to the final aggregate score.

Total Aggregate Score (out of possible 210) = Primary 4 in full - meaning 100% of scaled study score is counted (must include an English subject) + 10% of 5th subject + 10% of 6th subject.

Your aggregate score is then ranked against others across the State and converted into an ATAR overall percentile ranking, from less than 30 to the highest rank being 99.95.

Please note that there are rules about what subjects can and can’t be together in the Primary Four – e.g. a maximum of 2 Maths, 2 LOTEs and 3 Media-based subjects. These can change from year to year so please check the current VICTER booklet and ask your LifeWork Advisor.

For more explanation on how the ATAR works please visit: vtac.edu.au/results-offers/atar-explained.html#how What is a block credit?

Students who undertake Vocational Education and Training (VET) or Further Education (FE) qualifications that are included in the suite of approved VCE VET programs and School-Based Apprenticeships and Traineeships may be eligible for credit towards their VCE. This credit is called a Block Credit Recognition.

To be eligible for credit the student must be enrolled in the VCE. Credit will be available for full or practical completion of a nationally recognised qualification or state accredited curriculum - Guidelines can be found at: vcaa.vic.edu.au

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What is Scaling?

Scaling is the process which adjusts study scores produced by the VCAA to take account of the following three principles; •

the English requirement

•

all studies must count equally

•

you should be able to take the studies you enjoy, and are good at

Once scaled, these scores are used to determine your ATAR. Studies are scaled up only when the strength of competition is high and studies are scaled down only when the strength of the competition is low. Research clearly shows students who select subjects they are skilled at and enjoy, do better than those who simply choose on the basis of scaling.

For more explanation on how scaling works please visit: vtac.edu.au/results-offers/atar-explained/scaling.html

Contents

VTAC adjusts study scores to allow for any adjustments in the strength of competition between groups of students taking different studies.

are generally equivalent to a first-year university subject

•

if successfully completed will normally be credited so that, if a student enrols in that university, they will already have a first year university subject credit on their university record and be able to enter the second year level of that subject in their first year at that university

•

allow students a taste of what studying a subject at university level is really like

•

usually contribute to the ATAR

Higher Education Extension subjects or studies are designed for independent, high achieving VCE students. If you are interested in undertaking a Higher Education Extension subject as part of your Year 12, you must discuss this with a LifeWork Adviser before applying directly to the relevant university.

What are School Based Apprenticeships or Traineeships (SBATs)?

Year 7

•

Year 8

A Higher Education Extension study (sometimes called a VCE Extension subject) is a first-year university subject that students with strong ability in that subject area can take as one of their subjects in their Year 12 program. Such subjects:

Welcome

What are Higher Education Extension subjects?

part-time, practical (often paid) experience in the workplace

•

recognised, structured training with a Registered Training Organisation, and

•

regular school studies

This allows you to begin gaining professional qualifications, training and experience in a career area you are keen to pursue whilst also completing your VCE, as SBAT programs contribute subject credits to the VCE. If you are interested in learning more about a School Based Apprenticeship or Traineeship please discuss the requirements with a LifeWork Adviser.

Years 10 - 12

•

Year 9

A school-based apprenticeship or traineeship combines:

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Glossary of Terms Aggregate The total of a student’s Primary Four scaled study scores plus any additional scores for 5th or 6th subjects.

ATAR Australian Tertiary Admissions Ranking. The ATAR is calculated by VTAC and is a tool used by universities, TAFE institutions and independent tertiary colleges to select students into their courses. The ATAR is calculated by adding the scaled study scores from an English subject (i.e. English, Literature or EAL) and a student’s three highest scoring subjects. This makes up the Primary Four. Then 10% of scores for any 5th or 6th subjects (and/or a block credit bonus) are added. This Aggregate is then converted to a number between 0 and 99.95.

EAL English as an Additional Language.

Extension Studies A first-year university course of study available to Year 12 students who are academically strong. There are strict entrance requirements set by the university. Many subjects are available and examples range widely, from Politics to Physics, Mathematics to Linguistics. Please consult the VCAA website for how this may contribute to your ATAR.

GAT – General Achievement Test A compulsory test for all students studying 3 and 4 Units, to gauge knowledge and skills across a broad range of areas. It is used by the VCAA as part of the statistical moderation of SACs and as a quality assurance check on the VCAA’s marking.

LOTE Language Other Than English. At ELTHAM College, currently Chinese and French are offered.

Pathways The term given to education and training options and the links between them.

Primary Four The four subjects whose study scores are counted in full in the calculation of a student’s ATAR score. It must include English or EAL or Literature, plus the student’s three highest study scores.

‘S’ or ‘N’ Result For each VCE Unit, each student will receive either an ‘S’ (Satisfactory) grade or an ‘N’ (Not satisfactory) grade. An “S” grade indicates a pass for that Unit.

SAC - School-Assessed Coursework A school-based assessment for a VCE Unit component. SACs consist of a set of tasks that assess students’ achievement of specific learning outcomes. These might include research assignments, essays, tests or reports. Unit 1 and 2 SACs results are only recorded within the College, and provide students with a guide to the level of achievement they might be likely to reach in Unit 3 and 4 of the same subject. Unit 3 and 4 SAC results are reported directly to the VCAA and form part of the student’s study score for that subject.

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SAT - School-Assessed Task A school-based assessment similar to a SAC but generally completed over a longer period of time, even across more than one Unit. Only subjects of a practical nature have SATs, such as Studio Arts and VCD where the SAT normally takes the form of a folio. SATs are set by the VCAA, assessed by teachers in accordance with published criteria, reported as a grade and subjected to review by a VCAA-appointed panel.

SBAT School Based Apprenticeship or Traineeship. A nationally-accredited apprenticeship (Certificate III) or Traineeship (Certificate II) generally combining one day a week in paid employment, along with regular periods of study at a TAFE institution in conjunction with VCE studies at school. These are available in a large range of vocational areas from Automotive to Hair and Beauty, from Trades to PE teaching.

Scaling An adjustment made to study scores by VTAC, based on a statistical moderation process. Scores are adjusted up when the strength of competition is high within that subject; and down when it is low.

The strength of competition is determined by the performance of all Victorian students in that subject across all their other subjects. Scaled study scores are used to calculate a student’s ATAR. Semester Two terms or half a year of study.

Sequence The combined study of Units 3 and 4 in a VCE subject. A sequence is required to gain a study score.

Study Design Published by the VCAA, this document specifies the Content for the Study (subject) and how students’ work is to be assessed. Schools and other VCE providers must adhere to the requirements in the study designs. All students can and should access this document for each VCE subject they undertake.

Study Score A score from 0 to 50 that reflects a student’s performance in a VCE subject. It is based on internal school assessments and externally-marked examination results after completing Units 3 and 4 of a VCE subject.

A study score can also be referred to as a raw score.

Please note that the minimum study scores listed as prerequisites by VTAC are raw scores, not scaled scores.

TAFE Technical and Further Education. TAFE courses are provided at TAFE institutions, where education and training focuses on the practical applications of skill and knowledge. Courses can range from Certificate to Degree level and post-graduate qualifications.

VCE Units The components of a VCE study. There are usually four Units in a VCE study, numbered 1, 2, 3 and 4. Units are developed by the VCAA and each Unit is normally completed in one semester. Unit 1 refers to the first semester of a VCE study, Unit 3 refers to the third semester of a VCE study. Unlike Units 1 and 2, Units 3 and 4 cannot be taken independently – they must be taken as a sequence. Generally, Units 1 and 2 are undertaken in Year 11 and Units 3 and 4 in Year 12.

VCE VET Vocational Education and Training (VET) certificate courses developed into (and accredited by the VCAA as) full Unit 1 – 4 programs of study that contribute to satisfactory completion of the VCE. Examples at ELTHAM are Hospitality, Screen & Media (Creative Digital Media), Music, Chinese, Sport & Recreation and Furniture Making.

Students obtain a full VCE Study Score, as well as receiving a nationally recognised VET Certificate that can articulate directly into further education and training in the TAFE system through documented pathway agreements. There is no limit to the number of VET subjects that can contribute in full (i.e. in the same way as a standard VCE subject) to a student’s ATAR calculation.

Contents Welcome

VCE Victorian Certificate of Education. A qualification obtained at the end of secondary schooling that is accredited by the VCAA, thus ensuring a standardised, common curriculum is taught and assessed in senior schooling throughout the State. To complete the VCE, a student must satisfactorily complete 16 Units. At least 8 must be at the 3 and 4 level, and 3 Units of an English subject (two of which must be at the 3 and 4 level) must be satisfactorily completed.

Year 7

VCAA Victorian Curriculum and Assessment Authority, which administers the VCE and provides a statement of results to all students at the end of their VCE.

VTAC Victorian Tertiary Admissions Centre, which handles the application and selection procedure for tertiary course places within Victoria. Decisions on selection are made by each individual institution – VTAC merely administers the process.

Year 8

Unscored VCE Students not wishing to obtain study scores or an ATAR (i.e. those who do not need an ATAR for tertiary course application) can elect to undertake the VCE without external assessment (Unit 3 and 4 exams). Provided they satisfactorily complete all required work and internal assessment, they still gain their VCE.

Year 9

University A tertiary education institution offering degree and post-graduate courses requiring a minimum of three years to complete.

VICTER Victorian Tertiary Entrance Requirements booklet, available online through the VTAC website, is updated yearly and details the prerequisites for tertiary courses up to three years in advance. This makes subject planning easier, as students in Year 10 will know what prerequisite subjects they will need to complete in VCE in order to begin a particular university course.

Years 10 - 12

Tertiary Continuing education after completing Year 12 at school. This can be at a university, TAFE institution or independent training college.

Vocational Practical learning directed towards a particular occupation and skills development.

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Appendix A Key Dates For Subject Selection

180

Date

Year Level

Event

7 May 2018

Year 10 (current)

Morrisby Information Evening

24 July 2018

Years 9 - 11 (current)

Subject Selection and Tertiary Information Evening

Term 2 2018

Year 9 (current)

2019 Subject selection interviews

Terms 2 and 3 2018

Years 10 (current)

2019 Subject selection interviews

Term 3 2018

Year 11 (current)

2019 Subject selection interviews

10 August 2018

Year 9 and Year 11 (current)

Subject selection forms due

14 August 2018

Year 12 (current)

VTAC explained

17 August 2018

Year 10 (current)

Subject selection forms due

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Years 10 - 12

Year 9

Year 8

Year 7

Welcome

Contents