Years 9 to 12 Courses of Study Guide 2018

Courses of Study 2018

Table of Contents THE CURRICULUM ................................................................................................................. 1 SUBJECT / STUDIES BY YEAR LEVEL ..........................................................................................................1 YEAR 9 ...............................................................................................................................................1 YEAR 10 .............................................................................................................................................1 YEARS 11 AND 12 – VCE STUDIES ........................................................................................................2 ACCELERATION WITHIN THE VCE .............................................................................................................3

YEAR 9 CORE SUBJECTS ........................................................................................................ 4 DESIGN AND CREATIVE ARTS ...................................................................................................................4 ART (Draw Print Paint).........................................................................................................................4 ART (Photography) ..............................................................................................................................4 DESIGN AND TECHNOLOGY .................................................................................................................5 FASHION AND TEXTILE DESIGN ...........................................................................................................6 VISUAL COMMUNICATION DESIGN .......................................................................................................6 ENGLISH .................................................................................................................................................7 GEOGRAPHY ...........................................................................................................................................8 HISTORY ................................................................................................................................................9 MATHEMATICS ...................................................................................................................................... 10 PHYSICAL EDUCATION ........................................................................................................................... 10 RELIGIOUS EDUCATION ......................................................................................................................... 11 SCIENCE ............................................................................................................................................... 11 TRIPLER ................................................................................................................................................. 12

YEAR 9 ELECTIVE SUBJECTS ............................................................................................... 12 GEOGRAPHY (COASTS AND FORESTS) ........................................................................................................... 12 HISTORY (AMERICAN) .............................................................................................................................. 13 INFORMATION TECHNOLOGY ................................................................................................................. 14 LANGUAGES OTHER THAN ENGLISH (LOTE) ............................................................................................. 15 CHINESE – MANDARIN ...................................................................................................................... 15 FRENCH ........................................................................................................................................... 16 LATIN .............................................................................................................................................. 16 MEDIA .................................................................................................................................................. 17 MUSIC .................................................................................................................................................. 17 PERFORMING ARTS ............................................................................................................................... 18 DANCE ............................................................................................................................................. 18 DRAMA............................................................................................................................................. 19

YEAR 10 CORE SUBJECTS.................................................................................................... 21 ENGLISH ............................................................................................................................................... 21 MATHEMATICS ...................................................................................................................................... 21 PHYSICAL EDUCATION ........................................................................................................................... 22 RELIGIOUS EDUCATION ......................................................................................................................... 23 SCIENCE ............................................................................................................................................... 23 TRIPLER ................................................................................................................................................. 24

YEAR 10 ELECTIVE SUBJECTS ............................................................................................. 24 COMMERCE ........................................................................................................................................... 24 DESIGN AND CREATIVE ARTS ................................................................................................................. 27 ART (Draw Print Paint)....................................................................................................................... 27 ART (Photography) ............................................................................................................................ 28 DESIGN AND TECHNOLOGY ............................................................................................................... 29 FASHION AND TEXTILE DESIGN ......................................................................................................... 29 VISUAL COMMUNICATION DESIGN ..................................................................................................... 30

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Table of Contents DIGITAL MEDIA AND DESIGN.................................................................................................................. 31 GEOGRAPHY ......................................................................................................................................... 31 Cities and Climate ............................................................................................................................. 31 Rivers and Riches .............................................................................................................................. 32 HISTORY .............................................................................................................................................. 33 Australian History 1929 - 2000 ........................................................................................................... 33 Chinese History - from Qin to the Chairman ......................................................................................... 34 Renaissance History .......................................................................................................................... 35 LITERATURE ......................................................................................................................................... 36 LANGUAGES OTHER THAN ENGLISH (LOTE) ............................................................................................. 36 CHINESE - MANDARIN ....................................................................................................................... 36 FRENCH ........................................................................................................................................... 37 LATIN .............................................................................................................................................. 37 MUSIC .................................................................................................................................................. 38 PERFORMING ARTS ............................................................................................................................... 39 DANCE ............................................................................................................................................. 39 DRAMA............................................................................................................................................. 40

YEARS 11 AND 12 (VCE STUDIES) ...................................................................................... 42 ACCOUNTING ........................................................................................................................................ 42 COMPUTING.......................................................................................................................................... 44 DESIGN AND CREATIVE ARTS ................................................................................................................. 46 ART (Draw Print Paint) or ART (Photography) ...................................................................................... 46 PRODUCT DESIGN AND TECHNOLOGY ................................................................................................ 47 STUDIO ARTS (Fashion and Textiles) .................................................................................................. 49 VISUAL COMMUNICATION DESIGN ..................................................................................................... 52 ECONOMICS.......................................................................................................................................... 54 ENGLISH, ENGLISH ADDITIONAL LANGUAGE (EAL) ................................................................................... 57 GEOGRAPHY ......................................................................................................................................... 59 HISTORY .............................................................................................................................................. 62 TWENTIETH CENTURY HISTORY (Units 1 and 2) ................................................................................. 62 ANCIENT HISTORY (Units 3 and 4) ..................................................................................................... 63 REVOLUTIONS (Units 3 and 4) ........................................................................................................... 64 LEGAL STUDIES ..................................................................................................................................... 65 LITERATURE ......................................................................................................................................... 69 LANGUAGES OTHER THAN ENGLISH (LOTE) ............................................................................................. 70 CHINESE SECOND LANGUAGE ............................................................................................................ 70 FRENCH ........................................................................................................................................... 71 LATIN .............................................................................................................................................. 73 MATHEMATICS ...................................................................................................................................... 74 PLANNING YOUR VCE MATHEMATICS ................................................................................................. 74 FOUNDATION MATHEMATICS (Units 1 and 2) ...................................................................................... 75 FURTHER MATHEMATICS (Units 3 and 4) ............................................................................................ 75 GENERAL MATHEMATICS (Units 1 and 2) ............................................................................................ 76 MATHEMATICAL METHODS ................................................................................................................ 76 SPECIALIST MATHEMATICS ............................................................................................................... 77 MEDIA .................................................................................................................................................. 78 MUSIC .................................................................................................................................................. 80 MUSIC PERFORMANCE ...................................................................................................................... 81 MUSIC INVESTIGATION (Units 3 and 4) .............................................................................................. 83 VET MUSIC - CUA30915 Certificate III in Music Industry (Music Performance Specialisation) .................... 84 PERFORMING ARTS ............................................................................................................................... 86 DANCE ............................................................................................................................................. 86

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Table of Contents DRAMA - Year 11 (Units 1 and 2 or Units 3 and 4) ............................................................................... 91 THEATRE STUDIES - Year 12 (Units 3 and 4) ....................................................................................... 93 PHYSICAL EDUCATION ........................................................................................................................... 95 SCIENCE ............................................................................................................................................... 97 BIOLOGY .......................................................................................................................................... 97 CHEMISTRY ...................................................................................................................................... 99 ENVIRONMENTAL SCIENCE .............................................................................................................. 101 PHYSICS......................................................................................................................................... 102 PSYCHOLOGY ................................................................................................................................. 104 VET -CUA31015 CERTIFICATE III IN SCREEN AND MEDIA (2ND YEAR) ................................................................... 105

LEARNING SUPPORT ......................................................................................................... 109 Years 9 and 10 – Skills Support ........................................................................................................ 109 Year 11 – Breaking Through to VCE .................................................................................................. 109 Year 12 – VCE Study Assistance........................................................................................................ 109

VOCATIONAL EDUCATION AND TRAINING....................................................................... 110 CO-CURRICULAR MUSIC ................................................................................................... 112 CAREERS LEARNING CENTRE ........................................................................................... 113 SUBJECT CHOICES AND TRANSITION FROM SCHOOL ........................................................................ 113 RESOURCES.................................................................................................................................... 113 PROGRAMS..................................................................................................................................... 113

THE GEORGE MORRISON LIBRARY................................................................................... 115

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Timeline for Subject Selection Process May

Career Interviews for Year 11 moving into Year 12 beginning Term 2, Weeks 4 to 7

June

Courses of Study and Subject Preference information distributed to students and available online via the Student and Parent Portal.

June/July

Career Interviews for Year 11 moving into Year 12 in Week 1 and 2 Years 9 and 10 Subject Expo and VCE Information Evening in Week 2 Career Interviews for Year 10 moving into 11 Week 3 and 4 Year 8 to 9 Transition Information Evening in Week 3

August

Years 9 to 12 2018 Subject Preferences due online via “Web Preferences�. Web Preferences is the application that students must use to enter their subject preferences.

Instructions, Student Access Code and password is emailed directly to students. Every endeavour will be made to allocate students to their top preferences.

November/January The assumption is that students have selected and ordered their preferences carefully.

However, a small number of students may wish to request a change based on final results for 2017 or because of a change in career aspirations. If a student wishes to change subject choices, they must discuss with their Head of House prior to seeing the Studies Coordinator personally. Changes may be made after November examinations or in the last week of the summer holidays prior to the commencement of school.

THE CURRICULUM

THE CURRICULUM SUBJECT / STUDIES BY YEAR LEVEL YEAR 9 Core Subjects: English Geography (one semester) History (one semester) Mathematics Physical Education Religious Education Science TripleR Design and Creative Arts - two semesters of: - Art (Print Draw Paint) - Art (Photography) - Design and Technology - Fashion and Textile Design - Visual Communication Design

Elective Subjects – four semester units of: Dance Drama Geography (Coasts and Forests) History (American) Information Technology LOTE Chinese-Mandarin LOTE French LOTE Latin Media Music

(Selected students will be invited to join a Learning Support class following formal assessment)

YEAR 10 Core Subjects: English Mathematics Physical Education Religious Education Science TripleR

Elective Subjects – six semester units of: Commerce Business Money and the Law Design and Creative Arts Art (Print Paint Draw) Art (Photography) Design and Technology Fashion and Textile Design Visual Communication Design

Digital Media and Design Geography Cities and Climate Rivers and Riches History Australian 1929-2000 Chinese Renaissance Literature Classics Modern LOTE Chinese-Mandarin French Latin Music Performing Arts Dance Drama

(Selected students will be invited to join a Learning Support class following formal assessment) At Year 10, the possibility of acceleration exists in a range of subjects. Please check the criteria for eligibility very carefully.

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THE CURRICULUM

YEARS 11 AND 12 – VCE STUDIES

It is expected that students who complete the Victorian Certificate of Education (VCE) will have enrolled in at least 22 VCE semester-length units during Years 11 and 12. The Victorian Curriculum and Assessment Authority (VCAA) requires all students to have satisfactorily completed at least 16 VCE Units (including at least 3 Units of English, or its equivalent) and at least 3 additional Unit 3 and 4 sequences (i.e., Year 12 “subjects”) in order to satisfactorily complete the VCE.

Studies offered for the VCE All of the studies listed below will be offered at both Year 11 (Units 1 and 2) and Year 12 (Units 3 and 4) unless otherwise stated.

Accounting Computing Design and Creative Arts: Art (Draw Print Paint) or Art (Photography) Product Design and Technology Studio Arts (Fashion and Textiles) Visual Communication Design Economics English Geography History: Ancient History (Units 3 and 4) Revolutions (Units 3 and 4) Twentieth Century (Units 1 and 2) Legal Studies Literature Languages other than English: Chinese French Latin Mathematics: Foundation Mathematics (Units 1 and 2) Further Mathematics (Units 3 and 4) General Mathematics (Units 1 and 2) Mathematical Methods Specialist Mathematics Media Music: Music Investigation (Units 3 and 4) Music Performance VET Certificate III in Music Industry Performing Arts: Dance Drama (Year 11) Theatre Studies (Units 3 and 4; Year 12) Physical Education Sciences: Biology Chemistry Environmental Science Physics Psychology VET Certificate III in Screen and Media It should be noted that available resources (staff, rooms or equipment) may restrict the number of students able to undertake a particular VCE sequence.

It is advisable for students to plan a VCE course of study over two years, in consultation with the Careers Educator.

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THE CURRICULUM

Assessment of VCE Studies In simple terms, assessment at Units 1 and 2 level is the school’s responsibility and assessment at Units 3 and 4 level is the responsibility of VCAA. Under the structure of the VCE, a student’s overall level of achievement in most studies is determined from a mix of School Assessed Coursework (SAC) and formal examinations sat under test conditions. In some studies, specifically the Arts, a folio or similar task (SAT) completed over a significant period of time, contribute to the final assessment of the study.

VCE and Tertiary Entrance Students who satisfactorily complete the VCE, will be awarded a Study Score – out of a possible 50 – for each of the Unit 3 and 4 sequences in which the assessment components have been completed. Following scaling

by VTAC, the aggregate of Study Scores contributes to the student’s ATAR score – out of a possible 99.95 and the ATAR score is a significant factor in determining entry to most tertiary courses, providing prerequisite studies have been completed. It is the student’s responsibility, therefore, to ensure that an intended VCE course of studies satisfies the prerequisite studies for tertiary courses in which he/she may wish to gain entry.

ACCELERATION WITHIN THE VCE

The term “acceleration” is used, in this context, when a student takes a VCE study that would normally be taken at a later year level. A number of students, for instance, take Units 1 and 2 in a selected subject as part of their Year 10 course, and, similarly, some of the Year 11 cohort take a Unit 3 and 4 study. For students who take a Unit 3 and 4 study when in Year 11, there are a number of benefits to be gained; these include: •

the opportunity to experience the Year 12 assessment program; students learn from this experience, and are therefore in a better position to cope with assessment at Year 12

•

the additional study undertaken contributes to the ATAR score

•

the broadening of a student’s Year 12 course, and, by implication, an increased range of prerequisite subjects for tertiary entrance.

It should be emphasised that acceleration is not appropriate for all students. There is a risk that too high a proportion of a student’s energy is devoted to one study, to the detriment of other Year 11 studies being undertaken. The decision as to whether a student can proceed with an acceleration study depends upon an assessment of the likelihood of that student’s capacity to succeed in the study, as well as the availability of places in classes and timetabling constraints. It is also important that the choice of a Unit 3 and 4 study is sensible in the context of the student’s overall course of study; it should not be undertaken for “status” because there are significant demands upon the student’s time and energy. The student will need to have demonstrated: •

a high ability and interest in the subject area

•

a mature approach to his/her work

•

good work habits, including self-discipline

•

excellent organisational and time-management skills.

These issues require careful consideration on the student’s part, and must be discussed with teachers, the Head of House and the Careers Educator.

There are a number of VCE studies in which acceleration is seen as appropriate, and where students have accelerated successfully in past years. It is likely that places will be available for Years 10 and 11 students, providing that: •

the selection criteria (listed separately) have been met

•

the VCE Units chosen complement the remainder of the student’s VCE course, and

•

there are available places within the timetable and class constraints; in particular it should be noted that completing Units 1 and 2 in a given subject does not guarantee a place in Units 3 and 4 of the same subject in the following year.

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YEAR 9 CORE SUBJECTS

YEAR 9 CORE SUBJECTS DESIGN AND CREATIVE ARTS ART (Draw Print Paint)

Draw Print Paint is about: • exploring a range of art mediums and techniques • making artworks that tell a story, or express a mood or idea • the journey of creating.

Through a process of creative decision-making, exploring options and experimenting with different techniques, you produce artworks that contain and express your ideas.

Some of the mediums you will explore are: • Collage • Large format print • Laser cutting and etching • Screen printing • Lino-cutting

• • • • •

Photoshop Charcoal Paint Pastel Pencil

Draw Print Paint includes projects such as:

The M essage - Contem porary Culture

Taking inspiration from the work of contemporary artists such as Andy Warhol, Ai Weiwei and Shepard Fairey, you mix old and new media - Photoshop, collage, painting and screen-printing - to create an artwork that explores and expresses your ideas about the world you live in.

Draw ing

You will learn and practice new drawing skills through in-class lessons and homework exercises.

Let’s Unpack That

This project unpacks the way artists manipulate art elements, art principles and techniques to express ideas.

You will study the art of particular historical periods and apply what you have learned in practical artworks.

Assessment: Practical projects are assessed with regular feedback and an end-of-project rubric. An end-of-semester examination will test the content of both practical and theory projects. Homework will be assessed with regular feedback and grades.

Contact teacher:

Mr G J Smith

ART (Photography) This unit of study aims to create learning opportunities that explore the creative potential in each and every student through exposure to visual and theoretical challenges. Through the provision of a safe learning environment, students are encouraged to creatively explore the world of photography. Focus for the unit is on the pursuit of individual and personalised discovery related to visual image making through analogue and digital technology. Students are encouraged to explore and share information in ways that allow learning through shared experience. An important part of assessment for this unit is the documentation and recording of the artistic process which includes reflective practices.

Examples of units of work may include:

Rew orking the analogue w orld

Four key questions are addressed in attempting to create visual outcomes using both analogue and digital technology. A range of techniques are explored in a creative search for visual outcomes which challenge the viewer. Students are encouraged to search for ways to develop their own personal designs, which involves ‘rebranding’ some of their first tasks. The course involves being open to design possibilities and becoming

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YEAR 9 CORE SUBJECTS aware of how Photographers communicate through their visual images. Keeping a visual diary and reflecting on what is being achieved is an important part of the documenting process.

Appropriating and Reinventing

Students look at the reasons why artists use appropriation as a tool to make new artworks, often with a new meaning to the original. Working in small groups, students select a well-known photograph or artwork from the past and recreate the image. The shoot involves all the preparation for the shoot, planning costumes and props including location. Team work to create an effective outcome is very important. Students present their outcomes to the rest of the class and must explain the process that was undertaken.

I nside Out

This unit involves exploring this theme with a focus on the exploration of the formal elements in a way that achieves a visually effective outcome. Once the photos have been taken, a small number of options will be selected and Photoshop used extensively to manipulate the final selections. An important part of this unit is the use of Photoshop to enhance and manipulate digital images.

Ex tension Unit

The use of the pin hole camera has been around for a long time. Students who undertake this unit of work will create their own pin hole camera and then set up and produce their own silver gelatin prints.

Assessment Assessment will take three forms: 1. Practical work will be assessed via rubrics. The work will be both self-assessed by the individual students and assessed by the teacher. Developmental and finished artworks will be included in the assessment of practical work.

2. Research: This will include individual research into selected art periods and styles, and homework related to art history lessons.

3. Examination: There will be an end of semester exam that will be based on the students’ individual research, on their understanding of the artworks of the relevant artists and period, and on their understanding of art terminology.

Contact teachers:

Mr P C Taylor

DESIGN AND TECHNOLOGY Curriculum Focus Students are introduced to the technology process of investigating, designing, producing and evaluating. Each project is designed to build upon students’ understanding of this process. Working within the limitations of a given design brief, students will learn to solve design and construction problems through careful planning and investigation. Emphasis is placed upon thoughtful design, creativity and a high standard of finished work.

Respect for equipment and safe working methods are emphasised.

Students are asked to maintain a Design Folio. The Design Folio will contain design ideas and technical drawings of production work along with theory notes. It is an important tool for the development of ideas and assists students in their understanding of the process of design and production.

Learning Outcomes Investigating - explain how specific characteristics of materials and particular processes affect functional and aesthetic design requirements. Students gather and process information, which relates to the use of materials and processes.

Designing - prepare a design option that specifies materials and techniques with consideration for functional, aesthetic and environmental requirements. Design proposals need to include detailed specifications to clearly communicate ideas developed through computer aided manufacturing.

Computer aided manufacture - new and emerging technology using computer aided design with 2D Design V2, Solidworks are used to Innovate projects with 3D and Laser printing.

Producing - implement the design using appropriate techniques and equipment with precision and safety. A range of production processes and specialised equipment are used to ensure quality, standards and detailed specifications are met and adhered to.

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YEAR 9 CORE SUBJECTS Evaluating - prepare a report that evaluates the efficiency of the processes used and the effectiveness and suitability of the products. Judgements of the appropriateness of the innovative aspects are made.

Assessment •

Design Folio

•

Production

•

Investigation

•

Evaluation

Contact teacher:

Mr R Kayler-Thomson

FASHION AND TEXTILE DESIGN Curriculum Focus Year 9 Fashion and Textile Design is a general course of one semester’s duration. It is aimed at introducing students to a range of techniques with a traditional base but also with an experimental and developmental content. Projects are aimed at encouraging creativity, developing design skills and at the same time acquiring and refining technical competence.

These areas include: •

surface decoration involving a variety of appliqué, dyeing and painting methods

•

construction of a garment using a commercial pattern.

Students explore aspects of design through examining the approach a variety of designers. Undertaking their own design projects assists students to appreciate the relevance of aesthetics and design in a variety of media.

The theory component requires Students to study a variety of art/craft techniques and the use of materials in a studio arts context. They will study a selection of international and Australian fashion designers. The internet is used as an additional research tool.

Learning Outcomes Students should on completion of the Year 9 Fashion and Textile Design course have gained skills in working with a range of textiles techniques and mixed media, as well as perceptual and design skills.

Assessment Students will be assessed on: •

originality and creativity of approach to design projects

•

development of ideas and design recorded in a visual diary

•

technical competence

•

completion of assignment work

•

the examination.

Material Charges Students may incur additional costs and source their own fabric based on the choice of materials to be used in their individual projects.

Contact teachers:

Ms K Pelletier

VISUAL COMMUNICATION DESIGN

This is a semester based unit of work which introduces students to the world of visual communication. They will experience design techniques and methodologies from the environmental (architecture), industrial (product design) and communication (graphic design and packaging design) design fields. Within this subject, students will have the opportunity to follow a design process to create design resolutions to a given brief.

They will also be given opportunities to explore a broad range of methods designers use to create visually appealing communications such as (but not limited to) drawing, printmaking, photography and digital design in the Adobe Creative suite of products.

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YEAR 9 CORE SUBJECTS

Design Practice Focus 1: Type and I m agery

Students to explore the relationship of type and image through a variety of tasks. These tasks will also provide the opportunity to understand the range of design elements and design principles that designers use in their work.

Focus 2: 2d and 3d Draw ing

Learn and practice new drawing skills including: visualisation, freehand and instrumental drawing, one point & two point perspective, tonal rendering, drawing from observation and drawing from the imagination.

Focus 3: P ackaging Design

Respond to a brief, which targets a specific audience to solve a problem of safe and appropriate storage and effective communication within a defined context. The task will incorporate the form design of the packaging and appropriate surface graphics.

Focus 4: Design I nvestigation

Research contemporary designers and illustrators for inspiration and complete the Investig8 research project looking at a specific topic within the design world. Explain and reflect your findings in an Illustrated written assignment, poster or presentation.

Assessment Practical project assessment will consist of regular feedback and an end-of-project rubric.

A Visual diary (folio) is developed to record and document the student’s process and document their design thinking.

Contact teachers:

Mr K R Jess (Head of Design & Creative Arts)

ENGLISH

In English students will develop their Speaking, Listening, Reading, Writing and Language skills.

The course aims to develop in students: •

the ability to speak, listen, read, view and write with purpose, effect and confidence in a wide range of contexts

•

a knowledge of the ways in which language varies according to context, purpose, audience and content and the ability to apply this knowledge

•

a sound grasp of the linguistic structures and features of standard Australian English and the capacity to apply these, especially in writing

•

a broad knowledge of a range of literature and a capacity to relate this knowledge to aspects of contemporary society and personal experience

•

the capacity to discuss and analyse texts and language critically and with appreciation

•

a knowledge of the ways in which textual interpretation and understanding may vary according to cultural, social and personal differences

•

the capacity to develop reasoned arguments about interpretation and meaning.

Students will practice various styles of writing and will be guided towards language use that is appropriate to a content, purpose and audience and which uses the conventions of grammar, syntax, punctuation and spelling.

Students will be particularly encouraged to practice the tasks of drafting and editing their own work, using their laptops where appropriate in this process.

Novels, short stories, non-print texts and poetry will be selected for study. Students will explore both contemporary and classic texts.

The language and structure of argument will be introduced. Discussion of key terms and concepts and practice in presenting their own arguments will be included.

Assessment is continuous.

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YEAR 9 CORE SUBJECTS

Read Well Program An integral part of the English course at Year 9 is the Read Well program which involves students in a minimum of one period a fortnight in the Library.

The program aims: •

to extend their ability in and enjoyment of reading

•

to develop their appreciation of literature

•

to follow individual choice of reading matter

•

to share with others their responses to literature

•

to understand the library as a valuable resource

•

to understand the links between their reading and a wide range of studies.

Contact teacher:

Mrs L E Knight (Head of English)

GEOGRAPHY Introduction

Geography is the structured way of learning, analysing and understanding the characteristics of places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. Geography uses and inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a distinctively geographic way, to plan, collect, interpret, analyse, evaluate and make predictions. Students conduct fieldwork, map and interpret a range of data and are encouraged to think critically and creatively.

Key Inquiry Questions •

How are we connected to people and places around the world and how does our consumption impact on others?

•

Where is the world’s food grown and why?

•

Who eats what and will there be enough food for everyone in the future?

Content 1. Interconnections This unit focuses on investigating how people through their choices and actions, are connected to people and places around the world. It examines the products people buy and the impacts on people and environments that this consumption has. Students explore how products are transported to enable them to have a high standard of living. Students will visit the Port of Melbourne to examine how we are connected to other people and places. They will investigate a topic of their choice and research an interconnection.

2. Food Security This unit examines the personal, regional and global patterns of food production and consumption, the impact of food production on the natural environment and the potential impacts which related environmental issues have on food security. Students will conduct field work to collect data and report on their findings. They will investigate the capacity of the world’s environments to sustainably feed the projected future population in the face of competing land uses such as biofuel production and urbanisation.

Assessment

A range of assessment tasks will be used including: •

mapping tasks

•

practical exercises

•

research

•

fieldwork

•

report

•

exam

Contact teacher:

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Ms P M Henning (Head of Geography)

YEAR 9 CORE SUBJECTS

HISTORY

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination.

Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively.

The new Australian Curriculum for History takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live.

An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society.

Students investigate how life changed in the period in depth through the in-depth study of three aspects of Australia’s History.

The first of these is entitled “Progressive ideas and movements”. The study includes the causes and effects of the development, and the Australian experience.

Key areas to be investigated are: •

the influence of the Industrial Revolution on the movement of peoples throughout the world, including the role of convict transportation and later the free settlers’ arrival as a result of the discovery of gold in Victoria

•

the experiences of convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, particularly the Australian experience

•

changes in the way of life of a group of people who moved to Australia in this period, such as free settlers on the frontier in Australia

•

the short and long-term impacts of the movement of peoples during this period.

The second of these studies is an investigation of the history of Australia in the entitled “Making of a nation” and includes the following topics: •

the extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander peoples

•

the experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)

•

living and working conditions in Australia at the time of Federation in 1901

•

key events and ideas in the development of Australian self-government and democracy, including women's voting rights

The third in-depth study allows students to investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history. This includes: •

an overview of the causes of World War I and the reasons why men enlisted to fight in the war

•

the places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign

•

the impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to influence the civilian population, the changing role of women, the conscription debate)

•

the commemoration of World War I, including debates about the nature and significance of the Anzac legend.

Contact teacher:

Mr G J Naylor (Head of History) 9

YEAR 9 CORE SUBJECTS

MATHEMATICS

In Year 9 students continue to develop their proficiency in “Understanding, Fluency, Problem Solving and Reasoning” within three content strands: Number and Algebra, Measurement and Reasoning, and Statistics and Probability. The course is based on the Australian Curriculum Year 9 course descriptions.

“In Year 9 students solve problems involving simple interest. They interpret ratio and scale factors in similar figures and explain similarity of triangles. They recognise connections between similarity and trigonometric ratios. Students will compare techniques for collecting data in primary and secondary sources and make sense of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.

The index laws are applied and numbers are expressed in scientific notation. Binomial expressions are expanded. They find the distance between points on the Cartesian plane and find the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. They calculate relative frequencies and estimate probabilities, list outcomes of two-step experiments and assign probabilities to those outcomes. They construct histograms and back-to-back stem-and-leaf plots”.

CAS calculators (Computer Algebra Systems) and computer software are used extensively to investigate the mathematics studied. There is an emphasis on recognising whether mental, pen-and-paper or technologybased strategies are appropriate in various situations.

Classes are grouped broadly into two levels. Similar content and assessment applies to both levels; however, the depth and difficulty of algebra studied in class and assessed in class tests is differentiated between Standard and Enhanced levels.

Assessment A combination of class and common tests, which are taken periodically through the year, together with other tasks involving problem solving and investigation are used to determine grades. An examination is held at the end of each semester and tests the content and proficiencies learned throughout the semester.

Contact teacher:

Mr I Sheppard (Head of Mathematics)

PHYSICAL EDUCATION Aims and Objectives •

To further refine skills developed in the lower secondary years

•

To develop an understanding of how these skills can be applied to a game situation by developing patterns of play, tactics and rules

•

To improve ‘Game Sense’ and encourage students to become thinking players

•

To encourage fair play and good sportsmanship

•

To respect individual differences in physical performance

•

To develop leadership qualities and participate in peer teaching opportunities

•

To participate in Theoretical aspects of Physical Education and their practical application

Content Physical Education is a core subject at Year 9 in which all students participate three times a fortnight. Students are exposed to a variety of activities, games and sports through which teachers seek to develop the following attributes: leadership, initiative, cooperation, sportsmanship, tactical and strategic thinking, team play and skill development. Each unit has a different focus for learning and development, and assessment and reporting:

10

•

Invasion games, striking and fielding games and net/wall games. The focus for these units is tactical and strategic thinking, team play and skill development.

•

Swimming caters for all ability levels. Stroke technique and competition skills (starts, turns and finishes) focuses on skill development. Springboard diving is also covered in this unit.

•

Links to VCE Physical Education is an integral part of our subject. Students build on their knowledge of fitness components and principles of training, participate in fitness testing and write a personal training program.

•

Students complete an individual learning project investigating Biomechanics in a sport of their choice.

YEAR 9 CORE SUBJECTS Sport Education is a student-centred teaching model where a “season of sport” becomes the central theme in the learning experience. Students are allocated with various roles and assume the responsibility for organising and running a sporting competition.

•

Assessment Students are assessed on each unit according to Learning Standards which are published to students during the year.

Contact teacher:

Ms J Utting (Head of Physical Education)

RELIGIOUS EDUCATION

The objective of this course is to teach students how to think systematically about contemporary essential questions through the lens of the Jewish/Christian tradition with reference to key secular moral authorities.

•

How are core values and underlying convictions at play within an essential question?

•

How do the Jewish-Christian sacred writings inform, shape and address the question?

•

How do various historic responses from the faith traditions relate to the essential question?

•

What are appropriate contemporary responses to the essential question employing religious categories?

•

How does one think systematically about an essential question within faith constructs?

Learning Standards The learning standards that a student can be assessed by are: •

understanding of core theological issues

•

ability to relate issues to moral authorities

Course Outline The course will deal with one essential question of contemporary life each term for Year 9. Students use the New Revised Standard Version (NRSV) of the Bible as the set text for the course: Term 1

Sanctity of Life and Human Rights

Term 2

Relationships, Marriage and Divorce

Term 3

State Retributive Justice

Term 4

Consumption and Global Warming

Assessment 30 % 70 %

Class discussion and blogging Reflective journal

Contact teacher:

Mr D Curnow

SCIENCE

At Year 9, the Science Course incorporates elements of the Australian Curriculum. Science has three interrelated strands: Science Knowledge, Science as a Human Endeavour and Science Enquiry Skills.

Specific units of study include Chemistry, Physics, Biology and Geology.

In Year 9, students explain chemical processes in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.

Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a 11

YEAR 9 CORE SUBJECTS scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

The course is structured around the text, Pearson Science 9, and is supplemented by intranet delivered resources and an interactive online resource designed to cater for a range of learning abilities in the class.

Opportunities are provided for extension and support work.

A student’s level of performance is continually assessed over the year using a combination of research tasks, assignment work, experimental reports, investigations and unit tests. An examination is held at the end of each semester, the results of which will contribute to the final grade.

Contact teacher:

Mrs C E Watson (Head of Science and IT)

TripleR Aims and Objectives The TripleR Health Education Program complements the wider school’s wellbeing program based on Relationships, Resilience and Reflection. Studies in TripleR seek to create a positive environment which protects, nurtures and extends to students a positive outlook and self-image.

The partnership between school and home is valued. TripleR is taught by teachers with commitment to Health Education, so that issues may be dealt with sensitively in a classroom environment that respects student privacy, cultural beliefs and personal views. Both the physical and emotional safety of students is promoted in TripleR. The main objective of this subject is to assist students to make positive decisions about a range of issues.

Students are encouraged to consider all the facts, possible consequences and assess their personal values.

Approach Students will undertake a variety of approaches to develop an understanding of course content. These include classroom discussion of topics, role-plays, peer teaching, student presentation of issues, guest speakers, debates and formal analysis of content.

Curriculum The Year 9 course units are, Sports Nutrition and Health Eating, Relationship and Sexuality Education, Drug Education and Personal Safety.

Contact teacher:

Ms J Utting (Head of Physical Education)

YEAR 9 ELECTIVE SUBJECTS GEOGRAPHY (Coasts and Forests)

Geography is the structured way of learning, analysing and understanding the characteristics of places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. Geography uses and inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a distinctively geographic way, to plan, collect, interpret, analyse, evaluate and make predictions. Students conduct fieldwork, map and interpret a range of data and are encouraged to think critically and creatively.

Key Inquiry Questions •

What are the causes and consequences of change in places and environments and how can this change be managed?

•

What are the future implications of changes to places and environments?

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YEAR 9 ELECTIVE SUBJECTS

Content 1. Coastal Management Students examine the importance of coasts. They investigate the characteristics of different coasts and study the processes that shape them. Students will explore the impacts of changes to coasts and how to manage them sustainably. Students conduct a 1-2 day fieldtrip to explore the coastal features and management strategies of the 12 Apostles. They collect data, construct maps, transects, graphs and field sketches and conduct surveys. Students explore local and global issues that will impact on our precious coastline such as urban sprawl, mining, marine parks, pollution, car parks at Bells Beach and other iconic sites, revegetation and climate change.

2. Forests Students will examine the distribution and importance of different types of forests around the world, in Australia and locally in the Otways. They will conduct fieldwork in the Otways including a visit to the Otway Fly. Students will consider the geographic characteristics of forests, past, present and future uses of forests and how to manage our forests sustainably. They will use a range of maps, graphs, tables, photos, satellite images, google earth and films to explore forests of the world. Students will evaluate the value of forests and explore challenges facing significant forests of the world such as the Amazon rainforest.

Assessment A range of assessment tasks will be used including: •

mapping tasks

•

practical exercises

•

research

•

fieldwork

•

report

•

exam

Contact teacher:

Ms P M Henning (Head of Geography)

HISTORY (American) Aims and Objectives The aim of the US History course is to explore the major circumstances surrounding the formation and operation of the first modern democratic nation; the United States of America. It seeks to provide a deeper understanding of historical and contemporary American culture, society, and politics and to arm students with the ability to identify and deal with the contemporary regional and global implications of its strength.

Outcomes Students will develop skills in critical analysis, philosophical reasoning, argumentative and other writing structures, and ICT. They will also develop a capacity to characterise both historical and contemporary American society in an international context and formulate considered argument based on evidence. At the completion of this course, students will, through reasoned hypothesis, be able to articulate the reasons for the dominance of the United States in the 20th century.

Major Historical Topics Developm ent of the first M odern Dem ocracy

This unit examines the settlement of the Americas and the development of an independent identity. It will focus on the philosophical foundations for the new society and its development into the world’s first modern democracy.

The Am erican W ar of I ndependence

This unit examines the circumstances surrounding the American War of Independence and the notion of liberty. It will examine, in detail, the causes of the independence movement and its leaders. Students are asked to form judgements about the characters and whether or not they were acting out of self interest or the interests of righteousness.

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YEAR 9 ELECTIVE SUBJECTS

The Life and Legacy of Thom as Jefferson

This unit explores the life of Thomas Jefferson, revolutionary hero, author of the Declaration of Independence, President, and symbol of American democracy. Students will also be asked to explore the darker side of Jefferson, the slave owning adulterer, and debate whether or not he is the personification of all that is good and bad about the USA today.

The US Civil w ar and Reconstruction

This unit explores the causes and course of the Civil War and identifies how political necessity over time influences the very cause for what the war is fought for. The motivations of Abraham Lincoln with regard to slavery is analysed in detail, with some potentially surprising results. The reconstruction of the US is also examined, with the major question being whether or not the freed slaves actually achieved real freedom.

Learning Activities Students will engage in a diverse set of learning activities, both individually and collaboratively, to cater for all learning styles, including: •

documentary film analysis

•

analysis of primary documents

•

analysis of artworks and other visual material

•

essay writing

Contact teacher:

Mr G J Naylor (Head of History)

INFORMATION TECHNOLOGY

This is a course intended for motivated students with an interest in developing some in-depth skills in the use of computers to process information. The course will concentrate on creating reusable software solutions to information problems and in the development of effective user interfaces for those solutions.

This elective is a useful choice for those students who might wish to study Computing at VCE level, because it will cover the use of some of the software used in the VCE Computing course offered at the College (Computing Units 1 and 2, Informatics Units 3 and 4). However, this elective will not be a prerequisite for entry into VCE Computing studies, but students who have completed this elective will find themselves possessing many of the software skills used in those studies.

Module 1 – MS Office 2013 •

A group unit of inquiry whereby students investigate a range of aspects involved with the use of the different software packages included in the Microsoft Office suite of programmes which includes Word, Excel, Powerpoint and OneNote

Module 2 - Basic Programming Concepts •

Visual Basic fundamentals, declaring variables, output to message box, text box and label

•

Difference between variable types for example string, single and integer

•

Problems and algorithms

•

Programming structures

•

Design features

Module 3 - Web Design •

Using Dreamweaver - creating Html documents, inserting text links and graphic links

•

Managing a site - setting backgrounds using colour and images

•

Inserting graphics, text, tables, lines and APdiv tags

•

Looking at folder structure of a web site and also the coding that is produced by the software

•

Embedding video from external sites

Module 4 – Multi Media – Using Macromedia Flash •

Getting to know the Adobe CS5.5 Flash workspace

•

Using drawing tools and techniques

•

Creating animations: setting up frames, key frames, adjusting animations, animating along a path

•

Using the animated movie symbols and combining these with multiple layers

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YEAR 9 ELECTIVE SUBJECTS •

Animating text

•

Incorporating sound into animations

•

Use motion tween, shape tween and frame by frame animation

Module 5 – Computer Architecture •

Students learn about the key components that comprise a standard desktop computer

•

Students have the opportunity to dismantle, investigate, photograph and then reassemble a computer that has been made obsolete

•

Students are required to then investigate the meaning and function behind these components including the memory components, the processing components, add-on cards etc.

Assessment •

Several short practice tasks demonstrating skill development. These skill development tasks will be completed in class

•

End of unit exam relating to functions and purpose of software and hardware.

Contact teacher:

Mrs C E Watson (Head of Science and IT) Mr C H Morgan

LANGUAGES OTHER THAN ENGLISH (LOTE) CHINESE – MANDARIN Introduction Chinese is the world’s most spoken language, with nearly 1.5 billion speakers spread across East and SouthEast Asia. It is also one of the world’s oldest, with a written history of more than four thousand years, and its influence can be seen and felt throughout the Asian-Pacific region.

Aims and Objectives By the end of Year 9, students should be able to: •

pronounce, recognise and recall approximately 160 Chinese characters

•

translate simple and compound sentences from Chinese into English and from English into Chinese

•

recall and analyse information on a number of cultural topics relevant to China: its history, its people and its places.

Approach At the College, we teach Modern Standard Chinese (or “Mandarin”, as we often call it in the West). At Year 9 level, the emphasis is on listening, reading, writing, spoken language. AIM is used to conduct most of the class in Chinese. Time is also spent learning about China, its people, its places and its culture, the primary aim being to foster a knowledge of, an interest in and a tolerance of a culture and a people so ancient and so different from our own.

Year 9 Chinese assumes previous study of Chinese in Year 8.

Content Language Themes in Year 9 include appearance, transportation, future aspiration, travelling, food, social life, school, time and sports. Cultural themes include the history and geography of China, holidays, shopping, education and the common language.

Assessment The following areas of study are assessed: •

reading comprehension - includes a variety of question types on written material related to the topics

•

written expression - requires students to write in different styles, pieces related to the topics

•

listening comprehension - requires a variety of written or spoken answers on aural material related to the topics

•

spoken expression - requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences 15

YEAR 9 ELECTIVE SUBJECTS translation - requires students to translate spoken and written sentences from Chinese to English and English to Chinese.

•

There are also Semester 1 and 2 examinations.

Contact teachers:

Ms V P Chabant (Head of Languages) Ms S Shen

FRENCH Approach The aims for the students are to develop communicative skills in French and to interpret information received in French both in the written and oral mode. This is achieved through the use of AIM (Accelerative Integrated Methodology) which requires that the class be entirely conducted in French. Term 1 is used to consolidate the students’ linguistic experience through the introduction of a story. Afterwards they explore areas within topics of interest to students of their age group (friends, leisure activities, sports, school, their surroundings, etc).

Students learn about the often unwritten rules that govern communication and they also develop their reading skills to gain cultural information in the domains of the arts, famous people, places of interest and festivals.

Content In Year 9, students continue their acquisition of vocabulary and basic grammar. Units of work are followed by extension activities so students can practise applying what they have learned and relate it to their own daily lives.

The content will be exclusively taught in French, thanks to the use of AIM and the emphasis of communicative language in the first term. This immersion situation will develop listening and speaking skills as well as foster the ability to make educated guesses and take risks, which are essential characteristics of good language learners.

Assessment The following areas of study are assessed: •

reading comprehension - this includes a variety of question types on written material related to the topics

•

written expression - this requires students to write in different styles, pieces related to the topics

•

listening comprehension - this requires a variety of written or spoken answers on aural material related to the topics

•

spoken expression - this requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences.

There are also Semester 1 and 2 examinations.

Contact teachers:

Ms V P Chabant (Head of Languages) Mrs A M Tymms

LATIN Approach The aims in this subject are to teach the student to understand the Latin language for the purpose of reading Latin texts, and to develop an understanding of Roman civilisation. The nature of linguistic structures is stressed using the context of the Latin language. Students are also trained to read Latin with phonetic accuracy and confidence. Students complete research projects in order to gain an overview of Roman Society.

Content The textbook used is the Cambridge Latin Course Units 1 and 2. Unit 1 deals with the daily life, work, education, and recreation of the people of Pompeii. Unit 2 moves to Britain and to Alexandria in Egypt.

Assessment The following areas of study are assessed:

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•

reading comprehension

•

grammatical understanding

YEAR 9 ELECTIVE SUBJECTS •

unseen translation - this requires a good understanding of grammar and vocabulary as well as relevant cultural knowledge

•

social and historical context of Rome with a focus upon the foundations of the Republic.

There are also Semester 1 and 2 examinations.

Contact teachers:

Ms V P Chabant (Head of Languages) Mr E Bauer

MEDIA Aims and Objectives Year 9 Media is a one-semester elective in which students complete theoretical tasks, focussing on how media texts such as print, screen and online media are designed and constructed in order to elicit a response from an audience. Students also complete practical tasks where they design and construct their own media product.

Ex ploring and Responding

Students explore a range of media texts by analysing, describing and evaluating the conventions that govern them. Students are introduced to the metalanguage of Media and consider the purposes and functions for which texts are created.

Creating and M aking

Students develop their own media products while exploring conventions of media forms. Through a process of experimentation, planning and drafting, student design and create their own products, making use of appropriate computer-based software.

Assessment Assessment tasks will be undertaken via written and practical assignments. All practical assignments will also incorporate design stages which will be part of each student’s assessment.

Contact teacher:

Mrs D Nikolovski

MUSIC Aims and Objectives The Year 9 Music Elective aims to stimulate and broaden interest in music by active participation and understanding through solo and ensemble performance, theory, composition, aural perception, and computergenerated creative work. For appropriate students, outcome expectations in this subject may be compatible with entry levels into VCE Unit 1 Music.

Content Music in Year 9 comprises five important areas of activity: Solo performance, Group performance, Musicianship, Composition and Perspectives.

1. Solo Performance Prerequisite -All students taking music as an elective must also take instrumental or vocal lessons, either at the College or elsewhere.

Students aim to develop excellence in vocal or instrumental performance with particular emphasis on tone, technique, and music reading.

Assessment is by attendance and teacher’s report.

2. Group Performance Students have the opportunity to develop the enjoyment of playing music in groups, as well as developing skills in tone, technique, balance and intonation. Music reading, and interpretation of the repertoire with accuracy in the areas of pitch, rhythm, dynamics, phrasing and overall structure are important components of the course.

Ensembles are formed according to enrolment, and rehearse in timetabled classes. Students are required to participate in Music Evenings held throughout the year, and may also be asked to perform in School Assemblies, and on other occasions.

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YEAR 9 ELECTIVE SUBJECTS

3. Musicianship Students develop general musicianship by establishing links between the theoretical elements and structures of music and the aural perception of musical sounds, using both workbooks and specialised computer software. Tuition groups are formed on the basis of students’ prior knowledge and understanding of theory.

The key theoretical concepts covered are: • time signatures, grouping of notes and rests • scales and key signatures • harmony • form • musical terminology The key areas of aural comprehension include: • audiation (memorisation) of rhythmic, melodic and harmonic material • reflective listening.

4. Composition Creative organisation projects provide opportunities to engage in composition and arranging, utilising the skills developed in the musicianship classes.

Students will be expected to submit a folio of short compositions in a variety of styles, using different forms of notation and instruments. Part of this folio will contain music created using students’ laptop computers.

Students will develop a broad knowledge of creative organisation in different musical styles.

In Semester 2, students will also work in small groups to create an original composition, using instruments they can play. The piece will be performed to the rest of the class and recorded.

Assessment Progressive assessment is based on the use of knowledge and skills in task completion, formal tests and performances, and on teachers’ reports.

Contact teacher:

Mr M Irwin (Director of Music)

PERFORMING ARTS DANCE Introduction Dance is the language of movement. The ability to communicate and give expression to social and personal experience through the medium of dance has been explored throughout history and in different cultures.

Dance at Year 9 is designed to develop students’ understanding and appreciation of dance as an art form as well as developing their technical and physical skills through practical dance sessions. The year-long curriculum is broken down into three main areas: •

Technique

(teacher led practical tasks which develop the physical skills)

•

Dance Making

(students create their own dance works)

•

Theory

(written assignments, research analysis and terminology)

Unit 1 - Introduction to Dance and Safe Dance Practice Students are introduced to basic dance concepts and begin by exploring the reasons and purpose of dance in education and differing community contexts. Students are introduced to Safe Dance Practices and the importance of warming up. They begin to develop their physical skills in dance by attending practical dance sessions in a mixture of dance styles. Students are introduced to the basics of choreography, in particular the Body Actions and the Element of Space. They complete their first learnt routine reinforcing the above principles.

Unit 2 – The Elements of Movement and Dance Making Students are introduced to the Modes of Dance Making through composition and learnt work tasks. Their learnt works focuses on dance organisation, in particular the use of Group Structures and formations. They begin to research and explore a range of dance styles both physically and in their written work. They are 18

YEAR 9 ELECTIVE SUBJECTS introduced to and begin to explore the element of Time. Students will begin to learn about dance analysis and documentation.

Unit 3 – Theme, Concept and Expressive Intention Development Students are introduced to the choreographic fundamentals of developing dance themes and an expressive intention. This is done through structured improvisation tasks, learnt works and small group dance making activities that draw on the knowledge and skills learnt in the previous units.

Unit 4 - Stage and Screen Students investigate Musical Theatre and the history and development of this popular style. They will explore the element of Stagecraft (costume, set, lighting, make-up) and create, rehearse and perform a group dance based on Musical Theatre for an intended audience. Students will continue to develop their dance analysis and documentation skills.

Contact teachers

Ms D T Hynes (Head of Drama) Ms K M Sunderland

DRAMA

At Years 9 and 10, the Drama program provides a transition through to the VCE requirements for Theatre Studies and Drama.

Year 9 Areas of Study Semester One: Performance Styles Semester Two: Stagecraft, Puppetry, Production

Unit 1 – Performance Styles Fairytales - explores stereotypes and caricatures connected with this genre through an understanding of expressive skills, exaggerated movement and manipulation of vocal choices. Self-devised pieces will explore the key ingredients and students will be introduced to a range of dramatic terminology.

Non-Naturalism - is introduced to students through a range of focus and skill activities. Key theatrical conventions are introduced and explored. Students work in changing groups investigating transformation of time, character, place and object, as well as a variety of other conventions. Themes and issues are manipulated and students document the process and present their explorations to the class. Brecht may also be introduced as a further resource.

Musical Theatre - is introduced to the students through an analysis of key musicals and the role this genre has (now and historically) played in the Theatre world. Short scenes will be explored with the focus on storytelling, character relationships, the dynamics and rhythm of scenes and the importance of choreography, song and musical numbers being interspersed. This unit will culminate in class performances.

Naturalism - explores the expressive skills used in characterisation while interpreting a script. This may include: role and role relationship; sustained performance of character; other dramatic elements: for example, dramatic tension, mood establishment, exploration of movement, and use of space; experimentation with voice, movement, gestures and facial expressions, whilst also exploring the concepts of commitment and belief.

Unit 2 – Stagecraft This unit focuses on the development and application of skills in using stagecraft elements. This may include text realisation using stagecraft: costume, lighting and set design; giving form and definition to the action by creating a set box; understanding scale; exploring the effects of colour, line, texture and shape on mood, time, period and character; other areas of production; for example direction, sound, properties, makeup and stage-management.

Unit 3 – Mask This unit is introduced through an understanding of Commedia dell Arte. Stock characters are explored, combining their physical demands with the use of masks. An appreciation of the history of Commedia and its’ influence may also be investigated. A range of masks may be introduced.

Unit 4 – Puppetry This unit enables students to create their own rag-rod puppet and develop an appropriate script to give insight into their creation. This may include the development of character through scriptwriting techniques; development of the puppet following specific guidelines; other elements which enhance, shape and define the 19

YEAR 9 ELECTIVE SUBJECTS activity, including costume; exploration of body and voice in collaboration with the puppet and a presentation to an audience.

Unit 5 – Production This unit aims to consolidate on the knowledge explored in the previous units and to interpret or devise a relevant piece of theatre for an audience. This may include creating meaning which is communicable to an audience; exploring subject matter through the application of dramatic elements: for example character, setting, line of action and dialogue; refining dramatic action by the use of expressive skills; exploration of the ways in which theatrical elements provide a focus for dramatic action and how this action can explore and give physical form to a text and performing to an audience.

Learning Tasks Four types of learning tasks may be undertaken in each unit of the Drama program: •

practical activities and performances

•

journal and/or folio

•

reviews of productions

•

analytical exercises and research projects.

Contact teachers

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Ms D T Hynes (Head of Performing Arts) Mr L L Joyce

YEAR 10 CORE SUBJECTS

YEAR 10 CORE SUBJECTS ENGLISH

Students of English at Year 10 level will build on their existing skills as described in the Year 9 English course.

They will also be encouraged to develop more complex skills, such as those necessary to acquire insight into the development of language in texts and the media.

Semester 1 is devoted to a study of several texts. This unit focuses on resources which include short stories, poetry, film, media texts and linguistics.

In Semester 2 a detailed analysis of a classic text will be completed and students will be introduced to skills required for the study of persuasive language in VCE. Students will be given every opportunity to write extensively in a variety of modes and to focus on the enhancement of oral, aural and critical skills.

Practice in critical and logical thought will be linked to a variety of current issues and students will also develop and present personal points of view. They will be introduced to skills associated with all areas of study required in VCE. The course aims to build confidence within students in their ability to plan, organise themselves and their work and develop a firm basis from which to tackle VCE English.

Contact teacher:

Mrs L E Knight (Head of English)

MATHEMATICS

“In Year 10 students continue to develop their proficiency in Understanding, Fluency, Problem Solving and Reasoning within three content strands: Number and Algebra, Measurement and Reasoning, and Statistics and Probability. The course is based on the Australian Curriculum Year 10 and 10A course descriptions.

By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time.

Students describe statistical relationships between two continuous variables. They evaluate statistical reports.

Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges�.

By this stage it is becoming evident whether students will follow an algebra-based VCE course in future years, or a more numerical approach to mathematics. Classes are grouped broadly into levels which recognise this.

Standard level classes will complete the Year 10 Australian Curriculum materials. Enhanced classes will also cover the material. In Semester 1 classes cover similar topics to allow movement between groups.

For Year 10 courses, Computer Algebra System (CAS) calculators are an integral resource. These may be used in all VCE courses and students will have the opportunity to continue to build skills in using them in powerful ways to investigate and learn mathematical concepts.

Assessment A combination of class and common tests, which are taken periodically through the year, together with other tasks involving problem solving and investigation are used to determine grades. An examination is held at the end of each semester and tests all content and proficiencies learned throughout the year.

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YEAR 10 CORE SUBJECTS

Foundation Mathematics (Units 1 and 2) We anticipate inviting a small group of students to undertake the VCE Foundation Mathematics Course in Year 10. This will be decided in negotiation with parents. This course provides for the continuing mathematical development of students who need a basis of mathematical skills to support their other studies, including VET studies, in the current or succeeding years. It is designed as a terminating course for students who have no intention to undertake any Mathematics Units 3 and 4 studies in Year 12. This course has a strong emphasis on using mathematics in practical contexts relating to everyday life, recreation, work and study. Computers and scientific calculators are used broadly and topics are selected from four areas of study to meet the needs of the group. The four areas are Space, Shape and Design, Patterns and number, Handling data and Measurement.

Year 10 with Mathematical Methods (Unit 1) This course is year one of a two year accelerated program to cover Year 10, Year 11 Mathematical Methods and Year 11 Specialist Mathematics. Membership of this class will be by invitation and negotiation with parents.

Only students with an A grade in Year 9 Maths will be considered.

Assessment In all Unit 1 and 2 Mathematics studies the award of satisfactory completion for each unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This will be assessed by means of assignments and tests and by presentation of summary or review notes. In particular the outcomes specify that assessment tasks must include projects, short written responses, problemsolving tasks and modelling tasks. The use of technology appropriate to the various Areas of Study is also specifically required in the outcomes statements and will therefore be assessed.

Contact teacher:

Mr I Sheppard (Head of Mathematics)

PHYSICAL EDUCATION Aims and Objectives •

To further refine skills developed in the lower secondary years.

•

To develop an understanding of how these skills can be applied to a game situation by developing patterns of play, tactics and rules.

•

To improve “Game Sense” and encourage students to become thinking players.

•

To encourage fair play and good sportsmanship.

•

To respect individual differences in physical performance.

•

To develop leadership qualities and participate in peer teaching opportunities.

•

To become familiar with theoretical aspects of Physical Education and their practical application.

•

To become aware of the importance of lifelong physical activity.

Content Physical Education is a core subject at Year 10 in which all students participate three times a fortnight. Students are exposed to a variety of activities, games and sports through which teachers seek to develop the following attributes: leadership, initiative, cooperation, sportsmanship, tactical and strategic thinking, team play and skill development. Each unit has a different focus for learning and development, and assessment and reporting: •

Invasion games, striking and fielding games and net/wall games. The focus for these units is tactical and strategic thinking, team play and skill development.

•

Active for Life electives give students the opportunity to identify factors that influence their participation in physical activity beyond school.

•

Participation in the Life Saving Victoria Bronze Medallion Award allows students to extend their aquatic experience and develop survival, rescue and resuscitation skills.

Assessment Students are assessed on each unit according to Learning Standards which are published to students during the year.

Contact teacher:

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Ms J Utting (Head of Physical Education)

YEAR 10 CORE SUBJECTS

RELIGIOUS EDUCATION

The objective of this course is to teach students how to think systematically about contemporary essential questions through the lens of the Jewish/Christian tradition with reference to key secular moral authorities.

•

How are core values and underlying convictions at play within an essential question?

•

How do the Jewish-Christian sacred writings inform, shape and address the question?

•

How do various historic responses from the faith traditions relate to the essential question?

•

What are appropriate contemporary responses to the essential question employing religious categories?

•

How does one think systematically about an essential question within faith constructs?

Learning Standards The learning standards that a student can be assessed by are: •

understanding of core theological issues

•

ability to relate issues to moral authorities.

Course Outline The course will deal with one essential question of contemporary life each term for Year 10 students. Students use the New Revised Standard Version (NRSV) of the Bible as the set text for the course: Term Term Term Term

1 2 3 4

First Australians and Reconciliation Just War? Refugees, Asylum Seekers and Hospitality Stem Cell Research, Euthanasia and Abortion

Assessment 30 % 70 %

Class discussion and blogging Reflective journal

Contact teacher:

Mr D Curnow

SCIENCE

At Year 10, the Science Course incorporates elements of the Australian Curriculum. Science has three interrelated strands: Science Knowledge, Science as a Human Endeavour and Science Enquiry Skills.

Specific units of study include Chemistry, Physics, Biology and Cosmology.

In Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They 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. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

The course is structured around the text, Pearson Science 10, supplemented by intranet delivered resources and an interactive online resource designed to cater for a range of learning abilities in the class. Opportunities are provided for extension and support work.

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YEAR 10 CORE SUBJECTS A student’s level of performance is continually assessed over the year using a combination of research tasks, assignment work, experimental reports, investigations and unit tests. An examination is held at the end of each semester, the results of which will contribute to the final grade.

Contact teacher:

Mrs C E Watson (Head of Science and IT)

TripleR Aims and Objectives The TripleR Health Education Program complements the wider school’s wellbeing program based on Relationships, Resilience and Reflection. Studies in TripleR seek to create a positive environment which protects, nurtures and extends to students a positive outlook and self-image.

The partnership between school and home is valued. TripleR is taught by teachers with commitment to Health Education, so that issues may be dealt with sensitively in a classroom environment that respects student privacy, cultural beliefs and personal views. Both the physical and emotional safety of students is promoted in TripleR. The main objective of this subject is to assist students to make positive decisions about a range of issues.

Students are encouraged to consider all the facts, possible consequences and assess their personal values.

Approach Students will undertake a variety of approaches to develop an understanding of course content. These include classroom discussion of topics, role-plays, student presentation of issues, guest speakers, debates and formal analysis of content.

Curriculum Topics in Year 10 include Road Safety and Driver Education, Drug Education, Relationship and Sexuality Education and Mental Health and Wellness.

Contact teacher:

Ms J Utting (Head of Physical Education)

YEAR 10 ELECTIVE SUBJECTS COMMERCE Aims and Objectives There are good reasons why students should study Commerce. Indeed, our exciting Year 10 Commerce course has three general aims: •

Firstly, the course aims to improve commerce literacy. It has been designed to cater for the needs of young people by helping them to develop a sound knowledge of and interest in personal business,

financial and legal matters. By improving their understanding about credit, banking, economics, saving, budgeting, investing, basic bookkeeping, the operation of government, taxation and the law, it is hoped that students will avoid some of the worries experienced by many in our community.

•

Secondly, the course aims to help students strengthen their academic skills. These skills include problem solving, organising, analysing, describing, communicating, decision-making, discussing and using computers.

•

Finally, the course hopes to cultivate a genuine interest in the area of Commerce. Having tasted Commerce at Year 10, it is hoped that many students will decide to continue their studies in this general area by taking Economics, Accounting and or Legal Studies at Years 11 and 12.

As in all subjects, the successful completion of Year 10 Commerce involves students demonstrating important knowledge and skills against our learning standards. We will look at these aspects shortly.

Structure These days, it is vital that students leave school with a good level of commercial, financial and legal literacy.

Indeed, this is the key idea behind our Commerce course. As teenagers, students are already starting to participate in society as producers of goods and services, money managers and law-abiding citizens. With this in mind, the course is broken into two semester-length units of study.

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YEAR 10 ELECTIVE SUBJECTS •

Unit 1- ‘Mind your Own Business!’

•

Unit 2- ‘Personal Money Management and the Law’.

As excellent preparation for life and further VCE studies in Accounting, Economics and Legal Studies, students are encouraged to select both semester length units in Commerce to make up a whole year’s study. However, it is also possible for students to take only one of the two units, since each of these is a stand-alone study and assumes no previous knowledge.

Knowledge Outcomes: Unit 1 - ‘Mind Your Own Business’ Have you ever wanted to run your own small business? This is your chance to have a go! With this in mind, Unit 1 Commerce consists of three topics or areas of study:

Topic 1 - I ntroduction: w hat a young businessperson needs to know about the Australian econom y

This is a general introduction to the world of business. Here, students learn about some of the main features of Australia’s economic system including: •

why some people go into business

•

types of businesses

•

understanding the causes of ups and downs in the business cycle

•

the role of demand and supply in setting market prices (e.g., for property and shares) and making production decisions within the context of Australia’s capitalist system of business ownership.

In addition, students will interview a business owner to better understand the factors leading to success or failure, and use this to make a class presentation.

Topic 2 - P lanning your ow n sm all business

Students need to understand the necessity of planning before starting up their own small business. Starting with a business idea, a ‘business plan’ or proposal will be developed into a report. This contains the following: •

a personal resume

•

a business name and logo

•

a feasibility study (designed to test the likelihood of success) for your idea, using market research and a SWOT analysis, and a review of legal, ethical and other considerations

•

your operating plans for finance, marketing (including advertising), personnel and production

•

the final approval for your business idea

In creating a ‘business plan’, students must draw on a range of ICT applications.

Topic 3- R unning your ow n sm all business

Students are required to actually run their own small business on a daily basis and put their ‘business plan’ into practice (see above). This area is certainly a hands-on affair. Amongst other things, students will: •

start trading their selected product or service

•

keep a daily diary for recording their business-related activities

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develop and keep financial records for their small business and learn how to interpret these

•

undertake a personal evaluation of their business success

•

produce a comprehensive business report about their experiences gained from operating a small business.

In completing these tasks, students must use ICT to produce and enhance their business report.

Unit 2 - ‘Personal Money Management and The Law’ There are three main topics making up this semester-length unit of study.

Topic 1- ‘Living w ith the Law ’

Using case studies, research and an excursion, this topic involves an examination of some vital aspects of Australia’s legal system that teenagers should find both interesting and relevant. In particular, students will investigate: •

the nature of laws and the reasons for having them in our society

•

where to laws come from 25

YEAR 10 ELECTIVE SUBJECTS •

how laws are made in Australia

•

the principles of justice

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the rights of citizens

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the powers and activities of the police

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Australia’s system of courts and the legal system

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criminal law and civil law and their application

•

sentencing and the youth justice system.

Topic 2- P ersonal Budgeting

This section of study starts by looking at how you can better manage your personal finances. Using problemsolving strategies, students are challenged to create a personal budget that will allow them to travel abroad, while meeting their other financial commitments. This covers relevant issues like: •

earning an income

•

saving

•

spending

•

personal budgeting (to meet financial goals).

Topic 3- I nvestm ent and Financial P lanning

To help gain personal financial independence and enhance financial literacy, students investigate the nature of alternative avenues of investment and the creation of an investment portfolio that reflects their personal values. They are required to analyse various interesting investment opportunities in terms of basic considerations such as: •

risk

•

return

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liquidity

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taxation

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minimum size

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ethics

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convenience.

There is also the expectation that students will be involved in the exciting ASX on-line Stock Market Game as a way of gaining some experience in the share market.

Skills Outcomes

The course seeks to develop the following skills: •

expressing, interpreting and analysing commercial, financial, economic and legal information

•

applying commercial, financial and legal knowledge, concepts, models and skills to real or hypothetical situations

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evaluating alternative proposals, solutions or ideas

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gathering information from a range of sources (e.g., newspapers and the Internet)

•

researching and communicating commercial, financial and legal information using different approaches

•

interpreting commercial information using basic mathematical techniques

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using ICT including Word, Excel, PowerPoint, the Internet and Mind Manager for researching information, graphing, on-line games, and preparing and presenting reports

•

working effectively in groups

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regularly discussing current commercial, financial, economic and legal issues.

Some Approaches used to Enhance Learning Typically, teachers of Year 10 Commerce will use a range of learning strategies including the following:

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•

a wide range of interesting learning activities

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an excursion (e.g., to Geelong’s Magistrate’s Court)

•

contact with a businessperson (e.g., interview with a business owner)

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relevant videos

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case studies and scenarios

YEAR 10 ELECTIVE SUBJECTS •

research using the library, Internet and the other sources (e.g., newspapers)

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business related surveys

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cross words and word searches

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ICT-based activities including Internet research, preparing reports using Word, preparing concept maps using Mind Manager and making Power Point presentations

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actually setting up and running your own small business

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note making, revision strategies and study techniques

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student presentations to the class

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group activities and individual work

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simulated activities and games

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formative and summative assessment

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real life problem-solving.

Assessment A student’s academic performance is assessed in a cumulative way throughout each semester against specific learning standards that have been developed for each topic in Commerce. Assessment is both formative (i.e.,

during the completion of tasks) and summative (i.e., based on the completed task). The latter type of assessment typically involves topic tests, submission of completed learning activities (including exercises, group work, solving real life problems, ICT generated reports and other presentations) and a semester examination (as determined by school policy). In addition, each student will receive an attitude rating.

Contact teachers:

Mr R M Morris (Head of Business Studies) Mrs M J Barnes, Mr J M Kristiansen

DESIGN AND CREATIVE ARTS ART (Draw Print Paint) ART (Draw Print Paint) is about: •

exploring a range of art mediums and techniques used to create drawing, painting, printmaking, sculpture and mixed media artworks

•

the journey of creating.

Through a process of creative decision-making, exploring options and experimenting with different mediums and techniques - you are guided toward the production of your own personal artworks.

Art Practice Ex ploding Colours - How do artists m ak e art? How can I ex press m yself through art?

Taking inspiration from the media, ideas, and styles of your chosen ‘ism’ you will focus on exploring various media and learning how to create artworks that express your ideas and feelings. You will have access to a broad range of media and materials – grey lead, aquarelles, pastels, charcoal, watercolour, acrylic paint, inks, gels and mediums that can be used in your own art practice. Your Visual Diary acts as a personal record of your thought processes and experiences.

Draw ing to…

Draw to see, draw to think, draw to record, draw to imagine, and draw to create. These experiences will be offered in class lessons and through homework exercises.

Responding to the Arts The Question – W hat is Art? Then and N ow ?

The Investig8 project unpacks the way artists from ‘1850 to Current’ manipulate art elements, art principles and techniques to express ideas. You will study the features of particular art ‘isms’ and apply what you have learned in your artworks. The focus is on independent research, guided learning and critical thinking. The extended research project involves a sharing of knowledge with classmates and can be submitted as written essays, illustrated reports, and a series of posters or PowerPoint presentations.

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YEAR 10 ELECTIVE SUBJECTS

Assessment: Practical and homework projects are assessed with regular feedback and an end-of-project rubric. An examination will test the content of both practical and theory projects at the end of the semester. All class work will be recorded in a visual diary that is a vital part of your art process and will be graded along with finished art pieces.

Contact teacher:

Mr G J Smith

ART (Photography)

This subject is a semester length, in-depth study of digital and analogue photographic techniques and approaches. The course is primarily practical with a component of appreciation of photography and analysing the formal elements and principles evident in photographs. This course aims to expand student knowledge of photographic subject matter and genres as well as allowing students to explore subject matter of personal interest.

Students do not need to have previous experience to study this subject. Completion of this subject prepares students for VCE Units 1 to 4 Art (Photography).

Students are encouraged to explore the medium in a creative way which expands their understanding of the expressive potential through image making. Emphasis is on students engaging in the creative process in a thoughtful and active way which brings deeper thinking in the understandings of the way that Art is a tool for expressing thoughts and ideas.

Curriculum Focus and Learning Outcomes Digital I m aging – P hotographic Genre/ Styles In the initial unit of work, students will focus on exploring a range of photographic genres/styles, with an expectation that they will focus on one particular style that they are interested in and create a number of images centred on that genre, for example, the genre of fashion or sport. In the creation of that style, a number of camera techniques will be explored.

Adobe Photoshop skills are developed, including: image and canvas size, layer properties and layer effects, vignetting using feathering, selection options. They explore image adjustments and layer blends to create imaginative solutions. Students use their Visual Diary to record design processes. Discussion and reflection are used to reinforce skills developed.

The Surrealist W orld

In this unit of work, students investigate what were the ideas, meanings and reasons why Artists created surrealist works. The style is looked at from an historical context and student are given the opportunity to create their own Photograph using surrealist techniques in order to achieve a visually effective outcome.

P ortraits Then and Now

Students examine the role of Portraiture in an historical context by looking at the work of several well-known portrait Photographers such as David Moore and Max Dupain. In understanding the power of the Photographic portrait, students then plan and create their own portrait of another student. As part of this unit, we examine the ways early photographers recorded our social history and reflected on the messages these images communicated to the audience at the time. Character exploration is essential in this task and student explore ways to identify ways to communicate aspects of personality of the sitter. Images are taken using the silver gelatin process and then manipulated in photoshop.

Theory Component Students will undertake two areas of study within this section of the course: •

The first will focus on Indigenous Photographers, the themes they undertake in their work and the ideas and meanings associated with their imagery.

•

The second looks at three Photographers whose themes cover Fashion, Modernism and Portraiture. A key component of this section of the course is to allow students to write a critique of their own work and also view and critique an exhibition which they visit on line.

Assessment •

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Each of the three practical tasks will be assessed using a Rubric which will provide feedback to the student.

YEAR 10 ELECTIVE SUBJECTS •

Students will compete two research reports which will be marked out of 50.

•

Students will be required to complete an annotated visual diary.

•

An exam at the end of the unit will test student’s ability to analyse and discuss photographic images using analytical frameworks.

These items are assessed on a criteria based system

Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects.

Contact teacher:

Mr P C Taylor

DESIGN AND TECHNOLOGY Curriculum Focus Students will build upon their understanding of the technology process; investigating, designing, producing and evaluating. Design briefs are complex and require students to thoroughly investigate construction methods and plan their own production schedule.

New techniques introduced include the application of complex joints, laminating of timber, surface preparation, recycling, revising and consideration of finish. Students will learn to use power tools and refine their knowledge and application of traditional hand tool techniques. Emphasis is placed upon thoughtful design, creativity and a high standard of finished work. Respect for equipment and safe working methods are emphasised.

Students are asked to maintain a design folio. The design folio will contain design ideas and technical drawings of production work. It is an important tool for the development of ideas and assists students in their understanding of the process of design and production.

Learning Outcomes I nvestigating

Explain how specific characteristics of materials and particular processes affect functional and aesthetic design requirements. Students gather and process information, which relates to the use of materials and processes.

Designing

Prepare a design option that specifies materials and techniques with consideration for functional, aesthetic and environmental sustainability understandings. Design proposals need to include detailed specifications to clearly communicate ideas.

P roducing

Implement the design using appropriate techniques and equipment with precision and safety. A range of materials and production processes with specialised equipment are used to ensure quality, standards and detailed specifications are met and adhered to.

Evaluating

Prepare a report that evaluates the efficiency of the processes used and the effectiveness and suitability of the products. Judgements of the appropriateness of the innovative aspects are made.

Assessment •

Design Folio

•

Production

•

Evaluation

•

Investigation

•

Examination

Contact teacher:

Mr R Kayler-Thomson

FASHION AND TEXTILE DESIGN

Year 10 Fashion and Textile Design is a general course for one semester. It is aimed at introducing and reenforcing a range of textiles techniques with a traditional base but also experimenting with a variety of diverse and unconventional content. Although building on the knowledge and experiences gained in Year 9 it is not a 29

YEAR 10 ELECTIVE SUBJECTS pre-requisite for Year 10. The course involves a series of projects aimed at encouraging creativity, developing design skills and at the same time developing and refining technical competence. Computer programs are used to explore aspects of the design process. The course is designed to develop skills from which to proceed to VCE Studio Arts (Fashion and Textiles).

Some areas covered include: •

the use of silk screen printing techniques

•

design and construction of a unique garment

•

fabric dyeing techniques/experimental surface decoration techniques

•

resin casting – making bangles and small bowls

•

sublimation – printing onto metal

The Art Appreciation component of Fashion and Textile Design at Year 10 is designed to encourage students to understand, enjoy and value art. Students will study some aspects of Art History. This involves: •

examining the elements and principles of design when discussing, looking at and writing about art works

•

studying contemporary artists and fashion designers

•

making an in depth study of the life, artwork, inspiration and influences on the designers in an historical context.

Assessment This will be based on both their practical and theoretical work. The originality of work, approach to creativity and the way in which student’s design their projects, all contribute to the semester mark. There is also an examination at the end of the semester.

Material Charges Students may incur additional costs and source their own fabric based on the choice of materials to be used in their individual projects.

Contact teacher:

Ms K Pelletier

VISUAL COMMUNICATION DESIGN

This is a semester based unit of work allows students to investigate the world of design. They will work on projects and develop skills relating to the design fields of environmental (architecture), industrial (product design) and communication (graphic design and packaging design). Students will respond creatively to a given brief and follow the design process to explore design thinking and techniques that enable designers to resolve, sometimes complexed, problems visually. They will explore a broad range of methods designers use to create their works such as (but not limited to) drawing, printmaking, photography and digital design in the Adobe Creative suite of products.

Design Practice Focus 1: Environm ental Design

Students are introduced to drawing systems and skills used in Architecture and building design. They look at representing the built environment through perspective drawing, floor plans and elevations, scale models and rendering techniques. Experiencing both manual and digital approaches to create design work.

Focus 2: I ndustrial Design

Students develop a design folio exploring concept designs for a new product. Drawing systems and design techniques are developed that support their creative thinking.

Focus 3: Com m unication Design

Students research a particular design period and social context for visual communication and reflect their findings in both written and visual forms. They then use this research to inspire and inform their decisions to complete a practical folio to a set task.

Assessment Practical project assessment will consist of regular feedback and an end-of-project rubric. A Visual diary (folio) is developed to record and document the student’s process and document their design thinking.

Contact teacher: 30

Mr K R Jess (Head of Design & Creative Arts)

YEAR 10 ELECTIVE SUBJECTS

DIGITAL MEDIA AND DESIGN

In today’s fast paced, ever-changing digital environment, media and design are at the forefront of information delivery. This course aims to give students a broad exposure and understanding of the skills used in the Digital Media and Design industries.

The course covers areas (but is not limited to); •

digital video and filmmaking

•

app/web design

•

social media

•

digital environments

•

visual and sound effects

•

graphic design

•

user experience design

•

animation and motion graphics.

In this course there is a strong focus of ’learning by doing’. Student learning will take place in a studio-like environment with assigned tasks simulating industry-based work practices. Students learn by immersing themselves in relevant methods and practices, whilst theoretical components analyse the Digital Media and Design contexts. Students will develop design-thinking strategies used in creating clever, aesthetic outcomes whilst also developing their awareness of media forms, narratives and analytical writing skill. Employing creative and experimental approaches, students work across all aspects of pre-production, production and post-production.

This course aims to adapt to new and relevant innovations in digital technology, whilst providing a foundation in the Adobe Creative Suite of software. Students interested in this subject should demonstrate a desire for visual design aesthetics and passion for digital media. Students should have aptitude for (or want to learn) technical computer skills and a willingness to embrace digital software used within the media and design fields.

Assessment Assessment throughout the year will include a combination of practical learning tasks and projects, annotated visual diaries, written analysis tasks and examinations.

Duration Digital Media and Design is a full year course for Year 10 students. That can then lead onto further studies in media and/or design subjects.

Contact teacher:

Mr S L McIntosh (Digital Media and Design Teacher)

GEOGRAPHY

Geography is the structured way of learning, analysing and understanding the characteristics of places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. Geography uses and inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a distinctively geographic way, to plan, collect, interpret, analyse, evaluate and make predictions. Students conduct fieldwork, map and interpret a range of data and are encouraged to think critically and creatively.

Cities and Climate Key Inquiry Questions •

How can we live in cities of the future?

•

What is going on with the weather?

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YEAR 10 ELECTIVE SUBJECTS

Content 1. Sustainable Cities Students will examine how urban environments are changing locally and globally. They will investigate the social and environmental impacts of these changes. They will investigate social and environmental impacts of these on people and environments. They will explore issues related to urban growth through fieldwork in the city of Melbourne. They will evaluate the sustainability of urban renewal projects such as Fishermen’s Bend. Students will consider management strategies used by urban planners around the world to create sustainable cities. They will create a plan to make Melbourne more liveable.

2. Weather and Climate Students will examine elements of weather. They will analyse and construct weather and climate maps and graphs. They will explore variations in climate across Australia and around the world and consider factors that affect these. They will research severe weather events such as cyclones, droughts, tornadoes. Students investigate the causes, evidence, and challenges of climate change.

Assessment A range of assessment tasks will be used including: •

mapping tasks

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practical exercises

•

research

•

fieldwork

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report

•

exam

Rivers and Riches Key Inquiry Questions •

What is the importance of rivers and how can we manage them sustainably into the future?

•

How can we eradicate world poverty?

Content 1. Sustaining our Rivers Students explore the features and formation of riverine systems. They examine the distribution of rivers in Australia and around the world. They investigate the uses and impacts of these on people and the environment. They undertake a research task on a major river and evaluate the management strategies used to improve the sustainability of these rivers. Students conduct fieldwork along the Maribyrnong River to make observations, collect data and report on the value and challenges facing the river.

2. Global Inequality Students will examine the uneven distribution of wealth around the world and discuss the factors that determine this. They undertake research to compare the living conditions of people living in developed and developing countries. Students will evaluate strategies used at local, regional and global scales to improve the living conditions of our poorest people and eradicate poverty. Students will analyse and construct a range of maps, graphs, images and digital media. They will conduct fieldwork to compare inequalities between Melbourne suburbs and consider factors that contribute to these, and plan improvements.

Assessment A range of assessment tasks will be used including: •

mapping tasks

•

practical exercises

•

research

•

fieldwork

•

report

•

exam

Contact teacher: 32

Ms P M Henning (Head of Geography)

YEAR 10 ELECTIVE SUBJECTS

HISTORY Australian History 1929 - 2000

The new Australian Curriculum for History, offered as an elective at Year 10, takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society.

Students investigate how life changed in the period in depth through the in-depth study of three aspects of Australian and World History.

The first of these in-depth studies deals with World War Two. Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.

Key aspects of this event to be covered are: •

an overview of the causes and course of World War II

•

an examination of significant events of World War II, including the Holocaust and use of the atomic bomb

•

the experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)

•

the impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship)

•

the significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia.

The second area of study investigates struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. Students will study: •

the origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration

•

the US civil rights movement and its influence on Australia

•

the significance of the following for the civil rights of Aboriginal and Torres Strait Islander peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology

•

the continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007)

The third area of study students will investigate discusses the major global influence of popular culture that has shaped Australian society in depth, including the development of the global influence during the twentieth century. This will cover: •

the nature of popular culture in Australia at the end of World War II, including music, film and sport.

•

developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll

•

the changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood)

•

Australia’s contribution to international popular culture (music, film, television, sport).

•

continuity and change in beliefs and values that have influenced the Australian way of life

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YEAR 10 ELECTIVE SUBJECTS

Chinese History - from Qin to the Chairman Aims and Objectives The aim of the Year 10 Chinese History course is to explore the major circumstances surrounding the creation and formation of the modern Chinese nation. It seeks to provide a deeper understanding of Chinese culture, society, and history and to arm students with the ability to identify and deal with the contemporary regional and global implications of a resurgent and powerful China.

Outcomes Students will develop skills in critical analysis, philosophical reasoning, argumentative and other writing structures, and ICT. They will also develop a capacity to characterise both historical and contemporary Chinese society in an international context and formulate considered argument based on evidence. At the completion of this course, students will, through reasoned hypothesis, be able to visualise and articulate future global challenges and directions with regard to the China.

Major Historical Topics Qin and the First Chinese Em pire

This unit explores the creation of the first Chinese empire. It examines the role of Qin Shi Huang Di and how his key military, social, economic and political reforms were crucial in creating a united China. Students will use the archaeological site at Xian, home of the Terracotta Warriors, as a case study.

The I m pact if the W est on China

This unit explores the nature of traditional Chinese society, with a particular focus on the ideas and practice of Confucianism and Taoism, and how contact with the West presented a dilemma for the Emperor. Students will explore the nature and effect of Western culture in breaking down the authority of the traditional Chinese elite.

The Creation and Division of the Chinese Republic

This unit examines the new political structure and its polarisation. The major assessment task is centred on the Nationalist and Communist dichotomy and asks students to examine the nature and use of propaganda posters to spread the opposing messages of Chiang Kaishek and SunYatsen.

P u Yi: Right M an W rong Tim e. A reflection of China?

This unit examines the life of the last Manchu emperor, Henry Pu Yi. Students will be asked to consider whether or not the course of Pu Yi’s life personifies the course of Chinese history. The major source for this unit is feature film The Last Emperor.

M ao and the Long M arch and Civil W ar

This unit explores the role of Mao Tse Tung and the Chinese Communist Party in reunifying China, beginning with the Long March. Students analyse primary and secondary documents and visual materials and make an assessment on the success or failure of the march and the reasons for ultimate success in the Civil War.

The Cultural R evolution

This unit explores the new society created by Mao and the characteristics of the first decade of communist rule in China. The unit will also use this analysis to examine the ideological and political origins of the Cultural Revolution. Students will use both primary and secondary sources.

Learning Activities Students will engage in a diverse set of learning activities, both individually and collaboratively, to cater for all learning styles, including:

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•

film analysis

•

analysis of primary documents

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analysis of artworks and other visual material

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essay writing

YEAR 10 ELECTIVE SUBJECTS

Renaissance History Aims and Objectives The aim of the Year 10 Renaissance History course is to explore the world of the Italian Renaissance; from its formation and grand ideas to the exceptional achievements and legacy it has left for the Western World. This unit seeks to provide a deeper understanding of the different types of city-states that existed on the Italian peninsula, the emergence of distinct Renaissance styles in art, the sharing of and competition for cultural, artistic and architectural ideas and the patronage of individual artists, architects and humanists.

Outcomes Students will gain an understanding of how important Italy’s geographical position was in the development of the Renaissance. They will also understand the importance of the new merchant classes and how Italy was divided politically and the effect this had. Through skills such as critical document analysis and ICT, students will have the capacity to identify and explain the concept of the ‘Renaissance’ and the growth and importance of Humanist studies. Students will investigate the concept of the Renaissance and its impact on the visual arts, learning and education. Furthermore, students will be able to assess the changes and developments in Renaissance art and the role of patronage in the development of Renaissance culture.

Major Historical Topics The Renaissance W orld

This unit introduces the student to what contemporaries and historians think is the sense of the Renaissance.

Individual research methods and tools are introduced. Examination of Italy at the Crossroads of the World, The Patchwork of Politics and the importance of Merchants, Markets and Trade are made.

Tow n Life in the 15th Century (Siena)

Using the city state of Siena as a case study, the political evolution of the city-state is explored. The political life of Siena will be investigated and a “virtual visit” to the Palazzo Publico is made. Social and religious life is also explored and a second “virtual visit” to the Cathedral is made.

The City as Tex t (Florence)

This unit will focus on Florence, the ‘cradle of the Renaissance’, providing students with the opportunity to study some of the key art and architecture of this town. An introductory exploration of the town is made with “virtual visits” to the The Palazzo Vecchio and discussion of the role of government. The Medici Place, exploration of Power Politics, The Duomo and the importance of Civic Pride, Orsanmichele and the key the Guilds held will also be explored.

Hum anism – The Renaissance M ind

This unit will explore the importance of Humanist Scholarship – The Passion for the Past and the Humanist Educational philosophies that assisted the formation of the Renaissance Mind. Humanism in Art will be explored through the work of Masaccio and Giotto.

P rivate Life in the Renaissance

Discussion of the “secret” Renaissance will be explored in this unit through The Palazzo Davanzati the Renaissance Home. Analysis of the Role of Women, Love, and Marriage will be undertaken.

The Serene Republic (Venice)

This unit will begin with a “virtual” boat tour of Venice. Examination of the political system and police state, the interconnection of religion and politics will be made through primary and secondary sources. Particular reference to Venetian art and its legacy will be made as a synthesis to the student’s understanding.

Learning Activities Students will engage in a diverse set of learning activities, both individually and collaboratively, to cater for all learning styles, including: • documentary film analysis • analysis of primary documents • analysis of artworks and other visual material • research essays

Contact teacher:

Mr G J Naylor (Head of History)

35

YEAR 10 ELECTIVE SUBJECTS

LITERATURE This course aims to give students an introduction to the wide variety of forms literature can take. This will occur via an examination of a range of literary texts.

The course will provide every opportunity for students to respond to what they are reading in an expressive and creative way, but the main focus will be the development of the skills of literary analysis. Through personal responses and reflection, and discursive and analytical tasks, an understanding of the techniques of writing will be developed. The key criteria for this course are a desire to explore literature in its varied forms and the enjoyment of reading and writing about literary texts.

Students have some flexibility in choosing Literature at this level – they may elect to complete either a semester or a full year of this course. Students will study texts from a range of eras and forms throughout the year.

Literature - Classics will include the study of a novel, a play, a non-print text as well as a selection of shorter texts.

Literature - Modern will focus more on contemporary fiction. Students will study a novel, a non-print text and a text of choice.

Contact teacher:

Mrs L E Knight (Head of English)

LANGUAGES OTHER THAN ENGLISH (LOTE) CHINESE - MANDARIN Aims and Objectives

By the end of Year 10, students should be able to: •

pronounce, recognise and recall approximately 360 Chinese characters

•

translate simple, compound and complex sentences from Chinese into English and from English into Chinese

•

recall and analyse information on a number of cultural topics relevant to China; its history; its people and its places.

Approach At Year 10 level, the emphasis moves towards using the language more actively and in more complex situations. Although pinyin is still used to aid pronunciation, more and more characters are used for writing.

Some time is still spent learning about China itself, placing the language in context and making the students aware of the rich legacy of Chinese culture.

Content Language themes in Year 10 include school and work, fashion, shopping, weather, direction, daily life, festivals, social life, leisure and food. Cultural themes include the history and geography of China and life style of Chinese people.

Assessment

The following areas of study are assessed: • Reading comprehension - this includes a variety of question types on written material related to the topics • Written expression - this requires students to write in different styles, pieces related to the topics • Listening comprehension - this requires a variety of written or spoken answers on aural material related to the topics • Spoken expression - this requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences • Translation - this requires students to translate spoken and written texts from Chinese to English and English to Chinese.

There are also Semester 1 and 2 examinations.

Contact teacher: 36

Ms V P Chabant (Head of Languages) Ms S Shen

YEAR 10 ELECTIVE SUBJECTS

FRENCH Approach The basic aim is for students to expand their ability to communicate in French and to interpret information received in French both in the written and oral mode. This is achieved within the area of their linguistic experience and within topics of interest to students of their age group (health, transport, city and country life, holidaying and eating in France, etc).

Students learn about the often unwritten cultural rules that govern communications between friends and strangers in a variety of social settings. They also develop their reading skills to gain cultural information in the domain of daily French life.

Content In Year 10, students continue their acquisition of vocabulary and grammar. Units of work are followed by extension activities so students can practise the new acquisitions and relate them to their own experience.

The content will be exclusively taught in French to continue the immersion program started in Year 9 with the emphasis on the communicative skills of listening and speaking.

Assessment The following areas of study are assessed: • Reading comprehension - this includes a variety of question types on written material related to the topics • Written expression - this requires students to write in different styles, pieces related to the topics • Listening comprehension -this requires a variety of written or spoken answers on aural material related to the topics • Spoken expression - this requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences.

There are also Semester 1 and 2 examinations.

Contact teachers:

Ms V P Chabant (Head of Languages) Mrs A M Tymms

LATIN Approach The approach used in Year 9 Latin continues in Year 10. Students develop their knowledge of grammar, vocabulary and Roman civilisation using Unit 3 and 4 of the Cambridge Latin Course. The setting is at first Roman Britain in the late First Century AD. The scene then changes briefly to Masada in Palestine and finally to Rome itself in the time of the Emperor Domitian. Students complete research projects in order to gain an overview of the period of the Late Republic. As in Year 9, the study and translation of Latin prose allows students to think critically and creatively about their own language.

Assessment The following areas of study are assessed: • reading comprehension • grammatical understanding • unseen translation - this requires a good understanding of grammar and vocabulary as well as relevant cultural knowledge • social and historical context of Rome with a focus upon the Late Republic.

There are also Semester 1 and 2 examinations.

Contact teachers:

Ms V P Chabant (Head of Languages) Mr E Bauer

37

YEAR 10 ELECTIVE SUBJECTS

MUSIC Aims and Objectives The Year 10 Music Elective aims to consolidate, stimulate and broaden interest in Music by active participation and understanding through solo and ensemble performance, theory, composition, aural perception and through computer generated creative work.

For students wishing to continue with Music for their VCE, outcome expectations in Year 10 are compatible with entry into Year 11 programs.

Content Music in Year 10 comprises five important areas of activity: Solo performance, Group performance, Musicianship, Composition and Perspectives.

1. Solo Performance Prerequisite - All students taking music as an elective must also take instrumental or vocal lessons, either at the College or elsewhere.

Students aim to develop excellence in vocal or instrumental performance with particular emphasis on tone, technique, and music reading. Assessment is by attendance and teacher’s report.

2. Group Performance Students have the opportunity to develop the enjoyment of playing music in groups, as well as developing skills in tone, technique, balance and intonation. Music reading, and interpretation of the repertoire with accuracy in the areas of pitch, rhythm, dynamics, phrasing and overall structure are very important components of the course.

Year 10 groups are formed according to enrolment, and rehearse in time-tabled classes. Students are required to participate in Music Evenings held throughout the year, and may also be asked to perform in School Assemblies and on other occasions.

3. Musicianship Students develop general musicianship by establishing links between the theoretical elements and structures of music and the aural perception of musical sounds, using both workbooks and specialised computer software. Tuition groups are formed on the basis of students’ prior knowledge and understanding of theory.

The key theoretical concepts covered are: •

time signatures, grouping of notes and rests

•

scales and key signatures

•

harmony

•

form

•

musical terminology.

The key areas of aural comprehension include: •

audiation (memorisation) of rhythmic, melodic and harmonic material

•

reflective listening.

4. Composition Creative organisation projects provide opportunities to engage in composition and arranging, utilising the skills developed in the musicianship classes.

Students will be expected to submit a folio of short compositions in a variety of styles, using different forms of notation and instruments. Part of this folio will contain music created using student laptop computers.

Students will develop a broad knowledge of creative organisation in different styles.

Assessment Progressive assessment is based on the use of knowledge and skills in task completion, formal tests and performances, and on teachers’ reports.

Contact teacher: 38

Mr M Irwin (Director of Music)

YEAR 10 ELECTIVE SUBJECTS

PERFORMING ARTS DANCE Introduction Dance in Year 10 is designed to develop further, students’ understanding and appreciation of dance as an art form as well as extending their technical and physical skills through practical dance sessions. There is also much emphasis throughout the course on preparation for VCE Dance.

The year-long curriculum is broken down into three main areas: •

Technique

(teacher led practical tasks which develop the physical skills)

•

Composition

(students create their own dance works)

•

Theory

(written assignments, research analysis and terminology)

Unit 1 - Dance History In this unit, students learn about influences on dance throughout history and the way dance has evolved through the ages. There is a particular focus on the current day popularity of dance in comparison to other eras/periods in history. Students continue to develop proficiency in their physical skills with a focus on correct and efficient technique.

The Elements of Movement (Space, Time and Energy) and Body Actions are explored in further detail as students work to rehearse and perform a learnt group work, incorporating these principles. Students will also develop practical skills in Structured Improvisation and Partner work.

Unit 2 - Influential Dance Practitioners and Dance Design Students study influential dance practitioners and consider their contribution to the world of dance, closely examining their choreographic processes and performance pieces. This allows the students to further refine their technical and analytical skills. Students continue to develop skills in utilising choreographic devices and applying them to their work. Students will create, rehearse and perform a group dance for an audience. The core principles of dance design (Form and Movement Vocabulary) are studied in greater depth.

Unit 3 – Solo/Duo Composition and Dance in Australia In this unit there is a strong focus on technique and composition. Students will learn more complex phrase material including ballet, contemporary and jazz styles. Students will further enhance their dance composition skills, learning about Movement Creation Processes and the development of an Expressive Intention. They will create, rehearse and perform a solo/duo dance work. The study of Dance History shifts focus and concentrates on Australian Dance History through to present day.

Unit 4 – Performance and Technology In this unit students will continue to refine their dance technique through practical classes. Students will create, rehearse and perform a group dance incorporating the use of multimedia. The theory component of the unit will focus on Health, Nutrition and Safe Dance Practice. They will also study Performance Psychology and begin to understand and develop strategies to mentally and physically prepare for optimum performance mode, completing an assignment based on this theory unit.

Contact teachers

Ms D T Hynes (Head of Drama) Ms K M Sunderland

39

YEAR 10 ELECTIVE SUBJECTS

DRAMA

At Year 10, the Drama program provides a transition through to the VCE requirements for Theatre Studies and Drama.

Year 10 Areas of Study Semester One:

Ensemble Solo Script Analysis for Performance

Semester Two:

Theatrical Styles and Practitioners Production

Unit 1 – Ensemble This unit analyses and evaluates the development and realisation of the ensemble performance and its characters. This may include: •

researching subject matter from a variety of sources: for example poetry, music, art forms, current affairs and historical events and characters

•

dramatic elements such as climax, conflict, contrast, mood, rhythm, sound, space, symbol, tension

•

non-naturalistic performance styles and theatrical conventions from a variety of cultural and historical contexts

•

the manipulation of stagecraft to define and enhance performance

•

the collaborative process involved in the development of characters and the realisation of ensemble performance.

Unit 2 – Solo This unit focuses on the use of performance styles, theatrical conventions and stimulus materials from a variety of cultural sources in the development of a solo performance. This may include: •

research subject matter with dramatic potential from a diversity of cultural and historical sources as a basis for shaping a performance

•

a range of naturalistic and non-naturalistic performance styles and theatrical conventions from varied traditions

•

analysis and evaluation of ways in which expressive skills are used to communicate characters

•

ways in which a range of play-building techniques and devices such as script writing or improvisation from a scenario can be used in the development of a solo performance

•

performing to an audience.

Unit 3 – Script Analysis for Performance This unit focuses on performance skills developed for particular scripts. It is intended that the scripts studied are also able to be seen performed by professional and/or amateur companies. Students will be expected to: •

understand the style and influences on the script

•

learn lines and rehearse scenes for presentation

•

consider character development and relationships with others

•

understand the context of the piece and how best this is enhanced through the use of stagecraft elements

•

perform to an audience.

Unit 4 – Theatrical Styles and Practitioners This unit focuses on studying theatrical form through an exploration of influential styles from both historic and modern periods. This may include: •

Greek Theatre: the role of the chorus; introducing the nature of the actor; societal influences; Sophocles; Euripides and Aeschylus

•

Elizabethan: Shakespeare’s world, language and influence

•

the theories of Brecht, Grotowski, Artaud and Stanislavski may also be explored.

The unit concentrates on the development, influences and changes in theatre over time and scripts are analysed and performed in groups to give greater insight.

40

YEAR 10 ELECTIVE SUBJECTS

Unit 5 – Production This unit aims to consolidate on the knowledge explored in the previous units and to interpret or devise a relevant piece of theatre for an audience. This may include: •

creating meaning which is communicable to an audience

•

exploring subject matter through the application of dramatic elements: for example character, setting, line of action and dialogue

•

refining dramatic action by the use of expressive skills

•

exploration of the ways in which theatrical elements provide a focus for dramatic action and how this action can explore and give physical form to a text

•

performing to an audience.

Learning Tasks Four types of learning tasks may be undertaken in each unit of the Drama program: •

practical activities and performances

•

journal and/or folio

•

reviews of productions

•

analytical exercises and research projects.

Contact teacher:

Ms D T Hynes (Head of Performing Arts)

41

VCE SUBJECTS

YEARS 11 AND 12 (VCE STUDIES) ACCOUNTING

VCE Accounting focuses on the financial recording, reporting and decision-making processes of a sole proprietor small business. Students study both theoretical and practical aspects of accounting. Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods.

YEAR 11 (Units 1 and 2) Unit 1 – Establishing and Operating a Service Business This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. Specifically, students will develop: 1. An understanding of basic issues which must be addressed in planning for a new business, including: •

reasons for establishing a small business

•

factors leading to success or failure in small business

•

resources needed to establish a small business

•

sources of finance

•

sources of professional advice

2. Knowledge and skills required to record financial information, and to report cash position, financial performance and financial position using a single-entry system as the main record. Recording manually (including Excel spreadsheets). Includes: •

the role of accounting principles in decision-making to achieve defined qualitative characteristics

•

source documents (including tax invoices, receipts, etc.)

•

design and use of special journals, cash receipts and cash payments

•

the two-fold impact of all transactions on the balance sheet (Assets = Liabilities + Owner’s Equity)

•

preparation of accounting reports: − Statement of Receipts and Payments − Income Statement − classified Balance Sheet

•

internal control procedures, including: − physical cash control (such as allocation of employees’ duties) − verification of cash balances by way of a bank reconciliation process

3. Knowledge and skills required to undertake basic financial planning and decision-making in a systematic manner. This includes: •

issues related to sources of finance (e.g. gearing and interest)

•

use of Excel spreadsheets to prepare budgets for cash and profit

•

use of graphs to assist interpretation of reports

•

cash and profit budget variance reports

Assessment of Unit 1 1.

2.

3.

4.

A folio of exercises (manual and ICT-based) Topic tests Case studies incorporating use of electronic spreadsheets / computer package Semester examination

Unit 2 – Accounting for a Trading Business Outcomes (skills and knowledge) The emphasis on use of computer technology is continued.

42

VCE SUBJECTS 1. Unit 1’s recording and reporting outcomes are extended to trading firms giving and receiving credit.

Introduction of: • source documents (e.g. sale and purchase invoices) • subsidiary records (e.g. stock cards using FIFO valuation) • managing stock (e.g. role of physical stock takes) • depreciation (straight-line only) • recording of prepaid and accrued expenses • price-setting strategies 2. Further development of: • understanding of the role of accounting principles and qualitative characteristics • managing cash • the distinction between cash and profit, including balance day adjustments • classification of reports − Cash Flow Statement for Operating, Investing and Financing inflows and outflows − Income Statement for Gross Profit and Net Profit • use of an accounting package on a cash basis, with evaluation of the need to convert from a manual system and design a chart of accounts 3. Unit 1’s decision-making outcomes are extended with emphasis on evaluation of reported results. Includes: • analysis of ratios, trends and benchmarks covering liquidity and efficiency (profitability) • selection of appropriate key performance indicators • use of non-financial indicators (e.g. quality assurance measures, general economic climate, customer surveys) • alternative presentations of data (e.g. computer generated charts) • strategies to improve the firm’s operation (incorporating Excel and computerised accounting systems)

Assessment of Unit 2 1.

2.

3.

4.

Folio of accounting exercises (manual and ICT-based) Topic tests Case studies incorporating use of a computerised accounting system Semester examination

YEAR 12 (Units 3 and 4) It is not recommended that students attempt Accounting Unit 3 without first having completed Units 1 and 2.

Unit 4 may not be attempted without first having successfully completed Unit 3.

Unit 3 – Recording and Reporting for a Trading Business Outcomes (skills and knowledge) These extend and develop the skills and knowledge specified for Units 1 and 2.

1. Students are required to record and report financial information for single activity, sole proprietor trading firms. They must: • use a double-entry accrual-based system including control accounts and subsidiary records for debtors, creditors and stock • record transactions in special journals, including − cash and credit transactions − discount given and received − GST • record selected transactions in the General Journal (e.g. correction of errors, bad debts) • record balance day adjustments in the General Journal and ledger accounts for: − depreciation (straight-line) − accrued and prepaid expenses − stock loss or gain • prepare trial balances before and after adjustments 43

VCE SUBJECTS • • • •

close or balance ledger accounts as appropriate successfully use double entry recording and reporting systems (including Excel – based system) prepare classified Cash Flow Statements, Income Statements and Balance Sheets evaluate all procedures in terms of their compliance with accounting principles and supporting concepts

Unit 4 – Control and Analysis of Business Performance Outcomes (skills and knowledge) These extend and develop the skills and knowledge specified in the equivalent outcomes for Unit 3. Unit 4 may not be attempted without first having successfully completed Unit 3.

1. Students are required to record and report using the double entry accrual-based system including: •

additional balance day adjustments for accrued revenue, prepaid revenue and reducing balance depreciation

•

credit purchase and disposal of depreciable non-current assets

•

sales and purchase returns

2. Students are required to record and report on issues relating to valuation of stock, including: •

product and period costing

•

anticipated losses on future sales of stock

3. Students are required to prepare budgets for cash, profit and financial position, prepare cash variance reports and analyse budget variances to facilitate planning and control.

4. Students are required to evaluate and communicate business profitability (efficiency) and liquidity, working manually and via computer spreadsheets, including: • use of a range of ratios such as Return on Investment • identification of trends resulting from a combination of vertical and horizontal analysis • comparison with benchmarks • use of non-financial indicators (e.g. quality assurance measures, general economic climate and customer surveys) • alternative presentations of data (e.g. computer generated charts) • development of strategies to improve profitability and liquidity

Assessment There are two types of assessment used for Accounting Units 3 and 4: 1. School-assessed coursework. In total, this contributes 50% of all the year’s final assessment. Here, teachers rate a student’s performance by using a series of internally assessed SACs (e.g. selected from a folio of exercises, a case study, tests) all of which may be conducted manually and/or with the use of ICT. At least 30 marks of a possible 100 for both Unit 3 and Unit 4 will be allocated to ICT based assessment.

2. End-of-year examination. This contributes 50% of the final assessment. The examination will consist of a series of short and extended response questions. These may include a variety of item types including scenarios, questions with multiple parts, short answer questions and extended response questions.

Contact teachers:

Mr R M Morris (Head of Business Studies) Mr J M Kristiansen

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, to create digital solutions that meet specific needs.

The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions.

VCE Computing is underpinned by four key concepts: approaches to problem solving, data and information, digital systems and interactions and impact. Together these form the conceptual framework of the study and the organising elements for its key knowledge.

44

VCE SUBJECTS

YEAR 11 (Units 1 and 2) Unit 1 - Computing In this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. In Area of Study 2 students examine the technical underpinnings of wireless and mobile networks, and security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity. They predict the impact on users if the network solution were implemented.

In Area of Study 3 students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills, when creating a website to present different viewpoints on a contemporary issue.

Unit 2 - Computing In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1 students develop their computational thinking skills when using a programming or scripting language to create solutions.

They engage in the design and development stages of the problem-solving methodology. In Area of Study 2 students develop a sound understanding of data and how a range of software tools can be used to extract data from large repositories and manipulate it to create visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area of Study 3 students apply all stages of the problem-solving methodology to create a solution using database management software and explain how they are personally affected by their interactions with a database system.

YEAR 12 (Units 3 and 4) Unit 3 - Informatics Students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user flow diagrams that depict how users interact with online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a solution. Students develop an understanding of the power and risks of using complex data as a basis for decision making. In Area of Study 2 students complete the first part of a project. They frame a hypothesis and then select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. This data is manipulated using tools such as spreadsheets or databases to help analyse and interpret it so that students can form a conclusion regarding their hypothesis. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of the project. The second part of the project is completed in Unit 4.

Unit 4 - Informatics In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project. In Area of Study 2, students explore how different organisations manage 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.

Contact teacher: Mrs C E Watson (Head of Science and IT), Mr C H Morgan

45

VCE SUBJECTS

DESIGN AND CREATIVE ARTS ART (Draw Print Paint) or ART (Photography)

Students have a choice of which medium they wish to work in. Classes are based on this choice as indicated in subject selections. Students cannot study both Art (Draw Print Paint) and Art (Photography).

VCE Art is a Study which aims to: •

Encourage an independent, practical and creative approach to problem-solving in response to themes which are both set by the school and initiated by the student.

•

Develop skills in the use of a range of art media, including ICT, as a means of expressing ideas and issues in visual form.

•

Encourage the appreciation of visual culture and history, and of the role of art in both defining and reflecting the culture and ideas of its era.

•

Develop skills in critical thinking in relation to both the student’s own work and the work of other artists.

This involves the analysis and interpretation of artworks in the context of their cultural and historical settings.

•

Prepare students for entry to tertiary courses in Visual Arts, Fine Arts, Design, Arts, or any of a range of other art or design related courses or pursuits which involve creative, practical problem-solving and lateral critical thinking.

YEAR 11 (Units 1 and 2) Art History and Appreciation (Outcome 1) Each Unit focuses on a different art theme, though in both the aims are the same: to encourage and develop skills in critical thinking through the analysis and interpretation of artworks in their historical and cultural contexts.

Art Practice (Outcome 2) In each unit it is expected that the student produce an extensive folio of developmental work and a range of finished works. The emphasis is very much on process rather than finished work, and on the student taking control of the process of art making, from exploring and trialling a range of media, techniques and processes to resolving her/his ideas in visual form in finished artworks. In each Unit themes are set by the school, with the scope for (and expectation of) individual interpretation increasing as the year progresses.

Assessment In Art Practice, each task is assessed by applying a structured Rubric which is designed to offer specific feedback to students on their achievement for each set task. Students are also required to provide a selfassessment of each task and present a short oral presentation at the completion of task 3. The theory component of the course is assessed by assignments which constitute the assessment tasks. An end of semester examination which involves the work covered during the semester is also undertaken.

YEAR 12 (Units 3 and 4) Art History and Appreciation (Outcome 1) Unit 3 content is specifically related to questions on the VCAA examination. The requirement is to study the artworks of artists from different historical periods. The aim is the critical interpretation and comparative analysis of artworks from both periods as a means of gaining an understanding of the role of art in defining and reflecting the culture and ideas of its time.

In Unit 4 the emphasis is on the student arriving at informed personal opinions about the work of artists from a selected period. A range of articles and reviews by art critics and historians are studied as a basis for the formation of informed opinions about an art issue with reference to the works of at least one artist. The content of Unit 4, Outcome 1, is also specifically related to questions on the VCAA examination.

Art Practice (Outcome 2) The requirement for Art Practice is the production of a single Folio of work which is developed over both Units 3 and 4. The Folio involves the student deciding on a theme or issue then producing an extensive body of work which explores, develops and refines the theme through a range of media, processes and possible 46

VCE SUBJECTS directions. The aim is to resolve the theme in at least two finished artworks. The Folio is a ‘School Assessed Task’, or SAT.

Assessment Outcome 1 •

both Unit 3 and 4 have a component of School Assessed Coursework

•

there are two SACs in Unit 3, and one SAC in Unit 4

•

the SACs can take the form of a test, a series of short responses, or an essay

•

in Unit 3, two SACs are worth 3.5% and 6.5%, respectively, of the overall study score, a total of 10% for that unit of work. In Unit 4, the SAC is worth 10% of the total Study Score. The SACs in total for Units 3 and 4 count for 20% of the total study score.

Outcome 2 The Folio is a School Assessed Task (SAT) which is assessed by the school via six criteria set by the VCAA. Every year the Folios from a selection of Victorian schools are reviewed by the VCAA to ensure comparability of outcomes across the state. The Folio counts for 50% of the overall Study Score.

VCAA Examination The examination counts for 30% of the total Study Score.

Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects.

Contact teachers:

Mr G J Smith, Mr P C Taylor

PRODUCT DESIGN AND TECHNOLOGY Units 1–4 Product design is a response to changing needs and to improve quality of life by designing creative, innovative and sustainable products. Product design is enhanced through knowledge of social, technological, economic, historical, ethical, legal, environmental and cultural factors. These factors influence the aesthetics, form and function of products.

Central to VCE Product Design and Technology is design thinking, which is applied through the product design process providing a structure for creative problem solving. The design process involves identification of a real need, problem or opportunity that is then articulated in a design brief. The need, problem or opportunity is investigated and informed by research to aid the development of solutions that take the form of physical, three-dimensional products. Development of these solutions requires the application of technology and a variety of cognitive and physical skills, including design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation.

For VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they develop and apply knowledge of factors that influence design and address the design factors relevant to their design situation.

The knowledge and use of resources is integral to product design. These resources include a range of materials, and the tools, equipment and machines needed to safely transform these materials into products.

Increasingly, the importance of sustainability is affecting product design and development, and so is at the forefront throughout the product life cycle.

Aims This study enables students to: •

use design thinking and develop their understanding of product development and how these occur in a variety of contexts and environments

•

apply design practice by generating and communicating multiple creative ideas, concepts and product design options using a range of techniques to develop viable solutions to problems

•

explore and determine characteristics and properties of materials that make them suitable for use

•

examine methods of sourcing, processing, producing and assembling materials and social, economic, ethical, legal and environmental implications 47

VCE SUBJECTS •

use risk assessment to apply appropriate, efficient and safe methods of working with materials, tools, equipment and machines

•

apply project management techniques of time and sequence, and choose appropriate processes

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analyse and evaluate the appropriateness of production activities and product design

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understand sustainability and the responsibility the designer has to address social, environmental and economic considerations when designing and creating for the needs of the broader community.

Unit 1: Sustainable product redevelopment This unit focuses on the analysis, modification and improvement of a product design with consideration of sustainability.

It is common for designers in Australia to use products from overseas as inspiration when redeveloping products for the domestic market. Sustainable redevelopment refers to designers and makers ensuring products serve social, economic and environmental needs. Generating economic growth for design and manufacturing in Australia can begin with redeveloping existing products so they have positive social and minimal environmental impact. In this unit students examine claims of sustainable practices by designers.

Students consider the sustainability of an existing product, such as the impact of sourcing materials, manufacture, distribution, use and likely disposal. They consider how a redeveloped product should attempt to solve a problem related to the original product. Where possible, materials and manufacturing processes used should be carefully selected to improve the overall sustainability of the redeveloped product.

In Area of Study 1 students consider the sustainability of an existing product and acknowledge the intellectual property (IP) rights of the original designer. Working drawings (also known as flats, trade sketches, assembly or technical drawings) are used to present the preferred design option.

In Area of Study 2, students produce a redeveloped product using tools, equipment, machines and materials, taking into account safety considerations. They compare their product with the original design and evaluate it against the needs and requirements outlined in their design brief.

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Outcome 1: Sustainable redevelopment of a product

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Outcome 2: Producing and evaluating a redeveloped product

Unit 2: Collaborative design In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end-user/s’ needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution.

Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also use digital technologies to facilitate teams to work collaboratively online.

In this unit students gain inspiration from an historical or a contemporary design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics.

In Area of Study 1, students work both individually and as members of a small design team to address a problem, need or opportunity and consider user-centred design factors. They design a product within a range, based on a theme, or a component of a group product. They research and refer to a chosen design style or movement. In Area of Study 2 the finished product is evaluated.

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Outcome 1: Designing within a team

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Outcome 2: Producing and evaluating within a team

Unit 3: Applying the product design process In this unit students are engaged in the design and development of a product that addresses a personal, local, or global problem (such as humanitarian issues), or that meets the needs and wants of a potential end-user/s.

The product is developed through a design process and is influenced by a range of factors including the purpose, function and context of the product; user-centred design; innovation and creativity; design elements and principles; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology.

Design and product development and manufacture occur in a range of settings. An industrial setting provides a marked contrast to that of a one-off situation in a small cottage industry or a school setting. Although a 48

VCE SUBJECTS product design process may vary in complexity or order, it is central to all of these situations regardless of the scale or context. This unit examines different settings and takes students through the product design process as they design for an end-user/s. Students identify methods which could be used in a low-volume or mass/high-volume production setting to manufacture a similar product to their design.

In the initial stage of the product design process a design brief is prepared, outlining the context or situation around the design problem and describing the needs and requirements in the form of constraints or considerations.

In Area of Study 1, students examine how a design brief addresses particular product design factors and how evaluation criteria are developed from the constraints and considerations in the brief. They develop an understanding of techniques in using the design brief as a springboard to direct research and design activities.

In Area of Study 2, students examine how a range of factors, including new and emerging digital technologies, influence the design and development of products within industrial manufacturing settings. They consider issues associated with obsolescence and sustainability models.

In Area of Study 3, students commence the application of the product design process for a product design for an end-user/s, including writing an individual design brief and criteria that will be used to evaluate the product in Unit 4.

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Outcome 1: Designing for end-user/s

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Outcome 2: Product development in industry

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Outcome 3: Designing for others

Unit 4: Product development and evaluation In this unit students engage with an end-user/s to gain feedback throughout the process of production.

Students make comparisons between similar products to help evaluate the success of a product in relation to a range of product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the product design factors.

In Area of Study 1, students use comparative analysis and evaluation methods to make judgments about commercial product design and development.

In Area of Study 2, students continue to develop and safely manufacture the product designed in Unit 3, Outcome 3, using materials, tools, equipment and machines, and record and monitor the production processes and modifications to the production plan and product.

In Area of Study 3, students evaluate the quality of their product with reference to criteria and end-user/s’ feedback. Students make judgments about possible improvements. They produce relevant user instructions or care labels that highlight the product’s features for an end-user/s.

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Outcome 1: Product analysis and comparison

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Outcome 2: Product manufacture

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Outcome 3: Product evaluation

Assessment The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and a School-assessed Task (SAT) as specified in the VCE study design, and external assessment.

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Units 3 and 4 School-assessed Coursework: 20 per cent

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

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End-of-year examination: 30 per cent.

Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects.

Contact teacher:

Mr R Kayler-Thomson

STUDIO ARTS (Fashion and Textiles) Aims and Objectives This study (Units 1, 2, 3, and 4) aims to encourage an independent, practical and creative approach to problem-solving in response to practical based themes which are initiated largely by the students. Students 49

VCE SUBJECTS develop skills using a broad range of textile fibres, materials and techniques as a means of expressing ideas in the visual form and are largely given free choice of which mediums they wish to work with. They are encouraged to appreciate the History of Textiles through the study of fashion designers, and art/craft makers from different cultural backgrounds and eras. Skills are developed through critical thinking in relation both to the student’s own work and the work of other artists. This involves the analysis and interpretation of garments and accessories constructed in a variety of cultural and historical settings. The course prepares students for Tertiary entry into courses in such areas as Fashion Design, Fashion Marketing, Interior Design, and many other art or design related courses which involve creative, practical problem-solving and lateral critical thinking.

YEAR 11 (Unit 1) – Artistic Inspiration and Techniques This unit focuses on using sources of inspiration and ideas as the basis for Textile pieces and exploring a wide range of textiles fibres, materials and techniques as tools for translating ideas, observations and experiences into visual form.

Students also explore the ways in which artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of Textile pieces.

Area of Study 1 and 2 (Outcome 1 and 2) Developing Art Ideas and the use of Materials and Techniques These areas of study focus on the development of ideas and sources of inspiration as starting points for Textile art works and various methods of recording, interpreting and translating these into visual form. Students explore a range of materials and techniques and develop skills and control of particular characteristics and properties. They also investigate the ways various visual effects are achieved and how ideas are conveyed.

Students make a garment using a commercial pattern.

Area of Study 3 (Outcome 3) Interpretation of Art Ideas through the use of Materials and Techniques This area of study focuses on the way artists from different times and cultures have interpreted ideas and sources of inspiration using manmade fibres in the production of artworks. Students study Fashion Designer Issey Miyake and Akira Isagowa.

Assessment The assessment task for Outcome 1 and 2 is: •

a selection of exploratory work showing sources of ideas and inspiration translated into visual form through the use of a variety of materials and techniques

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the design and construction of a unique garment using a broad range of complex processes.

The assessment for Outcome 3: •

theory assignments on Artists from different times and cultures

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an examination.

YEAR 11 (Unit 2) – Design Exploration and Concepts This area of study focuses on developing artworks through an individual design process based on visual research and understanding. The design process includes the use of sources of inspiration, experimentation with materials and techniques, and the development of aesthetic qualities and potential solutions prior to the production of Textile art works. Students also study the Textile Art and Craft of South-East Asia. Art works from different times and locations are analysed to understand the cultural significance of traditions, religion and spiritual beliefs in the production of costumes, ceremonial garments and practical household textile pieces.

Area of Study 1 (Outcome 1) – Design Exploration This unit focuses on developing an individual design process based on visual research and inquiry to produce Textile Art works. Students learn to explore ideas and sources of inspiration, experiment with textile fibres, materials and techniques, practice skills and use visual and, where appropriate other elements to produce particular aesthetic qualities. Students can choose to make either a garment or an artwork using collage techniques, found objects, and constructed surface embellishment, resin, sublimation and image transfer.

Area of Study 2 (Outcome 2) – Ideas and Styles in Art Works This area of study focuses on an analysis of craft and artworks. Craft and artworks by artists and/or groups of artists from different times and cultures are analysed in order to understand how art elements and principles are used to communicate ideas, create aesthetic qualities and distinctive styles. The use of art elements, signs, symbols and images for their implied meaning are also identified and discussed. In analysing textile craft and 50

VCE SUBJECTS artworks students further develop appropriate terminology and skills in researching and using a variety of references. Students study contemporary designers from different cultural and historical contexts.

Assessment The award of a satisfactory completion of Unit 2 will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. These assessment tasks are both practical and theoretical. There is also an examination assessing the students’ ability to write about artists from different times and cultures.

YEAR 12 (Unit 3) – Studio Practices and Processes and Professional Art Practices This unit focuses on the implementation of an individual design process leading to the production of a range of potential solutions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a design process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4.

Area of Study 1 (Outcome 1) – Exploration Proposal This area of study focuses on the development of an exploration proposal that creates a framework for the individual design process. The exploration proposal supports the future development of art-making, and remains a reference point for the reflection and analysis of the development of artwork throughout the design process. On completion of this unit, the student should be able to prepare an exploration proposal that formulates the content and parameters of an individual design process and that includes a plan of how the proposal will be undertaken.

Area of Study 2 (Outcome 2) – Design Process This area of study focuses on an individual design process that has been documented in the exploration proposal in Area of Study 1. The design process is developed in sufficient breadth and depth to support the student to produce a range of creative potential directions. On completion of Outcome 2, the student should have presented a range of potential directions. From this range the student should select potential directions that will be used to generate artworks in Unit 4 for the production of a cohesive folio.

Area of Study 3 (Outcome 3) - Professional Art Practices and Styles This area of study focuses on the working practices of professional Textiles Artists and Fashion Designers, and the development of distinctive styles in their artworks. Students investigate the ways in which artists have interpreted subject matter, influences, and cultural contexts, and communicated ideas and meaning in making their artworks. Students analyse considerations arising from the use made of other artists work in the making of new art works. Research is undertaken and appropriate terminology applied throughout this study of textiles practices and garment making.

Assessment The School Assessed Task for Unit 3 will contribute 33% to the study score (practical component).

The School Assessed Task for Unit 4 will also contribute 33% to the study score (also a practical component).

A student’s level of achievement for Unit 3 and 4 will also be assessed by an end-of-year examination (theoretical component). The end-of-year examination will be based on a set of questions from the work covered in Outcome 3, Unit 3 and Outcome 3, Unit 4. These questions will be set by an external examination panel. The examination will contribute 34% to the study score.

YEAR 12 (Unit 4) – Studio Practice and Art Industry Contexts Area of Study 1 (Outcome 1) – Folio of Artworks This unit focuses on the production of a cohesive folio of finished artworks. To support the creation of the folio, students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio of finished artworks. The cohesive folio should demonstrate the skilful application of materials and techniques and it should realise and communicate the student’s ideas.

Area of Study 2 (Outcome 2) – Focus, Reflection and Evaluation This are of study requires students to reflect on their folio and produce an evaluation of the finished artworks.

Students provide written and visual documentation of the selected potential directions that were used as the basis for the final artworks in Unit 4 area of study 1. On completion of this unit, the student should be able to provide visual and written documentation that identifies the folio focus and evaluates the extent to which the 51

VCE SUBJECTS finished artworks reflect the selected potential directions, and effectively demonstrate a cohesive relationship between the works.

Area of Study 3 (Outcome 3) – Art Industry Contexts This area of study focuses on the analysis of requirements and conditions of environments where artworks are presented. Students examine a variety of exhibition spaces and review methods and considerations involved in the preparation, presentation and conservation of artworks. As part of this requirement, students visit two different exhibition spaces in their current year of study. On completion of this unit, students should be able to examine and explain the preparation and presentation of artworks in at least two different exhibition spaces, and discuss the various roles, processes and methods involved in the exhibition of artworks.

Assessment The School Assessed Task for Unit 3 will contribute 33% to the study score (practical component).

The School Assessed Task for Unit 4 will also contribute 33% to the study score (also a practical component).

A student’s level of achievement for Unit 3 and 4 will also be assessed by an end-of-year examination (theoretical component). The end-of-year examination will be based on a set of questions from the work covered in Outcome 3, Unit 3 and Outcome 3, Unit 4. These questions will be set by an external examination panel. The examination will contribute 34% to the study score.

Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects.

Contact teacher:

Ms K Pelletier

VISUAL COMMUNICATION DESIGN Units 1–4 The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Designers create and communicate through visual means to influence everyday life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking and to present potential solutions.

Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, cultural, environmental and economic factors. Students develop the skills to communicate ideas through manipulation and organisation of design elements, design principles, selected media, materials and methods of production. Creative, critical and reflective thinking supports students to progress through the design process. Throughout the study students explore manual and digital methods to develop and refine presentations.

During their study students have the opportunity to investigate the work and practices of contemporary designers. Through their research they build an understanding of the important role of visual communication design within society. They are able to draw upon this knowledge as inspiration to support the development of their own visual communication design work. With practice, students gain confidence in using visual language and are supported to reflect on and critique their own and others’ visual communications.

Aims This study enables students to: •

develop and apply drawing skills using a range of techniques

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develop design thinking

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develop a range of skills in selecting and applying media, materials and manual and digital methods to support design processes

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apply a design process to create visual communications

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understand how key design elements, design principles, media, materials and manual and digital methods contribute to the creation of their own visual language

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develop a capacity to undertake ongoing design thinking while conceiving, communicating and presenting ideas

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VCE SUBJECTS understand how historical, social, cultural, environmental, legal, ethical and contemporary factors influence visual communications.

•

Unit 1: Introduction to visual communication design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how they affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. Students are introduced to the importance of copyright and intellectual property and the conventions for acknowledging sources of inspiration.

In this unit students are introduced to four stages of the design process: research, generation of ideas, development of concepts and refinement of visual communications.

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Outcome 1: Drawing as a means of communication

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Outcome 2: Design elements and design principles

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Outcome 3: Visual communications in context

Unit 2: Applications of visual communication within design fields This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields.

Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design.

They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process detailed on pages 10 and 11 as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.

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Outcome 1: Technical drawing in context

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Outcome 2: Type and imagery in context

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Outcome 3: Applying the design process

Unit 3: Visual communication design practices In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Students use their research and analysis of the process of visual communication designers to support the development of their own designs. They establish a brief for a client and apply design thinking through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.

Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and research underpin the developmental and refinement work undertaken in Unit 4.

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Outcome 1: Analysis and practice in context

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Outcome 2: Design industry practice 53

VCE SUBJECTS •

Outcome 3: Developing a brief and generating ideas

Unit 4: Visual communication design development, evaluation and presentation The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs.

Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.

As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused.

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Outcome 1: Development, refinement and evaluation

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Outcome 2: Final presentations

Assessment The student’s level of achievement in Units 3 and 4 Visual Communication Design will be determined by Schoolassessed Coursework (SACs) and a School-assessed Task (SAT) as specified in the VCE study design, and external assessment.

Percentage contributions to the study score in VCE (Unit 3 and 4) Visual Communication Design are as follows: •

Unit 3 School-assessed Coursework: 25 per cent

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Units 3 and 4 School-assessed Task (Folio): 40 per cent

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End-of-year examination: 35 per cent.

Exam Format The examination will contain questions that will require students to: •

draw and/or render solutions to visual communication tasks

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design solutions to visual communication tasks that involve developmental work and/or final presentations

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apply knowledge of drawing methods and the design process to stimulus material and/or the student’s own work completed during the examination

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write extended and short responses which may require the preparation of drawings to accompany these responses.

Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects.

Contact teacher:

Mr K R Jess (Head of Design & Creative Arts)

ECONOMICS Overview of VCE Economics Courses Each day, millions of economic decisions are made by individuals, business and governments both in Australia and overseas. Increasingly, these decisions affect the wellbeing of families, nations and regions. Under the exciting new VCE course (2017-21) the study of Economics has both an Australian and international perspective. The course is designed to increase student awareness, interest and understanding of:

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Economic thinking and the behaviour of consumers and businesses

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Contemporary national and international economic issues

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Australia’s economic prosperity and key government economic goals (low inflation, strong and sustainable economic growth and full employment)

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The Australian government’s economic policies to manage the economy (e.g. interest rates, the budget, and immigration policy).

VCE SUBJECTS In studying Economics, students will not only develop an educated and informed position about these matters, but should also cultivate vital intellectual skills and understanding. Some students may even choose to go on and study Economics at university, since this study can be a means of entry into a wide range of interesting careers in both the private sector (e.g. business economist in a large company, CEO/manager, environmental economist, marketing, journalism, education, investment advisor, market researcher, solicitor, town planning) and government sector (e.g. in agriculture, environment, international trade, immigration, sport and recreation, Treasury, Reserve Bank, diplomatic services, United Nations, communications) of the economy.

YEAR 11 (Units 1 and 2) Unit 1 – The behaviour of consumers and businesses Economics is a dynamic and constantly evolving field. As a social science, Economics is interested in the way humans behave and the decisions made to meet the needs and wants of society. In this unit students explore their role in the economy. They examine basic economic models, and investigate the motivations and effects of both consumer and business behaviour. In addition, students examine how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact.

Students will also use simple microeconomic models of how ‘markets’ operate to make key economic decisions in Australia’s economy. Through closer examination of a market, they will gain insight into the factors that affect the way our resources are used and how market power can influence our living standards. As one fascinating aspect of this study, students will select and research a case study of a particular market. For example, this might involve one of the following: •

Rural markets such as wool and beef

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The markets for minerals like gold and oil

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The markets for fruit and vegetables

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The market for coffee

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The market for diamonds

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The finance market

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The share market

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The labour market

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The property/housing market

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Online markets

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The health market

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Another appropriate market

Unit 2 – Contemporary economic issues This unit involves a study of three contemporary economic issues.

In the first area, students consider the meaning and importance of economic growth and its effect on material and non-material living standards. The Australian Government generally pursues policies that are often focused on increasing the rate of economic growth. Economic growth is generally thought to promote improvements in living standards as it is associated with increasing incomes, literacy rates and health outcomes. However, does economic growth make life better or are there some costs involved? Indeed, there may be a trade-off between promoting economic growth and environmental sustainability.

Economists frequently talk about the importance of an efficient use of resources and how fairly, income and opportunity are divided or shared within society. In this second area of study, students consider the potential trade-off between equity or fairness in income distribution, and efficiency. Students analyse the factors that may cause income inequality in Australia, along with the effects. They will also evaluate government policies affecting the distribution of income and efficiency in resource allocation.

In the third area of study, students investigate at least one contemporary global economic issue. Students examine the selected economic issue including the economic costs and benefits associated with international trade and economic globalisation. They investigate how Australia’s prosperity partly depends upon economic events in the rest of the world.

Skills- Units 1-2

Apart from developing knowledge related to Units 1 and 2, students will also acquire valuable skills including the ability to: 55

VCE SUBJECTS •

sort and communicate economic information

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use a range of sources to acquire economic information

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define key economic concepts and use them appropriately

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interpret and analyse a range of economic information

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describe the nature of contemporary economic issues

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evaluate the impact of selected economic issues on living standards

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apply economic theory to make economic predictions

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gather information from a wide range of sources and synthesise this to assess the effect of economic decisions

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construct, interpret and apply economic models to analyse the consequences of economic decisions

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investigate and evaluate alternative viewpoints on economic issues.

Learning Activities Typically, a wide range of learning strategies is used during the year including: •

several class excursions (e.g. Queen Victoria Market, Cattle Auctions, Stock Exchange and the industry tour)

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analysing relevant videos

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completing economics learning tasks (e.g. exercises, problem-solving, research)

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media reviews

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the development of effective study techniques (e.g. construction of note summaries, revision checklist, concepts maps)

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use of ICT as a learning tool

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make presentations

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case studies in Economics

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creation of posters and wall charts

Assessment and Satisfactory Completion As in all studies at this level, teacher assessment of a student’s progress occurs throughout the year. A satisfactory completion (i.e. S), of the unit is awarded to a student when both the knowledge and skills of the course have been adequately demonstrated during the completion of various tasks. Tasks such as a folio of economic exercises, multi-media presentations, research, reports, projects, analysis of media extracts, topic tests and semester examinations (as determined by school policy), will be used to grade a student’s performance.

YEAR 12 (Units 3 and 4)

The study of Economics Units 3 and 4 at Year 12, is designed to be taken as a sequence. The course follows on from Units 1 and 2 at Year 11.

Unit 3 – Australia’s economic prosperity Students will investigate: • An introduction to microeconomics: the market system, resource allocation, market failure and government intervention. Students investigate how markets operate to allocate resources and discuss the effect of government intervention on market outcomes.

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Australia’s domestic macroeconomic goals and performance including the aims of low inflation, strong and sustainable economic growth and full employment as influences on our standard of living.

•

Australia and the world economy. Students examine the factors that influence Australia’s international competitiveness and discuss the effects of international transactions and trade liberalisation on living standards in Australia.

Unit 4 – Managing the economy Students will examine: •

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The nature and operation of government budgetary and monetary policies during the last 2 years as macroeconomic strategies to manage the level of aggregate demand, and thereby help to promote domestic economic stability (low inflation, strong and sustainable economic growth and full employment) and improve living standards.

VCE SUBJECTS •

The nature and operation of aggregate supply policies over recent years, including aspects of budgetary policy, tax and welfare reform measures, and immigration policies.

•

Discuss the strengths and weaknesses of the Federal government’s economic policies in dealing with issues such as inflation, economic growth, unemployment, and living standards.

Skills- Units 3-4

Apart from developing knowledge related to Units 3 and 4, students will also acquire valuable skills including the ability to: •

define key economic terminology and use it appropriately

•

construct and interpret diagrams and models

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interpret and analyse statistical and graphical data

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compare alternative economic viewpoints to form conclusions

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use a range of sources to acquire economic information

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analyse the impact of government policies and other factors on the economy and our living standards

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identify and discuss the effect of current factors on the domestic economic conditions and the setting of government economic policies

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evaluate the strengths and weaknesses of government policies in achieving the Government’s domestic macroeconomic goals and improving living standards.

Assessment There are two types of assessment used for Economics, Units 3 and 4.

•

Firstly, there is School Assessed Coursework. In total, this contributes 50% of the year’s final assessment. Here, teachers rate a student’s performance by using a total of five SACs. There are three SACs for Unit 3 (e.g. selected from a folio of applied economics exercises, a multiple-choice and short answer test) and two SACS for Unit 4 (e.g. selected from a folio of applied economic exercises, a multiplechoice and short-answer test, or problem-solving exercises).

•

Secondly, there is the end-of-year examination. This contributes 50% of the final assessment. It consists of both multiple-choice and structured short-answer questions (but not essays).

Contact teacher:

Mr R M Morris (Head of Business Studies)

ENGLISH, ENGLISH ADDITIONAL LANGUAGE (EAL) All students will be required to undertake four units of English studies as part of their VCE program. Students must satisfactorily complete 3 units to be awarded the VCE at the end of Year 12. They are also required to undertake at least one Unit 3 and 4 sequence, in English, EAL or Literature.

Students have some flexibility in the way they complete their English requirements though. For example, students could simply complete Units 1 – 4 of English or Units 1 – 4 of EAL. Students may of course choose to complete more than the compulsory units in English. Students could complete Units 1 and 2 of English, Units 1 and 2 of Literature and Units 3 and 4 of Literature.

Subject to Victorian Curriculum and Assessment Authority (VCAA) guidelines, the College will determine the texts used in Units 1 and 2 English and EAL. Staff will select texts for Units 3 and 4 from a list published annually by the VCAA. English and EAL aim to develop competence in the understanding and use of English for a variety of purposes.

These studies emphasise the integration of reading, writing, speaking, listening, and thinking and encourage students’ language development and confidence in language skill and understanding.

Students will read and respond to a variety of texts, analyse the use of persuasive language, write for a range of different purposes and audiences, and use and respond to oral language in different contexts. This study enables students to: •

extend their English language skills through thinking, listening, speaking, reading, viewing and writing

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enhance their understanding, enjoyment and appreciation of the English language in its written, spoken and multimodal forms 57

VCE SUBJECTS •

analyse and discuss a range of texts from different periods, styles, genres and contexts

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understand how culture, values and context underpin the construction of texts and how this can affect meaning and interpretation

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understand how ideas are presented by analysing form, purpose, context, structure and language

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analyse their own and others’ texts, and make relevant connections to themselves, their community and the world

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convey ideas, feelings, observations and information effectively in written, spoken and multimodal forms to a range of audiences

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recognise the role of language in thinking and expression of ideas

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demonstrate in the creation of their own written, spoken and multimodal texts an ability to make informed choices about the construction of texts in relation to purpose, audience and context

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think critically about the ideas and arguments of others and the use of language to persuade and influence audiences

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extend their use of the conventions of Standard Australian English with assurance, precision, vitality and confidence in a variety of contexts, including for further study, the work place and their own needs and interests

•

extend their competence in planning, creating, reviewing and editing their texts for precision and clarity, tone and stylistic effect.

Texts English Units 1 and 2 - students must study four set texts.

EAL Units 1 and 2 - students must study three set texts.

Unit 1 In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Areas of Study •

Reading and creating text

•

Analysing and presenting argument

Assessment Produce analytical and creative responses to texts.

Analyse how argument and persuasive language can be used to position audiences, and create their own texts intended to position audiences.

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

Areas of Study •

Reading and comparing texts

•

Analysing and presenting argument

Assessment Compare the presentation of ideas, issues and themes in two texts.

Identify and analyse how argument and persuasive language are used in text/s that attempt to influence an audience, and create a text which presents a point of view.

Texts English Units 3 and 4 - students must study a total of four texts across the Units 3 and 4 sequence.

EAL Units 3 and 4 - students must study a total of three texts across the Units 3 and 4 sequence.

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VCE SUBJECTS

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.

Areas of Study •

Reading and creating texts

•

Analysing argument

•

Listening to texts - EAL students only

Assessment Produce an analytical interpretation of a selected text, and a creative response to a different selected text.

Analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media.

Comprehend a spoken text – EAL students only

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

Areas of Study •

Reading and comparing texts

•

Presenting argument

Assessment Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes.

Construct a sustained and reasoned point of view on an issue currently debated in the media.

Contact teacher:

Mrs L E Knight (Head of English)

GEOGRAPHY YEAR 11 (Units 1 and 2) Unit 1 - Hazards and Disasters In this unit, students undertake an overview of hazards, including geological, hydro-meteorological, biological and technological hazards, before investigating two contrasting types of hazards and the responses to them by people. Students explore the nature and effectiveness of specific measures such as prediction and warning systems, community preparedness and land use planning as well as actions taken after hazards become harmful and destructive disasters. They study natural and human factors influencing the nature of human responses.

Outcomes On completion of this unit students should be able to: •

analyse, describe and explain the nature of hazards and impacts of hazard events at a range of scales

•

analyse and explain the nature, purpose and effectiveness of a range of responses to hazards and disasters

Topics •

Bushfires (Wye River Fieldtrip)

•

Volcanoes (Western District Fieldtrip)

Assessment Students will be assessed in a variety of ways which will include a combination of the following: •

Fieldwork Report

•

Exam 59

VCE SUBJECTS •

Case Study

•

Practical Tasks

Unit 2 - Tourism This unit investigates the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. They study examples of tourism from within Australia and overseas. They will investigate tourism at Point Nepean using appropriate fieldwork techniques, and one other location elsewhere in the world. Students explore the environmental, economic and socio-cultural impacts of different types of tourism.

Students evaluate the effectiveness of measures taken to enhance the positive aspects and/or minimize the negative aspects of tourism. Students will use a range of information sources including statistical data, digital images, video and maps.

Outcomes On completion of this unit students should be able to: •

analyse, describe and explain the nature of tourism at a range of scales

•

analyse and explain the impacts of tourism on people, places and environments and evaluate the effectiveness of strategies for managing tourism

Topics •

Global Tourism

•

Phillip Island (fieldtrip)

•

Bali

Assessment Students will be assessed in a variety of ways which will include a combination of the following: •

Fieldwork Report

•

Exam

•

Case Study

•

Practical Tasks

YEAR 12 (Units 3 and 4) Unit 3 - Changing the Land This unit focuses on two investigations of geographical change: change to land cover and change to land use.

Land cover includes biomes such as forest, grassland, tundra and wetlands as well as land covered by ice and water. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms, flora and fauna, and increasingly with human activity.

Natural land cover has been altered by a variety of processes including geomorphological events and climate change. People have modified land cover to produce a range of land uses to satisfy human needs such as housing and agriculture. Students will investigate deforestation, desertification and melting glaciers and ice sheets.

Area of Study 1 - Land Use Change In this area of study, students will investigate land use changes at Cape Bridgewater. They will investigate the changes to land use from indigenous inhabitants to whaling and early European agriculture, to more recent uses related to tourism and wind turbines. Students will undertake an overnight fieldtrip to collect primary data, and use secondary sources to explain the processes and impacts of these changes on people and the environment.

Area of Study 2 - Land Cover Change In this area of study, students undertake an overview of global land cover and changes that have occurred over time. They investigate the three major processes that are changing land cover: deforestation, desertification and melting ice. They analyse these processes, explain their impacts on land cover and discuss responses to these changes at three different locations around the world. They also evaluate three different global responses to the impacts of land cover change.

Topics •

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Wind Power at Cape Bridgewater

VCE SUBJECTS •

Deforestation in the Amazon Basin

•

Desertification in the Sahel, Africa and the Aral Sea

•

Melting Ice in Greenland

Assessment School assessed coursework (SACs) for Unit 3 will contribute 25 % to the study score. Units 3 and 4 are also assessed by an end of year examination which will contribute 50% to the study score.

Unit 3 SACs will consist of:

Outcome 1 •

A fieldwork report (25 marks)

•

Structured questions (25 marks)

Outcome 2 •

Analysis of geographic data: Desertification (15 marks)

•

Structured questions: Ice Sheets and Glaciers (20 marks)

•

Analysis of Geographic Data: Deforestation (15 marks)

Unit 4 - Human Population, Trends and Issues This unit investigates the geography of human populations. Students explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Students study population dynamics and then investigate the two significant population trends, rapid population growth and ageing.

Area of Study 1 - Population Dynamics Students undertake a world overview of population distribution and growth. They investigate growth and decline in fertility and mortality rates, together with voluntary and forced population movements. They will refer to examples from various countries around the world with different economic, political and social conditions that illustrate differences in population dynamics. Students will develop an understanding of the Demographic Transition Model and the Malthusian theory of population.

Area of Study 2 - Population Issues and Challenges In this study, students will investigate two significant population trends that have developed in different countries: a growing population of one country for example Bangladesh and Mexico, and an ageing population of another country, for example, Australia, Japan. A case study of population movement, such as that occurring in Syria, will also be covered. Students will consider issues arising from these trends such as access to health care and education, immigration, changing role of women and religious and political influences. They will evaluate the effectiveness of strategies in response to these issues and challenges.

Assessment School assessed coursework (SACs) for Unit 4 will contribute 25 % to the study score. Units 3 and 4 are also assessed by an end of year examination which will contribute 50% to the study score.

Unit 4 SACs will consist of:

Outcome 1.

•

Analysis of geographic data (40 marks)

Outcome 2.

•

Structured Questions: ageing Populations (20 marks)

•

Data Analysis: Growing Populations (20 marks)

•

Data Analysis: Population Movement (20 marks)

Contact teacher:

Ms P M Henning (Head of Geography)

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VCE SUBJECTS

HISTORY TWENTIETH CENTURY HISTORY (Units 1 and 2)

History is the practice of understanding and making meaning of the past. It is also the study of the problems of establishing and representing that meaning. It is a synthesising discipline which draws upon most elements of knowledge and human experience. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures.

This study builds a conceptual and historical framework within which students can develop an understanding of the issues of their own time and place. It seeks to extend students’ cultural, economic, social and political understanding while developing analytical skills and using imagination.

Historical understanding is communicated through written, oral and visual forms. The analysis of written documentary evidence such as letters, diaries, court proceedings and government records has long been the foundation of the study. Visual evidence, however, often pre-dates written material; for example, rock art, mosaics, scrolls. More recently, there have been many film and television documentaries presenting and interpreting historical events. It is therefore important in the study of history for students to develop the skills necessary to analyse visual, oral and written records.

The study of history draws links between contemporary society and its history, in terms of its social and political institutions, and language. An understanding of the link between accounts of the past, and the values and interests of the time in which the accounts were produced, is also a feature of the study of history.

VCE History is relevant to students with a wide range of expectations, including those who wish to pursue formal study at tertiary level, as well as providing valuable knowledge and skills for an understanding of the underpinnings of contemporary society.

Entry There are no prerequisites for entry to Units 1, 2 or 3.

Unit 1 – Twentieth Century History (1900 - 1939) In this unit students explore the nature of political, social and cultural change in the period between the world wars. World War One is regarded by many historians as marking the beginning of twentieth century history since it represented such a complete departure from the past and heralded changes that were to have an impact for decades to come. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures. These changes affected developments in Europe, the USA, Asia, Africa and the Middle East. Economic instability caused by the Great Depression also contributed to the development of political movements. Despite ideals about future peace, reflected in the establishment of the League of Nations, the world was again overtaken by war in 1939.

The period after World War One was characterised by significant social and cultural change in the contrasting decades of the 1920s and 1930s. New fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism. In the USSR, millions of people were forced to work in state-owned factories and farms and had limited personal freedom. Japan became increasingly militarised and anti-western. In the USA, the consumerism and material progress of the 1920s was tempered by the Great Crash of 1929. Writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes.

Unit 2 – Twentieth Century History (1945 – 2000) In Unit 2, students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the last half of the twentieth century. The establishment of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. The Universal Declaration of Human Rights adopted in 1948 was the first agreed global expression of human rights. Despite internationalist moves, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, which set the backdrop for the Cold War which saw much of the world divided.

The period also saw challenge and change to the established order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. New countries were created and independence was achieved through both military and diplomatic means. Old conflicts also continued and terrorism became increasingly global. The second half of 62

VCE SUBJECTS the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement, feminism and environmental movements.

ANCIENT HISTORY (Units 3 and 4)

Egypt and Greece were major civilisations of the ancient Mediterranean. They have bestowed a powerful legacy on the contemporary world. In each of Units 3 and 4, students explore the structures of one of these societies and a period of crisis in its history. Life in these ancient societies was shaped by the complex interplay of social, political and economic features. Trade, warfare and the exchange of ideas between societies also influenced the way in which people lived. Furthermore, both societies experienced dramatic crises which caused massive disruption. During these times of upheaval, individuals acted in ways that held profound consequences for themselves and for their society.

These units highlight the importance of primary sources (the material record and written sources) to historical inquiry about ancient civilisations.

Two societies to be studied, with Egypt studied for Unit 3 and Greece for Unit 4. For the two selected societies, both areas of study must be undertaken. Students will demonstrate a progression from Unit 3 to Unit 4 in historical understanding and skills.

Entry There are no prerequisites for entry to Unit 3.

Area of Study 1: Living in an Ancient Society •

What was it like to live in ancient Egypt or Greece?

•

What were the social, political and economic features of life?

•

Why were these features significant?

In this area of study students explore the historical significance of social, political and economic features of Egypt and Greece. In terms of social features, the existence of hierarchies meant that individual experiences varied enormously. There were profound differences in the experiences of men and women, locals and foreigners, slaves and free. Students also explore the significance of political institutions and the distribution of power between groups, and tensions resulting from such differences. They investigate the significance of economic features of life, including agriculture, industry and trade.

The social, political and economic features of society are interrelated and change over time. Students consider the causes and consequences of these changes both from within the society and from external catalysts such as trade, warfare and the exchange of ideas. Such inquiry involves the use of written sources and the material record. The social, political and economic features of ancient societies had profound implications for the lives of large numbers of people and these may be explored through a specific archaeological site. In this area of study students evaluate the significance of a specific archaeological site in terms of how it enhances understanding of the social, political and economic features of an ancient society.

For Egypt, students examine the social, political and economic features of life during the New Kingdom. They examine causes and consequences of fragmentation of the state and war between Egypt and external powers.

Students engage in an investigation of the archaeological site of the Deir el-Medina.

For Greece, students examine the social, political and economic features of life during the Archaic Period. They also investigate social, political and economic features of Athens and Sparta to 454 BC. Furthermore, they examine the causes and consequences of the conflict between Greece and Persia. Students engage in an investigation of the archaeological site of the Panathenaic Way.

Area of Study 2: People in Power, Societies in Crisis •

How did crises change ancient societies?

•

How did key individuals contribute to such events?

•

How might we judge the historical significance of these crises and the individuals who took part in them?

In this area of study students explore a crisis in ancient Egypt and Greece with particular reference to the role of individuals in shaping events. Crises take the form of internal political struggles and conflict between states.

To understand these turning points students evaluate the causes and consequences of the crisis. Students also explore how key individuals influenced events. In some cases, individuals made decisions that shaped their societies. On the other hand, the power of individuals was limited in a range of ways. To comprehend 63

VCE SUBJECTS these people, students explore how their beliefs, values and attitudes informed their actions. Investigation of these individuals deepens students’ understanding of human agency.

For Egypt, students explore the tensions of the Amarna Period in New Kingdom Egypt. Abandoning the name Amenhotep IV, Akhenaten (‘Spirit of Aten’) favoured the worship of Aten, the sun disk. He was supported in this change by his wife, Nefertiti. The worship of Aten was at odds with the traditional order. The resulting tensions were only resolved by the restoration of polytheism under Tutankhamun.

For Greece, study of the Peloponnesian War (431–404 BC) reveals a different form of crisis. The conflict was fought between the Athenian Empire and the Spartan led Peloponnesian League. At the start of the war, Athens was wealthy and powerful. By the end of the struggle, her power was broken. Analysis of the involvement of the key individuals Pericles, Alcibiades and Lysander reveal the different aims, motives and perspectives at work at various stages of the conflict.

REVOLUTIONS (Units 3 and 4)

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror.

Students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative. They construct an argument about the past using primary sources as evidence and evaluate the extent to which the revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical interpretations about revolutionary causes and consequences and the effects of change instigated by the new order.

Entry There are no prerequisites for entry to Unit 3.

Unit 3 Area of Study 1: Causes of Revolution •

What were the significant causes of revolution?

•

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

•

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

In this area of study students analyse the long-term causes and short-term triggers of revolution. They evaluate how revolutionary outbreaks are caused by the interplay of significant events, ideas, individuals and popular movements and assess how these were directly or indirectly influenced by the social, political, economic and cultural conditions.

Students analyse significant events and evaluate how particular conditions profoundly influenced and contributed to the outbreak of revolution. They consider triggers such as in France, the calling of the EstatesGeneral. Revolutionary ideologies emerged in opposition to the existing and dominant order, such as Leninism in Russia. These ideologies were utilised by individuals and movements to justify revolutionary action and change. In the French Revolutions, students analyse the degree to which the influence of enlightenment thinking was instrumental in promoting change in the French Society. In Russia, they consider to what extent Marxist ideas challenged autocracy.

Revolutions can be caused by the motivations and the intended and unintended actions of individuals who shape and influence the course of revolution. Individuals including Louis XVI and Emmanuel Joseph Sieyès in France and Tsar Nicholas II and Lenin in Russia had a significant impact on the course of revolution. Popular movements showed that collective action can be transformed into revolutionary forces that can contribute to or hinder revolution as they sought to destroy the old order.

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VCE SUBJECTS Students evaluate historical interpretations about the causes of revolution and explain why different emphasis is placed on the role of events, ideas, individuals and popular movements.

The key knowledge for this area of study in Units 3 and 4 covers the following timeframes: •

The French Revolution from 1774 to October 1789 (Accession of Louis XVI to the throne to The October Days 1789)

•

The Russian Revolution from 1896 to October 1917 (Coronation of Tsar Nicholas to the 25th October Revolution 1917)

Area of Study 2: Consequences of revolution •

How did the consequences of revolution shape the new order?

•

How did the new regime consolidate its power?

•

How did the revolution affect the experiences of those who lived through it?

•

To what extent was society changed and revolutionary ideas achieved?

In this area of study students analyse the consequences of the revolution and evaluate the extent to which it brought change to society. The success of the revolution was not inevitable; therefore, students analyse the significant challenges that confronted the new regime after the initial outbreak of revolution. Furthermore, they evaluate the success of the new regime’s responses to these challenges and the extent to which the consequences of revolution resulted in dramatic and wide reaching social, political, economic and cultural change, progress or decline. As new orders attempted to consolidate power, post-revolutionary regimes were often challenged by those who opposed change. They may have unleashed civil war and counter-revolutions, making the survival and consolidation of the revolution the principal concern of the revolutionary state.

Challenges such as the civil war in Russia had a profound consequence on the success of the revolution. The consequences of these challenges sometimes resulted in a compromise of revolutionary ideologies, as the leaders of the new order became more authoritarian and responded with violence and policies of terror and repression, initiating severe policies of social control as pragmatic strategies to stay in power. This was seen in France with the policy of ‘terror until peace’. Individuals such as Lenin and Trotsky in Russia attempted to create significant changes to the system of government and the fabric of society. These revolutionary leaders could not predict some of the consequences of their political, social, economic and cultural actions. This often resulted in opposition and unforeseen reactions.

In analysing the past, students must engage with the historical perspectives as well as experiences of those whose conditions of everyday life were affected by the revolution such as the peasant and workers in Russia.

Students evaluate historical interpretations about the success of the revolution; the new regime’s consolidation of power, their compromise of revolutionary ideology and the degree of change brought to the society.

The key knowledge for this area of study in Units 3 and 4 covers the following timeframes: •

The French Revolution from October 1789 to 1795 (The October Days to the dissolution of the Convention Year 111).

•

The Russian Revolution from October 1917 to 1927 (Early Sovnarkom decrees to the end of the NEP).

Contact teacher:

Mr G J Naylor (Head of History)

LEGAL STUDIES YEAR 11 (Units 1 and 2) Unit 1: Guilt and liability Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order and infringing criminal law can result in charges. Civil law deals with the infringement of a person’s or group’s rights and breaching civil law can result in litigation. In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

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VCE SUBJECTS

Area of Study 1 Legal foundations This area of study provides students with foundational knowledge of laws and the Australian legal system.

Students explore the role of individuals, laws and the legal system in achieving social cohesion and protecting the rights of individuals. Students consider the characteristics of an effective law, and sources and types of law. They examine the relationship between parliament and the courts, and the reasons for a court hierarchy in Victoria, and develop an appreciation of the principles of justice.

Outcome 1 On completion of this unit the student should be able to describe the main sources and types of law, and assess the effectiveness of laws.

Area of Study 2 The presumption of innocence The presumption of innocence is the fundamental principle of criminal law and provides a guarantee that an accused is presumed innocent until proven guilty beyond reasonable doubt. In this area of study students develop an understanding of key concepts in criminal law and types of crime, and investigate two criminal offences in detail. For each offence, students consider actual and/or hypothetical scenarios in which an accused has been charged with the offence, use legal reasoning to determine possible culpability and explain the impact of the offence on individuals and society.

Outcome 2 On completion of this unit the student should be able to explain the purposes and key concepts of criminal law, and use legal reasoning to argue the criminal culpability of an accused based on actual and/or hypothetical scenarios.

Area of Study 3 Civil liability Civil law aims to protect the rights of individuals, groups and organisations, and provides opportunities for a wronged party to seek redress for a breach of civil law. In this area of study students develop an understanding of key concepts in civil law and investigate two areas of civil law in detail. Possible areas of civil law could include negligence, defamation, nuisance, trespass and contracts. For each area of civil law, students consider actual and/or hypothetical scenarios giving rise to a civil claim, apply legal reasoning to determine possible liability for a breach of civil law and explain the impact of a breach of civil law on the parties.

Outcome 3 On completion of this unit the student should be able to explain the purposes and key concepts of civil law, and apply legal reasoning to argue the liability of a party in civil law based on actual and/or hypothetical scenarios.

Unit 2: Sanctions, remedies and rights Criminal law and civil law aim to protect the rights of individuals. When rights are infringed, a case or dispute may arise which needs to be determined or resolved, and sanctions or remedies may be imposed. This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

Area of Study 1 Sanctions The criminal justice system determines the guilt or otherwise of an accused, and imposes sanctions on a guilty person. In this area of study students investigate key concepts in the determination of a criminal case, including the institutions that enforce criminal law, and the purposes and types of sanctions and approaches to sentencing. Through an investigation of two criminal cases from the past four years, either decided or still being decided, students explore the extent to which the principles of justice were or could be achieved.

Outcome 1 On completion of this unit the student should be able to explain key concepts in the determination of a criminal case, and discuss the principles of justice in relation to the determination of criminal cases, sanctions and sentencing approaches.

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VCE SUBJECTS

Area of Study 2 Remedies Remedies may be available to a wronged party where there has been a breach of civil law. In this area of study students develop an appreciation of key concepts in the resolution of a civil case, including the methods used and institutions available to resolve disputes, and the purposes and types of remedies. Through an investigation of two civil cases from the past four years, either decided or still being decided, students explore the extent to which the principles of justice were or could be achieved.

Outcome 2 On completion of this unit the student should be able to explain key concepts in the resolution of a civil dispute, and discuss the principles of justice in relation to the resolution of civil disputes and remedies.

Unit 2: Sanctions, remedies and rights

Area of Study 3 Rights The protection of rights is fundamental to a democratic society. Rights are protected in Australia through the Australian Constitution, the Victorian Charter of Human Rights and Responsibilities and through common law and statute law such as through statutes relating to racial discrimination, sex discrimination and equal opportunity. In this area of study students examine the ways in which rights are protected in Australia and compare this approach with that of another country. Based on this comparison, they consider possible reforms to the ways rights are protected in Australia. Students investigate an Australian case that had an impact on the protection of rights in Australia and develop their understanding of the role of an individual in taking a case to court.

Outcome 3 On completion of this unit the student should be able to evaluate the ways in which rights are protected in Australia, compare this approach with that adopted by another country and discuss the impact of an Australian case on the rights of individuals and the legal system.

The student’s performance on each outcome will be assessed using one or more of the following: •

case study

•

structured questions

•

an essay

•

a report in written format

•

a report in multimedia format

•

a folio of exercises.

YEAR 12 (Units 3 and 4) Unit 3: Rights and justice The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Area of Study 1 The Victorian criminal justice system The Victorian criminal justice system is used to determine whether an accused person is guilty beyond reasonable doubt of an offence for which they are charged, and to impose sanctions where guilt has been found or pleaded. The system involves a range of institutions including courts (the Magistrates’ Court, County Court and Supreme Court) and others available to assist an accused. In this area of study students explore the criminal justice system, its range of personnel and institutions and the various means it uses to determine a criminal case. Students investigate the rights of the accused and of victims, and explore the purposes and types of sanctions and sentencing considerations. Students consider factors that affect the ability of the criminal justice system to achieve the principles of justice. They examine recent reforms from the past four 67

VCE SUBJECTS years and recommended reforms to enhance the ability of the criminal justice system to achieve the principles of justice. Students synthesise and apply legal principles and information relevant to the criminal justice system to actual and/or hypothetical scenarios.

Outcome 1 On completion of this unit the student should be able to explain the rights of the accused and of victims in the criminal justice system, discuss the means used to determine criminal cases and evaluate the ability of the criminal justice system to achieve the principles of justice.

Area of Study 2 The Victorian civil justice system The Victorian civil justice system aims to restore a wronged party to the position they were originally in before the breach of civil law occurred. The system involves a range of institutions to resolve a civil dispute, including courts (the Magistrates’ Court, County Court and Supreme Court), complaints bodies and tribunals. In this area of study students consider the factors relevant to commencing a civil claim, examine the institutions and methods used to resolve a civil dispute and explore the purposes and types of remedies. Students consider factors that affect the ability of the civil justice system to achieve the principles of justice. They examine recent reforms from the past four years and recommended reforms to enhance the ability of the civil justice system to achieve the principles of justice. Students synthesise and apply legal principles and information relevant to the civil justice system to actual and/or hypothetical scenarios.

Outcome 2 On completion of this unit the student should be able to analyse the factors to consider when initiating a civil claim, discuss the institutions and methods used to resolve civil disputes and evaluate the ability of the civil justice system to achieve the principles of justice.

Unit 4: The people and the law The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios.

Area of Study 1 The people and the Australian Constitution The Australian Constitution establishes Australia’s parliamentary system and provides mechanisms to ensure that parliament does not make laws beyond its powers. In this area of study students examine the relationship between the Australian people and the Australian Constitution and the ways in which the Australian Constitution acts as a check on parliament in law-making. Students investigate the involvement of the Australian people in the referendum process and the role of the High Court in acting as the guardian of the Australian Constitution.

Outcome 1 On completion of this unit the student should be able to discuss the significance of High Court cases involving the interpretation of the Australian Constitution and evaluate the ways in which the Australian Constitution acts as a check on parliament in law-making.

Area of Study 2 The people, the parliament and the courts Parliament is the supreme law-making body, and courts have a complementary role to parliament in making laws. Courts can make laws through the doctrine of precedent and through statutory interpretation when determining cases. In this area of study students investigate factors that affect the ability of parliament and courts to make law. They examine the relationship between parliament and courts in law-making and consider the capacity of both institutions to respond to the need for law reform. In exploring the influences on law reform, students draw on examples of individuals and the media, as well as examples from the past four years of law reform bodies recommending legislative change.

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VCE SUBJECTS

Outcome 2 On completion of this unit the student should be able to discuss the factors that affect the ability of parliament and courts to make law, evaluate the ability of these law-makers to respond to the need for law reform, and analyse how individuals, the media and law reform bodies can influence a change in the law.

Contact teachers:

Mr R M Morris (Head of Business Studies) Mrs M J Barnes, Ms C E Matthews

LITERATURE The nature of this study, focusing on close attention to texts, makes it an appropriate choice for those students who enjoy language, reading and writing. The study aims to involve students in reading, writing and talking about the nature and value of a wide range of literature, to extend students’ understanding of a range of literary texts and to provide opportunities to study literature in depth. Students may enter at Units 1, 2 or 3.

It is advised, however, that students complete at least one unit of Literature prior to Unit 3.

Subject to Victorian Curriculum and Assessment Authority (VCAA) guidelines, the College will determine the texts used in Units 1 and 2. Staff select texts for Units 3 and 4 from a list published annually by the VCAA. This study enables students to: • develop an enjoyment of language and literature through reading deeply, widely and critically • appreciate the stylistic and aesthetic qualities of texts and develop an understanding of and sensitivity to nuances in the English language • read closely, developing the ability to engage in detailed critical analysis of the key literary features of individual texts and to make relevant connections between them • demonstrate an understanding that the context and perspective of both author and reader influence the reading experience • develop the capacity for critical thinking and understanding of the relationship between literature and society • develop an understanding of literary criticism • develop the capacity to engage with and contest complex and challenging ideas to develop their own interpretation informed by a range of literary criticism • develop the capacity for creativity and self-expression, and the ability to write confident analytical and creative responses to texts.

Unit 1 Approaches to Literature This unit focuses on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature.

They develop an awareness of how the views and values that readers hold may influence the reading of a text.

Areas of Study Reading practices Ideas and concerns in texts Assessment Respond to a range of texts and reflect on influences shaping these responses Analyse the ways in which a text reflects or comments on the ideas and concerns of individuals and particular groups in society

Unit 2 Context and connections In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. 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 texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis.

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VCE SUBJECTS Areas of Study The text, the reader and their contexts Exploring the connections between texts Assessment Analyse and respond critically and creatively to the ways a text from a past era and/or culture reflect or comment on the ideas and concerns of individuals and groups in that context Compare texts considering the dialogic nature of texts and how they influence each other

Unit 3 Form and transformation In this unit students consider how the form of a text affects meaning, and how writers construct their texts.

They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts. Students develop their skills in communicating ideas in both written and oral forms.

Areas of Study Adaptations and transformations Creative responses to texts Assessment Analyse the extent to which meaning changes when a text is adapted to a different form Respond creatively to a text and comment on the connections between the text and the response

Unit 4 Interpreting texts In this unit students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view.

They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis. For the purposes of this unit, literary criticism is characterised by extended, informed and substantiated views on texts and may include reviews, peer-reviewed articles and transcripts of speeches. Specifically, for the Unit 4 Outcome 1, the literary criticism selected must reflect different perspectives, assumptions and ideas about the views and values of the text/s studied.

Areas of Study Literary perspectives Close analysis Assessment Produce an interpretation of a text using a different literary perspectives to inform their view Analyse features of a text and develop and justify interpretations

Contact teacher:

Mrs L E Knight (Head of English)

LANGUAGES OTHER THAN ENGLISH (LOTE) CHINESE SECOND LANGUAGE Preamble – Years 11 and 12 At a VCE level, the emphasis is on mastery of the written language (characters), as well as learning to effectively and actively produce the language in a number of different text types (written and spoken).

Authentic texts and visual materials from China are used, both to expose students further to the culture of China and to the language styles in use in modern Chinese society.

Special Note for those with some Chinese background Native speakers are assessed separately at VCE level from non-native speakers, with native speakers being expected to produce work that is much longer and at a much more complex level. Students should note that the language being taught is Modern Standard Chinese (known as Putonghua or Guoyu in China and often referred to as “Mandarin” in the West).

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VCE SUBJECTS

Units 1 – 4 The areas of study for Chinese Second Language and Chinese Second Language Advanced comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the students, and the outcomes for the unit.

The themes and topic are the vehicle through which the students will demonstrate achievement of the outcomes, in the sense that they form the subject of the activities and tasks the student undertakes.

Prescribed themes and topics: The Individual •

personal identity

•

education and aspirations

•

recreation and leisure

•

travel experiences

The Chinese-speaking communities •

history and culture

•

schooling

•

lifestyles

•

geography

The Changing World •

youth issues

•

the world of work

•

tourism and hospitality

Aims and Objectives The course is designed to enable students to: •

further develop and refine their skills in the Chinese language

•

use the language actively, both orally and in writing

•

use various different text types and styles of writing

•

master a greater number of Chinese characters (there is a prescribed list of approximately 480 characters, which students must be able to write by Year 12).

Content and Assessment 1.

There are a number of different topic areas and in Year 12 students will also undertake a detailed study of one topic.

2.

School Assessed Coursework includes a number of different tasks, spread over all five skill areas (listening, speaking, reading, translating and writing).

3.

External assessment includes a 15 minute oral examination, in which students engage in general conversation and also discuss their detailed study, and also a written examination, testing listening comprehension, reading, translating and writing skills.

Contact teacher:

Ms V P Chabant (Head of Languages) Ms S Shen

FRENCH

In VCE French there are three prescribed themes and topics. Sub-topics may be negotiated.

1. The Individual • personal world • education and aspirations • personal opinions and values 2. The French-Speaking Communities • life styles 71

VCE SUBJECTS • •

historical perspectives arts and entertainment

3. The Changing World • social issues • the world of work • scientific and technological issues.

The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes.

YEAR 11 (Units 1 and 2) Unit 1 - Outcomes

For this unit students are required to demonstrate achievement of three outcomes: •

to establish and maintain a spoken or written exchange related to personal areas of experience

•

to listen to, read and obtain information from written and spoken texts

•

to produce a personal response to a text focusing on real or imaginary experience.

Unit 2 - Outcomes

As with Unit 1, students are required to demonstrate achievement of three outcomes: •

to participate in a spoken or written exchange related to making arrangements and completing transactions

•

to listen to, read and extract as well as use information and ideas from spoken and written texts

•

to give expression to real or imaginary experience in written or spoken form.

Assessment for both Unit 1 and 2

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit, to be completed in class and under supervision.

Students will be assessed in a variety of ways which will include a combination of the following: •

formal or informal letters

•

role-plays

•

interviews

•

listening comprehensions

•

journal entries

•

personal accounts

•

short stories

In addition, once a week a native speaker interacts with individual students. The aim of these sessions is to improve the students’ listening and conversation skills.

YEAR 12 (Units 3 and 4) Unit 3 - Outcomes For this unit students are required to demonstrate three outcomes: •

to express ideas through the production of original texts

•

to analyse and use information from spoken texts

•

to exchange information, opinions and experiences.

Unit 4 - Outcomes For this unit students are required to demonstrate two outcomes:

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•

to analyse and use information from written texts

•

to respond critically to spoken and written texts which reflect aspects of the language and culture of French-speaking communities.

VCE SUBJECTS

Detailed Study

As well as acquiring the linguistic resources to function effectively as a non-specialist within all three themes, students are required to undertake a detailed study in Units 3 and 4. This detailed study will relate to the prescribed themes and topics and be based on a selected sub-topic.

Assessment for both Units 3 and 4 The award of satisfactory completion for both units is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

There will be three SACs for Unit 3 and three SACs for Unit 4. These will be:

Unit 3 •

a 250 word personal or imaginative written piece

•

a 3 to 4 minute role-play focusing on the resolution of an issue

•

a response to specific questions extracting and using information from spoken texts

Unit 4 •

a 250 to 300 word informative, persuasive or evaluative response on the Detailed Study

•

a 3 to 4 minute interview on an issue related to the Detailed Study

•

a response to specific questions extracting and using information from written texts

The student’s level of achievement for Units 3 and 4 will be determined by School Assessed Coursework (25% per unit of the final assessment) and end-of -year VCE examinations (50% of the final assessment).

End-of-Year Examinations The end-of-year examinations are: • •

an oral examination of approximately 15 minutes a written examination of 2 ¼ hours.

In addition students will interact with a native speaker once a week. The aim of these sessions is to improve students’ listening and conversation skills.

Contact teachers:

Ms V P Chabant (Head of Languages) Mrs A M Tymms

LATIN YEAR 11 (Units 1 and 2)

The basic aim is to enable the student to read and appreciate Latin literature and thus to gain an understanding of the civilisation which produced it.

Unit 1 Students complete their introduction to basic Latin grammar and vocabulary by working through the Cambridge Latin Course, Unit 5. Students are introduced to Latin Literature through the Cambridge Latin Anthology.

Unit 2 In this unit students continue with the Cambridge Latin Anthology. Featured authors are Caesar, Pliny, Catullus, Ovid, Martial and Virgil.

The assessment for these units includes oral reading, tests on written translation, comprehension, grammar and vocabulary, and assignments on the content of the literary or historical texts studied.

Assessment Assessment in tests and examinations involves translation and comprehension of the texts studied and responses to interpretative questions on these texts, as well as comprehension of unseen Latin passages of appropriate grammatical complexity. Grammar and vocabulary continue to be tested regularly.

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VCE SUBJECTS

YEAR 12 (Units 3 and 4)

After three years students are ready to read more widely and deeply in the original language, and the aim of the Year 12 course is to allow this to happen at an appropriate pace and level. Two or three key texts are chosen and students are encouraged to explore these texts in depth, both as literature and as historical and cultural artefacts. A balance is struck each year between prose and poetry; Pliny or Caesar or Livy is closely followed by Catullus, Horace or Ovid, and Virgil. A book of Virgil has always been the coping-stone of high school Latin, and this remains the case under the VCE.

Assessment The assessment has two components: 1. Approximately six school-based tasks, undertaken as class tests during Terms 1 – 3. These are based mainly on seen or prepared texts chosen by the teacher and call for knowledge of grammar, vocabulary, literary techniques and the cultural background of the texts.

2.

A two hour examination in November, set and marked by the Victorian Curriculum and Assessment Authority. This contains (a) questions on the Virgil studied state-wide in Unit 4, and (b) an unseen text for translation into English.

Each component is worth 50% of the final mark. There is some overlap between (1) and (2), as the last two school-based tasks, undertaken in Term 3, may be based on some of the Virgil being prepared for the final examination.

Contact teachers:

Ms V P Chabant (Head of Languages) Mr E Bauer

MATHEMATICS PLANNING YOUR VCE MATHEMATICS

It is suggested that students plan their mathematical studies taking into account their skills, interests and desired tertiary courses. The common pathways are shown in the following table. Year 10 students and parents are strongly encouraged to discuss appropriate potential VCE pathways with their mathematics teacher before submitting subject selections.

Year 10 Course Enhanced (high B grade or better)



Methods Units 1&2 Specialist Units 1&2

Enhanced with Methods Unit 1



Specialist Units 1&2 with Methods Unit 2

Year 12



Methods Units 3&4 Specialist Units 3&4

Tertiary



Engineering Physical Sciences Mathematics

 

Enhanced (C grade or better)



Methods Units 1&2



Methods Units 3&4



Science Medical Science Some Business and Commerce courses

Standard (C grade or better)



General Units 1&2



Further Units 3&4



Courses without major mathematics requirements

Foundation

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Year 11

VCE SUBJECTS

Additional Pathways and Notes From

Foundation (A grade) 10 Standard (A grade) Methods Units 1&2 (A grade) Methods Units 1&2

To

General Units 1&2 Methods Units 1&2 Specialist Units 3&4 Further Units 3&4 Further Units 3&4 Specialist Units 3&4

Notes Some content from Specialist Units 1&2 will be needed Can be done in Year 11 Can only be taken with Methods 3&4

Year 11 Mathematics Only Pathway At The Geelong College, the importance of numerical literacy and mathematical skills is recognised and all students are required to complete at least a two unit sequence in Mathematics. Students planning no Mathematic study in Year 12 will be placed in a General Mathematics class in Year 11 unless they have already completed Foundation Mathematics Units 1 and 2 in Year 10.

It is recommended that students and parents discuss appropriate potential VCE pathways with their current Mathematics teacher before submitting subject selections.

FOUNDATION MATHEMATICS (Units 1 and 2)

This course is designed as a terminating course for Year 10 students who have no intention to undertake any Mathematics Units 3 and 4 studies in Year 12. This course has a strong emphasis on using mathematics in practical contexts relating to everyday life, recreation, work and study. Computers and scientific calculators are used broadly and topics are selected from four areas of study to meet the needs of the group. The four areas are Space, Shape and Design, Patterns and number, Handling data and Measurement.

FURTHER MATHEMATICS (Units 3 and 4)

In undertaking this course, students apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulations, equations and graphs with and without the use of technology. They develop facility with relevant mental and by-hand approaches to estimation and computation. Numerical, graphical, geometric, symbolic, financial and statistical functionality of technology is used for teaching and learning, for working mathematically, and in related assessment, and is incorporated through each unit as applicable.

Students will usually have completed General Mathematics Units 1 and 2 in preparation for this course.

Areas of Study: Unit 3 Core: •

Data Analysis

•

Recursion and Financial Modelling

Unit 4 Options:

At The Geelong College we anticipate studying the options: •

Matrices and their applications

•

Networks and decision mathematics

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers use a variety of learning activities and assessment tasks to provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes. The award of grades and scores for the course is based on three components:

1. School-assessed coursew ork (34% of study score)

Semester 1: An Application task based on the Data Analysis area of study (40% of SAC total), and a modelling or problem-solving task based on the Recursion and Financial Modelling area of study (20% of SAC total).

Semester 2: A modelling or problem-solving task on each of the option areas of study selected (20% of SAC total each).

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VCE SUBJECTS

2. Ex ternal assessm ent (66% of study score)

Examination 1: This examination comprises multiple-choice questions covering both Core and Option areas of study. The examination is designed to assess students’ knowledge of mathematical concepts, models and techniques and their ability to reason, interpret, and apply this knowledge in a range of contexts. The examination will be of one and a half hours duration and student access to an approved CAS calculator with numerical, graphical, symbolic, financial and statistical functionality will be assumed. One bound reference, text (which may be annotated) or lecture pad, may be brought into the examination. VCAA examination rules will apply. (33% 0f study score).

Examination 2: This examination comprises written response questions covering all areas of study. The examination will be designed to assess students’ ability to select and apply mathematical facts, concepts, models and techniques to solve extended application problems in a range of contexts. The examination will be of one and a half hours duration and student access to an approved CAS calculator with numerical, graphical, symbolic, financial and statistical functionality will be assumed. One bound reference, text (which may be annotated) or lecture pad, may be brought into the examination. VCAA examination rules will apply. (33% of study score).

GENERAL MATHEMATICS (Units 1 and 2)

This course will provide the basis for future study of Further Mathematics Units 3 and 4 in Year 12. The study design provides flexibility in the selection of topics under the broad headings of the areas of study. Topics will be chosen with reference to the skills and interests of students and the anticipated Further Mathematics modules to be studied in Further Mathematics Units 3 and 4.

Areas of Study: •

Algebra and structure

•

Arithmetic and number

•

Discrete mathematics

•

Geometry measurement and trigonometry

•

Graphs and non-linear relations

•

Statistics

MATHEMATICAL METHODS Units 1 and 2 This course is designed for students with a strong grasp of algebra and who may have an interest in tertiary studies requiring significant mathematical skills or where Mathematical Methods Units 3 and 4 are prerequisites. The entire course material is assumed knowledge for progression to Mathematical Methods Units 3 and 4.

Areas of Study: •

Functions and graphs

•

Algebra

•

Calculus

•

Probability and statistics

Units 3 and 4 In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. Numerical, graphical, geometric, symbolic and statistical functionality of technology is used for teaching and learning mathematics, for working mathematically, and in related assessment, and is incorporated throughout each unit as applicable.

The content, skills and processes in Mathematical Methods Units 1 and 2 are assumed knowledge for students undertaking this course.

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VCE SUBJECTS

Areas of study: •

Functions and graphs

•

Algebra

•

Calculus

•

Probability and statistics

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers use a variety of learning activities and assessment tasks to provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes. The award of grades and scores for the course is based on three components:

1. School-assessed coursew ork (34% of study score)

Semester 1: An Application task based on the Function, Algebra and Calculus Areas of study (50% of SAC total).

Semester 2: Two modelling or problem-solving tasks on other aspects of the course, one of which will be related to the Probability and statistics area of study (25% of SAC total each).

2. Ex ternal assessm ent (66% of study score)

Examination 1: This examination comprises short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1. It is designed to assess students’ knowledge of mathematical concepts, their skills in carrying out mathematical algorithms without the use of technology and their ability to apply concepts and skills. The examination will be of one hour duration and no technology (calculators or software) or notes of any kind are permitted. A sheet of formulas will be provided with the examination. VCAA examination rules will apply. (22% of study score).

Examination 2: This examination comprises multiple-choice questions and extended-answer questions covering all areas of the study in relation to all three outcomes and areas of study, with an emphasis on applying mathematical processes to solve problems and analyse these applications. The examination is designed to assess students’ ability to understand and communicate mathematical ideas, and to interpret, analyse and solve both routine and non-routine problems. The examination will be of two hours duration and student access to an approved CAS calculator with numerical, graphical, symbolic and statistical functionality will be assumed. One bound reference, text (which may be annotated) or lecture pad, may be brought into the examination. VCAA examination rules will apply. (44% of study score).

SPECIALIST MATHEMATICS Units 1 and 2 Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake and indepth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. The study has a focus on interest in the discipline of mathematics in its own right and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics-related fields. Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. This course has some prescribed topics but allows some flexibility in the selection of other topics under the broad headings of the areas of study and will be selected to meet the skills, interests and future intentions of the students choosing the course, both to support their concurrent study of Mathematical Methods Units 1 and 2 and to prepare for the possible study of Specialist Mathematics Units 3 and 4 and future tertiary studies.

Areas of study: •

Arithmetic and number including number systems and recursion (prescribed topic)

•

Geometry measurement and trigonometry including geometry in the plane and proof (prescribed topic) and vectors in the plane (prescribed topic).

•

Graphs of linear and non-linear relations and graphs of non-linear relations (prescribed topic)

•

Discrete mathematics

•

Statistics

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VCE SUBJECTS

Units 3 and 4 In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation and integration and inference with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is incorporated throughout each unit as applicable.

Specialist Mathematics Units 3 and 4 assumes familiarity with key knowledge and skills from Mathematical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics Units 1 and 2 topics ‘Number systems and recursion’ and ‘Geometry in the plane and proof’, and concurrent or previous study of Mathematical Methods Units 3 and 4.

Areas of study: •

Functions and graphs

•

Algebra

•

Calculus

•

Vectors

•

Mechanics

•

Probability and Statistics

Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks to provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes.

The award of grades and scores for this study is based on three components.

1. School-assessed coursew ork (34% of study score)

Semester 1: An application task involving investigating a theoretical or practical context and involving two or more areas of study. (50% of SAC score).

Semester 2: Two modelling or problem-solving tasks on other aspects of the course, one of which will be related to the Probability and statistics or the Mechanics area of study. (25% of SAC total each).

2. Ex ternal assessm ent (66% of study score)

Examination 1: This examination comprises short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1. It is designed to assess students’ knowledge of mathematical concepts, their skills in carrying out mathematical algorithms without the use of technology and their ability to apply concepts and skills. The examination will be of one hour duration and no technology (calculators or software) or notes of any kind are permitted. A sheet of formulas will be provided with the examination. VCAA examination rules will apply. (22% of study score).

Examination 2: This examination comprises multiple-choice questions and extended-answer questions covering all areas of the study in relation to all three outcomes, with an emphasis on applying mathematical processes to solve problems and analyse these applications. The examination is designed to assess students’ ability to understand and communicate mathematical ideas, and to interpret, analyse and solve both routine and non-routine problems. The examination will be of two hours duration and student access to an approved technology with numerical, graphical, symbolic and statistical functionality will be assumed.

VCAA examination rules will apply. (44% of study score).

Contact teacher:

Mr I Sheppard (Head of Mathematics)

MEDIA Aims and Objectives This study is designed to enable students to:

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•

investigate and analyse their own and others’ experiences of media

•

analyse media products to understand how meaning is constructed, and to develop an understanding of the range of meanings carried by media texts

VCE SUBJECTS •

develop an understanding of production processes involved in the construction of media products

•

develop and refine skills in the areas of production and critical analysis

•

express their ideas through media forms and gain self-confidence and communication skills through that expression.

Unit 1: Representation (Outcome 1) Students develop an understanding of the notion of ‘representation’ in media forms: the idea that each media text is a construction or representation of an individual, event, idea or story and portrays reality in a way which is different from the audience’s direct experience of life.

Through a close analysis of one text and the consideration of many secondary texts, students are encouraged to develop an understanding as to how representations are created through selection, omission and construction.

Technologies of Representation (Outcome 2) Students enhance their understanding of representation through the production of two separate media products in two media forms. Along with the production of representations, students also compare how the application of the different media technologies can influence the power of media products.

New Media (Outcome 3) Students focus on the social consequences of the emergence of new media technologies. The creative implications of new media technologies are considered in the context of their capabilities, their relationship with existing media, and their provision of alternative means of representation. Their cultural significance is also investigated in terms of how they challenge and alter our perception of the world.

Unit 2: Media Production (Outcome 1) Students undertake their first major practical media project through a deep study of the three stages of the production process: pre-production, production and post-production. In close collaboration with teachers and other students they will design and produce an individual and distinctive media product in order to capture and influence a designated audience.

Media Industry Production (Outcome 2) In conjunction with the development of their media product in Outcome 1, students will increase their understanding of the specialist production stages and roles undertaken in the modern media production environment. Students will consider the characteristic stages of a media production within the context of the overall production process of specific products from more than one media form.

Australian Media Organisations (Outcome 3) Australian media organisations and their social and industrial framework will be studied, with a close focus on historical, cultural, legal, political, economic and/or institutional factors affecting the conduct and operation of Australian media organisations.

Unit 3: Narrative (Outcome 1) Students develop an understanding of production and story elements and analyse the role and significance of narrative organisation in fictional film, radio or television programs. In this context students also consider how production and story elements structure narratives to engage an audience. At least two texts will be considered in detail here in order for students to consider media texts both individually and in connection to their genre.

Media Production Skills (Outcome 2) In preparation for the production of their major media project for the year, students plan, undertake and evaluate two production exercises to develop their practical skills. Through the completion of these exercises, students develop an understanding of the possibilities and limitations of production equipment, processes and applications, acquire skills to enable the use of specific media technologies, and explore aesthetic and structural qualities and characteristics of media products.

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VCE SUBJECTS

Media Production Design (Outcome 3) Throughout Year 12, students individually design and produce a creative and distinctive media product.

Students may either create: •

a video or film sequence between 3-10 minutes

•

a radio or audio sequence of a minimum of 8 minutes

•

an animation of no more than 10 minutes in length

•

a print production of at least 8 pages or layouts

•

a digital and/or online production that demonstrates comparable complexity and provides user accessibility consistent with the other media forms listed

•

a convergent media production that incorporates aspects of a range of media forms and is consistent with product durations and/or descriptors listed.

For this outcome, students develop a Production Design Plan, in which they complete the pre-production stage of the media process. Students will develop design ideas that express imagination and creativity through research, experimentation, testing and feedback. Their design plan will be both written and visual, and will clearly document the student’s capacity to understand the specifications of the media form in which they are working.

Unit 4: Media Process (Outcome 1) Throughout Unit 4, students produce a media product for an identified audience from the media production design plan they prepared in Unit 3. Students undertake the production and post-production stages of the media process in order to develop a product which is an accurate realisation of their own design.

Media Texts and Society’s Values (Outcome 2)

Students will analyse the relationship between society’s values and media texts. They will develop an understanding of how media texts reflect and mediate ideas from particular economic, social, cultural, political or institutional points of view. Students undertake the study of an identified significant idea, social attitude or discourse located in a range of media texts to critically analyse its various representations.

Media Influence (Outcome 3)

Students consider the fine line between media as a source of information, pleasure and relaxation and media as the source of a range of social issues. The role of the media throughout history and the potential influence it has over audiences is considered through a study of communication and audience theory.

Assessment The award of satisfactory completion for the completion for Units 3 and 4 is based on a decision that a student

has demonstrated the achievement of the set of outcomes specified for the unit. The decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for these units.

Assessment tasks may include written responses, tests, oral reports, audio sequences, video sequences, multimedia or print layouts. At least one assessment task for each unit must be a written assessment.

Contributions to final assessment: Unit 3 school-assessed coursework: Unit 4 school-assessed coursework: Units 3 and 4 school-assessed task: Units 3 and 4 end-of-year examination:

8 per cent 12 per cent 35 per cent 45 per cent

Contact Teacher: Mrs D Nikolovski

MUSIC VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures. Students can specialise in one or more approaches to the study of music, depending on their VCE program overall and the post-VCE pathways that they may be interested in following.

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VCE SUBJECTS

Structure

The overall study is made up of ten units, a selection of which will be offered at The Geelong College. A comprehensive guide to the Study Design can be found on the VCAA website www.vcaa.vic.edu.au .

The study structure is: •

Music Performance Units 1 & 2 - Can be commenced in Year 10 or 11

•

Music Performance Units 3 & 4 - Can be commenced in Year 11 or 12

•

Music Investigation Units 3 & 4 - Should be studied in Year 12 only (see ENTRY information which follows)

Students may enrol in all units or select specific combinations of units that cater for their interests and intended pathways.

Entry Whilst there are no formal prerequisites for entry to Units 1, 2 and 3 Music Performance, or for entry to Unit 3 of Music Investigation, it is strongly recommended that students have a background of commitment and achievement in music, in order to make the most of the opportunities presented in the course of study.

Students are also strongly recommended to undertake Units 3 and 4 Music Performance before or in the same year that they undertake Units 3 and 4 Music Investigation.

MUSIC PERFORMANCE Units 1 and 2 These units focus on building performance and musicianship skills.

Areas of study: 1.

P erform ance (Units 1 and 2) •

•

• •

2.

P reparing for perform ance (Units 1 and 2) •

•

3.

This area of study focuses on the development of techniques for group and/or solo performance and the student should be able to demonstrate technical work and exercises, demonstrate unprepared performance skills (sight reading or improvisation) and describe influences on their approach to performance.

Students should use their main instrument to complete this Outcome.

M usic Language (Units 1 and 2) •

4.

This area of study focuses on knowledge and skills that students use to present musically engaging performances. Students should be able to prepare and perform a practised program of group and solo works; therefore they must be taking instrumental or vocal lessons, either at the College or elsewhere.

Students may use different instruments for the solo and group components of the unit, however they should complete all or at least a substantial majority of technical work and exercise for Outcome 2 using their main instrument.

In Units 1 and 2 there are no prescribed works. Repertoire is selected according to the level of competency of each student, in both solo and group contexts.

Ensemble groups are formed from within the cohort (and with Unit 3 and 4 students similarly timetabled) and rehearse in timetabled classes under teacher supervision.

This area of study focuses on aural perception, music theory and analysis.

Organisation of sound (Unit 2 only) •

This area of study focuses on devising original work as a composition or improvisation, inspired by analysis of music in selected works being prepared for performance. Use of ICT is an important part of the process.

Assessment

The range of assessment tasks includes solo performance, group performance, demonstration of technical work and exercises, performance of unprepared material (sight reading or improvisation), written reports, folios of theory and aural exercises, composition and/or improvisation exercises.

Assessment in Units 1 and 2 is carried out by the College.

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VCE SUBJECTS

Units 3 and 4 This unit prepares students to present convincing performances of group and solo works.

Instrumental Music Lesson Subsidy Students undertaking VCE Units 3 and 4 Music Performance are entitled to one free 45 minute instrumental lesson each week during school time up to their performance examination early in Term 4.

Group or Solo Focus

In undertaking Music Performance Units 3 and 4 it is important that students choose whether they will present their external end-of-year performance examination program as a member of a group OR as a soloist, as this will determine the choice of repertoire.

Instruments selected for study (includes voice) •

Students who elect to present in a solo examination must select an instrument from the Units 3 and 4 Prescribed List of Notated Solo Works (alternative instruments require approval from VCAA).

•

Students who elect to present in a group examination may select any instrument.

•

Students may use different instruments for the solo and group components.

•

Students should complete all or at least a substantial majority of their technical work and exercises for Outcome 2 using their main instrument.

Works selected for study The program is based on the requirements for the end-of-year performance examination for group and solo contexts, outlined in the Prescribed List of Group Works or the Prescribed List of Notated Solo Works for the selected instrument as published annually on the VCAA website.

Areas of study: 1.

P erform ance

Students will be required to present an informed, accurate and expressive performance of a program of group and solo works. Students should be aware that whilst their end-of-year performance

examination will be completed in either a group or solo context, the school-based assessments of Outcome 1 in both Units 3 and 4, require the performance of a selection of both solo and group repertoire in a short recital (15 mins for Unit 3, 10 mins for Unit 4). Specific guidelines exist for repertoire selection for this internal assessment.

2.

P reparing for perform ance

3.

M usic language

Students will be required to demonstrate performance techniques, technical work and exercises, and describe their relevance to performance program of solo and group works, and present an unprepared performance (sight reading or improvisation).

Students systematically develop music theory knowledge and skills in aural comprehension and analysis, and should be able to identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works.

Assessment •

School-based assessments of each Outcome (or Area of Study)

•

School-assessed Coursework tasks which contribute 30% to the Study Score − Unit 3, Outcome 2 (technical work, description of relevance to performance program and performance of unprepared material) = 10% of Study Score − Unit 3, Outcome 3 (a test that includes aural, rhythmic and practical components) = 10% of Study Score − Unit 4, Outcome 2 (technical work, description of relevance to performance program and performance of unprepared material) = 10% of Study Score

•

An external, end-of-year performance examination which contributes 50% to the Study Score. The duration of the examination depends on the number of assessed performers, however the minimum duration is 25 minutes.

•

An external, end-of-year aural and written examination based on material in Outcome 3 of one and a half hours duration which contributes 20% to the Study Score.

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VCE SUBJECTS

MUSIC INVESTIGATION (Units 3 and 4) Instrumental Music Lesson Subsidy Students undertaking VCE Units 3 and 4 Music Investigation are entitled to one free 45 minute instrumental music lesson each week during school time up to their performance examination early in Term 4.

Investigation Topic Music Investigation Units 3 and 4 involves both research in an Investigation Topic selected by the student and performance of works that are representative of that topic.

•

Students use a work they have selected from a prescribed list as a starting point (see Selection of music below), and design an investigation into a specific area of music which becomes their topic. This topic is the basis for study of repertoire, performance, technique and general musicianship.

•

Students should select a topic that is of particular interest to them and that complements their experience and abilities as a performer.

•

Aural and theoretical musicianship skills are developed across all areas of study.

Performers Statement All students will complete a Performers Statement outlining their Investigation Topic and the relationship of the selected performance program to this topic. This statement must be submitted to VCAA early in Term 1 for approval.

Group or Solo Orientation Students electing to undertake this study choose whether they will present their end-of-year performance examination program as a member of a group OR as a soloist.

Selection of Music •

At least one work in the program must be selected from either the Prescribed List of Group Works or the Prescribed List of Notated Solo Works as published on the VCAA website. There are specific guidelines for each orientation (solo or group).

•

Works selected for the performance program should allow students to demonstrate interpretive mastery of the repertoire as well as highly developed technical skills on their chosen instrument.

•

The performance program must consist of at least two works including the work selected from the appropriate prescribed list. All works must relate to the Investigation Topic. The number of works will be dependent upon the length and complexity of typical works in the selected Investigation Topic.

Areas of study: 1.

I nvestigation • • • •

2.

Students elect and describe an Investigation Topic and research issues relevant to performance practice in that topic.

They use aural comprehension, music theory and general musicianship knowledge and skills as they listen critically to performances and examine relevant texts including musical scores.

They identify, describe and discuss the social, cultural, personal, historical, geographical and commercial influences that have had an impact on their topic and their chosen music.

In Unit 4 they prepare program notes based on their research which will inform the Performers Statement which they must provide for the end-of-year performance examination.

Com position/ im provisation/ arrangem ent • • • •

Students apply their research finding from Outcome 1 to create a folio of composition or arrangement exercises, sketches, or recorded improvisations that demonstrate understanding of the topic.

Students create a score or recording that can be used to prepare and present a performance of selected exercises.

They also discuss characteristics of their completed exercises in relation to research findings from Outcome 1.

In Unit 4 they perform the work and explain its context in relation to the topic.

Performance •

Students plan, rehearse and perform a program of works representative of the selected topic.

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VCE SUBJECTS •

They develop relevant instrumental and performance techniques and apply performance practices to build their expertise as performers, including the study of technical work and exercises.

Assessment •

School-based assessments of each Outcome (or Area of Study)

•

School-assessed Coursework tasks which contribute 50% to the Study Score −

Unit 3, Outcome 1 (a report on research undertaken for Outcome 1, presented in a multimedia format, and demonstrating understanding of practices and issues that inform performance of works that are representative of the focus area) = 12% of Study Score

−

Unit 3, Outcome 2 (a presentation that includes performance of exercises created by the student, demonstration of material from a technical work program and a commentary that describes the relevance to the Investigation Topic of the exercises and material) = 12% of Study Score

−

Unit 3, Outcome 3 (respond to questions about material presented in the report and presentation) = 6% of Study Score

−

Unit 4, Outcome 2 (compose, improvise or arrange, document and perform an original music work that demonstrates understanding of music style, tradition and/or genre) = 16% of Study

Score

−

•

Unit 4, Outcome 2 (explain how the work is representative of the music style, tradition and/or genre, in oral or multimedia format) = 4% of Study Score

An external, end-of-year performance examination which contributes 50% to the Study Score. The duration of the examination depends on the number of assessed performers.

Contact teacher:

Mr M Irwin (Director of Music)

VET MUSIC - CUA30915 Certificate III in Music Industry (Music Performance Specialisation)

This two-year subject will be delivered internally by the College within Music classes, although we will continue to be auspiced externally through the RTO 21230 “Ripponlea Institute”. It is offered for study in Years 11 and 12 only. In addition to the normal online subject selection process, students intending to enrol in VET Music must complete a special VET Enrolment Form (available from the Student Administration Office).

Introduction: VET in the VCE The aims of the VCE VET Music Industry program are to: •

provide participants with knowledge and skill development for the achievement of competence to enhance their employment prospects within the music industry

•

enable participants to gain a recognised credential

•

provide participants with a diverse range of choices leading to vocational paths directed to general and more specific areas of expertise in the Music Industry e.g. production, management, sound engineering, performance.

Entry Requirements Students will be expected to have demonstrated an aptitude for and an interest in music, and must also undertake instrumental or vocal lessons, either at the College or elsewhere.

Completion Requirements for Certificate III in Music Industry (Music Performance Specialisation) Units 1 and 2 (Year 11)

6 units of competence must be completed (this list may change):

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•

implement copyright arrangements

•

work effectively in the music industry

•

follow occupational health and safety procedures

•

compose simple songs or musical pieces

•

apply knowledge of style and genre to music industry practice

•

develop ensemble skills for playing or singing music

VCE SUBJECTS

Units 3 and 4 (Year 12)

5 units of competence must be completed: •

develop technical skills in performance

•

prepare for performances

•

develop improvisational skills

•

develop and maintain stagecraft skills

•

perform as part of a group

Please note that: •

The Units 3 and 4 sequence is not designed as a stand-alone study; students must complete the Units 1 and 2 sequence first.

•

Students who only complete the Units 1 and 2 sequence will obtain credit for the units of competency achieved. At a later date students may decide to resume their VET music studies through an external provider and previously completed units may be counted towards future study in Certificate II in Music, Certificate III in Music, Certificate III in Technical Production and certificates of a higher level.

Instrumental Music Lesson Subsidy Students undertaking VCE VET Units 3 and 4 are entitled to one free 45 minute instrumental lesson each week during school time up to their performance examination early in Term 4.

Study Score A Study Score is available for students undertaking Certificate III in Music.

To be eligible for a Study Score, students must: •

achieve all the units of competency designated as the Unit 3 – 4 in the same enrolment year

•

be assessed in accordance with the tools and procedures specified by the VCAA.

The Study Score will be calculated using assessments of each student’s level of performance based on evidence from two sources:

Coursew ork

A set of three tasks students undertake during their program, assessed by a minimum of two of the following task types: •

work performance

•

work project

•

product

•

portfolio

The coursework score will contribute 50% to the student’s final Study Score and will be reported on the student’s Statement of Results as a letter grade.

Ex am ination

An individual or group practical examination based on the underpinning knowledge and skills in the units of competence in the 3 and 4 Sequence, held in November under examination conditions and assessed by a panel of assessors appointed by the VCAA. The examination score will contribute 50% to the student’s final Study Score and will also be reported as a letter grade.

For further information about assessment http://www.vcaa.vic.edu.au/vet/programs/music

please

visit

the

VCAA

website

VCE VET unit entitlement The VCE VET Music Industry program is designated a Group A study. The Certificate III in Music provides a Unit 3 – 4 sequence for satisfactory completion purposes. Students undertaking Certificate III in Music are eligible for recognition of up to three units at Units 1 and 2 level and a Units 3 and 4 sequence.

Australian Tertiary Admission Rank (ATAR) Students wishing to receive an ATAR contribution for VCE VET Music must undertake Scored Assessment for the purpose of achieving a Study Score. This consists of coursework and an end of year performance examination, undertaken either as a soloist or as a member of a group (guidelines exist for the composition of groups). This Study Score can contribute directly to the primary four or as a fifth or sixth study.

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VCE SUBJECTS

Assessment Training packages have specific requirements regarding demonstration of competence and appropriate assessment of competence and may include written assignments, projects, practical tasks, oral and written tests, examinations, portfolios, observation and questioning and simulations. In the Unit 3 and 4 sequence three assessment tasks will be undertaken as part of the Coursework and an external Performance Examination will also be conducted in November.

Resources For each area of the course we will be using the training support materials produced by Ausmusic, the national industry peak organisation, which are industry-focused and relevant to current industry practice. They will include Training Plans and a specially designed Student Training Record Book. Students will have access to the well-equipped facilities of the Keith Humble Centre for Music and the Performing Arts, including rehearsal spaces and technology rooms. A range of texts and audio-visual material is accessible.

Although students will be expected to own their own musical instrument(s), amplifiers and other soundreinforcing equipment will be supplied by the School.

Articulation and Pathways

Contact teacher:

Mr M Irwin (Director of Music)

PERFORMING ARTS DANCE YEAR 11 (Unit 1)

In this unit students explore the potential of the body as an instrument of expression. They learn about and develop physical skills. Students discover the diversity of expressive movement by exploring body actions, and commence the process of developing a personal movement vocabulary. They also begin to develop skills in documenting and analysing movement and develop understanding of how choreographers use these processes. Knowledge of physiology, including care and maintenance of the body, is applied to the execution of body actions through the safe application of physical skills. Students develop and perform movement studies and dances with unified compositions created through a range of movement creation processes. They discuss influences on their own dance backgrounds and on the expressive intentions and movement vocabulary in their own dances.

86

VCE SUBJECTS

Areas of Study 1. Dance Perspectives This area of study focuses on analysis of choreographers’ expressive intentions, expressive body actions resulting from movement creation processes, and the physical skills required to safely execute these expressive body actions. Students learn about ways of articulating an expressive intention, analyse and document influences on their own dance making, and consider expressive intentions used by other choreographers. They also learn about ways of documenting movement, for example using annotated drawings and sketches, and writing descriptions using dance terminology and using notation.

Outcome 1 On completion of this unit the student should be able to describe and document the expressive and technical features of their own and other choreographers’ dance works, and discuss influences on their own dancemaking.

Assessment Report/s in one of the following formats: • written • oral • multimedia

2. Choreography and Performance In this area of study, students develop an expressive intention and explore and safely use body actions to communicate this expressive intention when creating dance works. Students use processes such as improvisation, selection, arrangement, refinement and evaluation to explore their chosen expressive intention and develop a personal movement vocabulary for the creation of a solo or group dance work.

They also study ways of structuring and developing a unified composition and develop solo and/or group improvisation skills.

Outcome 2 On completion of this unit the student should be able to choreograph and perform a solo or group dance work and complete structured improvisations.

Assessment • •

choreograph and perform a solo or a group dance work that communicates an expressive intention complete structured solo and/or group improvisations

3. Dance Technique and Performance In this area of study students develop their capacity to expressively execute a range of body actions through the safe use of physical skills. Students learn, rehearse and perform a solo or group dance work which communicates an expressive intention. Student dance technique is developed through regular and systematic training, focusing on personal and learnt movement vocabulary.

Outcome 3 On completion of this unit the student should be able to safely and expressively perform a learnt solo or group dance work.

Assessment Perform a learnt solo or group dance work.

4. Awareness and maintenance of the dancer’s body.

This area of study focuses on developing in students an understanding of the safe use, maintenance and physiology of the dancer’s body. Students develop an understanding of alignment principles, for example the integrated engagement of the muscles of the abdomen to create the core stability needed to facilitate safe placement of the pelvis and spine, enabling ease of movement and efficient use of energy through the torso. Students also study methods of developing physical skills which incorporate safe dance practices.

Knowledge and skills from this area of study should be integrated into all other areas of study.

Outcome 4 On completion of this unit the student should be able to describe aspects of the physiology, and demonstrate the safe use and maintenance, of the dancer’s body.

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VCE SUBJECTS

Assessment Report/s in one of the following formats: • written • oral • multimedia

YEAR 11 (Unit 2)

This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement: time, space and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance-making and performing processes involved in choreographing and performing their own dance works and dance works created by others. Students are also introduced to dance traditions, styles and works. Dance traditions, styles and works selected for study might encompass dance traditions of indigenous cultures or other culturally specific dance through to the works of ballet choreographers, modern dance, early musical theatre/ film choreography and the work of tap/jazz or street performers. Students describe the movement vocabulary in their own and others’ dances by identifying expressive body actions and ways the elements of movement have been manipulated. Students also analyse and discuss the communication of their own and other choreographers’ intentions, through the structuring of form, and the choreographic and expressive use of the elements of movement. This analysis supports students’ understanding of the link between theoretical and practical aspects of each area of study.

Areas of Study 1. Dance Perspectives This area of study focuses on ways the elements of movement – time, space and energy – are manipulated to communicate an expressive intention, and explores the influences on selected dance traditions, styles and works. Students are introduced to the types of group structures choreographers can use to communicate an expressive intention.

Outcome 1 On completion of this unit the student should be able to analyse use of the elements of movement – time, space and energy – in selected dance traditions, styles and dance works.

Assessment Report/s in one of the following formats: •

written

•

oral

•

multimedia

2. Choreography, Performance and Dance-making Analysis This area of study focuses on the choreographic exploration of the elements of movement and the development of expressive movement vocabulary to communicate the intention of students in the creation and performance of their own works. Students practise the safe physical execution of variations of the elements of movement in structured solo and/or group improvisations. They also explore different types of form and the creation, ordering and linking of sections to create expressive formal structures in a solo or group dance work. Students analyse their dance works, focusing on the description and documentation of movement vocabulary and expressive uses of the elements of movement: time, space and energy. This analysis further develops their understanding of form and ways of ordering and structuring dance sections to create form. They also study dance-making processes and performance practices central to choreographing and performing their own dance works.

Outcome 2 On completion of this unit the student should be able to choreograph and perform a solo or group dance work, complete structured improvisations, and describe the dance-making processes and performance practices used in their own works.

Assessment •

choreograph and perform a solo or a group dance work that communicates an expressive intention

•

complete structured solo and/or group improvisations

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VCE SUBJECTS

3. Dance Technique, Performance and Dance Analysis In this area of study students learn, rehearse and perform a learnt solo or group dance work. By using these dance-making processes, students further develop their personal movement vocabulary and understanding of the ways that elements of movement can be used through the expressive execution of body actions and the safe use of physical skills. As students learn the movement vocabulary of the selected work, they also develop their personal movement vocabulary through regular and systematic training.

Students analyse processes involved in learning, rehearsing and performing a dance work.

Outcome 3 On completion of this unit the student should be able to expressively perform a learnt solo or group dance work and analyse the processes used.

Assessment •

perform a learnt solo or group dance work

•

report on the processes used to learn, rehearse and perform the dance work

YEAR 12 (Unit 3)

This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the execution of a diverse range of body actions and use of performance skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the solo dance work, and learning, rehearsing and performing the learnt group dance work are analysed. This analysis connects each student’s own work as a choreographer to the work of professional choreographers. Students further develop their understanding of choreographic skills through an analysis of ways that the expressive intentions chosen by choreographers of twentieth and/or twenty-first century solo dance works selected from the prescribed list of works Units 3 and 4 are developed through the use of choreographic devices and arrangement of phrases and sections. Students analyse the dance design and use of movement vocabulary of selected works, as well as consider influences on the choreographers’ choice of expressive intention, and production aspects of the dance works.

Areas of Study 1. Dance perspectives In this area of study students develop an understanding of the ways choreographers of prescribed twentieth and/or twenty-first century solo dance works arrange selected movement vocabulary into phrases and movement sections to create formal structures to communicate their expressive intention. Students analyse phrasing in selected solo dance works with reference to the choreographers’ uses of body actions, physical skills, choreographic devices and choreographic manipulations of the elements of movement. They also analyse the dance design of each work and consider influences on the choreographer’s expressive intention.

Outcome 1

On completion of this unit the student should be able to analyse selected solo dance works.

Assessment

Analysis of two works selected from the prescribed list of dance works for Unit 3 in any one of the following formats: • a written report • responses to structured questions • a multimedia report.

2. Choreography, performance and dance-making analysis In this area of study, students choreograph and perform a solo dance work. They study ways of creating a personal movement vocabulary which is then arranged into phrases and sections to create expressive formal structures to communicate an expressive intention. The student’s choice of expressive intention informs the expressive execution of a diverse range of body actions and manipulations of the elements of movement through the safe use of a wide range of physical skills. Students analyse and document the ways that phrases are formed, including use of movement creation processes, choreographic devices, choreographic manipulations of the elements of movement, and the expressive use of body actions through the safe use of physical skills. Students also document and analyse the dance-making processes and performance practices they use.

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VCE SUBJECTS

Outcome 2

On completion of this unit the student should be able to choreograph, rehearse and perform a solo dance work and analyse the processes and practices used.

Assessment

Analysis of the processes and practices used in the choreography, rehearsal and performance of a solo dance work choreographed by the student in one of the following formats: • a written report • responses to structured questions • a multimedia report.

3. Dance Technique, Performance and Analysis

This area of study focuses on expanding the student’s physical skills and expressive execution of movement vocabulary to include the safe and accurate execution of group movement sequences, phrases and movement sections of technical complexity in a learnt group dance work. Students continue to undertake regular and systematic dance training as they learn the selected group dance work. They also analyse and document the processes and practices involved in learning, rehearsing and performing the selected dance work.

Outcome 3

On completion of this unit the student should be able to learn, rehearse and perform a group dance work created by another choreographer and analyse the processes and practices used.

Assessment

Performance of a learnt group dance work created by another choreographer.

YEAR 12 (Unit 4)

This unit focuses on choreography, rehearsal and performance of a unified solo dance work. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of artistry in performance. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the solo dance work. Students’ understanding of choreographic skills is also developed and refined through an analysis of ways in which the choreographers’ intention can be expressed through the manipulation of different types of group structures. These include unison, canon, contrast, symmetrical and asymmetrical groupings and formations. Students also analyse the use of the elements of spatial organisation – direction, level, eye/body focus and dimension – in a group dance work by a twentieth and/or twenty-first century choreographer. Influences on choices made by choreographers in these works are also studied.

Areas of Study 1. Dance Perspectives

In this area of study students focus on developing an understanding of the ways choreographers of twentieth and/or twenty-first century group dance works choreographically manipulate different types of group structures and the elements of spatial organisation to communicate their expressive intention.

Influences on choices made by choreographers of the selected works are analysed.

Outcome 1

On completion of this unit the student should be able to analyse a selected group dance work.

Assessment

Analysis of a work selected from the prescribed list of works for Unit 4 in any one of the following formats: • a written report • responses to structured questions • a multimedia report.

2. Choreography, performance and dance-making analysis

This area of study focuses on choreography and performance of a solo dance work. Students explore ways of manipulating the elements of spatial organisation including direction, level, eye/body focus and dimension, and create a unified composition to communicate their chosen expressive intention. Students analyse and document the manipulation of the elements of spatial organisation, and the creation of movement phrases and sections, to create a formal structure and unified composition in their solo dance work. Dance-making processes and performance practices used in the choreography, rehearsal and

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VCE SUBJECTS performance of the student’s solo dance work are also identified, documented and analysed. Students present a performance of their solo dance work that demonstrates safe and accurate execution of movement vocabulary, expressive performance practice and artistry.

Outcome 2

On completion of this unit the student should be able to choreograph, rehearse and perform a solo dance work and analyse the processes and practices used.

Assessment

Analysis of the processes used in the choreography, rehearsal and performance of the solo dance work choreographed by the student presented in one of the following formats: • a written report • responses to structured questions • a multimedia report.

Contact teachers:

Ms D T Hynes (Head of Performing Arts) Ms K M Sunderland

DRAMA - Year 11 (Units 1 and 2 or Units 3 and 4)

At Year 11, students have the opportunity to undertake Drama Units 3 and 4, subject to criteria published separately. If the criteria is not met, students can undertake Drama Units 1 and 2.

Unit 3 – Devised Non-naturalistic Ensemble Performance This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance. Students use and manipulate dramatic elements, conventions, performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to shape and enhance the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

Students also analyse a professional performance that incorporates non-naturalistic performance styles and production elements selected from the prescribed VCE Drama Unit 3 Playlist published annually by VCAA.

Areas of Study 1. Devising and Presenting Non-naturalistic Ensemble Performance This area of study focuses on the development of a devised non-naturalistic ensemble performance.

Students examine a range of practitioners working in non-naturalistic performance styles to explore how dramatic work is created. Students work with given stimulus material and guidelines that provide a starting point for the structure of a performance. They apply their knowledge of ways other practitioners work and use play-making techniques to extract dramatic potential from the stimulus, and develop a performance and present character/s in the ensemble performance. When creating their ensemble performance, students develop a story that uses transformations of object, time, place and character. They manipulate dramatic elements, stagecraft and conventions in non-naturalistic ways and consider role and its application to ensemble performance. They establish and manipulate actor–audience relationships in performance.

2. Responding to Devised Ensemble Performances This area of study is concerned with the analysis of the ensemble performance devised in Outcome 1.

Students describe, reflect upon, interpret, analyse and evaluate the construction and performance of an ensemble performance. They analyse the selection, use and manipulation of play-making techniques, dramatic elements, stagecraft conventions, as well as expressive and performance skills. Students also use the language of drama to discuss their own work and to speculate about the dramatic potential of their own and other stimulus material and resources for developing character/s for ensemble performance.

3. Analysing Non-naturalistic Performance In this area of study students focus on an analysis of a performance that uses non-naturalistic performance styles selected from the prescribed VCE Drama Unit 3 Playlist. Students analyse the ways that characters are represented in the performance. They also observe and analyse actors’ use of performance and expressive skills. They consider how the actor–audience relationship is created and manipulated as well as the ways dramatic elements, conventions and stagecraft are used in the performance. The prescribed VCE Drama Unit 3 Playlist is published annually on the Victorian Curriculum and Assessment Authority website.

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VCE SUBJECTS

Outcome 1 On completion of this unit the student should be able to develop and present character/s within a devised non-naturalistic ensemble performance.

Outcome 2 On completion of this unit the student should be able to analyse the use of processes, techniques and skills to create and present a devised ensemble performance.

Outcome 3 On completion of this unit the student should be able to analyse and evaluate a non-naturalistic performance.

Assessment Tasks •

devised ensemble performance

•

written analysis report

Unit 4 – Non-naturalistic Solo Performance

This unit focuses on the development and presentation of non-naturalistic devised solo performances. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions. They develop skill in extracting dramatic potential from stimulus material and use dramatic elements, conventions, performance styles and performance and expressive skills to develop and present a short solo performance. These skills are further developed as students create a devised solo performance in response to a prescribed structure. Students also document and evaluate the stages involved in the creation, development and presentation of a solo performance.

Areas of Study 1. Working with Stimulus Material

In this area of study students develop skills in transformation of character, time, place and object. Students explore playmaking techniques in the development of a short non-naturalistic solo performance. Teachers provide stimulus material appropriate to the size of the task, such as a person, an event, an issue, a place, an image, one word, a definition, a quote, lyrics, a sound or an icon. Students prepare for the task of devising a non-naturalistic solo performance by exploring, experimenting and trialling processes they will employ in Outcome 2. Students begin by exploring and experimenting with a range of play-making techniques to extract dramatic potential from the stimulus material. They devise a solo performance in response to the stimulus, focusing on transformation of character, time, place and object. Students write a short statement that identifies the non-naturalistic qualities of this performance. They then present this solo performance in an informal setting such as in a classroom. The stimulus material the student uses in this area of study must be different from the stimulus material used in completing Outcomes 2 and 3, and should not be selected from the prescribed structures published for the current year in the VCE Drama Performance Examination Specifications.

2. Devising a Non-naturalistic Solo Performance

This area of study is focused on the making and developing of a solo performance in response to a prescribed structure. Students draw on an understanding of traditions of performance from a range of historical, cultural and social contexts. In their solo performance, students use conventions of nonnaturalism including transformation of time character, place and object. They may also use other conventions such as heightened use of language, stillness and silence, exaggerated movement, song, pathos, vignette, voice-over, direct address to the audience, caricature and other conventions as appropriate to the requirements of a prescribed structure. The solo performance developed for this outcome must be based on one of the prescribed structures published in the VCE Drama Performance Examination Specifications.

3. Analysing Devised Non-naturalistic Solo Performance

In this area of study students analyse and evaluate the creative processes used in the creation, development and presentation of a devised non-naturalistic solo performance. Appropriate drama terminology is used to present analysis and evaluation of performance styles and conventions. Students draw on examples of expressive skills, performance styles, dramatic elements, stagecraft and conventions to support their analysis and evaluation.

Outcome 1

On completion of this unit the student should be able to devise a mini solo performance in response to given stimulus material and describe the non-naturalistic qualities of the performance.

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Outcome 2

On completion of this unit the student should be able to create, develop and perform a non-naturalistic drama solo in response to a prescribed structure.

Outcome 3

On completion of this unit the student should be able to analyse and evaluate the creation, development and presentation of a devised non-naturalistic solo performance.

Assessment Tasks

mini solo performance solo performance examination written analysis report written examination

• • • •

Contact teachers:

Ms D T Hynes (Head of Performing Arts)

THEATRE STUDIES - Year 12 (Units 3 and 4) Unit 3 – Play Production This unit focuses on the interpretation and production of a play(s). It involves all aspects of production processes. Specialised areas in stagecraft are developed. Acting skills focus on specific styles used in the interpretation of the play and enable students to demonstrate knowledge of particular performance styles and theatrical conventions.

Theatre history is studied in the context of the selected play(s) with a focus on the playwright, traditional performance styles and conventions, interpreted performance styles and conventions and the use of a range of stagecraft. Analysis of the play from the prescribed play list is enhanced through the evaluation of the production.

Stagecraft includes: acting, direction, dramaturgy, stage management, set design, costume, lighting, properties, make-up, sound, multi-media and publicity/promotions. Students should specialise in two areas of stagecraft in Unit 3.

Areas of Study 1. Production and Performance This area of study focuses on the production of a play and its performance. Students study the background of a play, one-act plays or selected play excerpts, develop an interpretation of the play(s) and produce the work or works using appropriate stagecraft. The play is then performed to an audience. Students analyse the production processes involved. This area of study will include: •

the context of the selected play(s) through study of its social and historical background

•

interpretations of the play(s) and their application using production processes

•

language of the play, its nature and effect, and how it assists in creating meaning

•

the rehearsal process to further develop the interpretation of the play(s)

•

intended meaning of the play(s) enhanced by the use of stagecraft

•

stagecraft and its relationship to performance style(s) and theatrical conventions

•

the collaborative processes involved in the realisation of performances of selected play(s)

•

presentation of work to an audience.

2. Theatre Criticism This area of study focuses on the analysis and evaluation of a play in performance selected from the prescribed play list, identifying ways in which production values are established. This area of study will include: •

the historical, social and political background of a selected play in performance

•

differences between the written and performed play, including performance styles and theatrical conventions

•

dramaturgical decisions: direction, design and acting

•

contribution of individuals in different roles in establishing production values.

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Outcome 1 Use stagecraft in the production of a play(s) or excerpts from play(s).

Outcome 2 Analyse the use of stagecraft in the development of work from unseen stimulus.

Outcome 3 Analyse and evaluate production values evident in a selected performance.

Assessment Tasks •

participation in the process and performance of a chosen playscript

•

a folio of material on two areas of stagecraft

•

a written analysis

•

a test or a written analysis

Unit 4 – The Actor in Performance This unit focuses on a prescribed play that involves individual students working in the areas of text research, interpretation and performance. Each student selects a scene containing a prescribed monologue from a play and, using acting skills and other stagecraft, develops the scene. The scene interpretation involves ensemble work and dialogues, as appropriate, and is accompanied by contextual analysis, which comprises the stages of development of a student’s interpretation of the scene. Acting skills focus on rehearsal of the scene with other students, culminating in the student’s performance of a monologue from that scene. Students investigate the context of the play. This research informs their work. The performance of actors in the play selected from the prescribed play list is also analysed.

Areas of study 1. Monologue Interpretation This area of study focuses on the interpretation of a monologue from a playscript selected from the monologue list in the Theatre Studies Stagecraft Examination Specifications.

•

Students select a monologue from the list and study the text of the monologue, the prescribed scene and the playscript from which the scene is derived.

•

Students apply selected stagecraft from the list for Unit 4 to interpret the monologue. The interpretation of the monologue is informed by study of the prescribed scene and the complete playscript.

•

Students make decisions about the contexts, theatrical styles and theatrical possibilities for interpreting the monologue.

•

Students apply their selected areas of stagecraft to realise and present their interpretation of the monologue. They also consider relationships between acting, direction and design.

2. Scene Interpretation In this area of study students develop a theatrical treatment that outlines an interpretation of a monologue and a prescribed scene.

•

Students outline an interpretation of the scene, focusing on the ways in which the scene could be approached as a piece of theatre, including its place within the playscript, its specific structure, its characters, its themes, images and ideas, its theatrical possibilities, its theatrical styles and the ways in which their selected stagecraft could be employed to convey its intended meanings.

•

Students also study the scene in relation to the contexts of the playscript and influences on the playwright. In their theatrical treatment, they also demonstrate an understanding of the application of their selected stagecraft for a performance to an audience. They conduct and evaluate research as the basis for decisions that will inform their interpretation.

3. Performance Analysis In this area of study students focus on the analysis and evaluation of the acting and design in a production selected from the prescribed VCE Theatre Studies Unit 4 Playlist.

•

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Students attend a production selected from the Unit 4 Playlist. They analyse and evaluate how actor/s interpret the playscript in the performance and the relationship between acting, direction and design.

In doing so students study the character/s in the play and how the actor/s interpreted them on stage.

VCE SUBJECTS •

Students develop an understanding of the expressive skills used by the actor/s to portray the character/s, including facial expression, voice, gesture, movement, stillness and silence.

•

Students also develop an understanding of other aspects of acting and direction, including focus, the use of the acting space, the use of verbal and non-verbal language to convey the intended meanings of the play, the use of stagecraft by the actor/s in the production, and the establishment and maintenance of the actor–audience relationship. Students’ understanding of the techniques being used by the actor/s, director/s and designer/s is informed by techniques they use to interpret the monologue they selected for Outcome 1.

•

Students study the interrelationships between the acting and the theatrical style/s utilised in the production. They refine their understanding of the terminology and expressions associated with analysing theatrical productions.

Contact teacher:

Ms D T Hynes (Head of Performing Arts)

PHYSICAL EDUCATION Rationale The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application.

Through engagement in physical activities, VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others’ performance and participation in physical activity.

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

The VCE Physical Education study provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.

The nationally agreed employability skills are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.

Structure The study is made up of four units: •

Unit 1: The human body in motion

•

Unit 2: Physical activity, sport and society

•

Unit 3: Movement skills and energy for physical activity

• Unit 4: Training to improve performance Each unit contains two areas of study.

Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education.

Unit 1: The human body in motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity.

Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance

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VCE SUBJECTS of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.

Unit 2: Physical activity, sport and society This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups.

Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied.

Students focus on a range of contemporary issues associated with physical activity and/or sport at the local, national and global level. They investigate in detail one issue relevant to physical activity and/ or sport. Using a social-ecological perspective, they evaluate the affect of individual, social, policy and physical environmental factors on participation in physical activity. Students develop an understanding of the historical, and current perspectives of the issue and forecast future trends. They form conclusions in relation to the impact these factors have on physical activity and sport in society.

Unit 3: Movement skills and energy for physical activity This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.

Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Unit 4: Training to improve performance In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program.

Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

Assessment Units 1 and 2

Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.

Units 3 and 4

The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In the study of VCE Physical Education students’ level of achievement will be determined by: Percentage contributions to the study score in VCE Physical Education are as follows: •

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Unit 3 School-assessed Coursework: 25 per cent

VCE SUBJECTS •

Unit 4 School-assessed Coursework: 25 per cent

•

End-of-year examination: 50 per cent.

Careers The subject of Physical Education is relevant to a range of careers. Possible careers for those who enjoy or are good at Physical Education are acupuncturist, sports administration, sports coach, aerobics instructor, physiotherapy, sports journalist, defence force, ambulance officer, physical education teacher, dietician, youth worker, sport scientist, nurse, sports medicine, police officer, marketing manager, recreation centre manager, life guard, chiropractor, university lecturer, sports psychologist, recreation office and outdoor recreation.

Contact teacher:

Ms J Utting (Head of Physical Education)

SCIENCE

Students who undertake a VCE Science have the opportunity to engage in a range of inquiry tasks that may be self-designed, develop key science skills and an understanding of the links between theory, knowledge and practice.

Students work collaboratively as well as independently. They pose questions, formulate hypotheses, identify variables, and collect, analyse and critically interpret data, evaluate methodologies and results, justify conclusions and communicate their findings.

Students investigate and evaluate issues, changes and alternative proposals by considering both shorter and longer term consequences for the individual, environment and society. Knowledge of the safety considerations and ethical standards associated with science investigations is integral to the study of VCE Sciences. As well as an increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts of scientific endeavours.

All VCE Sciences require students to undertake scientific investigations across Units 1 to 4. Scientific investigations may be undertaken in groups, but all work for assessment must be completed individually.

Students maintain a logbook of practical activities for recording, authentication and assessment purposes.

BIOLOGY

Biology seeks to understand and explore the nature of life, past and present. Despite the diversity of organisms and their many adaptations for survival in various environments, all life forms share a degree of relatedness and a common origin. The study explores the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity.

Students examine classical and contemporary research, models and theories to understand how knowledge in biology has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of biology leads students to appreciate the interconnectedness of the content areas both within biology, and across biology and the other sciences.

VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. Students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology, and the applications used by society to resolve problems and make advancements.

VCE Biology enables students to: •

develop knowledge and understanding of key biological models, theories and concepts, from the cell to the whole organism

•

examine the interconnectedness of organisms, their relationship to their environmental context, and the consequences of biological change over time including the impact of human endeavours on the biological processes of species

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VCE SUBJECTS

YEAR 11 (Units 1 and 2) Areas of Study - Unit 1: How do living things stay alive?

•

How do organisms function?

•

How do living systems sustain life?

•

Practical Investigation

Areas of Study - Unit 2: How is continuity of life maintained?

•

How does reproduction maintain the continuity of life?

•

How is inheritance explained?

•

Investigation of an issue

Assessment Student assessment will be based on internally set and corrected school-assessed coursework. Assessment tasks will be selected from a range of tasks including a report of fieldwork activity, a report of an investigation into genetics and/or reproductive science, maintaining a logbook of practical activities, practical reports, tests, media analyses, bioinformatics exercises, analyses of data and problem solving tasks. An examination is held at the end of each semester.

YEAR 12 (Units 3 and 4)

Students must undertake Unit 3 prior to undertaking Unit 4. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional preparation as prescribed by their teacher.

Areas of Study - Unit 3 – How do cells maintain life?

•

How do cellular processes work?

•

How do cells communicate?

In this unit students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules.

Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signalling molecules. Students consider the types of signals, the transduction of information within the cell and cellular responses. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.

Areas of Study - Unit 4 – How does life change and respond to challenges over time?

•

How are species related?

•

How do humans impact on biological processes?

In this unit students consider the continual change and challenges to which life on Earth has been subjected.

They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine change in life forms using evidence from palaeontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.

A student practical investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3.

The findings of the investigation are presented in a scientific poster format.

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VCE SUBJECTS

Assessment The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4.

Designated assessment tasks are provided in the details for each unit in the VCE study designs. The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and/or Schoolassessed Tasks (SATs) as specified in the VCE study designs, and external assessment.

Percentage contributions to the study score in VCE Biology are as follows: •

Unit 3 School-assessed Coursework: 16 per cent

•

Unit 4 School-assessed Coursework: 24 per cent

•

End-of-year examination: 60 per cent.

Contact teachers:

Mrs C E Watson (Head of Science and IT) Mrs A J Jackman

CHEMISTRY

Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain known 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.

The aim of VCE Chemistry is to apply models, theories and concepts to describe, explain, analyse and make predictions about chemical phenomena, systems, structures and properties, and the factors that can affect them. To understand and use the language and methodologies of Chemistry to solve qualitative and quantitative problems in familiar and unfamiliar contexts.

YEAR 11 (Units 1 and 2) Unit 1: How can the diversity of materials be explained?

Students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Students study relationships between properties, structure and bonding forces within and between particles of various sizes. Students are introduced to quantitative concepts in chemistry including the mole concept.

Areas of Study - Unit 1 •

How can knowledge of elements explain the properties of matter?

•

How can the versatility of non-metals be explained?

•

Research Investigation

Unit 2: What makes water such a unique chemical?

Students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. They explore the relationship between the bonding forces of water and its physical and chemical properties. In this context students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox.

Areas of Study - Unit 2 •

How do substances interact with water?

•

How are substances in water measured and analysed?

•

Practical investigation

Assessment Assessment of Chemistry at Year 11 will be based on the specifics of the key skills and key knowledge, and will be administered through class tests, research investigation (Unit 1, AOS 3), practical work, practical investigation (Unit 2, AOS 3) and formal examinations at mid-year (Unit 1) and end-of-year (Unit 1 & 2).

YEAR 12 (Units 3 and 4)

It is understood that entry to Units 3 and 4 of this study is dependent upon a student achieving a satisfactory level of competence in the study of Units 1 and 2 of Chemistry, since most of the content of Units 3 and 4 builds upon prior knowledge and skills.

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Unit 3: How can chemical processes be designed to optimise efficiency?

The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. Students consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. In this context they use the electrochemical series to predict and write half and overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They investigate and apply the equilibrium law and Le Chatelier’s principle to different reaction systems, including to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes.

They use the language and conventions of chemistry including symbols, units, chemical formulas and equations to represent and explain observations and data collected from experiments, and to discuss chemical phenomena.

A student practical investigation related to energy and/or food is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. The findings of the investigation are presented in a scientific poster format.

Areas of Study – Unit 3 •

What are the options for energy production?

•

How can the yield of a chemical product be optimised?

Unit 4: How are organic compounds categorised, analysed and used?

The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Students study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials.

Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. In this context the role of enzymes and coenzymes in facilitating chemical reactions is explored.

Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods.

Areas of Study – Unit 4 •

How can the diversity of carbon compounds be explained and categorised?

•

What is the chemistry of food?

•

Practical investigation

Assessment The assessment is a mix of School Assessed Coursework and an external examination.

Contribution to final assessment – Unit 3

School-assessed Coursework for Unit 3 will contribute 16 per cent to the study score.

Contribution to final assessment – Unit 4

School-assessed Coursework for Unit 4 will contribute 24 per cent of the study score.

Contribution to final assessment - Examination

November Examination (content of Unit 3 and Unit 4) – Sixty per cent of the study score.

Contact teachers:

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Mrs C E Watson (Head of Science and IT) Mr G J Donovan, Ms K Van Cleef

VCE SUBJECTS

ENVIRONMENTAL SCIENCE

Environmental science is an interdisciplinary science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and non-living elements that sustain Earth systems.

In VCE Environmental Science, Earth is understood as a set of four interdependent systems: the atmosphere, biosphere, hydrosphere and lithosphere. The study explores how the relationships between these systems produce environmental change over a variety of time scales. Students investigate the extent to which humans modify their environments and the consequences of these changes in local and global contexts with a focus on pollution, biodiversity, energy use and climate change; they explore the conceptual, behavioural, ethical and technological responses to these changes. Students examine data related to environmental monitoring over various time scales, case studies, research, models, frameworks and theories to understand how knowledge in environmental science has evolved and continues to evolve in response to new evidence and discoveries.

An understanding of the complexities and diversity of environmental science leads students to appreciate the interconnectedness of the content areas both within environmental science, and across environmental science and the other sciences. Students recognise that diverse practical implementation approaches can result from varied value systems and beliefs.

YEAR 11 (Units 1 and 2) Unit 1: How are Earth’s systems connected?

Students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured.

Areas of Study •

How is life sustained on Earth?

•

How is Earth a dynamic system?

•

Practical investigation (environmental monitoring)

Unit 2: How can pollution be managed?

Students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. They distinguish between wastes, contaminants and pollutants and examine the characteristics, measurement and management of pollution. They analyse the effects of pollutants on the health of humans and the environment over time. Students consider the rules for use, treatment and disposal of pollutants and evaluate the different perspectives of those who are affected by pollutants. They explore the significance of technology, government initiatives, communities and individuals in redressing the effects of pollutants, and consider how values, beliefs and evidence affect environmental decision making.

Areas of Study •

When does pollution become a hazard?

•

What makes pollution management so complex?

•

Case study (managing a local pollutant)

Assessment Student assessment will be based on internally set and corrected school-assessed coursework. Assessment tasks may include research investigations, field trip reports, practical reports, tests, media analyses, analyses of data, noting activities and problem solving tasks. An examination is held at the end of each semester.

YEAR 12 (Units 3 and 4)

Units 3 and 4 are designed to be taken as a sequence. There are no prerequisites for entry into Unit 3; however students who have not completed Units 1 and 2 may need to undertake preparatory work based on these two Units, as specified by the teacher.

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VCE SUBJECTS

Unit 3 – How can biodiversity and development be sustained?

In this unit students focus on environmental management through the examination and application of sustainability principles. They explore the value and management of the biosphere by examining the concept of biodiversity and the services provided to all living things. They analyse the processes that threaten biodiversity and apply scientific principles in evaluating biodiversity management strategies for a selected threatened endemic species. Students use a selected environmental science case study with reference to the principles of sustainability and environmental management to explore management at an Earth systems scale, including impact on the atmosphere, biosphere, hydrosphere and lithosphere.

Areas of Study •

Is maintaining biodiversity worth a sustained effort?

•

Is development sustainable?

Outcomes •

Explain the importance of Earth’s biodiversity, analyse the threats to biodiversity, and evaluate management strategies to maintain biodiversity in the context of one selected threatened endemic species.

•

Explain the principles of sustainability and environmental management and analyse and evaluate a selected environmental science case study.

Unit 4 – How can the impacts of human energy use be reduced?

In this unit students analyse the social and environmental impacts of energy production and use on society and the environment. They explore the complexities of interacting systems of water, air, land and living organisms that influence climate, focusing on both local and global scales, and consider long-term consequences of energy production and use. Students examine scientific concepts and principles associated with energy, compare efficiencies of the use of renewable and non-renewable energy resources, and consider how science can be used to reduce the impacts of energy production and use. They distinguish between natural and enhanced greenhouse effects and discuss their impacts on living things and the environment, including climate change. Measurement of environmental indicators often involves uncertainty. Students develop skills in data interpretation, extrapolation and interpolation, test predictions, and recognise the limitations of provisional and incomplete data. They learn to differentiate between relationships that are correlative and those that are cause-and-effect, and make judgments about accuracy, validity and reliability of evidence.

Areas of Study •

What is a sustainable mix of energy sources?

•

Is climate predictable?

Outcomes •

Compare the advantages and disadvantages of a range of energy sources, evaluate the sustainability of their use, and explain the impacts of their use on society and the environment.

•

Explain the causes and effects of changes to Earth’s climate, compare methods of measuring and monitoring atmospheric changes, and explain the impacts of atmospheric changes on living things and the environment.

•

Design and undertake a practical investigation related to energy use from an environmental management perspective, and present methodologies, findings and conclusions in a scientific poster.

Contact teachers:

Mrs C E Watson (Head of Science and IT) Mr A B Smith

PHYSICS

Physics seeks to understand and explain the physical world, both natural and constructed. It examines models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops.

An important feature of VCE Physics is the opportunity for students to undertake a range of inquiry tasks both collaboratively and independently. Inquiry methodologies can include laboratory experimentation, local and remote data logging, simulations, animations and literature reviews. Investigation in physics is diverse and may include: the design, building, testing and evaluation of a device; the investigation of the operation of a device; creating a solution to a scientific or technological problem; and the investigation of a physical 102

VCE SUBJECTS phenomenon. Students pose questions, formulate hypotheses, collect and analyse data, evaluate methodologies and results, justify conclusions, make recommendations and communicate their findings.

As well as an increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts of scientific endeavours.

Structure The study is made up of four units: •

Unit 1: What ideas explain the physical world?

•

Unit 2: What do experiments reveal about the physical world?

•

Unit 3: How do fields explain motion and electricity?

•

Unit 4: How can two contradictory models explain both light and matter?

Each unit contains three areas of study.

Unit 1: What ideas explain the physical world?

In this unit students explore some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. They consider thermal concepts by investigating heat and assessing the impact of human use of energy on the environment. Students evaluate common analogies used to explain electricity and investigate how electricity can be manipulated and utilised. They examine current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe.

Unit 2: What do experiments reveal about the physical world?

This unit requires that students undertake a core study related to motion, one option from a choice of twelve options, and a student-designed investigation related to motion.

In this unit, students explore the power of experiments in developing models and theories. Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary.

Students design and undertake investigations related to content drawn from Unit 2.

Unit 3: How do fields explain motion and electricity?

In this unit, students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. They explore the interactions, effects and applications of gravitational, electric and magnetic fields including the design and operation of particle accelerators. Students use Newton’s laws and Einstein’s theories to investigate and describe motion.

Unit 4: How can two contradictory models explain both light and matter?

Light and matter – which initially seem to be quite different – have been observed as having similar properties.

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

They examine how the concept of the wave is used to explain the nature of light and analyse its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour.

A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter.

Students design and undertake investigations involving at least two continuous independent variables. A student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or Unit 4, or across both Unit 3 and Unit 4. The findings of the investigation are presented in a scientific poster format.

Contact teachers:

Mrs C E Watson (Head of Science and IT) Ms S E Hallows, Mr F D’Agostin

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VCE SUBJECTS

PSYCHOLOGY

VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach.

YEAR 11 (Units 1 and 2) Areas of Study - Unit 1: How are behaviour and mental processes shaped?

How does the brain function?

Students examine how our understanding of brain structure and function has changed over time and how the brain enables us to interact with the external world. They analyse the roles of specific areas of the brain and the interactions between these areas that enable complex cognitive tasks to be performed. Students explore how brain plasticity and brain damage can affect a person’s functioning.

W hat influences psychological developm ent?

Students explore how biopsychosocial factors influence a person’s psychological development. They consider the interactive nature of hereditary and environmental factors and investigate factors that may lead to typical or atypical psychological development in individuals, including a person’s emotional, cognitive and social development and the development of psychological disorders.

Student-directed research investigation

Students investigate a question related to brain function and/or psychological development.

Areas of Study - Unit 2: How do external factors influence behaviour and mental processes?

W hat influences a person’s perception of the w orld?

Students explore two aspects of human perception – vision and taste – and analyse the relationship between sensation and perception of stimuli. They consider how biological, psychological and social factors can influence a person’s perception of visual and taste stimuli, and explore circumstances where perceptual distortions of vision and taste may occur.

How are people influenced to behave in particular w ays?

Students explore the interplay of biological, psychological and social factors that shape the behaviour of individuals and groups. They consider how these factors can be used to explain the cause and dynamics of individual and group behaviours, including attitude formation, prejudice, discrimination, helping behaviour and bullying. Students examine the findings of classical and contemporary research as a way of theorising and explaining individual and group behaviour.

Student-directed practical investigation

Students design and conduct a practical investigation related to external influences on behaviour.

Assessment Student assessment will be based on internally set and corrected school-assessed coursework. Assessment tasks may include research investigations, maintaining a logbook of practical activities, practical reports, tests, media analyses, analyses of data and problem solving tasks. An examination is held at the end of each semester.

YEAR 12 (Units 3 and 4)

Units 3 and 4 are designed to be taken as a sequence. There are no prerequisites for entry into Unit 3; however students who have not completed Units 1 and 2 may need to undertake preparatory work based on these two Units, as specified by the teacher.

Unit 3 – How does experience affect behaviour and mental processes?

Areas of Study How does the nervous system enable psychological functioning?

Students explore the role of different branches of the nervous system in enabling a person to integrate, coordinate and respond to sensory stimuli. They explore the specialised structures and functioning of neurons that allow the nervous system to transmit neural information. Students evaluate the factors that can influence a person’s nervous system functioning. In particular, they consider the ways in which stress affects the mind and body, the role that the nervous system plays in these processes and how stress can be managed.

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VCE SUBJECTS

How do people learn and rem em ber?

Students study the neural basis of memory and learning and examine factors that influence the learning of new behaviours and the storage and retention of information in memory. They consider the influence of biological, psychological and social factors on the fallibility of memory.

Unit 4 – How is well-being developed and maintained?

Areas of study How do levels of consciousness affect m ental processes and behaviour?

Students focus on states of consciousness and the relationship between consciousness and thoughts, feelings and behaviours. They explore the different ways in which consciousness can be studied and how states of consciousness can be altered. Students consider the nature and importance of sleep and analyse the effects of sleep disturbances on psychological functioning, including mood, cognition and behaviour.

W hat influences m ental w ellbeing?

Students examine what it means to be mentally healthy. They explore the concept of a mental health continuum. Students analyse mental health and mental disorder, and evaluate the roles of predisposing, precipitating, perpetuating and protective factors in contributing to a person’s mental state. Specific phobia is used to illustrate how a biopsychosocial approach can explain the development and management of a mental disorder. Students explore the concepts of resilience and coping and investigate strategies that contribute to mental wellbeing.

Practical Investigation The investigation requires the student to identify an aim, develop a question, formulate a research hypothesis, including operationalised variables, and plan a course of action to answer the question that takes into account safety and ethical guidelines. Students then undertake the experiment and communicate their findings in a scientific poster format. A practical work folio must be maintained by the student for record, authentication and assessment purposes.

Assessment School-assessed Coursework for Unit 3 will contribute 16 per cent to the study score.

School-assessed Coursework for Unit 4 will contribute 24 per cent to the study score.

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 60 per cent to the study score.

Contact teachers:

Mrs C E Watson (Head of Science and IT)

VET -CUA31015 Certificate III in Screen and Media (2nd Year) TOID 3044 Important: please note that VET Certificate III in Screen and Media will no longer be offered after 2018.

However, students who have commenced the first year of this two-year course in 2017 will still be able to complete their second year of the qualification in 2018. In its place, and commencing in 2018 will be Digital Media and Design, a full year subject for Year 10 students interested in both media and design in the digital environment. This subject will provide students with pathways to further VCE studies in either Media or Visual Communication Design.

Who can undertake this certificate?

This certificate is completed over a two-year period and for 2018 will only available for current first year students continuing into the second year.

Course and career advice for students and steps for pre-enrolment There are several steps and advisors involved when a student is considering undertaking the VCE VET CUA31015 Certificate III in Screen and Media: •

Foremost, all students are provided with a hard copy of the school’s Courses of Study Guide. This is updated and released annually late in Term 2. This guide is also published electronically on TGC Portal.

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VCE SUBJECTS •

A student needs to read this course information and have an interest in this area of study. In addition, through the College Portal- ‘What’s happening at @ SS’ and general emails to students by year level, the VET Coordinator makes students aware of where and how to access further information about VET and other courses.

•

Next, the student is encouraged to have discussions with the Media teacher, perhaps at the ‘Subject Expo’ held early in Term 2, 2017. In addition, the VET Coordinator is available for discussions and publishes a general brochure outlining the nature, advantages and disadvantages of undertaking a VET course. This information is also posted on the College Portal. In addition, the Taster Sessions run at the Gordon are publicised and prospective students are invited to apply.

•

The student and a parent will have a compulsory Careers and Subject Selection Interview with staff at our Careers Centre early in Term 3, 2017 to explore career pathways and discuss subject suitability and student options. These discussions follow subject and aptitude testing in Term 1, 2017 which measures student interests and abilities and matches the results to subjects available. Students are also made aware of the impact of a VET study on their VCE programs and subsequently their ATAR calculation. In addition, students will be expected to demonstrate an aptitude for and interest in graphic design for web, print, video, animation, information technology and the use of multimedia.

•

Students will complete the Gordon Institute’s special VET Application Form, provided by Geelong College and this form will then be forwarded to the Gordon by the Geelong College’s VET Coordinator.

•

In the final two weeks of Term 4, 2017, an ‘Orientation Program’ is run for students, giving them an opportunity to have a taste of what Media will be like. There is then an opportunity for students to change their choice of subject prior to starting in the New Year. In addition, students will receive a copy of the Gordon’s VETiS Course Handbook which provides information of a general nature, including student’s rights and responsibilities and how students can access the Gordon’s complaints and appeals procedures.

Aims of VET in the VCE The aims of the VCE VET Creative Digital Media program are to: •

provide participants with the foundation knowledge and skills to achieve competencies which will enhance their employment prospects within the design and creative industries

•

provide knowledge and skills in the use of a range of technologies

•

enable participants to gain a Nationally Accredited qualification and make a more informed choice of vocational and career paths.

VCE VET Units and ATAR (Australian Tertiary Admission Rank) CUA31015 - Certificate III in Screen and Media is a recognised VET course in the VCE program. On completion of the two year course students will be eligible for VCE VET unit credits, reported on their VCE Statement of Results. Students who successfully complete the CUA31015 - Certificate III in Screen and Media qualification will be eligible for a Unit 3–4 sequence towards their VCE. Satisfactory completion of the program will result in a contribution to the student’s ATAR score, if relevant SACs and examinations are completed successfully.

The Unit 3–4 (Year Two) sequence of VCE VET Creative Digital Media program is not designed as a standalone study. Students are strongly advised against undertaking the Unit 3–4 sequence without first completing Year One.

ATAR Contribution (Year Two) Students wishing to receive an ATAR contribution for VCE VET Screen and Media program must undertake Scored Assessment for the purpose of achieving a Study Score. This consists of three coursework tasks, worth 66% of the overall Study Score and an end of year examination, worth 34% of the overall Study Score. This Study Score can contribute directly to the primary four or as a fifth or sixth study.

Completion Requirements (Year One) – no longer available Achievement of the following units of competence is required for completion of the Certificate III (Year One) units. The Certificate III (Year One) course gives students a broad understanding of the skills required in the multimedia industry. The units of competency cover industry sectors such as photography, digital imaging, web design, graphic design, animation and print design.

Units of Competence (Year One) – no longer available BSBCRT301 BSBWHS201 CUAIND301 106

Develop and extend critical and creative thinking skills Contribute to health and safety of self and others Work effectively in the creative arts industry

VCE SUBJECTS BSBDES201 CUADIG201 CUADIG303

Follow a design process Maintain interactive content Produce and prepare photo images

Assessment incorporates a combination of written assignments, practical tasks, tests, examinations, portfolios, observation and questioning, scenario analysis and interview evaluation.

Completion Requirements (Year Two) – only available to students who were enrolled in first year in 2017 Achievement of the following specialist units of competence is required for completion of the CUA31015 Certificate III in Screen and Media qualification. The units of competency cover industry sectors such as photography, digital imaging, web design, graphic design, animation and print design.

Units of Competence (Year Two) CUADIG304 CUAANM301 BSBDES302 CUAWRT301 CUADIG302

Create visual design components Create 2D digital animations Explore and apply the creative design process to 2D forms Write content for a range of media Author interactive sequences

The Study Score will be calculated using assessments of each student’s levels of performance. An assessment plan is written and approved by VCAA. Judgments about each student’s levels of performance are based on evidence from two sources:

Coursework Students will undertake a set of three tasks during their program, assessed by a minimum of two of the following task types: •

Work Project

•

Product

•

Portfolio

Examination The exam is delivered under VCAA examination conditions and is assessed by appointed VCAA assessors. For further information about assessment please see the VCAA website.

The issuing RTO and our partnership This course is delivered onsite at the Geelong College by an experienced teacher with years of industry knowledge and experience in the Creative Industries. The CUA31015 - Certificate III in Screen and Media qualification is auspiced externally with a Registered Training Organisation, the Gordon Institute of TAFE, (TOID 3044).

Upon successful completion of the course students will be issued with either; •

a certificate award for satisfactory completion of all units of competency or

•

for partial completion a statement of attainment of all units successfully attained

The Gordon is the issuing body of certificates or statements of attainment which will be sent directly to the student.

Resources and Facilities The VCE VET Screen and Media is well resourced at The Geelong College.

•

Students will have access to a well-equipped multi-media room and will also be required to use their personal lap-top computer.

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Students will experience both Mac and PC operating systems, including Adobe Creative Cloud.

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A range of texts, magazines and other materials are accessible

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Cameras and other equipment are also made available for student use through the Media room and the AV department within Library

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VCE SUBJECTS

Work Placement Students will be encouraged to complete a minimum of 40 hours of industry experience. Whilst this is not required under the qualification, it is strongly recommended that students take the opportunity to demonstrate their skills and apply their knowledge in a real work environment. This experience will occur during the midyear term break. In order for students to undertake Work Placement, they need to first discuss this possibility with the Careers Centre at The Geelong College well ahead of the placement. The Careers Centre will assist students in arranging work placement and students will need to complete necessary paperwork and be briefed on the arrangements.

Fees and Charges The Geelong College does not charge its students an additional fee to undertake this VCE VET Screen and Media program. However, students will be expected to supply their own USB devices, A3 folios and Visual Diaries.

Articulation and Pathways Students completing the Certificate III (Year One) units will have met the requirements for two VCE units.

When combined with the successful completion of the Certificate III (Year Two) program units this entitles students to credit for four VCE units.

CUA31015 Certificate III Screen and Media

CUA51015 Diploma of Screen and Media

CUA60615 Advanced Diploma of Screen and Media

Tertiary Degree Programs

Only CUA31015 - Certificate III in Screen and Media is offered at the College.

Higher qualifications must be undertaken with an external provider.

Contact teacher: Careers advice: VET Coordinator:

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Mr Sam McIntosh (VET Screen & Media Teacher) Mr Adrian Blades Mr Richard Morris

LEARNING SUPPORT

LEARNING SUPPORT Years 9 and 10 – Skills Support

This small group program is designed to provide a broadened platform for entry into the culture and language of the subject disciplines. The activities, tasks and texts presented to the small group will promote development in reading, writing and oral communication skills across all core and many elective subject areas.

Emphasis will also be upon providing time and guidance for students to plan, organise and structure their subject specific products. Study, revision and examination skills will also be explicitly taught and practised.

Learning Support lessons will contain elements which will enable students to work towards the goal of becoming more independent, creative and metacognitive thinkers.

Every endeavour will be taken to characterise the individual student’s learning needs and learning styles and these will be important considerations in the planning of appropriate lessons. The Learning Specialist will also collaborate with the student’s subject teachers to support learning in mainstream lessons.

Places within this program will be limited to those students who meet criteria following assessment by the Learning Support Department and have demonstrated they are committed to working towards developing their abilities.

Year 11 – Breaking Through to VCE

Breaking Through to VCE is designed to assist students in a learning context in which they can get a better grasp of their course material. This small group class, will be an alternative to silent private study, will provide an opportunity for students to develop revision plans, writing skills, organisational routines and reading strategies. The Learning Support teacher will guide students as they work towards becoming independent learners.

Places in this program will be limited to those students who meet the criteria as determined by assessment, teacher reports and past performances. Those students meeting the criteria will be invited to participate in the course. The classes will run during scheduled Year 11 Private Study periods.

Year 12 – VCE Study Assistance

A student who qualifies for Learning Support in Year 12 will have the opportunity to work with a suitable tutor in a small group or individual basis. Sessions will be scheduled during private study periods, the number of which will be negotiated in consultation with the student, the student’s subject teachers, and the tutor. The emphases of these sessions will be to tackle subject content and improve literacy, organisation, forward planning and preparation for SACs and examinations.

Places in this program will be limited to those students who meet the criteria, as determined by assessments, teacher reports and past performances. Those students meeting the criteria are then invited to participate in the program.

Contact teacher:

Mr T Coburn (Learning Support Coordinator)

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VOCATIONAL EDUCATION AND TRAINING (VET)

VOCATIONAL EDUCATION AND TRAINING What is VET? VET stands for Vocational Educational and Training. The College offers VET for students who want to include practical work skills in their education. As such, it is very much a hands-on educational pathway that will suit some but not all students. Generally, students in Years 11 and 12 might take VET, although this is also possible for Year 10 students. Whatever, it should be regarded as a two-year commitment and each year, VET students can normally count it as one of their required number of VCE studies. There are two methods of delivering or teaching VET courses – internal and external.

Where are VET courses taught?

The teaching or delivery of VET courses occurs in two ways. Firstly, there is a huge range of around 30 VET courses offered externally in the Geelong region. In this case, College students complete their external VET course through a Registered Training Organisation (RTOs) such as the Gordon Institute, Bellarine Secondary College, Catholic Regional College, Sacred Heart College, Northern Bay Senior College, or Matthew Flinders.

These institutions are contracted by the College to deliver VET courses. This involves an annual fee and whilst in recent times there has been some limited Federal government funding on a per capita basis, the cost difference must be passed onto parents as an additional item on your school account. The tuition fee varies, depending on the course selected. As a rough guide, this may involve an extra charge of between $1200 and $2,500 per year (over and above normal College fees). Precise fee information for 2018 should be available during Term 3, 2017.

Secondly, Geelong College also offers VET Music (Certificate II and Certificate III) as a two-year course for students between Years 10 and 12, and delivers this internally at the College in the same way as any other VCE study (although we are now auspiced externally through Vocational Pathways). For details of this internal VET course, see the separate course description in this booklet.

What external VET courses are offered?

Using recent years as a rough guide, a wide range of external VET courses is offered to College students including the following: • Animal Studies • Electro technology • Laboratory Skills • Allied Health Assistance • Events • Makeup Services • Automotive Technology • Equine Studies • Modelling • Beauty Services • Fashion Design Technology • Nail Technology • Building and Construction • Fitness • Outdoor Recreation and Sport • Children’s Services • Furniture Making • Plumbing • Community Services Work • Hairdressing • Printing & Graphic Arts (Desktop Publishing) • Dance • Hospitality (Operations) • Retail Operations • Engineering (Fabrication) • Hospitality (Kitchen Operations) • Engineering (Mechanical) • Information Technology However, please be mindful that the composition of this list changes from one year to the next. In the Geelong area, courses run only if there are viable numbers at the time applications are processed. Some course details and brochures are available through the Student Portal (site to be updated as new materials become available).

How do students apply for a VET course?

Those students wishing to do a VET course in 2018, whether externally or internally, must complete a special VET Application Form. This form is available from the VET Co-ordinator at the College, the Careers Centre or the Student Administration Office. A prompt return of completed forms must be made in Week 6 of Term 3, 2017. Late applications may not be possible so if in doubt, it may be best to complete an application and if necessary, later withdraw if you change your mind before the end of the current year. Although most students who apply will be successful in gaining a position, there is no immediate guarantee. In addition to returning the VET Application Form, you must also indicate to the school that you intend to take a VET study when you complete your normal on-line subject preferences. During Term 4 2017, VET students will be notified of the arrangements for VET starting in Term 1, 2018. External VET students will also need to complete enrolment arrangements at the appropriate RTO.

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VOCATIONAL EDUCATION AND TRAINING (VET)

Is external VET an appropriate study for you?

Som e advantages of tak ing VET ex ternally: •

VET may broaden your educational pathways and expand your opportunities beyond those provided by traditional Year 10 and VCE subjects. Through VET, you may be able to develop better your areas of personal interest, and gain more enjoyment and satisfaction from your studies.

•

Most VET courses have a ‘hands on’ or practical focus (as well as normal classroom-type learning). This appeals to some students.

•

Most (but not all) VET results can beneficially affect, your VCE/ATAR for acceptance into tertiary study.

Alternately, VET can help you gain an apprenticeship or traineeship with an employer. Our VCE Coordination can answer specific queries in this regard.

•

You can obtain a VET Certificate (as well as your VCE Certificate) and gain valuable industry training that may help you become more employable in full-time or even part-time work (perhaps while a student is at university).

•

VET is conducted in a more adult learning environment. Here, students must assume a greater measure of responsibility for the completion of their work and individual performance.

Som e disadvantages of taking VET ex ternally: •

There is an extra financial cost to parents of external VET courses, on top of normal College fees. There is no extra charge for internal VET courses.

•

For external VET courses, there is no refund of the year’s fees if students withdraw after the first 2 – 3 weeks (trial period) of classes in 2018. Hence, be sure to consider your choice carefully.

•

There is some invasion of other Year 10 or Year 11-12 VCE subjects, caused by your absence one afternoon each week from normal classes here at the College. It is not possible to avoid this clash on the timetable.

•

VET students need to be organised and be prepared to accept responsibility for monitoring their completion of work.

•

Each week, external VET students need to be able to use effectively, extra spares or study periods (3-4 per week) gained from taking one less normal study on the timetable. These study sessions are taken in the Library and they must be used to catch up work missed in normal VCE classes and any other work associated with VET.

•

VET is normally a two-year commitment. As with all Year 10 or VCE studies, VET is not a way out of hard work.

Additionally, if students drop their VET course during the year, they will be required by the College to take up another subject immediately to make up the full subject load.

•

If Year 10, 11 or 12 students select VET as a study, it normally means that they will take one less study at Geelong College (e.g., one less elective at Year 10, only 6 other VCE subjects in Year 11 and 4 other subjects as Year 12).

•

There is some travelling involved each week to get to external VET classes that are delivered outside the College. Transport arrangement will need to be organised by parents of students. Boarders or day students will normally be charged extra for taxi fares if this transport is required.

•

Some VET courses involve compulsory Work Placement during one of the term holidays. For other courses, this is optional.

•

Some VET courses may not add to your ATAR, and you must check this out carefully with the VCE coordinator if this affects your decision.

What things will be studied in an external VET course?

In the past, information relating to external VET courses available in the Geelong Region has been published annually in the ‘VET Course Information Sheets’ (available from the VET Co-ordinator). This year’s information should soon be available for courses commencing in 2018. Additionally, there are information brochures to download from the College Intranet (see under ‘Student Portal’, External VET – Vocational Education and Training). In reading these sheets, please take special note of the course details (e.g., outline of the study modules) and requirements (e.g., any prerequisite that must be taken with particular VET courses).

How do students obtain further information about an external VET course?

It is anticipated that The Gordon Institute and other external RTOs will be running special information briefings, a Careers Expo and “taster” sessions in late 2017. Additionally, if you have any questions, the College VET Coordinator can be contacted at the Staff Room during recess or lunchtime, or at his office. Parents may wish to contact the VET Co-ordinator by telephone on (03) 5226 3176.

Contact teacher:

Mr R M Morris (VET Coordinator), Mr A Blades (Careers Educator)

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MUSIC

CO-CURRICULAR MUSIC

The Music Department offers a range of music activities for all students, including individual instrumental or voice lessons, a strong sequential classroom program, and extensive ensemble opportunities. A comprehensive document which outlines conditions of enrolment into the Instrumental Music Program including a schedule of fees for tuition, instrument hire, accompanying and other charges is available from the Director of Music and is also posted online on the Parent Portal.

Instrumental/Vocal Lessons Instrumental and vocal tuition is available at all levels. Specialists teach students individually, for a minimum of ½ hour per week; ¾ hour and 1 hour lessons can also be arranged. Lessons are programmed as time out of the student’s normal class time, or before or after school.

Expert tuition is offered for the following instruments: Piccolo, Flute, Oboe, Bassoon, Clarinet, Saxophone, French Horn, Trumpet, Trombone, Euphonium, Tuba, Percussion (tuned and untuned), Piano, Pipe Organ, Violin, Viola, Cello, Double Bass, Electric and Acoustic Guitar (all styles), Bass Guitar, Jazz Piano, Harp and all Vocal categories.

The program aims to develop musical excellence in solo performance, with particular emphasis on tone, technique, music reading and terminology, interpretation of the repertoire, aural perception, and a historical background of the music and chosen instrument.

Progressive assessment is made of knowledge and skills, and students are also given the opportunity to enter for external examinations held at various times during the year.

All students enrolled in class Music in Year levels 9 to 12 are required to undertake a course of lessons in an instrument or voice. These can take place through the school, or through an external teacher. Lessons are also available to students not enrolled in class Music.

A schedule of fees for tuition, instrument hire, accompanying and other charges is published during Term 4.

Please contact the Director of Music for current fees or view the schedule on ‘Parent Net’ under Co-Curricular.

Instrumental Lesson Subsidy for VCE Units 3 and 4 Music Students Students undertaking VCE Units 3 and 4 (Music Performance, Music Investigation and VET) are entitled to one free 45 minute instrumental lesson each week during school time up to their performance examination early in Term 4.

Ensembles The participation of music students in ensembles is an integral part of the performance program at the College.

Large ensembles include: symphony orchestra, concert band, string orchestra, stage band, and choir. Smaller groups are formed according to demand.

All students learning orchestral strings, woodwind, brass and percussion are expected to join an ensemble or group when they have reached an appropriate standard of proficiency.

Rehearsals are conducted outside time-tabled school hours to enable all year levels to participate, and regular performances are arranged within and outside the school, including the major annual Foundation Concert held in Term 3.

Contact teacher:

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Mr Mark Irwin (Director of Music)

CAREERS LEARNING CENTRE

CAREERS LEARNING CENTRE SUBJECT CHOICES AND TRANSITION FROM SCHOOL

Selection of studies for Years 11 and 12 takes careful consideration by students in Year 10 and throughout their VCE years. Whilst it can be difficult to make these changes without having specific career plans, the following guidelines should ensure that students have a high degree of flexibility: •

Mr Blades is the school’s Careers Educator for Years 10, 11 and 12 supporting students and parents with subject selection, tertiary course selection and career outlines. The Careers Learning Centre works with Years 10, 11 and 12 starting with testing of all Year 10 students using the Morrisby Online aptitude and career interest assessment tool. Students will have regular interviews in Years 10 and 11 before they choose their subjects and after testing. They also will have a number of interviews in Year 12 to explore their options after school. Mr Blades is available full-time on the senior school campus, along with the Assistant Careers Educator Mrs Sam Kenny.

•

Opportunities are also available for Year 9 students to meet with the Careers Educator in particular students looking to accelerate.

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Students should try to match their subject choices with the areas that they enjoy, and in which they do well. These considerations, plus the specific or general nature of their career plans will hold them in good stead.

•

In July, the administering body for Tertiary courses – Victorian Tertiary Admissions Centre (VTAC) publishes an online guide for Year 10 students and a PDF of prerequisites for courses Year 10 students will be applying for in 3 years time. It can be accessed by students via the VTAC website: www.vtac.edu.au/publications

•

Students keep abreast of changes by checking course prerequisites with the Careers Learning Centre or through VTAC updates. VTAC resources will be provided to all Year 12 students in the first weeks of Term 3. Students use this to check prerequisites, selection requirements and the Australian Tertiary Admission Rank (ATAR) as a guide for tertiary applications. It also provides the identification numbers for courses. An annual VTAC parent night for Year 12 students will be held in August.

•

It is important to note that prerequisites can differ for the same course from year to year. As there have been many changes to the tertiary education system in recent times, it is critical that students check that their studies are correct for their specific year of tertiary entrance; this specific information comes from the Careers Learning Centre or the VTAC website. Students should ask Mr Blades if they require clarification.

RESOURCES •

Course Search allows students to research courses available through VTAC on the website: www.vtac.edu.au and create a short list which can be emailed. The program also gives a brief account of the course structure, major studies, and ATAR and selection requirements for course applications.

•

The Careers Learning Centre carries course and scholarship guides, and other course materials from universities and TAFE colleges around the country. In addition, publications on specific industry areas (e.g. accounting, chemical engineers, agricultural careers, to name a few) are also available and include information on Cadetships, Apprenticeships and Traineeships.

PROGRAMS Work Experience Students have the option of participating in the Work Experience program in Years 10, 11 or 12. Students and parents can organise a placement independently or with assistance from the Careers Centre. This involves contacting a possible employer and seeking their approval for work experience to take place during the Term 1, Term 2 or Term 3 vacation. Further information is available from the Careers Learning Centre. Students need to complete Occupational Health and Safety modules before commencing Work Experience.

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CAREERS LEARNING CENTRE

Careers Expo Our comprehensive Careers Expo takes place on an evening in May and gives students opportunities to explore a range of careers. Students and their parents will be able to ask questions of professionals on the night.

Students in Years 9, 11 and 12 are invited and encouraged to attend the evening, whilst Year 10 students are expected to attend.

Career Events Recent Old Collegians (up to four years out) will be invited as well as parents in different fields. Universities and employers also regularly visit the Careers Learning Centre during lunch time. The purpose of these events is to give students in Years 11 and 12 the opportunity to find out about areas of careers/courses in which they have an interest and to have the opportunities to hear from people who are currently in the fields and undertaking courses in that area. These events and the information sessions/workshops are regularly advertised in the Careers Learning Centre Bulletin, published each fortnight during Term.

Information Sessions/Workshops Workshops and information sessions will be offered variously on UMAT, interviewing techniques, residential colleges, tertiary institutions, gap years and the SAT which is required for courses in the United States with the college recently becoming an approved SAT test centre.

We strongly advise that students attend The Age VCE and Careers Expo at Caulfield Racecourse during May, the National Careers and Employment Expo during July at the Melbourne Convention Exhibition Centre or the Geelong further Education Information Evening in July at Deakin University. We would also advise that students go to Open Days in August and look out for Access Days for an insight into University and tertiary college life. The Access Days are mainly held during term holidays.

Scholarships and Duke of Edinburgh Award The Careers Learning Centre also administers a range of scholarship programs for Years 10, 11 and 12 and there are resources available in Term 2 of each year for Year 12 students to research scholarships at universities and in industry. The Careers Learning Centre assists students with scholarship applications during Term 3 tertiary interviews and supports applications for accommodation. The Careers Learning Centre is also responsible for the administration of the Duke of Edinburgh Award.

Contact:

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Mr A Blades (Careers Educator) Mrs S Kenny (Assistant Careers Educator)

THE GEORGE MORRISON LIBRARY

THE GEORGE MORRISON LIBRARY

The George Morrison Library provides access to a wide range of resources both traditional and digital and plays a vital part in supporting the information and recreational needs of our students. It is staffed by qualified Teacher-librarians and trained Library Technicians who provide supervision and assistance from 8.30am until 5.30pm Monday to Friday.

Read Well Program Students in Years 9 and 10 participate in Read Well classes run by Teacher-librarians one lesson per fortnight.

Year 9

At this critical time in a student's development, the importance of continuing to read widely for enjoyment and skill reinforcement is often lost. The Read Well program in Year 9 is designed to encourage students to value reading, and see its importance in their overall development.

• Semester 1 - Literature Circles • Semester 2 - Genre Study

Year 10

As students move through Year 10 many commence VCE courses and find that they need to develop higher order reading, research and study skills. The Read Well program aims to cater for this whilst encouraging a love of recreational reading. The program entitled Read, Remember and Research reflects the online program that the students work through systematically throughout the year. By the end of the year it is hoped that students will have: • read widely and found books they love, • developed VCE information skills, and • developed effective study skills.

Resources Online resources including our library catalogue can be accessed 24/7 through the Library Portal from home and school.

Digital Resources  accessed through the Library Portal Libguides

Subject specific webpages aimed at helping students in their research and course work compiled by the Teacher-Librarians.

Databases

Full text access to newspapers, journals and reference materials eg World Book, Choice, Ancestry Library etc.

Clickview

Online video library.

Ebooks & Audiobooks

Fiction and non-fiction ebooks and audiobooks available through the Wheelers ePlatform and Bolinda’s Borrow Box.

Physical Resources  accessed within the Library Books

The Library has a comprehensive collection of both fiction and non-fiction books.

DVDs

Both movies and documentaries are available.

Magazines/Newspapers

A large range of newspapers and magazines are supplied for information and recreational uses.

Audiobooks

Many audiobooks are available including class texts.

Kindles

These provide an alternative way to read and can be borrowed like other resources.

Equipment

Cameras, recorders and other equipment are available for student use.

Games/puzzles

Games and puzzles are also available for recreational use.

Makerspace

A 3D printer, sewing machine and other activities are available to encourage creative thinking and innovation.

After School Study Assist After School Study Assist runs Monday to Thursday each week. Tutors are available to assist students in a range of subjects.

Contact Teacher-Librarians:

Mrs A M McGucken (Head of Information Services - Library) Ms H S Green 115