Curriculum Guide 2025

Learning & Teaching Curriculum Guide YEAR 7 - YEAR 12 Learning & Teaching Curriculum Guide

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Contents Overview

Learning Areas

Learning & Teaching Vision

4

English & Language

14

Academic Extension Programs

6

Health & Physical Education

26

VCE VM & VET Entry Requirements

7

Humanities

39

Enrichment and Applied Learning Year 8 and 9 Students

8

Mathematics

56

Acceleration Policy

9

Performing Arts

66

Subject Pathways

10

Religious Education

74

Science

82

Technology

94

Visual Arts

111

Vocational Education & Training (VET)

124

VCE Vocational Major (VCE VM) & VPC

126

This document features several stock images sourced from Pexels and Unsplash.

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John Paul College

Message from the Deputy Principal I am delighted to present our Learning and Teaching Curriculum Guide for 2025. This guide offers a comprehensive overview of the subjects and pathways available to our students, helping you make informed decisions about your educational journey.

At John Paul College, we understand that education is about more than just academic achievement. Our mission is to support every student in their personal and intellectual growth. We are committed to helping each student succeed and contribute positively to our community and the wider world.

Our curriculum is designed to equip students with essential skills in literacy, numeracy, and ICT, alongside fostering critical thinking, problem-solving, and creativity. These skills are crucial for navigating the complexities of the modern world. Additionally, we emphasise the development of

personal qualities such as resilience, adaptability, and leadership. These attributes prepare our students to face future challenges with confidence and empathy.

At John Paul College, we believe in creating a supportive and respectful learning environment. Our community thrives on the collaborative relationships between students, families, and staff. We value the importance of a safe and inclusive atmosphere where every student feels connected and engaged.

As you explore this guide, consider how the diverse opportunities at John Paul College can shape your learning journey. Our dedicated staff are here to inspire and support you every step of the way, ensuring that your educational experience is both enriching and fulfilling.

Thank you for being part of the John Paul College community. We look forward to working together to help you achieve your full potential and make a positive impact on the world.

MICHAEL O’KEEFFE Deputy Principal of Learning and Teaching John Paul College, Frankston

Learning & Teaching Curriculum Guide

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Overview

Learning & Teaching Vision At John Paul College, we understand that learning and teaching are not just about delivering or understanding knowledge and content, but also about emotional and intellectual growth.

We believe that every student’s learning journey is inspired by our mission “With Him is the Fullness of Life”. Our commitment to this mission ensures that every member of our community is empowered to achieve success, act with integrity and contribute to the common good - Christian discipleship for a just world.

We believe that learning is a journey that involves developing the elements of knowledge, capabilities, and self. Our curriculum focuses on developing core literacy, numeracy, ICT skills, as well as building evidence-based capabilities such as critical thinking, problem solving, collaboration, creativity, and communication. We also prioritise the development of personal skills, including resilience, self-awareness, adaptability, reflection, leadership, social awareness, and independence.

By fostering these skills, students will be prepared to succeed in a constantly changing world and be able to approach challenges with empathy, positivity, and confidence.

Scan QR Code to view our Learning and Teaching Vision and Student Wellbeing Vision

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John Paul College

Learning & Teaching Vision

Elements for Learning

Element

Knowledge

Element

Capabilities

Element

Self

Learning & Teaching Curriculum Guide

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Academic Extension Programs John Paul College offers a comprehensive range of enrichment programs. Students are assessed using the Progressive Achievement Test (PAT) as well as a range of other assessments. Students who are highly able to meet the program criteria, are presented with a range of academic challenges.

These programs can include but are not limited to: ▪

Math’s Extension Classes

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Gifted and Talented Enrichment classes (Year 7 & 8)

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Australian Mathematics Competition

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Australian Geography Competition

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Australian History Competition

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Debating and Public Speaking Competitions

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Global Academic Challenge

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Maths Talent Quest

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Science Talent Quest

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Tournament of the Minds

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University of New South Wales Mathematics Challenge

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ASX Game

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National History Challenge

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Simpson Prize

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Model UN Competition

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Victorian Parliament Prize

Academic Extension Programs 6

John Paul College

VCE VM & VET Entry Requirements VCE VM REQUIREMENTS VCE VM is a select entry course, and students are accepted only if they meet the specific criteria established by the College. Each applicant’s readiness for work and vocational training is assessed, as well as their classroom behaviour, effort and attendance.

The year prior to commencing VM, students are expected to have researched the VET course/s that they are interested in completing to determine their suitability and passion.

Once accepted into the program the student should begin looking for a placement where they can complete their Structured Workplace Learning (SWL).

VCE VM & VET Entry Requirements

Families are responsible for the additional costs involved for all VET courses.

Students have the option of selecting a VET course that JPC will conduct onsite during the regular timetable, or they may choose to secure a VET course through a TAFE. The latter option can be completed either as part of the VM pathway or after hours as part of the VCE pathway.

VET programs contribute to the VCE and VCE VM in one of the following ways: ▪

* *

VET REQUIREMENTS The VET programs are nationally recognised vocational certificate programs that allow students to include vocational studies within their Year 10 course, VCE or VCE VM Certificate.

Credit towards the VCE

▪

Count towards your VCE program (unscored) Count towards your scored assessment (study score) for Units 3 and 4 in the same way all VCE studies do and includes an end of year exam and study score

Credit towards VCE VM contribute to the Industry Specific Skill Strand.

Find out more about VET and VM on page 122

Learning & Teaching Curriculum Guide

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Enrichment and Applied Learning - Year 8 and 9 Students Our Enrichment and Applied Learning elective subjects offer Year 8 and 9 students the opportunity to explore diverse interests and develop practical skills beyond the core curriculum. These electives are designed to challenge and inspire students, encouraging them to apply their knowledge in real-world contexts and think critically about complex issues.

YEAR 8 - ELEVATE AND EXPLORE

YEAR 9 - INVESTIGATION X

In this elective, students will face challenges designed to expand their existing knowledge and explore a wide range of new topics. This Enrichment subject will introduce students to complex concepts and innovative ways of understanding our world.

Investigation X is an applied learning subject designed for Year 9 students. As a class you will decide on a project to undertake for the semester that will have real world positive impacts and allow you to investigate topics that you are interested in and curious about.

Tasks may include research, experiments, practical activities, incursions, excursions and presentations.

This unique subject emphasises real-world application and experiential learning. It’s all about asking the big questions, working together to find answers, sharing ideas, solving problems and applying learning in a practical, hands-on way. You will need to be willing to work in teams, get creative, be interested in learning, and participate actively.

This course encourages critical and creative thinking, problem-solving, and independent research. Students will have the opportunity to drive their own learning by planning, researching, and implementing projects based on their chosen topics.

They will also delve into themes such as modern world dilemmas, global perspectives, social responsibility and impact, and advanced research methods. This elective is ideal for students eager to push beyond the traditional classroom, seeking to challenge themselves, and desiring empowerment, agency, and a strong voice in their education.

Enrichment and Applied Learning - Year 8 and 9 Students 8

John Paul College

Acceleration Policy Acceleration Policy Students who consistently achieve high academic results and demonstrate excellent learning skills and work habits may be permitted to accelerate their studies by: ▪

Studying a Victorian Certificate of Education (VCE) Unit 1 and 2 in Year 10

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Studying a VCE Unit 3 and 4 subject in Year 11

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Studying a University Extension subject in Year 12

Students are required to submit an application form by the due date for their application to be considered.

Students studying a three-year VCE program are expected to study six VCE Unit 3 and 4 sequences, completing a maximum of one VCE Unit 3 and 4 sequence in Year 11 and five VCE Unit 3 and 4 sequences in Year 12.

This provides opportunity for an additional 10% of the scaled score in the sixth study to be used in the calculation of the Australian Tertiary Admissions Rank (ATAR).

The following subjects are available for acceleration: THE ARTS ▪

Visual Communication Design

HEALTH AND PHYSICAL EDUCATION ▪

Health and Human Development

▪

Outdoor Education

▪

Physical Education

HUMANITIES ▪

Business Management

▪

History

LANGUAGES ▪

Literature

MATHEMATICS ▪

▪

Biology

▪

Psychology

TECHNOLOGY ▪

Food Studies

▪

ICT Applied Computing

▪

Product Design

▪

VET Fashion

ACCELERATION IN YEAR 12 High achieving Year 11 students who have already completed one or more VCE Unit 3 and 4 sequences may wish to apply to study a University Extension subject. Only in exceptional circumstances will a student be approved to study an extension subject. This will be determined by the Head of Senior School Learning.

General Maths (Units 3 & 4 only)

RELIGIOUS EDUCATION ▪

SCIENCE

Religion and Society Compulsory for Year 10 Units 1&2 Accelerate for Year 11 Units 3&4

Scan QR code to view the Learning and Teaching policies on the College website

Learning & Teaching Curriculum Guide

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Subject Pathways Year 7

SUBJECT PATHWAYS

The Year 7 curriculum is designed to support a smooth transition to secondary school, honing foundational knowledge and study skills across a wide range of subjects.

Year 7 students take core subjects, which run for the entire year, as well as a variety of semester-based subjects.

CORE SUBJECTS YEAR LONG SUBJECTS English & Language

SEMESTER BASED SUBJECTS English Literacy

Health & Physical Education

Health & Physical Education

Humanities

Humanities

Mathematics

Mathematics *Maths Enhancement

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Religious Education

Religious Education

Science

Science

English & Language

Italian

Technology

Food Studies Product Design & Technology

Performing Arts

Drama Music

Visual Arts

Art Visual Communication Design

Year 8 & 9 SUBJECT PATHWAYS

In Year 8 and Year 9 students are given the opportunity to select their elective subjects. These electives are chosen according to personal preferences, enabling students to delve into their interests and start shaping their future academic paths.

CORE SUBJECTS

ELECTIVES

YEAR LONG SUBJECTS

SEMESTER BASED SUBJECTS

English & Language

English & Language

English

Literacy

Year 8 students are required to select 4 elective units.

Year 9 students are required to select 3 elective units.

Film as Text - Year 9 only

Italian - Year 8: Core, year long subject Year 9: Core for Semester one

Italian - Year 9, Semester two elective Myths and Monsters - Year 9 only

Technology

Digital Technologies Food Studies

Health & Physical Education

Health & Physical Education

Humanities

Humanities

Mathematics

Mathematics*

Drama

Maths Enhancement - Year 8 only

Music

Product Design & Technology STEM

Advanced Mathematics* - Year 9 only Religious Education

Religious Education

Science

Science

Textiles Performing Arts

Visual Arts

Dance

Art Media Visual Communication Design

Enrichment Studies

Elevate and Explore - Year 8 only

Applied Learning

Investigation X - Year 9 only

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Year 10

SUBJECT PATHWAYS

Year 10 students have the opportunity to study a number of elective subjects, (including VET courses), in addition to the core subjects.

Students who consistently achieve high academic results and demonstrate excellent work habits may be approved to study a VCE Unit 1 and 2 course in Year 10.

Students are required to select 6 elective units and can include an accelerated VCE Unit 1 & 2 subject.

CORE SUBJECTS

ELECTIVES (CONT.)

YEAR LONG SUBJECTS

SEMESTER BASED SUBJECTS

English & Language

English

Health & Physical Education

Health

Mathematics

Student are required to select one of the following

Religious Education

Applied Learning English Certificate II in Workplace Skills Health VCE Religion & Society Units 1&2 Electives - 4 Choices

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John Paul College

Physics Psychology Applied Science Technology

Food Around the World Product Design & Technology Textiles

SEMESTER BASED SUBJECTS English & Language

Health & Physical Education

Performing Arts

Music Visual Arts

Media Arts: Filmmaking

Health & Human Development

Accounting Business Management Geography: Epic Earth Geography: Human Horizons History: Death and Diseases History: Empires of the Ancients Legal Studies Politics

Art Media Arts: Photography

Exercise Science

Students are required to select a minimum of one

Dance Drama

English Language

Visual Communication Design

Outdoor Education Humanities

Advanced Food Studies Digital Technologies

ELECTIVES

Economics

Mathematics

Environmental Science

VCE Units 1 & 2 Religion and Society

Italian

YEAR LONG SUBJECTS

Chemistry

Mathematics* Advanced Mathematics*

Students are required to select a minimum of one Biology

Foundation Mathematics*

Literature*

VOCATIONAL MINOR

Science

THE FOLLOWING SUBJECTS ARE AVAILABLE FOR ACCELERATION: Visual Communication Design

General Maths (Units 3&4 only)

Health and Human Development

Biology

Outdoor Education

Psychology

Physical Education

Food Studies

Business Management

Applied Computing

History

Product Design

Literature

VET Fashion

Year 11&12 SUBJECT PATHWAYS

VOCATIONAL MAJOR YEAR LONG SUBJECTS

CORE SUBJECTS

Applied Learning

YEAR LONG SUBJECTS

Literacy Skills

English & Language

Numeracy Skills

Students are required to select a minimum of one

Personal Development Skills

English

Work Related Skills

Literature Religious Education

Structured Workplace Learning

Students are required to select one of the following

VET Community Services (Religious Education)

ACE & CSYMA Youth Academy - 2 year program

Vocational Education & Training (Offsite) OR

Religion & Society

VET Allied Health Assistance (Onsite)

School Based Religious Education

Year 11 Electives: Students are required to select 5 units

Text & Traditions

ELECTIVE UNITS Year 12 Electives: Students are required to select 4 VCE units (Three VCE Subjects for students studying VCE Religion and Society Units 3 & 4)

YEAR LONG SUBJECTS English & Language

Italian

Mathematics

General Mathematics

Visual Arts

Mathematical Methods

Media

Specialist Mathematics

Health & Physical Education

Health & Human Development Outdoor Education & Environmental Studies

Performing Arts

Visual Communication Design Technology

Drama Music Contemporary Performance

Physical Education

Art Making and Exhibiting

Applied Computing Data Analytics Food Studies

VET Allied Health Assistance

Product Design & Technology

VET Sports & Recreation

Software Development VET Fashion

Humanities

Accounting

Science

Biology

Business Management

Chemistry

Economics

Environmental Science

Geography

Psychology

History

Physics

Legal Studies Politics Sociology VET Business Management

Learning & Teaching Curriculum Guide

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Learning Areas

English & Language

Subject Overview Learning in Languages revolves around the interconnected domains of reading, viewing, writing, speaking, and listening.

In English, students engage with, discuss, and respond to a range of fiction and nonfiction, classic and contemporary texts, exploring important themes, characters, and perspectives.

Students also utilise the skills and knowledge they develop to construct their own texts in a range of different mediums including written, oral and multimodal formats.

While all students explore these skills and understandings in their Core English pathways, they can also further develop skill set in the range of electives and additional subjects on offer.

Literature involves a closer and more in-depth examination of literary texts and teaches students to examine these through a range of different perspectives, to compare and contrast, consider the historical context and examine the relationships between texts. Students respond both creatively and analytically to the set texts and learn to read widely and critically.

Students also have the opportunity to study Italian, where they are immersed in the language, culture, geography and history of Italy.

They learn about grammar, develop their vocabulary and fluency, and participate in a range of engaging activities that allow them to better understand the language and traditions of this fascinating country.

Learning & Teaching Curriculum Guide

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Subject Pathways Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

ENGLISH

ENGLISH

ENGLISH

CORE ENGLISH

ENGLISH Units 1 & 2

ENGLISH Units 3 & 4

FILM AS TEXT

ENGLISH LANGUAGE

ENGLISH LANGUAGE Units 1 & 2

ENGLISH LANGUAGE Units 3 & 4

MYTHS AND MONSTERS

LITERATURE

LITERATURE Units 1 & 2

LITERATURE Units 3 & 4

ITALIAN

ITALIAN

ITALIAN Units 1 & 2

ITALIAN Units 3 & 4

ITALIAN

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John Paul College

ITALIAN

(Available from 2026)

(Available from 2026)

ENGLISH & LANGUAGE

Year 7

Italian

English YEAR LONG SUBJECT Year 7 English explores a variety of written genres over the course of Semester 1, with greatest focus on persuasive language, genre and text study. Students will study a variety of excerpts from different text types and will produce their own poems and memoirs at the culmination of each unit of study.

KEY CONCEPTS ▪

Spelling, grammar and punctuation activities are integrated into daily class tasks.

Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning.

▪

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view.

▪

Students listen for and explain different perspectives in texts.

They make presentations and contribute actively to class and group discussions, using language features to engage the audience.

SEMESTER BASED SUBJECT Immersing students in a language and culture they are unfamiliar with expands the scope of their world view.

The focused study of a new language broadens their horizons and creates personal, social, and employment opportunities.

KEY CONCEPTS ▪

While students are introduced to basic grammatical structures, they also study the relationship between language and culture.

In this way they learn to identify cultural references in texts and consider how language communicates perspectives and values.

▪

They compare Italian with languages they are familiar with and reflect on cultural experiences, including the process of moving between languages and cultural systems.

Learning & Teaching Curriculum Guide

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ENGLISH & LANGUAGE

Year 8

Italian

English YEAR LONG SUBJECT

KEY CONCEPTS

Students at Year 8 explore how language, images, vocabulary and other design and presentation choices impact an audience through the study of written and filmed texts. In Semester One, Students at Year 8 study a set text analysing the themes, and ideas as expressed through the characters, symbols and events of the text. Students then explore how ideas are expressed in different narratives, comparing thier set of text to a film and short story of a similar nature.

▪

Students explore how language, images, vocabulary and other design and presentation choices impact on the way texts are received and interpreted by their audience. They are encouraged to question the reliability of sources through critical analysis of bias.

▪

Students gain a deeper understanding of concepts through the production of texts using a variety of media materials.

In Semester Two, students explore texts related to a current issue. They are encouraged to question the reliability of sources through critical analysis of bias and use this understanding of how an argument is presented to construct a persuasive text.

▪

Selected texts explore a range of complex issues in familiar and unfamiliar contexts. Students consider the content and the presentation of that content to draw meaning.

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John Paul College

YEAR LONG SUBJECT In Year 8 Italian students build on grammatical structures and practical vocabulary. They develop their fluency in reading, writing, listening and speaking basic Italian.

KEY CONCEPTS ▪

Through this study students develop an understanding of how culture shapes and extends their understanding of themselves, their own heritage, values, beliefs, culture and identity by establishing connections to another.

▪

The study of an unfamiliar language strengthens intellectual, analytical, reflective capabilities, and enhances creative and critical thinking.

ENGLISH & LANGUAGE

Year 9

Italian

English YEAR LONG SUBJECT Through critical analysis, students explore the use of language and literary device to gain deeper insight into author voice and style, content structure, and how a text is open to multiple interpretations depending on context of time, place, and audience. Students learn to utilise a variety of language features to effectively convey meaning, creating a variety of texts to articulate complex ideas.

Texts chosen for study invite students to explore and reflect on their personal understanding of the world and significant human experience to extend them as conscientious, considered readers.

KEY CONCEPTS ▪

Reading and Viewing

▪

Writing

▪

Speaking and Listening

CORE SEMESTER ONE. ELECTIVE FOR SEMESTER TWO. Students expand their range and control of the linguistic systems to develop a more sophisticated functional vocabulary.

KEY CONCEPTS ▪

Students explore intercultural experiences, noting the influence of technology, media and globalisation on language and communication.

▪

They learn to choose appropriate tenses and terms to convey identity and create tone. Through a greater control of the language structures, students become more confident in communicating in a range of contexts.

Learning & Teaching Curriculum Guide

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ENGLISH & LANGUAGE

Year 9

Myths and Monsters

Film As Text

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

In ‘Myths and Monsters,’ Year 9 students will explore the purpose and legacy of storytelling across history and cultures.

They will engage in the critical analysis of these narratives, examining how literary monsters like vampires and modern monsters like Godzilla reflect societal fears and anxieties, as well as underlying views and values. Additionally, students will explore how myths, such as the Greek myth of Icarus, serve to explain the world, while also having a didactic purpose to teach or moralise.

The course will be primarily focused on the analytical reading of literary works, honing skills in critical and creative thinking by interpreting texts.

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John Paul College

Through the study of these texts, students will delve into authorial intent, literary techniques, and the intrinsic connections between myths, monsters, and their cultural contexts.

This will be expressed primarily through analytical writing such as essays and passage analyses, but will also include opportunities for creative writing, such as crafting their own modern myths or monster stories.

This foundational knowledge prepares students for advanced English and Literature studies, while also fostering a deeper appreciation for literature as a powerful storytelling medium.

Students in Year 9 study film as their primary source of text. The units are divided by theme, genre, and form.

Students learn to interpret and respond to film through the English lens. They will write responses in a variety of forms through analytical and creative styles of writing.

This course provides a comprehensive exploration of film, equipping students with the skills to critically analyse and appreciate cinema.

Through studying various texts per unit, students will delve into film techniques, directorial intent, and the intricate connections between film and thematic elements. By engaging in both analytical and creative writing tasks, students will articulate their understanding and interpretations effectively. This foundational knowledge prepares them for advanced English studies, fostering a deeper appreciation for film as a powerful storytelling medium.

ENGLISH & LANGUAGE

Year 10

Core English

English Language

YEAR LONG SUBJECT

SEMESTER BASED SUBJECT

Students examine and evaluate how chosen texts make use of structure, format, language features, images to challenge or subvert conventions.

They identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purpose and likely audience.

Students will explore a variety of written and film texts, exploring the manner in which an author’s intent in conveyed, and the way language and/ or film techniques create meaning.

Students in Year 10, begin to study linguistic elements explored in VCE English Language studies. Students will examine how language is organised to help users make sense of their experiences and interact with others. They will explore the various functions of language and its nature as a complex system of signs and conventions.

how children acquire language and the stages of language acquisition across various subsystems.

It is recommended that students undertake this subject should they wish to pursue VCE English Language studies in Years 11 and 12.

The semester long unit also considers the relationship between speech and writing as primary language modes and the influence of situational and cultural contexts on language choices.

Additionally, students will investigate

Learning & Teaching Curriculum Guide

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ENGLISH & LANGUAGE

Year 10

Literature

Italian

SEMESTER BASED SUBJECT

YEAR LONG SUBJECT

Students will be exposed to a range of different text types and writing styles, to learn the skills involved in the close reading of texts in preparation for undertaking Literature in VCE. They will engage in discussions of the historical context and language of the texts being studied, and examine the views and values embedded within the text, before responding both analytically and creatively.

Students demonstrate a stronger command of the linguistic systems.

They give presentations, formulate and respond to a range of questions. They interpret information and attitudes in a range of informational and imaginative texts. They create written texts such as descriptions, narratives and recounts that convey experiences, ideas and emotions. They reflect on ways in which language and culture create meanings, and on ways in which their own linguistic and cultural assumptions come into play in using and learning Italian. They recognise the role of language and culture in shaping experience.

KEY CONCEPTS

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John Paul College

▪

Approaches to literature and literary perspectives

▪

Historical context, views and values embedded in a text

▪

Interpreting and analysing texts

ENGLISH & LANGUAGE

VCE English SCOPE OF STUDY VCE English focuses on how English language is used to create meaning in written, spoken and multimodal texts of varying complexity.

KEY SKILLS ▪

RATIONALE The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis.

Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community.

▪

▪

Reading. Students are required to read four texts in Year 11 and four texts in Year 12. These range from poetry to plays to fiction and include texts from both acclaimed contemporary and classic.

Writing. Students studying Units 1-4 English are required to construct a folio of written work in a range of forms in response to a series of mentor texts. They also produce a text response and argument analysis. This is an opportunity for students to consolidate and apply the writing skills they have been learning throughout their education.

Speaking. One oral presentation is required in Year 11 and one in Year 12. Students are able to choose an issue that interests them from an array of topics in the Australian media and in the last 12 months.

STRUCTURE There are four units of study: UNIT 1 Students read and respond to texts analytically and personally. In this unit, students compare the presentation of ideas, issues and a range of themes in texts. Students also develop their skills in creating written, spoken and multimodal texts.

UNIT 2 Students continue to analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences.

Students develop their skills in creating written, spoken and multimodal texts.

UNIT 3 Students read and respond to texts analytically. They also engage in the crafting of texts. Exploring different forms of writing whilst making explicit connection to mentor texts.

UNIT 4 Students analyse arguments and the use of persuasive language in texts.

They create an oral presentation intended to position audiences about an issue currently debated in the media.

Learning & Teaching Curriculum Guide

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ENGLISH & LANGUAGE

VCE Literature SCOPE OF STUDY

RATIONALE

ENTRY REQUIREMENTS

In VCE Literature, students undertake close reading of texts and analyse how language and literary elements and techniques function within a text.

Emphasis is placed on recognition of a text’s complexity and meaning, and on consideration of how that meaning is embodied in its literary form. The study provides opportunities for reading deeply, widely and critically, responding analytically and creatively, and appreciating the aesthetic merit of texts.

VCE Literature provides opportu- nities for students to develop their awareness of other people, places and cultures and explore the way texts represent the complexity of human experience.

Students examine the evolving and dialogic nature of texts, the changing contexts in which they were produced and notions of value. They develop an understanding and appreciation of literature, and an ability to reflect critically on the aesthetic and intellectual aspects of texts.

Students entering Unit 3 without Units 1 and/or 2 will be required to attend a College Pathways Meeting and undertake additional preparation as prescribed by their teacher.

VCE Literature enables students to examine the historical and cultural contexts within which both readers and texts are situated. It investigates the assumptions, views and values which both writer and reader bring to the texts and it encourages students to contemplate how we read as well as what we read.

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John Paul College

The study of Literature enables students to consider the power and complexity of language, the ways literary features and techniques contribute to meaning and the significance of form and structure.

Students must undertake Unit 3 and Unit 4 as a sequence.

STRUCTURE There are four units of study: UNIT 1 Reading practices UNIT 2 Voices of country and Texts in context UNIT 3 Adaptations and Transformations UNIT 4 Creative responses and Close analysis

ENGLISH & LANGUAGE

VCE Italian SCOPE OF STUDY VCE Italian focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Italian on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Italian in a range of contexts and develop cultural understanding in interpreting and creating language.

RATIONALE The study of Italian contributes to student personal development in a range of areas including communication skills, intercultural understanding, cognitive development, literacy and general knowledge. Learning using an additional language encourages students to examine the influences on their perspectives and society, and to consider issues important for effective personal, social and international communication. It enables students to examine the nature of language, including their own, and the role of culture in language, communi- cation and identity. By understanding the process of language learning, students can apply skills and knowledge to other contexts and languages. Learning a language engages analytical and reflective capabilities and enhances critical and creative thinking.

The study of Italian provides students with the ability to understand and use a language that is spoken in Italy, Vatican City and San Marino. Italian is one of the official languages of Switzerland and the European Union. Italian is widely spoken in Malta, Albania, Croatia, Slovenia and Libya and is also spoken by communities of Italian speakers who migrated to countries such as Australia, Argentina, Brazil, Canada and the United States.

The study of a specific language exposes students to different experiences and perspectives at a personal level. It encourages students to be open to different ways of thinking, acting and interacting in the world, even beyond the language being studied and their own language.

ENTRY REQUIREMENTS Students entering Units 1 and 2 Italian are required to achieve an overall result of at least 50% in Year 10 Italian. Students must undertake Unit 3 and Unit 4 as a sequence and are required to achieve an overall result of at least 50% in Units 1 and 2 Italian.

Learning & Teaching Curriculum Guide

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Health & Physical Education

Subject Overview Learning in Health and Physical Education focuses on students enhancing their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts.

Health and Physical Education is the key learning area in the curriculum that focuses explicitly on developing movement skills and concepts students require to participate in physical activities with competence and confidence. The knowledge, understanding, skills and dispositions students develop through movement in Health and Physical Education encourage ongoing participation across their lifespan and in turn lead to positive health outcomes.

Learning & Teaching Curriculum Guide

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Subject Pathways Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

HEALTH AND PHYSICAL EDUCATION

HEALTH AND PHYSICAL EDUCATION

HEALTH AND PHYSICAL EDUCATION

HEALTH

EXERCISE SCIENCE

PHYSICAL EDUCATION Units 1 & 2

PHYSICAL EDUCATION Units 3 & 4

HEALTH AND HUMAN DEVELOPMENT

HEALTH AND HUMAN DEVELOPMENT Units 1 & 2

HEALTH AND HUMAN DEVELOPMENT Units 3 & 4

OUTDOOR EDUCATION

OUTDOOR AND ENVIRONMENTAL STUDIES Units 1 & 2

OUTDOOR AND ENVIRONMENTAL STUDIES Units 3 & 4

VET SPORT AND RECREATION Units 1 & 2

VET SPORT AND RECREATION Units 3 & 4

VET ALLIED HEALTH ASSISTANCE Units 1 & 2

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HEALTH & PHYSICAL EDUCATION

Year 7

Health & Physical Education YEAR LONG SUBJECT Year 7 Health and PE provides students with essential knowledge and confidence to make informed decisions about their health and well-being. This subject emphasises the importance of maintaining a healthy lifestyle, benefiting both mental and physical health. The curriculum aims to foster a love for physical activity and establish lifelong engagement in physical activities.

Students engage in tasks to deepen their understanding of their changing bodies, personal health, and safety.

Topics include adolescent development, nutrition, puberty, and the consequences of smoking. Participation physical activities follow the Southern Independent Schools sports program features activities like handball, cross country, athletics, table tennis, sot tennis, netball, basketball, football, soccer, volleyball, baseball, softball, tennis, and cricket.

Students will also develop teamwork skills and learn to make effective decisions in game situations. By the end of the year, students will have a solid foundation in health and physical education, promoting overall well-being and fostering lifelong healthy habits.

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HEALTH & PHYSICAL EDUCATION

Year 8

Health & Physical Education YEAR LONG SUBJECT This year-long course explores key concepts such as gender, relationships, and respect, aiming to build a shared understanding among peers. Students will develop skills in analysis, reflection, and media literacy, learning how to establish and sustain respectful relationships and promote inclusivity. The curriculum includes defining sex, sexuality, and gender, understanding personal qualities that foster respectful relationships, and analysing the importance of body language and communication.

In addition to theoretical learning, students participate in physical activities that follow along with the Southern Independent Schools (SIS) sports program, which features activities like

handball, cross country, athletics, table tennis, netball, basketball, football, soccer, volleyball, baseball, softball, tennis, and cricket. Emphasis is placed on skill development, including teamwork and decision-making in game situations, in a variety of physical activities.

By the end of the year, students will have a well-rounded understanding of respectful relationships and inclusivity, equipped with the skills to confidently and competently engage in physical activities, promoting overall health and well-being. This holistic approach aims to foster lifelong appreciation for health and physical education.

HEALTH & PHYSICAL EDUCATION

Year 9

Health & Physical Education YEAR LONG SUBJECT Year 9 Health and Physical Education provides students with opportunities to excel in both team and individual activities while honing tactics and strategies relevant to each sport. Unlike traditional sports, our curriculum emphasises a diverse range of physical movements and applications, fostering a well-rounded skill set.

The course begins with a focus on raising awareness of risk-taking behaviors and their impact on health, followed by an exploration of the effects of alcohol consumption and strategies to manage peer pressure. In the second unit, students delve into the role of nutrition in human development and examine various dietary models.

A unique aspect of the curriculum is the Volleyball Students as Equipment, Personnel, and Program (SEPEP) unit. In this unit, students take on various roles within the volleyball program, including player, coach, referee, and manager. This experiential learning approach enhances teamwork, leadership, and decisionmaking skills.

Throughout the year, students also engage in fitness, touch football, golf, badminton, ultimate, and indoor hockey.

Key concepts include understanding the dimensions of health, managing risktaking behaviors, nutrition’s impact on the body, and the anatomy and function of human body systems.

By year’s end, students will possess a comprehensive understanding of health and well-being, equipped with practical skills and knowledge for lifelong health and fitness.

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HEALTH & PHYSICAL EDUCATION

Year 10 Core Health

Exercise Science

YEAR LONG SUBJECT

SEMESTER BASED SUBJECT

Year 10 Core Health offers students comprehensive knowledge and vital skills to cultivate self-awareness, manage relationships effectively, and advocate for health and safety. Through rigorous inquiry, students delve into the multifaceted dimensions of health, including physical, emotional, mental, social, and spiritual well-being.

The curriculum covers essential topics such as road safety, examining statistics on road mortality, the dangers of driving under the influence, and strategies for car safety. Students also explore respectful relationships, focusing on understanding and combatting gender-based violence, fostering consent, and developing skills for collective responsibility.

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Further units address harm minimisation concerning drugs, understanding their various types and long-term effects on the body. Mental health education is also emphasised, distinguishing between mental health and illness, practicing mindfulness, and accessing mental health support.

Additionally, sexual health education encompasses reproductive health, knowledge about sexually transmitted diseases, contraception methods, and conception.

By engaging deeply with these units, students gain invaluable life skills, empowering them to make informed decisions for their well-being and advocate for healthier communities.

Year 10 Exercise Science introduces students to the importance of regular physical exercise for enhancing physical and social well-being. Through a variety of activities including weights, interval, circuit, and aerobic training, as well as team sports and individual pursuits, students explore different fitness components, set personal goals, design and evaluate fitness programs, and analyse physiological adaptations from regular training.

Key concepts include understanding fitness components, training methods, and body systems like musculoskeletal and cardiorespiratory systems. Students complete assessments covering various topics, including a major assignment designing a 4-week Personal Fitness Program and an end-of-unit exam.

By engaging with these concepts and activities, students develop practical skills and knowledge to maintain an active and healthy lifestyle.

HEALTH & PHYSICAL EDUCATION

Year 10

Health & Human Development

Outdoor Education

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Year 10 Health and Human Development serves as a vital bridge to VCE, equipping students with essential skills like research, analysis, and critical inquiry.

Through exploration of the World Health Organisation definition of health and wellbeing, students grasp these concepts as dynamic, influenced by biological, sociocultural, and environmental factors.

They delve into the five dimensions of health and factors shaping wellbeing, gaining insights into how social factors impact health.

Additionally, students study lifespan and development, understanding the stages of human life and bodily changes.

By engaging deeply with these topics, students develop a comprehensive understanding of health and human development, empowering them to make informed decisions for their own wellbeing and that of others.

Year 10 Outdoor Education immerses students in practical learning experiences, fostering connections with nature, others, and themselves. Through activities like rock climbing, bushwalking, and first aid training, students develop essential skills in bush safety, communication, teamwork, and leadership.

The curriculum emphasises the importance of positive relationships with the environment, promoting sustainability and well-being. Assessment includes first aid training, camping and outdoor living skills, and an environmental issue inquiry group assignment.

Focused on practical skills to prepare for VCE Outdoor and Environmental Studies, students also engage in navigation and orienteering exercises, enhancing their ability to navigate natural landscapes confidently. By participating in Outdoor Education, students gain a deeper understanding and appreciation of the natural world while acquiring valuable life skills for outdoor adventures and environmental stewardship.

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HEALTH & PHYSICAL EDUCATION

VET Sport & Recreation

SCOPE OF STUDY The VCE VET Sport and Recreation program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with the opportunity to acquire and develop the skills, knowledge and confidence to work in the areas of sport and outdoor recreation related industries. Leadership, organisational and specialist activity skills will be developed through the units of competency undertaken in the selected program.

Scored assessment is available for the Scored Units 3 and 4 sequence of the VCE VET Sport and Recreation program.

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VCE VET Sport and Recreation is a course that suits students who are interested in developing the skills that would allow them to pursue work and opportunities in community sport, personal training, etc.

Students can also undertake VCE Physical Education Units 1 & 2 at the same time as the VCE VET, with the VCE Physical Education leading more towards university study and pathways towards Sports Science, Physiotherapy, etc.

HEALTH & PHYSICAL EDUCATION

VET Allied Health Assistance This qualification is designed for those seeking to become Allied Health Assistants in the aged care, disability, and other health sectors. The program prepares new workers to provide assistance to Allied Health Professionals (AHP) under their supervision and delegation, which may take the form of direct, indirect, or remote supervision.

To successfully complete the qualification, candidates must fulfil a practical requirement of at least 120 hours of clinical placement, as outlined in the Assessment Requirements of the relevant units of competency. At least 60% of this work must be carried out in an allied health workplace. The remaining 40% may be carried out in a simulated environment if an allied health workplace is unavailable. The clinical placement provides valuable hands-on experience

in a clinical setting, enabling students to develop the skills and knowledge necessary to become effective Allied Health Assistants.

Upon completion of the program, students will have the foundational knowledge and practical experience to pursue a career as an Allied Health Assistant. They will be equipped with the skills to support Allied Health Professionals in delivering high-quality care to patients in a range of community and healthcare settings.

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HEALTH & PHYSICAL EDUCATION

VCE Health & Human Development SCOPE OF STUDY

UNIT 1 AND 2

UNIT 3 AND 4

VCE Health and Human Development provides a comprehensive exploration of health and wellbeing, emphasising its multidimensional and dynamic nature.

Students analyse diverse definitions and interpretations, recognising wellbeing as intrinsic to health. The curriculum delves into the complex interplay of biological, sociocultural, and environmental factors influencing health, with particular attention to social determinants.

Unit 1 and 2 of Health and Human Development offer a comprehensive exploration of health and wellbeing from diverse perspectives and definitions, emphasising their contextual nature.

Students examine the World Health Organisation definition and other interpretations, recognising wellbeing as intrinsic to health. They identify personal perspectives on health, considering factors influencing attitudes and practices, including those among Indigenous communities.

Unit 3 and 4 of Health and Human Development delve into the complexities of health, wellbeing, and illness from a global perspective. Students analyse health as a universal right, exploring the World Health Organisation criteria for health improvement. They investigate public health approaches and assess health disparities between countries, considering socio-economic factors.

STRUCTURE

Furthermore, students examine sustainability and human development on a global scale, studying trends such as globalisation and climate change. They evaluate global health initiatives like the UN’s Sustainable Development Goals and reflect on their ability to contribute to global health action. Throughout this unit, students develop a nuanced understanding of health and wellbeing in diverse global contexts.

Managing health and development

Students examine global and local health disparities, scrutinising healthcare systems and international efforts to address inequalities. The study fosters health literacy, empowering students to connect their learning to personal, community, and global contexts. Through this lens, they develop critical thinking skills to evaluate health information and media messages, enabling them to advocate for health and wellbeing in various settings.

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The curriculum delves into multiple dimensions of health, influences, and indicators, with a focus on youth health literacy and specific health topics.

Students also explore transitions in health and development across the lifespan and societal contexts, particularly from youth to adulthood. They analyse adulthood as a period of increasing independence and responsibility, alongside investigations into the Australian healthcare system, digital media’s impact on health, and issues related to health data access and quality care. Through this exploration, students enhance their health literacy and critical analysis skills.

There are four units of study: UNIT 1 Understanding health and wellbeing UNIT 2

UNIT 3 Australia’s health in a globalised world UNIT 4 Health and human development in a global context

HEALTH & PHYSICAL EDUCATION

VCE Physical Education SCOPE OF STUDY

UNIT 1 AND 2

UNIT 3 AND 4

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

In this unit, students explore the dynamic relationship between the musculoskeletal and cardiorespiratory systems in movement production, evaluating their adaptability and role in participation, alongside analysing social, cultural, and environmental influences and recommending strategies for risk minimisation. Transitioning to a participatory perspective, they investigate various physical activities and their effects on health across different population groups, gaining insight into activity levels needed for well-being, identifying factors influencing physical activity participation, and proposing inclusive strategies for extending opportunities, utilising socialecological and Youth Physical Activity Promotion models to critique effective strategies for promoting regular physical activity, equipping them with knowledge and skills for informed participation in health-enhancing behaviors.

Unit 3 and 4 Physical Education introduces students to biomechanical and skill acquisition principles for analysing human movement and energy production from a physiological standpoint, employing various tools to enhance performance in physical activity, sport, and exercise. They explore the contribution and interaction of energy systems, investigate fatigue causes, and recovery strategies. Analysing movement skills from physiological, psychological, and sociocultural perspectives, students apply training principles to improve performance at various levels, designing and evaluating training programs, participating in training sessions, and critiquing methods. They also assess chronic adaptations to training theoretically.

The assimilation of theoretical understanding and practice is central to the study of VCE Physical Education.

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

Through integrated physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation in sport, exercise and physical activity.

STRUCTURE There are four units of study: 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

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HEALTH & PHYSICAL EDUCATION

VCE Outdoor & Environmental Studies SCOPE OF STUDY

UNIT 1 AND 2

UNIT 3 AND 4

VCE Outdoor and Environmental Studies deepens students’ understanding of various outdoor environments and human impacts on them, from pristine wilderness to heavily affected landscapes.

Through critical analysis, students explore sustainability and historical and contemporary human connections to the land. Active and passive outdoor experiences provide experiential learning, complemented by studying environmental history, ecology, and human-nature relationships. The curriculum investigates the interplay between outdoor environments and humans, considering future implications. Guided activities include bushwalking, canoe touring, and conservation work, excluding those with weapons or motorised devices.

Activities range from multi-day journeys to class-time sessions, fostering hands-on engagement with landscapes.

Unit 1 and 2 of Outdoor and Environmental Studies explore diverse perspectives on nature in outdoor environments, focusing on individual responses and motivations. Students gain practical skills to act sustainably and understand human impacts on the environment. The curriculum covers various understandings of outdoor environments and examines case studies of human intervention’s effects on sustainability. Students learn to minimise human impact and understand vocational perspectives shaping outdoor use, reflecting on their experiences to deepen theoretical knowledge about nature.

Unit 3 and 4 of Outdoor and Environmental Studies explore the ecological, historical, and social aspects of human relationships with Australian outdoor environments over 60,000 years. Through case studies and practical experiences, students analyse factors influencing these relationships and investigate strategies for sustainable outdoor management.

They conduct independent investigations on the health and importance of outdoor environments, considering the balance between human needs and environmental preservation. Emphasising practical skills and critical reflection, students also explore community actions promoting sustainability and propose solutions to environmental threats.

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STRUCTURE There are four units of study: UNIT 1 Connections with outdoor environments UNIT 2 Discovering outdoor environments UNIT 3 Relationships with outdoor environments UNIT 4 Sustainable outdoor environments

Humanities

Subject Pathways Year 7

Year 8

HUMANITIES

HUMANITIES

Year 9

Year 10

Year 11

Year 12

ACCOUNTING

ACCOUNTING Units 1 & 2

ACCOUNTING Units 3 & 4

ECONOMICS

ECONOMICS

ECONOMICS Available 2026

BUSINESS

VCE VET BUSINESS Certificate III in Business

VCE VET BUSINESS Certificate III in Business

BUSINESS MANAGEMENT Units 1 & 2

BUSINESS MANAGEMENT Units 3 & 4

GEOGRAPHY: HUMAN HORIZONS

GEOGRAPHY Units 1 & 2

GEOGRAPHY Units 3 & 4

GLOBAL POLITICS

POLITICS

GLOBAL POLITICS Available 2026

HISTORY: EMPIRES OF THE ANCIENTS

SOCIOLOGY Units 1 & 2

SOCIOLOGY Units 3 & 4

HISTORY: DEATH & DISEASES

HISTORY Units 1 & 2

HISTORY Units 3 & 4

LEGAL STUDIES

LEGAL STUDIES Units 1 & 2

LEGAL STUDIES Units 3 & 4

HUMANITIES

GEOGRAPHY: EPIC EARTH

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HUMANITIES

HUMANITIES

Humanities

Humanities

YEAR LONG SUBJECT

YEAR LONG SUBJECT

Year 8

Year 7

The Humanities provides an in-depth study of various aspects of Civics and Citizenship, Economics and Business, Geography, and History, shaping students’ understanding of societal systems and processes.

Civics and Citizenships encourages students to explore features, principles, and values that underpin Australia’s democracy.

Geography focuses on understanding the characteristics of places, spatial distributions, and patterns, and their implications while studying the substrands of Water in the World; an investigation of water as a renewable resource and its environmental significance and Place and Liveability, which examines factors influencing liveability including the services and

facilities provided by places, and how spaces are managed.

Students also study history in the Humanities, from early human communities to major civilizations. The history curriculum emphasizes historical concepts and skills, including sequencing chronology, using sources as evidence, identifying continuity and change, analysing causes and effects, and determining historical significance.

Overall, the Humanities curriculum equips students with a framework to critically analyse and appreciate the complex processes that have shaped societies and environments, fostering informed and active citizenship.

Humanities encompasses the areas of Civics and Citizenship, Economics and Business, Geography, and History, offering a holistic understanding of societal systems and global processes.

In Civics and Citizenship, students explore the values that shape democracy including citizen responsibilities and participation in democracy.

Economics and Business focuses on understanding economic systems, resource management, and business operations to learn about economic decision-making.

Geography investigates urbanisation, population distribution, and the interconnections between urban areas as well as an exploration of geomorphology,

emphasizing the significance of different landscapes and their cultural importance.

In History, students study the concepts of exploration, trade and conquest through significant historical periods and societies. They examine the cultural practices, societal impacts, and historical significance of these civilisations, through using historical sources to understand continuity, change, and the causes and effects of historical events.

Overall, the Humanities curriculum equips students with critical thinking skills and a comprehensive understanding of historical and contemporary societal structures.

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HUMANITIES

HUMANITIES

Humanities

History: Empires of the Ancients

YEAR LONG SUBJECT

SEMESTER BASED SUBJECT

Year 9

The Year 9 Humanities curriculum includes Civics and Citizenship, Economics and Business, Geography, and History, providing a multifaceted understanding of societal and historical developments.

In Civics and Citizenship, students explore Australian national identity, examining the influences and factors that shape what it means to be Australian.

This fosters a deeper understanding of national values and the diverse nature of Australian society.

Economics and Business education focuses on economic principles, business operations, and financial decisionmaking, equipping students with practical knowledge for economic participation and understanding the impact of economic activities on society.

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Year 10

Geography covers environmental change and management, the significance of food security, and challenges to making environments sustainable. Through fieldwork, students collect data to understand and analyse environmental changes and management strategies, enhancing their practical geographical skills.

In History, students explore key events and periods that focus on early Australian history from colonisation to conflict. These topics help students understand the social, economic, and political impacts of historical events, using historical sources to analyse causes and effects, continuity and change, and the significance of these events in shaping modern Australia.

Overall, the subject develops critical thinking skills and a comprehensive understanding of historical and contemporary issues, preparing students to engage thoughtfully with their world.

In this subject, students delve into the rich histories of ancient Greece and Rome, exploring their political systems, social structures, and cultural achievements. Through historical inquiry and critical analysis students will gain the skills to interpret and analyse primary and secondary sources, construct wellsupported historical arguments, and evaluate the reliability of a range of evidence. Students will investigate key events and influential figures to gain insight into the development and governance of these ancient civilizations. They will explore social structures and conflict to learn how these impacted daily life and society. Students will investigate the way that art, architecture, literature, and philosophy in both societies left a lasting impact and contributed to modern culture.

The subject emphasises the interactions between Ancient Greece and Rome and explores how these civilisations connect to modern political systems and ideologies, encouraging students to identify the enduring legacy of these ancient societies.

Overall, this subject aims to enables a deeper understanding of the relevance of ancient civilisations to today’s world.

HUMANITIES

Year 10 History: Death and Disease

Geography: Human Horizons

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

In this subject, students will investigate the historical impacts of death and disease on societies through historical inquiry, critical analysis, and source evaluation.

Students will explore the causes, spread, and effects of major diseases alongside the development of medical practices throughout history and how this impacts the diverse rituals and beliefs surrounding death and burial through a variety of ancient and modern society.

Through analysis of primary sources, including texts and historical documents, students will interpret data and personal accounts relating to disease outbreaks and evaluate the societal and individual impacts of them on society at the time, and its relationship with death. The unit also encourages comparisons of historical attitudes and practices related to death and disease across different contexts, fostering a comprehensive understanding of how these elements have shaped human history and influenced social, cultural, medical and funeral practices.

In this subject, students explore the complex relationships between people, places, and environments through the lens of human geography. They examine various concepts and measures of wellbeing, spatial differences, and evaluate these differences from multiple perspectives and aim to understand interconnecting causes of variations in wellbeing such as health, education, and income.

Assessment includes practical applications of geography to real-world scenarios, highlighting the importance of understanding geographic concepts and processes in a constantly changing world.

Fieldwork in diverse geographic locations exposes students to various data collection and analysis methods, allowing them to apply theoretical knowledge directly to real-world situations.

Through the analysis of primary and secondary data, students will learn to measure and map human wellbeing and development. They will evaluate the impact of international and national initiatives aimed at improving wellbeing.

This subject emphasizes historical inquiry, source evaluation, and data interpretation, fostering skills in constructing evidencebased arguments. “Human Horizons” aims to develop a comprehensive understanding of the factors influencing human development and the global efforts to address these challenges.

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HUMANITIES

Year 10 Geography: Epic Earth

Economics

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

This subject offers students a dynamic exploration of the planet’s diverse landscapes, natural wonders, and environmental processes. It delves into the forces shaping Earth’s physical features, including landforms, water bodies, and climate patterns. Through hands-on activities and real-world case studies, students investigate the interactions between Earth’s spheres, gaining insights into the complex systems that sustain life on our planet.

Students will examine the impact of natural hazards, climate change, and human activities on the environment, fostering an understanding of sustainability and environmental stewardship. Students develop geographical inquiry skills through fieldwork, data analysis, and the interpretation of maps and models.

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By engaging with contemporary issues and exploring solutions to environmental challenges, students develop a deeper appreciation for the interconnectedness of global environments and the importance of responsible environmental management in shaping the future of our planet.

Through this comprehensive study of Earth’s epic story, students are empowered to become informed global citizens, equipped with the knowledge and skills to address the environmental challenges of the 21st century and advocate for positive change in their communities and beyond.

Year 10 Economics is an exciting journey into how our world works, focusing on resource allocation to satisfy our needs and wants. Students explore economics and the economy, diving into how goods and services are produced and exchanged, and tackling the problem of needs, wants, and scarcity.

The curriculum covers engaging topics like resource allocation and decisionmaking, exploring land, labour, capital, and enterprise. The adventure continues into money and finance, uncovering the history and functions of money, the role of the Reserve Bank of Australia (RBA), and the impact of financial crises like the Global Financial Crisis (GFC).

Students learn about opportunity cost, the production possibility frontier, and cost-benefit analysis, and the difference

between normative and positive economics.

They delve into markets and the economy, understanding the price mechanism, supply and demand, and government interventions.

The course also covers Australia’s economic performance with tools like the circular flow model, exploring unemployment, inflation, and government interventions. Globally, students investigate trade, globalisation, and Australia’s trade relationships, especially with Asia. They learn about trade benefits and challenges, the Human Development Index (HDI), and foreign aid.

HUMANITIES

Year 10 Accounting

Business Management

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Year 10 Accounting provides students with foundational knowledge and skills in accounting. This subject introduces the principles and practices of financial record-keeping. Students learn to analyse and interpret financial data, gaining insights into the role of accounting in business decision-making. Students will explore the use of accounting software and digital tools, reflecting modern practices in the accounting profession.

Through practical exercises, case studies, and real-world applications, students develop their ability to manage financial information and understand its impact on business performance.

Additionally, students will examine the role of accounting in various business contexts and understand how financial information supports planning and operational decisions. By the end of the course, students are equipped with the skills to pursue further studies in accounting and finance, and an appreciation of the critical role accounting plays in the business world. This comprehensive foundation prepares students for more advanced studies in Accounting, Business, Economics, and careers in the financial and business sector.

In Year 10 Business, students embark on an exciting journey into the world of innovation and its vital role in business success.

Throughout the course, students will explore how the way we work and do business is changing, both locally in Australia and globally. They will also learn about the growing importance of businesses taking responsibility for their impact on society and the environment.

By the end of the course, students will have a deeper understanding of how innovation, entrepreneurship, and social responsibility are interconnected. They’ll be equipped with knowledge and capabilities needed to thrive in today’s competitive business landscape.

The focus isn’t just on theory—students will get hands-on experience developing their entrepreneurial skills. From brainstorming creative ideas to solving real-world business challenges, they’ll learn how to thrive in today’s fast-paced business world. From allocating resources to forecasting expenses, they’ll gain insight into the financial side of entrepreneurship.

By crafting compelling messages for advertising and promotions, students will learn the strategic importance of marketing in driving business growth and success.

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HUMANITIES

Year 10 Legal Studies

Global Politics

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Year 10 Legal Studies offers an exciting journey into the world of law, justice, and governance. This subject introduces students to the foundations of the legal system, exploring the rule of law, the separation of powers, and the roles of key legal institutions. Students will delve into criminal and civil law, understanding their applications and implications in everyday life. The course covers essential legal principles and processes, including the making and interpretation of laws, the court hierarchy, and the rights and responsibilities of citizens. Students will engage with contemporary legal issues, debates, and case studies, developing critical thinking and analytical skills.

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Through mock trials, role-plays, and interactive activities, they will experience the legal system in action, fostering a deeper understanding of its significance and impact. Additionally, students will explore the importance of human rights and global citizenship, examining how international laws and treaties influence domestic legal systems. By the end of the course, students will be wellequipped with a strong foundation in legal knowledge, ethical reasoning, and civic responsibility. This dynamic subject empowers students to become informed and active participants in their communities and beyond, ready to navigate and influence the legal landscapes of the future.

Year 10 Global Politics offers an exploration into the dynamic world of international relations, governance, and global issues. This subject introduces students to the complexities of global political systems, examining the roles of key international organizations such as the United Nations, the European Union, and the World Trade Organization.

Students will delve into pressing global issues including climate change, human rights, conflict and peacebuilding, and global economic disparities. The course covers essential topics such as power and influence, the impact of globalization, and the interconnectedness of nations.

Students will explore different political ideologies and their influence on global politics, and critically analyse the effectiveness of various political systems and policies. By examining contemporary case studies and engaging with current events, students will develop critical thinking, research, and analytical skills.

By the end of the course, students will be equipped with an understanding of global political dynamics, empowering them to become informed global citizens and future leaders. This vibrant subject fosters a sense of global responsibility and active participation in shaping a more just and sustainable world.

HUMANITIES

VCE Geography Geography allows students to explore, analyse, and understand the characteristics of places worldwide. Geographers investigate key questions: What exists in a place? Where is it located? Why is it there? What are its effects? How is it changing? How should it change in the future? How does it differ from other places? How are places connected? These inquiries are addressed through fieldwork, geospatial technologies, and secondary sources, fostering a comprehensive framework for understanding the world’s complexity, diversity, and interactions of environments, economies, and cultures.

The study of geography is underpinned by twelve key concepts: change, distance, distribution, environment, interconnection, movement, place, process, region, scale, spatial association, and sustainability.

These concepts are integral to observing, describing, interpreting, analysing, and explaining geographic phenomena.

The VCE Geography curriculum focuses on two primary concepts: change and interconnection, emphasizing the increasing human interaction with environments and its significant consequences.

Through VCE Geography, students examine natural and human-induced phenomena, understanding how and why they change, their interconnections, and the patterns they form on Earth’s surface. This study enhances students’ understanding of their own place and its spaces and those in other parts of the world. Integrating spatial perspectives with historical, economic, ecological, and cultural viewpoints deepens the understanding of places, environments, and human interactions with these elements.

UNIT 1 AND 2

UNIT 3 AND 4

Unit 1 explores responses to hazards and disasters, differentiating hazards as potential harm and disasters as community disruptions. It examines geological, hydro-meteorological, biological, and technological hazards.

In Unit 2, students investigate tourism’s development, forms, changes, and impacts on people and environments, addressing ethical tourism issues. The study emphasizes interconnections and challenges in tourism at local, regional, and global scales.

Unit 3 investigates geographical changes in land cover and land use, examining biomes and human impact on natural environments. Students investigate two major processes that are changing land cover in many regions of the world: melting glaciers and ice sheets, and deforestation. Unit 4 explores population geography, focusing on patterns, movement, and distribution, and how various entities respond to these changes globally. The unit includes studying population dynamics and investigating significant population trends, analysing their environmental, economic, social, and cultural impacts.

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HUMANITIES

VCE Politics VCE Politics delves into the study of contemporary power, conflict, and cooperation in an unpredictable and ever-changing world. This subject allows students to explore critical issues such as political stability and change within Australia, the Indo-Pacific region, and globally. By examining how national and global political actors respond to issues like national political reform, climate change, violent conflicts, human rights, sustainability, development, inequality, and global economic instability, students gain a comprehensive understanding of the political landscape.

VCE Politics evaluates how political norms, perspectives, laws, and interests influence governance and the operation of governments. Students develop tools for understanding contemporary political events and challenges by examining current political systems and processes, the values underpinning liberal democratic societies, and the challenges these societies face. The course focuses on contemporary issues and crises from the last decade, encouraging students to construct informed analyses of political phenomena in their society, region, and the world.

The curriculum investigates the sources and forms of power available to political actors and the consequences of their use. Students analyse how these actors pursue their interests and the significance of their actions in addressing national and global issues and crises. Throughout the course, students study Australia’s role in regional and global contexts, understanding the various factors that shape political events and challenges, including social, economic, historical, cultural, environmental, technological, and psychological influences.

Through case studies and inquiries into contemporary political issues, students learn to think politically. This involves evaluating how political actors address national, regional, and global challenges, considering factors like human rights, climate change, development, and various forms of conflict. VCE Politics develops critical thinking, research, and inquiry skills, preparing students for further education and careers in fields such as law, international relations, public service, journalism, and more.

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UNIT 1 AND 2

UNIT 3 AND 4

In Unit 1, students explore how political actors use power to resolve societal conflicts, focusing on local, national, regional, and global contexts. They examine the tension between political stability and change, emphasizing contemporary issues from the last decade. In Unit 2, students investigate democratic principles in Australia and globally, assessing how these principles are expressed, challenged, and influenced by global political actors and trends. The unit includes an in-depth study of political issues or crises that challenge democratic ideas, building a comprehensive understanding of political power and democracy.

In Unit 3, students investigate global issues such as climate change and economic instability, along with humanitarian crises crossing state borders. They analyse the roles and responses of global actors, including states, regional groupings, and non-state actors like NGOs and corporations. In Unit 4, the focus shifts to the strategic competition for power in the IndoPacific region. Students examine the interests and actions of key states, including China, Japan, India, Indonesia, and the USA, and Australia’s role in regional stability. Both units emphasize contemporary examples and case studies from the last decade.

HUMANITIES

VET Business: Certificate III in Business The VCE VET Business program is meticulously designed to award students with a Certificate III in Business, a nationally recognized qualification that provides significant opportunities within the business sector. This comprehensive program, part of a national training package, ensures that the skills and knowledge acquired are highly regarded across Australia. The Certificate III in Business equips students with essential competencies, preparing them for diverse roles across various industry settings.

Whether students choose to enter the workforce immediately or pursue further education, this qualification paves the way for success.

The VCE VET Business program includes scored assessment for the Unit 3–4 sequence, seamlessly integrating into the VCE. This ensures that students’ efforts are fully recognized within their VCE studies. Furthermore, as a nationally recognized certificate, it significantly enhances employability prospects beyond secondary education.

The curriculum, developed with input from industry and vocational experts, ensures that students acquire practical and in-demand skills. Participants will learn to proficiently use common digital technologies and business software applications, thereby enhancing their digital literacy—a crucial asset in today’s job market. Key areas of focus include planning and preparation, prioritization, teamwork, workplace etiquette, communication, and stress management, all of which are essential for effective and inclusive work habits.

YEAR 1

YEAR 2

Year 1 focuses on workplace safety, technical documentation, communication enhancement, critical thinking, and sustainability practices. Core units cover workplace safety, documentation of inclusive practices, workplace communication, critical thinking in team environments, and sustainability in the workplace. The elective unit for year 1 relates to personal well-being in the workplace.

Year 2 emphasizes time management, workplace information management, business document creation, communication skills, and customer service strategies. Core units cover personal work priorities and workplace information organization. Elective units focus on business document creation, workplace communication, and strategies to deliver and monitor customer service.

Throughout the two-year course, students will also develop critical thinking and problem-solving skills, equipping them to face workplace challenges with confidence. The emphasis on safe and sustainable work practices further solidifies a professional foundation, making students well-rounded candidates for the business environment.

Embark on a prosperous career in business with the Certificate III in Business through the VCE VET Business program. A journey into the dynamic world of business begins here!

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HUMANITIES

VCE Business Management VCE Business Management delves into the complicated realm of business resource management, guiding students through the journey from conceptualisation to day-to-day operations. Embracing a blend of theoretical frameworks and real-world case studies, the curriculum equips learners with an understanding of decision-making complexities in the business landscape.

With a focus on contemporary challenges, students analyse and evaluate management strategies, fostering the ability to propose innovative solutions in diverse contexts. Rooted in the dynamic Australian business environment, the study cultivates ethical leadership and social responsibility, empowering students to thrive as conscientious members of society and adept business experts.

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By mastering fundamental business concepts and grasping the interplay between businesses and stakeholders, students are prepared for diverse career paths, from small business ownership to executive management roles. Moreover, the subject serves as a springboard for specialised studies in areas such as marketing and human resource management.

In essence, VCE Business Management nurtures students to become proactive problem-solvers, and visionary leaders, laying the foundation for their success in the complex branches of business and management.

UNIT 1 AND 2

UNIT 3 AND 4

In Unit 1, students examine the factors influencing business concepts, the internal and external business environments, and their impact on business planning, highlighting the sector’s contribution to national welfare.

Unit 2 delves into the establishment phase, covering legal compliance, financial record-keeping, staffing, and customer base development. Through contemporary case studies, students apply key management principles, gaining insight into real-world business practices and enhancing their understanding of the business sector’s role in society.

In Unit 3, students explore different business types, objectives, and stakeholders, analysing strategies for staff and operations management. Through contemporary case studies, students compare theoretical perspectives with current practices, gaining insights into Australian and global business dynamics over the past four years. Unit 4 focuses on the dynamic nature of businesses, emphasising the importance of reviewing key performance indicators.

Students examine theoretical models for change and change management strategies, analysing the role of effective management and leadership. Through case studies, they evaluate business practices against theoretical frameworks, enhancing their understanding of business transformation.

HUMANITIES

VCE Legal Studies VCE Legal Studies provides an in-depth exploration of the Australian legal system, focusing on its institutions and underlying principles. This subject enables students to understand key legal concepts such as the rule of law, law-making processes, and the functioning of legal institutions.

Students examine the Australian Constitution, the protection of rights, and the Victorian justice system, emphasising the principles of fairness, equality, and access within the justice system.

Throughout the course, students apply legal concepts and principles to various real-life and hypothetical scenarios, developing their legal reasoning skills.

They learn to construct arguments for or against parties in civil or criminal matters, enhancing their understanding of legal processes and the capacity for individuals to influence legal changes.

The subject aims to encourage students to recognise the importance of laws in protecting individual rights and maintaining social cohesion. Students learn about their interactions with these laws and the legal system, gaining insights into their potential to influence lawmakers. The subject fosters active and informed citizenship, equipping students with knowledge and skills to access and participate confidently in the legal system.

VCE Legal Studies aims to instil an appreciation for the rule of law and the pursuit of social cohesion through legal processes. Students develop the ability to research, analyse, and apply legal information critically. This foundation prepares them for various legal careers, including roles as solicitors, barristers, policy advisers, prosecutors, paralegals, legal assistants, and positions in education and law enforcement. The study enhances critical thinking, problemsolving abilities, and a comprehensive understanding of legal rights, responsibilities, and the mechanisms for resolving criminal and civil disputes while achieving justice.

UNIT 1 AND 2 Unit 1 introduces criminal law essentials, covering legal types, principles, and sanctions, with practical applications to recent cases. Students scrutinize legal foundations and principles, learning to assess guilt and understand judicial processes. Unit 2 explores civil law, dispute resolution, and human rights, analysing recent cases and contemporary issues to understand legal protections and potential reforms. Through hypothetical scenarios and case studies, students develop critical thinking and legal reasoning skills, preparing them for informed participation in legal contexts and societal debates.

UNIT 3 AND 4 In Unit 3, students analyse the Victorian justice system, focusing on criminal and civil justice. They explore the courts’ hierarchy, examine rights of accused and victims, and assess the system’s adherence to justice principles. In Unit 4, students delve into Australian law and its institutions, including parliament, courts, and constitutional protections, investigating law reform influences. Through practical scenarios, students apply legal reasoning to real-world contexts.

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HUMANITIES

VCE History History is a dynamic field that examines human actions, forces, and conditions— social, political, economic, cultural, environmental, and technological—that have shaped the past and present.

Historians utilize primary sources and historical interpretations to analyze and evaluate evidence, constructing historical arguments. As new questions arise, interpretations are revised, and new sources are discovered, fresh understandings of the past emerge.

The scope of historical inquiry is vast, shaped by historians’ questions, source availability, and interpretive capacity. VCE History allows students to explore various eras, events, people, places, and ideas.

It helps students understand themselves, others, and the contemporary world by examining historical conditions and features that have shaped the present.

The study of VCE History emphasizes continuity and change, demonstrating that the world evolves and will continue to do so, making history relevant to contemporary issues.

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Students of VCE History develop skills in asking probing questions, conducting independent research, and constructing evidence-based arguments about the past. Historical comprehension involves understanding sources in their context, linking them to the broader world. Since complete knowledge of the past is unattainable, historical knowledge relies on interpreting sources as evidence.

Judgments about historical significance and meaning are central to the discipline and often subject to debate.

The contested nature of history encourages students to form and defend their opinions using evidence. VCE History fosters critical thinking, enabling students to take informed positions on how the past informs the present and future, contributing to their development as informed and engaged citizens.

UNIT 1 AND 2

UNIT 3 AND 4

In Unit 1, students explore social, political, economic, and cultural changes from the late 19th to the mid-20th century.

Unit 2 examines the Cold War’s impact and changes to power structures from the late 20th century to the early 21st century. Modern History allows students to investigate significant events, ideas, individuals, and movements that have shaped the modern world’s social, political, economic, and technological conditions and developments.

In Unit 3, Students study the causes and consequences of the French Revolution of 1789. In AOS 1 students focus on the long-term causes and short-term triggers of revolution. In AOS 2 students focus on the consequences of the revolution and evaluate the extent to which the consequences of the revolution maintained continuity and/ or brought about change to society. In unit 4 students study the causes and consequences of the Russian Revolution of 1917. In AOS 1 students focus on the long-term causes and short-term triggers of revolution. In AOS 2 students focus on the consequences of the revolution and evaluate the extent to which the consequences of the revolution maintained continuity and/or brought about change to society.

HUMANITIES

VCE Economics Economics is a multifaceted discipline exploring resource allocation to satisfy societal needs and desires. It delves into decision-making processes and their consequences, offering valuable insights into individual and collective behaviour.

By examining economic considerations, students gain a deeper understanding of issues impacting both personal and societal welfare, facilitating informed and responsible decision-making.

The rationale behind studying economics lies in its examination of the roles of consumers, businesses, governments, and other entities in resource allocation, production, and distribution. Understanding economic principles enables students to discern the reasoning behind decisions and anticipate their intended and unintended outcomes. Through acquisition of economic knowledge and skills, students are empowered to engage in public discourse as informed citizens, evaluating policies and contributing meaningfully to debates.

Economics education fosters a range of critical skills, including data analysis, independent inquiry, and collaborative problem-solving. Students learn to assess economic decisions, analyse incentives, and weigh costs and benefits, fostering a nuanced understanding of efficiency and

fairness. Utilising economic models and tools, they can evaluate the decisions of key economic agents and appreciate diverse perspectives on contemporary economic issues.

Furthermore, the evolving nature of work underscores the importance of equipping students with transferable skills cultivated through economics education.

These skills, such as critical thinking, communication, and problem-solving, are valuable across various fields, including finance, policy analysis, journalism, and academia. Economics paves the way for diverse career opportunities, ranging from economists and policy advisors to journalists and entrepreneurs.

UNIT 1 AND 2

UNIT 3 AND 4

In Unit 1, students explore economic decision-making, examining how individuals, businesses, and governments interact in the economy. They delve into fundamental economic concepts, demand and supply models, and the insights of behavioural economics. In Unit 2, they assess economic issues’ impact on living standards, analysing economic growth’s role and evaluating contemporary issues locally, nationally, and internationally.

In Unit 3, students explore Australia’s living standards, analysing market allocation of resources and government intervention’s impacts. They examine macroeconomic factors influencing domestic goals and assess international economic relationships’ effects on Australia’s living standards. In Unit 4, students focus on managing the economy, studying aggregate demand policies’ role in stabilising the business cycle, evaluating monetary policy’s impact, and assessing aggregate supply policies’ role in long-term economic growth.

The aims of the study include fostering active participation in contemporary debates, enabling critical analysis of government policies, and cultivating a deep understanding of Australia’s economic landscape. Students are encouraged to apply economic theories to real-world scenarios, making informed decisions vital for everyday life and contributing to long-term economic prosperity. Economics education extends beyond national borders, emphasising the interconnectedness of global economies and their impact on living standards worldwide.

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HUMANITIES

VCE Accounting VCE Accounting immerses students in the intricate realm of financial management, encompassing recording, reporting, analysis, and decision-making in sole proprietor trading businesses. Bridging theory and practice, students acquire critical skills to provide accounting advice, balancing ethical considerations with financial insights, and utilising both manual and ICT-based methods for understanding and application.

The rationale for studying accounting lies in its pivotal role within businesses, facilitating informed decision-making and optimising performance. By mastering accounting principles, students gain proficiency in collecting, interpreting, and utilising financial data to model alternative outcomes and provide strategic guidance.

This equips them for diverse career paths in financial management, taxation, and corporate planning, fostering an appreciation for ethical considerations in business operations.

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Moreover, VCE Accounting fosters critical thinking skills essential for analysing complex business scenarios and evaluating accounting decisions. Through collaborative problem-solving and data analysis, students develop an understanding of cost-benefit analysis and ethical decision-making, empowering them to navigate real-world challenges and contribute meaningfully to business success.

The aims of this study encompass equipping students with the knowledge and skills to record financial data effectively, understand the role of accounting in business management, and utilise ICT tools for accounting processes.

Students learn to calculate costs and returns, consider ethical implications, and analyse financial information to enhance decision-making within a business context. Accounting education extends beyond individual businesses to broader economic landscapes, emphasising the interconnectedness of financial systems and their impact on organisational and societal welfare.

UNIT 1 AND 2

UNIT 3 AND 4

In Unit 1, students explore the pivotal role of accounting in business, assessing its impact on success and stakeholder engagement. They analyse financial data, considering ethical and environmental factors, to recommend investments.

Unit 2 extends this, focusing on trading businesses, where students employ manual and ICT methods to evaluate performance, suggesting strategies for improvement.

In Unit 3, students delve into financial accounting for trading businesses, employing double entry systems and accrual accounting. They interpret reports and propose strategies for performance enhancement, considering ethical factors.

Unit 4 expands on this, incorporating balance day adjustments and budgeting for decision-making, integrating manual and ICT methods. Ethical considerations remain central.

HUMANITIES

VCE Sociology VCE Sociology explores how people behave and interact to understand how societies are organised, develop, and change. Instead of one single viewpoint, sociology includes many theories that provide different ways of understanding society. Students learn to use these theories to look at social issues and explain concepts. Inspired by the idea of the “sociological imagination,” students develop a critical mindset, questioning their assumptions and reflecting on social relations.

Using scientific methods, students systematically explore social relationships, collect and analyse data, and strive for objective observation. They learn about the importance of ethical standards and their importance in sociological research to protect the well-being of those involved, and the importance of following guidelines from organisations like the Australian Sociological Association.

Sociology helps students understand cultural diversity and human behaviour, focusing on how different parts of society are connected and what causes social change. Students gain skills to observe social patterns and group behaviour, encouraging them to think about daily life and broader social issues from a sociological perspective. This subject provides valuable knowledge for further education in fields like community development, working with minority groups, addressing crime and substance abuse, and tackling social justice issues.

Through VCE Sociology, students learn to create and conduct surveys, collect and analyse data, and present their findings. This study prepares them for various careers and equips them with the ability to understand and engage with social issues, contributing to meaningful debates and positive change in society.

UNIT 1 AND 2

UNIT 3 AND 4

Unit 1 explores youth as a social category and the family as a social institution. Students examine diverse youth experiences and family structures, influenced by cultural, economic, and social factors, and analyse these through various sociological perspectives. In Unit 2 students investigate deviance and crime by studying rule-breaking behaviours, traditional views, and reasons behind criminality. They explore the concept of moral panic, and patterns of crime related to age, gender, and socio-economic factors, examining various punishment methods.

Unit 3 explores Australian Indigenous cultures and migrant group ethnicities.

Students examine the historical suppression and contemporary awareness of Indigenous cultures and the evolving nature of ethnic identities influenced by political, cultural, and social forces. In Unit 4 students investigate community concepts and the role of social movements in driving social change.

Students study changing community definitions, challenges, and opportunities, alongside the purpose, evolution, and impact of social movements.

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Mathematics

Subject Overview Number, Algebra, Measurement, Space, Statistics and Probability are the content area strands of Mathematics that are used to introduce the language of Mathematics. They underpin much of the wonderful Science and Technology that we all benefit from and use in such a variety of situations in our everyday lives.

An example, the study of prime numbers in Year 7 is linked to the use of prime numbers as the security key of pin numbers used in financial services in banking.

Mathematics is about taking up the challenge of using logic to solve puzzles and problems through individual hard work, teamwork, and collaboration. It involves developing numeracy skills to be job-ready, as well as cultivating dispositions such as perseverance, curiosity, and a love for learning. Mathematics also encompasses working on an idea or problem because it is enjoyable to solve and learn about.

An appreciation of the history of Mathematics is fostered including the contribution from our first nations mathematicians. Mixed ability Mathematics classes are run in Years 7 and 8 followed by differentiated classes in Years 9, 10 and VCE.

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Subject Pathways Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

FOUNDATION MATHEMATICS

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MATHEMATICS

MATHEMATICS

MATHEMATICS

MATHEMATICS

GENERAL MATHEMATICS Units 1 & 2

GENERAL MATHEMATICS Units 3 & 4

MATHEMATICS ENHANCEMENT

MATHEMATICS ENHANCEMENT

ADVANCED MATHEMATICS

ADVANCED MATHEMATICS

MATHEMATICAL METHODS Units 1 & 2

MATHEMATICAL METHODS Units 3 & 4

SPECIALIST MATHEMATICS Units 1 & 2

SPECIALIST MATHEMATICS Units 3 & 4

John Paul College

MATHEMATICS

MATHEMATICS

Mathematics

Mathematics

YEAR LONG SUBJECT

YEAR LONG SUBJECT

Year 7

Algebra, Number, Measurement, Space, Statistics, and Probability are the content area strands of Mathematics. They underpin much of the Science and Technology that we all benefit from and use in various situations in our everyday lives.

Year 7 Mathematics students start by representing natural numbers in various ways. They tackle problems involving fractions, ratios, percentages, squares, square roots, and integer addition and subtraction as they progress. They also venture into algebraic expressions, using them to represent situations and describe relationships between variables. This gradual progression in learning ensures that they build a strong foundation for more complex mathematical concepts in the future.

Angles and the area of triangles and parallelograms are investigated. Prior knowledge of length, location, and volume is extended to consider the volume

Year 8

of rectangular and triangular prisms and describe relationships between a circle’s radius, diameter, and circumference.

Students conduct statistical investigations with discrete and continuous numerical data using appropriate displays.

Students list sample spaces for singlestep experiments, assign probabilities to outcomes, and predict relative frequencies.

Students are not just passive recipients of Mathematics knowledge but active participants in the learning process. They are encouraged to learn Mathematics by working mathematically, using problemsolving strategies, pattern recognition, logic, and algorithmic thinking. This approach empowers them to take charge of their learning and develop their mathematical thinking skills. There are enhancement and extension opportunities for students through the Year 7 Maths Class and 7 Mathematics Enhancement.

In Year 8 Mathematics, students use diverse mathematical approaches to enhance their understanding, reasoning, and problem-solving skills. They learn about irrational numbers and exponent laws and solve problems involving ratios and percentages. Rates appear in both measurement and financial contexts.

Students graph linear relations and solve linear equations and one-variable inequalities both graphically and algebraically. They plot linear relations on the Cartesian plane and explore 3D plotting. Mathematical modelling is employed to solve problems using linear relations. They explore triangle congruency, similarity, and quadrilateral properties and apply Pythagoras’ theorem

to solve problems. They conduct statistical investigations, analyse sample data, and use tables and diagrams to determine probabilities for practical issues.

Through the Year 8 Mathematics Class and 8 Mathematics Enhancement, students have enhancement and extension opportunities. Students participating in maths enhancement opportunities will have priority in Year 9 Advanced Mathematics in the following year.

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MATHEMATICS

Year 9 Mathematics

Advanced Mathematics

YEAR LONG SUBJECT

YEAR LONG SUBJECT

In Year 9 Mathematics, students develop their proficiency and positive dispositions towards mathematics through various learning approaches, including technology and engaging activities that enhance their understanding through practice, connections, and problem-solving. A key focus is on using mathematical modelling to solve practical problems like calculating simple interest in financial contexts.

Students will extend their understanding of coordinate geometry by finding the distance between two points on the Cartesian plane, sketching linear graphs, and determining the gradient and midpoint of a line segment. They will apply formulas to solve problems involving the area of composite shapes and the volume of prisms and cylinders.

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Additionally, students will express tiny and large numbers in scientific notation.

In probability, students will determine sets of outcomes and their probabilities for two-step chance experiments and represent these outcomes in various ways, such as Venn diagrams, tables, and tree diagrams. This curriculum aims to build a strong mathematical foundation and develop skills and confidence for tackling advanced challenges, enhancing analytical and critical thinking abilities for future success.

In Year 9 Mathematics, students enhance their proficiency, reasoning, and positive attitudes towards mathematics through diverse learning approaches. These include using technology and engaging in activities that improve their understanding via practice, making connections, and problem-solving. One primary focus is applying mathematical modelling to solve real-world problems, such as calculating simple interest in financial scenarios.

In probability, students will identify sets of outcomes and their probabilities for twostep chance experiments, representing these outcomes through various methods such as Venn diagrams, tables, and tree diagrams. This curriculum aims to establish a solid mathematical foundation and build the skills and confidence needed for more advanced challenges, enhancing students’ analytical and critical thinking abilities for future success.

Students will deepen their knowledge of coordinate geometry by finding the distance between two points on the Cartesian plane, sketching linear graphs, and determining the gradient and midpoint of a line segment. They will solve problems using methods of substitution and elimination and use formulas to solve problems related to the surface area and volume of prisms, cylinders, and spheres.

Moreover, students will graph quadratic functions and explore how parameter variations affect functions and relationships.

They will use digital tools where appropriate and connect graphical and algebraic representations.

MATHEMATICS

Year 10 Foundation Mathematics

Mathematics

YEAR LONG SUBJECT

YEAR LONG SUBJECT

In Year 10 Foundation Mathematics, students work to develop foundational knowledge and understanding of concepts that may not have been fully developed in previous years of study.

Students apply mental, written, or technology-assisted forms of computation as appropriate to the content areas of Numeracy, Measurement, Pythagoras and Trigonometry, Statistics, Finance, and Probability.

Students will develop practical mathematical and numeracy skills crucial for everyday life, various work environments, and active, informed citizenship in a technologically advanced world. It is an ideal course for students who historically have been below the expected level for Mathematics and, intending to complete a Vocational Major pathway or are planning for a VCE without mathematics; as participation in Foundation Mathematics does not equip students with the assumed content, and therefore prior knowledge for any VCE level Mathematical Studies.

Year 10 Mathematics focuses on developing essential skills in mathematical modelling, problem-solving, and computational thinking. Students explore growth and decay in financial and applied contexts using different functions. They solve related equations numerically and graphically and make conjectures using digital tools.

KEY AREAS OF FOCUS INCLUDE ▪

Number: solving problems involving real numbers with and without technology.

▪

Algebra and Functions: substituting into formulas, manipulating algebraic expressions, solving equations, and modelling situations.

▪

Measurement: solving surface area and volume problems, applying Pythagoras’ theorem and trigonometry, and understanding the impact of measurement errors.

▪

Space: investigating the use of networks to represent authentic situations.

▪

Statistics: conducting statistical investigations, analysing data distributions and comparing data sets.

▪

Probability: representing multistep events in various ways and applying conditional probability in compound events and simulations.

Students will use digital tools to support their learning and enhance their problem-solving capabilities. This course equips students with the mathematical skills needed for practical applications and prepares them for VCE General Mathematics.

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MATHEMATICS

Year 10

Advanced Mathematics YEAR LONG SUBJECT The Year 10 Advanced Mathematics course is designed for students interested in mathematics. This course is ideal for those who enjoy solving problems and are considering further studies or careers in commerce, science, mathematics, engineering, or computer science.

Students in this course will extend their studies in Number and Algebra by exploring further algebraic and graphical analysis of linear and other functions.

They will use mathematical modelling to solve growth and decay problems in financial and other applied situations using linear and exponential functions.

The course also delves into trigonometry, where students solve problems involving trigonometric equations in right-angled

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and non-right-angled triangles. This includes applications to bearings and three-dimensional models. A broad range of mathematical concepts is introduced, ensuring a comprehensive understanding of the subject.

In statistics, students will investigate the distribution of data and measures of spread, while in probability, they will explore concepts such as conditionality, dependence, and independence. This course aims to build a solid foundation for students pursuing further studies in mathematics and related fields. 10 Advanced Mathematics is assumed knowledge for Mathematical Methods and Specialist Mathematics and can also lead into a General Mathematics pathway.

MATHEMATICS

VCE General Mathematics General Mathematics caters to a range of student interests and provides preparation for the study of the areas of study in Unit 1 and 2 of General Mathematics, which include ‘Data analysis, probability, and statistics’, ‘Algebra, number and structure’, ‘Functions, relations and graphs’, ‘Space and measurement’, and ‘Discrete mathematics’.

General Mathematics is suitable for students who wish to develop their mathematical skills for further studies or for practical applications in business, economics, and health and social sciences. This course provides a solid foundation for students who may not

pursue advanced mathematics but still require a strong mathematical background for their future endeavours.

In undertaking General Mathematics, students are expected to be able to apply techniques, routines, and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams, networks, algorithms, algebraic manipulation, recurrence relations, equations, and graphs. They should also be comfortable with relevant mental and hand approaches to estimation and computation.

STRUCTURE There are four units of study: UNIT 1 Number and Finance, Investigating and Comparing Data, Sequence and Finance, Linear Modelling, and Matrices UNIT 2 Bivariate Data, Graphs and Networks, Variation, Measurement and Trigonometry UNIT 3 Further study of Bivariate and Univariate Data, Linear Recurrence, and Finance UNIT 4 Further study of Matrices, Graphs, and Networks

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MATHEMATICS

VCE Mathematical Methods Mathematical Methods extend the introductory study of simple elementary functions, such as liner and quadratic functions of a single variable, to include more sophisticated functions and combinations of functions, algebra, calculus, probability and statistics, and their applications in various practical and theoretical contexts. Algorithms, pseudo code, are used to solve problems both algebraically and using numerical approximations.

Units 1 and 2 Mathematical Methods assume knowledge of Year 10 Advanced Mathematics. Mathematical Methods Units 3 and 4 assume the understanding of Units 1 and 2.

This course is designed for students who enjoy or have an interest in Mathematics. It is of particular benefit to those who wish to pursue further studies in Mathematics, Science, Engineering, Commerce, or related fields.

The course focuses on developing students’ problem-solving skills, mathematical reasoning, and analytical thinking abilities.

STRUCTURE There are four units of study: UNIT 1 Coordinate Geometry, Polynomials, Other Functions, Transformations of Functions, and Probability and Counting Methods UNIT 2 Discrete Probability, Exponential and Logarithmic Functions, Circular Functions, Differentiation, and Integration UNIT 3 Further extends the study of functions and concepts considered in Units 1 and 2 UNIT 4 Calculus, including by hand methods and application. Approximate Methods for solving problems, and Continuous random variables and their probability distributions, sampling, and estimation

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MATHEMATICS

VCE Specialist Mathematics Specialist Mathematics allows students to explore beautiful areas of mathematics not previously studied, such as Vectors and Complex Numbers, Proof and Logic, and Parametric and Differential equations. Specialist Mathematics is for students with a strong passion for mathematics.

This course is designed to challenge students and delve deeply into advanced mathematical concepts, theories, and problem-solving techniques.

Students interested in pursuing studies in various fields, such as Mathematics, Physics, Engineering, and Computer Science, are encouraged to consider Specialist Mathematics.

Specialist Units 1 and 2 assume knowledge of 10 Advanced Mathematics and should be taken concurrently with Mathematical Methods Units 1 and 2.

Specialist Mathematics Units 3 and 4 assume knowledge of Units 1 and 2 and should also be undertaken concurrently with Mathematical Methods Unit 3 and 4.

STRUCTURE There are four units of study: UNIT 1 Proof and Number, Graph Theory, Sequence and Series, Combinatorics and Matrices UNIT 2 Distribution of random variables, Trigonometry, Transformations, Complex Numbers, Vectors, and Functions UNIT 3 Logic and Proof, Functions, Vectors including in Planes, and Complex Numbers UNIT 4 Integration and Differentiation Techniques, Kinematics, Vector Calculus and Random Variables, Sample Means and Hypothesis and Confidence Testing

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Performing Arts

Subject Pathways Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

DRAMA

DRAMA

DRAMA

DRAMA

DRAMA Units 1 & 2

DRAMA Units 3 & 4

DANCE

DANCE

DANCE

MUSIC

MUSIC

MUSIC

MUSIC CONTEMPORARY PERFORMANCE Units 1 & 2

MUSIC CONTEMPORARY PERFORMANCE Units 3 & 4

MUSIC

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PERFORMING ARTS

Year 7 Drama

Music

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

In Year 7 Drama, students are introduced to the basics of stagecraft and performance. They explore ways of collaborating to devise a group performance, as well as developing expressive skills such as movement, gesture, and facial expression to enhance aspects of performance work; culminating in a Mime Group Devised Performance.

Students also develop skills in script interpretation, experimenting with ways to

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create and present characters and stories using voice and other key performance techniques. Additionally, students engage in activities designed to build their improvisational skills, learning to think quickly, respond to unexpected situations, and creatively adapt their performances in the moment. This fosters spontaneity and flexibility, essential components of effective drama and performance.

In Year 7 Music, students gain an understanding of the elements of music through instruction, conducting their own research and participating in practical activities using instruments. Students enhance their understanding of the musical traditions that have shaped the expression of culture locally, nationally and globally.

Students analyse compositions and performances from renowned musicians while gaining their own performance skills using the Ukulele. Students learn about fundamental music theory concepts, serving as a foundation for their musical journey as they progress to the higher year levels.

PERFORMING ARTS

Year 8 Dance

Drama

Music

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students develop their creative and expressive capacities through the study of different skills, styles in both group and individual performance tasks.

Students partake in the study of multiple facets of music in order to develop a wellrounded sense of musicianship.

Year 8 Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving both individually and collaboratively.

Students explore different dance genres, including ballet, hip-hop, contemporary and Aboriginal dance. They delve into the unique history and evolution of each dance style, focusing on how each genre drew inspiration from culture, place and global events. Students study key figures and groups credited for dance genres as they are known today. The subject also

explores the elements of dance, and the process choreographers employ when creating dance pieces. Students learn how to express ideas and concepts through the physical body to deliver meaning through manipulated movements. They learn a class dance, whilst also having the opportunity to choreograph either a solo or group routine, in any style of their choice. Students are encouraged to be creative and utilise all elements of dance, including space, levels, pace and energy.

Students are introduced to physical theatre and abstract theatre concepts, moving beyond the everyday into more creative and imaginative spaces.

We work with scripts and selfdevised content, aiming to extend our imaginative capacity.

Students perform for their peers and are encouraged to build their reflective feedback skills.

Students write reflections on their performance development and rehearsal process as well as their final performances.

Students begin with a study of music notation and how rhythm is both transcribed to and played from a page.

Following this, they pivot to the use of a Digital Audio Workstation to develop a composition using loops and sample manipulation, all the while beginning to compile an audio editing toolkit.

Finally, students engage in a scaffolded study of the guitar. Students will learn how to tune a guitar, how written notation is created and how to materialise the music on the sheet to the guitar in their hands.

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PERFORMING ARTS

Year 9 Dance

Drama

Music

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students will explore and understand the creation and performance of characters and stories, learning how to communicate ideas and messages using contemporary drama-making practices.

Learning involves students using their voices, instruments and technology as they make and respond to music independently, in small groups, with their teachers and communities. They explore music as an art form through listening, composing and performing, developing a personal voice as composers, performers and audience.

Dance enables students to refine and extend their ability to deliver meaning in imaginative ways by moving both individually and collaboratively, and appreciate the evolution of dance.

Students extend their knowledge of different dance genres, including ballet, hip-hop, contemporary and Aboriginal dance. They delve into the unique history and evolution of each dance style, focusing on how each genre drew inspiration from culture, place and global events. Learning in and through Dance, enhances students’ knowledge and understanding of diverse cultures, times and locations and develops their personal, social and cultural identity.

Students focus on choreographic and performance skills and appreciation of their own and others’ dances.

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They learn how to express ideas and concepts through the physical body to deliver meaning through manipulated movements. Students learn a class dance, whilst also having the opportunity to choreograph either a solo or group routine, in any style of their choice. This promotes body awareness and technical and expressive skills to communicate through movement confidently, creatively and intelligently.

Throughout the semester, students will engage with creative processes and respond to various stimulus materials.

They will start applying basic play-making techniques to develop and present their own devised work.

Performance and expressive skills will be introduced and developed, allowing students to experiment with creating characters and transforming time and place within their performances.

These performances will be tailored for an audience, offering students the valuable experience of presenting their work publicly.

Students draw on music from a range of cultures, times and locations, and evaluate performers and composer’s success in communicating ideas, intentions and the use of performance conventions and technical and expressive skills in music they listen to and perform. Students will also gain further understanding of music theory concepts to use as tools for composition and performance.

PERFORMING ARTS

Year 10 Dance

Drama

Music

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

This subject focuses on the creation and performance of characters and stories that communicate ideas and messages through contemporary drama-making practices. Students engage with creative processes, explore and respond to various stimulus materials, and apply play-making techniques to develop and present their own devised work.

Learning in Music involves students using their voices, instruments and technology as they make, respond and perform music with an emphasis on developing their individual performance ability. Students continue to develop their listening skills as they build on their understanding and use of the elements of music. They extend their understanding and use of more complex performance techniques, compositional devices and forms and explore styles and genres in greater depth. They build on their understanding of how musicians communicate with audiences in solo and ensemble contexts. Students also have the option of pursuing a pathway designed to help them develop real world music industry related skills.

In Year 10, students cultivate a personal movement vocabulary influenced by their understanding of dance from various cultures, eras, and locations.

They enhance their awareness of how the body communicates dance ideas, focusing on specific dance styles. By deepening their comprehension and application of dance elements—space, time, dynamics, and relationships— students effectively convey ideas and intentions. They improve their technical and expressive skills, ensuring safe performance within their physical capabilities while maintaining safety in dance spaces and group activities.

As students create and respond to dance, they explore a diverse array of dances from different cultures, periods, and places. They reflect on the evolution of traditional and contemporary dance styles, recognising how choreographers are distinguished by their unique styles.

Additionally, students expand their investigation into how they and others sustain and develop dance practice, fostering a deeper appreciation and commitment to the art form.

Throughout the course, students investigate a range of performance styles and conventions by studying the work of diverse drama practitioners, including Australian artists. They learn to manipulate dramatic elements and production areas, ensuring sustainable practices. Performance and expressive skills are honed as students explore and develop various characters.

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PERFORMING ARTS

VCE Music Contemporary Performance SCOPE OF STUDY

RATIONALE

ENTRY REQUIREMENTS

VCE Music is based on active engagement in all aspects of music. Students develop and refine musicianship skills and knowledge and develop critical awareness of their relationship with music as listeners, performers, creators and music makers. Students explore, reflect on and respond to the music they listen to, create and perform. They analyse and evaluate live and recorded performances and learn to incorporate, adapt and interpret musical practices from diverse cultures, times and locations into their own learning about music as both a social and cultural practice. Students study and practise ways of effectively communicating and expressing musical ideas to an audience as performers and composers and respond to musical works as an audience. Their developed knowledge and skills provide a practical foundation for students to compose, arrange, interpret, reimagine, improvise, recreate and critique music in an informed manner.

Through performance, students sing and play music, demonstrating their knowledge and practical music skills through refining solo and/or ensemble performances. Students realise music ideas through the demonstration and interpretation of music elements and concepts to convey meaning and/or emotion to an audience.

There are no prerequisites for entry into Units 1, 2 or 3 however student learning is optimised by studying Units 1 and 2 prior to Unit 3. Students must undertake Unit 3 and 4 as a sequence.

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Through creating, students explore the manipulation of sound, producing new music works and arrangements. Using the music elements and concepts, students apply their knowledge and understanding of compositional devices to their own creations and the works of others.

Through responding and analysing, students investigate and explain the use of music elements, concepts and compositional devices, and respond to music from a variety of contexts, styles and genres.

They develop knowledge and skills in identifying and understanding how music is organised, how effect is created and how influences and cultural contexts are manifested in works.

Whilst not a requirement, it is highly recommended that students have been formally learning their chosen instrument for several years with an Instrumental tutor.

STRUCTURE There are four units of study: UNIT 1 Organisation of Sound UNIT 2 Effect in Music UNIT 3 Music Contemporary Performance UNIT 4 Music Contemporary Performance

PERFORMING ARTS

VCE Drama SCOPE OF STUDY

RATIONALE

ENTRY REQUIREMENTS

VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students use creative processes, a range of stimulus material and play-making techniques to develop and present devised work. Students learn about and draw on a range of performance styles relevant to practices of ritual and story-telling, contemporary drama practice and the work of significant drama practitioners.

In VCE Drama, students tell stories, explore ideas, make sense of their worlds and communicate meaning through the practice of performance-making. Through the processes of devising and performing drama, students investigate self and others by exploring and responding to the contexts, the narratives and the stories that shape their worlds.

There are no prerequisites for entry to Units 1, 2 and 3. However, students are advised to study Units 1 and 2 prior to Unit 3. Students must undertake Unit 3 and Unit 4 as a sequence.

VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students use creative processes, a range of stimulus material and play-making techniques to develop and present devised work. Students learn about and draw on a range of performance styles relevant to practices of ritual and story-telling, contemporary drama practice and the work of significant drama practitioners.

VCE Drama equips students with knowledge, skills and confidence to communicate as individuals and collaboratively in a broad range of social, cultural and work-related contexts. The study of drama may provide pathways to training and tertiary study in acting, dramaturgy, theatre-making, script writing, communication and drama criticism.

STRUCTURE There are four units of study: UNIT 1 Introducing performance styles UNIT 2 Australian identity UNIT 3 Devised ensemble performance UNIT 4 Devised solo performance

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Religious Education

Subject Overview The Religious Education Curriculum learning structure has three integrated components: three strands of learning, five content areas and achievement standards. The three strands reflect an approach to learning where students come to know themselves and are valued and understood through the class discussions and activities.

THREE INTEGRATED COMPONENTS The three integrated components of our Religious Education are: ▪

Three strands of learning Knowledge and Understanding; Reasoning and Responding; Personal and Communal Engagement.

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Five content areas Jesus and Scripture; Church and Community; God, Religion and Life; Prayer, Liturgy and Sacrament; Morality and Justice.

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Achievement standards

The three strands engage each learner as a seeker of truth, a maker of meaning and one who lives out their story in, and with, community. The three strands emphasise that learning in Religious Education is about more than gaining Knowledge and Understanding; it also develops learners’ skills in Reasoning and Responding, as well as deepening their Personal and Communal Engagement through the learning.

THE FIRST STRAND - KNOWLEDGE AND UNDERSTANDING: SEEKING TRUTH

THE SECOND STRAND - REASONING AND RESPONDING: MAKING MEANING

THE THIRD STRAND - PERSONAL AND COMMUNAL ENGAGEMENT: LIVING STORY

Students do this through a Catholic understanding that illuminates that God may be encountered in the search for truth. Truth is the goal for which we strive and is in the questions creating the impulse for learning. In this strand, learners are challenged to consider their intentions, and to search for good.

This strand develops knowledge and understanding of the key practices and beliefs of Christian communities, both past and present, in ways that connect to, and challenge, the contemporary cultural context. It builds on student questions and wondering to create new paths to God. It intentionally pursues truth, as revealed in and through the loving action of God and in dialogue with the other. The modes of learning in this strand include: exploring, identifying, puzzling, thinking critically, analysing, finding out and seeking multiple perspectives.

Students are invited to discover that life has purpose and meaning, even beyond self-fulfillment.

It encourages learners to see themselves as part of people embedded in a community and to make connections to other stories and the world around them in their search for truth and meaning. This strand draws on a Catholic understanding of the sacramental life, where the sacred is encountered in the ordinary. It seeks to stir a sense of awe and wonder, imagination and hopefulness. It invites a sense of belonging to a faith community and commitment to the common good.

The modes of learning in this strand include: making connections, discerning, evaluating, appreciating, deepening awareness, reflecting, imagining and applying.

It grows from the Catholic belief that Christ is the way, the truth and the life.

This strand focuses on the development of particular ways of thinking and acting.

In this strand, students are challenged to consider issues and deep questions within their world and are invited to respond to the Catholic Tradition and its call to live with love, integrity and virtue.

The modes of learning in this strand include: listening with compassion, sifting and sorting out, questioning, wondering, responding, prioritising, making judgements, considering and empathising.

Subject Pathways Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

RELIGIOUS EDUCATION

RELIGIOUS EDUCATION

RELIGIOUS EDUCATION

VCE RELIGION & SOCIETY Units 1 & 2

VCE RELIGION & SOCIETY Units 3 & 4

VCE RELIGION & SOCIETY Units 3 & 4

TEXT AND TRADITIONS Units 1 & 2

TEXT AND TRADITIONS Units 3 & 4

ACU & CSYMA YOUTH ACADEMY

ACU & CSYMA YOUTH ACADEMY

SCHOOL BASED RE

SCHOOL BASED RE

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RELIGIOUS EDUCATION

RELIGIOUS EDUCATION

Religious Education

Religious Education

YEAR LONG SUBJECT

YEAR LONG SUBJECT

Year 7

In our course, students explore the Catholic Tradition and learn about the missions of the Marianist Brothers and the Faithful Companions of Jesus, who founded our school.

Semester one: Focus on what it means to belong to a Catholic community and understand our role in caring for God’s Creation. Students will study the Creation stories from the Old Testament and work in groups to craft unique class prayers. These activities will help gain deeper insights into the Faith and a sense of spirituality.

Year 8

Semester two: Students build on this foundation, further developing personal perspectives on belonging to a Catholic community. They continue to explore the Old Testament and collaborate on prayer designs, enriching spiritual understanding even more.

This course offers a chance for students to deepen knowledge of Catholic teachings, connect with peers, and reflect on how they can contribute positively to our community and the world.

In this course, students expand their understanding of faith by diving into the stories of the four Gospels. We explore how the apostolic message started and learn how it continues to inspire mission work today. By studying the life of Jesus, students gain insights into his teachings and actions. We will also explore the concept of social justice, examining how we can put faith into action to make a positive impact on the world.

what life after death holds. Through this topic, we explore what beliefs about the afterlife are, and how these beliefs shape the way in which we live our lives. We will then move towards the early years of the Christian Church and study the beginning of this community. Students will specifically focus on a Christian hero or martyr and learn more about what they did to promote the development of the Christian Church.

In the second semester, students build on the foundation of Jesus’s teachings and further develop understanding on

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RELIGIOUS EDUCATION

Year 9

Religious Education YEAR LONG SUBJECT In Year 9 Religious Education, students will sharpen interpretative skills by examining the literary structures of scripture passages and understanding how settings, styles, and viewpoints of authors and audiences influence both the Old and New Testaments. Students will develop a deeper appreciation of the Word as a way to encounter God. Students also explore the rich history of the Church and learn about its unique ideas, teachings, and practices. By studying religious diversity, students will identify what makes the Catholic tradition special, especially in the Australian context.

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Throughout the year, students will expand your experiences of personal and communal prayer and discover various spiritual devotions in both Catholic and other traditions. This will help students appreciate the breadth of spiritual practices and deepen their own faith journey. This course offers a comprehensive look at scripture, church history, and religious diversity, helping students connect more deeply with faith and understand its role in the world today.

RELIGIOUS EDUCATION

VCE Religion & Society

The VCE Religion and Society course explores the interaction between religion and society over time. Religion has influenced societies by shaping power, authority, and justice, though it has also supported unethical behaviours and faced unfair treatment. This course examines how different societies, and their religious traditions address ethical issues, guide actions, and influence decisions. Students will study how religion helps people navigate life’s big questions, respond to significant events, and its evolving role in history and today’s world.

By studying this course, students will gain a deeper appreciation for the complexity of diverse beliefs, develop research and analysis skills, and become a more informed citizen. It also prepares student for future studies and careers in anthropology, theology, philosophy, sociology, journalism, politics, and international relations.

UNITS 1 AND 2 RELIGION AND SOCIETY

UNITS 3 AND 4 RELIGION AND SOCIETY

In this course, students will explore the spiritual origins of religion and its role in society’s development. Students will investigate what “religion” encompasses and recognize its contribution to human society. The unit focuses on how spiritualities, religious traditions, and denominations shape personal and group identities, and how individuals, groups, and new ideas influence these aspects.

Students will study various examples, including: First Nations spiritualities, prehistoric spiritual ideas, ancient civilizations and Abrahamic religions.

Students will also study ethics and explore questions like “What is good?” and “How do we make moral decisions?” Students will study ethical decision-making methods in at least two religious traditions, examining how ethical perspectives guide practical moral judgments.

Humans have sought to understand the meaning of existence by asking big questions like: Where did we come from? Is there an ultimate reality? What is our purpose? How should we live?

Is there life after death? In response, various spiritual, religious, philosophical, scientific, and ideological worldviews have developed. In this course, students will study the purpose of religion and the beliefs of Christianity regarding these big questions. Students will explore how these beliefs are expressed and how they create meaning for followers. Students will then look at how religions interact with and influence society, and how they respond to challenges over time.

Students will analyse how religions have navigated changes brought about by economic, environmental, political, social, or technological developments.

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RELIGIOUS EDUCATION

VCE Texts & Traditions

In studying VCE Texts and Traditions, students explore the significance of sacred texts within their religious traditions by examining their original contexts and literary features. Students will encounter texts from Christian, Islamic, and Jewish traditions, focusing on foundational texts, sometimes supplemented by other related writings.

Students will use interpretation methods, including sociocultural, historical, and literary criticism, collectively known as exegesis. ‘Texts’ refer to authoritative religious writings, often considered scriptures, while ‘traditions’ refer to established religious communities that shape culture. Religious traditions encompass ideas, values, and beliefs about existence and the sacred, expressed in various ways.

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UNITS 1 AND 2 TEXT AND TRADITIONS

UNITS 3 AND 4 TEXT AND TRADITIONS

Students will examine the roles and literary forms of sacred texts within religious traditions, learning to interpret and describe their meanings through exegesis. Students will be introduced to basic exegetical methods to deepen their understanding of the texts’ origins and significance. These units explore how sacred texts have been used within and beyond their traditions to address new cultural issues. Students will study these texts in various literary forms from one or multiple religious traditions, using them to investigate social attitudes on issues like justice, authority, environment, racism, and gender. Students will consider the social contexts of the texts’ production and current reading conditions, their attributed authority, and how the texts shape and are shaped by their messages.

Students will also compare texts from different traditions on social issues.

Students will explore sacred texts as foundational elements recounting key events, laws, and teachings of a religious tradition. Students will study the societal and cultural context from which these traditions emerged and understand the historical influences on the texts.

Students will learn how texts respond to social, cultural, religious, political, and historical needs and events, exploring their formation, intended audience, and messages. Exegetical methods like sociocultural and literary criticisms will be introduced to analyse texts based on their historical context and literary structure.

These methods will help uncover the original intention of the sacred texts.

Students will apply these methods in depth to passages studied previously, examining significant themes and their reinterpretation over time within the religious tradition.

RELIGIOUS EDUCATION

ACU & CSYMA Youth Academy Program The ACU and CSYMA Youth Academy program is a formation initiative for senior school Youth Ministry teams (Years 11 and 12), and is run in partnership with the Australian Catholic University (ACU) La Salle Academy.

YOUTH MINISTRY VISION The Youth Academy aims to strengthen youth ministry and deepen young people’s faith by involving them in the Catholic Church’s life and mission. It provides skills for ministry while supporting their faith journey. The Academy consists of two parts: the Formation Program and the Faith and Outreach Program, totalling five modules. Completing all modules earns an award. The first four modules are part of the Formation Program. Upon completion, participants may be invited to join the Faith and Outreach Program, finishing with Module Five. The goal is to help you grow in faith, develop ministry skills, and become more active in the Church’s mission, offering a chance to learn, grow, and be recognised.

MODULE ONE – IWITNESS

MODULE THREE – CHURCH

This module teaches young people to share their faith in a relevant way today.

We’ll cover the basics of faith-sharing and starting a Youth Ministry Team at school. We’ll discuss effective ways to share our beliefs with peers, practice sharing personal stories, and perform scenes to aid understanding. Throughout the module, we’ll reflect on what it means to be a follower of our faith and how to communicate that to others. This module combines learning, practicing, and reflecting on being part of a Youth Ministry Team.

In this module, students will explore the core beliefs of the Catholic faith within their local Church community through a six-session series called CHURCH. Students will reflect, share, pray, worship, and participate in the Eucharist. Students can join CHURCH by starting a new youth ministry group or joining an existing one, learning and growing in their faith with peers. Students will also attend a Eucharist celebration, possibly a special Youth Mass, and write a short reflection on their experience. This module deepens your understanding of their faith and strengthens connection to the Church community.

MODULE TWO – MINISTRY Students will be part of various ministry initiatives within and beyond your local school community. After completing the ‘iWitness’ Module, students will be encouraged to lead faith development activities for other young people in their school or local Church community.

Students will form a Youth Ministry Team focused on peer-to-peer ministry.

This team will have regular meetings, participate in cross-school training, lead church services, organise retreats, engage in service projects, and explore cross-cultural missions. It’s all about supporting each other and making a difference in their communities.

MODULE FIVE – SPIRIT AND OUTREACH After completing the first four modules of the Formation Program, students might be invited to join Module Five, the Faith and Outreach Program. This program focuses on applying faith through various outreach projects, such as leading retreats, participating in cross-cultural missions, or engaging in mission activities at school. The module has three parts: preparing for their project, executing it, and reflecting on their experiences. It’s an opportunity to see how actions can shape faith and understand their role in the Church’s mission to help others.

MODULE FOUR – SPIRIT

ACU PATHWAY FOR TERTIARY STUDY

In this module, students will join the ‘Youth in the Spirit Retreat,’ designed to strengthen their faith within the Church community. Students will deepen their connection with their faith and learn more about Christianity through encounters with Christ. The retreat aims to build or reinforce spiritual foundation and explore how the Holy Spirit can empower you.

Student will discover ways to grow closer to Christ in daily life, connect with others, and feel inspired on their spiritual journey.

Completing all the modules earns students the ACU and CSYMA Faith and Ministry Award. Excitingly, finishing the program can also get students 5 bonus ATAR points for a degree at the Australian Catholic University*. It’s a way to acknowledge each student’s skills and dedication, opening further study opportunities. * Award of 5 bonus ATAR points on receipt of the ACU and CSYMA Faith and Ministry Award is subject to final approval by the Australian Catholic University.

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Science

Subject Overview Science is a dynamic field that teaches a systematic approach to solve complex global problems. It is a discipline that requires both an independent and collaborative approach to find creative solutions to existing and new challenges. The knowledge gained in Science is constantly revised, refined and extended as new evidence comes to light.

There are six key Science Understanding concepts that underpin the curriculum; Patterns, order and organisation; Form and Function; Stability and Change; Scale and Measurement; Matter and Energy; and Systems. The concepts can be further divided into Biological, Chemical, Earth and Space and Physical Sciences.

These key concepts are taught both from a theoretical viewpoint but also explored through scientific investigations. Investigations include activities where an idea, prediction or hypothesis is tested and conclusions are drawn in relation to a question.

During the investigation the collection, analysis and interpretation of data is a key skill.

Both the Science Understanding and Science Inquiry Skills strands are intrinsically linked and taught together.

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Subject Pathways Year 7

Year 8

SCIENCE

SCIENCE

Year 9

SCIENCE

Year 10

Year 11

Year 12

PSYCHOLOGY

PSYCHOLOGY Units 1 & 2

PSYCHOLOGY Units 3 & 4

BIOLOGY

BIOLOGY Units 1 & 2

BIOLOGY Units 3 & 4

EARTH ENVIRONMENTAL SCIENCE

ENVIRONMENTAL Units 1 & 2

ENVIRONMENTAL Units 3 & 4

CHEMISTRY

CHEMISTRY* Units 1 & 2

CHEMISTRY* Units 3 & 4

PHYSICS

PHYSICS* Units 1 & 2

PHYSICS* Units 3 & 4

APPLIED SCIENCE

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SCIENCE

SCIENCE

Science

Science

Year 8

Year 7 YEAR LONG SUBJECT Year 7 Science is designed to introduce students to the joy of scientific discovery and the application of fundamental laws in their world.

In Year 7, students learn how to work safely in a laboratory using the correct equipment and how to write investigative reports. Students investigate chemical sciences such as states of matter and the separation of mixtures. During biological sciences, the classification of organisms and the study of ecosystems is explored.

Students investigate their physical world by studying forces and how simple machines are made and used.

KEY CONCEPTS ▪

Students learn how to write a scientific report and how to interpret and present their findings.

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Areas of study involve Biology, Chemistry, Physical Science, and Earth and Space.

YEAR LONG SUBJECT

KEY CONCEPTS

In Year 8 Science, students review the safe and correct use of laboratory equipment and develop their practical skills.

During Biology they learn about cells, human body systems and reproduction.

Year 8s expand on their prior knowledge of matter and apply this to chemical reactions and change in Chemistry. In physical sciences students begin to classify different forms of energy, with a particular focus on sound and light energy. They also explore the rock cycle and water cycle in Earth and Space science.

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Areas of study include Biology, Chemistry, Physical Science, and Earth and Space.

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Students develop their understanding of the nature of scientific inquiry and their ability to use a range of scientific inquiry methods, including questioning, planning and conducting experiments, collecting and analysing data, evaluating results, and drawing critical, evidencebased conclusions.

Additionally, students explore how the Earth, Sun and Moon interact to create predictable phenomena and research the Earth’s renewable and nonrenewable resources.

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SCIENCE

Year 9 Science YEAR LONG SUBJECT Students explore concepts related to the four fields of Science; Biology, Chemistry, Physical Science, and Earth and Space through laboratory and field based experiments. In Biology, students explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems.

Students begin to develop a more sophisticated view of atom and chemical reactions in the Chemistry unit. In Earth and Space science the Year 9s learn about plate tectonics and the evidence supporting the theory. Physical science explores electricity and electromagnetism and how they can be used together in real world applications.

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KEY CONCEPTS ▪

Areas of study include Biology, Chemistry, Physical Science, and Earth and Space.

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Students independently plan, design and conduct an extended scientific investigation.

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Research extends the ability to communicate scientific understanding and findings, to justify ideas on the basis of evidence, and to evaluate scientific arguments and claims.

SCIENCE

Year 10 Earth and Environmental Science

Applied Science

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

In this elective, students will investigate the interaction of Earth’s cycles and the impact natural disasters have on these cycles.

Students will study a variety of ecosystems and the biodiversity within them, with a particular focus on our local coastal marine ecosystem.

Classroom activities and laboratory lessons will be complemented with fieldwork techniques used to determine and monitor the physical, chemical, and biological processes and interactions occurring within ecosystems.

Students explore the environmental impact of human activities by examining contemporary environmental issues, local and global, and conducting an in-depth study of a specific current environmental problem.

This elective provides students with an understanding of multiple Science disciplines including Forensic Science, Environmental Science and Physics.

The focus is on developing transferable knowledge and skills, and an awareness of scientific literacy in making decisions that influence individual and community wellbeing.

In the Forensic Science unit, you will investigate fundamental processes involved in forensics including collecting and analysing evidence such as fingerprints, hair and fibre samples, blood groupings, genetic fingerprint, tracks and forgery.

The Environmental Science unit will focus on Earth’s four spheres and how they interact and depend on each other. You will evaluate the ways in which human activity affects global systems, with a focus on climate change.

In Physics you will explore energy use and its production.

This elective is not applicable to those students who wish to study a VCE Science.

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SCIENCE

Year 10 Biology

Chemistry

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

In Biology students will revisit the molecular world of the cell, investigate the structure and function of the cell membranes and the processes of osmosis and diffusion. Students will explore the importance of the surface area to volume ratio concept to survival and the diversity of cells. Students will study the four main types of

biomacromolecules and learn about DNA, its structure and function in the body and its role in determining inherited characteristics and the biology behind genetic inheritance. The production of proteins from the instructions in DNA and examples of how genes are regulated will be explored.

Chemistry reintroduces the periodic table.

Students will explore bonding models (ionic, covalent and metallic) and will learn to write balanced formulae. The unit also challenges students to identify different categories of chemical reactions,

Psychology

Physics

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

This elective helps form the basis of key areas within the study of Psychology.

Students will study the history and types of measurements of intelligence. Students will also explore the science of personality and how it has been measured and described by psychologists over time.

Physics aims to develop an understanding of the constancy of the “big” ideas of science (matter, energy, time and space) and develop an understanding that the concepts of force, motion, matter and energy apply to systems ranging in scale from atoms to the universe itself. In this elective you

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including acid base reactions, and be able to correctly balance chemical equations.

Students will investigate factors that affect the rates of reactions and explore the action of biological catalysts.

will use Newton’s three laws of motion to analyse everyday motions and how energy is transferred and transformed.

Students will investigate how magnets interact along with field models and explore the relationship between electricity and magnetism.

SCIENCE

VCE Biology Biology seeks to understand and explore the diversity of life as it has evolved and consider how living organisms function and interact. The VCE Biology course enables you to investigate the dynamic relationships between organisms, their interactions with the non-living environment, and the processes involved in sustaining life at cellular, system, species, and ecosystem levels.

An important feature of VCE Biology is the opportunity provided to undertake a range of inquiry tasks including experimentation, fieldwork, microscopy and data logging. Sstudents will get to pose questions, formulate hypotheses, collect, and analyse data, evaluate methodologies and results, justify conclusions, make recommendations, and communicate findings.

In VCE Biology, students will examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students will explore reproduction and the transmission of biological information from generation to generation, and the impact this has on biodiversity. Students will consider the biological and bioethical consequences of manipulating DNA and applying biotechnologies.

As well as an increased understanding of scientific processes, VCE Biology will assist students to develop inquiry, analytical and communication skills.

Students will apply critical and creative thinking to analyse contemporary biologyrelated issues and communicate views from an informed position. Students will develop the capacity to critically assess the strengths and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical contexts of scientific endeavours.

Students will consider how science is connected to innovation in addressing contemporary biological challenges.

While there are no prerequisites for entry to Units 1 and 2, achievement in learning is optimised by undertaking the Year 10 Biology or Earth and Environmental Science electives prior to Units 1 and 2.

Units 1 and 2 are assumed knowledge for Units 3 and 4.

STRUCTURE There are four units of study: UNIT 1 How do organisms regulate their functions?

UNIT 2 How does inheritance impact on diversity?

UNIT 3 How do cells maintain life?

UNIT 4 How does life change and respond to challenges?

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SCIENCE

VCE Chemistry Chemistry underpins the generation of energy for use in homes and industry, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes.

The study of VCE Chemistry involves investigating and analysing the composition and behaviour of matter, and the chemical processes involved in producing useful materials for society.

Sustainability principles, concepts and goals are used to consider how useful materials for society may be produced with the least possible adverse effects on human health and the environment.

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

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develop and enhance a range of inquiry skills, such as practical experimentation, research and analytical skills, problemsolving skills including critical and creative thinking, and communication skills by developing questions, formulating hypotheses, conducting investigations, and analysing and critically interpreting qualitative and quantitative data. The limitations of data will be assessed, methodologies evaluated and results, justified to form appropriate conclusions.

Students apply chemical knowledge, scientific skills, and critical and creative thinking to investigate and analyse contemporary chemistry-related issues and communicate their views from an informed position.

VCE Chemistry provides for continuing study pathways within the discipline and can lead to a range of careers. Branches of chemistry include organic chemistry,

inorganic chemistry, analytical chemistry, physical chemistry and biochemistry. In addition, chemistry is applied in many fields of human endeavour including agriculture, bushfire research, dentistry, dietetics, education, engineering, environmental science, forensic science, forestry, horticulture, medicine, metallurgy, meteorology, nursing, pharmacy, sports science, toxicology, veterinary science and viticulture.

STRUCTURE There are four units of study: UNIT 1 How can the diversity of materials be explained?

UNIT 2

It is strongly recommended that students have undertaken the Year 10 Chemistry electives prior to Units 1 and 2.

How do chemical reactions shape the natural world?

Units 1 and 2 are assumed knowledge for Units 3 and 4

UNIT 3 How can design and innovation help to optimise chemical processes?

UNIT 4 How are carbon-based compounds designed for purpose?

SCIENCE

VCE Physics VCE Physics seeks to understand and explain the physical world, both natural and constructed. It is based on observations, experiments, measurements, and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, solar systems, and galaxies in the Universe.

It examines models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops.

In VCE Physics students will be provided with opportunities to investigate questions related to selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves.

Students also have options for study related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science.

An important feature of VCE Physics is the opportunity to undertake a range of inquiry tasks including 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 phenomenon.

In undertaking this study, students will develop an understanding of the role of careful and systematic experimentation, and modelling, in the development of theories and laws. Students will undertake practical activities and apply physics principles to explain both natural and constructed phenomena.

As well as an increased understanding of scientific processes, VCE Physics will assist students to develop analytical and communication skills, apply critical and creative thinking to analyse physicsrelated issues and communicate views from an informed position.

STRUCTURE There are four units of study: UNIT 1

It is strongly rerecommended that students have undertaking the Year 10 Physics elective prior to Units 1 & 2.

How is energy useful to society?

Units 1 and 2 are assumed knowledge for Units 3 and 4.

How does physics help us to understand the world?

UNIT 2

UNIT 3 How do fields explain motion and electricity?

UNIT 4 How have creative ideas and investigation revolutionised thinking in physics?

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SCIENCE

VCE Psychology VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach. It provides a framework for exploring the complex interactions between biological, psychological and social factors that influence human thought, emotions and behaviour.

In undertaking this study, students will explore the connection between the brain and behaviour by focusing on several key interrelated aspects of the discipline: the interplay between genetics and environment, individual differences and group dynamics, sensory perception and awareness, memory and learning, sleep and mental wellbeing. Students will apply learning to everyday situations including workplace and social relations and gain insights into a range of psychological health issues in society.

An important feature of VCE Psychology is the opportunity provided to undertake, both collaboratively and independently, a range of investigation methodologies including controlled experimentation, fieldwork, simulations, examination of case studies and literature reviews.

Students will pose questions, formulate research hypotheses, define variables, 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 will develop capacity 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.

While there are no prerequisites for entry to Units 1 and 2, achievement in learning is optimised by undertaking the Year 10 Psychology elective prior to Units 1 and 2.

Units 1 and 2 are assumed knowledge for Units 3 and 4

STRUCTURE There are four units of study: UNIT 1 How are behaviour and mental processes shaped?

UNIT 2 How do internal and external factors influence behaviour and mental processes?

UNIT 3 How does experience affect behaviour and mental processes?

UNIT 4 How is wellbeing supported and maintained?

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SCIENCE

VCE Environmental Science Environmental science is an investigative science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and nonliving elements that sustain Earth’s four systems. It explores how the relationships between these systems produce natural environmental change over a variety of time scales and how these systems respond to change and disruption.

In VCE Environmental Science students will investigate the extent to which humans modify their environments and the consequences of these changes in local and global contexts with a focus on biodiversity, pollution, food and water security, climate change and energy use.

Students will examine the challenges and opportunities presented by selected environmental issues and case studies, and consider how different value systems, priorities, knowledge and regulatory frameworks affect environmental decision-making and planning for a sustainable future.

An important feature of VCE Environmental Science is the opportunity provided to engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between theory, knowledge, and practice. Students will undertake a range of tasks involving controlled experiments, fieldwork, case studies, correlational studies, classification and identification, modelling, simulations, literature reviews, and the development of a product, process or system. Knowledge and application of the safety and ethical guidelines associated with undertaking investigations is integral to the study of VCE Environmental Science.

In undertaking this study, students will develop capacity to critically assess the strengths and the limitations of science, respect evidence-based conclusions and gain an awareness of the ethical contexts of scientific endeavours, including sociocultural, economic, political and legal factors. Students consider the role of innovation and science in addressing contemporary environmental challenges.

While there are no prerequisites for entry to Units 1 and 2, achievement in learning is optimised by undertaking the Year 10 Environmental Science or Biology electives prior to Units 1 and 2.

STRUCTURE There are four units of study: UNIT 1 How are Earth’s dynamic systems interconnected to support life?

UNIT 2 What affects Earth’s capacity to sustain life?

UNIT 3 How can biodiversity and development be sustained?

UNIT 4 How can climate change and energy impacts be managed? physics?

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Technology

Subject Overview In Technology students are exposed to the design process from initially identifying design problems, developing clear guidelines, creating product concept ideas, practical outcomes, and evaluating and modifying these outcomes through gaining feedback from a client or end-user. There are five main strands within Technology department PRODUCT DESIGN & TECHNOLOGY Working with a range of tools, equipment, materials, technologies, and processes where student’s follow a project based learning approach through problem solving, creating outcomes and study the theory and practical process of product design.

FOOD STUDIES Students critically analyse the social, environmental, and economic factors associated sustainability of food sources and industries, including the impact of packaged foods. They consider the social, ethical and sustainability considerations that impact on designed solutions for preferred futures, both locally and globally, and the complex design and production processes involved.

STEM STEM is an approach to learning and development that integrates the areas of science, technology, engineering, and mathematics.

Through STEM, students develop key skills including problem solving and creativity. This applied project-based way of teaching and learning allows students to understand and appreciate the relevancy of their work to their own lives and the lives around them.

Once students grasp the core concepts, students are able to offer solutions to a problem, and use their own creativity and curiosity to research, design, test and improve on potential viable solution.

TEXTILES Students investigate sustainability in the textiles and design industry, the growing of cotton, the manufacture of textile products and the FairTrade movement.

Students develop their understanding of restyling and repurposing using applied knowledge and skills. They will also investigate methods for caring for and treating garments.

DIGITAL TECHNOLOGIES Students are given broad exposure to various aspects of Digital Technologies and how it is used in daily life and society. Through exploration of Desktop Publishing, website development, programming and robotics students investigate the application of various design techniques to target a particular audience and gain an understanding of successful methods and strategies for maximum engagement.

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Subject Pathways Year 7

Year 8

Year 9

DIGITAL TECHNOLOGIES

DIGITAL TECHNOLOGIES

Year 10

FOOD STUDIES

STEM

FOOD STUDIES

FOOD STUDIES

Year 12 DATA ANALYTICS Units 3 & 4

DIGITAL TECHNOLOGIES STEM

Year 11

APPLIED COMPUTING Units 1 & 2 SOFTWARE DEVELOPMENT Units 3 & 4

ADVANCED FOOD STUDIES

FOOD STUDIES Units 1 & 2

FOOD STUDIES Units 3 & 4

PRODUCT DESIGN & TECHNOLOGY Units 3 & 4

FOOD AROUND THE WORLD

PRODUCT DESIGN & TECHNOLOGY

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PRODUCT DESIGN & TECHNOLOGY

PRODUCT DESIGN & TECHNOLOGY

PRODUCT DESIGN & TECHNOLOGY

PRODUCT DESIGN & TECHNOLOGY Units 1 & 2

TEXTILES

TEXTILES

TEXTILES

VET FASHION

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TECHNOLOGY

Year 7 Product Design & Technology

Food Studies

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustain- ability considerations, and use these to judge the suitability of their ideas and designed solutions and processes.

They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques.

Students apply project management skills to document and use project plans to manage production processes and discuss the importance of sustainability through sourcing & using materials.

KEY CONCEPTS ▪

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Students consider functionality and aesthetic in order to manufacture a product of professional standard that meets a design brief.

They develop an understanding of the roles and responsibilities of people in design and technology occupations, and how they contribute to society.

The importance of evaluating and testing products.

KEY CONCEPTS

Students are introduced to the kitchen environment in the school setting.

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Food and kitchen safety

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Nutrition

Students follow the design process and move through making basic dishes to more complex dishes, with a focus on creating options for nutritious lunchboxes.

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Cooking skills

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Knife skills

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Designing nutritious lunchboxes

Students will develop a solid foundation in food preparation, nutrition, and food safety. They will be equipped with essential skills and knowledge to make informed food choices, prepare simple meals, and understand the importance of food safety, hygiene, and nutritional value. This curriculum sets the stage for further exploration of food-related topics in subsequent years of study.

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TECHNOLOGY

Year 8 Product Design & Technology

Textiles

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They consult with a client, develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes.

KEY CONCEPTS

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Consider functionality and aesthetic in order to manufacture a product of professional standard that meets a design brief.

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Develop an understanding of the roles and responsibilities of people in design and technology occupations, and how they contribute to society.

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The importance of working independently and following a detailed production plan.

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The importance of evaluating and testing product ideas.

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The importance of communicating, seeking client feedback and identifying areas for improvement.

Students develop and refine design concepts, make thoughtful decisions, and communicate effectively with various audiences using technical terms, technologies, and graphical representation techniques. They also apply project management skills, utilising project plans to oversee production processes.

Students follow the design process and work with fabrics and other materials to design and manufacture products for an end -user / client.

They are introduced to the industry tools, equipment and technologies and their safe and responsible use. They learn to transfer theoretical key knowledge, skills, and plan to produce a range of product outcomes. Most classes are practical based, through focused practical tasks, however there is written and sketch work in the planning and evaluation stages of each product.

KEY CONCEPTS ▪

Students apply learned techniques and production methods in creative ways to meet set design tasks.

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Students enhance their creative and critical thinking skills, evaluating proposed design features for functionality, likely environment and target demographic and, within this scope, expressing innovation and desired aesthetic.

TECHNOLOGY

Year 8 Digital Technology

Food Studies SEMESTER BASED SUBJECT

KEY CONCEPTS

Students are introduced to the tools and equipment and safety methods for working with and preparing food. They consider how, why, and in the variety of ways food is cooked or prepared.

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Food hygiene and safety

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Correct method of weighing and measuring ingredients

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They learn of the processes certain foods undergo while being cooked using various methods such as grilling, baking and microwaving.

Different methods of food production

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Nutrition and the Australian guide to Healthy Eating

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Students discover the unique and/ or shared flavours of a variety of ingredients and how their application can compliment or enhance the flavour of other foods.

They learn to determine quality and identify appropriate foods and ingredients for a healthy diet.

The influence of food on health including lifestyle disease

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The Social Factors of Food

SEMESTER BASED SUBJECT Students follow the Digital Systems, Data and Information and Creating Digital Solutions strands of the Victorian Digital Technologies Curriculum.

Through problem-based learning, students explore computational thinking while developing an understanding of how to collect data, programming, and editing techniques.

KEY CONCEPTS ▪

Use various software to analyse and visualise data, creating information and models.

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Collaboratively manage, create, and share interactive projects online, considering safety and social contexts.

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Develop and trace algorithms to predict outputs and find errors.

Write and modify programs with user interfaces using branching, iteration, and functions in a general-purpose programming language.

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Design user experiences for digital systems and create alternative designs.

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TECHNOLOGY

Year 8 STEM SEMESTER BASED SUBJECT STEM is a combination of Science, Technology, Engineering and Mathematics. The main objective of STEM is to use critical and creative thinking strategies to offer potential practical solutions to everyday challenges in our local and surrounding community. The WICKED technique model supports the learning and helps students understand these problems. The core value of STEM is learning through consulting and collaboration in small groups and offering potential outcomes to everyday problems.

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KEY CONCEPTS ▪

Problem solving.

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Creativity.

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Critical analysis.

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Teamwork.

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Independent thinking.

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Initiative.

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Communication.

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Digital literacy.

TECHNOLOGY

Year 9 Product Design & Technology

Food Studies

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to generate research, evaluate design ideas and designed solutions using various forms of CAD. Understand the importance of creating a scaled technical drawing and the complexity of making decisions.

KEY CONCEPTS ▪

Students demonstrate they are critical users of a range of technologies and can investigate, generate and critique design solutions.

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Students will develop innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication.

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Students will work closely with a client / end-user providing guidance & feedback through each stage of the process.

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Students communicate and document projects, including marketing for a range of audiences.

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They independently and collaboratively apply sequenced production and management plans when producing designed solutions, adjusting plans when necessary.

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They select and use appropriate technologies skilfully and safely to produce quality designed solutions suitable for the intended purpose & evaluate product outcomes.

Students develop the knowledge and skills to investigate and make judgements on cooking techniques, comparisons of food products and real world applications.

They refine sensory perceptions that influence the creative process of food solutions for healthy eating.

KEY CONCEPTS ▪

With greater autonomy, students identify the sequences and objectives of a design task.

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Investing food waste and development of recipes to combat the environmental issue.

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The importance of gaining vital feedback from completed recipes / dishes to improve on outcomes.

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Building from basic cooking methods in Year 8, the students are introduced to the design process, they apply this process to different food-based problem solving scenarios and develop solutions to be created in the kitchen. Students also learn about nutrition and how to build and budget balanced family meals.

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TECHNOLOGY

Year 9 Textiles SEMESTER BASED SUBJECT Students work with fabrics and materials to design and manufacture products that make a folio of work. They are introduced to the industry tools, equipment and technologies and their safe and responsible use. They learn to transfer theoretical knowledge and planning to a range of products. Most classes are practical based, however there is written and sketch work in the planning and evaluation stages of each product.

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STEM KEY CONCEPTS ▪

▪

Students apply learned techniques and production methods in creative ways to meet set design tasks.

Students enhance their creative and problem-solving skills, evaluating proposed design features for functionality, likely environment and target demographic and, within this scope, expressing innovation and desired aesthetic.

SEMESTER BASED SUBJECT

KEY CONCEPTS

STEM is a combination of science, technology, engineering, and math and the main objective is using critical and creating thinking in offering practical solutions and outcomes to everyday problems.

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Problem solving.

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Creativity.

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Critical analysis.

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Teamwork.

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Independent thinking.

This project-based learning approach and through applying the WICKED technique model, students can really explore community and World problems and reflect on realistic, sustainable, and economic solutions. STEM is largely hands-on learning, consulting, collaborating, and reflecting on outcomes and conclusions.

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Initiative.

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Communication.

TECHNOLOGY

Year 9 Digital Technologies SEMESTER BASED SUBJECT Students are given broad exposure to various aspects of IT and how it is used in daily life and society.

KEY CONCEPTS ▪

Through exploration of Desktop Publishing and website development students investigate the application of various design techniques to target a particular audience.

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Students cover data and spread- sheets including the collection, presentation and interpretation of data as it pertains to businesses and explore the impact of IT and digital technologies on society, communities and the environment.

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TECHNOLOGY

Year 10 Digital Technologies

Advanced Food Studies

Food Around the World

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Year 10 Advanced Food Studies students will learn about the food system and the science behind cooking and preparing food.

Food Around the World focuses on different food cultures and cuisines.

Students explore food production and consumption among Victoria’s first peoples and the influence of migration.

Through hands-on food practicals, they experience a variety of flavors and cuisines from around the globe.

Students follow the Digital Systems, Data and Information and Creating Digital Solutions strands of the Victorian Digital Technologies Curriculum.

Students will learn more about how technology industries work, plan and create a smart wearable design and/ or solution for community problem. They will select and use digital tools to plan and manage a design process that considers design constraints to create original works and publish a digital artefact.

The course is focused specifically on real-world problems precisely, considering functional and non-functional requirements and including interviewing stakeholders to identify needs. Students will design digital systems using coding, evaluate alternative designs against criteria including functionality, accessibility, usability, and aesthetics.

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KEY CONCEPTS ▪

▪

▪

Students will make use of industry best standard applications such as Python, Adobe, and Microsoft.

They will locate information, program, communicate and work independently and collaboratively to create innovative digital solutions.

They will explain simple data compression, and why content data are separated from presentation and analyse and visualise data.

Students will investigate and develop modular programs, applying selected algorithms and data structures including using an objectoriented programming language.

Students will develop skills in understanding how and where and how our food is grown in Australia.

In practical sessions they will undertake recipe development, sensory analysis, product comparison and development related to these concepts.

This will be preparation for concepts covered in unit 1 and 2 VCE Food Studies.

Students critically analyse the social and environmental factors associated with sustainability of food sources and industries, including the impact of packaged foods.

They consider social, ethical and sustainability considerations that impact on designed solutions for preferred futures, both locally and globally, and the complex design and production processes involved.

TECHNOLOGY

Year 10 Product Design & Technology

Textiles

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They work closely with a client, establishing a design brief, detailed criteria for success, (including sustainability) and use these to generate research, create visual concepts and evaluate these ideas before deciding upon a suitable preferred designed solution. This includes manufacturing processes & techniques.

KEY CONCEPTS ▪

Students demonstrate they are critical users of a range of technologies and can identify, investigate, generate, and critique design solutions.

▪

Students will develop innovation and problem-solving skills through communicating design ideas of increasing sophistication which includes CAD & working drawings.

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Students will work closely with a client / end-user providing guidance & feedback through each stage of the design process.

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Students will produce various product outcomes using a range of tools, equipment, machinery, and processes.

Students will be able to evaluate product outcomes by drawing conclusions and identifying areas for improvement.

Students complete practical work samples; they will investigate sustainability in the textiles and design industry; the growing of cotton, the manufacture of textile products, and the Fair Trade movement.

Students develop their understanding of restyling and repurposing using applied knowledge and skills. They will also investigate methods for caring for and treating garments and explore Indigenous Weaving and the emergence of Indigenous fashion.

Students demonstrate the ability to implement a range of production processes accurately, consistently, safely, ethically and responsibly.

While meeting the requirements of set design tasks, students will make critical decisions on materials and techniques based on their understanding of their unique properties and characteristics.

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TECHNOLOGY

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

VCE Applied Computing is underpinned by four key concepts: digital systems, data and information, approaches to problem solving, and interactions and impact.

VCE Applied Computing provides students with opportunities to acquire and apply knowledge and skills to use digital systems efficiently, effectively and innovatively when creating digital solutions. Students investigate legal requirements and ethical responsibilities that individuals and organisations have with respect to the security and integrity of data and information.

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Through a structured approach to problem solving, incorpo- rating computational, design and systems thinking, students develop an awareness of the technical, social and economic impacts of information systems, both currently and into the future.

RATIONALE VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking, and to develop communication and collaboration, and personal, social and information and communications technology (ICT) skills.

Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings.

VCE Applied Computing provides a pathway to further studies in areas such as business analysis, computer science, cybersecurity, data analytics and data science, data management, games development, ICT, networks, robotics, software engineering and telecommunications, and other careers relating to digital technologies.

EMPLOYABILITY SKILLS The VCE Applied Computing 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.

STRUCTURE

ENTRY REQUIREMENTS

Data Analytics

There are no prerequisites for entry to Units 1, 2 and 3. However, student achievement in learning is optimised by studying Units 1 and 2 prior to Unit 3. Students must undertake Unit 3 and Unit 4 as a sequence.

Employability skills include: ▪

Communication

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Planning and organising

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Teamwork

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Problem solving

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Self-management Initiative and enterprise

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Technology

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Learning

There are six units of study: UNIT 1 & 2 Applied Computing UNIT 3 & 4

UNIT 3 & 4 Software Development * more details on the next page

TECHNOLOGY

VCE Applied Computing VCE APPLIED COMPUTING UNITS 1 & 2

VCE DATA ANALYTICS UNITS 3 & 4

In Unit 1, students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions.

In Unit 3, students apply the problemsolving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.

In Unit 2, students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment.

In Unit 4, students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.

VCE SOFTWARE DEVELOPMENT UNITS 3 & 4 In Unit 3, students apply the problemsolving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problemsolving methodology.

In Unit 4, students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.

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TECHNOLOGY

VCE Food Studies VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills. VCE Food Studies provides a framework for informed and confident food selection and food preparation within today’s complex architecture of influences and choices.

Students explore food from a wide range of perspectives. They research economic, environmental and ethical dimensions of food and critically evaluate information, marketing messages and new trends.

Practical work is integral to Food Studies and includes cooking, demonstrations, creating and responding to design briefs, dietary analysis, food sampling and taste-testing, sensory analysis, product analysis and scientific experiments.

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RATIONALE VCE Food Studies examines the background to Australia’s varied and abundant food supply, and explores reasons for our food choices.

This study is designed to build the capacities of students to make informed food choices. Students develop their understanding of food while acquiring skills that enable them to take greater ownership of their food decisions and eating patterns.

ENTRY REQUIREMENTS There are no prerequisites for entry to Units 1, 2 and 3. However, student achievement in learning is optimised by studying Units 1 and 2 prior to Unit 3.

Students must undertake Unit 3 and Unit 4 as a sequence.

STRUCTURE There are four units of study.

Each unit contains two areas of study: UNIT 1 Food origins UNIT 2 Food makers UNIT 3 Food in daily life UNIT 4 Food issues, challenges and futures

TECHNOLOGY

VCE Product Design & Technology Product design is a response to changing needs and to improve quality of life by designing creative, innovative and sustainable ethical 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 functionality of products.

Central to VCE Product Design is the design thinking, which is applied through the product design process providing a structure for creative problem solving – through the discover, define, develop & deliver approach. The design process involves identification of a real need, problem or opportunity with an ethical focus that is then articulated into 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 CAD, testing processes and materials, planning, construction, fabrication and evaluation / testing.

The knowledge and use of resources is integral to product design.

RATIONALE

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

For Product Design 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 which are relevant to their design situation.

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 and ethically sourcing materials is affecting product design and development, and so is at the forefront throughout the product life cycle.

STRUCTURE There are four units of study: UNIT 1 Design practices UNIT 2 Positive impacts for end-user

ENTRY REQUIREMENT

However, student achievement in learning is optimised by studying Units 1 and 2 prior to Unit 3.

Students must undertake Unit 3 and Unit 4 as a sequence

UNIT 3 Ethical product design & development UNIT 4 Product & evaluation of ethical designs

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TECHNOLOGY

VET Fashion This qualification provides a solid foundation for individuals seeking to develop basic skills and knowledge in the creative industry of Apparel, Fashion and Textiles.

Students develop skills from sewing materials by machine, to identifying and handling fabrics and textiles.

Students explore design concepts, pattern modification, textile product assembly, and create their own simple headpiece. They learn and perform basic work tasks, following established routines and procedures. Students acquire essential communication skills, participate in environmentally sustainable work practices, and learn to prioritise workplace safety.

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Visual Arts

Subject Overview In the Arts students experiment with a range of art materials and create personal artworks that express their own meaning and message. Students will also build an understanding of how artists communicate their ideas. Students work with a range of artforms which include: Drawing, Painting, Printmaking, Photography, Digital Media, Sculpture, Textiles, Film/ Video, Installation and Mixed Media.

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Subject Pathways Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

ART

ART

ART

ART

ART MAKING & EXHIBITING Units 1 & 2

ART MAKING & EXHIBITING Units 3 & 4

MEDIA Units 1 & 2

MEDIA Units 3 & 4

VISUAL COMMUNICATION DESIGN Units 1 & 2

VISUAL COMMUNICATION DESIGN Units 3 & 4

PHOTOGRAPHY

MEDIA

MEDIA

FILMMAKING

VISUAL COMMUNICATION DESIGN

VISUAL COMMUNICATION DESIGN

VISUAL COMMUNICATION DESIGN

VISUAL COMMUNICATION DESIGN

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VISUAL ARTS

Year 7

Art

Visual Communication Design

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students explore visual arts practices as inspiration to develop themes, concepts or ideas in artworks. They demonstrate the use of drawing, printmaking and clay modelling.

Throughout the course, students complete an exploration of existing designs to interpret and respond with critical and creative thinking to produce their own solutions. Through hands-on engagement with Adobe Illustrator and SketchUp software, they gain proficiency in digital design tools.

Students learn to identify and analyse artworks from different cultures, times and places and how ideas are interpreted by audiences. Students look at artists from different cultures and follow creative techniques and processes to create final artworks.

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They respond to a design brief and embark on a journey of research, idea generation, and iterative development, culminating in the creation of polished presentations that showcase their innovative responses.

VISUAL ARTS

Year 8 Art SEMESTER BASED SUBJECT Year 8 students identify, analyse and evaluate how other artists use materials, techniques, processes and visual conventions to express ideas and convey meaning. Students plan and make their art works in response to exploration of techniques and processes used in the work of other artists.

Students then demonstrate the use of materials, techniques, processes, visual conventions to express ideas and convey meaning. They produce art works in drawing, painting and mosaic.

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VISUAL ARTS

Year 8 Media

Visual Communication Design

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students develop their understanding of Media arts as they analyse film codes and conventions.

Through critical analysis in a film study, students consider film codes such as camera techniques, acting, mise-enscène, editing, lighting and sound, and discover how these elements are used to create meaning and engage an audience.

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Students will practically apply their understanding of codes and conventions through production exercises using industry standard editing software in the Adobe Suite.

Their creativity will be ignited as they collaborate with peers to plan, film and edit their own media productions.

Students explore existing designs to interpret and respond with critical and creative thinking to produce their own solutions. Students focus on processes and techniques for particular audiences and specific purposes.

Students familiarise themselves with using Adobe Illustrator and SketchUp software. They respond to a design brief by conducting research, developing ideas and creating a final presentation that effectively communicates their intended meaning.

VISUAL ARTS

Year 9 Art

Media

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Year 9 students delve into a multifaceted exploration to identify, analyse and evaluate how other artists use materials, techniques and processes to express ideas and convey meaning.

Central to their artistic journey is the process of planning and generating ideas for their own skateboard artwork.

They also analyse art works in response to chosen subject matter and explore painterly techniques. Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.

Students develop and refine media production skills across the areas of photography and film.

Students will apply concepts of composition, colour and lighting through the development of photographic techniques and manipulation skills using Adobe Photoshop.

They will study the work of a film auteur to analyse their personal style and use of film codes. Students will also work with Adobe Premiere Pro to develop their skills practically and produce their own short film. They apply editing techniques to condense time and create dynamic transitions. Students will work collaboratively and independently in a creative space.

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VISUAL ARTS

Year 9

Visual Communication Design SEMESTER BASED SUBJECT Students create visual communications in response to given design briefs from the three fields of design (Communication, Industrial and Environmental). Students utilise all six stages of the design process including design brief, research, idea generation, idea development and idea refinement. They complete analysis of visual communications as well as create 2D and 3D printed final presentations.

Students develop their practical design

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skills and design thinking abilities while considering sustainable practices.

Freehand, perspective and instrumental drawing skills are established as well as understanding of the design elements and principles. In the development of final presentations students use various media, methods and materials including Adobe Illustrator, Adobe Photoshop and SketchUp.

VISUAL ARTS

Year 10 Art

Visual Communication Design

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Students analyse and evaluate how artists communicate ideas and convey meaning in artworks. They identify the influences of other artists and analyse connections between materials, techniques and processes in artworks to develop their own art practice.

Students select, and manipulate materials, techniques, processes, visual conventions and technologies to express ideas and viewpoints in their artworks.

Finally, students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

Students are introduced to contemporary designers and practice. They analyse visual communications from different historical, social and cultural contexts.

Students respond to engaging design briefs from the three design fields and develop a folio of work including the six stages of the design process.

They develop a high level of visual communication skills including digital design skills, design thinking, two and three-dimensional drawing techniques and conventions.

Students manipulate design elements and principles, materials, methods, media and technologies to realise their concepts and ideas. Final presentation skills are enhanced with the production of two and three-dimensional finished pieces using Adobe Illustrator, Adobe Photoshop and SketchUp and model making techniques.

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VISUAL ARTS

Year 10 Filmmaking

Photography

SEMESTER BASED SUBJECT

SEMESTER BASED SUBJECT

Filmmaking is designed to provide students with a comprehensive introduction to the captivating realm of visual storytelling. Through a blend of practical hands-on experiences and critical analysis, students will explore the art and craft of filmmaking while developing a deep understanding of media texts from various contexts.

They will have the opportunity to experiment with different filmmaking techniques and technologies, allowing them to unleash their creativity and bring their ideas to life on screen.

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From operating cameras and lighting equipment to mastering editing software, students will develop a range of technical skills essential for filmmaking. In addition to creating their own films, students will also sharpen their critical thinking skills by analysing and evaluating media texts from different contexts. They will learn how to deconstruct films, examining how other media producers use film codes to create meaning and engage the audience.

Photography provides students an opportunity to unleash their creativity while learning and developing essential photography skills. Through engaging tasks and hands-on experience, students will learn how to confidently use a DSLR camera while developing their understanding of photography techniques, compositional principles and visual storytelling.

Students will learn about correct camera operation; how to best focus on subject matter and various exposure techniques.

Students will master composition principles including the rule of thirds, framing, and leading lines. A focus on light, shadow, and black & white photography will teach students to use contrast for dramatic

monochrome effects. In portraiture, students will gain experience in capturing personality and emotion using both natural and studio lighting. Landscape photography will allow for immersion and creativity in nature’s beauty. Students will also gain skills in the photographic post-production processes including basic editing tips and digital manipulation using Photoshop.

Students will be required to keep a digital folio of their work throughout the unit and will submit a final online Photographic portfolio at the end of the Semester, based on the key topics covered in the unit. Students will also have an opportunity to print, mount and display their favourite photographic work/s in the Ngargee Centre.

VISUAL ARTS

VCE Art Making & Exhibiting SCOPE OF STUDY

RATIONALE

ENTRY REQUIREMENTS

VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited. Students use inquiry learning to explore, develop and refine the use of materials, techniques and processes and to develop their knowledge and understanding of the ways artworks are made.

Learning in VCE Art Making and Exhibiting provides students with opportunities to recognise their individual potential as artists, encourages selfexpression and creativity, and can build confidence and a sense of individual identity. The study allows students to explore and experiment in creating, developing and engaging with the visual arts and helps build a strong skill set.

Learning through, about and in the visual arts develops students’ critical thinking skills and their ability to interpret the worlds they live in.

There are no prerequisites for entry

They learn how art elements and art principles are used to create aesthetic qualities in artworks and how ideas are communicated through the use of visual language. Their knowledge and skills evolve through the experience of making and presenting their own artworks and through the viewing and analysis of artworks by other artists.

Visiting and viewing exhibitions and displays of artwork is a necessary part of this study. It helps students understand how artworks are displayed and exhibitions are curated.

It also has an influence on the students’ own practice and encourages them to broaden and develop their own ideas and thinking around their own art making. A strong focus on the way we respond to artworks in galleries, museums, other exhibition spaces and site-specific spaces is integral to study and research in VCE Art Making and Exhibiting.

By engaging with artworks in different galleries, museums, other exhibition spaces and site-specific spaces, either in person or using online content, students have the opportunity to view and research artworks and artists from local, national and interna- tional contexts. They also gain an understanding of how institutions present and display artworks and how they work with artists.

STRUCTURE

to Units 1, 2 and 3. However, students are advised to study Units 1 and 2 prior to Unit 3. Students must undertake Unit 3 and Unit 4 as a sequence.

There are four units of study: UNIT 1 Explore, expand and investigate UNIT 2 Understand, develop and resolve UNIT 3 Collect, extend and connect UNIT 4 Consolidate, present and conserve

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VISUAL ARTS

VCE Media SCOPE OF STUDY

RATIONALE

ENTRY REQUIREMENTS

The media is ubiquito us. Media is deeply embedded within life and culture at a local, national and global level. It entertains, teaches, informs and shapes audiences’ perception of their lives and the world in which they live.

VCE Media provides students with the opportunity to analyse media concepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. They examine debates about the media’s role in contributing to and influencing society.

Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products.

There are no prerequisites for entry to Units 1, 2 and 3. However, student achievement in learning is optimised by studying Units 1 and 2 prior to Unit 3.

Students must undertake

STRUCTURE

Unit 3 and Unit 4 as a sequence.

Media forms, representations and Australian stories

Stories in all their forms are at the heart of the media and its relationship with audiences. Through stories narratives are constructed that engage, and are read, by audiences. Representations of ideas, realities and imagination are constructed and deconstructed, remixed and reimagined with ever increasing technological sophistication, ease and speed to engage audiences.

The context of media shapes both production and the audiences’ reading.

Contextual influences such as time, place, culture, societal attitudes and values may be reflected explicitly and implicitly in media products. Audiences also read and consume media through this contextual lens. The relationship between media and audience is complex.

Students will interrogate notions of influence, power, audience, agency and the role that media plays in shaping views and values.

Students examine how and why the media constructs and reflects reality and how audiences engage with, consume, read, create and produce media products.

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VCE Media supports students to develop and refine their planning and analytical skills, critical and creative thinking and expression, and to strengthen their communication skills and technical knowledge.

Students gain knowledge and skills in planning and expression valuable for participation in and contribution to contemporary society. This study leads to pathways for further theoretical and/ or practical study at tertiary level or in vocational education and training settings; including screen and media, marketing and advertising, games and interactive media, communication and writing, graphic and communication design, photography and animation.

There are four units of study: UNIT 1

UNIT 2 Narrative across media forms UNIT 3 Media narratives and pre-production UNIT 4 Media production and issues in the media

VISUAL ARTS

VCE Visual Communication Design SCOPE OF STUDY 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.

RATIONALE Visual communication design can inform people’s decisions about where and how they live and what they buy and consume. The visual presentation of information influences people’s choices about what they think, what they need or want. The study provides students with the opportunity to develop informed, critical and discrim- inating approaches to understanding and using visual communications, and nurtures their ability to think creatively about design solutions. Design thinking, which involves the application of creative, critical and reflective techniques, supports skill

development in areas beyond design, including science, business, marketing and management.

The rapid acceleration of the capabilities and accessibility of digital design technologies has brought new challenges to visual communication design practices.

Through the consideration of ethical and environmental sustainability issues, students are able to make informed choices that affect current and future practices. The study of Visual Communication Design can provide pathways to training and tertiary study in design and design-related studies, including communication, industrial and fashion design, architecture and media ENTRY REQUIREMENTS There are no prerequisites for entry to Units 1, 2 and 3. However, students are advised to study Units 1 and 2 prior to Unit 3. Students must undertake Unit 3 and Unit 4 as a sequence.

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Vocational Education & Training (VET)

Subject Overview John Paul College in partnership with Chisholm Institute of TAFE and other providers, offers an exciting array of VET programs.

Programs enable students to combine their studies with a vocational program, explore career possibilities, learn in the workplace and develop skills that prepare them for employment and further study.

VET is open to all senior students.

Each VET program typically takes two years to complete and there are relative advantages to starting in Year 10.

Students studying VET need to ensure they maintain an organised and diligent approach to their studies as the VET timetable usually conflicts with regular classes at school, unless studied as part of VCE VM program. This overlap of schedules is unavoidable. For this reason, it is usually best for students studying scored VCE to commence a two-year VET course in Year 10 so the conflict of schedules does not interfere with Year 12 studies.

Most VET programs are conducted on a Wednesday or Friday afternoon.

Students are expected to attend school in the morning before making their way to the venue or alternately, return to the College in the afternoon after a morning VET session.

All VET programs incur an additional fee plus material costs.

This amount varies depending on the type of VET course selected. VET programs are typically studied part time over two years. Some courses may require further units post secondary, for a full completion. If a student withdraws after the cut-off date (approximately four weeks after commencement), the full cost of the program will be incurred.

A VCE VET score (for a scored VCE program) may be counted as one of the student’s best four studies or counted as a fifth or sixth study increment, if it is not one of the student’s three highest scores other than an English study.

MOST COMMON VET CERTIFICATES: (Including but not limited to) ▪

Allied Health Assistance

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Animal Studies

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Automotive Vocational Preparation

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Beauty Services

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Building and Construction

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Business

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Community Services

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Computer Assembly and Repair

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Dance

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Design Fundamentals

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Early Childhood Education and Care

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Electrotechnology

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Engineering Studies

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Health Support Services

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Kitchen Operations - Patisserie

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Make-up

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Plumbing

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Salon Assistant

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Sport and Recreation

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Tourism

* Only some VET subjects are scored VET.

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VCE Vocational Major (VCE VM) & VPC

Subject Overview The VCE Vocational Major is a vocational and applied learning program that sits within the VCE. It takes what is called an ‘Applied Learning approach’.

Applied learning involves students engaging in relevant and authentic learning experiences.

It is a method of learning where theoretical information comes to life for students in a real world context that relates directly to their own future, is within their own control and is within an environment where they feel safe and respected.

The VCE Vocational Major (VCE VM) is a two-year applied learning program that’s part of the VCE.

The VCE VM is a great choice if you prefer to learn in a realworld environment and don’t need an ATAR.

You will get skills for work and life and hands-on experience in one or more industries, finishing school with an employability edge.

The VCE VM will help you prepare for:

Your teachers will assess your progress through a range of activities. Your only exam is the General Achievement Test (GAT) (Part A only).

The four VCE VM study areas use a different form of assessment to other VCE studies. The assessment is completed by your teacher in class, who’ll support you to achieve the requirements.

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an apprenticeship or traineeship

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further education and training

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university, through alternative entry programs

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going straight into the workforce

* VCE subjects are subject to availability / timetable constraints

VCE VM subjects don’t receive a study score, so they won’t count towards an ATAR.

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Subject Pathways Year 10

VOCATIONAL EDUCATION & TRAINING (VET)*

Year 11

Year 12

VCE VM LITERACY SKILLS

VCE VM LITERACY SKILLS

VCE VM NUMERACY SKILLS

VCE VM NUMERACY SKILLS

VCE VM PERSONAL DEVELOPMENT SKILLS

VCE VM PERSONAL DEVELOPMENT SKILLS

VCE VM WORK RELATED SKILLS

VCE VM WORK RELATED SKILLS

STRUCTURED WORKPLACE LEARNING

STRUCTURED WORKPLACE LEARNING

VET OFFSITE OR ALLIED HEALTH ONSITE

VET OFFSITE OR ALLIED HEALTH ONSITE

RELIGIOUS EDUCATION (VET Community Service)

RELIGIOUS EDUCATION (VET Community Service)

VOCATIONAL MINOR

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VCE VOCATIONAL MAJOR (VCE VM) & VPC

VCE Vocational Major YEAR 10 VOCATIONAL MINOR PROGRAM This program provides students with an early introduction to the VCE Vocational Major, offering a comprehensive blend of academic and vocational education. The program is designed to give students a head start in developing practical skills and gaining industry knowledge, which are crucial for their future career pathways.

Students enrolled in the Vocational Minor program will follow the standard Year 10 curriculum, ensuring they receive a balanced and well-rounded education.

Students will also undertake a VET Certificate II in Workplace Skills. This qualification offers hands-on experience and foundational skills that are highly valued in the workplace.

LITERACY

NUMERACY

PERSONAL DEVELOPMENT SKILLS

Literacy empowers students to read, write, speak and listen in different contexts.

Literacy enables students to understand the different ways in which knowledge and opinion are represented and developed in daily life in the 21st Century. The development of literacy in this study design is based upon applied learning principles, making strong connections between students’ lives and their learning.

By engaging with a wide range of content drawn from a range of local and global cultures, forms and genres, including First Nations Peoples’ knowledge and voices.

VCE VM Numeracy empowers students to use mathematics to make sense of the world and apply mathematics in a context for a social purpose. Numeracy gives meaning to mathematics, where mathematics is the tool (knowledge and skills) to be applied efficiently and critically.

The VCE VM Personal Development Skills study focuses on helping students develop personal identity and individual pathways to optimal health and wellbeing.

It begins with concepts of personal identity and the range of factors that contribute to an individual’s perception of self. Students will investigate health in their community and play an active, participatory role in designing and implementing activities to improve community health and wellbeing.

Numeracy involves the use and application of a range of mathematical skills and knowledge which arise in a range of different contexts and situations.

Students learn how information can be shown through print, visual, oral, digital and multimodal representations.

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VCE VOCATIONAL MAJOR (VCE VM) & VPC

VCE Vocational Major WORK RELATED SKILLS VCE VM Work Related Skills allows students to understand and apply concepts and terminology related to the workplace and further studies to understand the complex and rapidly changing world of work and workplace environments. It helps students understand and develop their skills, knowledge, capabilities and attributes as they relate to further education and employment, to develop effective communication skills to enable self-reflection and self-promotion and to practically apply their skills and knowledge.

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STRUCTURED WORKPLACE LEARNING

RELIGIOUS EDUCATION (VET COMMUNITY SERVICE)

(SWL) is on-the-job training during which a student is expected to master a set of skills or competencies related to their VET program. Many VET programs include opportunities for students to participate in SWL. Host employers, supervise and instruct the students as they practise and extend the industry skills they have learned in their VET programs.

Our Religious Education (VET Community Service) program offers students a unique opportunity to combine their faith-based learning with practical community service experience. This course focuses on developing a deep understanding of religious principles while actively engaging in service projects that benefit the local community.

All VCE VM students at John Paul College are expected to be involved in SWL. Students typically work in an industry placement one day a week for the duration of the school year to support the learning they undertake at TAFE in their chosen VET studies working one day a week with an Electrician. It will be the responsibility of the student to source and secure their placement and this placement will be required to comply with all Department of Education and Training guidelines. Gaining the placement is an assessable task within the Work Related Skills strand (WRS) and all students need to make determined efforts to secure this place early. The VET and VCE VM Coordinator will work with students/ families sourcing placements for those who cannot source their own.

Students will explore various religious teachings and their applications to real-world scenarios, fostering a sense of compassion, empathy, and social responsibility. Through hands-on service activities, they will gain valuable skills in leadership, teamwork, and communication, preparing them for future roles in community support and outreach.

EXAMPLE VM TIMETABLE STRUCTURE MONDAY School based classes at JPC TUESDAY School based classes at JPC WEDNESDAY Vocational Education and Training (VET) or Structured Workplace Learning (SWL) THURSDAY School based classes at JPC FRIDAY Vocational Education and Training (VET) or Structured Workplace Learning (SWL)

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John Paul College McMahons Road, Frankston VIC 3199 03 9784 0200 jpv.vic.edu.au