YEAR 10 CURRICULUM HANDBOOK 2025
Welcome to Year 10
We would like to take this opportunity to welcome both students ofYear 10 and their families to Mentone Girls’ Grammar for 2025
Mentone Girls’ Grammar is dedicated to excellence in the education of girls. The School’s mission is to prepare students to aspire to excellence,to make a difference and to rise boldly to the opportunities of their times.
Year 10 is such a crucial foundation stage for advancement into VCE and preparation for a career pathway after leaving the School. Year 10 is characterised by a wide range of exciting academic, co-curricular and community service activities which are aimed at providing students with the necessary skills and experiences to actively engage in a global setting as confident, independent young women ready to do their personal best as they undertake their opportunities in the future.
All students inYear 10 will be undertaking their academic program within theVictorian F-10 Curriculum for English, Mathematics, Science and Health and Physical Education. Throughout Year 10, students participate in a variety of career support programs and subject counselling sessions so that they are able to make informed choices. Year 10 students are able to select from elective offerings, pre-VCE electives, and accelerated VCE subjects The School provides a rich, positive learning environment where students can undertake their academic program using modern technology and work closely with passionate and professional staff who go that ‘extra mile’ to assist students with their learning.
The Tutors and the Head of Year carefully monitor every student’s progress by developing positive relationships with students in their classes. They work closely with parents, addressing issues both effectively and efficiently, always with the wellbeing of the student as their main concern.
We look forward to guiding your daughter on her educational journey.
Academic Enrichment and Coaching Programs
Academic enrichment and coaching are an important part of the Senior School co-curricular academic offerings.
These sessions take place either outside of school hours or during lunchtimes and General Periods.
Our Head of Coaching and Enrichment programs and our Head of Library offer a range of additional support programs and Gifted and Talented programs including:
Maths Club: This runs after school by our Senior School Mathematics staff and is available to any student who requires further assistance with classwork or homework. It is an invaluable opportunity for students to strengthen their numeracy skills.
Da Vinci Decathlon: This is an academic competition designed to challenge and stimulate the minds of school students. Students compete in teams of eight across 10 disciplines: engineering, mathematics and chess, code breaking, art and poetry, science, English, ideation, creative producers, cartography and legacy.
Public Speaking and Debating: Our School is a member of Debaters Association of Victoria (DAV) and our students regularly compete in competitions against other member schools. Students are provided with debating and public speaking tuition.
The Ethics Olympiad: The Ethics Olympiad provides schools with an unique opportunity to develop skills in critical thinking, collaboration and communication. The students (Eth-letes) are trained by a coach (usually a teacher at their school) in order to prepare for an Olympiad. Age-appropriate and objective ethical cases are released each year and are provided to participating schools well before the event. During an Ethics Olympiad teams engage with each other and teams from other schools on the relevant cases via Zoom. They work as a team to respond to questions while building and critiquing their own and others arguments. They engage with teams from other schools nearby, in other parts of the country and overseas.
Literary Magazine: Students are invited to contribute to our schools’ literary magazine, publishing their own works to the broader community.
Student-Run Trivia: Our school leaders run trivia session to encourage collaboration across year levels and promote a love of learning.
Workshops: The Library runs regular workshops of interest to the students on matters such as fashion, illustrations, manga and comics.
Author Sessions: Students are invited to listen to visiting authors discuss their craft.
Year 10 Curriculum
At Year 10, whilst academic excellence is fostered, student achievements in endeavours outside the classroom are fostered as well, whether in cultural, sporting, musical or other felds. Students are encouraged to consider their future as global citizens.
Teachers recognise and cater for individual differences in abilities and learning styles. This is a time for students to make decisions and choose pathways that will align chosen VCE subjects with their interests.
Curriculum Structure
The Year 10 academic curriculum is based on the Victorian F-10 Curriculum for Victorian schools. The Victorian F-10 Curriculum outlines what is essential for all Victorian students to learn, and includes the Victorian Curriculum for Mathematics, English, Science and History.
Students may also choose electives, pre-VCE electives and, if suitable, one accelerated VCE subject. Please note that the accelerated VCE option is subject to approval.
With the exception of the VCE units, the Year 10 curriculum information is presented as Content Structure and Achievement Standards for each subject.
• The Content Structure statements identify the types of learning experiences that will assist the students in acquiring the required knowledge and skills as well as the relevant content that needs to be studied.
• The Achievement Standards identify the levels of performance with respect to what students should know and be able to do.
• The Assessment Methods section outlines the type of tasks and the way in which they are assessed.
As part of their Year 10 experiences, students are also encouraged to participate in the Duke of Edinburgh’s Award, aerobics, debating, School Production, other forms of social service, various Performing Arts groups, House activities and GSV sporting teams.
Career Planning –An Overview
At Mentone Girls’ Grammar, career education takes account of the changing natureof the employmentmarket, the frequent career transitions young people make today and the emphasis on developing transferable enterprise skills. Students develop the essential career development competencies of decision making, self- awareness, selfmanagement, career research skills and effective career planning.
The School has implemented a comprehensive range of programs and events to enhance the career development of its students
Careers Counselling
The Head of VCE & Future Pathways is available to all students, and appointments are frequently made with parents to discuss career options, subject choices, tertiary course selection and transition issues.
Up-to-date careers information and resources can be found on the Careers page on mConnect to compliment the information available online.
Careers Classes
Formal Career classes operate in Semester 1 ofYear 10. As part of the Careers Education Program,students:
• Complete career interest and aptitude testing.
• Undertake self-awareness activities.
• Learn how to use valuable careers research tools.
• Explore a variety of careers and industries.
• Update and build their resumé.
• Develop their job application skills.
• Research University and TAFE entrance requirements and application procedures.
Careers activities then continue as part of the pastoral program throughout Years 10 – 12.
AptitudeTesting
Career development is supported by an aptitude test, the Morrisby Online. Students will receive a comprehensive report following this testing. When reports are available, Parents and students are invited to meet with the Head of Careers & Enterprise to discuss the results and explore possible pathways. This is useful information prior toVCE subject selection and helpful as students plan their future career pathway
Role of Parents
Parents are:
• Encouraged to communicate openly with their daughters about their interests, abilities and career goals.
• Welcome to make an appointment with the Head of Careers & Enterprise.
• Invited to relevant Information Nights throughout the year.
• Welcome to visit the Careers page on mConnect to view the regular Careers Newsletters.
Careers Events
• Morrisby Interview Program
• University and Career Presentations
• Guest Speakers
• VCE Subject Selection Events
• Tertiary Open Days
Year 10 – Pathways to VCE and Beyond
All Year 10 students study a core of English, Mathematics, Science, Humanities, Philosophy and Religious Studies, personal development through the pastoral program, Careers and Health and Physical Education.
Core Subjects and Electives
Please refer to the following pages for information regarding Year 10 and VCE subjects.
Assessment
In Year 10, many kinds of assessments are used to monitor how well a student is coping with her studies. Skills and topic tests balance continuous criterion based learning assessments together with formal examinations.
Year 10 students will receive a summary report at the end of each semester. There will also be opportunities for parents of students to meet with teachers formally during the year. This complements our continuous online feedback.
Expectations
Students at Year 10 are expected to:
•Access a wide range of electives to provide depth and variety within their academic program.
•Explore a range of ideas and experiences.
•Give time to and engage in their learning.
•Perform at their personal best.
•Take responsibility for their learning.
•Seek understanding and truth through structured inquiry and application of evidence.
•Be willing to consider a range of views, consider different ways in which evidence is perceived and solutions can be reached.
These should enable students to have a meaningful and rewarding experience which will provide access to the knowledge and skills which they will need as they continue their educational journey.
Undertaking an Accelerated VCE in Year 10
Undertaking a Unit 1 & 2 Subject in Year 10
VCE students can include a maximum of six subjects in the calculation of their ATAR score. Particularly able students who meet specifc selection criteria can achieve this by studying a Unit 1 and 2 subject in Year 10 and the Unit 3 and 4 of that subject in Year 11.
Advantages:
There are potential advantages to be gained by completing a VCE subject in Year 11. These include:
• Exposure to the VCE program in Year 10.
• A pathway of extension and acceleration which may provide a more challenge and enriching experience to the highly able students.
Disadvantages:
There are however some potential disadvantages to aware of when undertaking a VCE subject in Year 10. These include:
• Undue stress and pressure undertaking a VCE subject before it was designed to be undertaken.
• Being a year younger and less academically skilled and experienced than the overall state cohort when undertaking the Unit 3,4 in Year 11.
• Neglecting core subjects and not gaining fundamental core skills if students place too much emphasis on their VCE subject to the detriment of their other subjects.
Application Process:
Students wishing to apply to study a Unit 1 and 2 subject when they are in Year 10 are required to submit an application that shows they meet the following criteria:
• Performance at a consistently high level in all subjects, NAPLAN and other standardised testing. As a guide, students need to achieve results of a minimum standard of ‘B+’ overall
• An exemplary record of attendance.
• Demonstrated good organisation, resilience and motivation to succeed.
• Demonstrated strengths in the subject area of the proposed Unit 1 and 2 subject.
An Application to Accelerate Year 11 VCE Subject form must be submitted to the Head of VCE & Future Pathways for consideration
Year 10 students who meet the above criteria may apply to study theVCE Units 1 and 2 subjects below:
•Biology
•Business Management
•Creative and Digital Media (VCE/VET)
•Psychology
Year 10 Curriculum Overview
Please note: Classes will run only if there are sufficient numbers. While every effort is made to accommodate student's subject choices, this is not always possible. Selected subjects are not guaranteed. Careful selection in order of preference is vital. If there is a clash, students will be counselled and supported to make another choice.
Subject Descriptions Core Subjects
Careers Education
Content Structure
Students will:
• Develop skills to assist them in making decisions about their future careers and education pathways. This involves self-exploration and developing careers research skills to fnd out about different tertiary courses, training and employment options.
• Learn about issues related to the workplace including Occupational Health and Safety.
• Explore different career options and industries.
• Update and revise their resumé and develop their job application skills.
• Learn how to communicate appropriately in a professional workplace.
• Consider how best to respond to challenging situations that may arise in the workplace.
• Participate in class activities, including undertaking career interest tests to identify possible future careers they are suited to. These activities are helpful as students choose their VCE subjects and consider future tertiary and career pathways.
• Examine their own personal strengths, interests and abilities. This increases self-awareness and enables them to make wise decisions about their future directions.
Achievement Standards
Students recognise their own strengths, skills and interests and have the ability to articulate these. They act independently and experience a given work environment. They research a range of careers and make decisions about their VCE program and contemplate career pathways best suited to them.
Assessment Methods
This subject is assessed in the following ways: research tasks, class discussion and written refections, journal and classwork.
English
Content Structure
The Year 10 English Curriculum is built around the three interrelated strands of Reading and Viewing, Writing, and Speaking and Listening, as outlined in the Victorian Curriculum F-10:
Reading and Viewing: By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.
Writing: Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
Speaking and Listening: Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments.
Achievement Standards
The expected achievement standards are in line with Level 10 of the Victorian Curriculum.
Assessment Methods
Students are assessed through a range of different methods, including comparative essays; oral presentations; refective writing tasks; creative writing responses; text response essays; language analysis essays; comprehension tasks; spelling; vocabulary and grammar tests and an examination.
Subject Descriptions Core Subjects
English as an Additional Language
Content
Structure
The English as an Additional Language Curriculum is built around the three interrelated strands of Reading and Viewing, Writing, and Speaking and Listening, as outlined in the Victorian English as an Additional Language curriculum.
Reading and Viewing: Reading and Viewing involves students understanding, interpreting, critically analysing, refecting upon, and enjoying print and digital texts, including visual, multimodal, and interactive texts. It encompasses reading and viewing a wide range of text types, including informative and persuasive texts as well as texts that are appreciated for their artistic or entertainment value. Reading involves active engagement with texts and the development of knowledge about the relationship between the texts and the contexts in which they are created. It also involves the development of knowledge about a range of strategies for reading, to assist with comprehension and interpretation.
Writing: Writing involves students in the active process of conceiving, planning, creating, producing, editing and publishing a range of texts.Writing involves using appropriate language for particular purposes or circumstances, both formal and informal, to express and represent ideas and experiences, and to refect on these ideas and experiences. It involves the development of knowledge about strategies for writing and the conventions of Standard Australian English. Students develop the metalanguage (language for talking about language) to discuss English language conventions and use.
Speaking and Listening: Speaking and Listening refers to the various formal and informal ways spoken language is used to convey and receive meaning. It involves the development and demonstration of knowledge about the appropriate spoken language for particular audiences and occasions, including elements of presentation such as body language and use of voice. It also involves the development of aural skills such as active-listening strategies and an understanding of the conventions of different spoken texts.
Achievement Standards
The expected achievement standards are in line with Level C1-C4 of the Victorian Curriculum for English as an Additional Language.
Assessment Methods
Students are assessed through a range of different methods, including essays, oral presentations, creative writing responses, listening tasks, grammar and expression tasks and an examination.
Health and Physical Education
Content Structure
Health and Physical Education focuses on students enhancing their own and others’ health, safety, wellbeing and physical activityparticipationinvariedandchangingcontexts.
TheHealthandPhysicalEducationcurriculumis organised by two strands and three sub-strands:
Personal, Social and Community Health:
• Being healthy, safe and active
• Communicating and interacting for health and wellbeing
• Contributing to healthy and active communities
Movement and Physical Activity:
• Moving the body
• Understanding movement
• Learning through movement
Students will:
• Research and critique health information
• Develop and evaluate strategies to enhance health, safety and wellbeing
• Plan and investigate actions that promote health
• Perform and refne specialised movement skills
• Transfer understanding of movement concepts and strategies to create solutions to challenges
• Devise, implement and refne movement sequences
Achievement Standards
The scope and sequence is closely aligned with the Victorian Curriculum Level 10. The Physical Education units include movement composition, athletics, aquatics, fitness, invasion games, net/wall games and striking/ fielding games. The Health units include safety, alcohol and other drugs, mental health and wellbeing, relationships and sexuality
Assessment Methods
Students are assessed through group assignments, research tasks and reflection questions.
Subject Descriptions Core Subjects
History: The modern world and Australia (1918 - present)
Content Structure
In this unit students cover the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.
Achievement Standards
This course is aimed at providing students with knowledge and understanding of History at a Level 10 standard according to the Victorian Curriculum F-10. The Victorian Curriculum incorporates the Australian curriculum and reflects Victorian standardsandpriorities.
Key questions
• How did the nature of global conflict change during the twentieth century?
•What were the consequences of World War II? How did these consequences shape the modern world?
•How was Australian society affected by other significant global events and changes in this period?
Depth Studies:
•Australia at War (1939 - 1945): World War II
•Rights and Freedoms (from 1945 to present)
•The Globalising World
Assessment Methods
This subject is assessed in the following ways: oral presentation, source analysis, essay, classwork, historical inquiry and examination.
Subject Descriptions Core Subjects
Mathematics
Content Structure
Students will:
• Acquire mathematical skills and knowledge so that they can deal confdently and competently with every day life.
• Develop knowledge and skills in using mathematics for further study, employment and interest.
• Develop skills in interpreting and communicating quantitative and logical ideas in a clear and organised manner.
• Learn to represent or model problems using the vocabulary and notation of mathematics.
Students use a variety of practical and concrete experiences to develop concepts and skills within the Proficiency Strands of Understanding, Fluency, Problem Solving and Reasoning.
Content Strands
Throughout Year 10, students study the three stands of the mathematics curriculum: Number and Algebra, Measurement and Geometry, and Statistics and Probability. through one of the selected pathways - Year 10 Mathematics for Methods and Year 10 General Maths.
Year 10 Mathematics for Methods
The course content prepares students for Mathematical Methods in Year 11 (leading to Mathematical Methods in Year 12) which involves the study of Algebra, Probability, Functions and Graphs. The Year 10 Mathematics for Methods course aims to develop mathematical thinking, operational skills with and without the calculator as required to manage the demand of the VCE Mathematical Methods course.
Year 10 General Mathematics
The course content prepares students for General Mathematics in Year 11 (leading to General Maths in Year 12). This course allows students to continue on to General Mathematics in 2024 which has a main focus on Data Analysis, Networks and Recursion and Financial Modelling. The Year 10 General Mathematics course aims to develop interpretive mathematics with the use of the
In Year 10, students study the following topics from the strands and sub-strands of the mathematics curriculum.
Number and Algebra
• Indices
• Scientifc notation
• Linear and quadratic algebra
• Linear and quadratic functions
• Financial mathematics
Measurement and Geometry
• Using units of measurement (length, area and volume)
• Pythagoras’ theorem
• Trigonometry
• Perimeter, Area and Volume
Statistics and Probability
• Types of variables
• Data representation and interpretation
• Measures of central tendency
• Measures of spread
• Probability of one and two step events
Integrated throughout the program are activities that support and develop the Victorian Curriculum capabilities, particularly Critical and Creative Thinking through investigations and problem solving. The appropriate use of ICT is supported and emphasised through use of CAS calculators.
Achievement Standards
Satisfactory completion of this subject aligns with attainment of the Standards contained in the F-10 Victorian Curriculum Mathematics at Level 10.
Assessment Methods
This subject is assessed by topic tests, assignments, projects and problem-solving reports, homework completion, and end of semester examinations.
Subject Descriptions
Core Subjec ts
Pathways in M athematics in 2025
Subject Descriptions Core Subjects
Philosophy and Religious Studies
Content Structure
Students will explore a number of issues relevant to our day. Focus areas are:
• Biblical/ Church Traditions
• World Religions
• Philosophy
• Ethics
• Achievement Standards Students explore social and ethical issues to gain an enhanced appreciation of:
• The Christian tradition, to understand the beliefs and moral and ethical principles of Christianity.
• The concept of conscience and its relationship to moral decision making.
• A basic understanding of character, utilitarian and deontological ways of thinking in moral decision making.
• is based on a Christian perspective as well as the perspective of other faiths, leading, it is hoped, to each individual enhancing her understanding of her own ethical framework.
• Personal identity, self-knowledge and self-belief.
• Exploration of the differences between ethics and values and how our religion can impact on our version of truth.
Assessment Methods
Semester 1 – Research assignment based on understanding of the different modes of ethical decision making.
Semester 2 – Research task and Presentation.
Subject Descriptions Core Subjects
Science
Content Structure
In Year 10, students will move through Biology, Chemistry and Physics. All subjects are taught by teachers who specialise at VCE level. This allows students to experience pre-VCE subjects, enabling them to make valid choices in Years 11 & 12. All Science subjects seek to apply the science content to everyday situations and provide all students with the grounding to be critical thinking members of the community.
Students will:
• Formulate questions or hypotheses that can be investigated scientifcally.
• Plan, select and use appropriate investigation methods, including feldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these methods.
• Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data.
• Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies.
• Use knowledge of scientifc concepts to draw conclusions that are consistent with evidence.
• Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specifc ways to improve the quality of the data.
• Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems.
• Communicate scientifc ideas and information for a particular purpose, including constructing evidencebased arguments and using appropriate scientifc language, conventions and representations.
• Analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
Achievement Standards
Science Understanding
This course is aimed at providing students with a knowledge and understanding of Science at a Year 10 level standard according to the Victorian Curriculum. Students are expected to be able to explain:
• How the periodic table organises elements and use it to make predictions about the properties of elements.
• How chemical reactions are used to produce particular products and how different factors infuence the rate of reactions.
• The explanation of the motion of objects involves the interaction of forces and the exchange of energy and can be described and predicted using the laws of physics.
• The transmission of heritable characteristics from one generation to the next involves DNA and genes.
• The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientifc evidence.
Assessment Methods
This subject is assessed in the following ways: practical activities, research assignments, classwork, unit tests and examinations.
Subject Descriptions Electives
Art (Year 10)
SINGLE SEMESTER UNIT
Content Structure
Students spend a term each on Art. In Art, students explore materials and techniques to develop a folio of mixed media artworks. In Design, students work or Environmental). They undertake the design process drawing methods.
Students will:
•
•
Achievement Standards
It is highly recommended that students considering Units 1 & 2 Art or Visual Communication Design should undertake this course.
The expected standards in this unit are based on Victorian Curriculum F-10 for the Arts (Visual Arts and Visual Communication Design) as follows:
Assessment Methods
Students will be assessed on their developmental work documented in a visual diary and a folio of artworks and designs. There will be a written analysis assessment and end-of-unit test.
Subject Descriptions Electives
Biology (VCE)
VCE UNITS 1 & 2
Rationale
Biology is the study of living things. It is a diverse branch of science that encompasses many disciplines. This subject extends students’ understanding of the living world and the factors that affect it.
Throughout the VCE Biology course, concepts are introduced and studied in the personal, technological and social contexts of the world around us. Practical work and feld exercises are important components of the development of knowledge in this study.
Course Structure
Unit 1: How do organisms regulate their functions?
In this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes.
Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.
Unit 2: How does inheritance impact on diversity?
In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis.
Students consider how the relationship between genes, and the environment and epigenetic factors infuence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.
Assessment Methods
These units are assessed by practical activities, research tasks, feldwork, class tests and examinations. Research investigations will be undertaken that draw upon and extend the content from Units 1 & 2.
Entry Requirements
Students who wish to undertake VCE Biology as an accelerated VCE study require results of 90% or above in Science and an overall grade average of B+ in order to undertake an accelerated VCE course. Students must submit an Application to Accelerate VCE Subject Form.
Subject Descriptions Electives
Business Management (VCE)
VCE UNITS 1 & 2
Rationale
In contemporary Australian society there are a range of businesses managed by people who establish systems and processes to achieve a variety of objectives. These systems and processes are often drawn from historical experience and management theories designed to optimise the likelihood of achieving success.
In studying VCE Business Management, students develop knowledge and skills that enhance their confdence and ability to participate effectively as socially responsible and ethical members, managers and leaders of the business community, and as informed citizens, consumers and investors. The study of Business Management leads to opportunities across all facets of the business and management feld such as small business owner, project manager, human resource manager, operations manager or executive manager. Further study can lead to specialisation in areas such as marketing, public relations and event management.
Course Structure
Unit 1: Planning a business
Businesses of all sizes are major contributors to the economic and social wellbeing of a nation.Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore how business ideas are developed and study factors in the external and internal business environments that impact business planning.
Unit 2: Establishing a business
This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of fnancial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfed to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffng and fnancial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.
Assessment Methods
Assessment tasks for these units include: Business Investigation, case study analysis, business reports and analytical exercises (written and visual).
Entry Requirements
Subject Descriptions Electives
Creative & Digital Media (CDM)
CERTIFICATE III IN SCREEN AND MEDIA (YEAR 1) – VCE VET
Rationale
The world of work is changing and individuals are increasingly required to have the skills to promote both themselves and their businesses across the world. This course is designed to allow students to develop the skills and knowledge to stand out from the crowd in this digital environment.
The Units 1 & 2 CDM (VCE/VET) course comprises the first year of the Certificate III in Screen and Media. Students must successfully complete both semesters to receive Units 1 & 2 level VCE units. They have the option of continuing the course in Year 12 to receive credits for Units 3 & 4, a study score and the vocational qualification Certificate III in Screen and Media. This subject has an industry focus. It integrates the creative and technical aspects of Media, providing skill development in:
•Graphic design using software applications including Adobe Photoshop and Illustrator.
• The use of media in marketing and brand development.
•Animation creation in Adobe Animate.
•Webpage development in Adobe Dreamweaver and Wordpress.
• Preparing audio assets using Adobe Audition.
VCE VET programs lead to nationally recognised qualifcations and are fully recognised within the Units 1 to 4 structure of the VCE. Completion of Units 1 & 2 is a prerequisite for Units 3 & 4.
Course Structure
VCE VET Creative & Digital Media Units 1 & 2 include the following topics:
•Understand the design process and produce image assets for a client using Adobe Photoshop.
•Maintain interactive content and organise content for publication using Adobe Dreamweaver.
•Demonstrate critical and creative thinking skills using Adobe Animate.
•Develop creative arts industry knowledge and working effectively in the media industry.
•Contribute to health and safety of self and others.
Assessment Methods
This course is assessed using practical, competencybased assessment techniques, including minor work projects throughout the year In order to prepare students for the future beyond school, assessments have an industry focus.
Entry Requirements
Year 10 students who wish to undertake CDM (VCE/VET) as as accelerated VCE study must meet the minimum requirements of a B+ overall grade for all subjects, Students must submit an Application to Accelerate VCE Subjectform.
Subject Descriptions
Dance and Theatre (Year 10)
Content Structure
In this semester-based subject, students explore and express ideas through staging theatrical works. This subject caters to students who are interested in building communication and collaborative skills through a combination of on-stage and off-stage production roles.
On-stage production roles include:
• Acting
• Dancing
Off-stage production roles include:
•Direction
•Choreography
•Lighting
•Sound
•Costume
•Hair
•Make-up
Achievement Standards
The standards for this study are working towards the Victorian Curriculum F-10 Level 10 for the Arts, Dance & Drama. The dimensions that are explored in this course are Explore and Express, Present and Perform, Dance and Drama Practices, and Respond and Interpret
Assessment Methods
Throughout the semester, students are assessed through group and solo performances, oral presentations, performance analyses and written tasks.
Subject Descriptions Electives
Food (Year 10)
SINGLE SEMESTER UNIT
Content Structure
Students will:
• Develop an understanding of human nutrition and how food selection, preparation and presentation assist in the achievement of improved nutritional health status of all Australians.
• Extend their knowledge and skills enabling them to make effective and sensible food choices in relation to health and available resources such as time, energy, skills, equipment and transport.
• Explore how food satisfes appetite needs, as well as social, emotional and cultural and environmental sustainability needs.
• Use design briefs to develop and trial ideas and the work in teams to manage resources such as time, skills and equipment to create food products.
• Develop an increasing range of product testing and questioning techniques when investigating, designing, making and evaluating food products in their design briefs and materials tests.
• Use discussion to explain and justify the decisions made in their design briefs, including sensory and chemical (nutritional) properties of food.
• Investigate health and safety issues and use a variety of complex processes in the creation of food products. Recommendations are made after evaluation about improving food products and students document these in design briefs, which collectively become their work portfolio.
Achievement Standards
Students study the following:
Assessment Methods
This subject is assessed through completion of formal work tasks including assignments, production reports, practical classroom work and material tests.
Subject Descriptions
Geography ( )
SINGLE SEMESTER UNIT
Rationale
Geography allows students to explore, analyse and come to understand the characteristics of places that make up our world. Geographers are interested in key questions concerning places and geographic phenomena: What is there? Where is it? Why is it there? What are the effects of it being there? How is it changing over time? How could, and should, it change in the future? How is it different from other places and phenomena? How are places and phenomena connected? Students explore these questions investigation of a wide range of secondary sources.
VCE Geography
enables students to examine natural and human induced phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In VCE Geography students develop a range of skills, many of which employ geospatial and digital technologies. Investigative skills develop students’ ability to conduct geographic study and inquiry including the collection of primary data through observation, surveys in to in
Assessment Methods
investigation, written reports, data analysis, tests and examinations.
Subject Descriptions
Health Studies ( )
Content Structure
This course focuses on equipping students with awareness and knowledge about the concept of health and wellbeing and health indicators used to measure and understand health status of Australians. Students explore a range of sociocultural and environmental factors that impact on individual health outcomes and contribute to the variation in health status between different population groups.
consequence of dietary risks. Furthermore, they will advertising can have on dietary behaviours. Student will explore and evaluate initiatives designed to promote healthy eating in Australia such as the Australian Guide to Healthy Eating.
Achievement Standards
Thiscoursecanbehelpfulforstudentsthatareconsidering Health and Human Development as a futureVCE study.
The expected standards for this subject includes:
Concepts of health and wellbeing Nutrition
Assessment Methods
This subject is assessed through completion of formal work tasks including assignments, production reports, practical classroom work and material tests.
Subject Descriptions
Languages (Year 10)
Content Structure
Please note that Language studies are a year-long commitment
Students will:
• Compare aspects of life in France, China and Japan with those in multicultural Australia and other countries, and the impact of some of these aspects on the way people behave and use language.
• Develop strategies for maximising and extending their language skills, knowledge and understanding of French, Chinese and Japanese culture. They will have a growing understanding that language is a complex system and that there are subtle differences between languages leading to an appreciation that direct transposition from English to French, Chinese and Japanese cannot occur.
• Interact to exchange information, opinions and ideas on topics related to their world communicating in French, Chinese and Japanese their own personal meanings. Students will have the opportunity to contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals. They will conduct research and re-organise information to present to others in a range of spoken and written forms. By doing so, they will expand their knowledge of spoken and written conventions.
• Use a variety of communication tools and ICT applications to present communications that reading, speaking and writing tasks will encourage an understanding of French, Chinese and Japanese cultures and language awareness.
Assessment Methods
French, Japanese and Chinese:
Both summative and formative assessment procedures will be employed. These will be focused on listening and speaking skills, reading and writing skills and cultural knowledge. Assessment procedures will include listening and reading comprehensions, grammar and vocabulary assessment tasks, conversations, role plays and oral tests, dictations, translations, written assignments and cultural projects.
VCE Units 1 & 2 Languages: Year 10 students are not permitted to enrol in Units 1 & 2 Languages unless there are special circumstances such as bilingualism.Timetabling restrictions atYear 10 may necessitate study through the Victorian School of Languages.
Subject Descriptions
Literature (Year 10)
Content Structure
This course aims to both provide students with a broader experience of Literatur and will provide students with the opportunity to engage with some of the powerful ideas which have shaped the way humans view and understand the world and themselves.
The program focuses largely on:
•The reading and analysis of classic texts, so students develop a critical understanding of .
•Exploring and interpreting different perspectives on complex issues, analysing how different texts are likely to be interpreted by different groups.
•Developing a critical understanding of the contextual factors involved in the construction and interpretation of texts, including the role of audience in shaping meaning.
Achievement Standards
Students are assessed through the critical and creative thinking capability which aims to ensure that students develop :
Assessment Methods
Subject Descriptions
Music ( )
SINGLE SEMESTER UNIT
Rationale
Music is uniquely an aural art form and its essential nature is abstract. It is a complex socio-cultural phenomenon that exists distinctively in every culture and is a basic
allows for the expression of the intellect, imagination and emotion, and the exploration of values, and fosters an understanding of continuity and change. Active participation in music develops musicianship through creating,performing,responding and analysing,and fosters an understanding of other times, places, cultures and contexts.Students develop ideas about the ways in which music can interact with other art forms, technology and
Course Structure
Assessment Methods
Suitable tasks for assessment in this unit may be selected from the following:
• performances
• aural, written and practical tasks
• composition exercises or improvisations
Subject Descriptions Electives
Psychology (VCE)
VCE UNITS 1 & 2
Rationale
VCE Psychology is designed to enable students to explore the complex interactions between thought, emotions and behaviour. They develop an insight into biological, psychological and social factors and the key science skills that underpin much of psychology. VCE Psychology is designed to promote students’ understanding of how society applies such skills and psychological concepts to
their disposition to use the information they learn in the study in everyday situations.
Course Structure
Unit 1: How are behaviour and mental processes shaped?
In this unit students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and nonWestern societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours.
Students investigate the structure and functioning of the human brain and the role it plays in mental processes and that brain damage may have on a person’s psychological functioning.
Unit 2: How do internal and external factors
In this unit students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of
individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.
Assessment Methods
Assessment methods include tests, annotated poster, multimedia presentations, essays and examinations. A student practical investigation related to key knowledge is undertaken in Units 1 & 2.
Entry Requirements
Students who wish to undertake VCE Psychology at Year 10 require results of 90% or above in Science and an overall grade average of B+ in order to undertake an accelerated VCE course. Students must submit an Application to Accelerate VCE Subject form.
Subject Descriptions
Sports Science (pre VCE)
SINGLE SEMESTER UNIT
Content Structure
This course focuses on the physiological capabilities of the muscular, respiratory, cardiovascular and energy systems. During these units students will learn the structure and function of these systems and how they relate to sporting performance.
Topics covered include body systems (Musculo-skeletal and cardio-respiratory), energy systems and acute components, training methods and training principles, chronic adaptations to exercise and biomechanical principles.
Achievement Standards
Work assessed in this course will closely align with VCE Physical Education Units 1, 3 and 4. On completion of this unit students should be able to:
•Participate in practical activities and explain how the musculo-skeletal and cardio-respiratory systems
• system requirements of an activity.
•Participate in a variety of training methods and design
• perspective, through the application of biomechanical and skill acquisition principles.
Assessment Methods
This subject is assessed in a variety of ways including tests, examinations, practical write ups and the creation
Only students who receive a grade of B+ in Sports Science and B average overall will have the opportunity to accelerate into Unit 3 & 4 Physical Education.
Subject Descriptions
Theatre Studies (
SINGLE SEMESTER UNIT
Rationale
Theatre Studies involves students in the interpretation scripts, analysis of performances, and the production of plays. Students study the nature and characteristics of theatre through the ages and acquire knowledge of its traditions and history as well as knowledge of the times in which key theatrical developments and movementsoccurred.
Students experience professional plays in performance as an audience member and apply these experiences to their own developing works.
Course Structure
Assessment Methods
Students are assessed in a variety of mediums including live performances, in-class presentations, and written and analytical tasks.
General Advice for Students Undertaking Units 1 & 2 in Year 10
Each VCE subject teacher will provide students with clear, written details of the work required and what must be submitted for assessment.
Students may be granted an extension of time for the completion of coursework assessment tasks and for the purposes of deciding satisfactory completion.
Students may be granted an extension of time to complete or resubmit work in order to achieve an outcome and obtain S for the unit. A student wishing to seek an extension of time must apply at least 24 hours before the work is due. This request needs to be made in writing by parent/guardian by email to the subject teacher. The teacher will confrm the extension by email.
If a student does not submit a coursework task or a school assessment task because of illness or other special circumstances, she may be granted Special Provision. Evidence in the form of a medical certifcate or a Statutory Declaration must be provided.
In the case of Special Provision, students must consult the VCE Co-ordinator. The student’s needs will be considered and a recommendation made to the student’s VCE teacher and to the VCE Co-ordinator.
student work
The rules for authentication are carefully set out and must be adhered to by all students.
Authentication is the process of ensuring that all the work the student submits is genuinely her own work.
Students must ensure that all unacknowledged work submitted is genuinely their own work. Should work submitted be deemed not to be their work, that work will not be assessed.
Note: It is the student’s responsibility to ensure that their teacher has no diffculty in authenticating her work. Teachers will not authenticate work of which they have doubts until further evidence is provided.
Students must acknowledge all resources used. This includes:
• text, websites and source material.
• the name(s) and status of any person(s) who provided assistance and the type of assistance provided.
Students must not accept undue assistance from any other person in the preparation and submission of work.
Acceptable levels of assistance include:
• The incorporation of ideas or material from other sources, for example, reading, note taking, viewing but students have altered and used in a new context.
• Prompting and general advice from someone which leads to refnements and/or self-correction.
Unacceptable levels of assistance include:
• Use of, or copying of, another person’s work or other resources without acknowledgment.
• Actual corrections or improvements made or dictated by another person.
School success is directly linked to school attendance. At Mentone Girls’ Grammar, students are expected to attend 100% of classes unless illness prevents them from doing so. It is important that student attendance in VCE classes remain above 80%.
• Students must be aware that a roll will be kept in every class.
• Students need to attend classes in order to undertake the coursework, complete the Learning Outcomes and allow work to be authenticated.
• Students are expected to be punctual to all classes.
• If a student is absent from school because of illness or other special circumstances, the School may grant special provision, and the Principal may grant S for the unit.
Students must take responsibility for their device and ensure that their device is clearly named.
Students should show their teacher their work as it develops for authenticity purposes.
It is a student’s responsibility to back up important work. Computer, data storage devices, and/or printer malfunction are not grounds for the granting of an extension to the deadline of the task.
General Advice for Students Undertaking Units 1 & 2 in Year 10
Outcomes
Each unit contains 2-4 outcomes. To obtain an S for satisfactory completion of a unit, student must demonstrate achievement of all of the outcomes for that unit. To achieve an outcome:
• the work must meet the required standard,
• the work must be submitted on time,
• the work must be the student’s own,
• there has not been a breach of the VCAA or School rules.
A student receives an N (Not Satisfactory) when:
• the work is not of the required standard
• the student has failed to meet a School deadline for the assessment task,
• the work cannot be authenticated,
• there has been a substantial breach of rules.
Students have an opportunity to redeem an N with their teacher. They also have the right of appeal to the School if they have been awarded an N for a unit.
To achieve success in the examinations, a student should:
•work consistently throughout the year, in and out of class. School success is directly linked to school attendance
•heed specifc subject advice
•take responsibility for her own learning eg; ask for assistance when needed, test understanding, participate in class and small group discussion, stay focused in class, follow up additional references
•regularly revise work done
•prepare ahead for the pre-examination revision period eg; take comprehensive notes, follow up additional references, fle material on fnished topics systematically and in a safe place
•plan a realistic, comprehensive and achievable preexamination revision schedule
•stick to the revision schedule.
Throughout the year there are a number of different ways in which feedback on progress is given to students and parents.
• Student/Parent/Teacher interviews.
• Reports at the end of Semester 1 for VCE Units 1 & 2 will include S/N and there is ongoing feedback on mConnect. Numerical grades may also be provided for School-assessed Coursework. Year 10 students will receive reports at the end of both semesters.
Do not forget that your teachers are ready and willing to help you. If you are having diffculties, make an appointment to see them out of class time. However, do not wait until the last minute before an assignment is due to seek help; your teachers have other commitments and may not be able to see you at that instant.
The Head of Teaching and Learning, Head of Careers and Enterprise, Learning Support teachers, Head of Year and Tutors are available for assistance whenever needed. Students can make an appointment with the Learning Support teacher for individual tutorials at lunchtime, after school or during their spare periods.
VERO NIHIL VERIUS