Mentone Grammar Learning and Teaching Subject Guide 2024

LEARNING ANDTEACHING

SUBJECT GUIDE 2024

COMMERCE | ENGLISH

HEALTH & PHYSICAL EDUCATION

HUMANITIES | LANGUAGES

MATHEMATICS | PERFORMING ARTS

SCIENCE | TECHNOLOGIES

VISUAL ARTS | VCE-VM (VOCATIONAL MAJOR)

Our School will endeavour to provide as many subject and cocurricular offerings outlined in this document, as is possible. In the event that our School may need to limit some offerings into the future, we will ensure that our parent community is well advised and that our staff will be available to assist with alternative subject selections or to detail any changes to any of our off-campus learning experiences.

At the time of publication, all subjects listed are available at each year level.

We thank you for your patience and understanding as we continue to evaluate and update how we can continue to provide a rich learning environment for all.

JAMES WALTON DIRECTOR OF LEARNING AND TEACHING

WELCOME TO MENTONE GRAMMAR

At Mentone Grammar we believe in developing happy, healthy and high achieving young people. Our goal is to develop successful learners, confident and creative individuals and active, informed citizens.

Living in a rapidly changing world, our teaching aims to be learner-centred, flexible and a balance between disciplinary knowledge and skills, alongside the development of important dispositions and habits of mind. By focusing on the development of well-rounded young people, students enter the world fully prepared to embrace the challenges that lay before them and are equipped with the tools to thrive in whatever they pursue.

We believe strongly that learning is enhanced when a student’s emotional intelligence is maximised. Students with high emotional intelligence are able to recognise and name emotions in themselves and others, they are able to link emotion to cause and consequence and are able to harness their emotion to enhance thinking and deepen understanding.

Our differentiated learning and teaching programs utilise the latest research to ensure students develop this capability. The teachers at Mentone Grammar are outstanding. They recognise the importance of building strong relationships with their students and their families.

We provide contemporary, supportive and engaging learning environments and allow opportunities for collaborative and individual learning. There is a culture of high expectation, mutual respect, trust and responsibility. Our teachers are learners too, constantly seeking ways to improve and refine their practices.

WE ALL LOOK FORWARD TO SHARING THIS JOURNEY WITH YOU. BEST WISHES

JAMES WALTON DIRECTOR OF LEARNING AND TEACHING

LEARNING AND TEACHING FRAMEWORK (2024-2027)

The Alice Springs (Mparntwe) Education Declaration (2019) highlights the rapidly changing world that young people face, and the need for education systems to equip students with the knowledge, values, skills and competencies to succeed in this world. Mentone Grammar believes that all students can learn, and we aim to deliver a minimum of one year’s growth in learning for every student, every year. Our purpose is to support each new generation of students to develop the personal values, self-worth and sense of individual identity necessary to enter the world, not just to passively observe but to feel empowered to interpret, create and shape it in an ethical and positive way. This framework iteration seeks to affirm and build on the success of the previous Explicit Improvement Agenda which adopted and embedded the findings of John Hattie and Dylan Wiliam.

CORE PRINCIPLES

We have identified five interwoven principles that are at the core of our approach to learning and teaching:

RELATIONSHIPS

We believe that learning happens when students, teachers and families work alongside each other.

STUDENT CENTRED LEARNING

We believe that learning happens when students are at the centre of the learning process.

PERSONALISATION

We believe that learning happens when students are treated as individuals.

HIGH IMPACT TEACHING STRATEGIES

We believe that learning happens when the focus is on growth, not grades.

COLLABORATION AND A CULTURE OF SUPPORT

We believe that teachers perform best as a team.

CORE PRINCIPLES

RELATIONSHIPS

We believe that learning happens when students, teachers and families work alongside each other. Strong relationships support student wellbeing, inspire learning, and transform lives. Mentone Grammar has the mindset of a village, where teachers strive to build strong relationships with each student and their families by creating learning environments that have high expectations, yet are also safe, flexible, and inclusive. They establish a culture of mutual respect, trust and responsibility, underpinned by the School’s Values, and seek to understand the interests and concerns of each individual in their care, knowing this connection will enhance learning in the classroom.

STUDENT CENTRED LEARNING

We believe that learning happens when students are at the centre of the learning process.

Our approach to teaching focuses on building student agency, creativity and curiosity, where explicit teaching leads to inquiry, exploration and the application of learning to real world settings. Our teachers create safe environments for students to take risks in their learning, make mistakes and receive feedback, coming to view this as part of the learning process. In doing so, they build a growth mindset underpinned by determination, resilience and the desire to learn, even when things might be challenging.

PERSONALISATION

We believe that learning happens when students are treated as individuals.

A differentiated approach aims to meet the learning needs of each student. At Mentone Grammar, we assess prior student knowledge, particularly in the areas of literacy and numeracy, and use individual and cohort data to inform our learning and teaching programs. We are inspired to nurture every student to achieve their personal best in their chosen pathways in the classroom, Sport, the Arts, or through extensive co-curricular offerings.

We also recognise that each child comes to learning with their own understandings, beliefs, assumptions and motivations and so we look for opportunities to recognise these and make the learning relevant to the individual. We believe that students should participate in decisions affecting them and have choice, seeing this as fostering engagement and a sense of purpose.

HIGH IMPACT TEACHING STRATEGIES

We believe that learning happens when the focus is on growth, not grades.

Our curriculum places literacy and numeracy as foundational building blocks, but also seeks to encourage an inquisitive, collaborative, and self-directed learner. Our teachers identify and explicitly teach the key knowledge relevant to their subject and discipline, gathering evidence of student progress and using this to make judgements about next steps in learning. They provide feedback that encourages thinking before giving grades, focusing on next steps, and providing strategies for improvement.

As they release responsibility for learning to students, Mentone Grammar teachers seek opportunities for peers to act as resources for one another and scaffold students’ development towards self-directed learning. Teachers recognise that learning moves from surface to deep to transfer level and apply the most impactful strategies to support each level.

COLLABORATION AND A CULTURE OF SUPPORT

We believe that teachers perform best as a team.

John Hattie (2023) argued that teachers who focus on understanding the impact of their teaching and collaborate with others to critique these ideas, using data to measure improvement, was the most important factor when it comes to student learning. Teacher collaboration, underpinned by Teacher Learning Communities (TLCs) and Triads, is a strong feature of Mentone Grammar. Our teachers share examples of practice, observe each other in the classroom, and work and plan together to improve student learning.

RELATIONSHIPS

COLLABORATION AND A CULTURE OF SUPPORT

LEARNING AND TEACHING FRAMEWORK (2024 -2027)

CORE PRINCIPLES

STUDENT CENTRED LEARNING

HIGH IMPACT TEACHING STRATEGIES

PERSONALISATION

LEARNING ENHANCEMENT & LEARNING ENRICHMENT

ABOUT

The Learning Enhancement and Learning Enrichment Departments at Mentone Grammar strive to achieve best outcomes for all students. Our highly qualified, expert staff analyse the academic data of all of our students using the Robert Allwell assessment tool, and a range of other assessments, both psychometric and academic, according to suitability. From these assessment results, which are regularly updated, students may qualify for additional support or for enrichment programs to further enhance their learning.

LEARNING ENRICHMENT

Students who are highly able and meet the program criteria, are presented with a range of academic challenges through the Enrichment program. This program focuses on general extension for students in Literacy, Science, Mathematics, Technology, Public Speaking and Philosophical Thinking. Weekly classes are run for highly able students in Years 1 to 9, with specialised Mathematics Extension for students at Years 2 to 9.

COMPETITIONS

Competitions are a very important part of the Enrichment program with inquiry based competition projects completed by

students across the School in the areas of Science, Mathematics, Technology and Writing. Students can choose to be involved in all of the inquiry-based competitions, or just one or two. Where students choose to be involved, they will generally be supported by a teacher Mentor who will work with individual students each week focusing on goal setting, progress checking and discussion around the project’s presentation. These mentoring sessions provide a process model for students, regarding how to approach investigative research from the initial idea, to asking the right research questions, to project completion. In time, students learn the process and many choose to initiate their future project plans and structures and complete their competition projects autonomously. Many of our competitions are open to all students, even those who are not involved with Enrichment classes. Team competitions include options such as Tournament of Minds, Da Vinci Decathlon, Aurecon Bridge Building and GATEways Challenge.

CHALLENGE

Additionally, highly able Mathematics students are encouraged to be involved in Mathematics competitions including the: Australian Mathematics Competition (AMC), Maths Talent Quest (MTQ), and Maths Olympiad.

At Year 12, our highly able students work with a teacher Mentor, meeting individually with their Mentor on a regular basis. The focus for these sessions might

be goal setting and progress checking, troubleshooting an issue, building social and emotional strength and resilience, reviewing student data, or working to develop a skill that might not be progressing as planned. The aim is to support all students enabling them to reach their full academic potential, whilst further developing personal character.

LEARNING ENHANCEMENT

Supporting students with diverse learning needs to reach their full potential.

The Learning Enhancement Department at Mentone Grammar School has a diverse role providing support to both the teachers and students. Our highly qualified Learning Enhancement teachers analyse a range of assessment data and specialist reports and make recommendations regarding specific strategies and adjustments to improve learning in the classroom. Student selection for our programs is based on comprehensive data collection and internal assessments. Students may qualify for small group evidence-based learning interventions or additional academic assistance to further enhance their learning within an inclusive environment.

All students deserve to feel socially connected and academically challenged at school.

WELLBEING

Our student Wellbeing Centre is located on the Frogmore Campus and is available for all students from ELC to Year 12.

The Wellbeing team comprises:

CHAPLAINS

The Chaplains are part of the Schools’ pastoral care team, providing opportunities for spiritual reflection, discussion and guidance. They provide pastoral services to the school community as needed as well as overseeing the School Social Service Program. They also deliver Religious Education classes and Chapel Services.

PSYCHOLOGISTS

Our School Psychologists provide confidential counselling for students from ELC to Year 12. The Psychologists work in partnership with School staff to address the general wellbeing of students. They provide individual and group counselling, intervention, case management, specialised sessions, assessments, and referral to outside agencies, as appropriate.

The Psychologists also provide guidance and consultation in relation to the development of Wellbeing Programs across the School.

CAREERS COUNSELLORS

The School’s Careers Counsellors provide students from Years 9 to 12 with a broad range of information, resources and activities that help them to independently research and make informed decisions about future study and career possibilities. Tertiary selection preparation, subject selection, job seeking skills and counselling support are also provided.

Pathways information and skill development is further facilitated through the Mentor program each Term.

NURSES

Our School Nurses are available to attend to student illness, emergencies, and accidents every day during the term. They also provide: health promotion and primary prevention education focusing on health related information, individual student health counselling, advice and referrals to assist young people in making healthy lifestyle choices.

WELLBEING PROGRAM

The Wellbeing Program at Mentone Grammar helps to create an environment where every student in the School Community is known and cared for. The Program aims to create an atmosphere where every student can achieve their best academically, socially and emotionally.

Mentone Grammar embraces the teaching of the RULER program to students in Eblana, Riviera, Bayview and Greenways. RULER is an emotional intelligence program designed to support a positive and safe school environment. Through tools such as the Class Charter, The Mood Meter, Meta Moments and the Blue Print, students build their ability to recognise emotions in themselves and others, understand the causes and consequences of their emotions and build tools to regulate their emotions. The framework was developed at Yale University.

Our senior students explore the Rights, Resilience and Respectful Relationships framework and the Resilience Project encompassing empathy, mindfulness and gratitude. The main focus of the program is to build connections, provide support, encourage self-care and build a mental health toolbox.

MENTOR PROGRAM

Mentoring is an entrenched part of the culture at Mentone Grammar; students and teachers build strong, mutually respectful relationships which enhance the learning environment. Studentstudent mentoring and staff-student mentoring are also encouraged and embraced.

ELC AND EBLANA

Junior School students in ELC and Foundation to Year 4 have a dedicated classroom teacher who is primarily responsible for the students’ social, emotional and academic progress.

RIVIERA AND BAYVIEW

Middle School students in Years 5-8 have a Mentor who they meet with each morning for roll call. The Mentor will typically teach the student for one or more of their subjects, and will work with the class during allocated Mentor sessions.

GREENWAYS

Year 9 students have a Mentor who they meet with each morning for roll call and for timetabled Mentor classes through the week.

FROGMORE

For Years 10-12, a Mentor is allocated to each student from within the House system. Each Mentor group has a small number of students from Years 10, 11 and 12. Mentors meet with students daily at roll call and during allocated Mentor sessions. These are the staff who will monitor students’ wellbeing and are the key point of contact between School and home.

House Coordinators oversee each House and lead, develop and nurture positive student wellbeing in a safe and supportive environment. They are responsible for fostering successful learning outcomes, addressing individual needs and maintaining support for academic rigour, sporting and cocurricular involvement.

LOOKING THROUGH THE LENS

ELC & EBLANA

MARY JONES EARLY LEARNING CENTRE

At the Mary Jones Early Learning Centre, children feel happy and secure in their environment. They have the opportunity to contribute to the development of their program and build upon personal experiences while making connections. Children develop a sense of ownership towards their learning within indoor and outdoor play spaces.

All staff in the ELC are professional, dedicated, passionate and inspired educators who nurture, encourage, engage, and challenge children to reach their full potential.

At the Mary Jones Early Learning Centre we believe that family is an integral part of our service and a strong, supportive and joint partnership with the Centre can achieve the best results for every child. Mentone Grammar values and supports a sense of community.

Our program facilitates equal opportunities for all students. The environment at the Mary Jones Early Learning Centre provides countless opportunities for adventure, discovery, and interactive play so children can begin to develop and acquire preliminary tools and skills for life-long learning. Experiences both inside and outside the classroom foster curiosity, creativity, imagination, reflection and resilience. This is supported by the RULER program within the classrooms. These are integral to maximising and enhancing student learning at Mentone Grammar.

THE LEARNING ENVIRONMENT

We believe that three interrelated components combine to form our context for learning.

1. OUR ENVIRONMENT

Encompasses all areas of the community that we, our families and children have access to influence and are influenced by. The environment is diverse, safe and engaging. We believe that social interaction with and between peers, families and educators is the foundation for learning these interactions. This opens doors to new ideas and experiences.

2. VALUES

Our Community strongly supports the School’s values. Framework documents and our Philosophy provide a foundation for our practice and reflect our aspirations and the broader Australian education context. School is a happy place where families have a sense of ownership and belonging. We feel a deep commitment to our Reconciliation Action Plan. We are committed to environmentally sustainable practices throughout the Early Learning Centre.

3. THE CURRICULUM

Combines a blend of intentional teaching moments, child initiated explorations, collaborative inquiry and individualised learning experiences. Our play-based curriculum is strongly influenced by the children’s interests. It is subject to ongoing evaluation and modification as we assess and scaffold children’s learning and skill development. Children are supported to become strong in their social, emotional, and mental well-being.

EBLANA FOUNDATION TO YEAR 4

In Eblana, we celebrate the uniqueness of each child, believing they have amazing capacities and potential to learn.

We view each student as a person of strength, curiosity, creativity and intelligence.

Eblana is a place where children discover who they are; learn to express their opinion and listen to others; learn about the world around them, strive to be their personal best and fulfil their need to know more.

With a focus on developing positive, personal attributes of good citizenship and responsibility, students take their place as valued members of the Community fulfilling the promise of the School’s motto: Labore et Honore - ‘by work and with honour’.

We believe that children are entitled to develop strong positive relationships with themselves and others. We nurture caring, resilient students, who appreciate the differences in each other in an environment that cultivates relationships. Through the RULER program, we foster an environment where students develop emotional intelligence, self-regulation and the skills to thrive and contribute to society through service to others.

By focusing on both the mind and the heart, we cater for students’ intellectual, social, emotional, physical and spiritual development. The program is underpinned by the Mentone Grammar core values of Endeavour, Caring, Resilience, Integrity, Respect, Discipline and Service.

We recognise that children are naturally curious and eager to experiment and explore in order to make meaning of the world around them. Based on current educational research, learning is facilitated through a combination of inquiry learning and explicit teaching. Our program is not textbook driven, but rather, it is respectful of the individual needs of our students, where our expert teachers take full advantage of the interests and passions of learners to drive inquiries.

With a focus on developing core foundational skills in Literacy, Mathematics, Science, Humanities, and Technology, including ICT, students acquire conceptual understanding and knowledge. Integrating disciplinary areas provides opportunities for students to apply skills across the subjects and enables them to delve more deeply into the concepts and topics they are investigating.

The combination of flexible indoor and outdoor learning environments in Eblana is designed to enhance student learning and connection to nature. Eblana’s ‘Discovery Garden’, ‘Magic Garden’ and play areas allow for different types of learning through play while promoting discovery, appropriate risk-taking and challenge. Contemporary indoor learning spaces can be transformed according to the learning experience. The walls are sources of learning too. Through documentation and curated displays of inquiry processes in each year level, learning is made visible in the space contributing to students’ abilities to reflect and learn from each other.

Personal achievement is central to the Eblana philosophy. Student learning is measured using Victorian curriculum outcomes that indicate what a student should know and be able to do. Ongoing assessment informs differentiated instruction, so that students are catered for according to their needs and next steps in learning. Effective differentiation in classrooms includes teachers partnering with students to set goals, and students knowledgeably participating in the process because they understand themselves as learners.

LITERACY

Language skills, concepts and processes are taught in relevant, authentic and meaningful contexts across the curriculum. Through a variety of instructional strategies, our students are empowered to learn language, learn about language and learn through language. Learning occurs in a language-rich environment in which a strong focus on oral language is maintained. Children are invited to speak, listen, read, write and view. They reflect on multimodal texts with accuracy, fluency and purpose. They develop an appreciation of literature, and gain a sense of the power of language to stir emotions, convey information, form ideas, entertain, persuade and argue.

LANGUAGES

Students from Foundation learn Chinese Mandarin through listening, speaking, reading and writing; broadening their comprehension as they progressively move through each year level. Cultural, geographic and historical aspects other than language are also studied to give our students appreciation of others in our world.

Children are encouraged to participate in language activities to develop their individual interest and talents.

NUMERACY

In today’s increasingly technology-based society, knowledge and understanding of mathematics is becoming ever more important in everyday life. Learning and teaching of mathematics in Eblana aims to develop enjoyment and fascination, as well as confidence and skills, so that they see the value and importance of numeracy. At each year level, the study of mathematics equips students with understanding, knowledge, skills and practices in the main strands: number and algebra, measurement and geometry, and statistics and probability. Understanding fluency, problem-solving and reasoning are integral as students progressively develop their abilities to think critically, solve problems of various kinds, and communicate their thinking effectively.

SCIENCE

During Science, students observe, investigate and respond to such topics as their senses, lifecycles, the needs of living things and changes in substances, taking in biological, chemical and Earth and space scientific investigation.

Science in Eblana is designed to develop a student’s interest and appreciation of exploring, discovering and understanding the changing world in which they live. It provides a basic understanding of scientific inquiry methods. In addition, students develop the ability to communicate scientific understanding and use evidence to solve problems and make decisions through a hands-on approach.

Science in Eblana is organised in the three interrelated strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour.

HUMANITIES

During Humanities, students view their importance, place and participation in the family, the neighbourhood and the broader community as well as studying Australia’s people and their unique environment.

Through History Studies students develop their capacity and willingness to be active and informed citizens. In Eblana, key inquiry questions provide a framework for developing a student’s historical knowledge, understanding and skills. An opportunity is provided to focus on key concepts such as continuity and change, significance and perspectives; organised in two interrelated strands, Historical Knowledge and Understanding, and Historical Skills. There is an emphasis on Australian History so that students better understand Australian experiences including the past and present experiences of indigenous Australians, their identity and the continuing value of their culture.

THE ARTS

Education through the Arts touches the mind, body and spirit and is a powerful force in our lives. It can help us develop an appreciation and understanding of ourselves and of cultures of the world. Through listening, performing and creating, opportunities are created for students to gain a deeper understanding of the Arts as a medium of communication and to express themselves. Furthermore, discussion, analysis and reflection help students become educated consumers of art forms.

In Music, the classroom program is Orff and Kodaly based with the curriculum focusing on developing aural skills and musical appreciation through the aid of percussion instruments, music and movement. Orchestral strings classes are a compulsory part of the curriculum in Years 2 and 3, and offered in Year 4 for those students wishing to continue.

Eblana, students are also encouraged

to learn musical instruments on an individual basis through private tuition. Expert tuition from music tutors is available for: piano, strings, woodwind, brass, voice, guitar and percussion. The Performing Arts program is both exciting and comprehensive and offers a broad range of engaging performance experiences.

TECHNOLOGIES

Students learn how to use technologies (digital and product based) to design and create innovative solutions that meet current and future needs. Students enjoy practical opportunities to be users, designers and producers of new technologies as they engage in design thinking and project based inquiries. Students in Eblana have the opportunity to explore and use technologies at an age appropriate level, building on skills

developed in previous years. Students are involved in weekly sessions, where they use web-based programs, robots, iPads and designed based engineering tasks to develop their skills. Our students are encouraged to collaborate, share ideas, think critically and develop problem solving strategies and skills to both complete tasks independently and to assist others in their class. Students are supported in transferring the skills and knowledge developed in these sessions across the broader curriculum.

LOOKING THROUGH THE LENS RIVIERA

Riviera introduces our Together-Apart-Together model where students across Years 5-9 learn in gender-based environments.

Riviera meets students where they are in their learning journey and empowers them to become self-navigating life-long learners. Students engage with a curriculum developed in response to their specific learning needs. Learning in Riviera is lifeworthy and spectacular. Students become problem finders and solvers through projects that exercise their thinking skills. Students graduate from Riviera with an understanding of the world not as something that unfolds separate and apart from them but as a field of action that they can potentially direct and influence.

Other highlights of the students’ experience across these levels include core subjects in a range of specialist subjects including Science, Music, Art & Drama, Entrepreneurship, Design Thinking and a special program called Global Changemakers at Year 6.

Students also engage in experiential learning opportunities travelling to Shoreham, Canberra and Sovereign Hill, placing their curriculum in context and sharing experiences that encourage personal development and cultural immersion as part of our Learning Journeys program.

RIVIERA YEARS 5&6

In Years 5 and 6, the program challenges and encourages students to make practical connections between their studies and the real world. Our programs aim to build capacity in students to respond to challenges in innovative, informed ways, personally and as a collective. Our learning approach ensures communication, research, organisation and thinking skills are embedded across the curriculum, thus enabling students to develop skills needed to respond and thrive in our interconnected, culturally diverse and rapidly changing world.

In the spacious purpose-built Keith Jones Centre, our TogetherApart-Together model is lived out with separate classes for girls and boys where they are catered for according to their learning styles and individual needs. The learning space is flexible. Breakout areas of various sizes are available for small group, individual and partner work. The central auditorium, a film studio, green room, and sound booths enhance learning through the use of technologies. Classroom culture emphasises effort, cooperation, thinking and collaboration.

Our program prioritises the development of self-awareness and personal and social skills. Learners must feel secure and supported in order to reach their potential. Growth in self-awareness about how interactions influence relationships is embedded in our program. Positive, kind and cooperative attributes are valued. When students feel truly valued by the adults who are leading them and their peers, they develop confidence to be effective and committed agents for the change needed to shape a better world.

At Mentone Grammar, we believe that everyone can be creative. Our Years 5 and 6 students are provided with the space to nurture their creative confidence and potential. They see themselves as stewards of possibility - searching for outcomes and diving deep into the unexpected and unknown. Students develop empathy, agility as problem solvers and thinkers; they learn skills to collaborate and develop an action mindset and a bias towards doing and making things happen.

The

and

Learning

Teaching

program in Years 5 & 6 is based on the following core

values:

Inquiry into significant and relevant topics and world issues.

A teaching approach that promotes agency and ownership.

Attention to the learning aspirations and needs of students.

Academic rigour that meets the individual needs of students.

The development of philosophical and critical thinking skills.

Hands on, interactive and experiential learning.

Wellbeing at the centre of learning.

ACADEMIC STRUCTURE AND CURRICULUM

Literacy and Numeracy knowledge, skills and understanding are at the core of our students’ education. Teachers are guided by the Mentone Grammar written curriculum, aligned to the Victorian curriculum to ensure students’ education has breadth and depth.

The academic curriculum has been developed with a clear understanding of the transitional needs of our students. Mentor teachers oversee their pastoral care and are also responsible for teaching core subjects such as English, Mathematics and Humanities. Science, Art and Music are taught by specialist teachers.

Our Mathematics program provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and probability. Through mathematical inquiry, students develop the capabilities needed to solve authentic, real world problems. We aim to instil in students an appreciation of the elegance and power of mathematical reasoning and the value and beauty of mathematics that is all around them.

The English curriculu m is built around the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in reading and viewing, speaking and listening, and writing. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. A love of reading and an appreciation of how language connects us are central to language learning.

Our Humanities program includes students being immersed in the areas of: History, Geography, Economics & Business and Civics & Citizenship.

Curiosity about how the world works is harnessed in our Science program where scientific generalisations and principles are explored. We aim to expand students’ willingness to ask questions and speculate on the changing world in which they live. Understanding the work of scientists as well as the scientific discoveries made in the past enables students to develop the empathy needed to drive them to take their learning beyond the classroom to solve problems in the world.

Our Physical Education program has an important role to play in developing the health and wellbeing of our students. At the core of our program is the goal of inspiring lifelong participation in active pursuits with competence and confidence. Through modified games and a range of sports, students work as a team and learn fundamental movement skills.

Our approach to teaching Physical Education is strengths based. Rather than focusing on limitations, teachers provide safe, inclusive learning environments where students gain confidence to take appropriate risks and develop the knowledge, understanding and skills they require to make informed choices that will enhance their own and others’ health and wellbeing, at home, at school and in the community.

Our Chinese language program offers students opportunities to expand their experience and communication skills both in Chinese and English. Engagement with Chinese language is primarily through speaking and listening. Students begin to read, write and communicate in Chinese.

In Technologies students develop innovative solutions that meet current and future needs using design, computational and systems thinking. Students learn to make decisions about the development and use of technologies, considering the impacts of technological change and how technologies may contribute to a sustainable future. Students learn to apply a design thinking process to identify needs, uncover opportunities, explore possible solutions and reflect on their progress. Through practical learning, students develop a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, and making.

In the semester long Performing Arts, students learn a wind, brass or percussion instrument so that they can participate in a School band program. In Drama they explore ideas of confidence building and interpersonal skills through play and exploration of expressive skills, Melodrama, Mime, Kabuki an Indigenous Australian storytelling unit. In Visual Arts, students explore, develop and refine skills using a variety of materials and techniques. The process is recorded and annotated in their visual diary to evaluate these qualities in their final artworks. We encourage all students to experiment with the creative process to enhance learning and increase confidence. Students will have the opportunity to showcase their work during our annual Art and Design Exhibition.

LOOKING THROUGH THE LENS

BAYVIEW

At Bayview, we recognise that adolescence is a time of significant physical, emotional, and cognitive development. That's why we strive for a safe and nurturing environment that enables exploration, risk-taking, and personal growth. Our students have ample opportunities to develop self-efficacy, self-regulation, and emotional intelligence skills, empowering them to navigate the challenges of adolescence with confidence.

We encourage our students to embrace their unique identities and foster independence. Making mistakes is an essential part of the learning process. Our growth mindset approach emphasises the importance of accepting feedback with an open mind and using it to fuel personal and academic growth.

We aim to spark curiosity and engagement in our students through a holistic, challenging, and inclusive approach to education. Our programs help students develop positive, independent learning habits and routines while building core learning behaviours through organisation, time management, and balancing competing demands. This sets our Bayview students up for success in questioning the world around them and contributing positively to their community.

BAYVIEW YEARS 7&8

A FOCUS ON:

■ Independence

- in learning

- beyond School

- whole-self management.

■ A growth mindset.

■ Organisational skills.

■ Managing

- intrapersonal

- interpersonal

- social change

- online, social media

■ Navigating competing pressures

- academics, clubs, sports, performing arts groups, etc.

■ Making positive life choices.

■ Building empathy and supporting peers.

ACADEMIC STRUCTURE AND CURRICULUM

The academic curriculum is underpinned by the student’s relationship with their Mentor, a teacher who oversees their wellbeing. This teacher will often teach the class a core subject such as English, Mathematics, Science or Humanities, and this arrangement is designed to smooth the transition into the senior years, creating a situation where each student’s academic progress can be monitored more closely and communicated more readily to parents. Students also have a number of specialist teachers who provide them with specialised classes. The subjects studied are English, Mathematics, Science, Humanities, Languages (German/Chinese), Visual and Performing Arts (Art, Music, Drama), Product Design and Technology, Digital Technology and Food Studies, Health and Physical Education.

GREENWAYS LOOKING THROUGH THE LENS

Greenways is our Year 9 Campus. Students learn about leadership through service, personal development, a student-led Café program, learning journeys, and a range of classical and contemporary core subjects and electives. It is in Greenways where students are placed in mixed gender elective classes, as preparation for their transition into the senior years of Frogmore.

Our strong academic program includes a broad offering of academic subjects. Students are well supported in their academic program through attendance at supervised study sessions each week.

Through the Greenways Cafe program, Greenways students effectively manage a business, learning valuable skills in hospitality, financial literacy, marketing and business management and students all complete an accredited barista certificate and food handling qualification.

GREENWAYS YEAR 9

CORE SUBJECTS

In Year 9, all students study core subjects offered in the learning areas of English, Health, Humanities, Mathematics, Physical Education and Science.

LEARNING JOURNEYS

The Greenways Learning Journeys are experiential learning initiatives aimed at taking students out of the classroom and expanding their comfort zones by immersing them in a range of environments that are fun, challenging and stimulating. Our vision is to provide students with skills that can be transferred to all aspects of their lives whilst still keeping in touch with the school curriculum.

GREENWAYS ELECTIVES

Greenways students will have the opportunity to study a number of elective subjects, in addition to the core subjects. Students have an opportunity to submit their preferences for the elective subjects that they wish to undertake.

At Year 9, students must select a total of four units of elective studies The unit value of a subject depends on the length of the subject:

■ If a subject runs for one semester, it counts for one unit.

■ If a subject runs for two semesters, it counts for two units.

Students are able to select any combination of semester/year-long subjects, provided the total value of their elective selections is four units. Students must also select two reserve elective subjects.

The Greenways Learning Program invites students to explore personal interests and develop skills, knowledge and understanding in increasingly sophisticated ways.

ELECTIVE STUDIES

VSL LANGUAGES DISTANCE ED

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

This course allows students to study a language outside of our mainstream offerings (Chinese and German). Through the Victorian School of Languages, students are able to study French, Italian, Spanish, Indonesian, Japanese, Greek or Latin. Learning is via Distance Education mode, with students regularly submitting work to a teacher at the VSL, and undertaking regular conversational lessons via Skype or phone. Students may take these subjects at either a regular Year 9 level, as a beginner or via an accelerated program.

CHINESE (CONTINUING)

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

This course is offered to students who studied Chinese in Year 8. The focus of Year 9 Chinese (continuing) is to reinforce skills previously introduced in Year 8 and extend the understanding and use of them. Cartoons are still used to springboard language concepts, with unit topics being selected for their interest and relevance to teenagers. Topics are drawn from the wider world of students’ experiences and interests, and include family and friends, entertainment, food and sport.

GERMAN (CONTINUING)

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

This course is offered to students who studied German in Year 8. The focus of Year 9 German (continuing) is to reinforce skills previously introduced in Year 8 and extend the understanding and use of them. Cartoons are still used to springboard language concepts, with unit topics being selected for their interest and relevance to teenagers. Topics are drawn from the wider world of students’ experiences and interests, and include family and friends, entertainment, food and sport.

MUSIC TECHNOLOGY

AUDIO ALCHEMY: TRANSFORMING MUSIC WITH TECHNOLOGY

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

Immerse yourself in the world of music and unleash your creative potential with our exciting Year 9 Music Technology course. This semester-long program is designed to provide students with a solid foundation in musical performance and a pathway towards further studies in VCE Music and VCE Music Industry. Through engaging lessons and hands-on activities, students will develop essential skills and knowledge across a diverse range of music-related areas. Dive into the realm of sound reinforcement, explore the principles of music physics, and discover the power of digital music production.

Unleash your creativity as you learn the art of composition and gain proficiency in notation software. Develop your understanding of music theory and aural skills, while unravelling the intricacies of the elements of music and basic compositional techniques. Our course places a strong emphasis on personal responsibility and independent learning. Students will be encouraged to take ownership of their learning journey, with a flexible assessment agenda that allows for personalised growth and development. This elective leads to consolidation and advancement of these skills in Year 10.

MUSIC PERFORMANCE

UNLEASH YOUR MUSICAL POTENTIAL

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

This engaging program focuses on honing your practical music-making and performance skills, allowing you to shine both as a soloist and in ensemble settings. This semester-long program is designed to provide students with a solid foundation in musical performance and a pathway towards further studies in VCE Music Performance.

Throughout the course, you will dive into the world of music performance, meticulously preparing and delivering solo and ensemble works, providing you with a deeper understanding and appreciation of different musical styles and genres.

You will also embark on a creative exploration, crafting a unique folio of brief creative responses. You will have the opportunity for self-reflection and growth. Document your creative process, reflecting on your approach to creating music.

You will also analyse the treatment of specific music elements, concepts, and compositional devices in various musical pieces. By studying music created using different approaches to musical organisation, you will develop a wellrounded perspective and refine your analytical skills.

Our course places a strong emphasis on personal responsibility and independent learning. Students will be encouraged to take ownership of their learning journey, with a flexible assessment agenda that allows for personalised growth and development. This elective leads to consolidation and advancement of these skills in Year 10.

DRAMA

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

The Year 9 Drama course allows students to explore ideas and develop skills, knowledge and understanding related to their personal interest in this area of specialisation. Drama provides opportunities for students to continue sequential development of learning that they have undertaken in previous Drama programs or begin their learning in this discipline. Students will apply decision making skills to find the most effective way to implement ideas, design, create and produce works that demonstrate development of personal and creative style and communicate their interpretations by effectively combining and manipulating dramatic conventions.

DIGITAL TECHNOLOGY PROGRAMMING

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

In Year 9 Digital TechnologyProgramming students investigate the creative and logical processes of problem solving through programming. They develop algorithms to describe logical processes they encounter in everyday life and learn how computer simulations help solve complex problems. Students discover how data is represented in computer systems and ways in which it can be manipulated to ensure efficient and secure transmission and storage. Students explore a range of different programming contexts such as robots, web pages and networked components.

DIGITAL TECHNOLOGY ANIMATION & DIGITAL MEDIA

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

Students investigate various forms of digital media and digital manipulation techniques to produce a range of animations using the Adobe Creative Cloud suite of programs. Utilising the design process, they create mind maps and storyboards as a critical and creative thinking tools to develop and communicate a variety concepts.

Students explore many animation techniques including Kinetic Typography, Rotoscoping and Lip Sync. They explore a range of creative techniques to inform and entertain using digital media creation tools such as Animate CC, Photoshop, Illustrator and In-Design. This course has a potential pathway leading into VCE VET Creative Digital Media (CDM) Units 1 to 4.

PRODUCT DESIGN TECHNOLOGY CAD/CAM

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

This unit of study is directed in developing a range of highly practical contemporary design and production skills that give students insight into the rapidly changing manufactured world we live in today. Though a design process students research to develop creative yet targeted design concepts that are finally refined and modelled through Computer Aided Design (CAD) in preparation for manufacture. As a continuation, Computer Aided Manufacturing (CAM) techniques such as Laser Cutting and 3D Printing are then employed to bring the student’s final design to fruition. An analysis of the final product and process is used to evaluate the final design.

PRODUCT DESIGN TECHNOLOGY MATERIALS

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

This is a design-based curriculum that focuses on critical and creative thinking through the lens of product design. At the core of this unit of study, students implement the design process to develop a viable solution to a specified ‘real-world’ need or problem. Students are encouraged to undertake focused research, generate a range of design concepts before fabricating their own solution. A reflective evaluation is used to conclude the process. In this unit of study students also employ a range of traditional and digital techniques to produce their final products. Students are further introduced to the safe use of hand tools and plant machinery.

FOOD STUDIES

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

Students in Food Studies develop and enhance their practical skills in creative production classes. Students explore challenges and opportunities. Students express their creativity by designing and producing their own recipes. Multiple Masterchef style classes are held over the semester allowing student to gain skills needed to cater for the lack of time and convenience in today’s society. Students create nutritious, healthy food based on food in season, reduction of waste and consideration of sustainability.

VISUAL ARTS

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

In Visual Arts, students develop specialised skills in a range of art forms. Imagination and creativity are promoted through a process of teacher-initiated explorations, including painting, drawing, printmaking, textiles, sculpture, digital photography, mixed media and design. In Visual Arts we aim to assist students to enjoy the experience of creating, to develop their individual skills and to experiment with a wide range of techniques. We also aim to stretch and develop their imagination at an age where pressure from their peers and fear of criticism tend to make them seek approval by playing it safe. We aim to teach students to appreciate and to react with sensitivity and knowledge when viewing works of art. In Year 9 students move in and out of class as they take part in Learning Journeys and running of the Greenways Café. We aim to make the course flexible with a range of activities and a combination of teacher directed and collaborative projects. Students are encouraged to provide feedback about the type of materials, techniques and processes they want to investigate. This subject helps prepare students for Art, Media or Visual Communication Design in Year 10.

LOOKING THROUGH THE LENS

FROGMORE

Our Frogmore Campus is a vibrant hub that provides an immersive and well-rounded learning environment where students are invited to customise their learning experience and find their own personal definition of excellence.

Throughout the Frogmore journey, students are closely supported by a community of passionate teachers and wellbeing staff who are highly regarded for the positive relationships they build with students, based on mutual respect and genuine care.

Year 10 is where life in Frogmore begins, offering a range of elective subject pathways which allow students to explore personal interests and develop skills, knowledge, and understanding in preparation for senior years.

Continuing into Years 11 and 12, our VCE program delivers a comprehensive range of subjects – including selected vocational education offerings and an alternate vocational pathway – to empower students to achieve their academic, career, and personal goals.

We encourage our students to get involved in a wide range of cocurricular activities that complement their academic program and cultivate talents beyond their textbooks. Through this program, students are able to develop a broad range of experiences and skills through a variety of activities such as Sports, the Arts, Cadets, Social Service, Public Speaking, and Debating.

Our unique after-school Tutors Program, staffed with high-achieving former students, offers expertise across all subject specialties and invaluable advice based on current university experiences.

Our outstanding VCE results are testament to the dedication and commitment of students and teachers, and are just one measure of the many successes of our students.

At the end of the Frogmore journey, we farewell our students as well-rounded, independent, and skilful young people ready to take their place in the world, no matter what path they choose.

2024 SUBJECTS YEARS 7-12

COMMERCE

ENGLISH

HEALTH & PHYSICAL EDUCATION

HUMANITIES

LANGUAGES

MATHEMATICS

PERFORMING ARTS

SCIENCE

TECHNOLOGIES

VISUAL ARTS

VCE-VM (VOCATIONAL MAJOR)

LEARNING AND TEACHING

COMMERCE

COMMERCE

YEAR 10 MONEY & MARKETS

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

A semester-based course where students study a combination of Accounting, Economics, Investing and Financial Literacy.

ACCOUNTING AND FINANCIAL LITERACY

Key Concepts covered

■ The effect that consumer and financial decisions of individuals have on themselves, their family, their broader community and the natural, economic and business environment.

■ Financial and organisational goals including budgeting strategies.

■ Managing financial risks and rewards in Australia and the global landscape.

■ Personal financial literacy skills and the role of savings and investment.

■ Cash accounting for businesses and analysing how to improve the bank balance.

ECONOMICS

Key Concepts covered

■ The basic economic problem of relative scarcity.

■ The need for economic decisionmaking.

■ The concept of opportunity cost.

■ The laws of demand and supply –factors that can influence consumers and supplier.

■ Effects of changes in demand and supply on equilibrium prices and quantities.

■ Apply economic theory to make economic predictions.

■ Gather and interpret relevant data and information about the economic markets.

■ Research current economic issues facing Australia and their impact on society.

YEAR 10 BUSINESS & THE LAW

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

A semester based course where students study both Business and the Law as separate units.

BUSINESS

Key Concepts covered

■ What is a business?

■ Types of Business Structures

■ Management Skills

■ The concept of Business Change

■ Corporate Social Responsibility

LAW

Key Concepts covered

■ Legal and Non Legal Rules

■ Characteristics of an Effective Law

■ Key Principles of Criminal Law

■ Police Powers and Individual Rights

■ Court Hierarchy

■ Factors in Sentencing

■ Criminal Case Study

COMMERCE

VCE ACCOUNTING UNITS 1-4 OVERVIEW

VCE Accounting explores the financial recording, reporting, analysis and decision- making processes of a sole trader. Students study both theoretical and practical aspects of accounting and collect, record, report and analyse financial data and report, classify, verify and interpret accounting information, using both manual methods and ICT. Students will also apply critical thinking skills to a range of business situations to model alternative outcomes and provide accounting advice to business owners, taking into account the range of ethical considerations faced by business owners when making decisions.

VCE Accounting prepares students for a university study pathway to commerce, management and accounting, leading to careers in areas such as financial accounting, management accounting, forensic/ investigative accounting, taxation, environmental accounting, management and corporate or personal financial planning and much more.

UNIT 1

ROLE OF ACCOUNTING IN BUSINESS

Key Concepts covered

■ Establishment of a business and the role of accounting in the determination of business success of failure.

■ Types of business ownership, sources of business finance and ethical considerations.

■ The role of accounting.

■ Recording financial data and reporting accounting information for a service business.

UNIT 2 ACCOUNTING & DECISION MAKING FOR TRADING BUSINESS

Key Concepts covered

■ Accounting process for sole traders operating a trading business.

■ Analyse, evaluate the performance of the business and suggest strategies for improvement.

■ Accounting for Inventory.

■ Accounting for and managing accounts receivable and accounts payable.

■ Accounting for and managing non-current assets.

UNIT 3 FINANCIAL ACCOUNTING FOR A TRADING BUSINESS

Key Concepts covered

■ Accounting and financial issues of a small trading business, operating as a sole proprietor.

■ Recording and analysing financial data using a double entry accrual basis of accounting.

■ Preparing and interpreting accounting reports, taking into account relevant ethical considerations to evaluate the performance of the business.

UNIT 4 RECORDING, REPORTING, BUDGETING AND DECISION-MAKING

Key Concepts covered

■ Developing accounting information for management.

■ Extension of recording and reporting processes with the inclusion of balance day adjustments and alternative depreciation methods.

■ Budgeting and decision-making— modelling and discussing the effects of alternative strategies on the performance of a business.

VCE BUSINESS MANAGEMENT UNITS 1-4 OVERVIEW

In studying VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as ethical and socially responsible members of society, managers and leaders of the business community, and as informed citizens, consumers and investors.

The study of VCE Business Management leads to opportunities across all facets of the business and management field 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.

UNIT 1 PLANNING A BUSINESS

Key Concepts covered

■ Explore the ability of entrepreneurs to establish a business and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing.

■ Investigate how to take business idea and plan how to make it a reality are the cornerstones of economic and social development.

■ Explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business.

■ Students also consider the importance of the business sector to the national economy and social wellbeing.

UNIT 2 ESTABLISHING A BUSINESS

Key Concepts covered

■ Examine the legal requirements that must be met to establish a business.

■ Investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping.

■ Analyse management practices by applying key knowledge to contemporary business case studies from the past four years.

UNIT 3 MANAGING A BUSINESS

Key Concepts covered

■ Examine different types of businesses and their respective objectives and stakeholders.

■ Investigate strategies to manage both staff and business operations to meet objectives, and develop an understanding of the complexity and challenges managing businesses.

■ Compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.

UNIT 4 TRANSFORMING A BUSINESS

Key Concepts covered

■ The importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future.

■ Evaluate a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance.

■ Analyse the importance of effective management and leadership in change management.

■ Investigate contemporary business case studies from the past four years, students evaluate business practice against theory.

COMMERCE

VCE ECONOMICS UNITS 1-4 OVERVIEW

Economics is the study of how resources are allocated to meet the needs and wants of society. It considers how and why individuals behave the way they do and the consequences of their decisions. Studying Economics enables students to explain and debate the world in which they live.

The study of Economics leads to a broad range of career options such as economist, journalist, public policy advisor, political consultant, media commentator, entrepreneur, business owner, environmental manager, investment banker, investment analyst, management consultant, business analyst, actuary, accountant, academic, teacher, stockbroker, banker, town planner and many more.

UNIT 1

THE BEHAVIOUR OF CONSUMERS AND BUSINESSES

Key Concepts covered

■ The basic economic problem of relative scarcity and the need for economic decision-making.

■ The purpose of economic activity and the influence on material and non-material living standards.

■ Economic factors that influence decisions made by consumers and businesses.

■ The role of markets in determining prices and the allocation of resources.

UNIT 2

CONTEMPORARY ECONOMIC ISSUES

Key Concepts covered

■ The benefits of economic growth and the trade-off between economic growth and environmental sustainability.

■ The trade-off between equity in the distribution of income and the efficiency of resource allocation.

■ The effect of poverty and income inequality on individuals and the wider economy.

■ Investigation of a contemporary global economic issue.

UNIT 3

AUSTRALIA’S ECONOMIC PROSPERITY

Key Concepts covered

■ The relationship between relative prices, resource allocation and living standards.

■ Reasons for market failure and the effect of government intervention on market outcomes.

■ The Australian Government’s domestic macroeconomic goals of low inflation, strong and sustainable economic growth and full employment.

■ The influence of Australia’s international transactions on the current account balance, the domestic macroeconomic goals and living standards in Australia.

UNIT 4

MANAGING THE ECONOMY

Key Concepts covered

■ The role of budgetary policy and monetary policy in influencing the level of aggregate demand in the economy.

■ Analysis of the last two Federal Budgets and their likely effect on the economy.

■ Analysis of how changes in interest rates are likely to affect inflation, the rate of unemployment and the rate of economic growth.

■ The nature and operation of government policies to influence the level of aggregate supply in the economy.

VCE LEGAL STUDIES UNITS 1-4

OVERVIEW

The study of VCE Legal Studies enables students to become active and informed citizens by providing valuable insight into their relationship with the law and the legal system. VCE Legal Studies equips students with an ability to research and analyse legal information and apply legal reasoning and decision-making skills. It also fosters critical thinking to solve legal problems. Further study in the legal field can lead to a broad range of career opportunities such as a solicitor, barrister, policy adviser, prosecutor, paralegal, legal assistant, as well as other careers in the courtroom, education and law enforcement.

UNIT 1 THE PRESUMPTION OF INNOCENCE

Key Concepts covered

■ Understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice.

■ Criminal law and how it is applied to different scenarios to determine whether an accused may be found guilty of a crime.

■ Develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions.

UNIT 2 WRONGS AND RIGHTS

Key Concepts covered

■ Civil law and how it is applied to different scenarios to determine whether a party is liable in a civil dispute.

■ Different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies.

■ Develop an understanding of how human rights are protected in

Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

UNIT 3 RIGHTS AND JUSTICE

Key Concepts covered

■ Examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes.

■ Consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.

■ Explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes.

■ Investigate the extent to which the principles of justice are upheld in the justice system.

UNIT 4

THE PEOPLE, THE LAW AND REFORM

Key Concepts covered

■ Explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making.

■ Develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution.

■ Investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform.

COMMERCE

PATHWAYS

Year 9 Year 10 Year 11 Year 12

Year 9

Humanities

Year 10

Humanities

Units 1 & 2

Business Management

Units 3 & 4

Business Management

Year 10

Business and The Law

Units 3 & 4

Business Management

Units 1 & 2 Legal Studies

Units 3 & 4 Legal Studies

Year 10

Money and Markets

Units 1 & 2

Accounting

Units 3 & 4 Accounting

Units 1 & 2 Economics

Units 3 & 4 Economics

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

LEARNING AND TEACHING

ENGLISH

YEAR 7 ENGLISH OVERVIEW

With a focus on learning about who we are as readers and writers in a digital age, students across Year 7 English engage with a wide range of texts across various modes and genres. As they explore narrative, film, poetry and multimodal texts they learn to apply a range of reading strategies to enhance their engagement and comprehension of these texts as well as the broader world these texts are responding to. Texts are selected for themes that reflect the lives of students – those that offer perspectives on change, developing friendships and personal growth. They will listen, read, view, interpret, evaluate, create and perform as they explore a range of texts. Their knowledge of text structures and language features will develop as they examine the literary tools, conventions and vocabulary available to authors. And in turn, they will be authors themselves. The English classroom is a collaborative space and one which encourages students to share and discuss their ideas and writing, learning from each other as well as their classroom teacher.

YEAR 8 ENGLISH OVERVIEW

In Year 8 English, students continue to discover their own interests and passions across a range of texts that are reflective of an everchanging world. Whilst undertaking studies of texts from a range of mediums and genres, from narrative and film to Gothic short stories, students will explore the voices and experiences of those who live different lives to their own. Across the year, the focus is on noticing themes and with them the stories ‘between the lines.’ Students develop their ability to examine and analyse the choices authors and the creators of texts make in response to different contexts and a purpose for their audience. Students continue to create their own texts, honing their writing and editing skills and like the authors they study, they too will write responding to a particular context and with a particular purpose and audience in mind. Collaboration and classroom discussion continue to play an important role in developing the thinking and writing skills of Year 8 English students.

YEAR 9 ENGLISH OVERVIEW

Year 9 English students continue their journey of developing and experimenting with their voice as a writer. With a focus on writing, students will examine the genre of memoir and its literary features before crafting their own memoirs. As readers, they will continue to explore different genres and develop their ability to see texts as offering commentary and insight into the human experience. Their exploration as writers continues as they interrogate the digital world of news and misinformation and develop their understanding of the power of language to influence and persuade. Importantly, students develop a critical understanding of the contemporary media and the difference between media texts.

YEAR 10 ENGLISH OVERVIEW

Year 10 English is the foundation for VCE English. As such, students are afforded the opportunity to develop the skill and knowledge base necessary for the Units 1-4 that they will undertake in Years 11 and 12.

CRAFTING

Students undertake a close study of mentor texts with a focus on how they are constructed and how the author employs language in creative ways to make meaning. This exploration then inspires students to craft and create their own pieces emulating the ideas, style, language and structure of their mentor texts.

READING AND EXPLORING

Students extend and challenge themselves in reading and developing interpretations of classical literary texts as well as contemporary texts that involve complex ideas and perspectives. They learn the significance of reading their texts closely and participating in classroom discussion as a means of developing their familiarity and understanding of the texts. This in turn enables them to hone their analytical essay writing skills where they express and justify their thinking in response to the texts.

EXPLORING ARGUMENT

This unit affords students to be both the person who persuades and the reader who can understand how they are being persuaded. They build on their understanding of persuading language and structures in a variety of modes and develop analysis skills to examine how argument, language and visuals might impact an audience. As presenters, they also have the opportunity to use argument and language to present a point of view and persuade an audience on a contemporary issue.

ENGLISH

YEAR 10

ENGLISH LANGUAGE ELECTIVE

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

Through this course, you will develop a technical understanding of how English works as a language, as well as explore the social attitudes and identities reflected in our language use. We will build a bank of metalanguage terms which are applied to real-world contexts, and students are encouraged to bring examples from their observations, social media and their own experiences to our discussions. This supports students to view language as not only a tool for communication, but also reflective of identities, culture and attitudes.

Year 10 English Language is an opportunity to sample the subject before choosing it at a VCE level. It is not compulsory to take this elective in order to select Year 11 English Language, but it is highly recommended due to the technical skills required. Note that students who do not complete the elective, then subsequently choose to complete VCE English Language, will have their progress closely monitored in Unit 1 of the study and may be recommended to return to a VCE English pathway.

AREA OF STUDY 1: LANGUAGE BOTH UNITES AND DIVIDES US

Key Concepts covered

The aim of this topic is to explore the subtleties of human communication. It allows students to think about the subconscious decisions we make when we communicate with one another.

Within this topic we explore the following:

■ The Bouba-Kiki effect and the Sapir Whorf Hypothesis which highlight the idea that words have meaning beyond their denotations and that each of us bring our own culture and life experience to our language.

■ How language changes over time and the fact that the meaning a word has today may not be what it meant in the past nor what it could mean tomorrow.

■ The concept of constructed languages including the pros and cons of creating new languages. We zoom in on languages like Esperanto.

■ The International Phonetic Alphabet and how this helps people who do not speak English to know how to pronounce words.

AREA OF STUDY 2: MORPHOLOGY AND LEXICOLOGY

Key Concepts covered

In this topic students will study the first of two linguistic subsystems: morphology and lexicology. This focuses on the how words are made up of stems and affixes (morphology) and how every word performs an important function in a sentence (lexicology).

Within this topic we explore the following:

■ Derivational and inflexional morphemes.

■ The eight word classes: nouns, adjectives, verbs, adverbs, determiners, pronouns, prepositions and conjunctions.

■ The linguistic decisions speakers and writers make when creating a text. These include how our language is determined by the context, audience, register and purposes of the text.

AREA OF STUDY 3: SYNTAX

Key Concepts covered

In this topic students will study another linguistic subsystem: syntax. This focusses on the how words work together to form clauses which in turn form sentences. Within this topic we explore the following:

■ Different sentence structures and their effect.

■ Different sentence types and their effect.

■ Different clause structures and their effect.

■ How when we change the order of our words, we change their impact.

YEAR 10 LITERATURE ELECTIVE

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

The Literature elective offers students who have keen interest in reading and discussing ideas the opportunity to develop these important skills as well as pursue this passion. Across the semester, students will grow their enjoyment of literature, read widely and independently; and gain an understanding of the variety of human experience as it is represented in literature. They will extend their understanding of the different ways in which literary texts are constructed, read closely and critically and use interpretive skills by hypothesising, questioning, and drawing inferences from texts. Students will also develop the capacity to present analytical, critical, and creative responses to texts orally and in writing.

Year 10 Literature is an opportunity for students to experience the subject before choosing it at a VCE level. While it is not compulsory to take this elective in order to select Year 11 Literature, it is highly recommended due to the skills required.

Students who do not complete the elective, will still have the opportunity to choose to complete VCE Literature. They will, however have their progress monitored in Unit 1 to ensure their selection is the most suitable VCE English pathway.

AREA OF STUDY 1: CLOSE ANALYSIS

Key Concepts covered

■ Discuss and analyse the construction and features of a text.

■ Explore the connections between features of a text and the conventions appropriate to presenting an interpretation.

■ Explore and analyse the views and values suggested in a text.

AREA OF STUDY 2: LITERATURESEEKING AND SHAPING CHANGE

Key Concepts covered

■ Explore the ways in which Literature has been an agent for social and political change.

■ Explore the active role that words, language and ideas have as a force for change.

■ Study and analyse the range of literary content and form that have facilitated change and reform.

AREA OF STUDY 3: MEET THE BARDA STUDY OF SHAKESPEARE’S SOLILOQUYS

Key Concepts covered

■ Examining and exploring language, form and content of the soliloquy to understand its meaning and significance.

■ Develop critical thinking skills to encourage students to think deeply about complex issues.

■ Explore the cultural and social impact of Shakespeare in the Western Literary Canon.

ENGLISH

VCE ENGLISH UNITS 1-4 OVERVIEW

VCE English focuses on how language is used to create meaning across a range of contexts, purposes and for different audiences. Different selected texts and mentor texts are used to encourage students to think both critically and creatively throughout Units 1-4. These range from poetry to plays to fiction and include texts from both acclaimed contemporary and classic writers. All students must study four units to complete VCE.

Most students choose to study English as it is the most familiar of the English subjects and students are well-prepared for these units of study. No matter which English you choose, it will be included in your top four subjects which counts towards your ATAR. Therefore, it is important that this subject is given a lot of attention. If you choose to do more than one English (for example, English and English Language) the best score is included in your ATAR and the second score is only counted if it is in your top subjects.

For further advice on which English to choose, students are encouraged to speak to their English teacher or the Head of English.

UNIT 1

AREA OF STUDY 1: READING AND EXPLORING TEXTS

Key Concepts covered

■ Explore the ways in which Literature has been an agent for social and political change.

■ Explore the active role that words, language and ideas have as a force for change.

■ Study and analyse the range of literary content and form that have facilitated change and reform.

AREA OF STUDY 2: CRAFTING TEXTS

Key Concepts covered

■ Students develop an understanding of effective and cohesive creative writing through their engagement with a range of mentor texts.

■ Students craft and create their own written pieces with an increased understanding of context, purpose and audience.

■ Experiment and employ a range of vocabulary, text structures and language features for effect.

UNIT 2

AREA OF STUDY 1: READING AND EXPLORING TEXTS

Key Concepts covered

■ Students develop their inferential reading and viewing skills through the exploration of a different selected text.

■ Students identify and analyse how features of the text work together to create meaning.

■ Students respond analytically to discuss ideas and values conveyed by the author using evidence and appropriate metalanguage to support their interpretation.

AREA OF STUDY 2: EXPLORING ARGUMENT

Key Concepts covered

■ Students consider how arguments are developed and conveyed across a range of forms in the media.

■ Students explore and develop analysis skills to examine how argument, language and visuals might impact an audience.

■ One oral presentation is required in Year 11. Students employ their understanding of argument and language to present their own point of view in response to an issue of interest.

UNIT 3

AREA OF STUDY 1: READING AND CREATING TEXTS

Key Concepts covered

■ Students discuss and analyse how features of a text create meaning and influence their interpretation.

■ Students identify and analyse both implicit and explicit views and values in each text.

■ Students respond both analytically and creatively to selected texts.

AREA OF STUDY 2: ANALYSING ARGUMENT

Key Concepts covered

■ Students analyse and compare the writer’s use of argument and language in texts that debate current issues.

■ Students read and view a range of media texts to hone their argument analysis skills.

AREA OF STUDY 3: LISTENING TO TEXTS

Key Concepts covered

■ Students listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts.

UNIT 4

AREA OF STUDY 1: READING AND COMPARING TEXTS

Key Concepts covered

■ Students explore meaningful connections between two selected texts and consider how ideas, issues and themes which reflect the world and human experiences are conveyed in both texts.

■ Students respond in the form of a comparative analysis to discuss similarities and differences across these texts.

AREA OF STUDY 2: PRESENTING ARGUMENT

Key Concepts covered

■ One oral presentation is required in Year 12. Students can choose an issue that interests them from an array of topics in the media to present a reasoned point of view in response to this issue.

VCE ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) UNITS 1-4

OVERVIEW

EAL students need to meet the VCAA criteria for enrolment in VCE EAL.

To qualify for VCE EAL, students must have received less than seven years of schooling with English as a major language of instruction.

All eligible students must study four units of EAL to complete VCE.

EAL will be included in a student’s top four subjects which counts towards the ATAR. Therefore, it is important that this subject is given a lot of attention.

The study of English as an Additional Language contributes to the development of literate individuals capable of critical and creative thinking. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis.

UNIT 1

AREA OF STUDY 1: READING AND EXPLORING TEXTS

Key Concepts covered

■ Students read and discuss a selected text with a focus on making personal connections to the story and identifying vocabulary, language features, text structures and ideas in a text.

■ Students develop analytical skills to discuss the ideas and values conveyed by the author through the analysis of characters, setting, plot and voice.

AREA OF STUDY 2: CRAFTING TEXTS

Key Concepts covered

■ Students develop an understanding of effective and cohesive creative writing through their engagement with a range of mentor texts.

■ Students craft and create their own written pieces with an increased understanding of context, purpose and audience.

■ Experiment and employ a range of vocabulary, text structures and language features for effect.

UNIT 2

AREA OF STUDY 1: READING AND EXPLORING TEXTS

Key Concepts covered

■ Students develop their inferential reading and viewing skills through the exploration of a different selected text.

■ Students identify and analyse how features of the text work together to create meaning.

■ Students respond analytically to discuss ideas and values conveyed by the author using evidence and appropriate metalanguage to support their interpretation.

AREA OF STUDY 2: EXPLORING ARGUMENT

Key Concepts covered

■ Students consider how arguments are developed and conveyed across a range of forms in the media.

■ Students explore and develop analysis skills to examine how argument, language and visuals might impact an audience.

■ One oral presentation is required in Year 11. Students employ their understanding of argument and language to present their own point of view in response to an issue of interest.

UNIT 3

AREA OF STUDY 1: READING AND CREATING TEXTS

Key Concepts covered

■ Students discuss and analyse how features of a text create meaning and influence their interpretation.

■ Students identify and analyse both implicit and explicit views and values in each text.

■ Students respond both analytically and creatively to selected texts.

AREA OF STUDY 2: ANALYSING ARGUMENT

Key Concepts covered

■ Students analyse and compare the writer’s use of argument and language in texts that debate current issues.

■ Students read and view a range of media texts to hone their argument analysis skills.

AREA OF STUDY 3: LISTENING TO TEXTS

Key Concepts covered

■ Students listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts.

UNIT 4

AREA OF STUDY 1: READING AND COMPARING TEXTS

Key Concepts covered

■ Students explore meaningful connections between two selected texts and consider how ideas, issues and themes which reflect the world and human experiences are conveyed in both texts.

■ Students respond in the form of a comparative analysis to discuss similarities and differences across these texts.

AREA OF STUDY 2: PRESENTING ARGUMENT

Key Concepts covered

■ One oral presentation is required in Year 12. Students can choose an issue that interests them from an array of topics in the media to present a reasoned point of view in response to this issue.

ENGLISH

VCE ENGLISH LITERATURE UNITS 1-4 OVERVIEW

The study of VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of stories and storytelling and enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high order thinking to express and develop their critical and creative voices. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices. Students immerse themselves in challenging fiction and non-fiction texts, discovering and experimenting with a variety of interpretations to develop their own responses.

UNIT 1

AREA OF STUDY 1: READING PRACTICES

Key Concepts covered

■ The consideration of how language, structure and stylistic choices are used in different literary forms and types of text.

■ Exploration of the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text.

■ Close examination of the literary forms, features and language of texts.

AREA OF STUDY 2: EXPLORATION OF LITERARY

MOVEMENTS AND GENRES

Key Concepts covered

■ Exploration of the concerns, ideas, style, and conventions common to a distinctive type of literature seen in literary movements or genres, such as modernism, epic, tragedy, and magic realism, as well as more popular, or mainstream, genres, and subgenres such as crime, romance and science fiction.

■ Exploration of the ideas and concerns shared by the texts through language, settings, narrative structures and characterisation.

UNIT 2

AREA OF STUDY 1: VOICES OF COUNTRY

Key Concepts covered

■ An exploration the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators.

■ A consideration of the interconnectedness of place, culture and identity through the experiences, texts, and voices of Aboriginal and Torres Strait Islander peoples, including connections to Country, the impact of colonisation and its ongoing consequences and issues of reconciliation and reclamation.

AREA OF STUDY 2: THE TEXT IN ITS CONTEXT

Key Concepts covered

■ An exploration of the text and its historical, social and cultural context.

■ A consideration of the representations of a specific time period and/or culture within a text.

■ Exploration of the text to understand its point of view and that on which it reflects or comments.

■ One Oral Presentation is required in Year 11 Literature.

UNIT 3

AREA OF STUDY 1: ADAPTATIONS AND TRANSFORMATIONS

Key Concepts covered

■ An exploration of how the form of a text contributes to its meaning.

■ Consideration of the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation.

■ Exploration of how creators of adaptations may emphasise or minimise viewpoints, assumptions and ideas present in the original text.

AREA OF STUDY 2: DEVELOPING INTERPRETATIONS

Key Concepts covered

■ An exploration of the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text.

■ Consideration and exploration of the ways a supplementary reading that can enrich, challenge and/or contest the ideas and the views, values, and assumptions of the set text to further enhance the students’ understanding.

UNIT 4

AREA OF STUDY 1: CREATIVE RESPONSES TO TEXTS

Key Concepts covered

■ Exploration and development of the imaginative techniques used for creating and recreating a literary work.

■ Critical reflection on the literary form, features and language of a text, and discuss their own responses as they relate to the text, including the purpose and context of their creations.

AREA OF STUDY 2: CLOSE ANALYSIS OF TEXTS

Key Concepts covered

■ An exploration and a detailed scrutiny of the language, style, concerns and construction of texts.

■ Close consideration to and of textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text.

■ Consideration of literary forms, features and language, and the views and values of the text.

■ One Oral Presentation is required in Year 12 Literature

VCE ENGLISH LANGUAGE UNITS 1-4

OVERVIEW

If you wish to learn about how English works within the world and study the grammar, history and evolution of English language, this subject is for you. In English Language we explore how we carefully choose our language to support our social purposes and discuss why our language is changing and how, by adapting our language, we can change the world.

All students must complete four units of English to complete the VCE.

UNIT 1

LANGUAGE AND COMMUNICATION AND LANGUAGE ACQUISITION

Key Concepts covered

■ Explore how situational and cultural contexts influence language choices.

■ Study the five subsystems (phonology, morphology/lexicology, syntax, discourse and semantics).

■ Study the theory of child language acquisition.

■ Explore the impact that our environment has on language learning.

■ Discuss the impact of multilingualism on language acquisition.

UNIT 2

LANGUAGE CHANGE AND ENGLISHES IN CONTACT

Key Concepts covered

■ Examine how English has developed over time.

■ Study the factors that cause language to change over time.

■ Predict how our language might continue to change in the future.

■ Consider the effects of the global spread of English.

■ Discuss the development and decline of languages as a result of English contact.

■ Examine the development of Creoles, the impact of multilingualism on society.

■ Predict how societal changes will influence the progress of English in the future.

UNIT 3

LANGUAGE VARIATION AND SOCIAL PURPOSE –INFORMAL AND FORMAL LANGUAGE

Key Concepts covered

■ Consider the way in which speakers and writers choose their language to suit their context, purposes and audience in a formal or informal setting.

■ Study how adapting their language can positively or negatively impact the effectiveness of their communication.

■ Critically evaluate other people’s texts to ascertain what makes these texts effective.

UNIT 4 LANGUAGE VARIATION AND IDENTITY

Key Concepts covered

■ Explore the range of language varieties which exist in contemporary Australian society.

■ Discuss how these construct our shared national identity.

■ Explore how societal change has influenced our language.

■ Discuss the changing prestige associated with different varieties.

■ Discuss the role of language in reflecting and constructing individual and group identities.

ENGLISH

PATHWAYS

Year 11 Year 12

Units 1 & 2 English Units 1 & 2

Eblana & Riviera Year 7 Year 8 Year 9 Year 10

Literacy Year 7 English Year 8 English Year 9 English

Year 10 English

Units 3 & 4

English Units 3 & 4

Year 10 English Literature

Year 10 English Language

Units 1 & 2 English as an Additional Language 1/2

Units 1 & 2

Literature 1/2

Units 3 & 4 English as an Additional Language 3/4

Units 3 & 4

Literature 3/4

Units 1 & 2

English Language 1/2

Units 3 & 4

English Language 3/4

Students must choose two semesters of English

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

LEARNING AND TEACHING

HEALTH & PHYSICAL EDUCATION

HEALTH & PHYSICAL EDUCATION

YEAR 7

HEALTH & PHYSICAL EDUCATION OVERVIEW

HEALTH

Students will complete a unit of work on friendships, positive relationships and on-line safety. Students will also cover puberty & hygiene, fitness, body image and nutrition.

PHYSICAL EDUCATION

Year 7 students will begin their PE journey at Mentone Grammar with a unit where they will work collaboratively to come up with a fun and energetic game within small groups. Throughout the year they will be exposed to sports such as AFL, Basketball, Volleyball, Baseball, Soccer and Netball. Year 7 Physical Education will allow students to improve their overall fitness levels with a major focus on skill improvement and enjoyment.

YEAR 8

HEALTH & PHYSICAL EDUCATION OVERVIEW

HEALTH

Students complete a unit of work on Respectful Relationships, and explore the physical, social and emotional changes they will experience during adolescence Including intimacy, stereotypes and consent. They also explore the topic of Mental Health with a specific focus on stress. Students then investigate strategies to improve personal care to minimise the effects of stress on their daily lives. Students will also look at risk taking and complete an introductory unit into alcohol and vaping.

PHYSICAL EDUCATION

Physical Education provides the opportunity for students to explore a range of different sports under the Game Sense approach to learning and teaching. This model encourages students to develop their strategic and tactical decision making, as well as developing their fine and gross motor skills, across various sporting codes including Cricket, European-Handball and Netball.

YEAR 9 HEALTH & PHYSICAL EDUCATION OVERVIEW

OVERVIEW

HEALTH

Students complete a unit of work on personal identity, sexuality and respectful relationships. They examine the impact of changes and transitions in relationships and how to make healthy and safe personal choices including STI’s, consent, gender diversity and stereotypes. Students investigate risk taking behaviours and explore the impacts such choices have on individual health and develop strategies for harm minimisation (drugs, vaping & alcohol). Students explore nutrition, in particular the role and influence sugar has on the body and evaluate various sources of nutritional information.

PHYSICAL EDUCATION

Course content in Physical Education at Year 9 involves a Game Sense approach to all units of work. This teaching/learning method emphasises the development of tactics and decision-making. It encourages participants to think strategically and solve problems that arise in small sided/modified structured games including Soccer and Indoor Hockey.

YEAR 10 SPORTS SCIENCE

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

This course focuses on the physiological capabilities of the human body with a specific focus on the body’s skeletal, muscular, respiratory, cardiovascular and energy systems. During these units they will learn structure and function of these systems and how they relate to sporting performance. Students also cover Training Programs, Chronic and acute adaptations and Biomechanical principles.

Key Concepts covered

■ Students will then focus on the different training methods of developing these systems in order to achieve positive sporting outcomes. They will design and undertake their own training to determine the effectiveness of the program they have written.

■ Whist this is predominantly a classroom based subject, approximately once a cycle, students will have an opportunity to trial what they have learnt in the ‘field’ in order to reinforce their learning.

■ The Course is closely aligned with VCE Physical Education and Year 10s who excel in Sports Science will have the opportunity to go straight into Units 3/4 Physical Education. Others will have the opportunity to undertake Units 1/2 Physical Education which will better prepare them for Units 3/4 Physical Education.

YEAR 10 HEALTH OF A NATION

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

This course focuses on equipping students with awareness and knowledge about the health of Australians from an individual and community perspective. Students explore the sociocultural factors that impact on individual health outcomes, with an in-depth focus on obesity and road traffic safety.

Key Concepts covered

■ Students will acquire specific knowledge about key nutrients and their role within a healthy and wellbalanced diet and the influences that packaging and advertising can have on food choices.

■ Not all Australians experience the same levels of health and wellbeing or health status, therefore students will investigate aspects of Indigenous history and culture and how these have led to a range of factors that contribute to health inequality.

■ With non-communicable or lifestyle conditions increasingly impacting on the health status of Australians, Year 10 students will further their understanding of the role health promotion plays in combatting common causes of ill-health. This then leads to the development and implementation of their own health promotion campaign within the School Community.

■ Finally, the students will explore the Australian health care system and how they can interact with this system in their community, raising their awareness of health resources available to them now and in the future.

■ The course is closely aligned with VCE Health and Human Development (HHD) and those Year 10s who excel in Health of a Nation will have the opportunity to go straight into Units 3/4 HHD. Others will have the opportunity to undertake Units 1/2 HHD, which will better prepare them for Units 3/4 HHD.

HEALTH & PHYSICAL EDUCATION

YEAR 7

VCE HEALTH & HUMAN DEVELOPMENT OVERVIEW

UNIT 1

UNDERSTANDING HEALTH AND WELLBEING

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students investigate the World Health Organisation’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, students should consider wellbeing to be an implicit element of health.

Key Concepts covered

■ Identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including amongst Aboriginal and Torres Strait Islanders.

■ Multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status.

■ With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.

UNIT 2 MANAGING HEALTH AND DEVELOPMENT

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives.

Key Concepts covered

■ Students look at changes and expectations that are part of the progression from youth to adulthood.

■ Application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

■ Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

UNIT 3 AUSTRALIA’S HEALTH IN A GLOBALISED WORLD

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts.

Key Concepts covered

■ Health and wellbeing as a global concept and to take a broader approach to inquiry.

■ Students look at the fundamental conditions required for health improvement, as stated by the World Health Organisation (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians.

■ Health promotion and improvements in population health over time.

■ Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

UNIT 4

HEALTH AND HUMAN DEVELOPMENT IN A GLOBAL CONTEXT

This unit examines health and wellbeing, and human development in a global context.

Key Concepts covered

■ Investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live.

■ Health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development.

■ Consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people.

■ Global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organisation (WHO).

■ Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.

VCE PHYSICAL EDUCATION UNITS 1-4 OVERVIEW

UNIT 1 THE HUMAN BODY IN MOTION

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities, students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms.

UNIT 2 PHYSICAL ACTIVITY, SPORT AND SOCIETY

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups.

Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity.

They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and populationbased consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied.

Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines.

UNIT 3 MOVEMENT SKILLS AND ENERGY FOR PHYSICAL ACTIVITY

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.

Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

UNIT 4 TRAINING TO IMPROVE PERFORMANCE

In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness components, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program.

Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

HEALTH & PHYSICAL EDUCATION

PATHWAYS

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

LEARNING AND TEACHING

HUMANITIES

HUMANITIES

YEAR 7 HUMANITIES OVERVIEW

In the Year 7 Humanities course, students study a term each of Geography, History, Entrepreneurship and Civics and Citizenship.

Beginning in Term 1, and in anticipation of their Learning Journey to Central Australia, students explore Australian Indigenous culture and history. An understanding of the lineage, history and unique culture is developed throughout the term, with the key skills of historical writing underpinning their studies.

In Term 2, students will investigate what it means to be a Citizen of Australia. By developing an understanding of how laws are made and how government is conducted. Year 7 Humanities will delve deep into the culture of contemporary Australia.

In Term 3 students will become young entrepreneurs, investigating different types of business models. Students will be given an environmental problem to solve by creating a unique product or service. Students will pitch their idea taking into consideration and planning for their target audience, manufacturing costs and potential competition.

Through their studies of Geography in Term 4, students will investigate the liveability of places. This will include the analysis of factors that influence the decisions people make about where to live and their perceptions of the liveability of places. They will also evaluate the accessibility to services and facilities, and environmental quality. Students will ultimately compare the liveability of their suburb to Melbourne CBD.

YEAR 8 HUMANITIES OVERVIEW

In the Year 8 Humanities course, students will again get the opportunity to explore a range of Humanities subjects, spanning from Geography and History to Economics, and Civics and Citizenship. Beginning in Semester 1, students will start to explore the formation of Medieval Europe and how the collapse of the Roman Empire gave rise to the foundations of prevailing social conditions such as law and order and political representation. In this semester, students will also extend on understandings developed in Year 7 surrounding entrepreneurship and the formation of a viable enterprise. Through their studies of Geography in Semester 2, Year 8 will investigate the world around them and why certain locations are structured in certain ways and what influences the formation of both social and geographical spaces. Rounding out the semester, students will unpack the Australian identity and the ways in which it has changed, and continues to change, over time. In such exploration, the role of laws, government, and the individual will all be investigated in order to understand the evolving nature of Australian culture.

YEAR 9 HUMANITIES OVERVIEW

In Year 9 Humanities, students study the four key learning areas of Economics, Geography, History, and Sociology. In Geography, students seek to understand the biomes around the world and the role they play in influencing a wide range of factors such as food production, weather patterns, and human living conditions. In History, students specifically focus their studies on World War One and the impact it had on the global world order. In this, we inquire about both the causes and ongoing effects of the conflict.

In Economics, the key skills of Financial Literacy are explored including, needs and wants, loans, interest and credit cards. Finally, in our studies surrounding Sociology, students seek to understand the world around us and the role that the group psychology inherent in patterns of people plays in influencing our lives.

YEAR 10 HUMANITIES

OVERVIEW

In Year 10 Humanities, students will select two key learning areas to study. Choices include: History, Geography, Sociology, and Global Politics. These learning areas allow students to foster their creative and critical thinking, as well as their understanding of the physical and social world around them.

History

In History, students unpack World War Two and, most specifically, the causes and lasting impact of the conflict. In this learning, classes unpack primary sources and seek to understand what the motivations of those on all sides of the war were. Students also explore the rise of Nazism in Germany and examine the contributing factors of the Weimar Government as well as the Treaty of Versailles.

Geography

Students explore the natural processes and human activities that shape the world around them. They investigate the change over time of physical and human characteristics and begin to utilise data to analyse cause and effect of geographical events. To this end, both the creation and manipulation of data become the central skill of the learning. Students also explore the different levels of Human Wellbeing around the world and how factors such as Wealth, Health and Education contribute to a country’s wellbeing.

Sociology

Through their studies of Sociology, students unpack why humans and societies act as they do and what motivates the masses to act in patterns. Through their exploration of Sociology, classes will utilise case studies and specific examples to anchor their theories. Students will focus on deviance and how Australia deals with people who act outside of the norm.

Global Politics

Global Politics offers students the opportunity to engage with current political issues on a global and local level. For example, why is there a war in the Ukraine and does Australia have any obligation to help? Global Politics gives students an understanding of the global political arena and an exposure to different perspectives, enabling them to draw informed conclusions about the globalised world in which we now live. Students will examine the role and power of different ‘actors’ in the global community. For example, do individuals have power in global disputes and if nations hold the most power in global politics, what actually makes a country a ‘country’?

HUMANITIES

VCE HISTORY UNITS 1-4 OVERVIEW

The study of VCE History assists students to understand themselves, others and their world and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. It also fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence.

UNIT 1

20TH CENTURY HISTORY

Key Concepts covered

■ In Area Study One students explore the events, ideologies and movements of the period after World War One; the emergence of conflict; and the causes of World War Two.

■ Investigate the impact of the Treaty of Versailles, the political events between the wars in Germany, and the rise of Hitler and the Nazi Party.

■ The second Area of Study focuses on social life and cultural expression and how it reflected the technological, political and economic changes of the period. Students explore particular art movements such as paintings, architecture, film and music.

■ Explore how the Nazi Party viewed race and changed the social and living conditions of Jewish people and other minority groups in Germany.

UNIT 2

20TH CENTURY HISTORY

Key Concepts covered

■ After World War II the United States emerged with the Soviet Union as the global superpowers.

■ Causes and consequences of the Cold War; the competing ideologies that underpinned events, the effects on people, groups and nations, and the reasons for the end of this sustained period of ideological conflict between capitalism and communism.

■ The impact of groups challenging established political orders. Students will examine the civil rights campaigns in the USA, and investigate campaigns by terrorist groups such as Hezbollah and Al Qaeda.

UNIT 3 RUSSIAN REVOLUTION

In Area of Study One students focus on the long-term causes and short-term triggers of revolution. They evaluate how revolutionary outbreaks were caused by the interplay of significant events, ideologies, individuals, and popular movements, and how these were directly or indirectly influenced by the political, social, economic, cultural, and environmental conditions of the time.

In Area of Study Two students analyse the significant challenges that confronted the new regime after the initial outbreak of revolution. They evaluate the success and outcomes of the new regime’s responses to these challenges, and the extent to which the revolution resulted in dramatic and wide-reaching political, social, cultural, and economic change, progress or decline.

Key Concepts covered

■ The events and conditions that contributed to the outbreak of revolution including Bloody Sunday.

■ The ideas that played a significant role in challenging the existing order including Marxism.

■ The role of individuals in challenging or maintaining the power of the existing order including Lenin.

■ The contribution of popular movements in mobilising society and challenging the existing order including the Bolsheviks.

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

■ The changes and continuities in political, social, cultural and economic conditions that influenced leaders to compromise and/or achieve their revolutionary ideals.

■ The role of significant individuals that influenced and changed society including Leon Trotsky.

■ The diverse revolutionary experiences of social groups and their responses to the challenges and changes to the conditions of everyday life including Women.

UNIT 4

AMERICAN REVOLUTION

In Area of Study One students focus on the long-term causes and short-term triggers of revolution. They evaluate how revolutionary outbreaks were caused by the interplay of significant events, ideologies, individuals, and popular movements, and how these were directly or indirectly influenced by the political, social, economic, cultural, and environmental conditions of the time.

In Area of Study Two students analyse the significant challenges that confronted the new regime after the initial outbreak of revolution. They evaluate the success and outcomes of the new regime’s responses to these challenges, and the extent to which the revolution resulted in dramatic and wide-reaching political, social, cultural, and economic change, progress or decline.

Key Concepts covered

■ T he events and conditions that contributed to the outbreak of revolution including the French and Indian War.

■ T he ideas that played a significant role in challenging the existing order including the Enlightenment ideas.

■ T he role of individuals in challenging or maintaining the power of the existing order including George Washington.

■ T he contribution of popular movements in mobilising society and challenging the existing order including the Sons and Daughters of Liberty.

■ T he challenges the new regime faced in attempting to consolidate its power.

■ T he changes and continuities in political, social, cultural, and economic conditions that influenced leaders to compromise and/or achieve their revolutionary ideals.

■ T he role of significant individuals that influenced and changed society including Alexander Hamilton.

■ The diverse revolutionary experiences of social groups and their responses to the challenges and changes to the conditions of everyday life including the Patriots.

HUMANITIES

VCE GEOGRAPHY UNITS 1-4 OVERVIEW

The study of Geography allows students to explore, analyse and come to understand the interconnection between natural and human characteristics of our world. Geographers are interested in key questions concerning places and future sustainability. Students engage in fieldwork, use geospatial technologies, and investigate a wide range of secondary sources to develop an understanding of issues and challenges that we face. These methods enable students to appreciate the complexity, and diversity of environments, economies, and cultures across the globe.

UNIT 1 HAZARDS AND DISASTERS

Key Concepts covered

■ Undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people.

■ Impacts of hazards at a range of scales.

■ Integration of geospatial technologies in the analysis and management of hazards.

■ Explore the nature and effectiveness of specific measures such as prediction and warning programs, community preparedness and land use planning and management, as well as actions taken after hazards become harmful and destructive disasters.

UNIT 2

TOURISM

Key concepts covered.

■ The characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impact on people, places, and environments.

■ Explore tourism as a key economic driver on various scales.

■ Discuss climate change impact on the future of tourism and responses in the industry such as eco-tourism.

■ Explain the usefulness of geospatial technology for the tourism industry.

UNIT 3 CHANGING THE LAND

Key concepts covered

■ Investigation of geographical change: change to land cover and change to land use by exploring drivers of natural processes including climate change and the interconnection with human activity.

■ Describe and explain the processes and causes of deforestation and melting glaciers and ice sheets.

■ Identify and describe the change in land use through fieldwork to understand the needs of a growing urban area.

UNIT 4

HUMAN POPULATION TRENDS AND ISSUES

Key concepts covered

■ The patterns of population change, movement, and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world.

■ The distribution of world population characteristics including birth rate, death rate, infant mortality rate, fertility rate and life expectancy.

■ The five stage Demographic Transition Model and its use in interpreting population structures and other characteristics.

■ Analyse maps, data, and other geographic information to identify patterns and associated challenges for the future.

VCE GLOBAL POLITICS UNITS 1-4

UNITS 1 & 2

VCE Politics is the study of contemporary power, conflict and cooperation in a world that is characterised by unpredictability and constant change. In this study students investigate contemporary issues of conflict, political stability and/or change within Australia, the Indo-Pacific region and globally. They consider how national and global political actors respond to issues and crises such as national political reform, climate change, violent conflicts, human rights, sustainability and development, inequality and global economic instability. Students analyse the sources and forms of power available to these political actors and the consequences of their use. Students consider how political actors pursue their interests and the political significance of their actions in responding to national and global issues and crises.

UNIT 3

GLOBAL ACTORS

Global Politics is the study of the political, social, cultural and economic forces that shape interactions between states and other global actors in the contemporary world. It examines the interconnectedness of the contemporary global political arena and the impact of globalisation on culture, sovereignty, human rights and the environment. It examines the nature and power of key global actors and the types of power used by an Asia-Pacific state to achieve its national interests. It considers global ethical issues including human rights, people movement, development and arms control and explores the nature and effectiveness of global responses to crises such as climate change, armed conflict, terrorism and economic instability.

UNIT 4

GLOBAL CHALLENGES

In this unit students investigate key global challenges facing the international community in the 21st century. They examine and analyse the debates surrounding TWO ethical issues that are underpinned by international law.

They then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises and consider the varying effectiveness of responses and challenges to resolving them. VCE Global Politics is a contemporary study and focus must be on examples and case studies from within the last 10 years. However, contemporary issues and events may need to be contextualised for students and this may require some investigation prior to this time frame.

SOCIOLOGY UNITS 1&2

UNIT 1

YOUTH AND FAMILY

Students use sociological methodology to explore the social category of youth and the social institution of family. Sociologists draw on methods of science to understand how and why people behave the way they do when they interact in a group. Sociology attempts to understand human society from a holistic point of view, including consideration of society’s composition, how it is reproduced over time and the differences between societies. When sociologists investigate a topic, they attempt to do so with a reflective, critical mindset. Sociologists are guided by theories, or frameworks, to explain and analyse how social action, social processes and social structures work.

UNIT 2

DEVIANCE AND CRIME

In this unit, students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule-breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time, and the relationship between crime and other aspects of a society, such as age and gender.

HUMANITIES

PATHWAYS

Year 9 students going into Year 10 MUST select two Humanities subjects, maximum of three.

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

LEARNING AND TEACHING LANGUAGES

LANGUAGES

YEAR 7 LANGUAGES OVERVIEW

Students in Year 7 have the option to choose either Chinese or German as their language other than English. Our Year 7 German program is a beginners’ course, allowing all students to take part without having studied German previously.

Our Chinese classes in Bayview are streamed, in order to cater for the Advanced group (those who have studied Chinese in junior school, or who have a Chinese-speaking family background) and the Standard group (for example, those starting as beginners in Year 7).

YEAR 8 LANGUAGES OVERVIEW

Students in Year 8 continue their language from Year 7 (either German or Chinese). Chinese is streamed into Standard and Advanced classes, but both groups will learn the foundational knowledge required to continue to Chinese in Year 9 and onwards if they choose to do so.

YEAR 9 LANGUAGES

CHINESE (CONTINUING)

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

This course is offered to students who studied Chinese in Year 8. The focus of Year 9 Chinese (continuing) is to reinforce skills previously introduced in Year 8 and extend the understanding and use of them. Cartoons are still used to springboard language concepts, with unit topics being selected for their interest and relevance to teenagers. Topics are drawn from the wider world of students’ experiences and interests, and include family and friends, entertainment, food, and sport.

GERMAN (CONTINUING)

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

This course is offered to students who studied German in Year 8. The focus of Year 9 German (continuing) is to reinforce skills previously introduced in Year 8 and extend the understanding and use of them. Cartoons are still used to springboard language concepts, with unit topics being selected for their interest and relevance to teenagers.

Topics are drawn from the wider world of students’ experiences and interests, and include family and friends, entertainment, food, and sport.

VSL Distance Education Languages are also available for Year 9 students.

VSL LANGUAGES – DISTANCE ED

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

This course allows students to study a language outside of our mainstream offerings (Chinese and German). Through the Victorian School of Languages, students are able to study French, Italian, Spanish, Indonesian, Japanese, Greek or Latin. Learning is via Distance Education mode, with students regularly submitting work to a teacher at the VSL, and undertaking regular conversational lessons via Skype or phone.

Students may take these subjects as either a beginner or via an accelerated program but it is essential that the student is a confident, independent learner due to the nature of the study. As a guideline, Learning Behaviours should be high (mostly ‘Consistently’ and no lower than ‘Usually’) in all areas.

YEAR 10 LANGUAGES

GERMAN, CHINESE (SECOND LANGUAGE)

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

The Year 10 German and Chinese courses aim to develop and refine each student’s use of receptive, productive and interactive language, and to further develop self-awareness and a sense of personal and cultural identity. Topics include: family and hometown; occupations; school activities and cultural events.

By the end of each Language Unit students should be able to: listen to and understand short dialogues; participate in simple conversations and oral presentations; read and understand authentic material; and complete simple written tasks.

VSL LANGUAGES – DISTANCE ED

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

This course allows students to study a language outside of our mainstream offerings (Chinese and German). Through the Victorian School of Languages, students are able to study French, Italian, Spanish, Indonesian, Japanese, Greek or Latin. Learning is via Distance Education mode, with students regularly submitting work to a teacher at the VSL, and undertaking regular conversational lessons via Skype or phone.

Students may take these subjects as either a beginner or via an accelerated program but it is essential that the student is a confident, independent learner due to the nature of the study. As a guideline, Learning Behaviours should be high (mostly ‘Consistently’ and no lower than ‘Usually’) in all areas.

LANGUAGES

VCE GERMAN & VCE CHINESE SECOND LANGUAGE ADVANCED UNITS 1-4

OVERVIEW

Includes German, Chinese and other languages via Distance Education with the Victorian School of Languages (VSL). All VCE Second Language subjects cover the skill areas of speaking and writing in the language, as well as reading written texts in the language, listening to conversations and spoken texts and viewing texts such as films or TV shows in the language.

In Units 1 & 2, students complete three communication-based outcomes per semester.

In Units 3 & 4, the students complete SACs covering the communication skill areas. SACs contribute 50 per cent to the overall study score, with the remaining 50 per cent being the final written and external oral examinations. The exams focus on the language being used, and as such there is not a grammar section on the exam per se, although is it assessed in the context of the written and oral tasks.

SPEAKING

Students complete oral assessment tasks covering language skills such as: sharing information, discussing a resolution to an issue, and giving class presentations on a topic related to the culture or history of the language speaker community.

VIEWING

Students will view various authentic audio-visual materials in the language, which then connect to tasks such as writing a review or discussing cultural aspects of the text.

LISTENING

Listening comprehension includes extracting meaning, both explicit and implied, from texts such as announcements, ads and news reports, as well as conversations.

READING

Reading skills cover a range of formal and informal texts, including newspaper and magazine articles, short stories, diary entries and book extracts.

WRITING

Students learn a range of styles of writing, including both formal and informal contexts. These might include writing children’s stories, writing a business letter, writing a report for a magazine, or even writing an evaluative article on a current news topic.

VCE CHINESE LANGUAGE, CULTURE AND SOCIETY UNITS 1-4

OVERVIEW

Chinese Language, Culture and Society is a new subject created to give Australian students a more achievable avenue for Chinese study in VCE. The level of language required is more manageable than regular Chinese Second Language. Additionally, there is a social studies component included, which is taught and assessed in English. In Units 1 & 2, student are assessed internally by their teacher at School. In Units 3 & 4, students complete SACs in class which contribute 50 per cent to the study score. There is also a written and external oral exam, which contribute the other 50 per cent. The written exam will include listening and reading comprehension questions, a written task in Chinese, but also a response in English to the prescribed culture and society text in English.

CHINESE CULTURE AND SOCIETY

Students read and respond to texts in English about aspects such as Chinese family culture, education in China, traditional myths and legends, and modern societal values and issues. For Units 3 & 4, there will be a prescribed text in English published by VCAA.

LANGUAGE SKILLS

Students will learn to read, write, speak and understand spoken Chinese on topics including family and school life, travel and geography, leisure and lifestyle, youth issues, and the world of work. VCAA publishes a list of characters and grammar that students need to know by the end of Year 12, this is available in the Study Design from the VCAA website.

ELIGIBILITY

Students may not enrol in this subject if they have spent more than two years in a Chinese-speaking country (China, Taiwan, Hong Kong or Macau), or if they have previously studied for six months or more at a school where Chinese is the language of instruction (e.g. in the Chinese-medium schools in countries such as Malaysia or Brunei).

Students also may not enrol in this subject if they are also completing another Chinese subject such as Chinese First Language or Chinese Second Language.

LANGUAGES

PATHWAYS

It is recommended that students speak to the Head of Languages to discuss eligibility for the different Chinese pathways.

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

Eblana & Riviera

LEARNING AND TEACHING

MATHEMATICS

MATHEMATICS

YEAR 7 MATHEMATICS OVERVIEW

The Year 7 Mathematics curriculum is common to all students. The areas developed throughout the course are directly linked to the content listed in the Victorian Curriculum documentation. Students develop and extend their knowledge through three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability

Students use technology to help analyse and display data, begin their exploration of algebra, extend their knowledge of number and investigate a variety of rules to measure perimeter and area.

Students are assessed on the detail provided in answering questions, the summaries they develop for each topic and the accuracy provided in recalling past knowledge and skills. Students have access to a text resource that helps them consolidate and explore learning in an independent setting.

Students are also encouraged to enter The Australian Mathematics Competition held during Term 3.

YEAR 8 MATHEMATICS OVERVIEW

The Year 8 Mathematics curriculum is common to all students. The areas developed throughout the course are directly linked to the content listed in the Victorian Curriculum documentation. Students develop and extend their knowledge through three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability

Students further develop their skills in using technology to help analyse and display data, extend their study of algebra including its use in linear

relationships and their associated graphs, develop knowledge of rates and ratios and broaden their rules of measurement to include surface area and circle applications.

Students are assessed on the detail provided in answering questions, the summaries they develop for each topic and the accuracy provided in recalling past knowledge and skills. Students have access to a text resource that helps them consolidate and explore learning in an independent setting.

Students are also encouraged to enter The Australian Mathematics Competition held during Term 3.

YEAR 9 MATHEMATICS OVERVIEW

All students study a common Mathematics course in Year 9. The Year 9 curriculum follows and covers the content outlined in the Victorian Curriculum documentation. There are three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability.

Students will develop their algebraic skills, graphing skills and mental manipulation skills. They also learn to effectively use CAS technology to assist in solving problems and consolidate their understanding of new concepts using the online software program that comes with their textbook.

Students also have the opportunity to learn to collect and analyse data while on their Learning Journeys, as part of the Statistics strand.

Students are also encouraged to enter The Australian Mathematics Competition held during Term 3.

YEAR 10 MATHEMATICS OVERVIEW

At Year 10, there are four options available for study:

■ Year 10 Mathematics Foundation;

■ Year 10 Mathematics General;

■ Year 10 Mathematics Methods;

■ VCE Mathematical Methods

Units 1 & 2.

It is recommended that students consult their Year 9 Mathematics teacher and the Head of Mathematics when making this decision.

YEAR 10 MATHEMATICS FOUNDATION

Students are selected into the subject by invitation only. The Mathematics covered is of a very practical nature and encourages the pursuit and exploration of ideas aligned with a student’s career pathway. I does provide preparatory work for VCE Foundation Mathematics Units 1-4.

YEAR 10 MATHEMATICS GENERAL

This area of Mathematics covers recursive relationships and their link to Financial Mathematics including simple interest, depreciation, compound interest and loans; problem solving techniques, including applications to linear equations and inequalities; algebraic and graphical representations of relations; measurement rules that find the surface area and volume of composite solids; the relationships between parallel and perpendicular lines; applications of reasoning to congruence and similar triangles; numerical exercises involving plane shapes; comparison of data sets including summaries and shapes; the description of bivariate data and the statistical relationships that exist between two continuous variables using regression analysis; statistical reports.

Students must have a minimum grade of D in Year 9 Mathematics to study this course.

YEAR 10

MATHEMATICS METHODS

This subject covers the Year 10 Mathematics outlined in the Victorian Curriculum documentation and includes some enrichment that helps prepare students for the subsequent study of various implementations of General Mathematics Units 1 & 2 and/or

Mathematical Methods Units 1 & 2 in Year 11. Topics include linear functions, matrices, surds, indices, quadratics, statistics and exponential functions. Students must have a minimum grade of B+ in Year 9 Mathematics to study this course.

VCE MATHEMATICAL METHODS

UNITS

1 & 2

FOR YEAR 10 STUDENTS

The opportunity for students to study VCE Mathematical Methods in Year 10 is limited to a select number and is designed for students who are planning to study the highest levels of Mathematics at School and who seek some flexibility in their choice of subjects at Year 11.

It is not open to students who want to finish their study of Mathematics at the end of Year 11.

VCE MATHEMATICS UNITS 1-4

FOUNDATION MATHEMATICS

This study emphasises mathematics in contexts that are specifically related to the life and work of a student. In Units 1 & 2, contexts should be familiar and include the local community and environment while Units 3 & 4 should include federal and global contexts. Assessments in Units 1 to 4 will centre around mathematical investigations which ideally will be 1-2 weeks in duration.

There are restrictions on student entry into Foundation Mathematics Unit 1 to 4.

GENERAL MATHEMATICS

This study is intended to be widely accessible. It provides general preparation for employment or further study where data analysis, financial modelling, organisation, structure and networking is important.

The assumed knowledge and skills for General Mathematics Units 3 & 4 are drawn from General Mathematics Units 1 & 2. Students who have studied only Mathematical Methods Units 1 & 2 will have already acquired the assumed knowledge and skills to undertake General Mathematics Units 3 & 4. There are some restrictions on student entry into General Mathematics Units 1 & 2.

MATHEMATICAL METHODS

Units 1 & 2 have a closely sequenced development of material, intended as preparation for Mathematical Methods Units 3 & 4. Mathematical Methods Units 3 & 4 may be taken alone or in conjunction with either Specialist Mathematics Units 3 & 4 or General Mathematics Units 3 & 4, and provide an appropriate background for further study in, for example, science, engineering, humanities, economics or medicine.

SPECIALIST MATHEMATICS

Knowledge and content from Specialist Mathematics Units 1 & 2 are a prerequisite for Specialist Mathematics Units 3 & 4. The Units 3 & 4 sequence is normally studied in conjunction with Mathematical Methods Units 3 & 4, and the areas of study extend and develop material from these particular units. Specialist Mathematics Units 3 & 4 are intended for students with strong interests in mathematics and who wish to undertake further study in mathematics and related disciplines such as engineering, aerospace and the sciences.

MATHEMATICS PATHWAYS

Subject

Subject

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

LEARNING AND TEACHING

PERFORMING ARTS

PERFORMING ARTS

YEAR 7 PERFORMING ARTS

MUSIC

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

This course provides foundation skills and knowledge of the key musical element of Rhythm. It is designed as an introduction to knowledge and skills in the following areas:

■ the distinction between beat and rhythm

■ reading and writing rhythmic notation

■ rhythmic composition (STOMP)

■ solo and group performance

There is a focus on Brazilian percussion, where students learn how to play unique instruments relevant to the Samba idiom and perform as a band using established repertoire. This course of study involves:

■ musicology/research into the instruments

■ understanding the structures of Samba

Band music

■ gaining individual experience of playing a variety of percussion instruments

■ group performance and teamwork skills.

DRAMA

Year 7 students will undertake a number of character design elements over one semester. Students learn to develop their dramatic skills by imagining and creating roles and relationships that convey characters consistent with performance styles and situations. Students learn improvisation techniques, thinking about physical codes and conventions of character, unpack ideas around The Hero’s Journey and understand how to communicate meaning and status through movement. Improvisation is the Skill Based Assessment while the Superhero Design & Performance Unit is the Weighted Assessment.

YEAR 8 PERFORMING ARTS

MUSIC SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

This course develops skills and knowledge in performance and composition. Students learn these skills through a purely hands on approach, learning progressive scaffolded beginner guitar skills, learning to play songs and recording themselves in group performances. Students are introduced to music production using loops and drum sequencing to create compositions in BandlLab. This course of study involves:

■ practice process, self-review and structured goal setting

■ development of basic guitar skills

■ development of compositions using BandLab

■ solo and group performance tasks.

DRAMA

Over the course of the semester, Year 8 students continue to develop their dramatic skills by imagining and creating roles and relationships that convey characters consistent with Performance Styles and situations. Students will learn improvisation techniques, thinking about physical codes and conventions of character and will experience the Performance Style of Commedia Dell’arte and investigate stereotypes. Students will undertake two units of work over the semester. Unit 1 explores Stereotypes and is a Weighted Assessment, Unit 2 explores Comedy Performance and is a Skill Based Assessment.

YEAR 9 PERFORMING ARTS

MUSIC TECHNOLOGY

AUDIO ALCHEMY: TRANSFORMING

MUSIC WITH TECHNOLOGY

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

Immerse yourself in the world of music and unleash your creative potential with our exciting Year 9 Music Technology course. This semester-long program is designed to provide students with a solid foundation in musical performance and a pathway towards further studies in VCE Music and VCE Music Industry. Through engaging lessons and hands-on activities, students will develop essential skills and knowledge across a diverse range of music-related areas. Dive into the realm of sound reinforcement, explore the principles of music physics, and discover the power of digital music production.

Unleash your creativity as you learn the art of composition and gain proficiency in notation software. Develop your understanding of music theory and aural skills, while unravelling the intricacies of the elements of music and basic compositional techniques. Our course places a strong emphasis on personal responsibility and independent learning. Students will be encouraged to take ownership of their learning journey, with a flexible assessment agenda that allows for personalised growth and development. This elective leads to consolidation and advancement of these skills in Year 10.

PERFORMING ARTS

YEAR 9 PERFORMING ARTS

MUSIC PERFORMANCE

UNLEASH YOUR MUSICAL POTENTIAL

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

This engaging program focuses on honing your practical music-making and performance skills, allowing you to shine both as a soloist and in ensemble settings. This semester-long program is designed to provide students with a solid foundation in musical performance and a pathway towards further studies in VCE Music Performance.

Throughout the course, you will dive into the world of music performance, meticulously preparing and delivering solo and ensemble works, providing you with a deeper understanding and appreciation of different musical styles and genres.

You will also embark on a creative exploration, crafting a unique folio of brief creative responses. You will have the opportunity for self-reflection and growth. Document your creative process, reflecting on your approach to creating music.

You will also analyse the treatment of specific music elements, concepts, and compositional devices in various musical pieces. By studying music created using different approaches to musical organisation, you will develop a wellrounded perspective and refine your analytical skills.

Our course places a strong emphasis on personal responsibility and independent learning. Students will be encouraged to take ownership of their learning journey, with a flexible assessment agenda that allows for personalised growth and development. This elective leads to consolidation and advancement of these skills in Year 10.

DRAMA

SUBJECT LENGTH: SEMESTER

YEAR 10 PERFORMING ARTS

UNIT VALUE:

ONE OVERVIEW

The Year 9 course focuses on the techniques and practises of Jerzy Grotowski’s Poor Theatre, which suggests if that the theatre cannot be richer than mass entertainment, then let it be poorer. Students explore both the imaginative world and the human condition through the world of Theatre, devising an exaggerated performance based on a moment of emotional resonance from their life. The world of Drama has no boundaries and therefore students must allow themselves to take risks with thinking and expression. Students start to create a concrete understanding of how play-making skills are used, with particular focus on Improvisation.

Students learn to reflect critically on the way they use their expressive skills of voice, movement, gesture and facial expression in developing characters. Students work in partnerships creating their own individual Life Monologues, with each student helping the other in the partnership with their own performance. We explore how Performance Styles create work that moves away from naturalistic and realistic expression.

We call it an Eclectic Performance Style. Students develop critical analytical skills through giving and receiving feedback. They learn to use the language and terminology of drama to enhance their own working practices.

Students also design their own set while exploring how application of symbol can be represented in production areas and create a greater, deeper meaning within performance.

This course also develops a student’s confidence, public speaking and interpersonal skills and encourages emotional intelligence and problem solving. There are three summative assessments: Assessment One is based on Improvisation Skills, Assessment Two is a devised monologue performance and Assessment Three is a set design task.

MUSIC TECHNOLOGY

SUBJECT LENGTH: SEMESTER 1

UNIT VALUE: ONE

OVERVIEW

This course provides foundation skills and knowledge to students interested in using technology to improve their musical performance. The topics provide a pathway towards VCE Music Industry. The subject content includes the key knowledge and development of skills in the following areas of study:

■ live sound reinforcement

■ music physics

■ DAW based music production

■ analog recording

■ cables and connectors

There is an additional unit on stage lighting that provides an introduction to skills that are relevant to VCE Music Industry, VCE Drama and Theatre Studies.

MUSIC PERFORMANCE

SUBJECT LENGTH: SEMESTER 2

UNIT VALUE: ONE OVERVIEW

This course provides foundation skills and knowledge to students interested in improving their musical performance skills. The topics provide a clear pathway towards VCE Music Performance.

The subject content includes the key knowledge and development of skills in the following areas of study:

■ solo and ensemble performance

■ establishing practice and rehearsal journals

■ written and aural theory skills

■ analysis and responding

■ the elements of music.

Music Performance candidates are strongly encouraged to choose Music Technology as the skills are complimentary and transferable.

YEAR 10 DRAMA OVERVIEW

Drama is an art form, which is directly concerned with living and the way in which we lead our lives. Through Drama we explore the way human beings think, feel and communicate, learning to understand others and us more fully. Each time we engage in the imaginative world of drama, we enhance our own self and our understanding of the nature of humanity. The course covers varied techniques and practices and explores both the imaginative world and the human condition. The world of drama has no boundaries and, therefore, students are encouraged to take risks with thinking and expression. Drama is about creating meaning from everyday occurrences through the use of various performance styles, theatrical conventions and dramatic elements. Expressive use of voice, facial expression movement and gesture are important in developing characters, which explore this meaning. The performance skills of focus, timing, energy and the actoraudience relationship will help to develop an ability to portray or realise characters. Students will work with text (scripts) and with stimulus (art, films, poetry, concepts and themes) to create their own text. Students will work in groups (ensemble performance) and on a solo performance. Also included is how Performance Styles create work that moves away from naturalistic and realistic expression. We call it an Eclectic Performance Style. This is a foundation course for VCE Drama Units 1 - 4 and VCE Theatre Studies Units 3 & 4.

PERFORMING ARTS

VCE DRAMA UNITS 1-4

OVERVIEW UNITS 1 & 2

In this unit students study three or more performance styles from a range of historical, social and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and or representations of real life as it is lived. Students focus on creating, presenting and analysing a devised ensemble and solo performance based on stimulus material that reflects personal, cultural and community experiences. Students will also analyse their own work and the work of professional drama performers. Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters through a range of performance styles. They document the processes they use through a folio and experiment with production areas, dramatic elements, conventions and performance styles.

Unit 1 -Introducing Performance Styles (includes four Study Outcomes)

Unit 2 -Australian Identity (includes four Study Outcomes)

PERFORMANCE

Key Concepts covered Students will develop skills and knowledge in:

■ Ways of creating, sustaining and developing a role.

■ Ways stimulus material can be given shape and meaning.

■ The processes in character development through improvisation, script work, the methods of Anton Artaud & Theatre of Cruelty, Expressionism, Absurdism and Commedia Dell’Arte and how we collaborate to create performance.

■ The use of expressive skills – voice, movement, gesture, facial expression.

■ The use of performance skills – focus, energy, timing and actor-audience relationship.

■ Application of symbol, transformation of character, time and place.

■ Application of dramatic elements.

■ Production areas appropriate to performance style.

■ Conventions used in performance styles and how they relate to the relationship between actor and audience.

■ Approaches to recording and documenting play-making techniques.

■ Describe and analyse the use of dramatic elements, conventions, styles, and production areas in the presentation of performances.

■ Using stimulus material to create a range of ideas.

■ All of this is explored through the exploration of rituals and rites of passage, status and social roles, from a range of cultural contexts.

ANALYSIS

Key Concepts covered

■ Analyse the application of conventions, elements and style in performance.

■ Analyse the actor-audience relationship in performance.

■ Evaluate the expressive and performance skills used to communicate character to an audience.

OVERVIEW UNITS 3 & 4

In these units students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble and solo performance work. Students explore contemporary performance styles, practice and associated conventions from a diverse range of contemporary and/or traditional contexts. Students document, analyse and evaluate the stages involved in the creation, development and presentation of their solo and ensemble performances. They will also analyse and evaluate a professional drama performance as well as their own work and the work of their peers.

Unit 3 - Devised Ensemble Performance (includes three Study Outcomes)

Unit 4 -Devised Solo Performance (includes three Study Outcomes)

PERFORMANCE

Key Concepts covered

Students develop skills and knowledge in:

■ Ways of creating, sustaining and developing a role.

■ Play-making techniques and the processes in character development through improvisation, script work, the methods of Bertolt Brecht and Epic Theatre, Jerzy Grotowski and Poor Theatre, biomechanics and how we collaborate to create performance.

■ The use of expressive skills – voice, movement, gesture, facial expression.

■ The use of performance skills – focus, energy, timing and actor-audience relationship.

■ Application of symbol, transformation of character, time and place.

■ Production areas appropriate to performance style.

■ Conventions used in performance styles and how they relate to the relationship between actor and audience.

■ Approaches to recording and documenting playmaking techniques.

■ Describing and analysing the use of dramatic elements.

■ Using stimulus material to create a range of solo and ensemble performances.

■ Collaborating on the construction and presentation of an ensemble performance to an audience.

■ Devising a solo performance in response to a given stimulus.

ANALYSIS

Key Concepts covered

■ Analyse the application and use of production areas, conventions, elements and style in performance.

■ Analyse the actor-audience relationship in performance.

■ Evaluate the expressive and performance skills used to communicate character to an audience.

VCE MUSIC PERFORMANCE UNITS

1-4 OVERVIEW

Music Performance develops the students’ skills in the following areas as a musician and performer. Students learn written theory and create compositions to extend their musical literacy. They also improve their musicianship skills through aural training exercises using singing and listening activities. Students will also extend their ability to listen to music performances (both recorded and live) and give critical responses using musically sophisticated language. The primary objective is to improve as a performer on a chosen instrument. To this end, students prepare performance programs which explore a variety of music styles and develop skills in rehearsing, refining and executing performances.

Students will be required to have learned an instrument prior to taking on VCE Music Performance and will be expected to have weekly hour long lessons with a suitable VCE skilled instrumental teacher and attend any ensemble rehearsals required in addition to their regular music classes. The musicianship and analysis concepts explored through Units 1-4 are the same with a rising level of skill required throughout the process.

Units 1 and 2 are completed with all streams participating in a common set of outcomes. There is a possibility for students to participate as soloists or in a group in Units 3 and 4. This should be discussed with the teacher in charge prior to taking this class.

UNITS 1 & 2

Key Concepts covered

■ Musicianship and aural – musical hearing and comprehension using singing as a tool to explore and develop understanding.

■ Singing – exploration and mastery of aural skills through singing practice.

■ Performance – playing in performances, exploring various genres and techniques idiomatic to their instrument.

■ Theory – exploration and development of musical literacy.

■ Composition – exploration and comprehension of the elements of music using a musical notation program.

■ Analysis – listening and responding to music performances, exploring and developing musically sophisticated terminology.

UNITS 3 & 4

Key Concepts covered

■ Musicianship and aural – musical hearing and comprehension using singing as a tool to explore and develop understanding.

■ Singing – exploration and mastery of aural skills through singing practice.

■ Performance – playing in performance as a soloist or in a group, exploring various genres and techniques idiomatic to their instrument.

■ Theory – exploration and development of musical literacy.

■ Analysis – listening and responding to music performances, exploring and developing musically sophisticated terminology.

■ Singing – exploration and mastery of aural skills through singing practice.

■ Singing – exploration and mastery of aural skills through singing practice.

VCE VET MUSIC UNITS 1-4

OVERVIEW

CUA30915 Certificate III in Music Industry (Sound Production) is offered to students under the auspices of the College of Sound and Music Production (RTO #41549). This qualification is for students who have an interest in music and sound production and are keen to develop skills in a range of areas such as recording, mixing and sound editing.

Sound Production Specialisation provides students with the practical skills and knowledge to record, mix and edit sound sources, and operate sound reinforcement equipment for live music events.

The program includes core units such as implementing copyright arrangements, performing basic sound editing and developing music industry knowledge.

Elective units provide students with the opportunity to learn the essentials of audio engineering and electronic music production. Students gain competencies that will enhance their employment opportunities within the music industry, and a recognised qualification that will assist them in making a more informed choice when considering vocational and career pathways.

UNITS 1 & 2

Key Concepts Covered

■ contribute to health and safety of self and others

■ implement copyright arrangements

■ work effectively in the music industry

■ apply knowledge of style and genre to music industry practice

■ repair and maintain audio equipment

■ operate basic lighting.

UNITS 3 & 4

Key Concepts Covered

■ operate sound reinforcement systems

■ record and mix a basic music demo

■ install and disassemble audio equipment

■ mix music in a studio environment

■ manage audio input sources.

PERFORMING ARTS PATHWAYS

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended Elective

LEARNING AND TEACHING

SCIENCE

SCIENCE

YEAR 7 SCIENCE OVERVIEW

Year 7 often represents the first time many students get to experience Science taught in a laboratory on a consistent basis. Therefore, the Year 7 course reflects this new shift in focus by spending time learning about their new environment and working as scientists would work. Divisions within the domain of Science become more clearly defined as topics completed take on a more physical, chemical and biological specialisation. The principles of the scientific method are taught, practised and reported on in greater detail than they have been in the past. Foundations, theories, rules and laws in science are explored through experimentation. Evidence gathering and conclusion formulation throughout the year.

A typical student in Year 7 can expect to experience time working as a scientist, become familiar with the properties of substances, classify living things and where they live, experience the forces that drive the natural world and machines that exploit these forces and separate mixtures.

YEAR 8 SCIENCE OVERVIEW

Students begin to explore each of the scientific domains of Biology, Chemistry and Physics in greater depth and detail. Concepts begin to become a little less tangible, so the use of scientific models to explain natural phenomena becomes very important for students to make sense of things that are frequently unable to be detected by the five senses of the human body. Students begin to analyse these models for their features and their flaws in order to explore and interpret the world around them.

A typical Year 8 Student will explore energy and its applications and transformations, delve into the biological world of cells and then look outwards into the systems of the body to keep it functioning successfully. They will explore chemical reactions and chemical substances and their application on a local and global stage as well as in relation to energy and systems within the body.

YEAR 9 SCIENCE

OVERVIEW

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour, arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems.

In Year 9 students continue to study Biology, Chemistry and Physics and Environmental Science. Topics include: The Atom; Body Coordination; Radiation; Disease; Reaction Types; Electrical Energy and Sustainable Ecosystems.

YEAR 10 SCIENCE- CORE OVERVIEW

In Year 10 Science students undertake practical investigations and test key scientific questions to provide empirical evidence about the biological, physical and technological world. Students study the subjects of Biology, Chemistry and Physics, which provide a pathway to VCE study. Students can also choose to undertake further study in Science through the electives of Year 10 Psychology or Investigating Biology, which both link to VCE Pathways.

YEAR 10 INVESTIGATING BIOLOGY

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

This elective is for students wishing to further enhance their scientific skills and is expected to act as a precursor for accessing Units 3 & 4 Biology in Year 11. It will build on the content offered in the Science-Core course with a particular emphasis on practical investigation and hands on learning of scientific principles related to VCE Biology. It is suitable for students who are interested in Science and Biology and is good preparation for studying VCE Sciences.

TOPIC 1

FORENSICS, DNA FINGERPRINTING AND GENE EDITING

Key Concepts covered

■ Understanding the nature of the genetic code and gene expression.

■ Identification of individuals (forensic and medical applications of gene sequencing).

■ Changing organisms by gene editing.

TOPIC 2

FROM BACTERIA TO HUMAN, 3.6B YEARS OF ADAPTATIONS

Key Concepts covered

■ Investigation Adaptations.

■ Bacterial resistance and viral antigenic drift as a model of natural selection.

TOPIC 3

FOCUS ON SCIENTIFIC SKILLS

Key Concepts could include

■ Critical analysis of scientific media articles.

■ Literature review techniques and scientific writing skill development. Scientific methodology, organising, analysing and evaluating primary and secondary data.

YEAR 10 PSYCHOLOGY

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. The study researches human behaviours from biological, cognitive, philosophical and social perspectives.

Underpinning all studies in Psychology is the Scientific Method. Students are expected to investigate scientific psychological phenomena and write up practical reports. Students are expected to analyse their results using statistics and draw conclusions.

SEMESTER 1

INTRODUCTION TO PSYCHOLOGY

Key Concepts covered

■ Introduction to Psychology, including nature/nurture debate.

■ Aggression: why it occurs and how to minimise it.

■ Myself and others: how to make friends and influence people.

■ Research Methods: how to conduct psychological investigations.

SEMESTER 2

PERSONALITY AND FORENSIC PSYCHOLOGY

Key Concepts covered

■ Memories and eyewitness testimony.

■ Personality, including psychodynamic theory, trait theory and humanistic theories.

■ Research Methods: development of key skills.

SCIENCE

VCE BIOLOGY UNITS 1-4

OVERVIEW

The study of Biology explores the diversity of life as it has evolved and changed over time and considers how living organisms function and interact. It explores the processes of life, from the molecular world of the cell to that of the whole organism and examines how life forms maintain and ensure their continuity.

The sequence of learning begins with a focus on whole organisms and biological systems that maintain and continue life; the complexity increases with a greater molecular biology focus in Units 3 & 4 where students delve into the mechanisms that sustain life.

UNIT 1 HOW ORGANISMS REGULATE THEIR FUNCTIONS

Key Concepts covered

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. There is a focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. As well as 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

INHERITANCE AND ITS EFFECTS ON DIVERSITY

Key Concepts covered

Students describe the production of gametes in sexual reproduction through the key events in meiosis; they explore the nature of chromosomes and the use of genetic language to read and interpret patterns of inheritance. Students learn how a characteristic can be influenced by

a gene, many genes, genes interacting with external environmental or epigenetic factors and how reproduction impacts biodiversity. Students also develop their analytical skills though exploration of a range of bioethical issues.

UNIT 3 HOW DO CELLS MAINTAIN LIFE?

Key Concepts covered

Students explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students explore regulation of gene expression as well as techniques for modifying an organism’s genome. The unit explores regulation of biochemical pathways with a focus on photosynthesis and cellular respiration as well as inefficiencies of both that could be overcome using biotechnology tools such as CRISPR Cas-9.

UNIT 4 HOW LIFE CHANGES AND RESPONDS TO CHALLENGES

Key Concepts covered

In this unit students consider the continual change and challenges of life on Earth beginning by understanding the human immune system followed by an exploration of the evidence in evolutionary biology. Students examine the molecular and structural evidence for relatedness between species and change in life forms over time.

Scientific investigation skills

A student-designed scientific investigation involving the generation of primary data related to cellular processes and/or how life changes and responds to challenges is undertaken to hone their experimental and reporting skills in line with scientific convention.

VCE ENVIRONMENTAL SCIENCE UNITS 1-4 OVERVIEW

Environmental Science is an interdisciplinary, investigative science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and non-living elements that sustain Earth systems.

Students explore:

■ How the relationships between earth systems produce natural environmental change over a variety of time scales and how these systems respond to change and disruption.

■ 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.

■ 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.

■ 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.

■ The role of innovation and science in addressing contemporary environmental challenges.

UNIT 1

HOW ARE EARTH’S DYNAMIC SYSTEMS INTERCONNECTED TO SUPPORT LIFE?

Key Concepts covered

■ Investigation of local ecosystems

■ Earth systems thinking

■ Earth’s dynamic systems

■ Data and modelling

■ Managing environmental challenges.

UNIT 2

WHAT AFFECTS EARTH’S CAPACITY TO SUSTAIN LIFE?

Key Concepts covered

■ Pollution effects on Earth’s systems

■ Managing pollution

■ Sustainable food systems

■ Maintaining food and water security.

UNIT 3

HOW CAN BIODIVERSITY AND DEVELOPMENT BE SUSTAINED?

Key Concepts covered

■ Importance of biodiversity

■ Biodiversity changes over time

■ Assessing changes in species diversity

■ Threats to biodiversity

■ Protection and restoration of biodiversity

■ Case study

■ Sustainability principles

■ Environmental decision-making and management.

UNIT 4

HOW CAN CLIMATE CHANGE AND THE IMPACTS OF HUMAN ENERGY BE MANAGED?

Key Concepts covered

■ Major factors that effect the Earth’s climate

■ Understanding climate change

■ Managing climate change

■ Comparison of different energy sources

■ Managing the impacts of human energy use.

SCIENCE

VCE CHEMISTRY UNITS 1-4

OVERVIEW

VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes.

In undertaking this study, students 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.

UNIT 1

HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?

Key Concepts covered

■ Investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials.

■ Explore and explain the relationships between properties, structure and bonding forces within and between.

■ Introduction to quantitative concepts in chemistry, including the mole concept.

UNIT 2

HOW DO CHEMICAL REACTIONS SHAPE THE NATURAL WORLD?

Key Concepts covered

■ Explore the physical and chemical properties of water and gases.

■ Investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox.

■ Introduction to stoichiometry and to analytical techniques.

UNIT 3

HOW CAN DESIGN AND INNOVATION HELP TO OPTIMISE CHEMICAL PROCESSES?

Key Concepts covered

■ Analyse and compare a range of fossil fuels and biofuels as energy sources for society, and carbohydrates, proteins and lipids as fuel sources for the body.

■ Explore how energy can be sustainably produced from chemicals to meet the needs of society while minimising negative impacts on the environment.

■ Explore the factors that affect the rate and yield of equilibrium and electrolytic reactions involved in producing important materials for society.

■ Students explore the sustainability of different options for producing useful materials for society.

UNIT 4

HOW ARE CARBON-BASED COMPOUNDS DESIGNED FOR PURPOSE?

Key Concepts covered

■ Focus on the structure, naming, properties and reactions of organic compounds, including the chemical reactions associated with the metabolism of food.

■ Explore how synthetic organic compounds can be produced more sustainably for use in society.

■ Focus on laboratory and instrumental analyses of organic compounds, and the function of some organic compounds as medicines.

■ Use distillation to separate mixtures, use volumetric analysis to calculate redox quantities, and explore how instrumental analysis is used to ensure the quality of consumer products.

■ Investigate how some medicines that bind to the active sites of enzymes function by inhibiting the enzymes’ mode of action.

VCE PHYSICS UNITS 1-4

OVERVIEW

VCE Physics provides students with opportunities to explore questions related to the natural and constructed world. The study provides a contextual approach to exploring selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves.

Students examine classical and contemporary research, models and theories to understand how knowledge in physics has evolved and continues to evolve in response to new evidence and discoveries.

UNIT 1

HOW IS ENERGY USEFUL TO SOCIETY?

Key Concepts covered

■ Electromagnetic Radiation, Thermal Energy, Interaction of Thermal Energy and Electromagnetic Radiation.

■ Radiation from the Nucleus, Nuclear Energy.

■ Concepts to Model Electricity, Circuit Electricity, Using Electricity, Electrical Safety in the home.

UNIT 2

HOW DOES PHYSICS HELP US TO UNDERSTAND THE WORLD?

Key Concepts covered

■ How can motion be described and explained?

■ Exploring Contemporary issues and applications in society through Physics.

UNIT 3

HOW DO FIELDS EXPLAIN MOTION AND ELECTRICITY?

How do physicists explain motion in two dimensions?

Investigate motion and related energy transformations experimentally, and analyse motion using Newton’s laws of motion in one and two dimensions.

How do things move without contact?

Analyse gravitational, electric and magnetic fields, and apply these to explain the operation of motors and particle accelerators, and the orbits of satellites.

How are fields used in electricity generation?

Analyse and evaluate an electricity generation and distribution system.

UNIT 4

HOW HAVE CREATIVE IDEAS AND INVESTIGATION REVOLUTIONISED THINKING IN PHYSICS?

How has understanding about the physical world changed?

Analyse and apply models that explain the nature of light and matter, and use special relativity to explain observations made when objects are moving at speeds approaching the speed of light.

How is scientific inquiry used to investigate fields, motion or light?

Design and conduct a scientific investigation related to fields, motion or light, and present an aim, methodology and method, results, discussion and a conclusion in a scientific poster.

VCE PSYCHOLOGY UNITS

1-4

OVERVIEW

Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to person and social circumstances in everyday life. VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach.

UNIT 1

HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED?

Key Concepts covered

■ the interactive influences of hereditary and environmental factors on a person’s psychological development.

■ the concepts of normality, neurotypicality and neurodiversity.

■ the capacity of the brain to change in response to experience and brain trauma, including the influence of brain plasticity.

UNIT 2

HOW DO INTERNAL AND EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL PROCESSES?

Key Concepts covered

■ the influence of prejudice, discrimination and stigma within society on a person’s and/or group’s mental wellbeing and ways to reduce it.

■ How perception of stimuli enables a person to interact with the world around them an how their perception of stimuli can be distorted.

UNIT 3

HOW DOES EXPERIENCE AFFECT BEHAVIOUR AND MENTAL PROCESSES?

Key Concepts covered

■ Macro- level and micro- level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them.

■ How stress may affect a person’s psychological functioning and consider the causes and management of stress.

■ Investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and change behaviours, with a focus on Approaches of Learning within Aboriginal and Torres Strait Islander communities.

UNIT 4

HOW IS MENTAL WELLBEING SUPPORTED AND MAINTAINED?

Key Concepts covered

■ The nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour.

■ The mental health continuum and application of a biopsychosocial approach as a scientific model, to analyse mental health and disorder. The use of specific phobia to illustrate.

■ The contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing.

■ The use of scientific inquiry to investigate mental processes and psychological functioning.

SCIENCE PATHWAYS

Solid

Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

LEARNING AND TEACHING TECHNOLOGIES

TECHNOLOGIES

YEAR 7 TECHNOLOGIES DESIGN AND TECHNOLOGY OVERVIEW

This is an introductory design-based curriculum that focusses on critical and creative thinking through the lens of product design. At the core of this unit of study, students implement the design process to develop a viable solution to a specified need or problem. Students are encouraged to undertake focused research, generate a range of design concepts before producing their solution. A reflective evaluation is used to conclude the process. In this unit of study students also employ a range of traditional and digital techniques to produce their final products. Students are introduced to the safe use of basic hand tools and simple plant machinery.

DIGITAL TECHNOLOGY OVERVIEW

In Year 7 Digital Technology students are introduced to the impact of cyber security and information privacy, learning the importance of keeping our information safe and appropriate etiquette. They explore file structures, basic computer fundamentals and digital systems. Students examine the systems in a functioning robot, they write blockbased code to control the robots, learning how to respond to inputs from sensors and code the robot accordingly.

Students employ a range of coding concepts such as variables, loops, binary selection, and functions. They use robotic systems to solve simple problems and explore the impact that such systems are having on society. Simple programs are created to explore game design and coding concepts also which are built on in further years in programming. Students also investigate website design, formats, and conventions, incorporating images, text and video.

YEAR 8 TECHNOLOGIES

DIGITAL TECHNOLOGY

OVERVIEW

Students evaluate how different systems are secured against cyber threats. They explore how different technologies allow for the efficient transfer of ideas and how systems connect together. Students explore innovative technology and investigate the increasing and varied use of drones in industry and the implication on society. They investigate drone design for various specific use and learn how to program and control drones to perform specific manoeuvres and tasks. The use of spreadsheets in business is also explored including creating formulas and functions to collect, manipulate and calculate data and create charts to convey findings visually.

A digital solution is created and added to throughout the course to showcase student learning and achievement using a website prototyping software program.

FOOD STUDIES OVERVIEW

Food and You provides a framework for students to understand and value the importance of good nutrition for health and wellbeing.

Students also learn about the importance of safety and hygiene in the kitchen environment and preparing food for social occasions.

Students develop their practical cooking skills to make functional and healthy food products that can be recreated at home. They will also consider hygiene, and sustainability constraints that inform decisions about preparing and cooking healthy meals. They will work through designing, making and presenting a dish using seasonal vegetables. During the unit, they will also make a range of other recipes that further develop their cooking skills and knowledge and use of ingredients.

YEAR 9 TECHNOLOGIES

DIGITAL TECHNOLOGY – PROGRAMMING

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

In Year 9 Digital Technology - Programming students investigate the creative and logical processes of problem solving through programming. They develop algorithms to describe logical processes they encounter in everyday life and learn how computer simulations help solve complex problems. Students discover how data is represented in computer systems and ways in which can be manipulated to ensure efficient and secure transmission and storage. Students explore a range of different programming contexts such as robots, web pages and networked components.

DIGITAL TECHNOLOGY – ANIMATION & DIGITAL MEDIA

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

Students investigate various forms of digital media and digital manipulation techniques to produce a range of animations using the Adobe Creative Cloud suite of programs. Utilising the design process, they create mind maps and storyboards as a critical and creative thinking tools to develop and communicate a variety concepts. Students explore many animation techniques including Kinetic Typography, Rotoscoping and Lip Sync. They explore a range of creative techniques to inform and entertain using digital media creation tools such as Animate CC, Photoshop, Illustrator and In-Design. This course has a potential pathway leading into VCE VET Creative Digital Media (CDM) Units 1 to 4.

PRODUCT DESIGN & TECHNOLOGY – MATERIALS

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

This is a design-based curriculum that focuses on critical and creative thinking through the lens of product design.

At the core of this unit of study, students implement the design process to develop a viable solution to a specified ‘real-world’ need or problem. Students are encouraged to undertake focused research, generate a range of design concepts before fabricating their own solution. A reflective evaluation is used to conclude the process. In this unit of study students also employ a range of traditional and digital techniques to produce their final products. Students are further introduced to the safe use of hand tools and plant machinery.

PRODUCT DESIGN & TECHNOLOGY

– CAD/CAM

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

This unit of study is directed in developing a range of highly practical contemporary design and production skills that give students insight into the rapidly changing manufactured world we live in today. Though a design process students research to develop creative yet targeted design concepts that are refined and modelled through Computer Aided Design (CAD) in preparation for manufacture. As a continuation, Computer Aided Manufacturing (CAM) techniques such as Laser Cutting and 3D Printing are then employed to bring the student’s final design to fruition.

FOOD STUDIES

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

Food and Wellbeing

Students in Food Studies develop and enhance their practical skills in creative production classes. Students explore challenges and opportunities. Students express their creativity by designing and producing their own recipes. Multiple Masterchef style classes are held over the semester allowing student to gain skills needed to cater for the lack of time and convenience in today’s society. Students create nutritious, healthy food based on food in season, reduction of waste and consideration of sustainability.

TECHNOLOGIES

YEAR 10 DIGITAL TECHNOLOGY

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

In Year 10, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as precisely and accurately describing problems; and the use of modular approaches to solutions.

■ Students have opportunities to analyse problems and design, implement and evaluate a range of solutions, such as websites and simulations.

■ Students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types.

■ When defining problems, students consider the functional and non-functional requirements of a solution through creative and critical thinking.

■ They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs.

■ Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements.

■ When creating solutions, both individually and collaboratively, and

■ sharing them online, students comply with legal obligations, particularly with respect to the ownership of information.

Semester 1 topics

■ Data Analysis

■ Web Design

■ Java Script.

Semester 2 topics

■ Project Management

■ Game Design and Development Networks and Data Security.

YEAR 10 ROBOTICS

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

Robotics and AI are fast beginning to impact on our daily lives. An understanding of robotics is therefore key to flourishing in a technologically impacted world. The Robotics curriculum aims to guide and prepare students to solve problems, think critically, work collaboratively and creatively, function in a digital and information-driven world, apply digital and ICT skills, and to transfer these skills to solve everyday problems. This course that is a mix of electronics, mechanics, and coding. The Arduino Uno processor is used to transfer coding instructions to various devices. Following instruction and practical experience in the basic understandings, participants in this course will be working to build a robotic car that they will program in a variety of ways. The final project allows students flexibility to use their new skills to devise a unique program to run their machines. A final showcase will allow students to share their learning.

Key Knowledg e

■ History of Robots

■ Careers in Robotics

■ Arduino, Flowcharts, Coding and Functions

■ Car construction, sensors, infrared and programming.

YEAR 10 PRODUCT DESIGN & TECHNOLOGY

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

This is an industry focused curriculum that is designed to develop a range of traditional and contemporary design and manufacturing techniques leading to VCE Product Design & Technology Units

1-4. Delivered through a design process, students are directed to creatively respond to a design brief and to develop a viable product that considers both aesthetic and functional qualities.

Much like within the designer/client relationship an analysis of the design process and the final product, throughout its development, concludes the design folio.

SEMESTER BASED ENTRY AND SKILLS REQUIRED

Students should:

■ Have a passion for problem solving and innovation.

■ An interest in understanding the designer’s role in industry.

■ Enjoy developing new and creative ideas.

■ Be able to plan and organise themselves for extended projects.

■ Enjoy concept generation with both manual and digital methods.

■ Be interested in developing skills with a variety of materials, tools and plant machinery.

YEAR 10 FOOD STUDIES

SUBJECT LENGTH: SEMESTER

UNIT VALUE: ONE

OVERVIEW

Choice, Health and Wellbeing

Year 10 Food Choice, Health and Wellbeing assists students in making healthy food and lifestyle choices. The theory component of the subject is supported by practical production sessions, where students have the opportunity to take part in a variety of meal design activities. These tasks reinforce and challenge their health knowledge and food preparation skills. The study of Food Choice, Health and Wellbeing provides an excellent foundation for future studies in Units 1 to 4 of Food Studies or Health and Human Development.

Possible career pathways

■ Chef

■ Dietitian

■ Food Technologist

■ Medicine

■ Nutritionist

■ Soil Scientist

■ Sports Science.

TECHNOLOGIES

VCE APPLIED COMPUTING UNITS 1&2 OVERVIEW

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. As an applied study, the emphasis is on encouraging experiential learning through learning by doing.

Wherever possible activities and lessons are designed to provide real-world contexts for students to engage with, and incorporate suitable techniques for applied learning. Using a range of traditional and digital media resources provides a rich source of contemporary ideas for engaging students in classroom discussions and activities.

UNIT 1

AREA OF STUDY 1:

DATA ANALYSIS

Key Concepts covered

Students use software tools such as spreadsheets and data bases to collect, interpret and manipulate data, draw conclusions and create data visualisations that represent their findings. Data visualisations may include charts, graphs, histograms, maps, network diagrams and spatial relationships diagrams. Students examine the features of different design tools to represent the functionality and appearance of software solutions.

AREA OF STUDY 2:

PROGRAMMING

Key Concepts covered

Students use a programming language (Web-based PHP) and apply computational and design thinking skills when preparing solution designs and transforming them into a working solution. A project plan is prepared to support an organised approach to problem solving. Students record and monitor the progress of their working solution throughout the stages of the problem-solving methodology.

UNIT 2

AREA OF STUDY 1:

INNOVATIVE SOLUTIONS

Key Concepts covered

Students work collaboratively to develop an innovative solution to an identified need or opportunity. They apply all stages of the problem-solving methodology to investigate the use of digital devices and emerging technologies and their applications. Students choose from a selection of topics to explore in greater detail including AI, assistive and wearable technologies, robotic devices, games development or another innovative digital solution.

AREA OF STUDY 2: NETWORK SECURITY

Key Concepts covered

Students investigate how networks enable data and information to be exchanged locally and globally. They examine the hardware and software components and procedures required to connect and maintain wired, wireless and mobile communications technology. They apply this knowledge to design a Local Area Network (LAN), describe its components and explain the transmission of data and information in this network. Students develop an understanding of cybersecurity issues. This subject leads into both Software Development and Data Analytics in Units 3 & 4.

VCE VET CREATIVE AND DIGITAL MEDIA (CDM) UNITS 1-4

OVERVIEW

If you have an interest in Vocational Education Training (VET) combined with VCE assessment, then VCE VET Creative and Digital Media (CDM) may be a choice for you.

Students develop skills in industry standard Adobe software applications, to produce their creative solutions to given briefs. This subject examines the ways in which people at various levels within a design organisation manage resources to achieve the objectives.

Entry and skills required

This is a two-year course of study whereby students who complete both years will be eligible to receive a VET qualification (issued by the RTO) and are also eligible for VCE accreditation of, two units at Units 1 & 2 and two units at Units 3 & 4 levels.

Students who are assessed as competent for all the modules (Units 1-4) will have successfully completed the Certificate III.

The VCE VET Creative and Digital Media program aims to:

■ Provide participants with the knowledge prospects in digital media related industries and skills to achieve competencies that will enhance their employment.

■ Enable participants to gain a recognised credential and to make a more informed choice of vocation or career paths. Students should

■ Have a passion for creative expression.

■ Enjoy developing new ideas and exploring a range of creative solutions.

■ Be able to plan and organise themselves for detailed projects.

■ Develop concepts on paper using the design process.

■ Be interested in electronic media.

■ Be interested in developing an understanding in a variety of industry related areas.

■ Develop skills in electronic image and text development, manipulation, and animation, using a variety of computer applications.

■ Be interested in developing an understanding in a variety of industry related areas.

CERTIFICATE III

UNITS 1 & 2

At a Units 1 & 2 level, students undertake six learning modules including:

■ BSBCRT311

Apply critical thinking skills in a team environment

■ CUADIG201

Maintain interactive content

■ CUAIND311

Work effectively in the creative arts industry

■ CUAWHS312

Apply work health and safety practices

■ CUAACD201

Develop drawing skills to communicate ideas

■ CUASOU304

Prepare audio assets.

ASSESSMENT

The teaching staff at Mentone Grammar assesses the requirements for Units 1 & 2. Work is assessed through initial developmental exercises and culminating in final ‘work based’ projects to achieve a competency grade for each of the learning modules.

Students must also complete semester examinations (worth 20 per cent of the overall year grade) demonstrating their ability to apply their developed knowledge within a structured tight timeframe. Student work is shared with a Registered Training Organisation (RTO) who issue a formal certificate (for units covered) to successful students.

CERTIFICATE III

UNITS 3 & 4

OVERVIEW

This subject continues to examine the ways in which people at various levels within a design organisation manage resources to achieve the objectives of the organisation. Students further develop the skills covered in Units 1 & 2 and apply them to successfully undertake and complete work relating to 5 learning modules including:

■ CUAANM301

Create 2D Digital Animations.

■ CUADES302

Explore and apply the creative design process to 2D forms.

■ CUADIG312

Author interactive sequences.

■ CUADIG304

Create Visual Design Components.

■ CUAWRT301

Write Content for a Range of Media.

ASSESSMENT

The modules are paired to create 3 major SAT’s that make up 66% of the overall grade. Students also undertake a final computer-based examination that makes up the remaining 34% of their grade. Their examination is also used in conjunction with the GAT to moderate the internal SAT’s.

TECHNOLOGIES

VCE PRODUCT DESIGN & TECHNOLOGY UNITS 1-4

UNIT 1: DESIGN PRACTICES

Key Concepts covered

This unit focuses on the work of designers across relevant specialisations in product design. Students explore how designers collaborate and work in teams; they consider the processes that designers use to conduct research and the techniques they employ to generate ideas and design products. In doing this, they practise using their critical, creative and speculative thinking strategies. When creating their own designs, students use appropriate drawing systems – both manual and digital – to develop graphical product concepts. They also experiment with materials, tools and processes to prototype and propose physical product concepts.

In this unit, students analyse and evaluate existing products and current technological innovations in product design. They achieve this through understanding the importance of a design brief, learning about factors that influence design, and using the Double Diamond design approach as a framework.

In their practical work, students explore and test materials, tools and processes available to them in order to work technologically, and they practise safe skill development when creating an innovative product. This is achieved through the development of graphical product concepts and the use of prototypes to explore and propose physical product concepts.

UNIT 2: POSITIVE IMPACTS FOR END-USERS

Key Concepts covered Designers should look outward, both locally and globally, to research the diverse needs of end users. They should explore how inclusive product design solutions can support belonging, access, usability and equity. In this unit, students specifically examine social and/or physical influences on design. They formulate a profile of an end user(s), research and explore the specific needs or opportunities of the end user(s) and make an inclusive product that has a positive impact on belonging, access, usability and/or equity. Students also explore cultural influences on design. They develop an awareness of how Aboriginal and Torres Strait Islander peoples design and produce products, how sustainable design practices care for Country, and how traditions and culture are acknowledged in contemporary designs. Students also have opportunities to make connections to personal or other cultural heritages.

UNIT 3: ETHICAL PRODUCT DESIGN & DEVELOPMENT

Key Concepts covered

In this unit students research a real personal, local or global need or opportunity with explicit links to ethical considerations. They conduct research to generate product concepts and a final proof of concept for a product solution that addresses the need(s) or opportunities of the end user(s).

Product designers respond to current and future social, economic, environmental or other ethical considerations. This unit focuses on the analysis of available materials in relation to sustainable practices, tensions between manufacturing and production, modern industrial and commercial practices, and the lifecycles of products from sustainability or worldview perspectives.

Students plan to develop an ethical product through a problem-based design approach, starting with a need or opportunity and using a design process and testing to problem-solve.

The design brief, product concepts and the final proof of concept are developed through the Double Diamond design approach, using design thinking.

Students undertake the role of a designer to generate, analyse and critique product concepts, with the chosen product concept becoming the final proof of concept. Throughout a design process, the product concepts and the final proof of concept are evaluated using relevant factors that influence product design, and shaped using design thinking. Students learn about ethical research methods when investigating and defining their design need and/or opportunity and generating and designing their product concepts.

UNIT 4: PRODUCTION & EVALUATION OF ETHICAL DESIGNS

Key Concepts covered

In this unit students continue to work as designers throughout the production process. They observe safe work practices in their chosen design specialisations by refining their production skills using a range of materials, tools and processes. Students collect, analyse, interpret and present data, use ethical research methods and engage with end user(s) to gain feedback and apply their research and findings to the production of their designed solution. Students also focus on how speculative design thinking can encourage research, product development and entrepreneurial activity through the investigation and analysis of examples of current, emerging and future technologies and market trends.

TECHNOLOGIES

VCE FOOD STUDIES UNITS 1-4 UNIT 1

FOOD ORIGINS

Key Concepts covered

In this unit students focus on food from historical and cultural perspectives and investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into one particular food-producing region of the world.

In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine.

Students consider the influence of innovations, technologies and globalisation on food patterns. Throughout this unit they complete topical and contemporary practical activities to enhance, demonstrate and share their learning with others.

UNIT 2

FOOD MAKERS

Key Concepts covered

In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in domestic and small-scale settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

UNIT 3

FOOD IN DAILY LIFE

Key Concepts covered

In this unit students investigate the many roles and everyday influences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health. They analyse the scientific evidence, including nutritional rationale, behind the healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating (see www.eatforhealth.gov.au), and develop their understanding of diverse nutrient requirements.

Area of Study 2 focuses on influences on food choices: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness, and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns. Practical activities enable students to understand how to plan and prepare food to cater for various dietary needs through the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns.

UNIT 4 FOOD ISSUES, CHALLENGES AND FUTURES

Key Concepts covered

In this unit students examine debates about Australia’s food systems as part of the global food systems and describe key issues relating to the challenge of adequately feeding a rising world population.

In Area of Study 1 students focus on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. They also consider the relationship between food security, food sovereignty and food citizenship. Students consider how to assess information and draw evidence-based conclusions, and apply this methodology to navigate contemporary food fads, trends and diets. They practise and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging.

In Area of Study 2 students focus on issues about the environment, climate, ecology, ethics, farming practices, including the use and management of water and land, the development and application of innovations and technologies, and the challenges of food security, food sovereignty, food safety and food wastage. They research a selected topic, seeking clarity on current situations and points of view, considering solutions and analysing work undertaken to solve problems and support sustainable futures. The focus of this unit is on food issues, challenges and futures in Australia. Practical activities provide students with opportunities to apply their responses to environmental and ethical food issues, reflect on healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating, and consider how food selections and food choices can optimise human and planetary health.

VCE SOFTWARE DEVELOPMENT UNITS 3&4

OVERVIEW

■ Solve real world problems.

■ Create web-based programs to meet a need or opportunity.

■ Developing problem solving and systems thinking skills which can apply across a wide range of fields, not just IT.

UNIT 3

PROGRAMMING

Develop a solid grounding in programming fundamentals using PHP, a web-based programming language. Explore different data types and structures such as arrays and objects. Read and write with permanent storage. Understand the complexities of sorting and searching algorithms. Validate inputs and test code.

UNIT 4

CYBERSECURITY:

SOFTWARE SECURITY

Understand different threats to organisations through technology systems and how organisations can mitigate the risks. Identify why organisations use and develop software solutions and manage the collection, storage and communication of data. Develop strategies for solving ethical issues related to data management practices within organisations.

SAT

INDIVIDUAL MAJOR PROJECT

■ Find your passion – write the code!

■ Find a real world client with a need for your best solution, or develop that killer game or app to change the world. Students will plan, design, develop and test their own program, using PHP and other web languages in support, to meet the needs of their users. They will be their own project managers, developing timelines and monitoring progress.

VCE DATA ANALYTICS UNITS 3&4 OVERVIEW

■ Find patterns and meaning in data – lots of data!

■ Creatively communicate that meaning to a range of audiences.

■ Develop problem solving and systems thinking skills which can be applied across wide range of fields.

UNIT 3 DATA ANALYTICS

Review large amounts of data. Develop strategies and skills for finding and extracting the data relevant to a specific audience. Develop skills for storing and manipulating data using relational database software and spreadsheets. Develop skills for displaying data in meaningful ways for specific audiences, including data visualisations.

UNIT 4 CYBERSECURITY: DATA AND INFORMATION SECURITY

Understand different threats to organisations through the collection and use of data and information, and how organisations can mitigate the risks. Identify why organisations collect and use data and how they manage the collection, storage and communication of data. Develop strategies for solving ethical issues related to data management practices within organisations. Evaluation of disaster recovery plans.

SAT

INDIVIDUAL MAJOR PROJECT

■ Find your passion – do the research – present the findings!

■ Propose a research question on your topic of interest.

Students will collect and analyse data around a topic of their choosing, determine a range of relevant information from primary and secondary sources and design a way to present their findings. They will create an infographic or dynamic data visualisation to inform their target audience, be their own project managers, developing timelines and monitoring progress.

ASSESSMENT

Students are formatively assessed through ongoing developmental tasks. Mentone Grammar staff provide summative assessments of the requirements for Units 3 & 4. The majority of the work (66 per cent) is assessed through major SATs.

The students sit a final VCAA examination (34 per cent) that also moderates their SAT marks.

TECHNOLOGIES

Solid

Dotted

LEARNING AND TEACHING

VISUAL ARTS

VISUAL ARTS

YEAR 7 VISUAL ARTS OVERVIEW

In Visual Arts, students explore four units of work: drawing, printmaking, painting, and 3D form. The core skills assessed relate to exploring and expressing ideas, visual art practices, presenting and responding.

There is a focus on students learning to work through the creative process to develop final artworks. They learn to analyse and interpret the way that artists communicate their ideas. They explore, develop, and refine skills using a variety of materials and techniques.

The process is recorded and annotated in their Visual Diary to evaluate these qualities in their final artworks. We encourage all students to experiment with the creative process to enhance learning and increase confidence. Students will have the opportunity to showcase their work during our annual Art and Design Exhibition.

YEAR 8 VISUAL ARTS OVERVIEW

In Visual Arts, students explore four units of work: drawing, printmaking, painting, and 3D form. The core skills assessed relate to exploring and expressing ideas, visual art practices, presenting and responding.

There is a focus on students learning to work through the creative process to develop final artworks. They learn to analyse and interpret the way that artists communicate their ideas. They explore, develop, and refine skills using a variety of materials and techniques.

The process is recorded and annotated in their Visual Diary to evaluate these qualities in their final artworks. We encourage all students to experiment with the creative process to enhance learning and increase confidence. Students will have the opportunity to showcase their work during our annual Art and Design Exhibition.

YEAR 9 VISUAL ARTS

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

In Visual Arts, students develop specialised skills in a range of art forms. Imagination and creativity are promoted through a process of teacher-initiated explorations, including painting, drawing, printmaking, textiles, sculpture, digital photography, mixed media and design. In Visual Arts we aim to assist students to enjoy the experience of creating, to develop their individual skills and to experiment with a wide range of techniques.

We aim to make the course flexible with a range of activities and a combination of teacher-directed and collaborative projects. Students are encouraged to provide feedback about the type of materials, techniques and processes they want to investigate. This subject helps prepare students for Art, Media or Visual Communication Design in Year 10.

YEAR 10 VISUAL ARTS

ART

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

Art aims to promote imagination and creativity through a process of teacherinitiated explorations. Students work on a series of projects that extend their practical skills while being encouraged to explore new materials, methods, and techniques. They are introduced to a range of art forms and challenged to investigate how art pushes the boundaries. Art forms considered may include drawing, painting, printmaking, photography, textiles, sculpture, mixed media, and installation. Students will eventually work independently, investigating and pursuing individual concepts and preferred art forms.

Students expand their knowledge and skills in the use of mediums, surfaces, and applications. They are encouraged to provide feedback about the type of materials, techniques and processes they want to investigate. The Year 10 Art course is designed to develop the practical and theoretical skills necessary for future VCE studies in Art Creative Practice.

MEDIA

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

Students will produce their own film/ photography projects and study films. They will gain knowledge on the analysis of production and story elements. Students will also be introduced to film and still photography editing and learn about manipulating media texts to create meaning.

Media supports students to develop and refine their planning and analytical skills. Students also develop their critical and creative thinking to strengthen their communication skills and technical knowledge.

VISUAL COMMUNICATION DESIGN

SUBJECT LENGTH: YEAR

UNIT VALUE: TWO

OVERVIEW

Visual Communication Design (VCD) at Year 10 aims to provide students with an opportunity to improve their drawing and creative thinking. Students employ a design process together with creative thinking strategies to discover, define, develop and deliver design solutions. Drawings are used to visually represent ideas and appearances, while models and prototypes are produced for the purposes of testing and presentation. Year 10 Visual Communication Design (VCD) course fosters the practical and theoretical skills necessary for future VCE studies in Visual Communication Design (VCD).

VISUAL ARTS

VCE ART CREATIVE PRACTICE (PREVIOUSLY ART)

UNITS 1-4

UNITS 1 & 2

Students may work in a range of selected art forms including drawing, painting, printmaking, photography, sculpture, textiles, installation.

UNIT 1

INTERPRETING ARTWORKS AND EXPLORING THE CREATIVE PRACTICE

OVERVIEW

Students explore areas of personal interest to develop three artworks. They use a range of materials and artforms and are guided through the Creative Process. Students explore artists who have been inspired by personal identity. They study three artists and one artwork from each of them, using the Structural and Personal lens to interpret the meaning and message.

Key concepts covered

Discuss three artists from different times and cultures. Students produce three artworks using different materials in a selection of set tasks. Students document their use of the Creative Process in their Visual Diary.

UNIT 2

INTERPRETING ARTWORKS AND DEVELOPING THE CREATIVE PRACTICE

OVERVIEW

Discuss three artists from different times and cultures. Students explore social and cultural ideas to create one artwork using a collaborative approach. Students document their use of the Creative Process in their Visual Diary.

Key concepts covered

In this unit, students explore areas of personal interest using any art form they like. They will be expected to create one artwork that will be displayed at the Art and Design Exhibition. Students study four conceptual artists and focus on the way art reflects and communicates the values of contemporary society.

UNITS 3 & 4

Students can choose to work in any selected art form including Drawing, Painting, Printmaking, Photography, Digital Media, Sculpture, Textiles, Installation.

UNIT 3

INVESTIGATION, IDEAS, ARTWORKS, AND THE CREATIVE PRACTICE

OVERVIEW

Students select one artist and one artwork as a starting point to develop one finished artwork. After students have researched one artist, they develop one finished artwork using the Creative Practice. The finished artwork will contribute to the Body of Work developed over Units 3 and 4.

Key concepts covered

Students develop personal ideas using research, that examines one artwork and the practice of one artist, and then produce one finished artwork using the Creative Practice.

Students explore an area of personal interest and document the use of the Creative Practice in their Visual Diary including reflective annotations.

UNIT 4

INTERPRETING, RESOLVING, AND PRESENTING ARTWORKS AND THE CREATIVE PRACTICE

OVERVIEW

Students continue to build upon ideas begun in Unit 3, students begin Unit 4 by presenting a critique to evaluate their use of the Creative practice. The feedback the students receive will inform how they can continue to refine and resolve their Body of Work. Students compare the practices of historical and contemporary artists.

Key concepts covered

Document the use of the Creative Practice and present a critique to inform the refinement and resolution of the Body of Work. Use the Creative Practice to resolve and present a Body of Work including one artwork. Compare the practices of historical and contemporary artists and use the Interpretive Lenses (Structural, Personal and Cultural) to analyse artworks.

VCE MEDIA UNITS 1&2

OVERVIEW

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. Students who study Unit 1-2 in 2024 will have the opportunity to study Media Units 3-4 in 2025.

UNIT 1

Students work in two or more media forms to design and create still and moving projects that represent their own and others concepts. In this unit, students develop an understanding of audiences and the core concepts underpinning the different parts of media forms. Through film and photography they explore media codes and conventions and the construction of meaning in mass media communications. Students analyse how representations, narratives and media codes and conventions contribute to the construction of film and photography. A main focus of this unit is guiding the students to explore narrative and how to tell a visual story.

UNIT 2

In this unit, students further develop an understanding of the concept of narrative in media products and in different contexts. Narratives explored could include film, television, digital streamed productions, audio news, print, photography, and interactive digital forms. Students analyse the influences on media technologies as well as individuals and society.

Students undertake production activities to design and create narratives as they develop their story telling abilities.

VCE ART MAKING AND EXHIBITING

(PREVIOUSLY STUDIO

ARTS) UNITS 3&4

Art Making and Exhibiting is taught as a Photography-based subject.

UNIT 3

COLLECT, EXTEND, AND CONNECT

OVERVIEW

Students explore contexts, subject matter, and ideas to develop photographic artworks in imaginative and creative ways. Students use their visual arts journal to record their art making. They also document their exploration and experimentation with photographic materials and techniques. Students will also present a critique of their artworks to their peer group for feedback where they then evaluate their work and revise, refine, and resolve their final photographic artworks.

Key concepts covered

Students will collect information from photographers and photographic works to develop subject matter and ideas in their own photography. Students will research and plan an exhibition of the art or photographic works of three artists.

UNIT 4

CONSOLIDATE, PRESENT AND CONSERVE

OVERVIEW

In Unit 4 students make connections to the artworks they have made in Unit 3, consolidating, and extending their ideas and art making to further refine and resolve photographic artworks. The progressive resolution of these photographic works is documented in the student’s visual arts journal, demonstrating their developing technical skills as well as their refinement and resolution of subject matter, ideas, and style. Students also reflect on their selected finished photographic works and evaluate the materials, techniques and processes used to make them. Students will visit a minimum of two exhibitions to provide inspiration and influence for the artworks they make.

Key concepts covered

Students refine and resolve at least one finished artwork based on the ideas explored in artworks in Unit 3. Students refine and resolve at least one finished photographic work and the techniques and processes used to make them. Students plan and learn how to display at least one finished photographic work and present a critique. Student will also learn about the presentation, conservation and care of artworks including the conservation and care of their own artworks.

VCE VISUAL COMMUNICATION DESIGN

UNITS 1-4 OVERVIEW

If you wish to learn about the world of design, learn how to think creatively and enjoy drawing this is the subject for you!

UNIT 1

FINDING, REFRAMING AND DEVELOPING DESIGN SOLUTIONS

Key Concepts covered

In this unit students are introduced to the practices and processes used by designers to identify and resolve humancentred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students design objects such as packaging and products and learn how messages are created visually.

UNIT 2

DESIGN CONTEXTS AND CONNECTIONS

Key Concepts covered

Students draw on conceptions of good design, human-centred research methods and influential design factors as they revisit the VCD double diamond design process. Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape

architecture and interior design, while discovering the role of the interactive designer in the realm of user-experience (UX). Methods, media and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs.

UNIT 3

VISUAL COMMUNICATION DESIGN PRACTICES

Key Concepts covered

Students explore the Discover, Define and Develop phases of the VCD design process to address a selected design problem. In the Discover and Define phases, research methods are used to gather insights about clients and a design problem, before preparing a single brief for a real or fictional client that defines two distinct communication needs. Students then embark on the Develop phase of the VCD design process, once for each communication need. They generate, test and evaluate design ideas and share these with others for critique. These design ideas are further developed in Unit 4, before refinement and resolution of design solutions.

UNIT 4

VISUAL COMMUNICATION DESIGN DEVELOPMENT, EVALUATION AND PRESENTATION

Key Concepts covered

In this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief. Manual and digital methods, media and materials are explored together with design elements and principles, and concepts tested using models, mock-ups or low-fidelity prototypes.

VISUAL ARTS PATHWAYS

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

LEARNING AND TEACHING

VCE-VM (VOCATIONAL MAJOR)

VCE-VM (VOCATIONAL MAJOR)

LITERACY OVERVIEW

This course provides foundational skills and VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. Students read, write, speak and listen in different contexts, enabling them to understand the different ways in which knowledge and opinion are represented through print, visual, oral, digital and multimodal representations. Students develop their everyday literacy skills through thinking, listening, speaking, reading, viewing and writing to meet the demands of the workplace, the community, further study and their own life skills, needs and aspirations.

UNIT 1

LITERACY FOR PERSONAL USE AND CREATING DIGITAL TEXTS

Key concepts covered

■ Explore structures and features of different text types such as narrative, informative, persuasive, instructional, letters, media articles and releases, film, email, digital messaging and workplace reports.

■ Study and apply the ways in which purpose, context and audience influence the structure and language of different text types.

■ Study and apply the way visual and auditory cues, language and other strategies are used to create meaning.

■ Investigate the structure, purpose and audience of webpages and other digital texts.

■ Critically evaluate the reliability and effectiveness of a range of digital texts.

■ Discuss and apply features and importance of digital security, principles of copyright and safe and respectful practices in the digital world.

UNIT 2

UNDERSTANDING ISSUES AND VOICES AND RESPONDING TO OPINIONS

Key concepts covered

■ Apply the elements of oral communication, including eye contact, tone, body language and intonation.

■ Discuss ways in which bias and perspective can influence authors, speakers and audiences, and how different communities engage in debate or discussion.

■ Apply the conventions of discussion and debate, including active listening and questioning.

■ Explore different structures of written, spoken and multimedia persuasive and influential content.

■ Language and visuals that contribute to the effectiveness of an argument.

UNIT 3 INFORMATIONAL, ORGANISATIONAL AND PROCEDURAL TEXTS

Key concepts covered

■ Explore structures and features of different texts such as reports, tax forms and advice, insurance forms, company policies, project proposals and promotional texts.

■ Study the way different organisations, groups and businesses develop their own use of language.

■ Recognise key elements of organisational, informational and procedural texts including table of contents, headings, sub-headings, paragraphs and indexes to locate relevant information.

■ Create informative, procedural and instructional content for a chosen organisation or workplace taking into account the audience and purpose.

UNIT 4 LITERACY FOR ADVOCACY

Key concepts covered

■ Explore the structures and features of different influential and advocational texts, including webpages, brochures and social media.

■ Design and create influential or promotional material appropriate for context and audience.

■ Critically evaluate the appeal and effectiveness of influential or promotional material from different individuals or organisations, considering purpose and the social and workplace values associated with them.

■ Apply principles of sequence and structure to oral content that advocates or presents advice to an audience, including use of evidence to support ideas and opinions.

NUMERACY OVERVIEW

VCE Vocational Major Numeracy focuses on enabling students to develop and enhance their numeracy skills to make sense of their personal, public and vocational lives. Through the applied learning principles Numeracy students understand the mathematical requirements for personal organisation matters involving money, time and travel. They can then apply these skills to their everyday lives to recognise monetary value, understand scheduling and timetabling, direction, planning, monetary risk and reward. The integration of digital technologies in the learning of mathematical processes is essential and is embedded throughout this study for students to then apply to independent living, further study or to work.

UNIT 1 NUMBER, SHAPE, QUANTITIES AND MEASURES, AND RELATIONSHIPS

Key concepts covered

■ Apply concepts of number, shape, quantities and relationships to the following numeracies: personal numeracy, civic numeracy, financial numeracy, health numeracy, vocational numeracy, recreational numeracy.

■ Undertake single- and multi-step operations and tasks applied to a range of numbers, including positive and negative numbers, fractions, decimals and percentages and numbers expressed using familiar power notations.

■ Investigate a range of two-dimensional shapes and three-dimensional objects.

■ Undertake calculations and determine measurements of distance, perimeter, area, volume and capacity and apply conversions.

■ Discuss relationships between variables and represent these relationships with mathematical expressions, or graphical or tabular representations.

■ Apply the mathematical problemsolving cycle to investigate and solve a problem where the mathematics is embedded within a real-world context, such as the workplace.

■ Consider personal experience, mathematical and prior knowledge to select appropriate solution strategies to formulate a mathematical plan to solve a real-life problem.

■ Explore contemporary technological, online and digital media, including software and applications based on computers, tablets, calculators and hand-held devices and the relevance, appropriateness of their use and application in solving mathematical problems.

■ Investigate technology to visualise and represent information, such as diagrams, tables, charts, infographics, and graphs that model situations and solve practical problems.

UNIT 2

DIMENSION AND DIRECTION, DATA, UNCERTAINTY, SYSTEMATICS

■ Apply concepts of dimension and direction, to the following numeracies: personal numeracy, civic numeracy, financial numeracy, health numeracy, vocational numeracy, recreational numeracy.

■ Investigate the use of space, direction and location in relation to landmarks and compass directions.

■ Collect, represent and undertake different analyses of data to discover patterns in data, undertake summary statistics, and derive meaning from data.

■ Make decisions based on inferences about sets of accessible, relevant and appropriate data and information.

■ Evaluate risk in relation to relevant and appropriate problems with reference to likelihood of events occurring.

■ Study and apply appropriate technologies such as spreadsheets, software or applications to input or record real-life data and information.

■ Use technology to collect, organise and sort relevant data and information and to plan and schedule different actions.

UNITS 3 AND 4

The curriculum draws on the key knowledge and skills developed in Units 1 & 2 with the development of more complex numeracy and mathematical skills and knowledge. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and the use and evaluation of appropriate technologies.

Across all four units students will apply the mathematical problem-solving cycle to investigate and solve a problem where the mathematics is embedded within a real-world context.

They will:

■ Identify the mathematics; act on and use the mathematics; evaluate and reflect; communicate and report findings.

■ Consider personal experience, mathematical and prior knowledge to select appropriate solution strategies to formulate a mathematical plan to solve a real-life problem.

■ Explore contemporary technological, online and digital media, including software and applications based on computers, tablets, calculators and hand-held devices and the relevance, appropriateness of their use and application in solving mathematical problems.

■ Investigate technology to visualise and represent information, such as to produce diagrams, tables, charts, infographics, and graphs that model situations and solve practical problems.

VCE-VM (VOCATIONAL MAJOR)

PERSONAL DEVELOPMENT SKILLS OVERVIEW

VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.

UNIT 1

HEALTHY INDIVIDUALS

Key concepts covered

■ Explore personal identity and emotional intelligence within different contexts, such as education, employment, social, family and online.

■ Discuss strategies to develop and apply the elements of emotional intelligence in relation to self, such as resilience, effective communication, a strengths-based approach, problem-solving, conflict resolution and self-management.

■ Discuss strategies to develop and apply metacognitive skills relating to personal identity and emotional intelligence.

■ Investigate factors affecting wellbeing such as emotional, social, physical, cultural, economic, environmental and geographic.

■ Discuss characteristics of inclusive and cohesive communities.

■ Apply communication, critical thinking, problem-solving and metacognitive skills to design and implement an activity that aims to improve health and wellbeing.

■ Investigate the positive and negative impacts of technology on personal identity, health and wellbeing, cultural engagement and social connectedness.

UNIT 2

CONNECTING WITH COMMUNITY

Key concepts covered

■ Discuss different groups within the community and the roles, rights and responsibilities of citizens.

■ Explore community engagement, including active citizenship, leadership, empathy and connection to culture.

■ Discuss and develop strategies to promote community participation.

■ Discuss and analyse differing perspectives relating to issues and the impact of issues on community cohesion at local, national and global levels.

■ Investigate key features of effective community engagement such as prioritising the needs of the community, building local autonomy, local leadership, capacity building, flexibility, developing partnerships and sharing information.

UNIT 3 LEADERSHIP AND TEAMWORK

Key concepts covered

■ Examine characteristics of social awareness, such as appreciating diversity, understanding different perspectives, empathy, contribution to society, relationships and consideration of social, cultural and ethical norms that facilitate respectful relationships.

■ Discuss and apply interpersonal skills to support effective and respectful interactions with others, including verbal and non-verbal communication, collaboration, negotiation, conflict resolution, decision making and leadership.

■ Apply and evaluate strategies relating to social awareness and interpersonal skills when using digital technologies.

■ Discuss characteristics of effective leadership and styles of leadership.

■ Critical and creative thinking relating to leadership, including ethics and democracy.

■ Fostering innovation to address issues, solve problems and achieve goals.

■ Discuss and apply individual attributes when working within a team such as motivation, reliability, persistence and adaptability for the development of collective goals that benefit a community or group.

UNIT 4 COMMUNITY PROJECT

Key concepts covered

■ Investigate and analyse an environmental, cultural, economic or social issue of significance to the community and plan a community project to address the chosen area of concern.

■ Apply planning processes to design a community project, including selecting and explaining an area of concern within a local, national or global community; preparing resources and budget; identification of stakeholders; development of strategies.

■ Apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently or collaboratively.

■ Discuss contingency planning and how to apply a contingency plan if required.

■ Apply critical and creative thinking skills to identify strengths, weaknesses and opportunities relating to the overall outcomes of the community project.

■ Document and communicate the evaluation of the community project in an appropriate format.

VCE-VM (VOCATIONAL MAJOR)

WORK RELATED SKILLS OVERVIEW

VCE Vocational Major Work Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students develop a broad understanding of workplace environments and the future of work and education, in order to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway. Students undertake Structured Workplace Learning one day per week to develop employability skills, technical skills and personal capabilities.

UNIT 1 CAREERS AND LEARNING FOR THE FUTURE

Key concepts covered

■ Investigate sources of reliable and credible employment information, such as government websites, careers specialists, industry publications, tertiary institutions and employment agencies.

■ Explore labour market information relating to a range of occupations, including skills shortage areas, geographic location, industry growth areas, emerging industries, green industries, and local, national and global trends.

■ Discuss the advantages and disadvantages of pursuing employment in low-growth, medium-growth and high-growth industries.

■ Apply strategies to engage in planning and decision-making relating to employment, such as SWOT analysis, decision-making models as well as consulting with trusted people such as careers specialists, mentors, employers and colleagues.

■ Goal setting for future employment, career possibilities and further education and training.

UNIT 2 WORKPLACE SKILLS AND CAPABILITIES

Key concepts covered

■ Explore the changing nature of work.

■ Develop and apply employability skills including communication, planning and organising, teamwork, problem solving, self-management, initiative and enterprise, technology, and commitment to continuous learning.

■ Develop and apply specialist and technical skills for specific industry groups or occupations.

■ Develop and apply personal capabilities such as growth mindset, work ethic, self-regulation and conflict resolution.

■ Collect evidence and artefacts of personal skills and capabilities with relation to industry groupings.

■ Investigate the relationship between ongoing training and development and increasing the transferability of employability and specialist skills.

■ Explore the recruitment and selection processes, including job design, job advertisements, job applications, shortlisting and interviews.

UNIT 3

INDUSTRIAL RELATIONS, WORKPLACE ENVIRONMENT AND PRACTICE

Key concepts covered

■ Investigate the role of statutory and national policy bodies including WorkSafe Victoria, the Fair Work Ombudsman, Victorian Equal Opportunity and Human Rights Commission.

■ Discuss workplace culture and the characteristics of a supportive, harmonious, safe and healthy workplace.

■ Explore employer expectations and individual responsibility in a workplace, including work ethic, loyalty, professional behaviour and conduct, and respectful treatment of colleagues.

■ Investigate employee rights in a workplace, including: flexible work arrangements; opportunities for training, development and promotion; a safe workplace; appropriate pay and conditions in exchange for skills, knowledge, labour and experience; and appropriate mechanisms for resolving conflict.

■ Investigate employee advocates, including unions and professional associations.

■ Explore the methods and mechanisms for communicating with teams and individuals in the workplace, taking individual differences and industries into account.

■ Research, discuss and identify the benefits of developing diverse teams and networks.

■ Identify, justify and apply a variety of appropriate open questioning techniques for clarification and problem-solving purposes.

UNIT 4

PORTFOLIO PREPARATION AND PRESENTATION

Key concepts covered

■ Investigate purpose and types of portfolios and their intended audience and uses in different contexts.

■ Discuss characteristics of a high-quality portfolio, including: relevance to target industry, layout, aesthetic, adherence to spelling and grammar conventions, adherence to set criteria and/or entry requirements.

■ Explore and collect types of evidence and artefacts included in a portfolio: cover letter, resume, photographic evidence, written artifacts.

■ Investigate similarities and differences, advantages and disadvantages of digital, physical and hybrid portfolios.

■ Communicate personal skills and knowledge to a target industry panel or target audience panel using a portfolio to enhance and support presentation to the panel.

■ Apply strategies to evaluate the composition and presentation of a portfolio, including self-assessment, feedback from different sources and comparison to selection criteria and/or entry requirements.

VCE-VM (VOCATIONAL MAJOR)

INDUSTRY SPECIFIC SKILLS

The VCE Vocational Major must incorporate industry specific units from Vocational Education and Training in Schools (VETiS) programs or VCE VET, which the students undertake externally at TAFE or other training organisation. Students are not required to focus on or complete any single VET certificate, however, a completed certificate across two years will give students a Units 3 & 4 sequence.

The VCE-VM allows students to try different industries, so they gain a wide range of experience and make informed pathways choices. Students complete an additional Certificate II in Sport Coaching as part of the Year 11 VCE-VM program. Examples of external VET offerings include: Allied Health Assistance, Animal Studies, Applied Fashion, Automotive, Beauty Services, Building and Construction, Community Services, Early Childhood Education, Electrotechnology, Engineering, Equine Studies, Horticulture, Hospitality, Interior Decoration, IT, Laboratory Skills, Salon Assistant, Small Business. Please note: Students undertaking a scored VCE pathway can also include a VET program as one of their subjects. Some are scored and will provide students with a Study Score while others contribute block credit toward a student’s ATAR.

VPC (VICTORIAN PATHWAYS CERTIFICATE)

The VPC is an inclusive Years 11 and 12 certificate that will meet the needs of students not able or ready to complete a certificate at the VCE level. The VPC is benchmarked at Australian Qualifications Framework Level and not recognised as a senior secondary certificate of education.

Students who complete the VPC at Mentone Grammar will develop a suite of employability and skills and workplace knowledge to take to further studies at TAFE (Cert II, III or IV level) or transition straight into the workforce.

Core subjects of Literacy, Numeracy, Personal Development Skills and Work Related Skills will cover the same content as in the VCE-VM with greater structure and teacher support.

THE VCE-VM AND VPC AT MENTONE GRAMMAR ENTRY REQUIREMENTS

All students must complete an expression of interest and attend an interview to ensure VCAL is aligned to their desired pathway. The decision to undertake the VCAL should take into account the student’s:

■ strengths and interests

■ vocational goals and envisaged pathways

■ preferred learning style

■ readiness for participation in structured workplace learning or formal vocational education

■ leadership capabilities.

Students must achieve satisfactory completion of their Year 10 English and Math subjects. Learning Behaviours are strongly considered as part of the enrolment interview.

Please note, all students should select an appropriate VCE course initially, as entry into the VCE-VM or VPC program. If a student is accepted into the VCE-VM or VPC program, they will be removed from the VCE subjects as appropriate. Students must achieve satisfactory completion of their Year 10 English and Math subjects. Learning Behaviours are strongly considered as part of the enrolment interview.

STRUCTURE

Students will attend formal classes at School three days per week, complete their VETiS course either on site or externally one day per week and undertake a day of structured workplace learning one day per week.

FEES

VETiS courses will incur additional tuition fees if undertaken off campus and these will be partly subsidised by the School.

INTEGRATED CURRICULUM

Just as work and life are not compartmentalised into ‘subject areas’ neither is the approach to meeting outcomes in the VCE-VM. Students will apply appropriate literacy, numeracy, personal development and work-related skills to a variety of projects that focus on topics such as moving out of home, the travel and tourism industry, healthy lifestyles, sustainability and future finances.

THE MENTONE GRAMMAR DIFFERENCE

The greatest value for a student undertaking the VCE-VM or VPC at Mentone Grammar is the opportunity to complete their schooling in a safe and supportive environment and the positive relationships they continue to forge with their peers and teachers. The benefits of our VCE-VM and VPC programs include:

■ individualised programs with targeted teacher support

■ strong wellbeing care, primarily through the House system

■ access to VCE subjects

■ a wide range of real-life learning nominated experiences

■ development of transferable skills applicable to workplaces and future experience

■ creative, rigorous projects designed to enhance literacy and numeracy skills, planning and organisation, time management, teamwork and communication

■ continued participation in cocurricular activities including Sport, Cadets and the School’s formal occasions

■ ongoing career and pathways support that continues beyond school completion

■ guidance and assistance with securing an appropriate and challenging work placement

■ engaging community projects that develop confidence, active citizenship and leadership

■ Duke of Edinburgh program.

LEARNING AND TEACHING

ELECTIVE SUBJECTS

YEARS

9-12

ELECTIVE SUBJECTS YEARS 9-12 SUBJECT SELECTION

Students have the opportunity to study a number of elective subjects, in addition to the core subjects.

Early in Term 3, students have an opportunity to submit their preferences for the elective subjects that they wish to undertake in the following year.

Subject selection is emailed to students to digitally enter their preferences.

This process is overseen by the Director of Learning and Teaching, the Head of Frogmore, the Head of VCE Performance and the School Timetabler.

Please note that subjects may not run if they are selected by less than 10 students.

YEAR 9 SUBJECT SELECTION

STUDENTS NEED TO SELECT FOUR UNITS OF ELECTIVE SUBJECTS

■ If a subject runs for one Semester: It counts for one Unit.

■ If a subject runs for a full Year: It counts for two Units.

Every effort will be made to ensure that students receive their first preferences.

YEAR 10 SUBJECT SELECTION

STUDENTS NEED TO SELECT SIX UNITS OF ELECTIVE SUBJECTS

■ If a subject runs for one Semester: It counts for one Unit.

■ If a subject runs for a full Year: It counts for two Units.

Every effort will be made to ensure that students receive their first preferences.

YEAR 11 UNITS 3 & 4 SUBJECTS

STUDYING

Making the academic transition from Year 10 to a Units 3 & 4 subject is a big step. Not all students are mature enough, both emotionally and academically, in Year 11 to successfully study Units 3 & 4 concepts and subject matter. Each VCE subject is designed to provide a two-year program.

Units 1 & 2 are nationally and internationally benchmarked to a Year 11 standard. Similarly, Units 3 & 4 are benchmarked to a Year 12 standard. Students will generally be better prepared to study Units 3 & 4 by first studying Units 1 & 2 in Year 11.

Studying a Units 3 & 4 subject in Year 11 may mean that an uneven distribution of time is spent on one subject, resulting in a neglect of all other subjects where the important fundamentals of these subjects are taught and learnt in preparation for Year 12.

APPLYING

Students may apply to study one Units 3 & 4 subject in Year 11. Approval for students wishing to study Units 3 & 4 during Year 11 will be the decision of the Head of Frogmore and the Director of Learning and Teaching. In every instance, the decision will be based on the best interests of the student.

MINIMUM REQUIREMENTS

Students who apply to study a Units 3 & 4 subject in Year 11 must meet the following minimum requirements by the end of Year 10:

■ A minimum grade average of B for all Year 10 subjects;

■ A minimum grade average of B for English;

■ A minimum grade of B+ in the precursor subject.

Where the student has not met the minimum requirements, the student will be asked to reconsider their subject choices for the following year.

YEAR 11 UNITS 3 & 4 SUBJECTS THAT MAY BE UNDERTAKEN

Some Units 3 & 4 subjects are more suited to being studied in Year 11 than others.

These include:

POSSIBLE SUBJECTS PRECURSOR SUBJECTS

Business Management

Data Analytics (every second year)

Drama

Geography

Global Politics

Health & Human Development

History Revolutions

Mathematical Methods

Units 3 & 4

Physical Education

Psychology

Software Development

VET: Creative Digital Media

Year 10 Business and the Law

Year 10 Digital Technology

Year 10 Drama

Year 10 Humanities

Year 10 Global Politics

Year 10 Health of a Nation

Year 10 Humanities

Mathematical Methods

Units 1 & 2*

Year 10 Sport Science

Year 10 Psychology

Year 10 Digital Technology or Year 10 Robotics

VET: Creative Digital Media

Theatre Studies (every second year) Year 10 Drama

* Students need a 95%+ average in Mathematical Methods Unit 1 & 2 in Year 10 to be eligible for this option.

HOW THE VCE WORKS

HOW ARE THE VCE AND VCE-VM STRUCTURED?

■ The VCE course is made up of studies and units, some of which must be studied as a sequence.

■ A study is a subject, for example, English or Biology. It is made up of four units (Units 1, 2, 3 and 4), each of which is a semester in length.

■ For most students, VCE is completed over two years.

■ Students typically study Units 1 and 2 in their first year, and Units 3 and 4 in their second year.

■ Students can study Unit 1 or Unit 2 of a subject as stand-alone units. However, students must enrol in Units 3 and 4 of a study as a sequence. This sequence needs to be completed in the same year if a Study Score is to be calculated.

■ Students usually study from 20 to 24 units (five or six studies) in Years 11 and 12.

■ Students can take longer than two years to finish VCE, if needed. Some students start VCE in Year 10, and some study Units 3 and 4 in Year 11.

■ Students should talk to their teachers or careers counsellor about how to structure their VCE program to best meet their needs.

WHAT DO STUDENTS NEED TO DO TO ACHIEVE THE VCE OR VCE-VM?

■ To achieve the VCE students must successfully complete 16 units including:

■ three units from the English group, two of which must be a Units 3 and 4 sequence

■ at least three additional Units 3 and 4 sequences.

■ Students can refer to the Subject Guide for the differences between the English group studies or find out more about them on the VCAA website.

■ Students can complete the remaining units, including the three sequences at the Units 3 and 4 level, in any study of interest. This could be an additional

English group study on top of the units already selected, to meet the minimum English requirement.

■ Class teachers determine if a student has satisfactorily completed a unit based on the work produced and submitted and adherence to VCAA and School rules

HOW TO ACHIEVE MARKS IN THE VCE?

■ Units 1 and 2 are marked by the School; teachers will set a range of assessments to see how students are progressing. The assessments have deadlines, so students need to plan and submit their work on time. Deadlines can only be extended in special circumstances.

■ For Units 1 and 2 students will receive either S (Satisfactory), or N (Non-Satisfactory). The School may give a student a grade for each unit, but only the S counts towards the VCE.

■ For Units 3 and 4 students will have grades calculated from A+ to E, UG (Ungraded), or NA (Not Assessed) for assessment tasks, as well as an S or N.

■ There are three graded assessments for each VCE study at Units 3 and 4 level. All VCE VET programs with scored assessment have two graded assessments.

■ Depending on the study, these may be School-based Assessments and/or external assessments.

School-based assessments are set by the teacher and include School-assessed Coursework (SAC) that is completed at School, and School-Assessed Tasks (SAT) that are completed at School and home. These are marked at School. The VCAA checks the marks to make sure that all schools in Victoria are marking to the same standard. Students can read about the rules for marking/assessment on the VCAA website, or ask their teachers.

External assessments are set and marked by the VCAA. They are the same for all students taking the same VCE study. Usually this will be an exam – whether written, oral, performance or in an electronic format. External assessments are marked by assessors who are experts in their area of study. All VCE studies are marked to the same standard and there are multiple checks to make sure that marking is fair. Exams are held each year in October and November. Students will receive plenty of notice about the exact dates of the exams from the School.

WHAT IS A STUDY SCORE?

■ If students obtain at least two graded assessments and achieve an S for both Units 3 and 4 in a study in the same year, they will receive a Study Score. A Study Score is a number between 0 and 50 that indicates a ranking in terms of all students doing that study in that year.

WHAT IS AN ATAR?

■ Tertiary institutions look at the ATAR and the combinations of VCE studies students have completed before offering places.

■ The ATAR is calculated by the Victorian Tertiary Admissions Centre (VTAC) on the basis of study scores and is presented as a ranking between 0.00 and 99.95.

■ If students want to obtain an ATAR, they need to have at least four study scores, one of which must be from the English group.

■ Students can find out more information about the ATAR, subject combinations and course choices through VTAC.

https://www.vcaa.vic.edu.au/

VCE SUBJECTS THAT MAY BE UNDERTAKEN

SUBJECT

Commerce

Accounting

Business Management

Economics

Legal Studies

English

English

English as an Additional Language (EAL)

English Language

English Literature

Health and Physical Education

Humanities

Health and Human Development

Physical Education

Australian and Global Politics

Geography

Global Politics

History: 20th Century

History: Revolutions

Sociology

Languages

Mathematics

Chinese – Second Language

German

VSL

Foundation Mathematics

Further Mathematics

General Mathematics

Mathematical Methods

Specialist Mathematics

Performing Arts

Drama

Music Performance

Theatre Studies

VET Music Industry

Science

Biology

Chemistry

Environmental Science

Physics

Psychology

Technology

Applied Computing

VET Creative Digital Media

Data Analytics

Food Studies

Product Design and Technology

Software Development

Mentone Grammar is able to offer an extensive range of VCE subjects through our regular school programs. For students who wish to study an alternative VCE to the ones on offer, this can occasionally be facilitated through Virtual Schools Victoria. Should this be part of a preferred pathway, the option must be discussed with the Head of Pathways and approval must be applied for through the Head of Frogmore during the subject selection process. Approval will be dependent on the student meeting the criteria of consistently high Learning Behaviours, a minimum grade average of B for all subjects and a minimum grade of B for English.

Visual Art

Art: Creative Practice (formerly Art)

Art: Making and Exhibiting (formerly Studio)

Media

Visual Communication Design

Vocational Major

Literacy

Numeracy

Personal Development

Work Related Skills

*Subjects in the Vocational Major do not have a study score