Wangaratta High School - Subject Handbook 2024

Welcome

A warm welcome to Wangaratta High School and a fabulous new phase in your educational experience. Our aim is to provide all students with the maximum opportunity for personal and academic growth in a supportive environment that will meet the particular learning needs of individuals. We have adopted an individualised pathways program approach, which offers a broach range of program options. The key to success is making sensible and informed choices. We place a strong emphasis on individual program development and course selection support. Our staff make the time to work with students and their families to undertake extensive pathway development and course selection. Please ensure that you take advantage of these services.

Our Vision

Our vision at Wangaratta High School is to empower all students to grow academically, socially and emotionally by providing an outstanding learning environment built on high expectations for success that will enable all students, with support, to experience quality teaching within a positive climate for learning. Our graduates will be independent, lifelong learners who are equipped to make a positive impact on the world around them.

Our Narrative

At Wangaratta High School, we place each child at the centre of our thinking. Our focus is to ensure that every child becomes a confident, curious, creative and independent thinker and learner who is able to achieve their personal best. We model and nurture respectful relationships to create a positive environment in which every child can thrive.

We model and nurture respectful relationships to create a positive environment in which every child can thrive.

Our school is a vibrant, innovative learning community based on the principles of quality learning. Our highly skilled teachers design and activate a broad range of programs to engage and challenge, excite and inspire every young person to pursue their unique pathway. Through structured and flexible learning opportunities, we empower students to explore and negotiate their learning so that they can make a difference in their school, local and global communities.

To save precious resources we have not printed this subject handbook. Viewing online also ensure that you are viewing the latest version, as details may change. You can access this handbook on our website and via Favourites within Compass.

Dave Armstrong Executive Principal

PATHWAYS

Set your goals and plan ahead:

You will make the best educational opportunities if you set goals and plan for your future.

Start planning for your future by exploring your options: Ask yourself…Who am I?

Explore your abilities, talents, and interests. Be generous to yourself – do not sell yourself short.

What sort of careers are available?

Explore a wide range of career options. Include some you might not automatically think about and find out about some you have never heard of.

What do I need to know about Further Education & Training?

Develop an understanding of the requirements of further training, such as Traineeships, Apprenticeships, TAFE courses and University courses.

How can the programs at school help?

You need to develop an understanding of all programs offered at WHS, in particular your senior years at the school. Find out about the programs offered, such as VCE, VCE Vocational Major (VM), VPC & VET, which can assist you in matching your career goals with an appropriate program. Ask yourself, and find out…

• Do I need a full VCE?

• Do I need a VCE Vocation Major (VM) Certificate?

• Do I need a VET Certificate?

• Do I need high grades?

• Which subjects do I need?

• What work experience would be beneficial?

While this can sometimes be a difficult process, there are many resources available to ensure a successful outcome.

YEAR 7

English

Through the reading, viewing and creation of a variety of texts, students will explore themes and issues such as culture, societal values, conflict and relationships. English is focused on the three interrelated strands of Reading and Viewing, Writing and Speaking and Listening. The aim is to extend students’ knowledge, understanding and skills in language, literature and literacy established in primary school. Common Assessment Tasks include:

• Analytical Interpretation Analysing

• Argument (advertising) Presenting

• Argument

• Crafting and Creating Text

SEAL English

The Select Entry Accelerated Learning (SEAL) English program in Year 7 at Wangaratta High School offers talented students an enriched learning experience, focusing on critical thinking, advanced literacy, and communication skills. Taught by experienced teachers, the program provides both specialised curriculum, and individualised attention. Enrichment activities, such as guest speakers and workshops, broaden students' understanding and appreciation of English. Overall, the SEAL English program fosters intellectual growth, prepares students for academic success, and cultivates a love for literature and language.

Mathematics

At the Year 7 level, the curriculum is designed to give students a solid foundation in a range of topics to prepare them for life, as well as the rest of their schooling. They are encouraged to find solutions to real-life mathematical problems and to develop their knowledge in the following areas of study:

• Measurement

• Geometry

• Number skills – positive integers, fractions, decimals and percentages

• Statistics and Probability

• Algebra

• Coordinates and Cartesian Planes

A variety of learning activities are applied to classes making use of resources both in class and around the school. Students will also make use of technology to access resources such as MathSpace and Essential Assessment to enhance their learning. Students are assessed using a variety of measures, including tests, assignments, problem-solving activities and homework tasks.

SEAL Mathematics

In Year 7 SEAL Mathematics, students work through the Year 7 and Year 8 Mathematics Curriculum. Students will be extended on a number of tasks set by the classroom teacher. In Year 7 SEAL Mathematics students will focus on the following topics: Measurement, Number Theory, Fractions and Probability

Science

In Year 7 Science, students are introduced to the principles of science inquiry. They learn that Science is about finding the answers to questions by testing them scientifically and the concept of a fair test. They begin with an introduction to the laboratory and learn about safety and scientific equipment. They complete studies of mixtures and separating techniques in Chemistry, the classification of life in Biology and how organisms interact with each other and their environment. They explore how the Sun and the Moon affect our planet Earth and are introduced to Physics by examining simple Machines and Forces.

Health and Physical Education

Year 7 Physical Education aims to develop fundamental motor skills of students to enable them to participate fully in sports in the future.

Sport Units covered in Year 7 include; swimming, fitness testing, athletics field event training, fundamental motor skills, netball, soccer, gymnastics, T-Ball, cricket and minor games. Students are expected to participate fully in all practical sessions. If students are injured or sick, they are required to bring a note of explanation for the teacher.

Health is run in Terms 2 and 3 for a single session per week. The course is derived from the Victorian curriculum. The Health curriculum covers puberty and positive relationships, the health benefits of being active, an aerobic power training program, healthy eating and how to deal with bullying. Students require a workbook and pens for the health sessions.

Italian

Begin your Italian journey by learning and being involved in the exciting skills of conversation, reading, and writing in Italian. Students will use everyday conversation skills as well as be immersed in the rich cultural topics of food, family and sport. Learn the Italian language with:

• Up-to-date educational materials and multimedia resources

• Learn through practice using games and role plays

Music

In Year 7 Music students will study and learn the following key units of work:

• Instrument Families and how they operate.

• Explore basic composition skills and concepts using music technology.

• Learn and play the ‘rock’ instruments for small group performances and in larger ensemble formats.

• Basic musicianship skills: analysis of music, listening, aural and theory skills.

• Research project on an artist or band.

Visual Communication and Design

This five-week unit is designed to introduce students to exploring visual communication design. They will focus on the design elements and principles and create their own work by following the design process. A record of their work will be kept in a visual diary or in electronic files. Students will be introduced to terminology specifically associated with design.

Visual Arts

This course is designed to extend students’ understanding of 2D art. This course will let them explore creative avenues and teach them about different materials used when creating art and different techniques used to create art in line with the historical aspects of arts practice. They will create a glossary of terms specific to this course, seek and save inspirational imagery and learn how to plan and execute their ideas.

Food Technology

Year 7 Food Technology focuses on students working safely and hygienically in a kitchen environment. Students use a range of ingredients, equipment, and processes to produce a variety of products. They explore sustainability issues and consider the nutritional requirements for growth and activity. They use the Australian Guide to Healthy Eating as a way of making healthy food choices. They follow the design process to create a simple yet healthy meal

Metal and Plastics Technology

Year 7 students are introduced to a range of metal and plastics working skills and processes. They learn about a range of the characteristics and properties of the materials. A range of design briefs are given, and students develop and create their own design solutions for each of the products they produce. Students explore design factors covering society, ethics, and economic, environmental, and social sustainability. Students learn how to evaluate using the design process to develop and improve future design solutions.

Common Assessment Tasks: Plastics fabrication: Key Tag, fridge magnet and picture frame. Metal fabrication: Etching and Soldering- Ring, Sheet metal folding and riveting – e.g., Toolbox, small container, or candleholder.

Digital Technology

Students develop their ability to problem solve and think creatively to design solutions that can enhance the user experience. Students learn block coding skills to first code a mini robot through an obstacle course and then create an online ordering system with the user experience in mind. Students also explore ways to stay safe in the digital world and increase their capacity to use Microsoft and Google presentation programs efficiently. Students also enjoy an introduction to animation.

• Coding basics

• Cyber Safety

• Online collaboration

• Problem-Solving

Common Assessment Tasks: Introduction to Block Coding. Robo Olympics: design and obstacle course and code a mini robot to navigate it. Collaborate with peers to create an online ordering app. Create an animation with a storyline.

Textiles Technology

Year 7 students investigate and select from a range of textile skills. They consider the ways characteristics and properties of fibres can be combined to create design solutions for problems for individuals and communities whilst considering society, ethics, economic, environmental, and social sustainability factors.

Students respond to feedback from others and evaluate the use of the design processes to develop design solutions. Students use creativity and innovation with increasing independence and confidence as they progress through the various classroom activities. Common Assessment tasks: Investigating and designing work booklet, producing and evaluating, pincushion, tie-dye bag, character cushion.

Humanities - Geography, Economics and Business

In Year 7, students are introduced to key geographical concepts and skills by exploring places and how they interconnect; how to record, collect, select and represent data in different forms; and how to analyse a range of maps and other geographical data. Students develop these skills through studying the topics of Water in the World and Place and Liveability. In Economics and Business, students develop knowledge and skills relating to consumer and financial literacy.

Humanities - History, Civics and Citizenship

In History, students learn about ancient civilisations. They begin by exploring what life was like for indigenous peoples before colonisation. They discuss aspects of citizenship such as Australian values, rights and responsibilities and different ways to participate in Australian society. They then investigate the development of ancient civilisations such as Egypt, Rome, Greece and China. They develop analytical skills by asking questions about the ancient past, evaluating a range of sources, explaining causes and consequences, and discussing how societies changed over time.

Humanities (SEAL)– Geography, Economics and Business

Students develop knowledge and skills in the discipline of Geography through the study of the significance of water in the world and its value through its scarcity. In the topic of Place, Liveability and Changing Nations they learn about where people live and why, megacities, the significance of infrastructure, and what makes places liveable. Students start exploring the discipline of Economics and Business by investigating the role of the market, consumption and sustainability, and the future of work. Students incorporate their developing knowledge and skills through the design of their own city.

Humanities (SEAL)– History, Civics and Government

Students develop knowledge and critical thinking skills when investigating the features of the Australian government, the principles of Australia’s legal system, how laws are made and how the Constitution can be changed. They discuss aspects of Australian identity and values and explore how citizens can participate in society. In their study of History, students investigate the ancient past, the nature of Australian Indigenous culture prior to colonisation, and the development of ancient civilisations such as Egypt, Rome, Greece and China. They then move on to the Middle Ages to learn about daily life, the role of women, social hierarchy, and the growth of new types of empires. Throughout their study in this unit students develop a range of skills including critical thinking and questioning, explaining cause and effect, assessing significance, and researching and evaluating the usefulness of a range of different types of sources.

YEAR 8

English

This unit extends students’ language, literature and literacy knowledge, understanding and skills from Year 7. Text and issues allow students to learn across the three interrelated strands of Reading and Viewing, Writing and Speaking and Listening. Through the reading, viewing and creation of a variety of texts, students will explore themes and issues such as culture, societal values, conflict and relationships. Common Assessment Tasks include:

• Analytical Interpretation

• Analysing Argument

• Presenting Arguments (speeches) Crafting and

• Creating Texts

Students in Year 8 also spend one lesson a week working on foundational Literacy skills such as written complexity, grammar and vocabulary.

SEAL English

The Year 8 Select Entry Accelerated Learning (SEAL) program at Wangaratta High School continues to provide talented students with an enriched and challenging learning experience. Building upon the foundation established in Year 7, this program focuses on further developing critical thinking, advanced literacy, and communication skills. Students engage in stimulating discussions, analyse complex texts, and tackle advanced writing tasks. By nurturing intellectual growth, preparing students for academic success, and fostering a deep appreciation for literature and language, the Year 8 SEAL English program equips students with the skills and knowledge necessary to excel in their academic pursuits and beyond.

Mathematics

At the Year 8 level, students build on the fundamental Mathematical skills developed in their previous years of schooling. All students have the opportunity to improve their abilities in the following topics:

• Measurement Geometry

• Real Numbers – fractions, decimals, percentages and ratios

• Statistics and Probability

• Linear Relationships

• Patterns and Algebra

Students will also develop their calculator skills to assist their improvement in Maths. Assessments are performed using a range of measures, such as tests, problem-solving activities and Essential Assessment pre and post-assessment tasks.

SEAL Mathematics

In Year 8 SEAL Mathematics students work through the Year 8 and Year 9 Mathematics Curriculum. Students will be extended on a number of tasks sets by the classroom teacher. In Year 8 SEAL Mathematics students will focus on the following topics: Linear Relations, Algebraic Expressions, Pythagoras' Theorem and Trigonometry.

Science

In Year 8 Science, students continue the development of their skills in science inquiry. In Biology, they study cells and learn to use a light microscope. They explore Body Systems, including the structure and function of the skeletal, muscular, and cardiovascular systems. In Chemistry, students examine elements, compounds, and mixtures and how changes can be classified as physical or chemical. They plan and conduct chemical experiments and investigate reaction rates. Students explore different forms of energy and energy transformations. They examine different rock types and how they are formed as part of the Rock Cycle.

Humanities – Geography, Economics and Business

In Year 8 students further develop geographical knowledge, skills and concepts through studying the topic of Landforms and Landscapes, building on prior knowledge and skill to create an Annotated Visual Display. They incorporate business knowledge by investigating the connections between landforms and tourism, leading to enterprising behaviours in communities. They then conduct a depth study on Urban Life, the impacts of urbanisation and the emergence of megacities in India, China and Indonesia. They conclude the unit by exploring enterprising behaviours and capabilities demonstrated by entrepreneurs, developing their own ‘Shark Tank’ proposal

Humanities – History, Civics and Citizenship

In History students learn about the Middle Ages in Europe. They investigate how communities in that time dealt with the big social, cultural, economic, environmental and political issues of their times. Topics include daily life, feudalism, knights and castles, and the Black Death. They then compare the European experience with Shogunate Japan, exploring how Japanese society was organised during this time, the role of women and the role of the Samurai. Students then conclude with a sub-unit on government in Australia and how our democracy is structured.

Humanities (SEAL)- History

Students continue to develop skills in critical thinking and questioning. They explore the making of the modern world by learning about the Enlightenment and the Industrial Revolution. They study the effects of rapid global development, the mass movements of people, and how political and social reforms changed the world by looking at the experience of family members. They then study in depth the causes of WWI and Australia’s involvement in that conflict.

Humanities (SEAL) - Geography, Economics, and Civics and Citizenship

Through the study of this integrated unit students learn about landscapes and landforms, biomes and food security, and the geographies of interconnection. They investigate different economic structures, the Australian economy and how it is structured, and how Australia is situated within the global economy. They explain links between economic performance and living standards and give possible causes for variations. They analyse Australia’s system of government and compare this with the values and key features of different government systems. Finally, using what they have learned throughout the unit, students create their own nation-state taking into consideration geographical features and resources, government and economic structures.

Health and Physical Education

Year 8 Physical Education is a compulsory subject.

Students are expected to change into the Wangaratta High School PE uniform for all practical sessions and bring a note of explanation to the teacher if they cannot participate due to illness or injury.

Sport units covered in Year 8 include; fitness testing, swimming, athletics field event training, basketball, touch rugby, badminton, hockey (indoor and outdoor), Aussie rules, gymnastics, softball, cricket and minor games.

The aim is for students to understand how to develop sporting skills and specific sporting fitness, warm-up and cool down to prevent injury and work as a team player.

The health course focuses on topics derived from the Victorian Curriculum and is completed for one single session per week in Terms 2 and 3.

Topics covered include a personal fitness plan, respectful relationships, improving and maintaining mental health and the harmful effects of smoking and alcohol.

Students are to bring a workbook and pens to health classes.

Italian

Begin your Italian journey by learning and being involved in the exciting skills of conversation, reading, and writing in Italian. Students will use everyday conversation skills as well to be immersed in the rich cultural topics of food, family and sport.

Learn the Italian language with:

• Up-to-date educational materials

• Multimedia resources

• Learn through practice using games and roleplays

Music

In Year 8, Music students will study and learn the following key units of work:

• History of Rock Music, in particular the history of Blues Music.

• Learn how to play the 12-bar blues on guitar, bass and keyboard.

• Work in small groups to perform a piece on instruments chosen by the students.

• Basic composition and computer music software techniques to create their own music piece.

• Basic musicianship skills: analysis of music, listening, aural and theory skills.

Drama

In Year 8 Drama, students develop an understanding of the skills required for building scripts and physical comedy. They develop their understanding of how to progress a scene and not stall the action. They also work in their groups to devise a group performance to demonstrate their knowledge of playmaking techniques. Students are required to script, rehearse and present their work to an audience. Students further explore how to use expressive skills to develop engaging characters through a range of styles, including slapstick, farce, parody and satire.

Art Experimental Design

In Year 8, students build on their technical artmaking skills, in the areas of drawing, painting and ceramics. They develop skills in planning and designing art works and documenting artistic practice and creating their own fully realised artworks in variety of different mediums. Students are required to study several different artists and develop their understanding of how artists use materials, techniques, technologies and processes to realise their intentions in art works.

Wood Technology

Year 8 wood students are introduced to a range of woodworking skills and processes. They learn about the characteristics and properties of timber. From the design briefs provided, students develop and create their own design solutions for each of the products they produce. Students are introduced to design factors covering society, ethics, economic, environmental, and social sustainability. Students learn how to evaluate using the design process to develop and improve future design solutions.

Common Assessment Tasks: Phone holder - introduction to hand tools and sawing, Bread board - Laminating timber, Container, or box- introduction to joinery.

YEAR 9

English

This unit is built around the three interrelated strands of Reading and Viewing, Writing and Speaking and Listening. The focus is on extending students’ knowledge, understanding and skills in language, literature and literacy. Through the reading and viewing of a variety of texts, students will explore themes and issues such as culture, societal values, conflict and relationships. Common Assessment Tasks include:

• Analytical Interpretation Analysing

• Argument

• Presenting Argument (debating)

• Crafting and Creating Texts

All learning extends to the literacy skills developed in Year 8 English.

English SEAL

The Year 9 Select Entry Accelerated Learning (SEAL) program at Wangaratta High School continues to provide talented students with a challenging and enriching learning experience. Building upon the skills acquired in previous years, this program focuses on further honing critical thinking, advanced literacy, and effective communication skills. Students delve into more complex literary works, engage in sophisticated discussions, and tackle advanced writing assignments. With experienced teachers and a supportive learning environment, students continue to receive individualised attention and guidance. By nurturing intellectual curiosity, promoting analytical thinking, and fostering a deep appreciation for the power of language, the Year 9 SEAL English program prepares students for higher-level academic pursuits and equips them with the skills necessary for success in their future educational and professional endeavours.

Mathematics

At the Year 9 level, students extend their fundamental Mathematical skills into new areas of study. They are encouraged to find solutions to real-life mathematical problems through the application of theorems and processes by building on and extending their knowledge in the following areas:

• Measurement: Using units of measurement Geometry

• Real Numbers: Investigating time scales

• Statistics and Probability

• Financial Mathematics

• Linear and Non-Linear Relationships Algebra

• Pythagoras and Trigonometry Students take part in a variety of learning activities, both computer and non-computer based. Students are assessed using a variety of measures, including tests, assignments, problem-solving activities and homework tasks, including the use of websites such as MathSpace and Essential Assessment.

SEAL Mathematics

In Year 9 SEAL Mathematics, students work through the Year 9 and Year 10 Mathematics Curriculum. Students will be extended on a number of tasks set by the classroom teacher. In Year 9 SEAL Mathematics, students will focus on the following topics: Surds, Statistics, Quadratics and Simultaneous Equations.

Science

In this unit, students undertake studies in Chemistry, Physics and Biology. Students will continue to learn theories and conduct experiments to deepen their knowledge of the content covered. For Chemistry, students will explore Atomic Theory and Chemical Reactions as well as Acids and Bases. From Year 8, students will continue to develop an understanding of the Human Body Systems, including the immune system (Diseases) and the nervous system The Physics unit of Electricity provides the students with the opportunity to explore electrical circuits and how different components can influence how electricity operates. Students continue to examine how Plate tectonics and continental drift have impacted our lives today.

Italian - Tutto in un giorno!

Language elective offered as a semester two subject.

Connect with Italian culture through fun and entertaining language classes. Explore topics based around cinema and music whilst including discussions about your favourite things. Talk about holiday plans and your weekly routines…all in Italian Immerse yourself in the time of the Renaissance. What was living in the amazing town of Florence like during the time of the great masters Leonardo Michelangelo, Donatello, Rafael, and of course, not forgetting Dante and Galileo.

Spend time exploring the geographic features of Italy whilst investigating what has influenced the Italian lifestyle and special regional characteristics.

Learn the Italian language with:

• Up-to-date education materials

• Multiple resources

• Learn through practice using games and roleplays

Health and Physical Education

Year 9 Health requirements are covered by the CLC project.

Year 9 Physical Education uses the Game Sense model to teach students various sports in the game sense categories. The aim is for students to understand the similar skills in each sport category and transfer these skills to each sport in the Game Sense category.

Term 1 students complete fitness testing, pickle ball and athletics field event training.

Term 2: Net/Wall sports of badminton, tennis, volleyball, bat tennis and table tennis.

Term 3: Invasion sports. Football, soccer, netball, lacrosse, basketball and touch rugby.

Term 4: Target sports. Frisbee golf, bocce, corn hole.

Bat and ball sports: Golf, baseball and long ball.

Students are to change into the Wangaratta High School PE uniform for practical sessions, and if students are injured or ill, they need to bring a note of explanation to their teacher.

Physical Education Electives

Introduction to VET Sport and Recreation

This subject gives students an understanding of VET Sport and Recreation Certificate III, which is offered in Year 11 and Year 12. This Year 9 elective subject will give students a sample of units covered in VET. Students will study muscles, bones, coaching styles, training programs, warm-up, and cool-down procedures, and students will be required to plan and teach a lesson, either at a Primary school or to their peers. The subject has practical and theoretical components.

Humanities - History and Geography

In Year 9 History and Geography, students study the making of the modern world form 1750 to 1918, looking at the changes caused by technological and social change during this era with a particular focus on World War I. Students also investigate how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways and how these connections help to make and change places and their environments with a focus on the tourist industry.

Humanities - Economics & Civics

In Year 9 Economics and Civics, students consider how the Australian economy is performing and the importance of its interactions and relationships with the global economy in achieving growth and prosperity. Students explore the way the work and business environment is changing in contemporary Australia and globally and the implications this has for current and future work and the work of entrepreneurs. Students investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. They also investigate the values and practices that enable a democratic society to be sustained.

Humanities (SEAL) - History and Economics

Students learn about the key political ideologies that impacted on the twentieth century. They explore the causes of WWII and study the main periods of the war. They conduct an in-depth historical investigation on a topic of their choice relating to WWII. They also explore the causes, consequences and significance of the Holocaust as an historical event. In Economics students explain why and how people manage financial risks and rewards in the current global financial landscape. They explore the nature of innovation and research how the nature of work is changing in Australia and globally. They look at ways enterprising behaviours can be developed to improve work and business environments

Humanities (SEAL) - Geography, Civics and Citizenship

Students explore the geographies of human wellbeing and learn about the different ways that wellbeing can be measured and mapped. They assess issues affecting the development of places and analyse the impact of these issues on human wellbeing. They investigate the factors that influence environmental changes and analyse the causes and consequences of these changes on Australia and the world. Students take an in-depth look at the key features of Australia’s court systems, analyse the key principles of Australia’s justice system, and assess how effectively we meet our international legal obligations

PERFORMING ARTS

Music

In Year 9 Music students will study and learn the following key units of work:

• Performance: students work in small groups to prepare and perform work.

• Musicianship Skills: analysis of music, listening, aural and theory skills.

• History of Music: research project on a particular decade of rock music.

• Composition: computer-based composition.

Music Industry

In Year 9, Music Industry students will study and learn the following key units of work:

• Computer Music Composition: use high-end audio production equipment to create their own piece of music.

• Animated Film: use high-end audio software to create sound FX and voice overs for a portion of an animated film.

• Radio Program: create and record a radio program for the local radio station. This could be a Podcast instead.

• Lighting & Live Audio Production: set up and operate a basic lighting and audio system.

Drama

In Year 9 Drama students focus on dramatic elements, expressive skills and production areas. They explore a range of different styles including Greek Theatre, Commedia Dell Arte & Melodramas. The assessment piece for the unit requires students to participate in a group performance that incorporates different dramatic elements while demonstrating the understanding of an actor/audience relationships. Students are required to script, rehearse and perform the final piece.

TECHNOLOGY YEAR 9

Food Technology

Students study the principles of food safety, preparation, and presentation techniques and investigate sustainability and ethical issues and how these could influence their food choices. They research the cultural history of Australian cuisine and the factors that have impacted the Australian diet. Students research and modify recipes to promote healthy eating with adjustments for food allergies and intolerances. Students create food solutions for healthy eating based on the Australian Guide to Healthy Eating in response to a proposed design brief.

Textiles Technology

In Year 9, students use their understanding of textile processes and production skills to produce design solutions in response to identified opportunities using fibre and fabrics. Students consider combining characteristics and properties of fibres and fabrics to create design solutions for individuals or communities whilst considering society, ethics, economic, environmental, and social sustainability factors. Students reflect and respond to feedback from others and evaluate the use of the design process to develop solutions.

Common Assessment Tasks: Investigating, designing, and evaluating folio, designer research, producing, negotiating textile articles-woven cushion and sleepwear

Design and Print-Textiles

This is a hands-on course for Year 9 students, which allows for a broad exploration of a variety of hand printing and colour application techniques to create designs onto fabric. The methods undertaken are broad, allowing for students to tailor to their own interests. Students will have the chance to explore hand-cut stencils and computer-generated stencils for screen printing onto premade clothing or an article of their choice.

Units covered. Digital printing for basics, natural dyeing of fabrics, custom T-shirt printing (computer generated and hand cut screened stencils), block printing on fabrics using traditional wood carving techniques and Lino printing techniques

Wood Technology

Year 9 wood is designed for students who enjoy working with wood and have some skill level in this area. During the design process, they will clarify their understanding of design brief requirements and use a variety of drawing and modelling techniques to visualise design ideas and concepts. Students will develop their understanding of design elements and principles and use appropriate technical language whilst working safely with a range of tools and equipment to produce a range of products. Students will be able to suggest modifications to improve their products considering the evaluation of their function and appearance. Projects may include tables, racks, or stands to contain items.

Visual Arts

In Year 9 Art students build on their awareness of how and why artists realise their ideas through a variety of visual arts practices. They refine their personal aesthetic in their Visual Diary through art production and responding perceptively as an artist or audience to other artworks. Through annotation and individual research students identify and explain how artists and audiences interpret artworks through explorations of different viewpoints.

Community Leadership Challenge (CLC) Program

For students to link their learning to real-life situations, all Year 9 students are involved in the Community Leadership Challenge Program. The Community Leadership Challenge Program is an integral part of Wangaratta High School. The CLC program provides the opportunity for Year 9 students to link their learning to their interests and skills within a local or global community context whilst working with a core team of teachers and mentors dedicated to working with Year 9.

A feature of the program is an ongoing project that integrates learning where students collaborate with the community. It allows all students the opportunity of experiencing applied learning and some VET Taster experiences prior to making pathway decisions for Year 10. ‘Product-based’ learning is considered ‘best practice in teaching and learning; its relevance and links to the ‘real world’ allow students to take control of their learning and develop the essential interpersonal and organisational skills that enable them to take their place as valued members of society.

The CLC program builds on the research about student learning in Year 9. The research indicates that the CLC program significantly enhances Year 9 independence in learning and maximises student learning potential for the future. The ‘Community Project’ component of the CLC program operates from the CLC Year 9 Learning Space, providing a welcoming but educative atmosphere for all involved. This program runs every Wednesday for one semester.

YEAR 10

English

This unit is built around the three interrelated strands of Reading and Viewing, Writing and Speaking and Listening. The focus is on extending students’ language and literacy knowledge, understanding and skills in relation to texts and issues. Through the reading and viewing of a variety of texts, students will explore themes and issues such as identity, family and personal relationships.

Common Assessment Tasks include:

• Analytical Interpretation

• Analysing Argument Presenting

• Argument Crafting and Creating

• Texts

All learning extends on the text genre knowledge and literacy skills developed in Year 9 English, and assessments are modelled on VCE expectations.

Extension English

In Year 10 Extension English, students will be encouraged to develop their analytical skills by reading more widely and more closely. Students will be challenged and supported to read texts across a range of genres, forms and time periods. They will also develop their reading practices, such as annotation, note-taking and discussion. Writing in response to texts is also a major focus, and students are shown how to use textual evidence to justify their interpretations. This subject is a good choice for students looking to extend themselves.

As this is an advanced elective, there are criteria that you need to meet in order to qualify. For instance, your English CAT results should put you above level, your effort level should also be Very High, and your English teacher will need to recommend you. Advanced English runs for the whole year, and students who choose it do not also do English Core. Students who complete Advanced English will be prepared for both Literature and English VCE pathways.

Mathematics

This unit aims to build on the mathematical knowledge students learned in previous years and extend them to VCE readiness. Although students looking to head towards Maths Methods should ideally complete the Advanced Maths unit, Core Maths will also prepare students, regardless of their VCE and postsecondary school pathway.

Students will undertake a variety of learning activities tailored to their learning needs in the following areas:

• Number and Algebra

• Measurement and Geometry

• Statistics and Probability

Throughout the year, students will be required to use computers and other technology, making specific use of resources like MathSpace and Essential Assessment to enhance learning and student outcomes. Assessment of this subject will include tests, projects, class work and an exam each semester.

Foundation Mathematics

This unit is designed to support students in developing their foundational knowledge of Mathematics and how it applies to the world around them. During this subject, students will develop their functional numeracy skills that are essential to be productive members of the community and workforce.

Students will undertake a variety of learning activities tailored to their needs in the following areas:

• Number and Algebra

• Numerical Skills and processes

• Fractions, decimals and percentages

• Rates and ratios

• Financial mathematics

• Measurement and Geometry

• Converting units of measure

• Application of area and volume formulae

• Geometric constructions

• Statistics and Probability

• Data in the media

• Interpretations and representations

• Chance experiments

Students will be assessed based on the completion of tasks in class, their growth on Essential Assessment and the projects they complete. This unit prepares students for numeracy skills used in life and the workforce and VCE Foundation Mathematics.

Advanced Mathematics

This unit is designed to provide capable students with work that extends their knowledge in the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability.

In Number and Algebra, the students will focus on;

• Quadratic functions

• Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations.

• Indices, surds and logarithms

• Linear relations

In Measurement and Geometry, the students will focus on:

• Area, surface area and volume

• Use the unit circle to define trigonometric functions and graph them with and without the use of digital technologies

• Solve simple trigonometric equations

• Sine rule and cosine rule

In Statistics and Probability, the students will focus on:

• Describe the results of two-and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities or events

• Investigate the concept of independence

• Investigate conditional probability statements

Assessment of this subject will include an assessment task for each topic, class work and an exam in each semester.

Science (Core)

This core science unit covers topics from Biology, Physics and Chemistry. Students studying this unit will gain a broad Science understanding and will benefit from the key knowledge they learn across the course. However, the Science electives are highly recommended in preparation for specific VCE Sciences. Students may undertake studies of:

• Evolution

• Atomic structure of atoms, how the periodic table is organized and properties of metal and non-metals

• Forces and Motion – Newton’s Laws

Chemistry

Chemistry is a ‘physical science concerned with the composition, properties and reactions of substances’ or, in simplest terms; it is the science of matter. This unit has been designed to prepare students for VCE Chemistry and beyond.

Students will study:

• Historical development of atomic theory and the structure and trends in the Periodic Table

• The electron configuration of an element and how it is used to predict chemical and physical properties and its tendency to form a particular bond type. Students will study models for metallic, ionic and covalent bonding.

• Chemical reactions and factors that influence the rate and the mole concept in relation to quantitative analysis

• Organic chemistry and the widespread use of polymers in everyday life

Psychology

Psychology is ‘both an academic and applied discipline involving the scientific study of mental processes and behaviour’ or in its simplest terms, is a study of human behaviour. This unit has been designed to prepare students for VCE Psychology and beyond. Students will study:

• The difference between Psychology and Psychiatry

• How mental illness can be diagnosed and treated

• Major experimental research procedures

• The structure and function of the different parts of the brain.

• How the brain affects behaviour

• Forensic Psychology – specifically stalkers and stalking, dangerousness, forensic profiling

Biology

Biology is the study of living organisms and their interactions with each other and the environment. This unit is designed to prepare students for VCE Biology. Skills developed are:

• Use of scientific equipment, including the microscope

• Scientific investigation and reporting

Content covered in this unit includes:

• How plants and animals obtain and use energy (Photosynthesis and cellular respiration) Why cells are the smallest unit of life and what the small structures inside do (Cell structure and function)

• What happens when organisms compete and encounter changes in their environment (Homeostasis, adaptations, ecology and evolution)

• How do organisms and cells manage to replicate and reproduce (Genetics)

PHYSICAL EDUCATION

Health/Physical Education Core

In Year 10 health, students complete the following units. Traffic Safety, Food and Nutrition, the Health benefits of being physically active, Relationships and Sexuality. These units allow students to evaluate health information from a range of sources and apply it to health decisions and situations.

The Traffic Safety Unit will allow students to study for their driver’s license, allow students to explore a range of influences on their driving skills and enable students to make safe driving choices.

Students will participate in a number of sports that enable students to devise, implement, and refine strategies demonstrating leadership and collaboration skills when working in groups or teams. Students will also reflect on how fair play and ethical behaviour can influence the outcomes of movement activities and perform and refine specialized movement skills in challenging movement situations.

Sports units in Year 10 semester PE are athletics field events and relay training, squash, touch rugby, fitness testing and fitness training, table tennis and minor games.

PHYSICAL EDUCATION AND HEALTH ELECTIVES

Outdoor Education

Year 10 Outdoor Education is a great introduction to VCE Outdoor and Environmental studies. The subject is mainly theoretical, with two to three field trips during the semester to enable students to experience the outdoors and put theory into practice. Some of the theory will be completed outdoors. Students will complete units on sustainability, Indigenous studies, map reading and compass skills, minimal impact bushwalking, safe participation in outdoor activities, risk assessment and safe equipment use.

Child Development

Year 10

Child Development is a great introduction to VCE Health and Human Development. The subject covers the growth and development of children throughout the early childhood stages of the life span (under five years of age). The subject explores the following topics: pregnancy and childbirth, stages of growth and development, childhood health, nutrition and safety, play and the developing child, parenting styles and child neglect. There will be a visit to a childcare centre to give students the opportunity to work with and observe children in the early childhood stages.

Advanced Physical Education

This elective is for the student who is strongly considering the study of VCE Physical Education in years 11 and 12. This elective mainly focuses on Sports Science and would suit the student who is very keen to understand the body and its relationship with physical activity. Topics covered in this elective include exercise physiology, which covers the body systems of cardiovascular, muscular, skeletal, and respiratory. Concepts relating to skill acquisition, application of training principles and evaluation of performance will be investigated. Students who have been successful in Health and PE in Years 8 and 9 are strongly recommended to consider this elective. Independent study skills will be practised, as well as assessment in the criteria of acquire, apply and evaluate, to prepare students for study in the senior subject. A variety of physical activities will be engaged in, balanced by the theoretical foundations of this subject.

Sport & Recreation

This is an elective Physical Education class for students wanting additional Physical Education in Year 10. This subject will lead to VET Sport and Recreation. The semester unit will combine theory and practical sessions. Students will develop their understanding of all the fitness components. Aerobic capacity, muscular strength (including core body strength), power and endurance, speed, agility, reaction time and flexibility. Students will elect the sports units the class will undertake. These sports units will enable the development of different fitness components.

HUMANITIES

This is the mandatory core Humanities subject for Year 10. Students who completed Year 9 SEAL do not have to undertake this subject. Students interested in studying history and links to VCE courses in 20th Century History, Ancient History, and Global Politics will develop a range of essential skills in preparation for their senior years.

This subject focuses on a critical period in Australian and world history. World War II changed the world, and although it was the deadliest conflict in history, it set us on the path to the life we live today. Students will learn about the causes of the war and the clash in ideologies that saw countries become deadly enemies. They engage in an historical investigation on a topic of their choice related to World War II which could include (but is not limited to!) weapons, specific battles, battle strategy and tactics, the changing role of women, technology and innovation, spying and secret coding machines, war as represented in film, or the experiences of individuals. Students also learn about the Holocaust, why it happened, and the lasting effects of the tragedy. They will further develop critical thinking skills as they evaluate a wide range of sources and engage in historical debates that require explanation and analysis.

10 RIGHTS, FREEDOMS & POPULAR CULTURE

This subject is aimed at students interested in studying history and links to VCE courses in 20th Century History, Global Politics, Ancient History and Legal Studies. It is also useful for students who want to study Textiles, VCE Music subjects, Visual Arts and Performing Arts subjects as students will learn about key cultural influences of the 20th century. There are two main parts to this elective: the Civil Rights movements in the USA and Australia, and the rise of popular culture from the 1950s onwards. Slavery ended in the United States in 1865, however its legacy of racism, violence and oppression endured in the American experience. The Civil Rights Movement was an organised effort by black Americans to end racial discrimination and gain equal rights under the law. Students will learn about key people and events, as well as about groups such as the Ku Klux Klan who tried to stop the movement through violence and intimidation. With popular culture they will learn about the cultural revolution that went around the world after World War II, led by the Baby Boomers who wanted to live in a different kind of world and pushed back against the cultural expectations of previous generations. The phrases “make love, not war” and “sex, drugs, and rock ‘n’ roll” helped define an era of massive social upheaval. Students will learn about how this time has impacted on later generations, including themselves! They will also do a study of a decade of their choice from the 1950s-1990s, focusing on its popular culture influences in fashion, music, art, literature, and social/cultural movements.

ENVIRONMENTAL FIELDWORK IN GEOGRAPHY

This subject is aimed at students wishing to study either VCE Geography, Biology or Outdoor Education & the Environment and anyone interested in how Australian ecosystems are managed.

This elective offers students a hands-on approach to studying environmental change, the effects of people’s travel, and recreational, cultural and leisure activities on Australian biomes. Through the use of localised fieldwork, students develop a variety of skills including soil testing, scat analysis, transect line interpretation, and water testing. Students will have the opportunity to discuss management techniques with experts in the field and analyse management responses to environmental change. Students will engage in a range of fieldwork opportunities, both local, regional and Alpine, including an overnight camp in an Alpine environment.

MICRO BUSINESSES

This subject is aimed at students wishing to study VCE Business Management, Legal Studies or VET Business, and anyone interested in how to establish and operate a micro business.

In this elective, students will learn about how to identify and assess the impacts of financial risks and rewards. They will have a hands-on approach to risk-taking through playing the “Stock Market Game” and will develop knowledge and skills in innovation and innovative thinking, as well as learn about entrepreneurialism and how successful people have used their skills to look for opportunities and act on them when they appear. Students will learn how to set up their own micro business and will become their own “$20 Boss”, where with $20 they will get a micro business idea up and running.

ISSUES IN AUSTRALIAN SOCIETY

This subject is aimed at students wishing to study either VCE Legal Studies, Global Politics, Sociology or Psychology, and anyone interested in learning about how the Australian legal and political systems work.

In this elective, students learn about the influence of the media on the values of people. They explore ideas and issues around social media, ‘fake news’ and ‘click baiting’, learning how to think critically about information and where it comes from. They investigate social issues that are having a significant impact on Australian society, such as racism and religious extremism, as well as look at issues that are important to Australian teenagers. Students will learn about what justice and equality in Australia mean for them personally and for our wider Australian society. They will engage in fieldwork research where they get out into the community to find out what is affecting real people. By doing this, skills will be developed in ethical data gathering that would be very useful for any student considering studying VCE Psychology or Sociology.

Italian

The prerequisite for Year 10 Italian is the completion of the Year 9 elective. This class prepares students for VCE Italian.

Italian is a continuation of Year 9 Italian. The course focuses on strengthening the students’ writing, speaking, listening, and reading skills. It allows further development of students’ everyday language skills through increased use of the Italian language in the classroom and within the community.

Music

This course is designed for those students who love to play music. Students who undertake this course will work on developing their performance skills either as a soloist or in an ensemble. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to the works they are preparing for performance. Students will also work on developing their musicianship, analysis concepts, theory, and aural skills. This course provides a pathway for students to study VCE Music – contemporary performance, VCE Music – repertoire performance or VET Music – performance stream.

Drama

In this unit, students will create their own small ensemble performance and solo work. Students will experience all aspects of creating the performance, including acting, directing, sound, lighting, sets, costumes and publicity. Students will study the dramatic elements, including movement, voice and gesture, and how these contribute to creating authentic characters in performance. From inspiration and improvisation to development, production and performance, this unit is your chance to make new and exciting theatre

3D Art

In 3D Art, students develop their ideas and create a folio of Minimalistic and Abstract Sculptures. Students will explore using Paper, Metal, Found Objects, Wire, Clay, Fabric, Wood, Earth and Vibrational Sound to create their sculptures and explore how they can express and communicate messages through their artwork.

Students learn how to analyse and interpret the sculptures of Minimalistic and Abstract Sculptors to find out how they have communicated messages within their artwork. In Year 10 3D Art, students explore a range of materials and techniques, using the art elements and principles to make and respond to visual artworks. Students design and create their own sculptures, exploring various materials and techniques through the set tasks in order to develop their personal style while exploring and expressing a range of ideas, concepts and themes in their art works. Students will use paper, wire, clay, plaster, wood, and mixed media art making as they explore how they can express and communicate messages through their artwork. These artworks are then reflected upon.

Media

Take your photography and video storytelling skills to the next level. In this unit, students build on the skills they developed in Year 9 Media while deepening their understanding of media production processes. Students continue to develop their photography skills and ideas while exploring how to create a series of images to communicate a theme. Students explore how to control different settings on the camera and learn Photoshop skills that help to enhance the artistic side of photo editing. In the video section of the course, students learn about genre conventions and how to use technical and story elements to create a short film. In addition to the assessment tasks, students produce photographs, short video exercises and written responses analysing media products.

Arts

In Year 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different art practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify and explain how artists and audiences interpret artworks through explorations of different viewpoints. Students are required to study a particular art movement, where they will then apply this knowledge and style to a relevant artwork.

Photography

Year 10 Photography students refine and extend their understanding and use of structure, intent, settings, viewpoints and genre conventions in their compositions. As they use media technologies they extend the use of photography techniques and digital skills through the use of a visual diary to create a folio of photographic images.

Food Technology

Food Technology is a practical and theoretical subject that gives students the opportunity to develop food preparation and presentation skills and techniques and understand nutritional considerations. The course addresses the importance of hygiene, safe working practices, and legislation in food production. Students investigate the role that food plays in society, factors that have impacted the Australian diet, the future of sustainable food production and the ethical issues that are part of food production. Students will use the design process to plan, produce and evaluate several dishes.

Pathways: Designed to prepare students for studies in VCE Food Studies units 1 & 2.

Catering

Year 10 catering aims to develop further the students’ knowledge and appreciation of food and of their food planning, preparation and presentation skills. They will use design briefs and the design process to plan and manage real-life catering situations, different dietary requirements, and distinctive styles of food and cuisines. Students will continue to study the principles of food safety and workplace safety, particularly in a kitchen setting. They will undertake sensory evaluations of fresh produce, commercially produced food, and the food they produce. Finally, the class will collaborate to use the skills learnt to undertake a major catering project.

Pathways: Designed to prepare students for studies in VCE Food Studies units 1 & 2.

Textiles Technology

Students use design and technology knowledge and understanding of Textile processes and production skills to produce design solutions in response to identified opportunities using fibre and fabrics. Students consider combining characteristics and properties of fibres and fabrics to create design options for individuals or communities whilst considering society, ethics, economic, environmental, and social sustainability factors. Students reflect and respond to feedback from others to evaluate the design process to develop solutions. Students use creativity, innovation and enterprise skills with increasing confidence and independence.

Common Assessment Tasks: Investigating, designing, and evaluating folio, designer research, producing, negotiating textile article of own choice.

Pathway: Designed to prepare students for studies in VCE Product Design & Technology-Textiles.

Design and Print-Textiles

This is a hands-on course allowing for a broad exploration of a variety of hand printing and colour application techniques to create designs onto fabric. The methods undertaken are broad, allowing for students to tailor to their own interests. Students will have the chance to explore hand-cut stencils and computer-generated stencils for screen printing onto premade clothing or an article of their choice.

Units covered. Digital printing for basics, natural dyeing of fabrics, custom T-shirt printing (computer generated and hand cut screened stencils), block printing on fabrics using traditional wood carving techniques and Lino printing techniques.

Pathway: Designed to prepare students for studies in VCE Product Design & Technology-Textiles.

Wood Technology- Furniture Design

Students use design and technology knowledge and understanding of Wood processes and production skills to produce design furniture solutions in response to identified opportunities using timber. Students consider combining characteristics and properties of timber to create design options for individuals or communities whilst considering society, ethics, economic, environmental, and social sustainability factors Students reflect and respond to feedback from others and evaluate the use of the design process to develop solutions.

Common Assessment Tasks: Design Folio and produce a product of student choice.

Pathway: Designed to prepare students for studies in VCE Product Design & Technology-Wood.

YEARS 11 AND 12

English

The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Through engagement with texts from the contemporary world and from the past and using texts from Australia and other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community.

Students who choose English Literature or Language should carefully consider including English Core in their selections. These subjects help support attainment in each other, and many students who have a strength in one can use this strength to enhance overall outcomes.

English EN011 Unit 1: in this unit, students read and respond to texts creatively and analytically with a personal focus. Students present an argument on a recent media issue in an oral presentation intended to position audiences. Students further develop their skills in creating written, spoken and multimodal texts.

English EN012 Unit 2: in this unit, students analyse arguments presented and how the use of persuasive language in texts positions audiences to respond. Students respond analytically in response to a text.

English EN013 Unit 3: in this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

English EN014 Unit 4: In this unit, students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

English Units 3 & 4 Assessment

Each outcome is assessed on participation in the learning activities and the satisfactory completion of school-assessed coursework.

The final three-hour examination consists of three essays; Analytical Text Response, b) Analysis Argument, and c) Analytical

Comparison of texts 50%

English Literature

*This course will only run if numbers permit.

The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. The study is based on the premise that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the texts. Accordingly, the study encompasses texts that vary in form and range from past to contemporary social and cultural contexts. Students learn to understand that texts are constructions, to consider the complexity of language and to recognise the influence of contexts and form. The study of literature encourages independent and critical thinking in students' analytical and creative responses to texts, which will assist students in the workforce and in future academic studies.

English Literature LI011 Unit 1:

Area of Study 1 – Reading Practices: in this area of study, students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and non-print texts, reflecting on the contribution of form and style to meaning. Students reflect on the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text. Students closely examine the literary forms, features and language of texts. They begin to identify and explore textual details, including language and features, to develop a close analysis response to a text.

English Literature Area of Study 2 – Literary Movements and Genres: in this area of study, students explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres. Examples of these groupings include literary movements and/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. Students explore texts from the selected movement or genre, identifying and examining attributes, patterns and similarities that locate each text within that grouping. Students engage with the ideas and concerns shared by the texts through language, settings, narrative structures and characterisation, and they experiment with the assumptions and representations embedded in the texts.

Literature LI012 Unit 2

Area of Study 1 – Voices of Country: in this area of study, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. They consider 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. Students examine representations of culture and identity in Aboriginal and Torres Strait Islander peoples’ texts and the ways in which these texts present voices and perspectives that explore and challenge assumptions and stereotypes arising from colonisation. Students acknowledge and reflect on a range of Australian views and values (including their own) through a text(s). Within that exploration, students consider stories about the Australian landscape and culture.

Area of Study 2 – The Text in its Context: in this area of study, students focus on the text and its historical, social and cultural context. Students reflect on representations of a specific time period and/or culture within a text. Students explore the text to understand its point of view and what it reflects or comments on. They identify the language and the representations in the text that reflect the specific time period and/or culture, its ideas and concepts. Students develop an understanding that contextual meaning is already implicitly or explicitly inscribed in a text and that textual details and structures can be scrutinised to illustrate its significance. Students develop the ability to analyse language closely, recognising that words have historical and cultural import.

LI013 Unit 3 (Form and Transformation):

Area of Study 1 – Adaptations and Transformations: in this unit, students consider how the form of a text affects meaning and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop responses to texts. Students develop their skills in communicating ideas in both written and oral forms.

Area of Study 2 – Developing Interpretations: in this area of study, students explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text. Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language. Students then explore 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. Informed by the supplementary reading, students develop a second interpretation of the same text, reflecting an enhanced appreciation and understanding of the text. They then apply this understanding to key moments from the text, supporting their work with considered textual evidence.

LI014 Unit 4 (Interpreting Texts)

Area of Study 1 – Creative Responses to Texts: In this area of study, students focus on the imaginative techniques used for creating and recreating a literary work. Students use their knowledge of how the meaning of texts can change as context and form change to construct their own creative transformations of texts. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored. Students develop an understanding of the various ways in which authors craft texts. They reflect critically 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: in this area of study, students focus on a detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.

Special Comments: Satisfactory completion of three units is necessary to meet the requirements of VCE. To obtain an ATAR score, Units 3 & 4 (English, English Language or English Literature) and one other unit must be satisfactorily completed.

These units lead to: Any career which involves reading, writing and dealing with people such as Journalism, Law, Media, Politics, Teaching, Public Relations, Publishing, Acting, Film Production and Social Work.

Unit 1

Approaches to Literature

• Features and conventions of a range of literary forms and styles.

• Key terms, concepts and practices required for further studies in literature.

• Awareness of how the views and values that readers hold may influence the reading of the text.

Unit 3

For and Transformation

• Adaptions & Transformations - The extent to which meaning changes when a text is adapted to a different form.

• Creative Responses to a Text – Respond creatively to a text and comment on the connections between the text and the response.

Unit 2

Context and Connections

• Exploration of ways our own culture and the cultures represented in texts influence our interpretations and shape meanings.

• Close reading of and analytical response to texts.

• Analysis of the similarities and differences across texts and connections between them.

Unit 4

Interpreting Texts

• Literary Perspectives – Produce an interpretation of a text using different literary perspectives to inform their view.

• Close Analysis – Analyse features of texts and develop and justify interpretations of texts.

Where might this course lead?

Mathematics

Mathematics is the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability, and uncertainty in data and events. It is both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. Mathematics also provides a means by which people can understand and manage human and natural aspects of the world and the interrelationships between these. Essential mathematical activities include conjecturing, hypothesising and problem-posing; estimating, calculating, computing and constructing; abstracting, proving, refuting and inferring; applying, investigating, modelling and problem-solving.

The study is made up of the following units:

• Foundation Mathematics Units 1–4

• General Mathematics Units 1–4

• Mathematical Methods Units 1–4

• Specialist Mathematics Units 1–4

Each unit covers specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

The areas of study from which content is drawn as applicable to each unit are: Algebra, number and structure; Calculus; Data analysis, probability and statistics; Discrete Mathematics; Functions, relations and graphs; and Space and measurement.

Units 1–4 have been developed as a sequence, with Units 1 and 2 covering assumed key knowledge and key skills as preparation for Units 3 and 4.

Foundation Mathematics Units 1 – 4

Provides for the continuing mathematical development of students with respect to problems encountered in practical contexts in everyday life at home, in the community, at work and in study.

Units 3 & 4 Assessment

General Mathematics Units 1 – 4

Provide for the study of non-calculus and discrete mathematics topics. They are designed to be widely accessible and provide preparation for general employment, business or further study, in particular where data analysis, recursion and financial modelling, networks and matrices are important. Students who have done only Mathematical Methods Units 1 and 2 will have had access to assumed key knowledge and key skills for General Mathematics Units 3 and 4 but may also need to undertake some supplementary study.

Units 3 & 4 Assessment

Mathematics)

Coursework (SAC) 2

School-Assessed Coursework (SAC) 3

Problem-solving / Modelling 20%

School-Assessed Coursework (SAC) 4 –Problem-solving / Modelling 20%

Mathematical Methods Units 1–4

Provides for the study of simple elementary functions, transformations and combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. They also provide background for further study in, for example, science, technology, engineering and mathematics (STEM), humanities, economics and medicine.

Specialist Mathematics Units 1–4

Provides for the study of various mathematical structures, reasoning and proof. The areas of study in Units 3 and 4 extend content from Mathematical Methods Units 3 and 4 to include rational and other quotient functions as well as other advanced mathematics topics such as logic and proof, complex numbers, vectors, differential equations, kinematics, and statistical inference. They also provide background for advanced studies in mathematics and other STEM fields. Study of Specialist Mathematics Units 3 and 4 assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.

Units 3 & 4 Assessment (Specialist Mathematics)

Humanities

All Humanities subjects help students to develop a broad set of knowledge and skills –particularly investigative and communication skills – that are used in the modern workplace. Humanities subjects are highly complementary to other VCE and VET subjects such as English, the Sciences, the Arts and Performing Arts, Design and Technology, Health and Human Development, and Digital Media. There are no prerequisite requirements for Unit 3 subjects.

Ancient History

The study of VCE History helps 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. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence.

This study is made up of four units:

Where might this course lead?

Gallery/Museum Guide, Tourism Guide, Library Assistant, Law Clerk, Criminologist, Librarian, Conservator, Archaeologist, Solicitor, Parliamentarian, Policy Analyst, Historian, Journalist, Editor, Teacher, Scrum Master.

Business Management

In studying VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as socially responsible and ethical members, managers and leaders of the business community and as informed citizens, consumers and investors. The study of Business Management leads to opportunities across all facets of the business and management field, such as small business owner, project managers, human resource managers, operations managers or executive manager.

Where might this course lead?

Clerk, Telemarketer, Lending Consultant, Office Management, Hotel/Motel Manager, Human Resources, Market Research Analyst, Marketing, Financial Analysis, Actuary, Accountant, Public Relations and Event Management, Scrum Master, Product Owner.

Legal Studies

The study of VCE Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and legal system. They development knowledge and skills that enhance their confidence and ability to access and participate in the legal system. Students come to appreciate how legal systems and processes aim to achieve social cohesion, and how they themselves can create positive changes to laws and the legal system. VCE Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision-making skills and fosters critical thinking to solve legal problems. Further study in the legal study in the legal field can lead to a broad range of career opportunities such as lawyer, paralegal, legal secretary and careers in the courtroom.

Where might this course lead?

Solicitor, Paralegal, Legal Secretary, Clerk, Barrister, Judge, Conveyancer, Court Reporter, Court Interpreter, Police, Corrections Officer, Military Police, Journalist, Teacher, Legal Analysis, Scrum Master.

Certificate III in Business (BSB30120)

This qualification reflects the varied roles of individuals across different industry sectors who apply a broad range of competencies using some discretion, judgement and relevant theoretical knowledge.

Students will develop and build teamwork, interpersonal skills and organisational capabilities, which can be used to further strengthen their employability skills postsecondary schooling.

The importance of digital literacy in the workforce will be addressed, and students will gain a deeper understanding of its importance to their work lives. The course is delivered over 1-2 years, depending on the individual school and time allocated within the school framework.

• The second year (Units 3-4) can be undertaken as a partial completion.

*Indicates Units 3 and 4 - scored assessment units.

If a student wants a VCE-scored assessment, they must complete the following as part of their BSB30120 Certificate:

Units 3 & 4 Assessment (VCE/VET Business)

Where might this course lead?

The Certificate II in Business is a pathway to a variety of TAFE courses including:

Certificate III in Business Administration (BSB30115)

Certificate III in Business Administration (Education) (BSB30915)

Certificate II in Community Services (CHC22015)

This certificate allows students to develop the skills and knowledge to undertake community services work, such as providing support and assistance to a variety of clients, including childcare, the elderly and the disability sector.

Scored assessment is available with the completion of Certificate II and required units. The first year (Units 1-2) can be undertaken as a one-year course.

*Indicates scored assessments.

Units 3 & 4

Where might this course lead?

• Assistant community services worker

• Assistant childcare worker

• Assistant disability worker

• Elderly assistant

• Care service employee

• Customer service staff

• Social work roles

• Youth services roles

Italian

Year 11 – VCE Unit 1 & 2 – the pre-requisite for VCE Unit 1 & 2 is the Year 10 Italian subject. Skills gained from VCE language will provide you with a competitive edge in the job market.

In this course, students will cover a variety of topics with the intention of encouraging students to communicate in both written and spoken Italian. All 4 units of this course have been designed in sequential order. Each unit of work will provide students with the opportunity to continue and develop their reading, writing, listening, and speaking language skills.

Units of competency studied in each VCE unit include:

• Consolidate and develop skills and knowledge to establish and maintain an informal, personal conversation in Italian.

• Interpret information from texts in Italian.

• Present information, concepts and ideas in writing in Italian.

• Participate in a conversation in Italian to resolve an issue. Interpret information from texts and write responses in Italian.

• Express ideas in a personal, informative or imaginative piece of writing in Italian.

Units 3 & 4

Assessments

Option 1

• Respond in writing in Italian to spoken, written or visual texts presented in Italian. Analyse and use information from written, spoken and visual texts to produce an extended written response in Italian.

• Explain information, ideas and concepts in Italian about an aspect of Italian culture.

• Share information, ideas and opinions in a conversation in Italian.

• Analyse information from written, spoken and viewed texts for use in a written response in Italian.

Unit 3

A three-to-four-minute role play, focusing on negotiating a solution to a personal issue. 20%

Option 2 Responses to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected subtopic. 15%

Option 3

Option 1

Option 2

Option 3

An approximately 250-word personal, informative or imaginative piece of writing. 15%

Unit 4

A three-to-four-minute interview providing information and responding to questions about a cultural product or practice 20%

An approximately 250-word written response for a specific audience and purpose, incorporating information from three or more texts. 15%

An approximately 300-word evaluative or persuasive piece of writing. 15%

Where might this course lead?

Teaching, Foreign Affairs, Interpreter, Border Security, Banking, International Diplomat, Tourism Guide, Museum Guide.

Unit 1

Il mio mondo – My world

Unit 2

Il mondo che cambia – The changing world

Unit 3

Questioni globali – Global issues

Unit 4

Il passato e il futuro – Past and future

SCIENCE

Biology

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.

Unit 1

How do organisms regulate their functions?

• Cellular structure, function and cycle.

• How plant and animal systems function and regulate.

• Scientific investigation.

Unit 2 How does inheritance impact on diversity?

• Inheritance explained.

• How inherited adaptations impact diversity.

• Bioethical issues.

How does life change and respond to challenges?

• The role of nucleic acids and proteins have in maintaining life.

• Photosynthesis and cellular respiration.

Units 3 & 4 Assessment

• How organisms respond to pathogens

• Biological evolution.

• Investigate cellular processes and/or biological change.

Where might this course lead?

Agricultural Scientist, Anatomist, Biotechnologist, Ecologist, Environmental Planner, Geneticist, Immunologist, Marine Biologist, Natural therapist, Pharmacist, Viticulturist, Forensic Pathologist, Biologist, Pathologist, Microbiologist, Zoologist, Teacher.

Unit 3

How do cells maintain life?

Unit 4

Psychology

As a science, Psychology aims to describe, explain and predict thoughts, feelings and behaviour. Through the use of research methods, you will be able to develop skills in analytical and critical thinking.

How are behaviour and mental processes shaped?

• The complexity of psychological development.

• Role of the brain in mental processes and behaviour.

• Brain plasticity and brain injury

• Conduct and validate of psychological research.

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

• Factors that influence individual and group behaviour.

• What influences a person’s perception of the world.

• Scientific investigations develop understanding of influences on perception and behaviour.

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• How people learn and remember.

Units 3 & 4 Assessment

• How levels of consciousness including sleep effect mental processes and behaviour.

• Mental health and wellbeing.

Where might this course lead?

Research, Education, Management, Human Resources, Health, and Government.

Unit 1

Unit 2

Unit 3

How does experience affect behaviour and mental processes?

Unit 4

How is mental wellbeing supported and maintained?

How the nervous system enables psychological functioning.

Chemistry

The study of VCE Chemistry involves investigating and analysing the composition and behaviour of matter, and the chemical processes involved in producing useful materials for society in ways that minimise adverse effects on human health and the environment. Chemistry underpins the generation of energy for use in homes and industry, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes.

• Unit 1

• How can the diversity of materials be explained?

• How do the chemical structures of materials explain their properties and reactions?

• How are materials quantified and classified?

• How can chemical principles be applied to create a more sustainable future?

Unit 3

How can design and innovation help to optimise chemical processes?

• What are the current and future options for supplying energy?

• How can the rate and yield of chemical reactions be optimised?

Units 3 & 4 Assessment

• Unit 2

• How do chemical reactions shape the natural world?

• How do chemicals interact with water?

• How are chemicals measured and analysed?

• How do quantitative scientific investigations develop our understanding of chemical reactions?

Unit 4

How are carbon-based compounds designed for purpose?

• How are organic compounds categorised and synthesised?

• How are organic compounds analysed and used?

• How is scientific inquiry used to investigate the sustainable production of energy and/or materials?

Where might this course lead?

Agricultural Scientist, Analytical Chemist, Biochemist, Pharmaceutical Scientist, Research Scientist, Food Scientist, Forensic Scientist, Toxicologist.

Physics

Physics is a study of the world around you. Key areas include the study of motion, and the laws which govern all moving objects, whether it be a car, a plane or a high-speed electron. Physics also explores the interrelationship between electricity and magnetism, and we investigate modern concepts such as Einstein’s Special Theory of Relativity, and the Australian Synchrotron in Melbourne.

How is energy useful to society?

• Thermal energy and electromagnetic radiation.

• Nuclear energy.

• Electricity.

• Uses of gravitational, electric and magnetic fields.

• How electricity is produced and delivered to homes.

• Newton’s laws of motion.

Units 3 & 4 Assessment

How does physics help us to understand the world?

• Energy, forces and motion.

• Scientific investigation.

have creative ideas and investigation revolutionised thinking in physics?

• Mechanical waves and light as a wave.

• Einstein’s special theory of relativity.

• Light and matter.

Where might this course lead?

Acoustics, astrophysics and cosmology, atmospheric physics, computational physics, communications, education, engineering, geophysics, instrumentation, lasers and photonics, medical diagnosis and treatment, nuclear science, optics, pyrotechnics and radiography.

Unit 1

Unit 2

Unit 3

How do fields explain motion and electricity?

Unit 4

How

VISUAL ARTS

Media Studies

Media is ever-present in today’s world. Working on a personal, local, national and global level, media is deeply embedded within life and culture. Through stories, media entertains, teaches, informs, and shapes audiences’ perception of their lives and the worlds in which we live. Developments in technologies have transformed media at a rapid pace challenging audiences that are no longer constrained by physical, social and political boundaries.

3 & 4 Assessment

Where might this course lead?

Graphic Design, TV & Film, Education, Social Media, Photography, Lighting, Commercial Production, Merchandising, Marketing, Illustrator/Animation, Sound Design.

Unit 1

Unit 2

• Media forms, representations and Australian stories.

• Narrative across media forms.

Unit 3

Unit 4

Media narratives.

Pre-production.

Media production.

Issues in the media.

Visual Communication Design

Designers create and communicate through visual means to influence everyday life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. The design process provides students structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, cultural, environmental and economic factors.

Unit 1

• Introduction to visual communication design.

Unit 3

• Visual communication design practices.

Units 3 & 4 Assessments

Unit 2

• Applications of visual communication with design fields.

Unit 4

• Visual communication design development, evaluation and presentation.

Unit 3 School-Assessed Coursework (SAC) 1 – Analysis & Practice in Context

Unit 3 School-Assessed Coursework (SAC) 2 – Design Industry Practice

Where might this course lead?

Graphic Design, Engineering, Education, Interior Design, Architectural Design, Commercial Production, Merchandising, Marketing, Illustrator, Environmental Design.

VCE Art Creative Practice

Art is an integral part of life and contributes to a progressive and critically visual society. Artworks and visual language are potent and dynamic means to communicate personal experiences. Art is founded on models of art practice, inquiry, creation, refinement, and analysis. In the study of VCE Art Creative Practice, research and investigation inform art making, as well as enhancing the creative lens of the student.

Through the study of artworks, the practices of artists and their role in society, students develop their individual art practice and communicate ideas and meaning using a range of materials, techniques, and processes. Students develop critical and creative thinking, innovation, problem-solving and risk-taking skills

By combining a focused study of artworks, art practice and practical artmaking, students recognise the interplay between research, art practice and the analysis and interpretation of artworks. This study provides students with an informed context to support an awareness of art as a tool for cultural, social, and personal communication and the stimulus and inspiration to develop their own artistic skills and ensure they become innovative and progressive artists.

Units 3 & 4 Assessments

Where might this course lead?

Artist, Graphic Design, Education, Illustrator, Curator/Conservator, Gallery Assistant, Merchandising, Conceptual Artist, Animation, Print Making.

PERFORMING ARTS

VCE Music - Units 1 & 2

Music focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive, and stylistic challenges relevant to works they are preparing for performance and practice technical work to address these challenges. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances.

• Area of Study 1: Performing

• Area of Study 2: Creating

• Area of Study 3: Analysing and Responding

VCE Music Contemporary Performance – Units 3 & 4

Music Performance prepares students to present convincing performances of group or solo works in a contemporary style. In this unit, students select a program of group or solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances and prepare for performance. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in aural perception and comprehension, transcription, music theory and analysis.

• Area of Study 1: Performing

• Area of Study 2: Analysing for Performance

• Area of Study 3: Responding

Units 3 & 4 Assessment

VCE Music Repertoire Performance – Units 3 & 4

Music Repertoire Performance is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works and who wish to gain and share knowledge of musical styles and performance practices. Aural and theoretical musicianship skills are developed across all areas of study. Students may present on any instrument for which there is an established repertoire of notated works. Students develop instrumental techniques that enable them to interpret the works and expressively shape their performances, and prepare for performance. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in aural perception and comprehension, transcription, music theory and analysis.

• Area of Study 1: Performing

• Area of Study 2: Analysing for Performance

• Area of Study 3: Responding

Units 3 & 4 Assessment

Unit 3-4 School-Assessed Coursework (SAC)

Examination (End of Year Performance Exam)

Examination (End of Year Written Exam)

Where might this course lead?

Musician, Arranger, Composer, Music Teacher, Music Therapy.

CUA30920 Certificate III in Music (Sound Production Focus) – VCE/VET Units 1 & 2

CUA30920 Certificate III in Music (sound production focus) provides students with the foundation knowledge and skills required for entry into the music industry.

Core units of competency in the program include:

• CUACMP311 Implement Copyright Arrangements

• CUAIND314 Plan a Career in the Creative Arts Industry

• CUAIND313 Working Effectively in the Music Industry

The elective units in the program allow students to specialise in Sound Production:

• CUASOU211 Develop Basic Audio Skills and Knowledge

• CUASOU212 Perform Basic Sound Editing

• CUAMCP313 Create Simple Musical Pieces using Music Technology

CUA30920 Certificate III in Music (Sound Production Focus) – VCE/VET Units 3 & 4

The aim of CUA30920 Certificate III in Music (sound production) is to provide students with the opportunity to experience specialist training in Sound Production – studio recording and live production. Certificate III comprises a minimum of 11 units of competency over the two years: 8 compulsory units at Unit 3/4. Scored assessment is available for the Sound Production specialisation. To gain a study score, a student must: be competent in the prescribed training, complete all scored in-class VCE VET assessments (66%), and complete an end-of-year exam (34%). The course is nationally accredited through the College of Sound and Audio Production.

Units 3 & 4 Assessment

School Assessed Coursework (SAC) 1 – Sound Reinforcement Set Up & Operation (Portfolio)

School Assessed Coursework (SAC) 2 – Edit and Mix a Multitrack Recording (Portfolio)

School Assessed Coursework (SAC) 3 – Studio and Live Recordings (Product)

VCE Examination: End of Year Written and Listening Exam (External)

Where might this course lead?

Studio Engineer, Live Sound Engineer, TV & Film Industry, Producing, Roadcrew.

CUA30920

Certificate III in Music (Performance Focus) – VCE/VET Units 1 & 2

CUA30920 Certificate III in Music (performance focus) provides students with the foundation knowledge and skills required for entry into the music industry.

Core units of competency in the program include:

• CUACMP311 Implement Copyright Arrangements

• CUAIND314 Plan a Career in the Creative Arts Industry

• CUAIND313 Working Effectively in the Music Industry

The elective units in the program allow students to specialise in Performance:

• CUAMPF213 Perform Simple Repertoire in Ensembles

• CUAMPF313 Contribute to Backup Accompaniment as Part of a Group

• CUAMCP313 Create Simple Musical Pieces using Music Technology

CUA30920 Certificate III in Music (Performance Focus) – VCE/VET

Units 3 & 4

The aim of CUA30920 Certificate III in Music (performance) is to provide students with the opportunity to experience a specialist training in Performance – solo or group performance focus in the Music Industry. Certificate III comprises a minimum of 11 units of competency over the two years: 8 compulsory units at Unit 3/4. Scored assessment is available for the performance specialisation with an external performance exam at the end of the year. To gain a study score a student must: be competent in the prescribed training, complete all scored in class VCE VET SAC assessments (50%); and complete an end-of-year performance exam (50%). The course is nationally accredited through the College of Sound and Audio Production.

Note: This course is suitable for students with no music theory background and who want to gain valuable music industry performing experience.

School-Assessed Coursework (SAC) 1 – Performance, Preparation & Improvisation (Portfolio)

School-Assessed Coursework (SAC) 2 – Performance (group or solo) & Industry Statement (work performance)

School-Assessed Coursework (SAC) 3 – Stagecraft & Performance (work performance)

VCE Examination: End of Year Performance Exam (external)

Where might this course lead?

Musician, Arranger, Composer, Music Teacher, Music Therapy.

Drama

VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students use creative processes, a range of stimulus materials and play-making techniques to develop and present devised work. Students learn about and draw on a range of performance styles relevant to practices of ritual and storytelling, contemporary drama practice and the work of significant drama practitioners. Students explore characteristics of selected performance and apply and manipulate conventions, dramatic elements and production areas. They use performance skills and expressive skills to explore and develop role and character. The performances they create will go beyond the reality of life as it is lived and may pass comments on or respond to aspects of the real world. These performances can occur in any space. Students also analyse the development of their own work and performances by other drama practitioners.

Unit 1

• Introducing performance styles.

Unit 3

• Devised ensemble performance.

Units 3 & 4 Assessment

Unit 2

• Australian Identity.

Unit 4

• Devised solo performance.

Where might this course lead?

Performing Arts Courses, Acting, Directing, Theatre technologies and Stagecraft courses (lighting, set, make-up, costume), Teaching.

TECHNOLOGY

Product Design & Technology (Wood or Textiles)

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

As designer-makers, students learn about the design industry whilst participating in problembased design approaches that trial, test, evaluate, critique, and iterate product solutions. As student designers-makers they safely and sustainably transform materials into products using a range of materials, equipment, and processes.

They study and experience a variety of design specialisations and use a range of materials, tools, and processes.

Where might this course lead?

Product Designer, Fashion Designer, Set Designer, Architect, Automotive Tradesperson, building contractor or inspector, Cabinet Maker, Carpenter, Craftsperson, Furniture Designer, Interior Designer, Jewellery Designer, and Model Maker.

Food Studies

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

They also look at indigenous Australian food prior to European settlement and how food patterns in general have changed, particularly through the influence of food production, processing and manufacturing industries and immigration. Students consider the influence of innovations, technologies, and globalisation on food patterns.

In unit 2 students investigate food systems in contemporary Australia, focusing on commercial food production industries, and food production in domestic and small-scale settings. 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.

In demonstrating their practical skills, students design new food products and adapt recipes to suit needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

Where might this course lead?

Unit 1

Unit 2

Food origins

Food makers

Dietitian, Nutrition Advisor, Food Technologist, Environmental Health Officer, Food Scientist, Food Stylist, Food Writer, Health Educator, Home Economist, Nutritionist, Teacher.

Physical Education

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

Unit 1

The human body in motion

• How does the musculoskeletal system work to produce movement?

• How does the cardiorespiratory system function at rest and during physical activity?

Unit 3

Movement skills and energy for physical activity

• How are movement skills improved?

• How does the body produce energy?

Units 3 & 4 Assessment

Unit 2

Physical activity, sport and society

• What are the relationships between physical activity, sport, health and society?

• What are the contemporary issues associated with physical activity and sport?

Unit 4

Training to improve performance

• What are the foundations of an effective training program?

• How is training implemented effectively to improve fitness?

Where might this course lead?

Health Sciences, Exercise Science, Education – Primary and/or Secondary PE teacher, Physiotherapist, Doctor, Fitness Instructor, Sports Coach, Chiropractor, Ambulance Officer, Police Officer, Youth worker.

Health and Human Development

Health and Human Development helps students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing through a lens of social equity and justice.

Unit 1

Understanding health and wellbeing

• Health perspectives and influences.

• Health and nutrition.

• Young health and wellbeing.

Unit 3

Australia’s health in a globalised world

• Understanding health and wellbeing.

• Promoting health and wellbeing.

Units 3 & 4 Assessment

Where might this course lead?

Unit 2

Managing health and development

• Development transitions.

• Health care in Australia.

Unit 4

Health and Human development in global context

• Health and wellbeing in a global context.

• Health and sustainable development goals.

Age carer, Ambulance Officer, Child Care Worker, Chiropractor, Dental Assistant, Dietitian, General Medical Practitioner, Medical Imaging Professional, Medical Receptionist, Naturopath, Nutritionist, Occupational Therapist, Paramedic, Physiotherapist, Podiatrist, Registered Nurse, Speech Pathologist, Youth Worker.

Outdoor Education

Outdoor Education is concerned with the ways humans interact with and relate to outdoor environments. ‘Outdoor environments’ cover environments that have minimum influence from humans, as well as those environments that have been subject to different levels of human intervention. The study enables students to make critically informed comments on questions of environmental sustainability and to understand the importance of environmental health, particularly in local contexts.

• Motivations for outdoor experiences.

• Influences on outdoor experiences.

• Investigating outdoor environments.

• Impacts on outdoor environments.

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•

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Where might this course lead?

Surveying, Park Ranger, Hydrographer, Environmental Science, Marine Biology, Recreation Officer, Adventure Guide, Urban Planning, and Outdoor Education Teacher.

Unit 1

2

Unit 3

Movement skills and energy for physical activity

Unit 4

Training to improve performance

Historical relationships with outdoor environments.

Relationships with Australian environments since 1990.

Healthy outdoor environments.

Sustainable outdoor environments.

Units 3 & 4 Assessment

Certificate III in Sport, Aquatics and Recreation (SIS30122)

Through the new Certificate III in Sport, Aquatics and Recreation, students thoroughly develop the skills and knowledge to deliver sport and recreation services.

Students who complete this program develop the ability to work independently in the industry, using their judgement to effectively complete work activities.

Selected units in IVET’s Certificate III program cover various key areas within the industry, including recreation session delivery, coaching, technology, officiating, and working with diverse people. The skills and knowledge developed by completing these units provide students with a strong foundation for whichever direction they take in the industry.

Additionally, Year 2 of this program offers the opportunity to achieve a study score that contributes to a student’s ATAR.

Units 3 & 4

Employment opportunities reflect roles such as recreation officer, activity operation officer, sport and recreation attendant, community activities officer or leisure services officer.

VOCATIONAL MAJOR STUDIES

Literacy

Students can choose to continue with VCE English at unit 1/2 and 3/4 (see VCE English for details) or VCE VM Literacy units 1 to 4.

Unit 1 Literacy

Area of Study 1 - Literacy for personal use

This area of study focuses on the structures and features of a range of texts – print, visual and film – and the personal reasons readers may have for engaging with these texts. Students will read or watch a variety of texts for a personal purpose, such as finding information.

Area of Study 2 - Understanding and creating digital texts

In this area of study students build on and work to consolidate their digital literacy skills. Students will develop their capacity to critically assess digital texts, including webpages for vocational and workplace settings, podcasts and social media.

Unit 2 Literacy

Area of Study 1 - Understanding issues and voices

In this area of study, students will engage in issues that are characterised by disagreement or discussion, developing and expanding upon students’ learning from Unit 1.

Area of Study 2 - Responding to opinions

In this area of study students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. Students consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner.

Unit 3 Literacy

Area of Study 1 - Accessing and understanding informational, organisational and procedural texts. In this area of study, students will become familiar with and develop confidence in understanding and accessing texts of an informational, organisational or procedural nature. These texts should reflect real-life situations encountered by students and be representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community.

Area of Study 2 - Creating and responding to organisational, informational or procedural texts

This area of study focuses on texts about an individual’s rights and responsibilities within organisations, workplaces and vocational groups.

Unit 4 Literacy

Area of study 1 - Understanding and engaging with literacy for advocacy

In this area of study students will investigate, analyse and create content for the advocacy of self, a product or a community group of the student’s choice, in a vocational or recreational setting.

Area of study 2 - Speaking to advise or to advocate

In this area of study students will use their knowledge and understanding of language, context and audience to complete an oral presentation that showcases their learning.

Numeracy

The Numeracy component will be covered under VCE Mathematics. See VCE Mathematics for details. Students may choose Foundation Mathematics, General Mathematics or Mathematical Methods.

Personal Development Skills

The VCE VM Personal Development Skills Unit 1 and 2 study focus on helping students develop personal identity and individual pathways to optimal health and wellbeing. It begins with concepts of personal identity and the range of factors that contribute to an individual’s perception of self.

Students will investigate health in their community and play an active, participatory role in designing and implementing activities to improve community health and wellbeing.

Students will examine community participation and how people work together effectively to achieve shared goals. They will investigate different types of communities at a local, national, and global level.

Students will look at active citizenship and they will investigate the barriers and enablers to problem-solving within the community.

Students understand different perspectives on issues affecting their community, they will also plan, implement and evaluate an active response to community need.

The study examines interpersonal skills and social awareness in different settings and contexts.

Units 3 and 4 focus on leadership and teamwork and a community project.

Students should be able to apply learnt social awareness and interpersonal skills when working independently and/or collaboratively in a real-life scenario or simulation relating to social awareness and interpersonal skills.

Students will investigate the concept of leadership and the qualities of effective, ethical leaders. They will demonstrate the characteristics and attributes of effective team leaders and team members, and reflect on personal contribution and leadership potential as they participate in a team or group activity.

Students will identify environmental, cultural, economic and social issues affecting the community and select one for an extended community project.

Work Related Skills

VCE VM Work Related Skills allows students to understand and apply concepts and terminology related to the workplace and further studies to understand the complex and rapidly changing world of work and workplace environments.

It helps students understand and develop their skills, knowledge, capabilities and attributes as they relate to further education and employment, to develop effective communication skills to enable self-reflection and self-promotion and to practically apply their skills and knowledge.

This subject requires students to think about and investigate potential employment pathways, to develop a career action plan, to seek appropriate advice and feedback on planned career and further study options.

Students are required to consider the distinction between essential employability skills, specialist, and technical work skills; to understand transferable skills and identify their personal skill and capabilities and promote them through development of a cover letter and resume and through mock interviews.

The purpose of the Work-Related Skills (WRS) is to develop employability skills with a focus on transferable skills and occupational health and safety. With the aim of obtaining some accredited

Centre for Higher Education Studies (CHES)

CHES is a ground-breaking new centre of excellence that has been established to cultivate the potential of high-ability and highachieving senior secondary school students.

CENTRE FOR HIGHER EDUCATION STUDIES

It is a direct response to the Victorian Government’s intention that all students, regardless of their starting point, are supported to realise their full potential. CHES expands access to Higher Education Studies (HES) for high-achieving government school students.

CHES offers two separate types of learning suited to students at Wangaratta High School.

1. Specialist VCE subjects including:

a. VCE Algorithmics (Units 3&4).

Algorithmics is the only subject of its kind in the VCE. It is a ‘Higher Education Scored Study’ so it is designed to be the equivalent of a first-year university subject and some universities offer accelerated pathways and credits for completion. At the same time, students can attain a VCE study score for Algorithmics that contributes to the ATAR.

Algorithmics provides a structured framework for solving real-world, practical problems with computational methods. It is fundamental to computer science and software engineering and is essential for understanding the technical underpinnings of our information society.

b. VCE Extended Investigation

Extended Investigation enables students to develop, refine and extend knowledge and skills in independent research and to carry out an investigation that focuses on a rigorous research question. The investigation may be an extension of an area of curriculum already studied or it may be completely independent of any other subject in the student’s VCE program.

2. Higher Education Studies (HES): a range of first year university subjects from RMIT, University of Melbourne, Federation University, LaTrobe University, Swinburne University and Victoria University. Course in almost every discipline are offered There are no enrolment costs for government school students studying a HES program at CHES. HES subjects do count towards VCE and ATAR, which is explained on the CHES website

Eligibility: only open to students enrolled in Victorian Government Schools. Subjects and course have specific prerequisites, all set out on the CHES website.

Full details are available on the CHES website: https://ches.vic.edu.au/