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CONTENTS Senior Program Options at Gleneagles………………………………………………………………………………… 1

Senior Program Selection……………………………………………………………………………………………………. 2

The Alliance………………………………………………………………………………………………………………………… 2

Travel Option……………………………………………………………………………………………………………………… 3

External LOTE Option………………………………………………………………………………………………………….. 3

Senior Study Options at Gleneagles…………………………………………………………………………………….. 4

VCE Student Expectations at Gleneagles……………………………………………………………………………… 5

VCE Subject Descriptors.…………………………………………………………………………………………………….. 6-28

• Biology: Units 1 & 2………………………………………………………………………………………………… 7

• Business Management…………………………………………………………………………………………….. 8

• Chemistry: Units 1 & 2……………………………………………………………………………………………… 9

• English……………………………………………………………………………………………………………………. 10

• English as a Second Language (ESL) ………………………………………………………………………… 11

• Environmental Science: Units 1&2………………………………………………………………............. 12

• Food Technology: Units 1 &2………………………………………………………………………………….. 13

• Geography: Units 1-4………………………………………………………………………………………………. 14

• Global Politics: Units 1-4………………………………………………………………............................ 15

• Health & Human Development: Units 1-4……………………………………………………………….. 16

• History: Units 1-4…………………………………………………………………………………………………….. 17

• Information Technology: Units 1 & 2……………………………………………………………………….. 18

• Legal Studies……………………………………………………………………………………………………………. 19

• Mathematics…………………………………………………………………………………………………………… 20

• Media……………………………………………………………………………………………………………………… 21

• Music Performance: Units 1-4…………………………………………………………………………………. 22

• Physical Education: Units 1-4…………………………………………………………………………………… 23

• Physics: Units 1 & 2……………………..………………………………………………………………………….. 24

• Psychology: Units 1 & 2……………………………………………………………………………………………. 25

• Sociology: Units 1 & 2……………………………………………………………………………………………….. 26

• Studio Arts: Units 1 & 2…………………………………………………………………………………………….. 27

• Visual Communication: Units 1 & 2…………………………………………………………………………… 28

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SENIOR PROGRAM OPTIONS AT GLENEAGLES When selecting your Senior Program you have many choices and decisions to make.

You must decide on which Certificate you wish to complete and then you must decide on the subjects that will make up your program and allow you to satisfactorily complete your chosen Certificate.

CERTIFICATES

VCE – Victorian Certificate of Education • This is the only Senior Program offered at Gleneagles Secondary College • The VCE is a minimum 2 year Certificate (it can be completed over 3 years if appropriate) • Students must satisfactorily complete the 2 years and a satisfactory pass in 16 units to achieve their VCE • The VCE is an academic program • Assessment is based on Examinations and School Assessed Coursework (SAC’s) • VCE requires all students to study an English sequence (English, English as a Second Language, Literature or

English Language) • An English sequence (either English or English as a Second Language, Literature, English Language) is the only

subject required in the VCE, students are able to select all other subjects according to their strengths and needs

• 90% attendance is required to satisfy the VCE • At the completion of the VCE all students will achieve an ATAR (Australian Tertiary Admission Rank) • VCE allows students the direct option of completing further studies at University or TAFE

OR

VCAL – Victorian Certificate of Applied Learning • VCAL is not offered at Gleneagles Secondary College • Gleneagles Students can complete VCAL at Hallam Senior Secondary College – Gleneagles Secondary College

and Hallam Senior Secondary College operate under an ‘Alliance’ arrangement, making entry directly into a VCAL Program possible for Gleneagles Students

• Students can achieve an Intermediate VCAL certificate after one year of study and can achieve a Senior VCAL certificate after successfully completing two years of study

• VCAL is applied learning, meaning it is a more hands on approach to learning and therefore more flexible in its assessment

• Assessment is based on Units of Competency; not Examinations • VCAL requires all students to study Literacy, Numeracy, Personal Development and at least one VET subject • Students may then select 2 other subjects according to their individual strengths and program requirements • VCAL allows students the direct pathway of completing further studies at TAFE, with the possible option of

completing further studies at University depending on their course.

* For further information regarding VCAL Programs please refer to the Hallam Newspaper or Website

If you cannot get your preferred VCAL program at Hallam SSC please see the Careers Counsellor for advice as VCAL can be accessed via other providers.

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SENIOR PROGRAM SELECTION When selecting your Senior Program you should be guided by the following:

1. What are you good at 2. What you like or are interested in 3. What prerequisite subjects you require 4. What provides you with the best options considering your strengths

You must also remember that you are selecting a 2 Year Program, not just an elective subject!

The Course Counsellor will consider the following information when giving advice about the most appropriate program for you:

I. Year 10 Semester One Report II. Year 10 Semester One Exam Results

III. Attendance Record IV. Student Tracker Data

THE ALLIANCE Success at year 11 &12 depends on a number of factors one of which is enabling students a wide range of subjects to choose from. In support of this Gleneagles, Hallam and Fountain Gate formed an Educational Alliance at Senior School which gives our students access to the greatest breadth of subjects available.

This means our students can choose from the following options:

1. VCE Program at Gleneagles Secondary College 2. VCE or VCAL program at Hallam Senior Secondary College 3. VCE program at Fountain Gate Secondary College 4. 5 VCE subjects at Gleneagles and one subject at either Hallam or Fountain Gate that they travel for

Since this model was successfully implemented three years ago the Department has been inviting other schools to implement a similar program. It enables students to select the best possible Program that supports them in finishing year 11 & 12 and successfully attaining a Senior Certificate.

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SUBJECTS

VCE Subjects • VCE subjects are the only subjects offered at Gleneagles Secondary College • VCE Subjects can be studied as a part of the VCAL • VCE subjects are completed in Units – Units 1 and 2 are benchmarked to a Year 11 standard and Units 3 and

4 are benchmarked to a Year 12 standard • Units 3 and 4 for all subjects must be undertaken as a sequence. Unit 1 & 2 can be taken as individual units • All VCE subjects gain a study score and therefore contribute to a student’s ATAR • VCE subjects are assessed via School Assessed Coursework (SACs) and written Examinations

OR

VET Subjects – Vocational Education and Training • VET subjects are offered at Hallam Senior Secondary College, Gleneagles students can access one VET

subject via the Travel option (if a student wishes to study two or more VET subjects they will be required to enrol at Hallam Senior Secondary College)

• VET subjects must be undertaken as a part of the VCAL • VET subjects can be studied as a part of the VCE • All VET subjects contribute to a student’s ATAR– but not all gain a study score (if a Study Score is not

achieved the subject will count as a 10% increment towards the student’s ATAR)

TRAVEL OPTION The travel option allows Alliance students to travel for one subject only to another Alliance school.

This option allows Alliance students to access a broad range of subjects and therefore allows them to be able to tailor their program to best suit their individual strengths and needs.

To be eligible for accessing a travel subject Gleneagles Students must demonstrate a level of responsibility, punctuality and organisation.

A taxi service is co-ordinated and fully paid for by the Alliance Schools and operates at recess and lunchtime to deliver travellers from one College to another. Travellers are required to arrange their own transport at the start and end of the day.

EXTERNAL LOTE OPTION Students can include an External LOTE subject in their selections. External LOTE can be accessed via Victorian School of Languages (VSL) or Victorian School for the Deaf (VCD).

If a student speaks a language other than English at home and they are fluent and confident with the language, it is worth considering this option. You would be placed in the appropriate level according to VCAA criteria. Students studying an External LOTE are awarded a bonus 10% towards their ATAR.

Students wishing to study an External LOTE would do so outside of regular school hours and via their own travel arrangements. They may receive a spare block in their Gleneagles timetable, allowing them 5 study periods a week.

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SENIOR STUDY OPTIONS AT GLENEAGLES All Gleneagles Programs are VCE Programs.

The following Senior Study Options are available at Gleneagles:

SENIOR STUDY OPTIONS

YEAR 10 YEAR 11 YEAR 12 OUTCOME

STANDARD

NIL

Unit 1 & 2 English Study + 5 other Unit 1 & 2 Subjects = 6 Subjects

Unit 3 & 4 English Study + 4 other Unit 3 & 4 Subjects = 5 Subjects

ATAR = English Study + Best 3 Subjects + 10% 5th Subject

ACCELERATED 1 * The aim of this option is to maximise your ATAR score * This option will not decrease your load in Year 12

1 Unit 1 & 2 subject

Any Unit 1 & 2 English Study (if not completed in Year 10) + 4 other Unit 1 & 2 Subjects + 1 Unit 3 & 4 Subject = 6 Subjects

Any Unit 3 & 4 English Study + 4 other Unit 3 & 4 Subjects = 5 Subjects

ATAR = English Study + Best 3 Subjects + 10% 5th Subject + 10% 6th Subject

ACCELERATED 2 * The aim of this option is to maximise your ATAR score * This option will decrease your load in Year 12 or enable you to study an enhanced subject @ university

2 unit 1 & 2 subjects

Any Unit 1 & 2 English Study (if not completed in Year 10) + 3 other Unit 1 & 2 Subjects + 2 Unit 3 & 4 Subject = 6 Subjects

Any Unit 3 & 4 English Study + 3 other Unit 3 & 4 Subjects = 4 Subjects *Enhanced University Study

ATAR = English Study + Best 3 Subjects + 10% 5th Subject + 10% 6th Subject

PLEASE NOTE: Students at Gleneagles must enrol in one of the above Senior Study Options and are required to complete the number of subjects specified in each year.

If a student is in need of an alternative option individual consultation with the Senior School Leader and an Assistant Principal would occur.

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Alternative Programs may be approved under the following circumstances:

• Chronic medical condition • Students with disabilities • Students with exceptional circumstances

VCE STUDENT EXPECTATIONS AT GLENEAGLES When selecting a senior program at Gleneagles you need to be aware of the following VCE student expectations:

Transition We conduct a compulsory 2 week transition program immediately following the completion of your Year 10 studies. The transition program includes 2 weeks of timetabled classes and teachers will be delivering the first 2 weeks of work for all unit 1 and 3 subjects. This is applicable across the Alliance.

Holiday Homework Following transition you will be issued with holiday homework to complete during your holidays and submit during the first week of classes in the New Year.

VCE Camps Compulsory VCE camps are conducted at the beginning of the year for both Year 11 and Year 12. All students are expected to attend these camps as they are designed to assist with the successful preparation and completion of your VCE.

Attendance All students are required to attend a minimum of 90% of timetabled classes. Parents are asked to assist by not allowing you to stay home unless you are too sick to attend school. All doctors / dentist / driver permit etc. appointments should be made, where possible, out of school hours.

Family Holidays Holidays during school time will not be an approved absence.

Unit 3 September Holiday Classes All Unit 3 students are required to attend classes in the first week of the September holidays. These classes are designed to best prepare you for your end of year exams.

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UNIT 1 AND 2 - BIOLOGY

Biology is the study of living things

from familiar, complex multicellular

organisms that live in the many

different habitats of our biosphere to

single celled micro-organisms that

live in seemingly inhospitable

conditions. It is a study of the

dynamic relationships between living

things, their interdependence, their

interactions with the non-living environment, and the processes that maintain life

and ensure its continuity. Biology enables students to understand that despite the

diverse ways of meeting the challenges of survival, all living things have many

structural and functional characteristics in common.

Assessment:

Practical Reports

Summary Reports

Presentations

Exam

Careers:

-Animal behaviour

-Evolutionary biology

-Medical and pharmaceutical research,

-Biotechnology and pharmaceutical industries

-Food processing industries

-Diagnostics

-Molecular biology

-Biotechnology

-Research into infectious agents associated with immune based pathology, the various

outcomes of the immune system, especially those involved with autoimmunity and

immunopathology.

-Other

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VCE BUSINESS MANAGEMENT COURSE DESCRIPTION

VCE Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation.

STRUCTURE The study is made up of four units: Unit 1: Small business management - Explore the operations of a small business and its likelihood of success. Unit 2: Communication and management - Focuses on the importance of effective communication in achieving business objectives. Unit 3: Corporate management - Investigates how large-scale organisations operate. Unit 4: Managing people and change - Continues the examination of corporate management, commencing with a focus on the human resource management function and concluding with analysis of the management of change.

KNOWLEDGE & SKILLS - GENERAL

In studying VCE Business Management, students develop an understanding of the complexity, challenges and rewards that come from business management and gain an insight into the various ways resources can be managed in small, medium and large-scale organisations. Students also develop knowledge and skills that enhance their confidence and ability to participate effectively, as socially responsible and ethical members of the business community, and as informed citizens, consumers and investors.

ASSESSMENT Assessment tasks may include the following: Case study analysis; structured questions; business research; development of a business plan; interview and report on contact with business; essay; test; media analysis;

WHY STUDY BUSINESS MANAGEMENT?

Business provides a wealth of opportunities for employment Provides relevant background should you like to run a business one day Develops knowledge relating to Economics and valuable skills required in most work places Business Management is fun: Excursions - eg. Shopping Centre, Yakult Research tasks - eg. interview with business owner Teamwork activities - eg. building the tallest tower

STUDENTS SELECTING BUSINESS MANAGEMENT SHOULD HAVE THESE INTERESTS AND ABILITIES

An interest in business, and current events An understanding and capability demonstrated years 7-10 in Humanities

(Economics, Civics and Citizenship, Commerce/Law) Skills in reading, comprehending, summarising and analysing extensive case studies

and written information Skills in structuring thoughts and knowledge, then fluently expressing ideas in short

and longer responses, using evidence to support statements Willingness to learn theory and relate theory to practical examples Participation in group work and class discussion and activities Understanding and use of key terminology in written responses Responding appropriately to different question types Being able to accept and respond to constructive feedback

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UNIT 1 AND 2 - Chemistry

Chemistry is a key science in

explaining the workings of our

universe through an understanding

of the properties and interaction of

substances that make up matter.

Most processes, from the formation

of molecules in outer space to the

complex biological interactions

occurring in cells, can be described

by chemical theories. Chemistry is used to explain natural phenomena at

the molecular level, as well as create new materials such as medicines and

polymers

Assessment:

Practical Reports

Summary Reports

Presentations

Exam

Careers:

Industrial Research Chemists Hazardous Waste Consultants

Laboratory Managers Quality Assurance Managers

Secondary School Teachers Production Technologists

Mass Spectrometrists Patent Attorneys

Policy Advisor Scientific Editors Research and Development Scientists

Environmental Scientists Synthetic Chemists

Medicinal Chemists Analytical Chemists

Climate Scientists etc…….etc……

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Overview of English courses ENGLISH ENGLISH LANGUAGE LITERATURE

COURSE DESCRIPTION

VCE English encourages the development of literate individuals capable of critical and imaginative thinking. The English language is central to the way in which students understand, critique and appreciate their world, and to the ways in which they participate socially, economically and culturally in Australian society.

VCE English Language explores the ways in which language is used by individuals and groups and reflects our thinking and values. Learning about language helps us to understand ourselves, the groups with which we identify, and the society we inhabit.

VCE 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 through the close analysis of a variety of texts including novels, plays, films, autobiographies and poetry.

COURSE REQUIREMENTS

The course includes the study of at least 4 texts, this can include novels, plays, film, poetry and media. The course is split into three areas Reading and Responding: looks at understanding ideas, characters and themes constructed by the author and presented in the text studied. Creating and Presenting: students study texts in order to examine the effects of form, purpose, audience and context. They draw on the knowledge gained from this study to create their own writing pieces. Using language to persuade: students identify and discuss, either in writing and/or orally, how language can be used to persuade readers and/or viewers.

The course includes the study of: the nature and functions of language, child language acquisition, the development of English as a language and the global spread of the English language. You must also study the subsystems of language including:

• phonetics and phonology, • morphology and lexicology, • syntax, • discourse • semantics.

Includes the study of: how readers develop their own responses, the way texts represent social and cultural contexts, study of non-print texts (i.e. film), analysis of the ways texts depict past eras and comparison of the way in which two texts deal with similar ideas. The study of key language techniques plays a crucial role in all outcomes as students analyse not just what a writer is saying but how they are saying it.

SKILLS

English requires • Reading texts is an essential part of the course • The ability to write in different styles and forms • Analyse and discuss different ways of interpreting texts • note-taking and summarising • use appropriate metalanguage to discuss how the use of

language in a persuasive text is designed to position readers and viewers

• students should work on having a knowledge of current affairs in order to assist in answering questions that call for an understanding of the subject matter in relation to the wider world

• plan and revise for coherence of form, language, structure, audience and context

• Essay writing is required

English Language requires • Close analysis of spoken and written language • The ability to memorize and learn large volumes of

information, technical terms of the language subsystems and linguistic theories

• The ability to recognise the different grammatical elements that construct a word and sentence

• The ability to understand and discuss the different features and theories of Child Language Acquisition through comparison and contrast

• Examine and discuss the progression of the English language in relation to the different subsystems over a significant period of time

• Compare and contrast to one another different varieties of English

• Essay writing is required

Literature requires Close analysis of the language devices used by authors to portray particular ideas, including the ability to: • make connections between own ideas and experiences and

those represented in texts • identify and comment on the significance of events and

structural aspects of texts • comment on the ways in which human experience is

represented in texts • reflect upon the ideas and concerns raised by the texts • discuss how the viewer can be positioned by the text • identify the social and cultural contexts of the text and

comment on how these are represented • comment on the ways texts represent personal, social or

cultural concerns • draw connections, contrasts and parallels between texts • make appropriate reference to textual detail to support a

comparative interpretation.

ASSESSMENT STYLE

There are many different types of writing styles that are required to complete the English course; the most significant skill is essay writing. Students are required to write essays in a number of different styles to demonstrate their understanding of the texts and concepts studied. Discussion and oral presentations are also important components of the course.

English Language SAC’s consist of a range of different styles, including: short answer and extended response questions, close analysis of different written and spoken language and essay writing. English language exams include short answer questions in relation to stimulus material and an essay.

The majority of assessments in Literature are essays and students are required to closely analyse and annotate passages from texts in order to incorporate evidence into their responses. There is also a creative writing component where students must write in the style of an author being studied.

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Year 11

Course Outline

Area of Study 3 Using Language to Persuade School Assessed Coursework Identify and discuss how language can be used to persuade readers and/or viewers.

Area of Study 2 Context – The Family School Assessed Coursework Create and present texts taking into account the audience, purpose and context. Operation Babylift Documentary Rabbit Proof Fence film. Selected newspaper articles and short stories about adoption. Media articles’DVDs based on family

SEMESTER ONE – UNIT 1

Analytical text response 20% Persuasive writing response to a prompt 20% A memoir – Creative writing 20% Oral presentation of an issue 20% End of unit examination 20%

Mid-Year Examination: Text Response Essay Context piece, and Analysis of Language

End of Year Examination: Single Text Essay Context essay Note form summary Analysis of Language

Area of Study 2 Context – Future Worlds School Assessed Coursework Create and present texts taking into account audience, purpose and context. Film as Text, ‘An Inconvenient Truth’ Film – ‘Gattaca’; DVD Stem Cells Selected newspaper articles and short stories

Area of Study 3 Using Language to Persuade School Assessed Coursework Identify and discuss how language can be used to persuade readers and/or viewers. Written Language Analysis

Area of Study 1 Reading and Responding School Assessed Coursework Single Text Study Identify and present in oral and written form, how texts convey thinking about characters, ideas and themes. The simple gift by Steven Herrick

Area of Study 1 Reading and Responding School Assessed Coursework Single Text Essay Discuss and analyse how texts convey ways of thinking about characters, ideas and themes, and construct a response in written form Growing up Asian in Australia by Alice Pung

SEMESTER TWO – Unit 2 Analytical text response 20% Persuasive writing response to a prompt 20% Future Worlds folio of work 20% Oral presentation of an issue 20% End of unit examination 20%

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UNIT 1 AND 2 - Environmental Science

Environmental Science provides the

opportunity for students to understand the

structure, function and diversity of natural

ecosystems on this planet and evaluate the

impacts of human activities on them.

Environmental Science investigates the

interactions between natural and human

systems. This study examines the application

of environmental science to ecologically

sustainable development and environmental management. While

undertaking this study, students will develop skills in practical scientific

investigations, environmental fieldwork techniques, report writing, research

and analysis.

Assessment:

Practical Reports

Summary Reports

Presentations

Exam

Careers:

Agriculture Animals

Food Geography

Horticulture Landscapes

Environmental Management etc…..etc….

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Food Technology – Units 1 & 2 Food and Technology is for those students interested in and have a passion for food, nutrition, health and food preparation.

VCE Food and Technology focuses on the importance of food in our daily lives from both a theoretical and practical point of view.

The study enables students to apply their theoretical understanding of the relationship between food and technology as they develop skills in food preparation. This study design also aims to extend student’s knowledge about food and develop an understanding of current trends in food and technology, and their relevance to consumers.

Future Careers/Pathways:

The study can provide a foundation for pathways to food science and technology, consumer science, home economics/food technology, child care and education, community services and aged care, the hospitality and food manufacturing industries, and nutrition and health studies.

For further information please see Mrs McHarg, Mrs Richards or Mrs Konoroth

Course Overview Unit 1: Food safety and properties of food Unit 2: Planning and preparation of food

The following topics of study are undertaken in Unit 1:

Keeping food safe including: Safe and hygienic food handling

practices Food properties and preparation

Nutritional composition of foods Role of key nutrients and changes to

food during cooking

The following topics of study are undertaken in Unit 2:

Tools, equipment, preparation and processing Food preparation and techniques of

cooking, Sensory and physical properties of food

Planning and preparing meals: Plan, prepare and evaluate meals based on

design briefs

Key skills: Students undertaking VCE Food Technology will Use the design process, critical thinking and

problem-solving skills to develop food products to suit specific situations or to meet the needs of individual consumers and their lifestyles.

In this process, they students also develop independent and cooperative learning skills.

Food preparation and presentation skills are also

key skills developed in this course as production work contributes to approximately 50% of class work.

Assessment:

Are selected from the following:

• production work and records of production - portfolio

• designing and developing a solution in response to a design brief, including production work

• tests (short and/or extended answer) • practical tests • short written reports (for example, media analysis,

report or comparative analysis on a food testing activity, industry visits, or product evaluation)

• oral reports supported by visual presentations (for example, multimedia)

• online publication/communication (for example, blog/wiki/website/podcast/vodcast).

What is covered in Units 3 & 4?

Unit 3: Food preparation, processing and food controls Unit 4: Food product development and emerging trends

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Some of the tertiary courses linked to Geography – B.Arts, B.Science, B.Environmental Science, B.International Development Studies, B.Outdoor Environmental Education, B.Natural Resources Education, Dip.Sustainability, Dip.Conservation & Land Management, Dip.Spatial Information Services, Urban Design & Planning, B.Business Tourism & Hospitality Management

Geography in the workplace – Planning & Design - eg. surveying, town planning, mapping, architecture, local & regional development, community development Environment - eg. conservation, disaster management, forestry, policy analysis, recreation management, resource management, sustainability Science/Engineering/Physical Geography - eg. climatology, geology, oceanology, vulcanology, environmental science, engineering, hydrology, seismology Humanities - eg. defence, journalism, law, politics, population analysis, tourism, emergency services, hospitality, aid, teaching and education Spatial Sciences - eg. cartography, Geographical Information Systems (GIS)

Unit 1 – Natural Environments Unit 2 – Human Environments Unit 3 – Regional Resources Unit 4 – Global Perspectives • How natural processes

shape and change the Earth’s surface

• Investigate interactions between natural processes and human activities

• Case studies: coasts and volcanoes

• Compulsory fieldwork on the Mornington Peninsula

• This unit investigates the characteristics of human environments and changes in them

• It considers the dynamic nature of rural versus urban environments

• Case studies : Living conditions in Vietnam versus Melbourne

• Compulsory study of Australia’s water resources

• Case study : Murray-Darling Basin

• Compulsory fieldwork at a local resource eg . Lysterfield Lake Park, Wilson Botanical Park

• Compulsory study of human population

• Case studies : China’s One Child Policy, ageing populations

• Investigation of a global phenomena - eg. desertification, tourism, climate change, etc

Assessment: • SAC conditions • Map interpretation, spatial

concepts, data interpretation, fieldwork report

Assessment: • SAC conditions • Mapping, spatial concepts,

data interpretation, graphing

Assessment: • SAC conditions • Spatial concepts, mapping,

data interpretation, fieldwork report, justifying, evaluating

Assessment: • SAC conditions • Data interpretation,

mapping, spatial concepts, justifying, evaluating

GEOGRAPHY UNITS 1-4

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Global Politics Summary – Units 1 - 4

Course summary/Expected Knowledge/Skills Global politics is essentially the study of power at a national and global level. Students look at a number of case studies to gain an understanding of power through contemporary issues such as terrorism, current conflicts such as Syria, or other ethical/topical issues. Students need to have an interest in current events and a desire to understand how the world works. Students should also have a desire to undertake their own research as a significant amount of choice exists for students to pick the areas they are interested in. Unit 1 &2 Unit 1: • Power, Politics and Democracy. • Political ideology and leaders. Unit 2: • Global actors e.g., NGOs (such as Wikileaks), TNCs

(multinational companies) and the UN. • Global conflict and cooperation e.g. terrorism,

organised crime and war.

Unit 3 & 4 Unit 3: • 21st century global actors e.g. power and influence of

states, TNCs, NGOs, UN and other non-state actors. • Power in the Asia Pacific region – the rise of China, the

role of the USA and Australia’s foreign policy.

Unit 4: • Ethical issues and debates e.g. human rights, people

movement, development or arms control. • Crises and responses e.g. environmental degradation,

intra and interstate conflict, terrorism or economic instability.

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VCE HEALTH AND HUMAN DEVELOPMENT

UNIT 1 UNIT 2 UNIT 3 UNIT 4 Understanding health and

development • Understanding concepts of

health and development • Understanding youth health

status • Measuring health status • Physical, social, emotional and

intellectual changes • The importance of

food/nutrition and exercise • Health issues for youth –

major investigation into one of these issues

• Government and Non-Government initiatives

Individual human development and health

issues • Physical, social, emotional and

intellectual development from conception to late childhood

• The health status of Australian children

• Factors affecting the Health of Australian children

• Examine the physical and social environments of children

• Lifespan stage of adulthood • Physical, social, emotional &

intellectual development of adults

• Examine the physical and social environments of adults

• The health status of Australian adults

• Health care in Australia • Issues relating to Health Care

Australia’s Health • Understanding Australia’s

health – measurement of health status of Australian compared to developed countries & Australia’s National Health Priority Areas, including nutrition

• Promoting health in Australia – models of health and health promotion, role of VicHealth and non-government agencies

Global Health and human development

• Introducing global health and human development – health status of Australian’s and developing countries

• Promoting global health and human development – Global health promotion programs sustaining human development and the role of government, non-government and international organisations.

Assessment – Assessment is based on student performance in a selection of assessment tasks and participation in class activities: case study analysis, data analysis, multimedia presentations, oral

presentations, tests, written report, written response, exam.

Future Employment – Dietetics Health Promotion Community Education Programs Nursing Secondary Teacher Kindergarten Teacher Primary Teacher Child Care Worker Gym Instructor Nutrition Educator

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Why Study History?

Students study history to learn more about the past, and to learn valuable skills that can be used in other subjects, such as researching, arguing, analysing and communicating. Many famous people have a background studying history, including Prince Charles, Kevin Rudd and Sacha Baron Cohen (Ali G and Borat).

Year 11 – Units 1 & 2 Year 12 – Units 3 & 4

Unit 1: • Outcome One: Crisis and Conflict

Looks at World War One and World War Two, and how one led to the other.

• Outcome Two: Social Life How did people live during the first half of the Twentieth Century? How were people treated in Nazi Europe?

• Outcome Three: Cultural Expression What kinds of art and music were popular during the early Twentieth Century? Why?

Unit 2:

• Outcome One: Ideas and Political Power What were some of the political ideas that were popular after World War Two?

• Outcome Two: Movements of the People Why do people protest? What do they protest against? What attracts people to groups?

• Outcome Three: Issues for the Millennium What were the issues facing the world at the end of the Twentieth Century?

Unit 3: The Russian Revolution • Outcome One: Revolutionary Ideas, Leaders and

Movements What were the problems in Russia? Who were the main groups and individuals involved in the revolutionary movement?

• Outcome Two: Creating a New Society What changed after the revolution? What stayed the same? How was violence and oppression used to control the people?

Unit 4: The French Revolution

• Outcome One: Revolutionary Ideas, Leaders and Movements What were the problems in ancient France? Who were the main groups and individuals involved in the revolutionary movement?

• Outcome Two: Creating a New Society What changed after the revolution? What stayed the same? How was violence and oppression used to control the people? What was the Great Terror?

Did you know that Captain America first appeared in 1941 to support America’s involvement in World War II? Other characters first released around this time include Batman, Superman and Wonder Woman.

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Year 12

IT Applications (at GSC) Focus on spreadsheets, database, website design and legislation associated with IT.

Software Development (at Hallam) Focus on analysing, designing and developing software applications eg mobile phone apps games programming etc.

INFORMATION TECHNOLOGY - IT in Action (Year 11)

UNIT 1 1. Spreadsheet knowledge and skills.

eg. Graphic representation of data, conventions, formulas etc.

2. Computer Networks recommend a networked information system for a specific use and explain possible security threats

3. ICT in a Global Society Working in teams, students use web authoring software to create a website that presents an overview of an ICT issue.

UNIT 2 1. Data visualisation

eg. Purposes of data visualisations, suitability of different types of visualisations that meet users’ needs

2. Programming & Pathways develop knowledge and skills in using programming or scripting language software

3. Solving an information problem working in teams, to solve information problems for known clients

Links to other subjects

Psychology Business Management

Legal Studies Biology

Physics Maths

Physical Education

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LEGAL STUDIES

Rationale VCE Legal Studies investigates the ways in which the law and the legal system relate to individuals and the community every day. It examines how laws are made, disputes are resolved and how justice is administered in Australia. Legal Studies also focuses on the development of skills. Students develop an ability to identify, collect and process current legal cases and issues from a range of sources such as newspapers, online and television media. They interpret and analyse the information and apply it to theory they have studied in class Aims Students will be able to: • understand and apply legal concepts and legal terminology • develop an awareness of how the law impacts on the lives of individuals and on society • acquire an understanding of legal rights, responsibilities and ways individuals can participate in the legal system • understand the need for effective laws • investigate the changing nature of laws • analyse the processes and procedures involved in making laws and solving legal problems • compare the Australian legal system to selected aspects of international systems • apply legal principles to legal problems, explore solutions to these problems, and form reasoned conclusions Structure of Unit 1-4

Unit 1. Unit 2 Unit 3 Unit 4 Criminal Law in Action Issues in Civil Law Law Making Resolution and Justice

Law in Society Criminal Law The Criminal

Courtroom

Civil Law Civil Law in Action The Law in Focus A Question of Rights

Parliament and the

Citizen The Constitution and

Protection of Rights The Role of the

Courts

Dispute resolution Court Processes

and Procedures and Engaging in Justice

Examples of Learning Tasks

• Preparing summaries • Developing mind maps • Prepare a flow diagram • Conduct a mock trial/jury selection • Undertake research • Collect and analyse current newspaper

articles • Follow and examine a case study • Construct a power point • Answer structured questions

• Being a judge in sentencing offenders Examples of Assessment Tasks

• Structured questions • Essays • Case studies • Assignment • Folio and Report • Reports (written/ oral/ visual) • Test

Should I choose Legal Studies? Do you have an interest legal issues and current events? Do you like reading about current legal cases? Do you like solving problems by applying evidence and legal theory? Do you enjoy class discussions and working with others? Have you enjoyed studying Civics and Citizenship, Humanities, Commerce/law in years 7-10?

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VCE Mathematics Options

General and Further Maths:

Includes: • Linear algebra and graphing • Financial maths • Measurement • Statistics

This is a good general course for people choosing to study maths to year 12.

Mathematical Methods:

Includes: • Algebra • Graphs and Functions • Calculus • Probability

This is a rigorous academic course that is aimed at students intending to go on to study maths as part of a university course.

Specialist Mathematics:

• Must do two maths each year

Includes: • Graphing • Calculus • Complex Numbers • Kinematics (motion)

Only a handful of students will do this each year. (see Ms Langmead for further information)

Option C

10Yr 10

11MM

12MM

11GM

12FM

Option D

10Yr 10

11MM

12MM

11GM

12SM

Option A

10Yr 10

11GM

12FM

Option B

10Yr 10

11MM

12MM

WHY STUDY MEDIA?

because the media goes to great lengths to study

YOUMEDIA INVOLVES THE STUDY OF:

MEDIA LEADS TO JOBS IN:JOURNALISM - TELEVISION - WEB DESIGN

RADIO FILM - ADVERTISING - PUBLIC RELA-TIONS - SOCIAL MEDIA - ANIMATION - PHOTOG-

RAPHY - COMMUNICATION - EDITING

MEDIA COMPLEMENTS THESE SUBJECTSSTUDIO ARTS // VISUAL COMMUNICA-TION // LITERATURE // ENGLISH LAN-

GUAGE // SOCIOLOGY // PSYCHOLOGY // BUSINESS MANAGEMENT

HAVE AQUESTION?

ASK MR YOUNG!ASK MR YOUNG!!!!

HEAD

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Music Performance Summary – Units 1 - 4

Expected Knowledge/Skills

Music Performance is offered at Units 1, 2, 3 and 4. Students considering pursuing Music Performance next year are expected to have played their chosen instrument for at least three years and have shown some ability in aural and theory work (approximately, Grade 2/3 standard). Students must be having ongoing lessons on their instrument with a qualified teacher. In Units 3 and 4, instrumental or vocal skills are further developed through the preparation of a program of pieces and technical exercises, contributing towards 70% of the overall result. The key areas of study in Units 1 & 2 are as follows:

Unit 1 Outcome 1 • Practical work • 3 works – at least one solo and one group piece Outcome 2 • Performance of technical work and exercises • A written description about the benefits of the chosen

technical work

Outcome 3 • Musicianship – Listening, Theory and Aural awareness

Unit 2 Outcome 1 • Practical work • 3 works – at least one solo and one group piece Outcome 2 • Performance of technical work and exercises • A written description about the benefits of the chosen

technical work Outcome 3 • Musicianship – Listening, Theory and Aural awareness

Outcome 4 • Create an original composition or improvisation

U N I T 1 : B o d i e s i n m o t i o n PH

YSIC

AL E

DU

CATI

ON

AREA OF STUDY 1 BODY SYSTEMS & HUMAN MOVEMENT   Muscular System   ‐ types of muscles & muscle fibres   ‐ contrac ons   ‐ muscular control  Skeletal System   ‐ types of bones   ‐ joints  Respiratory System   ‐ gas exchange   ‐ mechanic of breathing  Cardiovascular System   ‐ blood vessels   ‐ blood flow  Energy Systems 

AREA OF STUDY 2 BIOMECHANICAL MOVEMENT PRINCIPLES   Newton’s Laws of Mo on  Levers   ‐ components & applica on  Linear, projec le and angular mo on  Balance & stability   ‐ Centre of gravity   ‐ Base of support 

AREA OF STUDY 3— ONE detailed study is selected from... TECHNOLOGICAL ADVANCEMENTS FROM A BIOMECHANICAL PERSPECTIVE  OR INJURY PREVENTION & REHABILITATION 

U N I T 2 : S p o r t s c o a c h i n g & p h y s i c a l l y a c t i v e l i f e s t y l e s

AREA OF STUDY 1 EFFECTIVE COACHING PRACTICES   Roles & responsibili es of the coach  Skills & behaviours of an exemplary coach  Codes of conduct  Coaching techniques, strategies & prac ces  Stages of learning   ‐ cogni ve, associa ve & autonomous  Skill classifica on   ‐ movement precision, types of movement &   predictability of the environment  Types of prac ce  Feedback   ‐ Internal   ‐ External 

AREA OF STUDY 2 PHYSICALLY ACTIVE LIFESTYLES   What is physical ac vity, inac vity & sedentary  Behaviour  Health benefits of physical ac vity   ‐ par cipate in a variety of ac vi es to analyse   the benefits  Physical ac vity trends  Factors that influence behaviour  Na onal Physical Ac vity guidelines  

AREA OF STUDY 3— ONE detailed study is selected from... DECISION MAKING IN SPORT  OR PROMOTING ACTIVE LIVING 

A s s e s s m e n t O p t i o n s Assessment tasks for these units is selected from the following: 

Laboratory reports  Case Study  Data analysis 

Test  End of Year Exam 

PRACTICAL PARTICIPATION All students must par cipate in 100% of scheduled prac cal classes 

U N I T 3 : P h y s i c a l a c t i v i t y p a r t i c i p a t i o n & p h y s i o l o g i c a l p e r f o r m a n c e AREA OF STUDY 1 MONITORING & PROMOTION OF PHYSICAL ACTIVITY 

AREA OF STUDY 2 PHYSIOLOGICAL RESPONSES TO PHYSICAL ACTIVITY 

U N I T 4 : E n h a n c i n g P e r f o r m a n c e

AREA OF STUDY 1 PLANNING, IMPLIMENTING & EVALUATING A TRAINING PROGRAM 

AREA OF STUDY 2 PERFORMANCE ENHANCEEMNT & RECOVERY PRACTICES 

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UNIT 1 AND 2 - PHYSICS

Knowledge in physics is gained

through complex processes; for

example, theories developed from

studying the ways that matter

interacts with matter, and the ways

that light and matter interact, have

led to innovations in medicine,

electronics, energy use,

telecommunications and materials

science. This is for students who are

aiming for medical, engineering, technology-based and science-based

careers

Assessment:

Practical Reports

Summary Reports

Presentations

Exam

Careers:

Physicists have strong problem solving and analytical skills that are highly regarded by

employers in banking & finance, business, health, manufacturing, government and

education sectors. Our graduates find work in the areas of:

- Research and development (scientists, software engineers, technology managers,

informatics statisticians)

- Government (policy advising, budget forecasting, research, defence)

- Business (IT, sales, finance, management consultant, analysis)

- Manufacturing (engineering, mining, forecasting, financial modelling)

- Legal (patent lawyers, technology commercialisation)

- Communications (publishing, editing, writing, marketing, journalism)

- Education (teachers, lecturers)

- etc…..etc….

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Psychology – Units 1 & 2 In the VCE study of psychology, students explore complex human behaviours and thought processes. They develop empathetic understandings and understanding of mental health issues in society. Students are given the opportunity to apply psychological principles to everyday situations such as the workplace and social relations. Psychology provides students with a sophisticated framework for understanding the complex interactions between biological, behavioural, cognitive and socio-cultural factors that influence thought, emotions and behaviour.

Course Overview Unit 1: Introduction to psychology Unit 2: Self and others

The following topics of study are undertaken in Unit 1: • The nature and history of psychology • Research methods • The visual perception system • Lifespan development • Mental illness

The following topics of study are undertaken in Unit 2: • Attitude formation and change • Pro-social and anti-social behaviour • Intelligence • Personality

Key skills: Students undertaking VCE Psychology will be expected to develop the following skills: • Language skills for communication • Understanding of the scientific method • Research investigation skills • Data analysis • Analysis and evaluation of different

theories • Application of theory to real world

situations • Critical thinking and problem solving skills • Essay and report writing skills

Assessment:

The outcomes in VCE psychology are assessed using a selection of the following tasks:

• Research investigation • Annotated folio of practical activities • Media response • Oral presentation using two or more data types • Visual presentation (concept map, graphic

organiser, poster etc.) • Test • Essay • Debate • Data analysis • Empirical Research Activity (ERA) report • Evaluation of research

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Sociology Units 1 and 2 What is sociology?

Sociology focuses on the study of human behaviour and social interaction. It attempts to understand how societies are organised, develop and change. In VCE sociology you are encouraged to question your assumptions and reflect on your understanding and ideas about social relations. Sociology draws on the exploration of social relationships and the outcomes of social activities. It involves conducting research, essay/report writing and analysis.

Unit 1: Youth and family Unit 2: Social Norms – Breaking the Code

Youth

- What is sociology? how sociologists study human behaviour

- The sociological imagination - The social categories of youth and

adolescents - How the experience of being young differs

according to age, ethnicity, class, gender and other social differences

- Unemployment, education, demographic shifts

- Cultural formations – dress, music and media Family

- How families have changed over time - Different types of families: single parent,

same sex, extended and blended families - Theoretical perspectives - Impact of government policy on families

Deviance

- How and what is considered deviant behaviour

- Why people commit crimes - Understanding the justice system and how

crime and deviance have changed over time - Emile Durkheim’s theory - The social control theory - The meaning of moral panic

Crime

- Concept of crime including crimes against the person, property, victimless crime, white collar and corporate crime

- Australian data related to crime – age gender, socio economic status and ethnicity

- Factors that lead people to commit crime including poverty, addiction, abuse and rebellion

- Sociological concept of punishment - Nature of sentencing and restorative justice

as methods of punishment

A research report

an annotated media file

a multimedia presentation

a film analysis an essay

a test

a representation analysis

ASSESSMENT INCLUDES:

Key skills include:

• Researching • Essay writing • Using a wide range of relevant

source material • Evaluating sources • Applying relevant concepts • Analysing

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STUDIO ARTS

Be encouraged to recognize you own creative potential by being given the opportunity of personal growth, and the expression of your own ideas through creating a range of artworks achieved by using a variety of differing mediums and techniques that are explored. Study artists from different cultures and recognize the diversity of aesthetic qualities, and interpretations of ideas and themes that have been apparent throughout various art movements. Understand and carry out the design process to achieve successful and well thought-out works with purpose and meaning.

WHAT DO WE DO?

UNIT 1 UNIT 2 *Explore a range of Ideas and Inspiration *Experiment and learn new techniques with a range of different mediums *Understand and interpret how artists have created and shown different ideas

*Explore your own Ideas and Inspiration *Develop a comprehensive folio that meets your chosen theme and produces a variety of finished works *Conduct in depth studies of a number of appropriate artworks and uncover the symbols, meanings and contexts that form their importance

CONNECTIONS

Studio Arts links with and can enhance a range of other subjects offered in VCE.

THAT’S JUST TO NAME A FEW!!!

WANT TO

KNOW MORE?

ASK MS KINNERSLEY

 

VisualCommunication

Unit1&2

UNIT1:IntroductiontovisualcommunicationdesignPracticalWork:Studentswillbegivenaseriesoftasksthatare designedtoteachthemvariouswaysVisualcommunicationcanbe presented.TheywilllearntoapplythedesignElementsandtheDesignprincipalstotheirworktoimprovetheirabilitytocommunicate.Thisunitisdesignedtoimproveanddevelopstudent’sabilitytodevelopideasanddrawbetter.

Theory:StudentswillcompleteawrittenassignmentthatdescribeshowVisualCommunicationhasbeeninfluencedbypastandcontemporary practices,andbysocialandculturalfactors.

UNIT2:Applica ons of visual communica on design

PracticalWork:Studentswilllearnhowtocreatepresentationdraw-ingsthatincorporaterelevanttechnicaldrawingconventionsandeffectively communicateinformationandideasforaselecteddesignfield.SpecificallydesignedforstudentswhowishtobeEngineers,InteriorDesigners,Furni-tureDesigners,ProductDesignersandArchitects.Theywillalsocompleteastudyofhowdifferenttypesof“Type”influencesthewayweperceiveinformation.ThisisanaspectofthisstudythatisofspecificinteresttostudentswhoareinterestedincareersinMagazineLayoutandCommercialpresentationandAdvertising.Studentswillthenutilisealloftheskillstheyhavedevelopedthroughouttheyeartocompleteaproductdesignusingthedesignprocess.ThisapproachwillenablethemtocreateafolioofworkthatwillassistthemtogainentryintosuchcareersasFashiondesign,Industrialdesign,GamesDesignand Advertising.

Visual Communica on examines the way visual language can be used to convey ideas, informa on and messages in the fields of communica on, environmental and industrial design. 

Visual communica on design relies on drawing as the primary component of visual  language to support the concep on and visualisa on of ideas. Consequently, the study  emphasises the importance of developing a variety of drawing skills to visualise thinking.