brs years 10-12 handbook

Beth Rivkah Ladies College Educating for Life

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Table of contents 2 Introduction 2 General Introduction to Years 10,11 & 12 2 Communications 3 Assessment and Reporting 4 Headstart Program 5 VCE Pathways Available and their Pre-

Requisites 6 Non-VCE Pathways Available and their Pre-

Requisites 7 VCE Information 8 Changing Subjects 8 Attendance 9 Parent Teacher Evenings 9 VCE Subject Election 12 Glossary of VCE Terms 12 ATAR 12 Block Credit 13 GAT 14 Higher Education (Extension) Study 14 School Assessed Coursework (SAC) 14 Statistical Moderaiton 14 Study Design 14 Study Score 15 VCE, VCAA, VET, VTAC 16 Year 10 Jewish Studies Curriculum 17 Chassidut 17 Chumash 18 Jewish History 19 Jewish Studies Extension – Tanya 19 NAVI 20 Yahadut 21 Year 10 General Studies Curriculum 22 Australian History 23 Classical Hebrew VCE Preparation 24 Design and Technology 25 English 25 English Language Extension 26 French VCE Preparation Course 27 Graphics 28 Hebrew VCE Preparation Course 28 Ivrit – Mainstream 29 Mathematics 29 Physical Education

30 Psychology VCE Preparation Course 30 Science 31 Visual Art 32 VCE Options in Year 10 32 Business (VCE VET) Units 1 & 2 33 Religion and Society Units 1 & 2 35 Jewish Studies Years 11 and 12 36 Jewish Studies Programme 38 Core Subjects 2015 38 Chumash 38 Halacha – Year 11 39 Halacha – Year 12 39 Fundamentals of Jewish Literacy 40 Electives 2015 40 Strand 1: Chassidut/Hashkafa 42 Strand 2: Text 43 Strand 3: Jewish World 45 VCE Studies Years 11 and 12 46 Accounting 47 Australiain and Global Politics 49 Biology 52 Business (VCE VET) 53 BSB30407 Certificate III in Business

Administration 54 Chemistry 56 Literature 57 English 59 Health and Human Development 62 History 64 Legal Studies 65 Languages Other than English (LOTE) Classic Hebrew 67 Languages Other than English (LOTE) French 68 Languages Other than English (LOTE) Hebrew 69 Mathematics 73 Physics 76 Production Design 77 Psychology 79 Religion and Society 81 Studio Arts 85 Text and Traditions

Years 10-12 Curriculum Handbook 2015 2

Introduction: Beth Rivkah Ladies College is a Jewish Community school catering for children no matter what their degree of religious observance. The aim is to educate our students so that they will take place in the wider world with a commitment to Yiddishkeit and the community. Beth Rivkah aims to provide the student with: 1. a positive school experience 2. the opportunity to enhance the student’s strengths and maximise her potential 3. a first class education in both Jewish and general academic instruction (both formal and

informal) which is modelled on the best of traditional disciplines and modern methodology

4. a variety of activities such as sporting events, school productions, camp and seminars, choir and ensemble, drama and community service.

The College Executive and staff view ourselves as partners with the parents of the school and together we aim to make each student feel safe and stimulated to learn, to become knowledgeable and confident of her Jewish identity. GENERAL INTRODUCTION TO YEARS 10, 11 and 12

The Senior Years Program- Year 10, 11 & 12

The needs of students entering the Senior Years are complex, commencing at Year 10 with a focus on developing pathways and consolidation of learning in all areas in preparation for the VCE and advanced Jewish Studies.

The Program at Year 10 aims to:

• enhance and extend student skills and abilities with the rigour of a core academic Jewish and General Studies curriculum

• expose students to a wide variety of studies by offering choice in a number of specialist subjects

• offer students the opportunity to investigate possible career interests through Work Experience

• offer those students who are prepared developmentally and academically, the opportunity to take part in accelerated studies including VCE Units 1 and 2 and VCE VET

Communication The monitoring of the overall personal and academic progress of students is primarily the responsibility of the Year Level Convenor to whom parents should refer all initial inquiries and correspondence. Where further consultation is required the Director of Learning and Teaching, VCE Co-ordinator, Heads of Learning, Director of Students, College Psychologists, or the Deputy Principal may be involved.


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Communication between the school and home is encouraged. Parents are urged to contact the Level Convenor if circumstances at home alter, or if there are concerns about the student's work or progress. Please ring the school office and make an appointment. Regular year level meetings are held, at which your daughter's progress and participation in the school program are discussed. Parent Teacher Interviews are held twice a year in order to discuss each student's progress with her parents. This is an important part of the reporting process. Assessment and Reporting YEAR TEN: In Year 10 students are assessed by the school for internal purposes by grading work, tests and examinations. Student performance is reported to parents via the school reporting system. Parents will receive interim reports at the end of first and third terms and a full written report at the end of each semester. UNITS 1 AND 2 Satisfactory Completion A student satisfactorily completes a Unit if all the Learning Outcomes are achieved in accordance with the descriptions specified in the Study Design. This decision is based on the teacher’s judgment of the student’s performance on assessment tasks. In each Unit there are between two and four outcomes. For satisfactory completion of a Unit, the student must demonstrate achievement in each of the outcomes for that Unit. Completion of a Unit of study is reported as S (satisfactory) or N (Not satisfactory). This information is passed on to the VCAA. Reporting Level of performance in Units 1 and 2 will be assessed by the school for internal purposes by grading work, tests and examinations. Student performance is reported to parents via the school reporting system. Parents will receive interim reports at the end of first and third terms and a full written report at the end of each semester. UNITS 3 AND 4 Satisfactory Completion As for Units 1 and 2. Assessment of Performance VCAA supervises the assessment of all students undertaking studies at Units 3 and 4. In each study, there are three assessment components. These may be in the form of written, aural or oral examinations, school designed and assessed coursework (SACs), or school assessed tasks (SATs) such as a folio in Art studies. Details of assessment components for each Study are included in this Handbook. Reporting Assessment components are graded from A+ to E or UG. These contribute to the overall Study Score. In addition, parents will receive school-based interim reports at the end of first and third terms and a full written report at the end of semester one.


HEADSTART PROGRAM

All Year Ten and Eleven students are required to attend the compulsory Headstart Program scheduled immediately after the November examinations. During this program VCE courses will begin and these classes will not be repeated at the start of the following year. Students who absent themselves from this program will need to take full responsibility for catching up any work missed.


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VCE PATHWAYS AVAILABLE AND THEIR PRE-REQUISITES At the conclusion of Year Ten the Minimum School Requirements

Units 1 and 2 Units 3 and 4

English ⎯⎯⎯→ C C

English English ESL Art- 1 semester Yr 9 + 1 semester Yr 10

Studio Arts

⎯⎯⎯→ C Studio Arts

Accounting

⎯⎯⎯→ HR Accounting

Pass in Year 10 Science + B in Biology section

Biology

⎯⎯⎯→ HR

Biology

Pass in Year 10 Science + B in Chemistry section

Chemistry

⎯⎯⎯→ C Chemistry

Health and Human Development

⎯⎯⎯→ R

Health and Human Development

C in Yr 10 History

Australian and Global Politics

⎯⎯⎯→ R

Australian and Global Politics

C in Yr 10 History + English

Legal Studies

⎯⎯⎯→ R

Legal Studies

B in English

Literature

⎯⎯⎯→ R

Literature

LOTE

⎯⎯⎯→ C LOTE

C in Yr 10 History

History

⎯⎯⎯→ HR History

A in Year 10 Mathematics (Mainstream) C in Year 10 Mathematics (Mainstream)

⎯⎯⎯⎯⎯⎯⎯→ Mathematical Methods

⎯⎯⎯→ C

⎯⎯⎯→ C

Further Mathematics Mathematical Methods

B in Year 10 Mathematics (Mainstream)

General Mathematics Specialist

Specialist Mathematics

Pass in Year 10 Mathematics (Mainstream) or C in Year 10 Maths (Modified)

General Mathematics Further

⎯⎯⎯→ C

Further Mathematics

Pass in Year 10 Science + B in Physics section

Physics

⎯⎯⎯→ C

Physics

Pass in any section of Year 10 Science

Psychology

⎯⎯⎯→ HR Psychology


Pass in Year 10 Science + B+ in Biology section A in Year 10 History and/or English

⎯⎯⎯⎯⎯⎯⎯→

⎯⎯⎯⎯⎯⎯⎯→

Psychology Text and Traditions Religion and Society

VCE (VET) Business

VCE (VET) Business

Pass in Year 9 or 10 Design & Product Design & Technology Technology

Non-VCE PATHWAYS AVAILABLE AND THEIR PRE-REQUISITES

Cert III Business Administration

C = Compulsory

HR = Highly Recommended

R = Recommended


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VCE INFORMATION 1. Each VCE study or subject is divided into 4 units. Details of the subject matter in each

study that Beth Rivkah offers is contained in this handbook. 2. Units 1 and 2 of a study are usually undertaken at Year 11 whilst Units 3 and 4 are

studied at Year 12. 3. In some studies, students may enter at Unit 2 or Unit 3, however this will be at the

discretion of the school. A student entering a study may need to satisfy some pre-requisite reading or exercises set and possibly assessed by the subject teacher.

4. Units 1 and 2 may be taken as single units, however Units 3 and 4 must be studied

together as a sequence. 5. To graduate with a VCE, students must satisfactorily complete a minimum of 16 Units. 6. It is compulsory for students to satisfactorily complete 3 units of English of which 2

units must be Units 3 and 4. In Year 12, English Literature may be substituted for English. A minimum of 3 sequences of Units 3 and 4 must be studied in addition to English/ English Literature.

7. It is anticipated that most students will undertake a total of 18 - 24 Units in their overall

VCE program. A typical VCE program consists of: Year 11: 6 Unit 1 and 2 studies including English Unit 1 and 2. Some students will be

permitted to undertake a Unit 3 and 4 sequence in Year 11 if they have satisfied the pre-requisites, instead of a Unit 1 and Unit 2 study.

Year 12: 5 Unit 3 and 4 studies including English and/or English Literature. 8. Each unit consists of 100 hours of study, of which it is expected that the school will offer

approximately 50 – 60 hours as class time. This is equivalent to one semester.


CHANGING SUBJECTS

If a student wishes to change a subject, she will need to seek approval from the VCE Co-ordinator. If appropriate the student will receive a Course Scan report of the effect this will have on Tertiary Courses available to them. A letter will be sent home outlining the effect this subject change will have on the student’s VCE program. This letter is to be signed and returned to the VCE Co-ordinator before the change can be made. The deadline for enrolling in or withdrawing from Unit 3 and 4 sequences is set by VCAA and the students will be notified of the date in the VCE Handbook of Rules and Regulations distributed at the VCE Information evening in February.

ATTENDANCE According to the VCAA handbook:

“All VCE units require 50 hours of class time. A student needs to attend sufficient class time to complete work. The school sets minimum class time and attendance rules. Where a student has completed work but there has been a substantial breach of attendance rules and the school therefore wishes to assign N to the unit, the school must assign N for one or more outcomes and thus the unit.”

At Beth Rivkah students are required to attend 95% of all classes in every Unit. Exceptions may be made for students with authorised absences if agreed upon by the VCE co-ordinator. Students absent on the day of an assessment task or SAC must notify the VCE co-ordinator by telephone or email. Upon return to school the student must produce a Doctor’s Certificate or other relevant and appropriate notification from a suitable professional. If the absence is unexplained, the student will receive a zero mark for the assessment task or SAC. The student will be permitted to complete the task at a later date so as to satisfy the required Learning Outcomes for the Unit but will not be graded. Medical or other appointments should not be made during school hours and will not be considered as reasons to miss an assessment task or SAC. All VCE students will be permitted to leave school early at the end of the day once their scheduled classes are finished. They will need to sign out as they leave. All Year 11 students are to attend Davening even if they do not have scheduled classes in Period 1. They are expected to use this “study period” effectively in the library. Once agreed upon by the College, Year 12 students will be permitted to arrive at school late if they do not have scheduled classes at the beginning of the day. They are then expected to Daven at home. Once they are arrive at school they must sign in. If approved by the college, Year 12 students will be allowed to leave school during the day if they do not have a scheduled class. They will need to sign out and collect a pass from the VCE co-ordinator, Convenor or Director of Students. Upon their return they are to place their pass in the box provided and to sign in. If the student cannot find any of these teachers or are not granted a pass, they must not leave school.


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PARENT TEACHER EVENINGS

Compulsory Parent Teacher evenings are held in Term 1 and Term 3. The compulsory VCE Information Evening for parents and students undertaking at least one Unit 3 and 4 sequence is held early in February. VCE SUBJECT SELECTION When selecting VCE subjects: Do: • think about what interests you and what you like doing • consider the VCE Studies the College is offering • consider the College prerequisites for each Study • consider the results of the Morrisby report if available • consider the career options investigated during the VCE information sessions using the

VICTER supplement and the Job Guide • keep your options open • attend Open Days. Don’t: • panic if you have no idea what studies to take up • choose studies based on their scaling. There is no point selecting a study that you struggle

with simply because it has traditionally been scaled up. You will get higher scores in studies that you like and are good at, even after scaling.

Although Beth Rivkah aims to best accommodate the subject choices of each student, this is not always possible because: (a) VCE requirements must be met (b) a student may not have met the school requirements for that subject (c) pre-requisite subjects for entry into tertiary courses must be met (d) choice may be restricted where subjects are blocked against each other in the timetable (e) there may not be sufficient students wanting to study a subject to make a class viable When designing a VCE program, there are a number of important factors to consider: A. VCE REQUIREMENTS Refer to VCE INFORMATION. B. SCHOOL REQUIREMENTS The school requirements for students entering Year 11 are as follows: 1. Students wishing to study Biology, Chemistry or Physics must obtain an overall pass in

General Science as well as a minimum of a B grade in that specific area of the Science course.


2. Students wishing to study Psychology Units 1 and 2 must obtain an overall pass in General Science. Students wishing to study Psychology Units 3 and 4 in Year 11 must obtain an overall pass in General Science and a minimum of a B+ in the Biology component of the Science course.

3. Students wishing to study History or Legal Studies must obtain a minimum of a C grade

in Year 10 History. 4. Students wishing to study Further Mathematics Units 3 and 4 in Year 11 must obtain a

minimum of an A grade in Year 10 Mainstream Mathematics. Students wishing to study Mathematical Methods in Year 11 must obtain a minimum of a C grade in Year 10 Mainstream Mathematics. Students wishing to study General Mathematics (Specialist) in Year 11 must obtain a minimum of a B grade in Year 10 Mainstream Mathematics. Students wishing to study Units 1 and 2 General Mathematics (Further) must obtain a minimum of a C grade in the Modified Mathematics course in Year 10 or a pass in the Mainstream Mathematics course.

5. Students wishing to study Studio Arts should have studied at least 1 semester of Art in

Year 9 and 1 semester of Art in Year 10. They must have achieved satisfactory grades in both the appreciation and practical areas of Art.

6. Students wishing to study Text and Traditions Units 3 and 4 in Year 11 must be able to

demonstrate a high level of ability in analysis and writing skills in Year 10 English and History (obtaining grades of A+/A in each).

If any student does not satisfy the above requirements, then discussions will take place between the student, parents and the school in regard to promotion to Year 11 and alternative subject selection. C. PRE-REQUISITES FOR TERTIARY COURSES Sessions have been conducted at school to assist students to identify their areas of interest. These sessions, together with the optional Morrisby report which provides career and aptitude testing, are used to direct students to choose career paths. Using The Job Guide* and VICTER**, students can identify the relevant courses offered by tertiary institutions as well as the pre-requisite VCE subjects. Both prerequisites and extra requirements, such as folios, are often referred to as ‘course and institutional requirements’. No matter how good an ATAR is, unless the prerequisites are met and any extra requirements completed, a student will not be considered by course authorities for their courses. The VCE Co-ordinator/Careers Advisor is available to talk to students and their parents if advice is needed in making subject choices. Once students have selected their subjects, students will receive a list of tertiary courses that will be unavailable to them. It is strongly advised that students and parents check the list carefully and then contact the VCE Co-ordinator/Careers Advisor if there are any concerns.


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* The Job Guide is a publication produced annually by the Australian Government Department of Education, Employment and Workplace Relations. It is prepared essentially for Year 10 students and has information on more than 500 jobs. It is available online at www.jobguide.deewr.gov.au ** VICTER is a lift-out from the Age or Herald-Sun newspapers that lists all the pre-requisite studies required for each course offered by tertiary institutions in Victoria. All Year 10 students are expected to collect a copy of this lift-out. It is also available online on the VTAC website www.vtac.edu.au D. TIMETABLE BLOCKINGS Subject blockings are determined once all student subject choices have been submitted. The blockings are designed so as to minimize student clashes, taking into account organizational constraints. However, it is not possible that all combinations of subjects will be available. If a subject cannot be offered by the school or is not available in the blockings, students may enroll in a subject externally. However the student may not miss classes at Beth Rivkah in order to attend classes elsewhere.


GLOSSARY OF VCE TERMS ATAR (Australian Tertiary Admission Ranking) The ATAR is an overall percentile ranking (not a mark) reflecting a student’s comparative performance amongst the relevant age group in a given year nationally. VTAC calculates the ATAR after scaling the VCE study scores so that they become ATAR study scores. To determine an ATAR, the ATAR study scores of a study of English plus the three best ATAR study scores (not including English, although a different English may be included) are added together. These 4 studies are known as the PRIMARY FOUR. Then 10% of a 5th and/or 6th ATAR study score (known as an INCREMENT) is added to this aggregate. This total aggregate is then used to determine the overall percentile ranking or ATAR that a student receives. The highest rank is 99.95 and then decreases in steps of 0.05. The group of students with the highest aggregate will be assigned the highest rank of 99.95. The lowest automatically reported ATAR is 30.00, with ATARs below 30.00 being reported as ‘less than 30’. Studies used in the calculation of the ATAR may be taken over any number of years; however the time taken to complete VCE studies may be taken into account by institutions in considering applicants in the middle-band. BLOCK CREDIT Students who undertake Vocational Education and Training (VET) qualifications that are not included in the approved VCE VET programs (generally VET subjects without an end-of-year VCAA exam) may be eligible for credit towards their VCE. This credit is called Block Credit Recognition. To be eligible for credit the student must be enrolled in the VCE. Credit will be available for full or partial completion of a nationally recognised qualification or state accredited curriculum, according to the guidelines below. Determining credit toward the VCE Under Block Credit Recognition, credit toward the VCE is determined by the AQF level at which the units of competency/modules are recognised and the nominal hours of training completed. The following guidelines apply:

• Attainment of units of competency/modules at AQF level II provides credit at Units 1 and 2 level.

• Attainment of units of competency/modules at AQF level III or above provides credit at Units 3 and 4 level.

• 90 nominal hours of training is required for each VCE Unit. • Where available, a Units 3 and 4 sequence will be awarded on satisfactory completion

of 180 nominal hours at AQF level III, according to the guidelines above. VTAC may award students who receive a Units 3 and 4 sequence through Block Credit Recognition a fifth or sixth study increment (10% of the average of the Primary Four scaled studies) towards their ATAR.


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GAT The GAT test in June that is done by all students studying at least one Unit 3 and 4 sequence. It is a 3 hour examination measuring general achievement across three broad areas:

• written communication, • maths, science and technology • arts and social sciences

It does not test knowledge of a particular topic or subject but rather the general skills that students have developed. The GAT does not contribute directly towards VCE results but the VCAA uses the GAT for:

• reviewing school assessments in SATs • checking the accuracy of student scores in Examinations if there is a significant

difference between achievement on SACs or SATs and examinations. • enhancing the statistical moderation of SACs • calculating Derived Examination Scores (DES), a special provision for which

students may apply if they have become ill or suffered a trauma in the two week lead up to the examinations.

It is therefore in the student’s best interest to perform as well as they can in the GAT.


HIGHER EDUCATION (EXTENSION) STUDY Higher Education studies are approved tertiary studies that can be attempted by very able students. This study may count in the ATAR in place of a 5th or 6th study. An increment will be awarded for the extension study. The increment is calculated as 10% of the average of the primary four studies. A student will only be able to study one Higher Education Study. SCHOOL ASSESSED COURSEWORK (SAC) SACs constitute the assessment of work to establish how a student is performing in Units 3 and 4. They must conform to the Study Design in each study. They are marked by teachers but are subject to Statistical Moderation (see below). SACs contribute to the Study Score. SCHOOL ASSESSED TASKWORK (SAT) A SAT is a task done in some studies (such as in Studio Art), to assess how a student is performing in Units 3 and 4. It is often in the form of a folio. SATs are marked by teachers according to VCAA specifications and then reviewed independently by VCAA. STATISTICAL MODERATION To ensure that students at any school are not disadvantaged or advantaged by the nature or marking of SACs, VCAA uses a process called moderation, which, in simple terms, aligns the range of marks awarded to SACs in a study to the range of marks awarded in the examinations in that study. All VCE studies undergo moderation. STUDY DESIGN A study design for each VCE study is published by the VCAA. It specifies the content for the study and how students’ work is to be assessed. Schools must adhere to the requirements in the study designs. STUDY SCORE A score from 0 to 50 is given by VCAA showing how a student performs in a study, relative to all other students in that study. It is based on results in school-based assessment and external examinations. The mean study score in any study is 30 and the standard deviation is 7. In each VCE study with large enrolments (1000 or more), a study score of 42 or more indicates that the student is in the top 5% of candidates, a score above 37 indicates that the student is in the top 15%, and scores of 23 – 37 indicate that the student is in the middle range. All study scores are scaled or adjusted by VTAC to take into account the degree of difficulty of the study. They then become scaled or ATAR study scores. So a study score in Specialist Mathematics, which is considered a difficult study, will be scaled up, whereas a study score in Further Mathematics, considered far less difficult, may be scaled down. As a result of government policy to encourage the study of LOTEs and higher level Maths, a further adjustment is made called scaling. The scaled mean of each LOTE and Specialist Maths is increased by five. This does not mean that all students’ scaled study scores increase by five; this only occurs for study scores at or around 50. This increment becomes progressively less as study scores increase between 30 and 50, and decrease between 30 and 0. Note that VCE studies are always scaled in the year in which they are undertaken (this may not necessarily be in the year in which you receive your ATAR).


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VCE Victorian Certificate of Education VCAA Victorian Curriculum and Assessment Authority is the Victorian Government authority responsible for the development and management of the VCE. VET – Vocational Education and Training This refers to a nationally recognized vocational certificate integrated into VCE. VTAC The Victorian Tertiary Admissions Centre administers applications and selections to tertiary institutions. It provides a central application point, sending applicant details to selection officers at tertiary institutions and then issuing offers on their behalf.


Year 10 Jewish Studies Curriculum


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CHASSIDUT

Chassidut in Year 10 continues to build on basic principles of Chassidic philosophy as begun in earlier years. Students explore new interpretations of already familiar rituals in Jewish life and of new dimensions in Jewish Holidays. Students apply these principles to daily life and develop a greater sensitivity and appreciation of Chassidic interpretation of Torah. Students continue to develop their skills in interpreting texts and are exposed to a range of strategies to aid the thinking process. In Year 10, students study the Chassidic perspective on Prayer and “Our inner struggle” – the Chassidic insights and interpretations of Tzaddik, Benoni and Rasha and the soul dimensions that differentiate them.

Learning Outcomes

• Demonstrate understanding of basic principles of Chassidic philosophy

• Apply Chassidic interpretations to familiar concepts and sayings in Judaism.

• Apply Chassidic principles to daily life.

• Demonstrate logical thinking by using various strategies and tools.

Assessment Tasks

• Assignments

• Tests

• Semester Examinations

CHUMASH

The study of Chumash aims to develop in students an appreciation of the centrality of the Chumash to their lives as Jews. Students study the text closely with the aim of gaining proficiency in reading and comprehension of the Chumash and its commentaries and the ability to reflect on the values and life lessons they contain. Students learn the content of the Chumash, including the narrative it comprises, the mitzvot it contains and the lessons it teaches. Year Ten students study the entire Sefer Devarim. They continue to build on their skills to learn independently using Rashi as the basic tool for understanding the text. Students develop an appreciation of the depth of his commentary through the use of supercommentaries on Rashi. They also develop increasing mastery over other commentaries, including an awareness of how they work together.

Learning Outcomes:

• Read pesukim and commentaries fluently and accurately

• Translate and explain pesukim and commentaries accurately

• Identify nuances in the language of the text

• Reflect on the concepts, values and life lessons derived from the text

• Research and deliver a Dvar Torah

• Work independently in Chavruta exploring language and comparing/contrasting commentaries

Assessment Tasks:

• Oral Presentations

• Research Assignments

• Worksheets


• Group Work

• Class Tests


JEWISH HISTORY

Year 10 Jewish History provides students with knowledge and skills to understand the past and how it influences themselves and the world around them. Students develop an understanding of cultures, ideas and values. They learn to identify differing viewpoints including bias present in written and visual sources. Students learn to construct an essay analysing a range of opinions, and draw conclusions about particular areas of study from a variety of primary and secondary sources. Students explore some of the major events in the political, religious and social history of the Jewish people in the context of general history, from the 18th to the early 20th centuries. They investigate the forces that helped shape the modern Jewish world, and evaluate the impact of various personality and events on the development of Jewish life. Students continue to develop skills in identifying differing viewpoints, including bias present in written and visual sources. They discover how to construct an essay analysing a range of opinions, and draw conclusions about particular areas of study form a variety of primary and secondary sources. Areas of study include: the development of Chassidut, the Haskalah movement, the origins and opposition to the Reform movement, Jewish emancipation within the Enlightenment and the French Revolution, Jews under Czarist rule, Shtetl life and the Jewish responses to oppression.

Learning Outcomes:

• Describe, compare and analyse key aspects of events, societies and personalities.

• Independently source and synthesise and present research material from electronic and print media

• Interpret and analyse primary and secondary sources

• Independently construct a written response using supportive evidence

• Describe the motives and actions of people from different points of views

Assessment Tasks:

• Tests

• Document Analyses

• Research Assignments

• Essays



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Jewish Studies Extension – Tanya

Jewish Studies Extension is an elective that begins in Year 9. Students have the opportunity to develop the skills needed to learn Chassidic texts independently. They are also able to reinforce and enhance their understanding of Chassidic concepts studied in Chassidut classes previously. Students continue studying the second section of the Tanya, Shaar HaYichud ViHaEmunah, beginning from where they left off in Year 9. Students consolidate their skills to be able to read the Tanya fluently and accurately by working in pairs to practice these skills in every lesson.

Learning Outcomes:

• Read and translate seen Tanya texts accurately

• Discuss the personal importance and relevance of learning Tanya

• Demonstrate understanding of concepts studied and make connections to previous learning

Assessment Tasks:

• Maintaining a complete an accurate workbook

• Reading

• Tests

NAVI

Navi is the study of the era of the Jewish Prophets. As a significant part of the Tanach, it is central to a full understanding of the history and identity of the Jewish People. In Year Ten students continue and conclude their study Sefer Melachim I. They focus on the the rule of King Solomon and the events which led to the splitting of the Kingdom and its implications for the nation. The leadership of the various Kings that followed are examined and the great prophet Eliyahu is introduced as a major personality. His guidance, miracles and leadership style is explored.

Learning Outcomes

• Read pesukim fluently and accurately

• Identify nuances in the language of the text

• Understand the content and the concepts raised

• Understand the moral relevance of the storyline

• Apply key understandings across contexts

Assessment Tasks:

• Projects

• Essays

• Quizzes

• Class Tests



YAHADUT

Yahadut is designed to further the students’ understanding and appreciation of Jewish laws, values and ideas, enabling students to practice Judaism in a meaningful way and to view Halacha as an authoritative guide to Jewish life. In Year Ten, students undertake an in-depth study of Megillat Ruth, Hilchot Teshuva, Mashiach and those specific commandments relevant to living in the land of Israel. They complete their cumulative study of the Thirty-Nine Melachot of Shabbat that begins in Year Eight with particular focus on the laws of carrying. They also study the laws of Muktzah on Shabbat and one topic within the laws Kashrut. Students are introduced to the Halachic work of the Rambam and continue to refine their skills in using Halachic texts. They also review the laws relating to the Jewish festivals.

Learning Outcomes:

• Use appropriate Halachic terminology.

• Identify the source of specific Jewish laws.

• Give examples and/or identify correct application of Jewish law.

• Navigate the Kitzur Shulchan Aruch to find and apply Jewish law to given situations.

• Identify personal lessons derived from Jewish laws and holidays (9-10)

• Navigate and discuss the relevance of Jewish texts associated with the holidays.

Assessment Tasks:

• Assignments

• Tests



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Year 10 General Studies Curriculum


AUSTRALIAN HISTORY History is the study of the past. It provides students with knowledge and skills to understand themselves and their world, and to apply their understanding to their present lives. Through the study of history, students develop an understanding of cultures, ideas and values. Students learn to analyse and evaluate a range of primary and secondary sources and to present their understanding in a variety of forms. They learn to frame questions in the light of their knowledge and to develop research and inquiry skills. Students undertake depth studies in the following units:

1. the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression

2. continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping

3. the major movements for rights and freedom in the world and the achievement of independence by former colonies

4. the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War

5. the movement of people; immigration to Australia (1945-Present)

Learning Outcomes:

• Describe, compare and analyse key aspects of events, societies and personalities

• Independently source and synthesise and present research material from electronic and print media

• Interpret and analyse primary and secondary sources

• Independently construct a written response using supportive evidence

• Describe the motives and actions of people from different points of views

Assessment tasks:

• Class tests • Essays • Class Presentations • ICT Task • Semester Examination


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CLASSICAL HEBREW VCE PREPARATION – SPECIALIST SUBJECT Classical Hebrew is an important cultural language, the study of which not only gives students access to the culture, thought and literature of the Jewish people throughout millennia, but also sheds light on the languages, cultures, literatures and traditions that are derived from those of ancient Israel. Classical Hebrew was a spoken and written language, but was always regarded by its users as sacred, both in language and script.

It should also be noted that the understanding of more advanced Biblical study is enhanced by the understanding of Classical Hebrew.

In this preparatory course, students are introduced to the various components of the VCE Classical Hebrew course through Biblical and liturgical texts and work to develop the skills and competencies expected to successfully and confidently enter Classical Hebrew VCE Units 1 and 2 in Year 11.

History Students will explore the origins and historical development of both the Written and Oral Torah. They will be introduced to the textual features unique to each of these and explore how these two components of Torah are interdependent. Students will also begin to analyse texts to understand settings and historical sequences in which events occurred.

Reading skills Students will consolidate their ability be able to read aloud accurately any vocalized and cantillated Biblical prose text. They will learn to differentiate between:

• various vowels and their functions • Qere Ukhetiv and its impact on the text • ta’amei hammiqra and their roles • mill’el and milr’a

Grammar While modern Hebrew is based on Classical Hebrew, there are unique rules of grammar maintained only in the Classical language and derived from Biblical texts. Students will learn to differentiate key grammatical items in texts by the patterns in their vowels and comprehend their various forms and uses. These items include:

• dageishim • definite article hei • locative hei • interrogative hei • vav conjunction • vav consecutive • inseparable prepositions • verbs in all their active forms (both

regular and irregular) Assessment Tasks:

• Reading Classical texts aloud • Grammatical exercises • Extended responses • Semester exam


DESIGN AND TECHNOLOGY- SPECIALIST SUBJECT Design and Technology is a one-semester specialist unit in Year Ten. The unit focuses on the development of students’ skills in managing and manipulating materials and resources using a range of tools and equipment to create functional physical products. The importance of safe operation of the sewing machine and efficiency in equipment use is emphasised. Students continue to build on the previous skills developed in the Year Nine Design and Technology program and are exposed to skills in Surface Decoration. They study the technique of machine Patchwork and produce a patchwork cushion. Students select and purchase a commercial pattern of their choice for either a skirt or tunic/dress together with the appropriate fabric. They are continually encouraged to display their individuality through the personal selection of fabric for projects. Students do not require Year Nine Design and Technology as a pre-requisite to study at Year Ten level. Learning Outcomes: • Development in the comprehension of

pattern layouts for cutting purposes. • Comprehending the application of

construction concepts to product • The ability to work independently and

interpret commercial pattern instructions

• Precision in machine sewing techniques

• Correct care and maintenance of sewing machine

Assessment Tasks: • Crazy Patchwork Cushion • Skirt or Tunic/Dress

DRAMA- SPECIALIST SUBJECT Drama is a one semester specialist subject offered in Year Ten. It is a communicative form which engages students in critical and creative thinking and helps them to understand and express themselves and the world around them. Students develop the skills and techniques of drama to explore experiences, ideas and feeling. Working individually and collaboratively, students create their own pieces for particular purposes and audiences using imagination, experimentation, planning and the application of drama elements, principles and conventions. Students use processes of rehearsal, reflection and evaluation to develop skills in refining and shaping their works to effectively communicate their intended aims, and experiment with imaginative ways of creating solutions to set tasks. In Year Ten Drama, students explore a range of historical and cultural approaches to drama, including Greek theatre, Stanislavski, Grotowski, Artaud and Brecht. Learning Outcomes: • Demonstrate the ability to select and

structure drama elements to create plays

• Use theatrical styles in presentations • Maintain character in short productions • Use processes of rehearsal, reflection

and evaluation to develop skills in refining and shaping their word to effectively communicate their intended aim

• Explore and respond to theatre history from a range of styles, forms, traditions and cultures

Assessment Tasks: • History of Theatre Research

Assignment • Mime • Improvisations & Monologue


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ENGLISH

The study of English aims to develop students’ ability to read, write, speak in response to ideas of growing complexity and in a range of forms and texts. Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media, and the differences between media texts. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

In Year Ten, students read and discuss novels, Shakespearian drama, poetry, film and contemporary media. In preparation for the VCE years, they develop a broad and competent working vocabulary and an understanding of editing their writing in order to meet criteria for assessment. Learning Outcomes: • Read and respond to texts that present

challenging themes and ideas • Use language confidently to construct

a range of spoken and written texts for different audiences and purposes

• Demonstrate confidence in describing and discussing particular structures and features of language

• Work co-operatively in class and in small groups, listening to the ideas of others and confidently

Assessment Tasks: • Text Response • Creative Writing • Oral Presentation • Examination ENGLISH LANGUAGE EXTENSION- SPECIALIST SUBJECT English Language Extension is a specialist subject which offers students the chance to enhance their skills in reading, writing, speaking and listening through the study of a range of texts. ELE develops students’ persuasive and creative writing skills in addition to promoting deeper analysis of themes within a context. The ELE course also reinforces the expository essay writing skills and creative and analytical writing that are studied in Year Ten English. Students also develop their public speaking skills. Learning Outcomes: • Demonstrate a developed

understanding of the craft of writing • Demonstrate the ability to express

themselves creatively in a range of ways

• Use a theme to bring together ideas using a variety of texts

Assessment Tasks: • Essay • Creating Writing • Oral presentation


FRENCH VCE PREPARATION COURSE – SPECIALIST SUBJECT The study of French develops students’ ability to understand and use a language which is widely learned internationally, and which is the linga franca of many world organizations and international events. The ability to use and understand French also provides students with a direct means of access to the rich and varied culture of the francophone communities around the world.

A knowledge of French can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy, and translating and interpreting.

Areas of study:

The Individual

1. The personal world – personal details and qualities, relationships with family and friends, daily life, making arrangements, free time and leisure activities

2. Education and aspirations 3. Personal opinions and values

The French-speaking communities

1. Lifestyles – Lifestyles in France and francophone countries, lifestyles of the French in Australia, tourism and travel.

2. Historical perspectives – The influence

of the past on the present, famous people, traditions and customs

3. Arts and entertainment – art, literature, music, theatre, cinema and the media

The changing world

1. Social Issues – modern youth, environmental issues, economic crises

2. The world of work – people at work, different types of work, vocational pathways

3. Scientific and technological issues

ASSESSMENT AND REPORTING

• Informal Conversations • Oral Presentation • Role Plays • Writing Formal and Informal Letters • Articles and Short Stories • Listening to Spoken Texts • Reading Written Texts • Semester Exams


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GRAPHICS- SPECIALIST SUBJECT

This unit at Year Ten is one semester in length and introduces students to the diversity of Visual Communication in everyday life and creates a better understanding of production and design processes required. The focus of this unit is to enable students to develop an understanding of Graphic devices, drawing methods and accuracy in the production of effective visual communications. Students begin to develop practical skills in the application of design elements and principles and appropriate drawing methods such as: freehand drawings instrumental drawing and the uses and application of multimedia technology.

Learning Outcomes:

• Demonstrate knowledge of the different graphic devices and how they are used • Undertake a range of possible solutions that could solve the set tasks • Display appropriate control and accuracy in the use of drawing instruments and

equipment • Demonstrate an understanding and use of graphic terminology • Demonstrate an ability to discuss a variety of visual communications

Assessment Tasks:

• Use of Design Elements and Principles • Orthographic Drawing • Paraline Drawing • Perspective • Freehand Drawing and Rendering • Package Design • Effective use of Computer aided programs • Recording and Annotation of Exploration / Experimentation in sketchbooks

instrumental drawing and • Revision Task and Written Reflection of Personal Design Process


HEBREW VCE PREPARATION COURSE – SPECIALIST SUBJECT A knowledge of Modern Hebrew provides access to the rich cultural heritage associated with the language. Hebrew has been the language of serious Jewish writing of all kinds in the Middle East and Europe over many centuries and it has always been the religious and liturgical language of the Jewish communities in the world.

A significant number of Israeli companies are represented in Australia and a strong and growing relationship exists between Australia and Israel in terms of trade relations and contact in areas such as technology, medicine and agriculture.

The ability to communicate in Hebrew may, in conjunction with other skills, provide pathways for students into a number of post-secondary options and employment areas such as tourism, business, marketing, applied science and diplomacy and, mainly, it enables the student to understand the original texts of the Bible and Talmud.

Learning Outcomes:

• Participate in a range of oral activities (conversations, oral presentations, role plays, etc.) relating to topics studied using fluent and comprehensible Hebrew

• Writing a range of appropriately structured and grammatically accurate Hebrew texts relating to topics studied

• Read and understand a range of Hebrew texts

Assessment Tasks:

• Reading Comprehension • Writing • Listening Comprehension • Speaking

IVRIT- MAINSTREAM Through the study of Hebrew students develop communication skills and increase their knowledge and understanding of Biblical texts and commentaries, Jewish history, culture and the Land of Israel. Students continue to develop their skills in reading, writing, listening and speaking in Hebrew through engagement with a wide variety of Hebrew Texts and genres in print and electronic form. Students focus on themes of women in the world and in Israel, as well as professions and professionals, and cultural differences in the Land of Israel. Students revise the verbs in all Binyanim and their exceptions. Learning Outcomes:

• Participate in a range of oral activities (conversations, oral presentations, role plays, etc.) relating to topis studied using fluent and comprehensible Hebrew

• Writing a range of appropriately structured and grammatically accurate Hebrew texts relating to topics studied

• Read and understand a range of Hebrew texts up to 250 words in length.

• Accurately use verbs in all Binyanim and their exceptions in oral and written texts

• Demonstrate knowledge on a minimum of 200 new vocabulary items


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Assessment Tasks:

• Reading Comprehension • Writing • Listening Comprehension • Speaking

MATHEMATICS

In Year Ten Mathematics, students practise mathematical skills to apply their knowledge to solve problems in different contexts. Technology is used appropriately and effectively to enhance their investigative and problem solving skills. In Year Ten, students study material from the following areas: Linear Algebra and Functions, Trigonometry, Surds, Statistics, Quadratic Equations, Probability, Quadratic and Exponential Functions, Geometry and Measurement. Learning outcomes:

• Accumulate a sound knowledge of skills, solve basic problems and identify appropriate strategies to answer questions

• Communicate ideas using precise and accurate mathematical language

• Apply technology to gain a deeper understanding of concepts, problem solving and analytical thinking

• Apply systematically, past knowledge and concepts to new and real life situations

Assessment Tasks:

• Assignment Tasks • Skills tests • Homework tasks • Semester examinations

PHYSICAL EDUCATION In Physical Education students acquire knowledge and skills to enable them to develop and maintain their physical health and well-being. Students participate in a range of individual and team activities which develop their physical fitness, motor skills and spatial awareness. They learn appropriate strategies and tactics to improve their individual and team performance. They develop their understanding of the health related benefits of regular participation in physical activity. Year Ten students develop their skills in a variety of different sports. They perform fitness tests and attempt the Level Six Swim and Survive Award. Learning Outcomes:

• Perform the appropriate skills necessary for satisfactory performance in the sports plays

• Follow the rules and safety procedures in specific games and activities

• Demonstrate sportsmanship and team skills

• Demonstrate knowledge and understanding of health and well-being

Assessment Tasks:

• AFEA Fitness Test • Athletics • Badminton • Basketball • Level 6 Swim & Survive Award • Netball • Soccer • Softball • Swimming • Tennis • Volleyball


PSYCHOLOGY VCE PREPARATION COURSE- SPECIALIST SUBJECT Through the study of Psychology, students learn to explore the mental processes and behaviour of humans. In an Introduction to Psychology, students are given the opportunity to apply psychological principles to everyday situations such as school and social relations. The study assists students to further develop effective language skills for communication and evaluation skills in the process of scientific inquiry. Semester One:

• The Nervous System, with focus on the interaction between the cultural and peripheral nervous systems.

• Emotion, explaining how the basic emotions are experienced.

• Intelligence, highlighting the different theories and types of intelligence

Semester Two:

• Sleep, including the importance of REM sleep with focus on dreaming

• Individual differences, with focus on personality

• Social norms, involving the different methods of defining what is “normal”

Learning Outcomes:

• Understand, compare and evaluate psychological theories and concepts

• Communicate psychological information, ideas and research findings

• Examine psychological challenges that arise in their own environment and across their own lifespan

• Develop the ability to use theories and evidence to justify their own beliefs

Assessment Tasks: • PowerPoint presentation • Annotated poster • Creative project • Exams

SCIENCE In Year 10 Science, students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods. Students analyse data to select evidence, alternative explanations for findings and justify conclusions. Students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concepts of energy conservation, energy transfer and transformation within systems. They apply relationships between force, mass and accelerations to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. The three strands incorporated in the Science curriculum are:

• Science understanding • Science as a Human Endeavour • Science Inquiry Skills


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Assessment Tasks:

• Worksheets • Practical Reports • Assignments • Semester Exam

VISUAL ART- SPECIALIST SUBJECT Year Ten Visual Art involves investigations of a more intensive and specialised nature into problem solving, processes and skills acquisition. Students vary the structure and form of their art works to suit a range of purposes and demonstrate technical competence in the use of skills, techniques and processes. Students’ participation in Art Appreciation is aimed at extending their written and analytical stills and broadening their understanding of Art in their society. This involves discussing ways that their own and others’ art works can communicate and challenge ideas and meaning. They evaluate, reflect on, refine and justify their work’s content, design, development and their aesthetic choices. Learning Outcomes:

• Undertake a range of possible solutions that could solve the set tasks

• Demonstrate control when mixing and applying colour

• Demonstrate an understanding and use of art terminology

• Research, discuss and analyse artworks

• Display appropriate use of tools and equipment when manipulating materials

Assessment tasks:

• Replacement – Tonal rendering “M.C.Escher”

• Portrait painting – “The Archibald” • Written Research, annotation and

reflection • Art Analysis • Recording and Annotation of

Exploration / Experimenting in sketchbook

• Research and Writing Reflection of Personal Design Process

• Written Examination


VCE Options in Year 10

BUSINESS (VCE VET) UNITS 1 & 2

VCE VET programs lead to nationally recognised qualifications, thereby offering students the opportunity to gain the Victorian Certificate of Education (VCE) and a nationally portable Vocational Educational and Training (VET) certificate. This certificate provides a pathway into training and employment in business and related industries. It provides the knowledge and practical skills necessary to work efficiently in business/office environments. Possible positions include administrative/office assistant, receptionist, information officer and customer service officer. VCE VET programs are fully recognised within the Units 1-4 structure and have equal status with other VCE studies. The VCE VET Business program is drawn from the nationally recognized BSB07 Business Services Training Package. The VCE VET Business program aims to: • provide students with the knowledge

and skills to achieve competencies that will enhance their employment prospects within a broad range of business and industry settings

• enable students to gain a recognised credential and to make a more informed choice of vocation or career paths.

Employability skills are embedded within each unit of competency. They are as follows:

• Communication • Team work • Problem solving • Initiative and enterprise • Planning and organisation • Self-management • Technology

VCE VET Units 1 and 2 (Certificate II) Depending on the electives chosen, Units 1 and 2 include occupational health and safety, communicating in the workplace, organising work activities, producing word processed documents, using business technology and creating and using spreadsheets. Code Units of competence BSBOHS201A Participate in OHS processes BSBCMM201A Communicate in the workplace BSBWOR203A Work effectively with others BSBITU201A Produce simple word processed documents BSBWOR202A Organise and complete daily work activities Electives: Four are selected BSBCUS201A Deliver a service to customers BSBIND201A Work effectively in a business environment BSBINM202A Handle mail BSBITU202A Create and use spreadsheets BSBITU203A Communicate electronically BSBSUS201A Participate in environmentally sustainable work practices BSBWOR204A Use business technology


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RELIGION AND SOCIETY UNITS 1 & 2 Religions are defined as those forms of belief and practice through which human beings express their sense of ultimate reality. Such beliefs and practices form an important part of human experience and this experience is both individual and collective. Religious communities are formed and traditions of belief and practice are developed. This study proposes that religions can be understood in a general way as meaning systems that have interrelated aspects. These guide students through their study of one or many religious traditions. Areas of Study Unit One: Religion in Society 1. The religious world In this area of study students investigate the nature of religion. They identify the features common to religions, especially the eight aspects of religion. They explore why these features are common to all religions studied and investigate a range of religions to show the importance of these features. Students also examine the contributions of religions to the development of human society. 2. Religious traditions in Australia This area of study includes a geographical and statistical overview of the variety of religious traditions found throughout the world today and, in particular, in Australia. Students focus on some of the religious traditions found in Australia. They explore how these religious traditions perceive themselves and express their collective religious identity in Australia, including how the history of each religious tradition has influenced its collective identity. This collective identity may be cohesive or it could be pluralistic, for example as

expressed by different religious communities within the tradition. Students also explore how these religious traditions interact with society. 3. Religious identity and life experience In this area of study, students examine the relationship between religious traditions and the life experience of its members. They investigate the dynamic relationship that can exist between members as individuals or specific communities and their religious tradition. They explore how membership of a religious tradition contributes to the life experience of members, and how the search for meaning by and identity of members is shaped by the beliefs, practices and experiences of their religious tradition. Students investigate how members have a role in the growth and continuing transformation of the religious tradition. Unit Two: Ethics and Morality 1. Ethical method in pluralist society In this area of study students are introduced to the nature of ethical decision-making in pluralist society. Ethical decision-making refers to the selection of methods and principles which guide practical moral judgment. Students explore the concepts underpinning ethical decision-making and various influences on it. Various approaches to ethical decision-making are discussed as well as theories derived from these approaches. For example, one approach may involve a conception of right and wrong as subjective, from which relativist theories of ethics are derived, which in turn inform practical moral judgment. Another approach may be to see right and wrong as absolutes, from which various normative theories are derived.


2. Religion and morality in pluralist society In this area of study, students examine ethical perspectives and moral viewpoints upheld by at least two religious traditions in pluralist society. Certain authorities, ideas, values and ethical principles inform broad ethical perspectives and in turn ethical decision-making within a religious tradition. These ethical perspectives inform the religious tradition’s moral viewpoints on specific aspects of practical moral judgment. Students analyse how the ideas, values and ethical principles underpinning ethical perspectives are expressed through the formal aspects of religion. A non-religious tradition could be included for purposes of comparison. Students also investigate a range of moral viewpoints of each religious tradition derived from the ethical perspectives and ethical decision-making process of the tradition. 3. Contemporary ethical issues in pluralist society This area of study builds on the knowledge of concepts, approaches, methods and traditions associated with ethical perspectives and ethical decision-making explored in Areas of Study 1 and 2. Students apply this knowledge to an examination of debates about ethical issues

conducted in the public arena of pluralist societies, focusing on two or more contemporary issues. The analysis should encompass an explanation of why the issue is regarded as an ethical issue; identification of contributors to the debate and the worth and influence of their contribution; the basis of ethical perspectives and moral viewpoints used in the debates; and the methods involved in the ethical decision-making process.

Assessment and Reporting Unit 1 and 2: Demonstration of achievement of outcomes in Units 1 and 2 must be based on the student’s performance on a selection of assessment tasks.

Assessment tasks for this unit are selected from the following: • Report in multimedia format • Debates • Identification exercises • Analytical exercises • Oral presentations • Interviews • Annotated charts • Flow charts • Essay • Test • Written exercises


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JEWISH STUDIES YEAR 11 AND 12


Jewish Studies programme

In the senior years at Beth Rivkah, students have the opportunity for more autonomy and choice in their Jewish Studies. Year 11 and Year 12 students will be combined for Jewish Studies. This allows the school to offer a greater range of subjects so that students will be able to be in classes with students with similar skill levels and shared interests. The subjects also reflect different pathways to the varied post-‐school Jewish educational options.

In Years 11 and 12 there are two core Jewish Studies subjects, Chumash and Halacha, and a wide range of electives. Students also have the opportunity to take four VCE subjects with Jewish content. These include LOTE: Hebrew, LOTE: Classical Hebrew, Religion and Society and Text and Traditions. The specific information regarding these VCE subjects are found in the VCE handbook.

In Chumash there are basic, standard and advanced classes. Entry to the classes will be based on objective measures of student skill levels and there will be room for movement across classes. Halacha is studied in the Year level groups.

Jewish Studies elective across Years 11 and 12 run for 1.5 terms (a trimester) each, with Year 12 students finishing school at the end of term 3, in preparation for their VCE exams. In term 4, instead of electives, Year 11 students will complete a course on Fundamentals of Jewish Literacy.

Constructing a Jewish Studies Study Plan

Students will choose two electives each trimester.

Students will choose their elective subjects across three strands:

1. Chassidut/Hashkafa 2. Text 3. Jewish world

Over the course of Years 11 and 12, students must choose one subject each year from Chassidut/Hashkafa and the Text streams but the rest of the choices is up to them.

Each subject is allocated a specific number of credits, reflecting the demands of the subject. Students must complete a minimum number of credits in order to achieve the Beth Rivkah certificate. When setting up her study plan, each student must ensure that she has enough credits to satisfy requirements.

Subject blockings are determined once all student subject choices have been handed in. The blockings are designed so as to minimize student clashes, taking into account organizational constraints. However, it is not possible that all combinations of subjects will be available.

Electives will be run based on a minimum required enrollment in any given trimester.

Choices for the Jewish Studies study plan are to be made after discussion


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with teachers and signed off by parents, as per VCE subject selection protocols.

Satisfactory Completion

In Year 11 and 12 Jewish Studies all assessments and reporting is aligned with protocols for General Studies and assessments are class based.

A student satisfactorily completes a subject if all the Learning Outcomes are achieved. This decision is based on the teacher’s judgment of the student’s performance on assessment tasks. In each subject there are between two and four outcomes. Reporting Level of performance in Jewish Studies will be assessed by the school for

internal purposes by grading work, tests and examinations. Student performance is reported to parents via the school reporting system. Parents will receive interim reports at the end of first and third terms and a full written report at the end of each semester.

Attendance At Beth Rivkah students are required to attend 95% of all classes in every subject. Exceptions may be made for students with authorised absences if agreed upon by the Jewish Studies co-‐ordinator.


CORE SUBJECTS 2015:

CHUMASH

The study of Chumash aims to develop in students an appreciation of the centrality of the Chumash to their lives as Jews. Students study the text closely with the aim of gaining proficiency in reading and comprehension of the Chumash and its commentaries and the ability to reflect on the values and life lessons therein.

In 2015, students will study Sefer Bereishit, last learned in primary school.

In the Basic Chumash class, students learn the content of the Chumash, including the narrative it comprises and the lessons taught. They use the ideas taught by Rashi and a range of classical and contemporary commentaries to gain a multi-‐dimensional understanding of the text.

In the Standard Chumash class, students expand their skills in learning Rashi and a range of classical and contemporary commentaries. They continue developing mastery over the commentaries, including an awareness of how they work together.

In the Advanced Chumash class, students engage in chavruta study as they explore the depth of the commentaries and super-‐commentaries on Bereishit.

HALACHA-‐ YEAR 11

Year 11 Halacha is a continuation from previous years of the study of the study of Jewish law, its development and application. Students examine Halacha as a system of law, looking at its sources and authority. They also explore the particular laws of Shabbat-‐ Schar Shabbat, Amira L’Nochri and the use of electricity on Shabbat and Yom Tov. Students study the laws and practices of the mitzvah of Kibbud Av Va’em (the relationship and responsibility of children and parents), Jewish marriage and Divorce. They also review the Jewish calendar events that occurred throughout the semester.

Learning Outcomes:

• Use correct Halachic terminology • Accurately apply the laws to

given case studies • Discuss the purpose and

consequences of laws • Discuss the values of Jewish

holidays and know how to observe the Jewish holidays

Assessment Tasks:

• Class work • Semester Examination


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HALACHA-‐ YEAR 12

Halacha is the study of Jewish law, its development and application.

In Year 12, students will examine various aspects of laws relevant to their lives as young Jewish woman. They will study the topic of Tzniut in its broad application relating to the laws of dress and hair covering, appropriate relationships between men and women, including the concepts of Kol Isha, Yichud, Negiah, mixed functions and the use of a mechitza. Students will explore the issues relating to dating and then briefly examine the laws and related concepts of Family Purity and mikvah.

Students also review the various Jewish Holidays and their related ideas, as they occur throughout the year.

FUNDAMENTALS OF JEWISH LITERACY

This is a compulsory one term course for all Year 11 students, designed to ensure that every Beth Rivkah graduate is familiar with the key principles, terms, texts and processes of Yiddishkeit. The course is divided into modules covering topics such as:

Under the rubric “An Interface with the World” students engage with four units of study:

1. The Halachic Paradigm 2. The Land of Israel 3. Jewish Time 4. The Jewish Woman

Students must pass a final exam on the course in order to meet promotion requirements to Year 12


ELECTIVES 2015:

STRAND 1: CHASSIDUT/HASHKAFA

The Chassidut/Hashkafa strand is dedicated to subjects of Jewish Philosophy and Pnimiyut HaTorah. In all of these subjects, students study the Jewish response to overarching questions of a Jew’s purpose and mission in life, how to strengthen one’s connection to G-‐d and how to improve one’s Avodat Hashem . Students must choose at least one subject from this block each year as part of their Jewish Studies study plan.

Concepts in Chassidut is the teachings of Chabad Chassidut. This subject builds on the study of Chassidut in Years 7-‐10.

1.1 In Concepts in Chassidut 1 students explore the interplay between G-‐d and the actions of human beings in fulfilling G-‐d’s intention and purpose for this world. Students will examine this relationship through the study of multiple topics including: the essence of a Jew, the role and responsibility of a Jew, the essence of Torah and its unchanging nature, the relationship between Torah, Mitzvot and Teshuvah, free choice, the significance of each of the Batei Mikdash, and the essence of the Jewish holidays.

1.2 Concepts in Chassidut 2 is based on the JLI/RCS course "Portrait of a Woman". Students explore seven dimensions of the

Jewish woman using a wide variety of traditional and Chassidic text excerpts. Students come to appreciate the unique qualities bestowed upon woman that allow them to cultivate their own potential and the potential of those in their inner and outer circles – in their families, amongst their friends, in their communities, their professions and in the world at large.

Sichot is the textual study of selected sichot (informal discourses) of the Lubavitcher Rebbe, Rabbi Menachem Mendel Schneerson as recorded in Likkutei Sichot, some in Yiddish and some in Hebrew. Students develop competency to negotiate these texts in both languages. They become familiar with the format of the sicha, examine the methodology employed by the Rebbe and learn the Rebbe’s unique approach to key Jewish concepts.

1.3 Sichot 1 is the introductory course to this subject based on the internationally popular “Back to Basics” program. Students will begin to develop their skills by studying the content of a full Sicha and focusing on particular extracts for textual study.

1.4 Sichot 2 is the second part of the introductory course. It is recommended that students taking Sichot 2 have had some previous exposure to learning Sichot. Students will continue to develop the foundational skills and vocabulary to allow them to independently study portions of


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a Sicha in both Hebrew and Yiddish.

1.5 Maamorim is the textual study of selected maamorim (formal addresses) from Chabad Rebbeim. These discuss the Chassidic approach to some of the most fundamental concepts of Judaism, including tefillah, emunah and the Unity of G-‐d. Students become familiar with the structure, terminology and concepts used in a classic maamar. Emphasis is placed on how the ideas of these maamorim can help students shape their values and behaviours.

1.6 Mussar is the study of the classic texts used by Jews over the ages to help refine their Avodat Hashem. Students are introduced to concepts and frameworks developed in sefarim such as Chovot HaLevavot by Rabbenu Bachya, Mesillat Yesharim by the Rabbi Moshe Chaim Luzzatto, Orchot Tzaddikim and Hilchot Deot by the Rambam. Students examine how these texts can be used to shape their responses to issues in their own lives.

Tanya is the study of the classic text of Rabbi Schneur Zalman of Liadi, the first Chabad Rebbe. Students have the opportunity to develop the skills needed to learn Chassidic texts independently while reinforcing and enhancing their understanding of Chassidic concepts studied previously in Chassidut classes.

1.7 Tanya 1 is the continued textual study and completion of the second section of the Tanya, Shaar HaYichud ViHaEmunah, as a continuation from the JSE (Jewish Studies Extension) in Years 9 and 10.

1.8 Tanya 2 is the textual study of the first few chapters of the first section of the Tanya, Likkutei Amarim.

1.9 Hashkafa students are equipped with information on the Jewish outlook on many important topics. Students explore issues such as Dealing with Lifes’ Challenges, Why do Bad Things happen to Good People, and Choosing a Religious Guide. Students identify questions of interest for discussion and analyse a range of responses, with the aim that they be able to respond when asked the ‘thorny’ and complex questions posed about Judaism.


STRAND 2:TEXT

The Text strand incorporates the textual study of both the Written and Oral Torah. Students must choose at least one text subject in this block as part of their Jewish Studies program.

Neviim is the study of the era of the Jewish Prophets. As a significant part of the Tanach, it is central to a full understanding of the history and identity of the Jewish People. 2.1 Neviim 1 students explore the

text of Melachim II, examining miracles performed by the Navi for individuals and for the nation. They also study the parallel Kingdoms in the Land of Israel and their eventual demise with the exile of the Jewish nation and the destruction of the Beit HaMikdash.

2.2 Neviim 2 students will examine the prophecies of destruction in the Neviim Acharonim (latter prophets). They gain an appreciation of the role and complexities involved in being a prophet at that time while also examining the relevancy of the prophecies to our times.

2.3 Neviim – Basic offers the

opportunity for students to revisit the narratives of the Book of Shoftim, which they may have learnt briefly in primary school. They use the text as a means to structure the narrative.

2.4 Ketuvim (Writings) is the third and final section of Tanach. In Ketuvim students study extracts from the narrative texts of Ezra and Nechamia and the spiritual and literary masterpiece of Mishlei. They explore the timeless values and lessons contained within these sefarim.

2.5 Talmud students are introduced

to the style and language of the Talmud and are given the opportunity to begin developing the skills necessary to learn a Talmudic text. They become familiar with the historical context and development of Gemara and learn to see how this is reflected in the multi layers within the text on a single page of Gemara text. They examine how the Talmud is fundamental in the development of Halacha and is the basis for later Halachic decisions.

2.6 Mishna is the study Pirkei Avot, from Seder Nezikin. Students will have the opportunity to study history, Hebrew language analysis and valuable Torah morals and ethics to guide them in their daily life. Students develop their understanding of the development of the Oral Torah and how historical, social and political events impacted on the Sages teachings in those times and how these very teaching are the keys to contemporary dilemmas.


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2.7 Parsha provides students with a general overview of the topics in the weekly Torah portion followed by a more intensive study of a chosen theme explored through select commentaries. Through this study, students increase their general Torah knowledge and gain a deeper understanding of the events and topics covered while learning lessons applicable to their lives.

STRAND 3: JEWISH WORLD

Subjects in this block explore the Jewish law and view on many issues of contemporary Jewish life. The focus is on the relationship and response a Jew has towards wider world events.

3.1 Contemporary Issues in Halacha allows students to examine various current issues from the Jewish perspective. These include the Halachic and Hashkafic implications of such medical issues as the new birth technologies; IVF, cloning, stem cell use, organ transplants and issues to do with death and dying. Students also examine other current issues such as tattooing and body piercing, smoking and drugs, vegetarianism and cults.

3.2 Jewish Life Cycle students have the opportunity to explore the significant life cycle events in Jewish life, from birth to death and the afterlife. Students examine the Jewish view of each

milestone and explore the laws, traditions and the reasons for the various celebrations and rituals associated with each life cycle event.

3.3 Jewish History 1 students compare and contrast the story of Jewish life in Australia and America. They delve into the origins of Jewish migration to Australia and America, highlighting famous personalities and institutions along the way. Students investigate assimilation, acculturation and anti-‐semitism in the two countries, from its early stages until current times. The relationship over time between each of these countries and Israel is also explored. Students are able to compare demographics and statistics between Australia and America today, and end the course with a tour of past and present Jewish life in the city of Melbourne.

3.4 Jewish History 2 students explore the story of Jewish life in Eidot HaMizrach (Middle Eastern and Asian Communities) and trace communities likely to be descendants of the ‘Ten Lost Tribes’. They delve into the origins of the communities, highlighting famous personalities and institutions along the way. Students investigate assimilation, acculturation and anti-‐semitism in the relevant host countries, from the early stages of these communities until current times. The students also examine the


relationship held by these countries with Israel and the

challenges facing these communities today.

3.5 Israel Studies students are introduced to the debates about Israel from a hashkafic and halachic perspective. They examine the history of the modern State and the key socio-‐economic, political, religious and security issues it faces today. Israel’s status in the media and in international forums, familiarity with the geography of Israel and the key players in the past and today are other key components of the course.

3.6 Jewish Current Affairs offers students the opportunity to make

sense of what is happening in the news in all matter that potentially affect the Jewish community, at home and abroad. Entirely contemporary in nature, the course encourages students to delve into the stories behind the news. They learn the roles that they can play as well-‐informed citizens, for example by learning to identify and respond to media bias, examining their own preconceptions and becoming well-‐informed spokespeople for the Jewish people.


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VCE Studies Years 11 and 12


ACCOUNTING

VCE Accounting focuses on the financial recording, reporting and decision-making processes of a sole proprietor small business. Students study both theoretical and practical aspects of accounting. Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods. The preparation and presentation of financial statements is governed by Australian Accounting Standards and guided by the Framework for the Preparation and Presentation of Financial Statements (AASB Framework). AREAS OF STUDY Unit 1: Establishing and operating a service business This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. The cash basis of recording and reporting is used throughout this unit. Using single entry recording of financial data and analysis of accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a service business. Unit 2: Accounting for a trading business This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business

using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. Students develop their understanding of the importance of ICT in the accounting process by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports. Unit 3: Recording and reporting for a trading business This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is also used. Unit 4: Control and analysis of business performance This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit is based on the double entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system. Students investigate the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students interpret accounting information from accounting reports and graphical representations, and analyse the results to suggest strategies to the owner on how to improve the performance of the business.


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ASSESSMENT AND REPORTING Units 1 and 2 Procedures for the assessment for Units 1 and 2 are chosen by the school, and will be in the form of class activities, tests, assignments and examinations mid year and at the end of the year. Units 3 and 4 In Units 3 and 4, the VCAA supervises assessment by means of school-assessed coursework and examinations. Percentage contributions to the study score in VCE Accounting are as follows: • Unit 3 School-assessed Coursework 25% • Unit 4 School-assessed Coursework 25% • End-of-year examination 50%

AUSTRALIAN AND GLOBAL POLITICS

VCE Australian and Global Politics is the study of contemporary power at both national and global levels. Through this study students explore, explain and evaluate national and global political issues, problems and events, the forces that shape these and responses to them.

VCE Australian and Global Politics offers students the opportunity to engage with key political, social and economic issues, and to become informed citizens, voters and participants in their local, national and international communities.

Australian Politics increases awareness of the nature of power and its influence. It allows students to become informed observers of, and active participants in, their political system. As students begin to think critically, they recognise that democratic ideals are often difficult to achieve in practice.

AREAS OF STUDY Units 1 and 2: Australian and Global

Politics Unit 1: The national citizen

In this unit students are introduced to the study of politics as the exercise of power by individuals, groups and nation-states. Students consider key concepts related to power and influence, types of power, political ideology and values, political involvement and active citizenship. The nature of and philosophical ideas behind democracy are studied, as well as the operation and nature of contemporary Australian representative democracy. Students examine the reasons why people seek political power, the characteristics of successful political activists and leaders, and the political ideas that motivate them. The ways in which political power is exercised and how that power is


challenged and resisted by others is explored. Students also examine the role and influence of social and political movements as methods of organising political ideas and action. Unit 2: The global citizen This unit focuses on the contemporary international community. Students examine their place within this community through considering the debate over the existence of the ‘global citizen’. In Area of Study 1 they explore the myriad ways their lives have been affected by the increased interconnectedness – the global threads – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which the notion of an international community exists, and investigate its ability to manage areas of global cooperation and respond to issues of global conflict and instability. Units 3 and 4: Australian Politics Unit 3: Evaluating Australian

democracy This unit provides an overview of the operation of Australian democracy. Area of Study 1 focuses on democratic theory and practice. It compares the practice of Australian politics and government with democratic ideals. The major elements of representative and liberal democracy are introduced and significant aspects of the Australian system are evaluated in terms of their democratic strengths and weaknesses. Having evaluated the democratic merits of the Australian political system, in Area of Study 2 students compare the Australian political system with one other contemporary democratic nation. Students analyse key aspects of the selected political system, including the electoral process, the operation of the legislative branch and the protection of rights and freedoms. They then consider an aspect of

the selected political system that Australia might adopt to strengthen its democracy. Unit 4: Australian public policy This unit focuses on Australian federal public policy formulation and implementation. During the formulation stage of many public policies, the government is subject to pressures from competing stakeholders and interests. As the government responds to these influences and pressures, policy proposals are often subject to change and compromise. Students investigate the complexities the government faces in putting public policy into operation. Area of Study 1 examines domestic policy, that which is largely concerned with Australian society and affecting people living in Australia. Students investigate a contemporary Australian domestic policy issue and consider the policy response of the Australian government to that issue. They analyse the major influences on the formulation of the policy and the factors affecting the success of its implementation. In Area of Study 2, students consider contemporary Australian foreign policy. As it deals with Australia’s broad national interests, foreign policy may be less subject to the pressures and interests of competing stakeholders. Students examine the major objectives and instruments of contemporary Australian foreign policy and the key challenges facing contemporary Australian foreign policy.

Assessment Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4 The Victorian Curriculum and Assessment Authority supervises the assessment of all students undertaking Units 3 and 4.


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Percentage contributions to the study score in VCE Australian and Global Politics Sociology are as follows:

• Unit 3 School-assessed Coursework 25%

• Unit 4 School-assessed Coursework25%

• End-of-year examination 50%

BIOLOGY

Biology is the study of living things from single celled micro-organisms to complex multicellular organisms. It is the 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. Students develop the skills of science inquiry that help them to recognise the strengths and limitations of science.

PRE-REQUISITES Students will be expected to have achieved an overall pass in Year 10 General Science as well as a minimum of a B grade in the Biology specific area of the Science course. AREAS OF STUDY Unit 1: Unity and Diversity 1. Cells in Action This area of study focuses on the activities of cells. Students investigate the relationship between specialised structures of cells and the processes that maintain life. Students examine how membranes contribute to survival of cells by controlling the movement of substances within cells and between cells and their external environment. Students undertake practical investigations of the biochemical activities of cells.

2. Functioning organisms This area of study focuses on the relationship between features of organisms and how organisms meet their requirements for life. Students investigate the ways that structures and systems of various organisms function in terms of obtaining and releasing energy; obtaining


nutrients, water and gases; processing and distributing materials to cells and transporting wastes from cells to points of disposal. They consider the needs for systems to be integrated to enable organisms to function as a whole.

Unit 2: Organisms and their Environment 1. Adaptations of Organisms

This area of study focuses on the kinds of environmental factors that are common to all habitats. Students investigate the adaptations of organisms that enable them to exploit the resources of their particular ecological niche. Adaptations are interrelated and can be grouped into structural, physiological and behavioural categories. Students make connections between the conditions that operate in habitats, the tolerance range of organisms and the distribution of organisms.

2. Dynamic Ecosystems

With an emphasis on Australian ecosystems, this area of study focuses on the complex and finely balanced relationships that exist between living things and the resources in their particular habitat. This network of relationships can be understood as a system with inputs, processing and outputs; there is a flow of energy and cycling of matter between the living and non-living components of the ecosystem. Students examine how ecosystems are subject to changes that differ in scope, intensity and regularity. They investigate how human activities, such as habitat destruction, resource use and disposal of wastes affects the functioning of ecosystems.

Unit 3: Signatures of Life 1. Molecules of Life

In this area of study, students investigate the activities of cells at molecular level; the synthesis of biomolecules that form components of cells and the role of enzymes in catalyzing biochemical processes. Students investigate energy transformations in cells and how autotrophs and heterotrophs obtain their energy requirements, particularly through the processes of photosynthesis and cellular respiration. Students gain an understanding that DNA and proteins are key molecules of life forms, and that units of DNA code for the production of proteins.

2. Detecting and Responding

This area of study focuses on how cells detect biomolecules that elicit particular responses depending on whether the molecules are ‘self’ or ‘non-self’. Students investigate how signalling molecules, such as hormones and neurotransmitters, assist in co-ordinating and regulating cell activities by binding to specific receptors on membranes of target cells, to initiate a series of molecular changes in response. Students examine the barriers and mechanisms of organisms that protect them from invasion and infection by pathogenic organisms. They investigate the mechanisms that control the effectiveness of pathogens, and specific and non-specific immune responses of organisms to antigens. Students investigate the role of growth hormones in plants in regulating activities.


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Unit 4: Continuity and Change 1. Heredity

This area of study focuses on molecular genetics and the investigation not only of individual units of inheritance, but also of the genomes of individuals and species. Students investigate the mechanism and patterns of transmission of heritable traits. Students consider the interplay between genotype and environmental factors and the significance of mutations in DNA. Students investigate the techniques of genetic engineering that are used to amplify DNA, identify the genetic profile of organisms and manipulate and modify the genomes of organisms.

2. Change over Time This area of study focuses on change to genetic material that occurs over time and the changing nature and reliability of evidence that supports the concept of evolution of life forms. Students investigate changes to species and examine the process of natural selection as a mechanism for evolution. Students examine how evolutionary biology has been based on changes in evidence obtained by the accumulation of information over time, changes in interpretation and more recently from molecular biology.

UNITS 1 – 4: KEY SKILLS In this study a set of key skills that applies across Units 1 to 4 is considered essential to Biology. These skills include the ability to: • investigate and inquire scientifically • apply biological understandings • communicate biological information

and understandings

ASSESSMENT AND REPORTING Units 1 and 2 Procedures for the assessment for Units 1 and 2 are chosen by the school, and will be in the form of: • practical activities • questions and problems • tests • multimedia reports • field-based investigations • library research Units 3 and 4 In Units 3 and 4, the VCAA supervises assessment by means of school-assessed coursework and examinations. Percentage contributions to the final assessment are as follows:

• Unit 3 school-assessed coursework 20%


• Unit 3 and 4 examination – 2½ hours 60%


BUSINESS (VCE VET)

VCE VET programs lead to nationally recognised qualifications, thereby offering students the opportunity to gain the Victorian Certificate of Education (VCE) and a nationally portable Vocational Educational and Training (VET) certificate. This certificate provides a pathway into training and employment in business and related industries. It provides the knowledge and practical skills necessary to work efficiently in business/office environments. Possible positions include administrative/office assistant, receptionist, information officer and customer service officer. VCE VET programs are fully recognised within the Units 1-4 structure and have equal status with other VCE studies. The VCE VET Business program is drawn from the nationally recognized BSB07 Business Services Training Package. The VCE VET Business program aims to: • provide students with the knowledge

and skills to achieve competencies that will enhance their employment prospects within a broad range of business and industry settings

• enable students to gain a recognised credential and to make a more informed choice of vocation or career paths.

Employability skills are embedded within each unit of competency. They are as follows:

• Communication • Team work • Problem solving • Initiative and enterprise • Planning and organisation • Self management • Learning • Technology.

Program 2: Certificate II in Business BSB20112 with selected units from Certificate III Business BSB30112 Program 2 consists of the minimum twelve units of competence which satisfies the requirements for Certificate II in Business, including Contribute to health and safety of self and others BSBWHS201A, together with selected units of competence from Certificate III in Business. On successful completion of this program students are eligible for:

• the award of Certificate II in Business BSB20112

• the award of a Statement of Attainment documenting achievement of units of competence that can contribute to completion of Certificate III in Business

• recognition of up to five VCE VET units: up to three units at Units 1 and 2 level, and two units at Units 3 and 4 level.

VCE VET Units 1 and 2 (Certificate II) Depending on the electives chosen, Units 1 and 2 include occupational health and safety, communicating in the workplace, organising work activities, producing word processed documents, using business technology and creating and using spreadsheets. Code Units of competence BSBWHS201A Contribute to health and safety of self and others BSBCMM201A Communicate in the workplace BSBWOR203B Work effectively with others BSBITU201A Produce simple word processed documents BSBWOR202A Organise and complete daily work activities Electives: BSBCUS201A Deliver a service to customers


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BSBIND201A Work effectively in a business environment BSBINM202A Handle mail BSBITU202A Create and use spreadsheets BSBITU203A Communicate electronically BSBSUS201A Participate in environmentally sustainable work practices BSBWOR204A Use business technology VCE VET Units 3 and 4 Units 3 and 4 from Program 2 support scored assessment and incorporate units such as maintaining financial and business records, organising work priorities, organising workplace information, delivering, monitoring, recommending products and services, designing and producing business documents. BSBWOR301A Organise personal work priorities and development BSBINM301A Organise workplace information BSBITU306A Design and produce business documents BSBCUS301B Deliver and monitor a service to customers BSBPRO031A Recommend products and services STUDY SCORE To be eligible for a study score which can contribute directly to an ATAR, as one of the primary 4 studies or as a 5th or 6th study, students must:

• achieve all the units of competence designated as the scored Units 3 and 4 sequence

• be assessed in accordance with the tools and procedures specified in the VCE VET Business Assessment Guide.

• Complete three coursework tasks, worth 66% of the overall study score

• undertake an examination in the end-of-year examination period worth 34% of the total study score.

BSB30407 Certificate III in Business Administration

Descriptor This qualification reflects the role of individuals who apply a broad range of administrative competencies in varied work contexts, using some discretion and judgement. They may provide technical advice and support to a team. Prerequisite requirements There are no prerequisite requirements for individual units of competency. Pathways into the qualification Preferred pathways for candidates considering this qualification include:

• after achieving the BSB20112 Certificate II in Business or other relevant qualification/s

OR • providing evidence of competency

in the majority of units required for the BSB20112

• Certificate II in Business or other relevant qualification/s

OR • with some vocational experience

assisting in a range of support roles without a formal

• business qualification. Examples of indicative job roles for candidates seeking entry based upon their vocational experience include:

• Administration Assistant • Clerical Worker • Data Entry Operator • Information Desk Clerk • Office Junior • Receptionist.

This breadth of expertise would equate to the competencies required to undertake this qualification. BSB30412 Certificate III in Business Administration - Qualification Rules Total number of units = 13


Core Units BSBITU307A Develop keyboarding speed and accuracy BSBOHS201A Participate in OHS processes Electives BSBITU302A Create electronic presentations BSBWHS201A Contribute to health and safety of self and others BSBDIV301A Work effectively with diversity BSBWRT301A Write simple documents BSBITU309A Produce desktop published documents BSBFIA303A Process accounts receivable and payable BSBADM307B Organise schedules BSBITU303A Design and produce text documents BSBITU304A Produce spreadsheets BSBSUS201A Participate in environmentally sustainable work practices BSBITU301A Create and use databases BSBWOR204A VSC Business technology

CHEMISTRY

Chemistry is a key science in explaining the workings of our universe through an understanding of the structure of atoms and the interactions of substances that make up matter. Although there are no clear boundaries between the sciences such as chemistry, physics and biology, chemistry is used to explain natural phenomena at the atomic level and this knowledge is used to create new materials such as polymers and medicines. PRE-REQUISITES Students will be expected to have achieved an overall pass in year 10 General Science as well as a minimum of a B grade in the Chemistry specific area of the Science course. AREAS OF STUDY Unit 1: The Big Ideas of Chemistry Area of Study 1 – The Periodic Table focuses on the historical development of the Periodic Table, including atomic theory, and the ability to explain how evidence is used to develop and refine chemical ideas and knowledge. Students investigate trends and patterns within the Periodic Table. They are introduced to many of the major qualitative and quantitative ideas fundamental to chemistry including the mole concept and empirical and molecular formulae. Area of Study 2 – Materials explores the link between the electronic configuration of an element and the type of bonding in which it participates. Students demonstrate the ability to use models of structure and bonding to explain properties and applications of materials. They explore metals, ionic compounds and covalent molecules, network lattices and layer lattices.


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Unit 2: Environmental Chemistry Area of Study 1 – Water focuses on special chemical and physical properties of water that make it so important to living things. Students investigate chemical reactions that take place in aqueous solutions: precipitation, acid-base reactions and redox reactions such as corrosion. Chemical equations are used to represent these reactions and students perform calculations concerning amounts of reactants and products. Students investigate the concepts of solubility, concentration and pH. Area of Study 2 – The Atmosphere focuses on the interactions between living things and gases of the atmosphere. Students investigate the effects of human activities – agriculture, industry, transport and energy production – on the atmosphere. They study the chemical reactions and processes of acid rain and the effects of ozone depletion and photochemical smog. Students use kinetic molecular theory to explain and predict the behaviour of gases. They perform calculations using the gas laws. Unit 3: Chemical Pathways Area of Study 1 – Chemical Analysis focuses on the variety of analytical techniques that are used to analyse products in the laboratory. Students conduct volumetric analyses using acid-base and redox titrations. They investigate gravimetric analyses and they are introduced to the instrumental analytical techniques of chromatography and spectroscopy. Students consolidate and develop their understanding of stoichiometry as they complete relevant calculations. Area of Study 2 – Organic Chemical Pathways focuses on systematic organic chemistry. Students use molecular models and conduct simple investigations to

observe the properties and reactions of different homologous series and functional groups. Students investigate the use of biochemical fuels and the role of organic chemicals in the development of medicines. Unit 4: Chemistry at Work Area of Study 1 – Industrial Chemistry focuses on the rate and extent of chemical reactions. Students study energy profiles and how the equilibrium law is applied to homogenous equilibria. They investigate how the position of equilibrium is effected by temperature, concentration of reagents, pressure on the system and the use of catalysts. Le Chatelier’s Principle is used to explain and predict results. Factors affecting rate and equilibrium are applied to analyse the optimum reaction conditions for a selected chemical. Area of Study 2 – Supplying and Using Energy focuses on the use of different energy resources. Students evaluate how each resource is used and the advantages and disadvantages of continued use. Calorimeters are used to measure energy changes that occur with chemical reactions. The electrochemical series is used to explain and predict the redox reactions of galvanic and electrolytic cells. Stoichiometry is used with Faraday’s laws to solve problems involving quantitative calculations. ASSESSMENT AND REPORTING Units 1 and 2 Procedures for the assessment for Units 1 and 2 are chosen by the school, and will be in the form of:

• Worksheets • Written reports of practical

activities • Written tests • Extended Experimental

Investigation


• Responses to stimulus material • Semester Examinations

Units 3 and 4 In Units 3 and 4, the VCAA oversees assessment by means of School-assessed Coursework and one end-of-year examination. Percentage contributions towards the final study score are as follows: • Unit 3 School-assessed Coursework

20% • Unit 4 School-assessed Coursework

20% • End-of-year examination - 2 ½ hours

60%

LITERATURE

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.

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 text. Accordingly, the study encompasses texts that vary in form and range from past to contemporary contexts. The study of Literature encourages independent and critical thinking in students’ analytical and creative responses which will assist students in future academic study.

Areas of Study - Unit 1

1. Readers and their responses - analysing how personal responses to literature are developed

2. Ideas and concerns in texts – a focus on the ideas and concerns raised in texts and the ways social and cultural contexts are represented

3. Interpreting non-print texts - a focus on making meaning from non-print texts and how they, like print texts, are not neutral but represent a point of view

Areas of Study - Unit 2 1. The text, the readers and their contexts

- a focus on the interrelationships between the text, readers and their social and cultural contexts


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2. Comparing texts – a focus on the way 2 or more texts relate to each other

Areas of Study - Unit 3 1. Adaptations and transformations -

analysing how the form of text is significant to the making of meaning. eg, exploring the transformation of prose into film

2. Views, values and contexts - analysing,

interpreting and evaluating the views and values of a text in terms of the ideas, social conventions and beliefs that the text appears to endorse, challenge or leave unquestioned

3. Considering alternative viewpoints -

evaluating various views of a text and making considered comparisons with their own interpretations

Areas of Study - Unit 4 1. Creative responses to text - responding

imaginatively to a text, commenting on the connections between the text and the response.

2. Close analysis - analysing critically the

features of a text relating them to an interpretation of a text as a whole.


Unit 3 and 4

School assessed tasks 50%

End-of-year examination 50%

The two hour examination assesses the students’ ability to write two responses- sustained interpretations of two texts.

ENGLISH

Units 1 and 2

The focus of English at this level is on the reading of a range of text types in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students develop competence and confidence in creating written and oral texts.

At least four texts must be studied (ESL must study three texts)

§ At least one text must be imaginative i.e. novel, play, collection of short stories, poetry

§ No more than one film is to be studied § At least one text should be Australian There are three areas of study in each unit, each one leading to an outcome, that is, a response in written and or oral form.

Areas of Study

1. Reading and Responding - analysing

the ways in which structures and features are used by authors to construct meaning, how characters, ideas and themes are conveyed

2. Creating and Presenting - writing tasks

geared for a specific purpose and audience to be informed by reading a range of texts relevant to a “context” or theme selected by the school

3. Using language to persuade -

demonstrating an understanding of how language is used in order to present a reasoned point of view

Units 3 and 4


The focus of English at this level is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They further develop competence in creating written texts by exploring ideas suggested by their reading within the chosen context and the ability to explain choices they have made as authors.

Across the two units, students must read and study at least four texts selected from the list published by VCAA. (ESL must study three texts)

• At least one text comes from list one and one from list two

• At least one text in each unit must be an imaginative print text e.g. a novel, a play, a collection of short stories or poetry

• No more than one film is to be studied • At least one text should be Australian There are three areas of study in unit 3 and two areas in unit 4, each leading to an outcome in written and or oral form.


1. Reading and Responding - analysing

how a selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations

2. Creating and Presenting - drawing on

ideas and or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context

3. Using language to persuade - analysing the use of language in texts that present a point of view on an issue currently debated in the Australian media and to construct a sustained and reasoned point of view on the selected issue


1. Reading and Responding - developing and justifying a detailed interpretation of a selected text

2. Creating and Presenting - as for Unit 3

ASSESSMENT AND REPORTING School-assessed coursework 50%

End of year examination 50%

End of year examination (3 hours)

Description

All outcomes and the key knowledge and skills that underpin the outcomes in Units 3 and 4 are examinable. The examination will be set by a panel appointed by the Victorian Curriculum and Assessment Authority.

Reading and responding

Students will be required to write a response to one of two texts selected from English/ESL Text List 1 published annually by the Victorian Curriculum and Assessment Authority for Outcome 1.


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Creating and presenting

Students will be required to write for a nominated audience and purpose drawing on ideas suggested by their selected Context drawing directly from at least one text selected from English/ESL Text List 2 published annually by the Victorian Curriculum and Assessment Authority for Outcome 2.

Using language to persuade

Students will be required to analyse the use of language in unseen persuasive text/s.

End of year examination (ESL students)

Reading and responding

ESL students will be provided with a modified set of questions and will be required to write a response to one text selected from English/ESL Text List 1 published annually by the Victorian Curriculum and Assessment Authority for Outcome 1.

Creating and presenting

ESL students will be required to refer to one text selected from English/ESL Text List 2 published annually by the Victorian Curriculum and Assessment Authority for Outcome 2.

Using language to persuade

ESL students will be provided with modified unseen persuasive text/s and a modified task.

HEALTH AND HUMAN DEVELOPMENT

The study of Health and Human Development is based on the premise that health and human development needs to be promoted at an individual level, and within group and community settings at national and international levels, to maximise global development potential. This underpins the structure of the four units of Health and Human Development. The study also promotes the understanding that nutrition plays a major role in influencing both health status and individual human development.

Unit 1: The health and development of Australia’s Youth

AREA OF STUDY 1: Understanding health and development

In this area of study students develop an understanding of the concepts of health and individual human development. In investigating these concepts, students explore the interrelationships that exist within and between them. Students become aware of the differing methods for measuring health status. This area of study provides students with the foundation knowledge to explore health and individual human development throughout the unit.

AREA OF STUDY 2: Youth health and development

In this area of study students develop an understanding of the physical, social, emotional and intellectual changes associated with the developmental stage of youth. They interpret data on the health status of Australia’s youth and develop an understanding of how determinants


including biological and behavioural factors and physical and social environments influence youth health and individual human development.

Students explore the importance of nutrition for the provision of energy and growth during the lifespan stage of youth. They identify the sources of nutrients and the specific functions they perform in the body. They analyse the impact of food behaviours on the health and individual human development of youth.

AREA OF STUDY 3: Health issues for Australia’s youth

This area of study focuses on a range of health issues for youth. Students investigate in detail one health issue relevant to youth. Possible health issues suitable for investigation include mental health, asthma, diabetes, weight issues, injury, tobacco smoking, alcohol use, illicit substance use, sun protection, sexual and reproductive health, food allergies, homelessness and cyber-safety. Students explore the impact of this health issue on all dimensions of youth health and individual human development. They develop an understanding of how determinants of health act as risk and/or protective factors in relation to their selected health issue. Students form conclusions about personal, community and government strategies or programs designed to influence and promote youth health and individual human development.

Unit 2: Individual human development and health issues

AREA OF STUDY 1: The health and development of Australia’s children

In this area of study students develop an understanding of the health and individual human development of Australia’s children. Students study the period from conception to approximately twelve years. They explore the physical development that occurs from conception to late childhood, as well as the social, emotional and intellectual changes that occur from birth to late childhood.

Students investigate how biological and behavioural factors, physical environments and social environments, including the family and community, influence child health and development.

AREA OF STUDY 2: Adult health and development

In this area of study, students gain an understanding of health and individual human development of Australia’s adults, including the elderly. Students explore the physical, social, emotional and intellectual changes that occur during adulthood. They describe the health status of Australia’s adults, including the various determinants that have an impact on health and individual human development.

AREA OF STUDY 3: Health issues

In this area of study students identify a range of health issues that are having an impact on Australia’s health system and investigate at least one health issue in detail. Health issues suitable for investigation include human rights and ethics, medical technology,


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complementary and/or alternative health services, environmental health, provision of rural health services, the ageing population. Students use statistical data to identify emerging trends and evaluate a range of views related to their selected health issue. Students investigate the actions that could be undertaken in relation to their selected health issue.

ASSESSMENT Units 1 & 2

Assessment tasks for this unit are selected from the following:

• Case study analysis • Data analysis • Visual presentation, such as a

concept/mind map, poster or presentation file

• Multimedia presentation using more than two data types (for example, text, still or moving images, sound or numeric)and involving some form of interaction such as hyperlinks

• Oral presentation, such as a debate or podcasts (audio or visual)

• Blog • Test • Written response, such as a

research assignment or briefing paper

• Semester Exam

Unit 3: Australia’s health

AREA OF STUDY 1: Understanding Australia’s health

In this area of study students develop an understanding of the health status of Australians by investigating the burden of disease and the health of population groups in Australia. Students use key

health measures to compare health in Australia with other developed countries, and analyse how biological, behavioural and social determinants of health contribute to variations in health status.

The NHPAs initiative seeks to bring a national health policy focus to diseases or conditions that have a major impact on the health of Australians. The NHPAs represent the disease groups with the largest burden of disease and potential costs (direct, indirect and intangible) to the Australian community. Students examine the development of the NHPAs and their relationship to burden of disease in Australia. They analyse initiatives designed to promote health relevant to the NHPAs, and come to understand that nutrition is an important factor for a number of the NHPAs.

AREA OF STUDY 2: Promoting health in Australia

In this area of study students examine different models of health and health promotion. They investigate the roles and responsibilities of governments in addressing health needs and promoting health for all through the provision of a national health system and health promotion initiatives. Students examine the role of government and non-government organisations in providing programs and support for the promotion of healthy eating.

Unit 4: Global health and human development

AREA OF STUDY 1: Introducing global health and human development

In this area of study students explore global health, human development and


sustainability and their interdependencies. They identify similarities and differences in the health status between people living in developing countries and Australians, and analyse reasons for the differences. The role of the United Nations Millennium Development Goals is investigated in relation to achieving sustainable improvements in health status and human development.

AREA OF STUDY 2: Promoting global health and human development

Students explore the role of international organisations including the UN and WHO in achieving sustainable improvements in health and human development. Students consider strategies designed to promote health and sustainable human development globally, as well as Australia ’s contribution to international health programs through AusAid and contributions to non-government organisations.

Assessment

The student’s level of achievement in Units 3 and 4 will be determined by school-assessed coursework and an end-of-year examination.

Contribution to final assessment:

• Unit 3 School Assessed Course Work 25%

• Unit 4 School Assessed Course Work 25%

• Unit 3 and 4 Examination- 2Hrs 50%

HISTORY AREAS OF STUDY The twentieth century was marked by significant changes. In the first half of the century, the old order of the nineteenth century was challenged and overturned and new forms of economic and political organizations and cultural expression emerged. The major themes and principal events of post World War 2 history are studied in Unit 2, focussing on the Cold War and its causes and crises, followed by the collapse of the Soviet Union.

Unit 1 (1900 – 1945) 1. Crisis and conflict

• Causes of World War 1 • Peace Treaties • The search for collective security § Causes of World War 2 2. Social life

• Changes in society as new orders emerged

• Impact of technological change and crises like the World Wars, Depression and new political orders

• Emergence of groups making political, social and economic demands

3. Cultural Expression

• Examination of the work of a movement, group or individual

• Responses to or effects of such work • Relationship between such cultural

expression and the political, social or economic development


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Unit 2 (1945 – ) 1. Ideas and political power

• Competing ideologies, main features • Impact of this competition 2. Movements of the people

• Movements which challenged power structures in post war society

• Reasons and outcomes of such challenges

3. Issues for the millenium

• The nature of the interplay between regional events and international relations

• The impact of international responses and involvement on the event

Revolutions are the great disjuncture of modern times and mark deliberate attempts at new directions. They have shared the common aim of breaking with the past by destroying governments, regimes and societies that engendered them and embarking on a program of political and social transformation. As processes of dramatically accelerated social change, revolutions have a profound impact on the country in which they occur and important international repercussions.

Units 3 and 4

Unit 3 - Russia 1905-1924

Unit 4 - France 1781-1795

1. Revolutionary ideas, leaders and events

• Ideas utilised in revolutionary struggle • Role of revolutionary groups and

parties in causing radical change

• Role and significance of individuals and revolutionary publications in the revolution

2. Creating a new society

• Causes of the crises of the revolution • Key responses of revolutionary parties

or state to these crises • Changes brought by the revolution to

the power structure and economy • Continuities with the old regime in

power, distribution of wealth, social control and conditions of daily life

ASSESSMENT AND REPORTING Units 1 and 2 Procedures for the assessment for Units 1 and 2 are chosen by the school, and will be in the form of essays, document study, analysis of visual evidence, research reports, debating, examinations, class activities, practical work, tests, assignments and examinations mid year and at the end of the year. Units 3 and 4 In Units 3 and 4, the VCAA supervises assessment by means of school-assessed coursework and examinations. Percentage contributions to the final assessment are as follows:



• End-of-year examination 50% School assessed coursework includes essays, tests, reports, analysis of visual and documentary evidence.


LEGAL STUDIES This course is about the way the law relates to and serves both individuals and the community. It focuses on developing and understanding of the way in which the law is generated, structured and operates in Australia. PRE-REQUISITES

Students will be expected to have a minimum of a C grade in Year 10 History and English AREAS OF STUDY Unit 1 – Criminal law in Action

1. Law in society – focuses on role of law and need for effective laws, the role of parliament and the types of laws made.

2. Criminal law – focuses on principles of criminal liability, types of crime, enforcements and possible outcomes. Students investigate the rights and responsibilities in dealing with the police and compare sentencing in Victoria with that of an international jurisdiction.

3. The criminal courtroom – focuses on jurisdiction, processes and procedures of the courts in the Victorian Court hierarchy. Students examine the adversarial nature of criminal courts and role of the jury. They discuss the extent to which features of the criminal justice system contribute to the achievement of justice.

Unit 2 – Issues in Civil Law

1. Civil law – focuses on the doctrine of precedent and tort law and defences.

2. The civil law in action – students investigate the role and operation of dispute resolution bodies and methods.

3. The law in focus – students undertake a detailed investigation of a specific area of the law.

4. A question of rights – students examine instances where an individual or group has suffered an abuse of rights and sought to redress through the court system.

Unit 3 – Law making 1. Parliament and the citizen - focuses on

the principles of the Australian parliamentary system and the passage of a bill through Parliament.

2. Constitution and the protection of rights - focuses on an investigation of the role of the Commonwealth Constitution in establishing and restricting the jurisdiction of the law-making powers of Parliament. Students will also undertake an exploration of the importance of the Constitution in protecting democratic and human rights in order to develop an awareness of the rights and responsibilities of Australian citizens.

3. Role of the courts in law making- focuses on developing an appreciation of the role played by the courts in law-making.

Unit 4 – Resolution and Justice 1. Dispute resolution methods –

students compare and evaluate the operation of dispute resolution methods used by the courts and VCAT.

2. Court processes and procedures and engaging in justice.

ASSESSMENT AND REPORTING Units 1 and 2 Assessment of Unit 1 and 2 is based on the student's performance on a selection of the following tasks: • Mock court trial • Case study and test • Investigation of a legal problem • Structured assignment • Essay


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• Examination Units 3 and 4 In Units 3 and 4, the VCAA supervises assessment by means of school-assessed coursework and examinations. Percentage contributions to the final assessment are as follows: • Unit 3 school-assessed coursework

25% • Unit 4 school-assessed coursework

25% • End-of-year examination 50% The student’s performance on each outcome is assessed by using one or more of a variety of task types that are listed for each unit. This allows greater flexibility for teachers to structure their assessment tasks in order to best meet the approach they adopted in their teaching and learning program

LANGUAGES OTHER THAN ENGLISH (LOTE) – CLASSICAL HEBREW

Classical Hebrew is an important cultural language, the study of which not only gives students access to the culture, thought and literature of the Jewish people throughout millennia, but also sheds light on the languages, cultures, literatures and traditions that are derived from those of ancient Israel. Classical Hebrew was a spoken and written language, but was always regarded by its users as sacred, both in language and script.

It should also be noted that the understanding of more advanced Biblical study is enhanced by the understanding of Classical Hebrew.

Units 1 – 4: Common areas of study

The common areas of study for Classical Hebrew are comprehension and interpretation of biblical texts including grammar, syntax, stylistic technique and liturgical significance. The texts form the subject of the activities and tasks the student undertakes.

History Students will demonstrate knowledge of the historical background of texts chosen from the Hebrew sections of the Bible. This background should include:

• Contexts of the texts • Settings and historical sequences in

which events took place with evidence both from within the texts and external sources.


Grammar students are expected to be able to identify and comprehend the various forms and uses of the following grammar items: such as verbs, nouns, adjectives, prepositions, pronouns, conjunctions, the definitive article, sign of the definitive object and the locative hei.

Reading skills

Students will be able to read aloud accurately any vocalized and cantillated Biblical prose text with due regard to the vocalized Qere Ukhetiv and ta’amei hammiqra. Students will pay attention to mill’el and milr’a.

Canon

Students will exhibit knowledge of the acronym “Tanakh”, the order of the books and the summary knowledge of content and authorship according to Jewish tradition.

Students will exhibit knowledge of their content, historical context, dating, authorship according to Jewish tradition and liturgical usage (the use of the Biblical text within Jewish ritual at home and in the synagogue).

Seen Tanakh Texts Texts are selected from the Hebrew sections of the Bible. Students will demonstrate knowledge of the content, literary form and themes of texts studied.

Mishna Texts Texts are chosen from

• Zera’im • Mo’ed • Neziqin

Students will demonstrate knowledge of :

• the background to the Mishna and its compilation

• the major compilers including Hillel, Shammai, Rabbi Yohana ben Zakkai, Rabbi Akiva, Rabbi Meir, Rabbi Yehuda Hanasi

• content of the seen text • Halakhic applications of the seen text. Unseen Tanakh Texts Students will demonstrate knowledge of :

• the plain sense of the text • the meaning in context of common

words and phrases. • grammar

Units 3 and 4 Prescribed extracts from texts in Classical Hebrew provide the focus of this course. 14 – 18 chapters of Tanakh drawn from the Torah, Nevi’in and Ketuvim, and no more than 5 chapters of Mishna are studied.

Prescribed Texts - Prose All parts of the Hebrew Bible, which are in prose and not in Aramaic, will be studied with a prescribed commentary. Texts are chosen from:

• Torah • Nevi’im • Ketuvim Prescribed Texts - Mishna The following texts will be studied with the prescribed commentary. This will include selections from:

• Zera’im • Mo’ed • Neziqin


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Unseen Tanakh Texts These will be studied for comprehension and grammar. They will be drawn from any part of the narrative texts of the former prophets.


Units 1 and 2

The students level of achievement for Units 1 and 2 will be determined through school assessed tasks.

Units 3 and 4

The students level of achievement for Units 3 and 4 is supervised by VCAA and will be determined by school-assessed coursework and end-of-year examination. Percentage contributions to the study score in Classical Hebrew are as follows:

• Unit 3 school-assessed coursework25% • Unit 4 school-assessed coursework25% • Examination 50%

LANGUAGES OTHER THAN ENGLISH (LOTE) - FRENCH

The study of French develops students’ ability to understand and use a language which is widely learned internationally, and which is the linga franca of many world organizations and international events. The ability to use and understand French also provides students with a direct means of access to the rich and varied culture of the francophone communities around the world.

A knowledge of French can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy, and translating and interpreting.

Prescribed themes and topics : Units 1-4

The Individual

1. The personal world – personal details and qualities, relationships with family and friends, daily life, making arrangements, free time and leisure activities

2. Education and aspirations

3. Personal opinions and values The French-speaking communities

1. Lifestyles – Lifestyles in France and francophone countries, lifestyles of the French in Australia, tourism and travel.

2. Historical perspectives – The influence

of the past on the present, famous people, traditions and customs


3. Arts and entertainment – art, literature, music, theatre, cinema and the media

The changing world

1. Social Issues – modern youth, environmental issues, economic crises

2. The world of work – people at work, different types of work, vocational pathways

3. Scientific and technological issues


Units 1 and 2

The students level of achievement for Units 1 and 2 will be determined through school assessed tasks such as informal conversations, oral presentation, role plays, writing formal and informal letters, articles and short stories, listening to spoken texts, reading written texts, and examinations.

Units 3 and 4

Oral 32.5%

Response to spoken texts 20%

Response to written texts 20%

Writing 27.5%

LANGUAGES OTHER THAN ENGLISH (LOTE) – HEBREW

A knowledge of Modern Hebrew provides access to the rich cultural heritage associated with the language. Hebrew has been the language of serious Jewish writing of all kinds in the Middle East and Europe over many centuries and it has always been the religious and liturgical language of the Jewish communities in the world.

A significant number of Israeli companies are represented in Australia and a strong and growing relationship exists between Australia and Israel in terms of trade relations and contact in areas such as technology, medicine and agriculture.

The ability to communicate in Hebrew may, in conjunction with other skills, provide pathways for students into a number of post-secondary options and employment areas such as tourism, business, marketing, applied science and diplomacy and, mainly, it enables the student to understand the original texts of the Bible and Talmud.

Prescribed themes and topics : Units 1-4 The Individual 1. Personal identity 2. Education and aspirations 3. Health and leisure

The Hebrew-speaking communities Arts and entertainment - theatre/literature, film Current and historical perspectives - establishment of the State of Israel Ways of life in Israel - army, modern and historical places in Israel


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The changing world Hospitality and tourism - travelling in Israel

Social issues - drugs, environment and innovation

Progress and modern life


Units 1 and 2

The student’s level of achievement for Units 1 and 2 will be determined through school assessed tasks such as informed conversations, oral presentation, role plays, formal letters, listening to spoken texts, reading written texts, short stories, outcomes and examinations.

Units 3 and 4

• Unit 3 school-assessed coursework: 25%

• Unit 4 school-assessed coursework: 25%

• Examinations: • oral component 12.5% • written component 37.5%

MATHEMATICS

The Mathematics study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs and aspirations of all students. It is designed to promote students' awareness of the importance of mathematics in everyday life, in an increasingly technological society and to give students confidence in making effective use of their mathematical skills.

Students entering Year 11 Mathematics may select from two Mathematics subjects:

General Mathematics (GM) 1& 2

Mathematical Methods CAS (MM) 1 & 2

* Students who have achieved very high results in Year 10 Mathematics may have the extra option of Further Mathematics Units 3 & 4 in Year 11, in addition to these Mathematics subjects at Units 1 and 2 level.

Within the General Mathematics subjects, there are two alternative courses. General Mathematics (Specialist) (GMS) is designed to prepare students for Specialist Mathematics at Year 12 or as an extra Mathematics subject taken to strengthen skills for Mathematical Methods; General Mathematics (Further) (GMF) prepares students for Further Mathematics at Year 12.

At Year 12 level, three Mathematics subjects are offered:


• Mathematical Methods CAS (MM) 3 and 4

• Specialist Mathematics (SM) 3 and 4

• Further Mathematics (FM) 3 and 4

The various Maths courses can be arranged into 2, 4, 6, 8, 10 or 12 unit packages to be taken over two years:

A: 12 Unit Package - suitable preparation

for specialist courses in Mathematics

such as Engineering, Physical or

Chemical Sciences.

MM CAS 1 and 2 à MM CAS 3 and 4

GMS 1 and 2 à SM 3 and 4

GMF 1 and 2 à FM 3 and 4

B: 10 Unit Package - suitable preparation



Chemical Sciences.


GMS 1 and 2 à SM 3 and 4

FM 3 and 4 (can be done in Year 11 with a minimum of an A in Year 10 Mathematics)

C: 8 Unit Package - suitable preparation



Chemical Sciences.

MM CAS 1 and 2 à MM CAS 3 and 4 GMS 1 and 2 à SM 3 and 4

D: 6 Unit Package - suitable preparation for Medicine, Science (Uni of Melb), Commerce


GMS 1 and 2

E: 4 Unit Package - the MINIMUM

preparation for Health Sciences or courses requiring “Any Maths”, for example, Business courses (Monash Caulfield, Berwick, Peninsula), Deakin Commerce

GMF 1 and 2 à FM 3 and 4 OR

MM CAS 1 and 2 à FM 3 and 4

F: 4 Unit Package - the MINIMUM

preparation for Commerce (Uni of Melbourne/Monash), Medicine, Science


G: 2 Unit Package - suitable for students needing Mathematics at 1 and 2 level only

MM CAS 1 and 2 OR

GM 1and 2

Students must select the appropriate package depending on their interests and ability, and the need for particular subjects as pre-requisites for tertiary courses. Consultation with their Maths teachers, Careers Counsellor and VCE Co-ordinator is advisable.

PRE-REQUISITES


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Mathematical Methods CAS Students will be expected to have achieved a minimum of a C grade in Year 10 Mathematics in order to study Mathematical Methods. General Mathematics (Specialist) Students will be expected to have achieved a minimum of a B grade in Year 10 Mathematics in order to study General Mathematics (Specialist). General Mathematics (Further) Students will be expected to have achieved a minimum of a pass in Year 10 Mathematics in order to study General Mathematics (Further). AREAS OF STUDY

MATHEMATICAL METHODS CAS Unit 1 1. Functions and Graphs The graphical

representation of functions. Treatment of polynomial functions is restricted to polynomials of degree no higher than four.

2. Algebra Supports of material in the

“Functions and graphs” area of study. The focus is on the algebra of simple polynomial functions such as linear, quadratic and cubic functions.

3. Calculus Intuitive understanding of

instantaneous rate of change through familiar situations, and through a graphical and numerical approach to the measurement of constant, average and instantaneous rates of change.

4. Probability Introductory probability.

Unit 2 1. Functions and Graphs Graphical

representation of functions. Treatment of non-polynomial functions is restricted to simple circular

(trigonometric) functions and simple exponential and logarithmic functions.

2. Algebra Revision and further

development of content described in Unit 1, as well as the study of related algebra material introduced in other areas in Unit 2 (circular functions and exponential and logarithmic functions)

3. Calculus Differentiation and anti-

differentiation of polynomials.

Units 3 and 4 1. Functions and Graphs This area of

study covers the behavior of functions; graphs of polynomial, power, circular, exponential and logarithmic functions; graphs of sum, difference, product, composite, modulus and inverse functions.

2. Algebra This area of study covers the

algebra of functions and the solution of equations. This supports the work covered in Functions and Graphs as well as in Calculus.

3. Calculus This area of study covers the

graphical treatment of limits, continuity and differentiability; finding the gradient function; using the rules for derivatives and applying these rules to a variety of problems; integration and application to areas under and between curves.

4. Probability This study covers discrete and continuous random variables, properties and applications with the binomial and normal distributions used as specific examples; simple Markov chains. GENERAL MATHEMATICS The same areas of study are covered in both courses but the topics and the degree of difficulty are altered by the teacher as is required.


Units 1 and 2 1. Statistics and probability Displaying, summarising and interpreting data; sampling for attributes, combinatorics and introductory probability.

2. Arithmetic Applications of arithmetic, financial arithmetic, variation, sequences and series and number systems.

3. Functions and graphs Linear graphs and modelling, linear programming, and sketching and interpreting graphs.

4. Algebra Linear and non-linear relations and equations.

5. Geometry Shape and measurement, co-ordinate geometry, vectors, geometry in two and three dimensions.

6. Trigonometry Trigonometric ratios and their applications in two and three dimensions.

FURTHER MATHEMATICS

Units 3 and 4 There are two areas of study:

1. Data analysis

Statistics, linear regression, time series 2. Selected Application Modules (the choice of 3 modules of 6 available)

Module number 2: Geometry and Trigonometry – Pythagoras’ theorem, scaling. Trigonometry in 2 and 3 dimensions

Module number 3: Graphs and relations – Interpretation of graphs, graph sketching and linear programming

Module number 6: Matrices – operations and applications

SPECIALIST MATHEMATICS Units 3 and 4 1. Co-ordinate geometry Sketch graphs involving addition of ordinates, ellipses and hyperbolae 2. Circular (trigonometric) functions Reciprocals and Inverses of trigonometric functions. The use of trigonometric identities and compound and double angle formulae. 3. Algebra Complex numbers 4. Calculus Further methods of

differentiation and integration following on from those studied in Math Methods 3 & 4.

5. Vectors in two and three dimensions

The use of vectors and vector calculus 6. Mechanics Equations of motion and the

effect of forces acting on a body.


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Units 1 and 2 The student’s level of achievement for Units 1 and 2 will be determined by the school through tests, assignments, short written problem solving responses, modelling tasks, projects and review notes.

Unit 3 and 4 School assessed coursework (2 Tests, an Application Task and 2 Analysis Tasks) 34%

End-of-year examination – multiple choice/short answers 33%

End-of-year examination – longer application questions 33%

PHYSICS

Physics, the oldest of the sciences, explains what happens in the real world – stars and rainbows, the apple that falls to the ground, or the lodestone that always points North – and explains why the world should be that way. Beyond explaining and speculating, physics has led to developments in technology, some of which (for example, radio communication and electrical appliances) have had a profound impact on society. For all of these reasons, a knowledge of physics is useful to people in pursuing their hobbies, confronting new technologies and meeting the needs of those students considering careers in the wide range of technical, trade and professional areas for which physics is relevant. Physics, like other sciences is grounded in experiment and practical activities feature prominently in the course. Students with a background in physics are increasingly sought after by employers in such areas as the computer industry, engineering, electronics, the trades and teaching. Physics is a recommended requirement for careers in medicine, radiology, architecture, aeronautics, meteorology and engineering. PRE-REQUISITES Students will be expected to have achieved an overall pass in Year 10 General Science as well as a minimum of a B grade in the Physics specific area of the Science course. AREAS OF STUDY Unit 1 1. Nuclear and radioactive physics Radioactive sources and changes in atomic nuclei as atoms radiate energy are studied. Use of radioactive and nuclear technological developments (as in medical


physics and nuclear power stations) is studied and debated. 2. Electricity A basic DC circuit model is applied to simple battery operated devices, car and household (AC) electrical systems. The safe and effective use of electricity by individuals is discussed. Detailed Study: One detailed study is selected from:

Ø Astronomy – studied in the context of the historical development of our picture of the Universe and our place in it.

Ø Astrophysics – focuses on the development of the cosmology over time.

Ø Energy from the nucleus – looks at the use of nuclear energy technology and the challenge of balancing its benefits against the risks associated with nuclear power stations and disposal of radioactive waste.

Ø Investigations: Flight – experimental investigations are conducted in aircraft design.

Ø Investigations: Sustainable energy sources – investigation of the potential for development of a renewable energy resource to provide a portion of our energy needs.

Ø Medical Physics – studies scanning processes (X-rays, CAT scans), cancer and laser therapies.

Unit 2 1. Motion Movement of objects is studied in terms of position, velocity and acceleration. Mathematical models are applied in experimental investigations. Newton’s Laws are used in the contexts of motion, transport, and games and sport.

2. Wave-Like Properties of Light The wave-like properties of light are used in the contexts of seeing with the unaided eye, extending visual and communication capabilities, and special theatrical effects. Students learn how the eye detects color, perceives different images in plane and curved mirrors and they try to understand ‘optical illusions’.

Detailed Study: One detailed study is selected from the list above. The detailed study chosen must be different from that chosen for Unit 1. Unit 3 1. Motion in one and two dimensions This topic extends the Newtonian ideas on motion developed in Unit 2. Insights into gravity, motion of the solar system, the achievements of space travel, and satellite technology are explored. 2. Electronics and Photonics The area of electricity is extended to include the purpose and function of electronic components such as those found in burglar alarms, smoke detectors and televisions. Photonics is the basis of modern communication technology. Some phenomena which characterise the interface between electronics and photonics are introduced such as optical fibres, CD readers and writers and computer networks. Unit 4 1. Electric Power The generation of electric power and transmission throughout the state for modern day use is studied. Students study the operation of electric motors, generators and alternators. 2. Interactions of Light and Matter Students study the wave and particle nature of light and the quantized energy levels of atoms.


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Detailed Study: One detailed study is to be chosen from six detailed studies in either Unit 3 or Unit 4. The detailed study is to be selected from:

Ø Einstein’s Theory of Relativity – studies the relation between time and space when observers are moving at speeds approaching the speed of light.

Ø Materials and their use in structures – looks at forces acting on materials and how materials influence the behaviour of structures. This is studied in the context of construction and design of buildings and bridges.

Ø Further Electronics – students design an AC to DC voltage regulated power supply system and describe and explain the operation of the system.

Ø Synchrotron and its applications – studies the synchrotron as a large ring accelerator of charged particles used to investigate the structure and chemical bonding of particular materials.

Ø Photonics – Students use the photon and wave models of light to explain the operation of various light sources and fibre optic guides.

Ø Sound – ideas of sound and electromagnetism are combined to understand the operation of microphones, speakers, need for hearing protection, acoustics associated with theatres and cinemas.

ASSESSMENT AND REPORTING Units 1 and 2 Procedures for the assessment for Units 1 and 2 are chosen by the school, and will be in the form of class activities, practical work, tests, assignments and examinations mid year and at the end of the year.

Units 3 and 4 In Units 3 and 4, the VCAA supervises assessment by means of school-assessed coursework and examinations. Percentage contributions to the final assessment are as follows: • Unit 3 school-assessed coursework

16% • Unit 4 school-assessed coursework

24% (Including the detailed study)

• End-of-year examination - 2½ hours 60%


PRODUCTION DESIGN (Design and Tech) Product design is part of people’s responses to changing needs to improve quality of life by designing and creating artifacts. Central to VCE Product Design and Technology is the Product design process, which provides a structure for students to develop effective design practice. The design process involves identification of a real need that is then articulated in a design brief. The need is investigated and informed by research to aid the development of solutions that take the form of physical, three-dimensional functional products. Development of these solutions requires the application of technology and a variety of cognitive and physical skills, including creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation. In VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation. AREAS OF STUDY Unit 1 This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Finite resources and the proliferation of waste require sustainable product design thinking. Many products in use today have been redesigned to suit the changing needs and demands of users but with little consideration of their sustainability. Knowledge of material use and suitability for particular products is essential in product design.

Additionally, knowledge of the source, origin and processing of materials is central to sustainable practices. Students consider the use of materials from a sustainable viewpoint. Sustainable practices claimed to be used by designers are examined. Unit 2 In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. ASSESSMENT AND REPORTING Units 1 and 2 Procedures for the assessment for Units 1 and 2 are chosen by the school, and will be in the form of class activities, practical work, tests, assignments and examinations mid year and at the end of the year.


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PSYCHOLOGY

Psychology is the scientific study of mental processes and behaviour in humans. In the VCE study of Psychology, students explore complex human behaviours and thought processes. They develop empathetic understandings and an understanding of mental health issues in society. Students are given the opportunity to apply psychological principles to everyday situations such as 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 behavior.

PRE-REQUISITES Students will be expected to have achieved an overall pass in Year 10 General Science.

AREAS OF STUDY Unit 1 1. What is Psychology?

In this area of study students analyse the contribution that classic and contemporary theories have made to the development of psychology. Students investigate aspects of visual perception to consider how psychologists approach the study of the mind and human behaviour from biological, behavioural, cognitive and socio-cultural perspectives.

2. Lifespan Psychology

This area of study focuses on changes in the interaction between biological, cognitive and socio-cultural influences and

learned behaviours that contribute to an individual’s psychological development and mental wellbeing at different stages. They use the major perspectives in contemporary psychology to explain cognition and behaviours associated with particular stages of development, taking into account heredity and environmental influences.

Unit 2

1. Interpersonal and Group Behaviour

This specialist field of study focuses on how behaviour and perceptions of self and others are shaped by social and cultural influences including the attitudes and behaviours of groups. It is generally accepted that a key factor in the psychological wellbeing of individuals depends on the extent to which the need for affiliation is met – a sense of belonging and connectedness whether it be to family, a group, a school or workplace, or a wider community. Understanding the interplay of factors that shape the behaviour of individuals and groups can help explain the cause and dynamics of prejudice, stereotyping and discrimination, and can contribute to changes in attitudes and behaviour.

2. Intelligence and Personality

In this area of study, students explore scientific ways of describing, measuring and classifying intelligence and personality. Students study aspects of psychological research and may apply these to their own investigations. They consider associated ethical issues including the use of standardized psychological test


Unit 3 1. Mind, Brain and Body

This area of study focuses on the role of the functioning brain and nervous system in relation to awareness of self, the environment and behaviour. Students explore the relationships between consciousness and thoughts, feelings and behaviour by comparing the characteristics of normal waking consciousness with altered states of consciousness. They examine how the understanding of consciousness and sleep patterns has been enhanced by developments in brain stimulation and the expansion of knowledge in cognitive neuroscience.

2. Memory

Memory is essential to our identity: it connects our past experiences to the present and shapes our future by enabling us to adapt to daily changes in our environment. Students investigate the retention of experiences and learning as memory and the factors that affect retention and recall of information. They study the neural basis of memory and the connectivity between brain areas to explain the complexity of memory, factors that affect memory and its decline over time, and the causes of forgetfulness.

Unit 4

1. Learning

This area of study explores the characteristics of learning as a process that plays a part in determining behaviour. Students study the neural basis of learning, and examine different types of learning: classical conditioning, operant conditioning, observational learning, one-

trial learning, trial and error learning and Social Learning Theory. Behaviour not dependent on learning is also explored.

2. Mental Health

Students use a biopsychosocial framework to investigate how biological, psychological and sociocultural factors interact to contribute to the development of an individual’s mental functioning and mental health. They identify the mechanisms underpinning the range of usual human emotions such as anxiety, stress, anger, sadness and happiness. Students learn to distinguish between normal or universal experiences such as stress, anxiety and moodiness, and focus on ONE chronic condition from the following: addiction, depression, anxiety and phobias which fall into the category of mental illness or psychological disorder.

The relationship between stress and mental health is investigated together with the strategies for coping with stress. Students apply a biopsychosocial framework to the study of simple phobia and a selected mental disorder. They identify protective and risk factors, coping mechanisms and the principles of how treatments work. Students analyse how biological, psychological and socio-cultural factors interact to contribute to the development and treatment of these disorders.


Units 1 and 2 Demonstration of achievement of outcomes in Units 1 and 2 must be based on the student’s performance on a selection of assessment tasks.


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Assessment tasks for these units are selected from the following:

• research investigation

• annotated folio of practical activities

• media response

• oral presentation using two or more data types, for example still or moving images, written text, sound

• visual presentation, for example concept map, graphic organiser, poster

• test

• essay

• debate

• data analysis

• evaluation of research.

Units 3 and 4 In Units 3 and 4, the VCAA supervises assessment by means of school-assessed coursework and examinations. Percentage contributions to the final assessment are as follows:



• Unit 3 and examination - 2½ hours 66%

RELIGION AND SOCIETY Religions are defined as those forms of belief and practice through which human beings express their sense of ultimate reality. Such beliefs and practices form an important part of human experience and this experience is both individual and collective. Religious communities are formed and traditions of belief and practice are developed. This study proposes that religions can be understood in a general way as meaning systems that have interrelated aspects. These guide students through their study of one or many religious traditions. Areas of Study Unit One: Religion in Society 1. The religious world In this area of study students investigate the nature of religion. They identify the features common to religions, especially the eight aspects of religion. They explore why these features are common to all religions studied and investigate a range of religions to show the importance of these features. Students also examine the contributions of religions to the development of human society. 2. Religious traditions in Australia This area of study includes a geographical and statistical overview of the variety of religious traditions found throughout the world today and, in particular, in Australia. Students focus on some of the religious traditions found in Australia. They explore how these religious traditions perceive themselves and express their collective religious identity in Australia, including how the history of each religious tradition has influenced its collective identity. This collective identity may be cohesive or it could be pluralistic, for example as expressed by different religious communities within the tradition. Students


also explore how these religious traditions interact with society. 3. Religious identity and life experience In this area of study, students examine the relationship between religious traditions and the life experience of its members. They investigate the dynamic relationship that can exist between members as individuals or specific communities and their religious tradition. They explore how membership of a religious tradition contributes to the life experience of members, and how the search for meaning by and identity of members is shaped by the beliefs, practices and experiences of their religious tradition. Students investigate how members have a role in the growth and continuing transformation of the religious tradition. Unit Two: Ethics and Morality 1. Ethical method in pluralist society In this area of study students are introduced to the nature of ethical decision-making in pluralist society. Ethical decision-making refers to the selection of methods and principles which guide practical moral judgment. Students explore the concepts underpinning ethical decision-making and various influences on it. Various approaches to ethical decision-making are discussed as well as theories derived from these approaches. For example, one approach may involve a conception of right and wrong as subjective, from which relativist theories of ethics are derived, which in turn inform practical moral judgment. Another approach may be to see right and wrong as absolutes, from which various normative theories are derived. 2. Religion and morality in pluralist society In this area of study, students examine ethical perspectives and moral viewpoints upheld by at least two religious traditions in pluralist society. Certain authorities,

ideas, values and ethical principles inform broad ethical perspectives and in turn ethical decision-making within a religious tradition. These ethical perspectives inform the religious tradition’s moral viewpoints on specific aspects of practical moral judgment. Students analyse how the ideas, values and ethical principles underpinning ethical perspectives are expressed through the formal aspects of religion. A non-religious tradition could be included for purposes of comparison. Students also investigate a range of moral viewpoints of each religious tradition derived from the ethical perspectives and ethical decision-making process of the tradition. 3. Contemporary ethical issues in pluralist society This area of study builds on the knowledge of concepts, approaches, methods and traditions associated with ethical perspectives and ethical decision-making explored in Areas of Study 1 and 2. Students apply this knowledge to an examination of debates about ethical issues conducted in the public arena of pluralist societies, focusing on two or more contemporary issues. The analysis should encompass an explanation of why the issue is regarded as an ethical issue; identification of contributors to the debate and the worth and influence of their contribution; the basis of ethical perspectives and moral viewpoints used in the debates; and the methods involved in the ethical decision-making process. Unit 3: The Search for Meaning 1. Meaning in religious traditions In this area of study, students examine the nature and purpose of religious beliefs within religious traditions generally. They then explore specific religious beliefs in one or more than one religious tradition that are common to members of that tradition. This exploration includes consideration of how each belief is


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distinctive for that tradition; that is, traditions may share a common belief but this belief may have a distinctive meaning for each tradition. It is this distinctiveness that should be explored for the tradition/s under study. Students investigate the expression of these religious beliefs in the religious tradition/s through the relevant aspects of religion. Students also consider what these religious beliefs mean for the way in which members of the religious tradition/s are to lead their lives. 2. Maintaining continuity of religious beliefs This area of study builds on the knowledge of religious beliefs developed in Area of Study 1. Students examine how religions maintain continuity of beliefs concerning ultimate reality, the nature and purpose of human life, the meaning of life and death, the relationship between ultimate reality and humanity, the relationship between humans, and the relationship between human life and the rest of the natural world. Students investigate the reasons for maintaining continuity of religious beliefs. They explore the ways these beliefs are maintained by religious traditions generally and specifically in one or more than one religious tradition/s, exploring a detailed example in their investigation of a specific religious tradition. Students investigate these maintenance practices: the reaffirmation of religious beliefs; the application of reaffirmed religious beliefs to new circumstances; the reinterpretation of religious beliefs to address new circumstances; and the reaffirmation of religious beliefs through reformulation of their expression. Students use the eight aspects of religion (outlined in the Unit 1) as a framework for their analysis. 3. Significant life experience and religious belief This area of study focuses on personal development in religious belief. Students investigate how belief in, and understanding of, religious beliefs of

religious traditions may be subject to a dynamic process of change over time through significant personal life experience. Students consider the relationship between significant life experience and religious belief, and then undertake a detailed study of a member of a selected religious tradition/s. Students investigate a particular significant life experience for the member of the religious tradition/s studied, exploring the impact on their understanding of and belief in the tradition’s religious belief/s. The member studied can be a person or a group and must be a member of the religious tradition at the time of the experience. Students also investigate how religious beliefs can have an impact on the interpretation of significant life experiences, which are characterised by intense experiences such as joy, wonder (awe), suffering, death, major life choices, love, human relationships, or commitment. Unit 4: Challenge and Response 1. Historical challenges to religious traditions In this area of study, students investigate the types of significant internal and external challenges to religious traditions generally within an historical framework. They consider how some aspects of religion are more likely to be challenged, such as key beliefs, ritual practice, the interpretation of texts, and the nature and role of authority, and the manner of participation within the social structure of the religious tradition. These challenges may come from an historical event or events, a movement, a person, or an issue arising from within the religious tradition/s, or from the wider society or from other religious traditions. Students appreciate how challenge may come from a number of directions or sources, requiring different types of responses from the religious tradition. Students begin with a study of a profile of one or more than one religious tradition and develop an


overview of a range of significant internal and external challenges faced by the religious tradition/s during its historical development. Students select one of these historical challenges from one or more religious traditions for further investigation. The historical challenge should be at a stage where a range of evaluations have been made by commentators. Students investigate the circumstances leading to the challenge, the nature of the challenge, the responses of the religious tradition/s to the challenge, and assess the ways in which the responses of the religious tradition/s to the challenge impacted on the religious tradition/s. They also examine the nature and extent of the impact on the relationship of the religious tradition/s to the wider society and to other religious traditions. 2. Contemporary Challenges and Their Impact In this area of study, students examine the visions for society held by religious tradition/s that are confronted by contemporary social or moral issues. They investigate the contributions that religious traditions may bring to debates on major social and moral issues, and the impact these may have on the religious tradition/s and the wider society. Through a discussion of at least one contemporary example, students demonstrate the ways that religious tradition/s are confronted by and respond to challenges of modern society. This response by the tradition may at times be manifest through a religious community within the tradition or be manifest as a broader response. The contemporary challenge selected may have a history but students focus on its current context. The challenge should be at a stage where its impact on the tradition and on the wider society is apparent and able to be evaluated.

Assessment and Reporting Unit 1 and 2: Demonstration of achievement of outcomes in Units 1 and 2 must be based on the student’s performance on a selection of assessment tasks.

Assessment tasks for this unit are selected from the following: • report in multimedia format • debates • identification exercises • analytical exercises • oral presentations • interviews • annotated charts • flow charts • essay • test • written exercises.




• End-of-year examination 50%


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STUDIO ARTS

VCE Studio Arts aims to develop in students the ability to establish effective art practices through the application of a design process and the production of a cohesive folio of artworks. The design process in this study enables students to explore ideas and sources of inspiration, experiment with materials and techniques, practice specialised skills in a range of selected art forms and develop visual, and where appropriate, other elements to produce particular aesthetic qualities. The theoretical component of the Studio Arts study design has been structured to inform students' practice. It focuses on the development of skills in visual analysis and an understanding of how artists have interpreted sources of information, used materials, techniques and processes, created aesthetic qualities and developed distinctive styles in their artwork.

PRE-REQUISITES

Students will be expected to have achieved a minimum of a C grade in semesters 1 or 2 Art at Year 10 to undertake Year 11 Units 1 and 2.

Art is a recommended study for tertiary courses but is required to develop a folio for many other tertiary courses.

AREAS OF STUDY Unit 1: Artistic Inspiration and techniques 1. Developing art ideas

Focuses on the development of ideas and sources of inspiration as starting points for artworks and various methods of

recording, interpreting and translating these into visual form. 2. Materials and Techniques

Focuses on the use of materials and techniques in the production of artworks.

3. Interpretation of art ideas and use of materials and techniques

Focuses on the way artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of artworks.

Unit 2: Design exploration and concepts

1. Exploring ideas and issues

Focuses developing artworks through the

design process of visual research and

inquiry.

2. Ideas and styles in artworks

Focuses on analysis of artworks. Artworks by artists or groups from different times and locations.

Unit 3: Studio production and professional art practices

1. Work brief

Focuses on the development of a written framework for the design process. 2. Design process

Focuses on the exploration and development of the design process documented in the work brief in order to


develop a range of potential solutions that will form the basis for the production of a folio of finished artworks.

3. Professional art practices and styles

Focuses on professional art practices in relation to particular art forms and the development of distinctive styles in artworks.

Unit 4: Studio production and art

industry contexts

1. Focus statement

Focuses on the preparation of a visual and written document for the refinement of artwork to be produced in the folio. 2. Folio

Focuses on the production of a cohesive folio of finished artworks developed from potential solutions. 3. Art industry contexts

Focuses on the presentation of artworks and current art industry issues. Students develop an awareness of issues and processes in the - conservation of artworks, exhibiting work, roles of galleries, promotion and marketing of work, curators and public critique.

ASSESSMENT AND REPORTING Units 1 and 2 Procedures for the assessment for Units 1 and 2 are chosen by the school and each unit involves:

§ Folio & supporting body of work 50% § Art Appreciation / Analysis 20% § Examination - 1½ hours 30%


• Unit 3 – Work brief and Design Process 33%

• Unit 4 – Focus statement and Folio 33%

• Examination - 1½ hours 34%


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TEXTS AND TRADITIONS

AREAS OF STUDY Unit 3 – Texts and the early tradition This unit examines selected chapters from the books of Jeremiah and Ezekiel. It is designed to enable students to develop an understanding of:

• Some of the main interpretations of the selected chapters of the Tanach.

• The historical contexts in which the books were written

• The origin, purpose and teachings of the texts

1. Overview of the History of Israel –

from settlement to destruction of the First Temple, with reference to selected passages from the Torah and the book of Isaiah

2. Background of the texts of Jeremiah and Ezekiel – historical, political, socio-cultural, religious

3. Approaches to texts – authorship, purpose, intended audience 4. Interpreting the text (Part 1) –

commentaries (exegesis), major themes, literary structure and style

Unit 4 - Texts and their teachings The main part of study in this unit continues the exegetical study of foundational texts begun in Unit 3. However, the themes contained in the foundational texts have been reinterpreted at different times within traditions and such developments are also included in the area of study.

1. Interpreting texts (Part 2) – teachings within texts may be presented in different ways. They may be presented in the form of proverbs, codes of law, rules of behaviour, collections of sayings or accounts of the lives of significant individuals, or other recognisable literary forms. Texts have been developed in certain historical, political and social contexts. These situations affect understanding of the meaning, purpose and teachings of those texts. However, some texts contain teaching which transcend their historical and social contexts and are seen as having continual relevance and meaning for the tradition.

2. Religious ideas, beliefs and social themes – students will examine a significant religious idea, belief or social theme (eg. Centrality of the Land of Israel, Reward and Punishment, Messianic Times) arising out of a study of the selected text, paying particular attention to the way in which the text deals with the particular issue or theme in its original historical, social and religious context. They will also examine the way the text has been interpreted by the religious tradition at a later time in history. Consideration will also be given to the impact on the tradition of these interpretations.



Unit 3 25% Outcome 1: A short answer test

Jewish History and Tradition during the 1st Commonwealth up to the Destruction of the 1st Temple and Babylonian Exile

Outcome 2: An essay

The Book of Jeremiah

Outcome 3:An exegetical exercise

Analysis of a selected passage from Jeremiah

Unit 4 25% Outcome 1: An exegetical exercise

Analysis of a selected passage from Ezekial

Outcome 2: A short report/essay 5%

Examination of a significant fundamental religious idea in the set text and its later interpretation.

End of the Year examination 50%


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brs years 10-12 handbook

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