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Senior School Course SelectionGuide 2018

Emerald Secondary College

Introduction 4Learning-Pathways 5SubjectBenchmarks&Pathways 6GlossaryofTerms 7Year10CourseOverview 8PostYear10StudyPathways 9VictorianCertificateofAppliedLearning(VCAL) 10Year10VCALPathway 11Year11(Intermediate)&Year12(Senior)VCAL 11SchoolBasedApprenticeship&Traineeship(SBAT 12VocationalEducationandTrainingProgram(VET) 12SubjectSelectionandFurtherStudy 14Year10CoreSubjects&Yr10ElectiveSubjects 16AvailableVCEUnits 17Year 10 Subject Descriptions EnglishSubjects GeneralEnglish 18 EnrichmentEnglish 18 EssentialEnglish 18 Mathematics MathematicsEnrichment 19 Mathematics 19 FoundationMaths 19 TheArts 2DArt 20 Ceramics 20 DigitalPhotography 20 VisualCommunication&Design 20 MediaStudies 20 Music 21 Drama 21 Health&PhysicalEducation Health&HumanDevelopment 22 PhysicalEducation 22 Fitness&Coaching 22 AdvanceProgram 22 CertificateIIIinSport&Recreation22 VCEOutdoor&Environmental Studies-(Units1&2) 23 Languages Japanese 24 Science Chemistry 25 Biology 25 Psychology 25 Physics 25 STEM-Engineering 25 Humanities Economics&Business 26 Geography 26 GlobalProblemSolving 26 History 27 LegalStudies 27 VETCertificateIIinCommunity Services 27 CertificateIIinPublicSafety (FirefightingOperations-CFA) 27

Technology FashionandCostumes 28 FoodTechnology 28 AdvancedPatisserie 28 InformationTechnology 29 WoodMaterials 29List of VCE Units EnglishSubjects English 30 EnglishasanAlternativeLanguage (EAL) 30 Literature 31 VCEMathsPathways 32 FoundationMaths 33 GeneralMaths 33 SpecialistMaths-(Units1&2) 34 FurtherMaths 34 MathsMethods 34 SpecialistMaths-(Units3&4) 35 TheArts Media 36 Music(Units1&2) 37 StudioArts-2Dor3D 38 TheatreStudies 39 VisualCommunication&Design 40 BusinessStudies Accounting 41 BusinessManagement 42 Economics 43 LegalStudies 44 Health&PhysicalEducation HealthandHumanDevelopment 45 OutdoorandEnvironmentalStudies (Units3&4) 46 PhysicalEducation 47 Humanities Geography 48 History-20thCenturyHistory (Units1&2) 49 Revolutions(Units3&4) 49 AncientHistory 50 Science Biology 51 Chemistry 52 Physics 53 Psychology 54 Languages Japanese 55 Technology ProductDesignandTechnology 56 FoodStudies 57 InformationTechnology 58 Computing(Units1&2) 58 Informatics(Units3&4) 58 SoftwareDev.(Units3&4)58ExamplesofPossibleCourses 59

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TABLE OF CONTENTS

Emerald Secondary CollegeINTRODUCTION

This Guide is designed to give students and their parents a brief overview of the different pathways to careers that exist at Emerald Secondary College. The Senior School Student Handbook lists the rules set by VCAA and Emerald Secondary College for the VCE and VCAL at Emerald Secondary College.

Students at the end of Year 10 may choose to:• Complete their VCE with the view to gaining entry to University or TAFE courses, obtaining a job or apprenticeship/traineeship.• Complete a Victorian Certificate of Applied Learning (VCAL) Certificate (also an option for Year 10 students) . This would include either a VET program or School Based Apprenticeship or Traineeship (SBAT) (one or two days at out-of-school employment or TAFE, the other days at school completing their VCAL Certificate ).• Complete a Vocational Education Training program (VET) as part of their VCE/VCAL• Enter a traineeship or apprenticeship

A student may not leave school without having arranged entry into one of the options on the list. For example a student under 17 years cannot leave school to look for work, but can leave school for full-time paid employment.

At any time students may change their pathway providing they seek appropriate advice.Please refer to the “Future Pathways” diagram on the next page.

The information contained in this handbook should not be considered as the definitive statements on the above pathways. There is a wide variety of additional information available from the College to help you understand the various pathways.

General Office: 5968 5388

Senior School LeaderJason [email protected]

Pathways LeaderNik [email protected]

VCAL/VET CoordinatorShane [email protected]

Year 12 CoordinatorTanya [email protected]

Fax Number: 5968 5322

Year 11 CoordinatorDavid [email protected]

Year 10 CoordinatorMichael [email protected]

Welfare CoordinatorFelicity [email protected]

VCAA Websitewww.vcaa.vic.edu.au

VTAC Websitewww.vtac.edu.au

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Emerald Secondary College - Access to Excellence

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GLOSSARY OF TERMS

ATAR AustralianTertiaryAdmissionRank(previouslyENTER).UsedbyUniversitiesandTAFEstoselectstudentsforentryintotheircourses

GAT GeneralAchievementTest,completedbyallstudentsdoingaVCEUnits3and4sequenceorascoredVETsubject.

N “Notsatisfacory”resultforaunitNA Notassessed(worknotsubmitted)

OUTCOME WhatyouareexpectedtoknowandbeabletodobythetimeyouhavefinishedaVCEUnitS SatisfactorycompletionforaUnitorpieceofwork:

Met required standard,Work was submitted on time,The work is clearly the student’s own, andStudent has observed VCAA and College rules, including attendance

SAC SchoolAssessedCourseworkSAT SchoolAssessedTask

SBAT SchoolBasedApprenticeshiporTraineeshipUG Ungradedresultforapieceofwork:

Did not meet required standard,Work was not submitted on time,The work is clearly not the student’s own, or Student has not observed VCAA and College rules, including attentance

VCAA VictorianCurriculumandAssessmentAuthority-managestheVCEandVCAL

VCE VictorianCertificateofEducationVCAL VictorianCertificateofAppliedLearningVET VocationalEducationandTraining

VTAC VictorianTertiaryAdmissionsCentre-calculatestheATARandprocessesapplicationsfortertiaryentrance

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YEAR 10 COURSE OVERVIEWYear10coursespreparestudentsfortheirfinalyearsofschooling,andfortheirpathwayonceleavingschool.TherearetwocoursestochoosefromatYear10;MainstreamPathwayorVCALPathway.

MAINSTREAM PATHWAY

TheYear10MainstreamPathwayleadstoeithertheVictorianCertificateofEducation(VCE)ortheVictorianCertificateofAppliedLearning(VCAL)inYears11and12.StudentswhotaketheMainstreamPathwaycanalsotakeaVocationalEducationandTraining(VET)courseinplaceofoneoftheirsubjects.InordertohaveadirectpathwaytouniversityentranceattheendofYear12,astudentmustundertakeaVCEcourseinYears11and12.

VCAL PATHWAY

TheYear10VCALPathwayleadstotheVictorianCertificateofAppliedLearning(VCAL)ortheVictorianCertificateofEducation(VCE)inYears11and12.Year10VCALPathwayincludesoneormoreVocationalEducationandTraining(VET)subjects.StudentswhotaketheVCALPathwayinYears11and12willnothavedirectaccesstoauniversitycourseattheendofYear12.

YEAR 10 MAINSTREAM PATHWAY CURRICULUM STRUCTURE

TheYear10MainstreamPathwayconsistsofacombinationofcoreandelectivesubjectsdesignedtocovertheeightDomainAreas.

KeyinformationonYear10subjects:

• Studentsatthislevelcompletesixsubjectseachsemester(sixmonths).Eachsubjecthasfiveperiodsperweek.

• EnglishandMathsarecompulsorycoresubjectsandmustbeundertakeninbothsemesters.EnglishandMathshavedifferentstrands,whichareoutlinedonpages11and12

• StudentsarealsotoundertaketwoScienceelectives.

• ApartfromthecoreselectionsfromEnglish,MathsandSciencestudentsarerequiredtoselectoneYear10subjectfromeachofthefollowingDomainAreas:Humanities,HealthandPhysicalEducation,ArtsandTechnology.

• OnceoneunitisselectedfromeachoftheseDomainAreasstudentscanthenselectunitsfromanyareaoftheirchoice.

• Japanese,VCEandVETsubjectsareyear-longsubjects,andreplacetwoFreeChoiceoptions.

VCE SUBJECTS IN YEAR 10

Year10studentsareabletoapplytostudyoneormoreVCEsubjectstocomplementtheirMainstreamPathwayprogram.CompletingUnits1and2ofaVCEsubjectinYear10canhaveanumberofadvantagesincludingcreatingopportunitiesforachievingahigherrankattheendofYear12,howeverstudentsmustdemonstrateacademicperformanceabovetheexpectedlevel.Tosuccessfullyapplyastudentwillbeperformingatleast6monthsaheadoftheexpectedlevelintherelevantsubject,andbeatleastatexpectedstandardinEnglish.

StudentsarenotpermittedtostudyYear11English,Literature,MathsMethods,SpecialistMaths,GeneralMaths,andJapanese.

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SAMPLE YEAR 10 COURSESThefollowingsamplecoursesareincludedtogiveanideaofwhataYear10programmaylooklike.Theyareintend-edforillustrationonly.

Sample 1SEMESTER ONE SEMESTER TWOYear 10 Enrichment English Year 10 Enrichment EnglishYear 10 Maths Year 10 Maths Biology ChemistryPhysical Education HistoryHealth Food TechnologyPhotography Ceramics

Sample 2SEMESTER ONE SEMESTER TWOYear 10 General English Year 10 General EnglishYear 11 Foundation Maths Year 11 Foundation MathsVET VETYear 10 Advance HistorySTEM - Engineering PsychologyPhysical Education Photography

Sample 3SEMESTER ONE SEMESTER TWOYear 10 Enrichment English Year 10 Enrichment EnglishYear 10 Maths Enrichment Year 10 Maths Enrichment Year 11 Biology Year 11 BiologyChemistry HistoryHealth and Human Development Geography2D Art Ceramics

POST YEAR 10 STUDY PATHWAYSForastudenttoprogressfromYear10toVCEhe/shemustsatisfytheunitprerequisites(successfullycomplete9unitsincludingbothunitsofEnglish).

ToensurethatstudentsarewellpreparedforVCE,thosestudentswhodonotsuccessfullycompletetheunitprerequisitestoprogresstoVCEwillneedtoundertakefurtherYear10subjectsincombinationwithVCEunits(acombinedcourse)ortotaketheYear10courseagain.

StudentsattheendofYear10maychooseto:• CompletetheirVCEwiththeviewtogainingentrytoUniversityorTAFEcourses• CompleteaVictorianCertificateofAppliedLearning(VCAL)Certificate.ThiswouldincludeeitheraVETprogramorSchoolBasedApprenticeship&Traineeship(SBAT)(oneortwodaysatout-of-schoolemployment,theotherdaysatschoolcompletingtheVCALCertificate).• CompleteaVocationalEducationTrainingsubject(VET)aspartoftheirVCE/VCAL• Enteratraineeshiporapprenticeship• Enterfull-timepaidemployment.Astudentmaynotleaveschoolwithouthavingarrangedentryintooneoftheoptionsonthelist.Forexampleastudentunder17yearscannotleaveschooltolookforwork,butcanleaveschoolforfull-timepaidemployment.

Theinformationcontainedinthishandbookshouldnotbeconsideredasthedefinitivestatementsontheabovepathways.ThereisawidevarietyofadditionalinformationavailablefromtheCollegetohelpyouunderstandthevariouspathways.

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TheVictorianCertificateofAppliedLearning(VCAL)isofferedatYear10,11and12.Itisdesignedtoincreasepathwayoptionsforseniorstudents.Itprovidesanappliedlearningapproachwithcompetencybasedassessment.

AVCALstudentmaybeenrolledinaVCALcertificateatoneofthefollowingthreeawardlevels:

VictorianCertificateofAppliedLearning(Foundation)VictorianCertificateofAppliedLearning(Intermediate)VictorianCertificateofAppliedLearning(Senior)

AtEmeraldSecondaryCollege,weofferIntermediateandSeniorVCALtostudentsinYears11and12.AtYear10weofferaVCALPathwaythatallowsstudentstogainunitstowardstheirIntermediateCertificateforthefollowingyear.ThisalsogivesstudentsaheadstartwiththeirTAFEcertificateandgainindustryexperienceintheworkforcethroughStructuredWorkplaceLearning(SWL).

StudentsneedtobeawarethatSeniorVCALisaYear12equivalentcertificatebutdoesnotofferadirectpathwaytoUniversityandsomeTAFEcoursesasanATARscoreisnotawarded.

AVCALLearningProgrammustincludecurriculumcomponentsineachofthefollowingfiveVCALcurriculumstrands:

Literacyskills–atschoolNumeracyskills–atschoolPersonalDevelopmentskills–atschoolWorkRelatedskills–atschoolIndustrySpecificskills–workandTAFE

LearningProgramsmustbemadeupofunitsthatwillleadtoaminimumoftencreditsthatincludesVCAL/VET/SBAT(SchoolBasedApprenticeship&Traineeship)programs.

Onecreditisawardeduponthesuccessfulcompletionofaunit(atschool)or90hoursofVETstudy

VCALassessmentisbasedoncompetencies.Astudentisrequiredtodemonstratecompetencyinalloutcomesofaunitinordertopassthesubject/unit.

StudentswhoselectVCALusuallyhaveaclearideaofwhatcareertheywanttodoandarelookingtostartanapprenticeship/traineeshiporfulltimeworkafterEmeraldSecondaryCollege.TheyneedtobeawarethattheyarerequiredtoattendTAFE,workandschoolandbeorganisedtocompletetheseactivitieseachweek.Studentswillbeaskedtofindtheirownworkplacement.AllstudentsconsideringVCALarerequiredtocompleteaweekofworkexperienceattheendofthisacademicyear.

StudentsneedtoapplyforVCALwhencompletingtheircourseselection.TheywillbeinterviewedbytheVCALCoordinatorand/oraSeniorSchoolRepresentativetodeterminesuitability.

AllVCALstudentswhoareacceptedintotheCollegeVCALprogramwillneedtoenrolinaVETsubjectORanAustralianSchool-BasedApprenticeshiporTraineeship(SBAT)(seesectionsbelowforfurtherinformation).PleasenotethatthereareadditionalchargesforundertakingthecoursesthataresetbytheTAFE/RTO(RegisteredTrainingOrganisation).

StudentswhoelecttodoVCALandSBAT(SchoolBasedApprenticeship&Traineeship)willalsoneedtoapplytoaRTO(RegisteredTrainingOrganisation),e.g.VFATraining,andgothroughtheirapplicationprocessandbeaccepted.IftheyarenotacceptedbytheRTOtheywillneedtoapplytocompleteaVETsubjectbeforetheendoftheschoolyear.VETplacesarelimitedandexternalprovidershavestrictcutoffdates.

BythelastweekofschoolallstudentsacceptedintoourVCALprogrammusthavewrittenconfirmation(thoughnotnecessarilytheofficialpaperwork)fromeithertheirEmployerorRTOi.e.VFATrainingoranotherRTOasapplicable.

VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL)

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IfthisisnotthecasethenthestudentmusteitherenrolintoaVETsubjectormoveintoaVCEprogram.

AllSeniorSchoolstudentshavethesameCollegeexpectationsandStudentsenrolledinVCALwillneedtoadheretotherulesandproceduresintheEmeraldSecondaryCollegeSeniorSchoolStudentHandbook.StudentswhoareunabletomeettheexpectationsoftheVCALcoursewillberequiredtochangetheirenrolmenttoaVCEsubjectcourseorexploreanalternatesettingasoutlinedintheSeniorSchoolStudentHandbook.

YEAR 10 VCAL PATHWAYStudentscompletingtheYear10VCALPathwayCourseattendtheCollege5daysperweek(unlessundertakinganexternalVETcoursewhichwouldoccuronWednesdayafternoons).Thecoursecomprises:

• Year10EnglishandMathematics(classesattheirlevel).• 1unitofeachoftheVCALunitsPersonalDevelopmentSkills(PDS)andWorkRelatedSkills(WRS).• 1VETstudy(theyareallowedtoselect2)whichiseithercompletedhereorexternally(seelistsbelow).• Note-studentscanonlycompleteoneexternalTAFEcourse.TheremainingunitsareselectedfromthegeneralYear10subjectsandelectives.

SampleCourses:Course1 Course2

Semester1 Semester2 Semester1 Semester2 English English English EnglishMathematics Mathematics Mathematics MathematicsVET(internal) VET(internal) WorkRelatedSkills PersonalDevelopmentSkillsWorkRelatedSkills PersonalDevelopmentSkills Science Elective(1)Science Elective(1) Elective(2) Elective(3)Elective(2) Elective(3) Elective(4) Elective(5) VET(external) VET(external)

Note:AnexternalVETcoursemaybeaddedtocourse1allowingstudentstocomplete2VETcoursesandpossiblyqualifyforaFoundationVCALCertificate.

Aspartoftheprogramstudentswillalsohavetheopportunitytoparticipateinaminimumof2weeklongblocksofStructuredWorkplaceLearning(SWL).

YEAR 11 (INTERMEDIATE) AND YEAR 12 (SENIOR) VCAL Year11andYear12VCALcoursestructureisasfollows:• attendEmeraldSecondaryCollege3daysperweek,comprising• Literacy(5periods)• Numeracy(5periods)• PersonalDevelopmentSkills(4periods)• WorkRelatedSkills(4periods)• attendTAFE(VET)1dayperweekand• attendStructuredWorkplaceLearning(SWL)1dayperweek

Studentsneedtocompleteallrequiredworkandmaintaina90%attendancerateforeachVCALunitinordertopasstheunits.StudentsareONLYallowedtocomplete20daysofStructuredWorkplaceLearningwiththeoneemployerandwillthereforeneedtosource2differentStructuredWorkplaceLearningplacementsovertheyear.StudentswhosecureanSBATdostaywiththeoneemployerforthedurationoftheSBAT.

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SCHOOL BASED APPRENTICESHIP & TRAINEESHIP (SBAT)Inthisprogramstudentsreceiveonedayofpaid,on-the-jobtrainingwithanemployer,perhapsonedayoftrainingataTAFEandtheotherdaysatschoolcompletingtheirVCALorVCE.Theremaybeadditionaltrainingatweekendsorduringschoolholidays.TheSBATwillgainthestudentcredittowardstheirVCAL.

ThereareanumberofdifferentindustriesinwhichastudentcanapplytoattemptanSBATProgram.OnelimitationistheavailabilityofemployerstotakeontheNewApprentice.Shouldastudentwishtoparticipateinthisprogram,seekingasuitable,willingemployeristhefirststep.Ifanemployerisfound,contacttheVETCoordinatortofurtherfacilitatetheprocess.

YoumayalsowishtocontactourPathwaysLeader,VET/VCALCoordinatororVCECoordinatortodiscusstheseprograms.

SomeexamplesofindustryareassuitableforSBAT’sare:Children’sServices,I.T.,Hospitality,Retail,Horticulture,Engineering,Electrical,BuildingandConstruction,OfficeAdministration,Hairdressing,CabinetMakingandSportandRecreation.

VOCATIONAL EDUCATION AND TRAINING (VET) PROGRAM

TheVCAAhasapprovedanumberofprogramswhichenablestudentstoincludeafullVocationalEducationTraining(VET)courseaspartoftheirVCAL.Onsuccessfulcompletionoftheprogram,studentsreceiveseparateVCALandVETqualifications.

Thesecourseshaveseveralotherrequirementsthatmustbeadheredto,includingattendance,uniformetc.ThefollowingVETcoursesandlocationsareapprovedforEmeraldSecondaryCollegestudentstobeundertakenin2018.Othercoursesthatarenotlistedmaybeapprovedaftersuccessfulapplicationandinterview.CertificateIIandIIIinActing(Screen)–MBCTAYouthCentreBoroniaCertificateIIIinAlliedHealthAssistance–BoxHillTAFECertificateIIAnimalStudies–BoxHillTAFECertificateIIinAutomotiveStudies(Mechanics)–RingwoodTradeTrainingFacilityCertificateIIinAutomotiveStudies(PanelandPaint)-ChisholmDandenongCertificateIIIinBeautyServices-HeadmastersCertificateIIinBuildingandConstruction(Carpentry)–Aquinas,StJoseph’sandWantirnaCollegesCertificateIIinBusiness–FairhillsHighSchoolorSwinburne(KIOSK)CertificateIIinCommunityServices–(Units1/2availableatE.S.C.Units3/4availableatBoxhill)CertificateIIinElectrotechnology-BoxhillCertificateIIinEngineeringStudies(availableatE.S.C)CertificateIIinHorticulture–Swinburne(KIOSK)CertificateIIinHospitality-AquinasCollegeandMaterChristeCollegeCertificateIIinHospitality(KitchenOperations)–Aquinas,BelgraveHeightsCSandAquinasCollegeCertificateIIinMake-upServices–BoxHillTAFEandHeadmastersAdvancedAcademyCertificateIIIinMedia–UpweyHighSchoolandBoroniaHeightsCollegeCertificateIIIinMusic,MusicIndustryorLiveProduction–ScoresbySecondaryCollegeCertificateIIIinMusic,MusicIndustryorLiveProduction–AquinasandUpweyHighSchoolCertificateIIinPlumbing-AquinasCollegeCertificateIIinRetail-Swinburne(KIOSK)CertificateIIinRetailCosmetics–AspiringBeautyCertificateIIinSalonAssistant(Hairdressing)

Newcoursesmaybeofferedandseparateinformationwillbeavailableshouldthisoccur.

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VETprogramswillincuramaterialscostrangingbetween$200.00and$1500.00dependingontheprogram.Costsarecalculatedbasedonequipmentrequirements.Materialcostscovermaterialsusedortakenhomebythestudent.Priortoenrolment,studentswillbeaskedtocommithalfofthecostsofthecoursewiththefinalbalancetobepaidpriortothestartoftheyear.Fundingchangesannuallymakingitimpossibletocalculateexactcostsuntilfeesareconfirmedbyexternalproviders.Anychargesoverandabovethefinalcostswillberefunded.Moreinformationwillbedistributedlaterintheyear.

TheCollegepaysasignificantfeefortuitionforeachVETsubject.Thisfeeisatleastdoublethecostofthematerialsfee.StudentsareexpectedtocompleteanentireyearintheirVETcourse.IfastudentwithdrawsfromaVETcoursethereisnorefundofthematerialsfeefromtheprovider,andtheCollegestillpaysthetuitionfee.

NOTE:1. Aswithalloursubjectofferings,wecannotguaranteethataparticularcoursewillberun.Manyfactorsincludingstudentnumbers,teacheravailability,roomandequipmentavailabilityhavetobetakenintoaccount.2. FurtherdetailsontheseprogramscanbeobtainedbycontactingtheVCAL/VETCoordinatoratschool.3. OurVET/VCALCoordinatorandPathwaysLeaderareavailabletospeaktostudentsandparentsinterestedinthesecourses.4. Thesesubjectsinvolveadditionalcosts.

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SUBJECT SELECTION AND FURTHER STUDYPREREQUISITES FOR FURTHER STUDYStudentswhointendtakingfurtherstudywillneedtobeawareoftheprerequisitessetbytertiaryinstitutions.DetailsofalltertiarycoursesandthemajorityoffulltimeTAFEcoursesareprovidedintheVTACGuidethatispublishedannuallyforYear12students.

ManyTAFEcoursesgivecreditforparticularsubjectssuccessfullycompletedatVCElevel.DetailsareavailablefromthePathwaysLeader.

UniversitiesandCollegesofHigherEducationproducetheirprerequisites,knownasTertiaryEntranceRequirements;twoyearspriortotheyearofentrye.g.requirementsfor2018areproducedin2016.Thisbooklet,called‘VICTERVictorianTertiaryEntranceRequirements2018’,isavailablenow.SomecoursesrequirespecificsubjectsatUNIT1and2levelsoitisimportanttofindoutaboutlikelycareerprospectspriortoselectingYear11subjects.Again,detailsareavailablefromthePathwaysLeader.

Whetheryouareapersonwhoknowsexactlywhattheywanttodo,someonewhochangestheirmindoften,orevensomeonewhojustdoesn’thaveanycurrentcareerplans,itisimportanttousetheseresourcesregularlyinordertogiveyourselfthebestpossibleopportunity.VTACpublicationscanbedownloadedatwww.vtac.edu.au/publications.html.

MEETING TERTIARY ENTRANCE REQUIREMENTSStudentswhowishtogainentrytotertiaryinstitutionswillneedtohave:

• SatisfactorilycompletedtheVCE• SatisfactorilycompletedtheLearningOutcomesinUnits3and4ofEnglish.

Tertiaryinstitutionsbasetheirselectionofstudentsondifferentcriteria.Somewillasktheapplicanttositatest,attendaninterview,orprovideexamplesoftheirworke.g.afolio.Otherswillbasetheirofferofatertiaryplaceontheapplicant’sAustralianTertiaryAdmissionRank(ATAR)thatiscalculatedbytheVictorianTertiaryAdmissionsCentre(VTAC).

CALCULATION OF THE ‘ATAR’TocalculateaStudyScoreforasubjectVCAAmoderatesthescoresforaschool’scourseworkagainsttheirexam(andinsomecasesGAT)results.Thisaimstoensurethattheresultsgivenbyeachschoolarecomparable.Eachofthestudy’sthreescoresfromCourseworkandtheexamination(s)willbeaddedtogetherandconvertedtoaStudyScoreoutof50.

TheStudyScorewillbescaledbyVTACsothatacrosstheStatethesubject’saveragescoreswillbe30withastandarddeviationof7.VTACproducesaScaledScoreforeachstudentandeachsubject.

• ScalingBecausesomesubjectsaremarkedharderoreasierthanothersingivinggrades,aprocesscalledscalingisusedtoadjustthegradessothatthewholesystemisfair.Itisabitlikeadivingcompetitionwherediversaregivenextramarksaccordingtothe‘degreeofdifficulty’ofthedive;themoredifficultandcomplexthedive,thehigherthemarks.

Ifyouworkjustashardintwosubjectsthatyouarejustasgoodat,thescalingprocessmeansthatyoushouldendupwiththesamescoreforeach.

ThisprocessisalsousedforMathematicssubjects,sothatyouarelikelytogetthebestmarksbychoosingthemathssubjectwhichbestmatchesyourability.

Overall,thesystemmeansthatyoucanchoosethesubjectsthatyouarebestatandthatyoulikewithoutworryingaboutscaling.Itwillhappeninthebackgroundtomakethesystemfair.

TheScaledScoresachievedfromEnglishandthenextthreebeststudiesareaddedtogether.Tothisareadded10%ofthescaledscoresfromthe5thand6thbestsubjectstogetatotalscore.

Hence,themaximumscorewillbe210(bestfourstudiesof50plus10%foruptotwoadditionalsubjects).ThiswillthenbeconvertedtoanATARtorankeverypersonwhoisinthisagebracketinAustralia.Soastudentwhoreceives80.45meanstheyhavescoredbetterthan80.45percentofthegroup.NotetheATARisaranknotascore.

HOW DO I CHOOSE MY SUBJECTS?WhenyouaredecidingwhichsubjectstotakeatVCElevel,youshouldconsiderthefollowingpoints:•Whataremyskillsandabilities?

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Thesecanbepracticalskillssuchasbeingabletofixmachines,workonengines,speakalanguageorplayasport.But,theycanalsobeabstractthingssuchasbeinggoodathelpingpeoplewiththeirproblems,beingpatient,orbeingquicklyabletograspnewideas.Thinkaboutyourselfandask,“WhatamIgoodat?”

•Whataremylikesanddislikes?Doyoulikehavingresponsibility,workingtoadeadline,workingwithpeople,workingoutside?Doyoudislikeworkingindoors,doingrepetitivetasks,workinginanoisyenvironment,workingatoddhours?Therearemanydifferentthingstoconsider.Trytovisualizeyourselfinaworkplaceandtrytoidentifywhatyouwouldlikeanddislikeaboutit.

•Whataremybestschoolsubjects?Inmostcasesyouwillneedtobeverycompetentinasubjectifyouwanttocontinuewithitinyoursenioryears.Thinkaboutthesubjectsyoulikeanddobestat.Whatjobscouldtheyleadonto?Tryalsotoidentifywhyyouaregoodatthatsubjectandwhyyoulikeit.

•DothesubjectsIwishtodoformpartofaviableprogram?Therearemanycombinationsofsubjectsthatcomplementeachother,forexample,MathsandPhysics,orAccountingandBusinessManagement.Studentsareencouragedtotakea‘programapproach’tosubjectselection.Choosesubjectswithsimilarskillrequirementsorthosewithacommonknowledgebase.

• AdditionalCourseRequirementsandCostsThisisinformationregardingexcursions,otheractivities,andanyadditionalcostsstudentswillberequiredtomeettocompletethestudy.Somesubjectshavefeesassociatedwiththemthatcoverconsumables,materialsetc.Theseadditionalcostsarecoveredinthesubjectdescriptioninthisbooklet.Pleasenotethat,atthetimeofpublication,thesefeeswerecorrect,however,theymaybesubjecttochangedependentontheprovider/supplier.

• MiddleBandSelection‘Consideredunits’ONLY considered by institutions for BORDERLINE ENTRY into a course give an INDICATION of RELEVANTSUBJECTS.

Theseonlyapplyinthemiddleband,i.e.,whenyouare‘nearly’intoacourse.Theseareunitswhichsomecoursesatsomeinstitutionswillconsidertogiveastudentanadvantageoveranotherstudentwhodoesnothavethatunit(s).CheckparticularcourserequirementsinVICTER2016.Someinstitutionsindicatethat‘studentswillbedeemedtohaveanATARofxpercentagepointshigher’iftheysatisfactorilycompletecertainstudies.

Studentswhodon’thaveaclearideaoftheircareerpathareadvisedtodevelopaprogramthatwillallowfortwoormoredifferentpathways.Seekassistanceifyouareunsureofyourcareerdirectionorsubjectchoice.

TheCareersRoomcontainsmanyresourcessuchas:• Handbooksfromtertiaryinstitutions• TheJobGuide• VICTERandVTACguides• Listsofusefulwebsites• Careerstests

OurPathwaysLeaderisalsoavailabletotalkwithyouand/oryourparentsandhelpyoutofindaccurateinformationonwhichtobaseyourdecisions.

CHECKLIST IN COURSE SELECTION

AreyoubesttodoVCEorVCAL?• Whichsubjectsareyouinterestedin?• Checktheunitdescriptionsforthoseunits.• Whataretheprerequisitesforthetertiarycoursesyouareinterestedin?• ShouldyouincludeaYear12subjectaspartofyourYear11program?

Prerequisitesaresubjectsthatmustbedoneforastudenttogainselectionintoacourseatthetertiarylevel.Prerequisitesfor2017entrancewillbefoundintheVICTER2017.Thiscanbeaccessedatwww.vtac.edu.au/publications.

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YEAR 10 CORE SUBJECTS

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ENGLISH–Wholeyearduration-Year10English-EnrichmentEnglish-EssentialEnglish

MATHEMATICS–Wholeyearduration.-Year10MathsEnrichment-Year10Maths-Year11FoundationMaths

SCIENCE-SemesterdurationonlyNB:TwooftheSciencesubjectsmustbestudied-Chemistry-Biology-Psychology-Physics-STEM-Engineering

YEAR 10 ELECTIVE SUBJECTS**Electivesubjectswillonlyrunwithsufficientnumbers****Somesubjectshaveassociatedcoststobepaidbeforeenrolment.OthersubjectsMAYBEoffered**

THEARTS-Semesterduration-2DArt -Ceramics-DigitalPhotography -VisualCommunication&Design-MediaStudies -Music-Drama HEALTH/PE-Semesterduration-Health&HumanDevelopment-VCEOutdoorEducation(2years)-PhysicalEducation-AdvanceProgram-Fitness&Coaching-VETCertificateIIIinSport&Recreation(2years)

LOTE–Wholeyearduration-Year10Japanese

HUMANITIES-Semesterduration-Economics&Business -Geography-GlobalProblemSolving-History -LegalStudies-CertificateIIinPublicSafetyFirefightingOperations-CFA-VETCertificateIIinCommunityServices(2years) TECHNOLOGY-Semesterduration-Fashion&Costumes -FoodTechnology-AdvancedPatisserie-InformationTechnology -WoodMaterials


EnglishEnglishEnglishasanAdditionalLanguage(EAL)Literature

MathematicsYr11– Foundation General Methods SpecialistYr12– Further Methods Specialist

The ArtsMediaMusic(Units1&2)StudioArts–2Dor3DTheatreStudiesVisualCommunication&Design

Business StudiesAccountingBusinessManagementEconomicsLegalStudies

Health and Physical EducationHealth&HumanDevelopment

OutdoorandEnvironmentStudiesPhysicalEducation

HumanitiesGeographyHistory- Yr11- 20thCenturyUnits1&2 AncientUnits1&2 Yr12- RevolutionsUnits3&4 AncientUnits3&4

ScienceBiologyChemistryPhysicsPsychology

LOTEJapanese

TechnologyProductDesignandTechnology-Textiles-WoodFoodStudiesInformationTechnology Yr11- ComputingUnits1&2 Yr12- InformaticsUnits3&4 SoftwareDevelopmentUnits3&4

AVAILABLE VCE UNITSSelectionsmustcomplywithSatisfactoryCoimpletionrequirementslistedearlierinthishandbook.

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YEAR 10 SUBJECT DESCRIPTIONSENGLISH

The MORE that you READ the more THINGS you will KNOWThe MORE you LEARN the more PLACES you'll GO! -Dr.Seuss

Students in Year 10 are required to take one of the three available forms of English: General, Enrichment, or Essential. Student achievement data determines which subject is most appropriate. If a student wishes to select a different subject they will need to see the Assistant Principal to discuss this decision.

English is a subject that is taken for the entire year.

Descriptions of the Year 10 English courses are detailed below.

GENERAL ENGLISH VCE Pathway: English

EnglishatYear10isbasedupontheVCEcurriculum.Studentswillbeassessedthrougharangeoftasksincluding:essays(bothreadingandrespondingandcomparative),creativewriting,languageanalysis,andoralpresentations.Year10Englishaimstobuildstudentsabilityinlistening,speaking,reading,viewing,andwriting.Englishisdesignedtodevelopstudents’understandingoftexttypesandlanguagemodes.Thecourseaimstofosteranappreciationofthevalueofreadingandwritingskillsforlifelonglearning.

TheYear10EnglishcurriculumfocusesstronglyonpreparingstudentstobeabletoundertakeVCEEnglishUnits1–4inYears11and12atthehighestpossiblestandard.

ENRICHMENT ENGLISHVCE Pathway: English Unit 1 & 2 Literature

EnrichmentEnglishatYear10hasbeendesignedtoextendandenrichthestudent’sknowledgeusingamodifiedVCEEnglishcurriculum.InEnrichmentEnglishstudentswillbeexposedtoarangeofdifferenttextsincludingnovels,plays,speeches,philosophicaltreatises,filmsandmediaarticles.Theywillberequiredtowriteanalyticalessays,createimaginativewritingindifferentgenres,respondtophilosophicalideasanddemonstrateaconsidered,informedopinionabouttheworldaroundthem.

Thecourseaimstodevelopstudents’criticalunderstandingandcontroloftheEnglishlanguagethroughthedevelopmentofspecificskillsrequiredforclearcommunication.Thisincludesprovidingopportunitiesforcreativeself-expressionthroughspeakingandlisteninginavarietyofcontexts.

Thecourseaimstoextend,challenge,andenrichstudentlearningthrougharangeofextensionandenrichmenttasks.ThesearedesignedtoenhancestudentoutcomesthroughoutVCEEnglishandpreparestudentsfortherequirementsofUnits1&2Literature.

ESSENTIAL ENGLISHVCE Pathway: English Foundation English

EssentialEnglishatYear10isdesignedtodevelopstudents’literacyskillsandforthosewhowishtoundertakeapracticalEnglishcourse.ItisbasedonamodifiedVCEcurriculum.Thissubjectisdeliberatelydesignedtobuildpracticalreadingandwritingskillsthrougharangeofassessmenttasks.

Year10EssentialEnglishisdesignedtoempowerstudentstofeelconfidenttoundertakeeitherapracticalprogramlikeVCALoramoretraditionalUnit1–4VCEEnglishpathway.

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MATHEMATICSThe essence of mathematics is not to make simple things complicated, but to make complicated things

simple. ~S. GudderStudents in Year 10 are required to take one of the three available forms of Maths: Enrichment, Mathematics or Foundation. Student achievement data determines which subject is most appropriate. If a student wishes to select a different subject they will need to see the Assistant Principal to discuss this decision.

MATHEMATICS ENRICHMENT VCE Pathway: General Maths Maths Methods Specialist Maths

MathsEnrichmentisdesignedforstudentstostudythemoredemandingYear11andYear12Mathematics.StudentswillbeexpectedtocompletetheYear10curriculumandhaveworkedtosomeoftheYear10ACurriculumoftheAustralianCurriculum.Thesetopicsincludefurthertrigonometry,advancedgraphingtechniquesandintroductiontologarithms.StudentswillbeexpectedtopurchaseaTI-nspire CAScalculatorasitisanintegralpartofthecourse,andpreparationforyears11and12.Studentswillneedtohaveastrongworkethicandbeconfidentinnumberandalgebra.

MATHEMATICS VCE Pathway: General Maths

FollowingfromYear9,studentswillbeintroducedtothetopicsasdescribedintheYear10AustralianCurriculum.BytheendofYear10itishopedthatthestudentswillbeequippedwiththeconcepts,skillsandunderstandingtostudyFoundationMathsorGeneralMathsinYear11.PleasenotethatGeneralMathematicsisaprerequisiteformanyuniversityandTAFEcourses.

FOUNDATION MATHSVCE Pathway: *General Maths

StudentswhorequireamorepracticalapproachtomathematicsmaychoosetostudyFoundationMaths.ThisisaUnit1and2VCEcourse.ThesubjectisdesignedtosupportstudentsinVETstudiesorotherVCEstudiesrequiringalowerlevelofmathematicalskills.StudentsundertakingthissubjectcannotcontinueatMathsatUnit3and4level.CompletingthissubjectinYear10cangivetheadvantageofstudyingnoMathswhenthestudentisinYear11.SuccessfulcompletionwillgivestudentstwounitstowardstheirVCE.

*Successful completion in Year 10 to a high standard can lead to General Maths on recommendation.

PrerequisitesYear 10 Year 11

Acess to:

Year 12

Access to:

FoundationMaths FoundationMaths1/2*

Mathematics GeneralMaths1/2 FurtherMaths3/4

MathematicsEnrichment CombinedMathsMethods1/2ANDSpecialistMaths1/2(forsupportinMathsMethods1/2)

MathsMethods3/4

SpecialistMaths1/2(cannotbedonewithoutMathsMethods1/2)

SpecialistMaths(mustbedoingorhavepreviouslycompletedMathsMethods3/4)

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Emerald Secondary College - Access to ExcellenceTHE ARTS

The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotions, and allowing them to explore new ideas, subject matter, and cultures. They bring us joy in every aspect of our lives. - Dr. Terry Bergeson

2D ART VCE Pathway: Studio ArtsEveryyear,studentsbuildonthepreviousyear’sknowledgeinbothpracticalandtheoreticalareas.Year10Artincreasestheirbankofexperienceandskillandextendsthestudentsfurtherintermsofmediaandtechniques.ThisisaperfectleadinforstudentswhowishtocontinueArtintoVCE.Studentsexploreandexperimentwiththetechniquesandstylesofart,usingavarietyofmediums.TheyarerequiredtomaintainaVisualDiarywhichincludesplanning,experimentations,andrefinementofideas.Studentsproduceafolioofartworksthatreflecttheirideasandresearch.Throughwrittenandpracticalwork,studentslearntounderstandandanalysehowartistsareinspiredandworkthroughouthistoryandabouthowartworksrelatetoourworld.Artformstobeexploredmayincludedrawing,painting,printmakingandcollage.Additional Costs: $30.00

CERAMICS VCE Pathway: Studio Arts

InYear10Ceramics,studentsarerequiredtoproduceafolioofceramicsculpturesandconstructionswithemphasisonthedevelopmentofapersonalstyle.ThispreparesstudentsforVCEStudioArts.Studentscompleteassignmentsonceramictechniquesandprocesses.Studentsstudyculturalandhistoricalceramicstyles,throughpracticalandwrittenassignmentsandthroughexploringpastandpresentartists.Studentslearntoidentify,analyseanduseappropriateartterminologytorespondtotheseceramicworks.Additional Costs: $30.00

DIGITAL PHOTOGRAPHYVCE Pathway: Studio Arts Photography Unit

ThisunitpreparesstudentsforVCEStudioArts.Studentslearntousecreativephotographicprocessesusingadigitalcamera.Theyarerequiredtoproduceavisualdiarythatdemonstratestheirunderstandingofthecreativeeditingandmanipulatingtechniquesusedtogenerateimages.Theyarerequiredtoproduceafolioofphotographicprints,whichdemonstratestheirunderstandingofthetechniquesstudied.Studentswilllearntoresearch,identify,analyseanduseappropriateterminologytorespondtodifferentphotographersstylesofartworkthroughpracticalandwrittenassignments.

VISUAL COMMUNICATION AND DESIGN VCE Pathway: Visual Communication

ThisunitpreparesstudentsforVCEVisualCommunicationandDesign.Studentsarerequiredtoresearchandproduceafoliothatdemonstratestheirunderstandingofthedesignprocess.Throughinvestigationofthehistoryofdesign,studentswillresearchandrefineideastodevelopapersonalvisualcommunicationstyle.Studentsarerequiredtoproduceafolioofvisualcommunicationartworks.Studentsarerequiredtoevaluatetheirownwork,researchandanalysevisualcommunications,usingappropriateterminology.Topicsmayincludearchitecturalrendering,posterdesign,businesspackagesandproductpromotion.Additional Costs: $20.00

MEDIA STUDIES VCE Pathway: Media Studies

ThisunitpreparesstudentsforVCEMedia.InMediaStudies,studentsstudyrepresentation,productconstructionandnarrative.Studentsexamineafilmstudyandareintroducedtofilmanalysistechniques,narrativeconceptsandproductiontechniques.StudentscompletepracticaltechnicalexercisesrelatingtoStopmotionanimation,andfilmwheretheylearnskillsinplanning,productionandreflection.Amajorpracticalprojectisundertakenduringthesemesterwherestudentslearntheartofcreatingahorrorfilmandamovietrailer.Throughthisprojectstudentslearnhowtooperatecameras,lighting,editingequipmentandcomputersoftware.

Note: Students taking Media will require editing software which is on the Booklist.

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MUSIC VCE Pathway: Music Performance

VET Pathway: Music Industry Skills

ThisunitpreparesstudentsforVCEVETMusicPerformance,andishighlyrecommendedforstudentswhoalreadyplayaninstrument.Year10MusicatESCisdividedinto3componentstoequipstudentstobecomewell-roundedmusicians.

• PracticalComponent–studentsaregivenopportunitiestoextendtheirskillsonanumberofinstrumentsasasoloistandaspartofagroup,andalsogainexperienceinperformance.

• MusicTheory–buildingonskillsattainedinYear9music,bytheendofthisunitstudentsshouldbeabletoreadandwritebasicmusicnotationforthepurposeoflearningandperformingmusic.

• FilmMusicStudy–Studentsstudyhowmusicisusedinfilmandlearnabouttheimpactofmusicandhowitcanbecreatedforvariouspurposes.Studentslearntorecognisemusiccompositiondevicesandexploresuchcompositionaldevicesfortheirownmusicmaking.

DRAMA VCE Pathway: Theatre Studies

ThisunitpreparesstudentsforVCEDramaandTheatreStudies.Studentswillparticipateinworkshopactivitiestofurtherdevelopperformance,theatreandcharacterisationskills.Theywillworkinsmallgroupstoexplorearangeoftheatreskillsandbeexposedtoarangeoftheatrestyles.Amajorfeatureofthecoursewillbeanensembleperformancetoanoutsideaudience.Studentswilldesign,constructandorganiseallthenecessaryelementsofstagecrafttomounttheperformance.Theywillbeexpectedtokeeparecord/folioofactivitiesundertakewhichwillincludeevaluationsofcompletedprojects.Studentswillviewatleastonelivetheatreperformanceandcompleteawrittenreviewontheperformanceviewed.

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Emerald Secondary College - Access to ExcellenceHEALTH AND PHYSICAL EDUCATION

HEALTH AND HUMAN DEVELOPMENT VCE Pathway: Health & Human DevelopmentThissubjectpresentsstudentswiththeopportunityinvestigateandcritiqueHealthissuesrelevanttoAustralia.Thisincludesananalysisofthesocialandculturalfactorsinfluencingthedevelopmentofthepersonalidentityandvaluesofanindividual,includingbodyimage,therightsandresponsibilitiesofsexualmattersandsexualrelationships.TheirstudiesincludeanassessmentoftheNutritionStatusofAustraliansasitrelatestotheirfoodconsumption,eatingdisorders,dietandnutrition.StudentswillalsoanalysearangeofMentalHealthissuesandHealthIssuesfromgovernmentandnon-governmentbodies.

PHYSICAL EDUCATION VCE Pathway: Physical EducationThisunitisseenasanintroductiontoaspectsofVCEPhysicalEducation,andisstronglyrecommendedforthoseintendingtofollowthispath.Studentsexaminethecomponentsofthedifferentbodysystems,includingtheskeletalandarticularsystem,themuscularsystemandthecardiovascularsystem.Theyinvestigatetherelationshipsbetweenthesebodysystemsandtheirrolesinphysicalperformance.Studentsareprovidedwiththeopportunitytoparticipateinavarietyofrecreationalsportbasedgamesandanalysetheroletheseactivitiesplayinthedevelopmentofahealthyindividualsandcommunities.Thisseesthemvisitarangeofcommunitysportsfacilitiesandparticipateinsquash,tenpinbowlingandbiasbowls(indoorlawnbowls).Additional Costs: $25.00

FITNESS AND COACHINGVCE Pathway: Physical EducationThisunitisseenasanintroductiontoaspectsofVCEPhysicalEducation,andisstronglyrecommendedforthoseintendingtofollowthispath.Studentsinvestigateanddeveloptrainingprogramswiththeaimofimprovingperformancewithinarangeofareas.Studentsanalyseandassessmethodsforimprovingcomponentsoffitnessandhowthiscanbemeasured,skillacquisition,trainingprinciplesandmethodsaswellasavarietyofcoachingstylesandtheireffectiveness.Thepracticalaspectsoftheirstudiesincludesseesthemapplyingtheareasofstudytoarangeofactivitiesincluding:developmentofaphysicaltrainingprogram,participationinadvancedindividualandteamsports;focusingonskills,strategy,umpiring,anddifferentcoachingmethodsandcoachingstyles.Additional Costs: $25.00

ADVANCE PROGRAMTheAdvanceProgramisaSemesterlongelectiveinYear10andisruninconjunctionwithTheRoyalLifesavingSocietyofVictoriaandthoseinvolvedwillhavetheopportunitytocompletetheirDukeofEdinburghAward.Whilemuchoftheprogramisacontinuationofstudyfromstudent’sstudiesinYear9,therearenopreviousrequirementsandnewstudentscanundertakethesubject.Theprogramincorporatescomponentsofleadership,teamwork,initiative,personalandgroupresponsibilityaswellastraininginfirstaid,resuscitation,swimmingandlifesavingskills.Theunitinvolvestwocampexperienceswhichstudentsareexpectedtoattendtofulfilthe‘adventurousjourney’componentoftheirDukeofEdinburghaward.Additional Costs: $250.00

CERTIFICATE III IN SPORT AND RECREATION TheCertificateIIIinSportandRecreation(VCAAProgram3)isdeliveredovertwo-years.ThiscourseoffersstudentsavocationalqualificationaswellasVCEunits1to4.StudentswilldeveloptheskillsandknowledgerequiredtosupporttheoperationoffacilitiesandassistinconductingsportandrecreationprogramsaswellasdevelopacomprehensiveunderstandingoftheSportandRecreationindustry.ThisprogramisanexaminablesubjectandstudentscompleteaVCAAexamattheendoftheUnits3&4sequence.

LEARNING AREAS •planningasessionandfacilitatinggroups•conductingwarm-upandcool-downprograms•safetyandthesportenvironment•socialmediaandcreativethinking•firstaidandemergencysituations•managingconflict

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VCE OUTDOOR ANDENVIRONMENTAL STUDIES

Do you love the outdoors and the environment? Are you interested in adventure activities that help you explore and learn about new places? Does leaving the world a better place sound like something you would like to be able to do? Maybe Outdoor & Environmental Studies is the subject for you.

VCEOutdoorandEnvironmentalStudiesisconcernedwiththewayshumansinteractwithandrelatetooutdoorenvironments.Thestudyenablesstudentstomakecriticallyinformedcommentonquestionsofenvironmentalsustainabilityandtounderstandtheimportanceofenvironmentalhealth.Thisisachievedthroughuseofbothpassiveandactiveoutdooractivities,whichprovidethemeansforstudentstodevelopexperientialknowledgeofoutdoorenvironments.Suchknowledgeisthenenhancedthroughthetheoreticalstudyofoutdoorenvironmentsfromperspectivesofenvironmentalhistory,ecologyandthesocialstudiesofhumanrelationshipswithnature.Thestudyalsoexaminesthecomplexinterplaybetweenhumanimpactsonoutdoorenvironmentsandnature’simpactonhumans.

It is expected that students wishing to take Outdoor and Environmental Studies, do so in Years 10 and 11 to mi-nimise disruption in Year 12.

Unit 1 Outdoor and environmental Studies – Exploring Outdoor ExperiencesThisunitexaminessomeofthewaysinwhichhumansunderstandandrelatetonaturethroughexperiencesofoutdoorenvironments.Thefocusisonindividualsandtheirpersonalresponsesto,andexperiencesof,outdoorenvironments.Studentsareprovidedwiththeopportunitytoexplorethemanywaysinwhichnatureisunderstoodandperceived.Studentsdevelopaclearunderstandingoftherangeofmotivationsforinteractingwithoutdoorenvironmentsandthefactorsthataffectanindividual’saccesstooutdoorexperiencesandrelationshipswithoutdoorenvironments.Throughoutdoorexperiences,studentsdeveloppracticalskillsandknowledgetohelpthemlivesustainablyinoutdoorenvironments.Studentsunderstandthelinksbetweenpracticalexperiencesandtheoreticalinvestigations,gaininginsightintoavarietyofresponsesto,andrelationshipswith,nature.

Unit 2 Outdoor and Environmental Studies – Discovering Outdoor EnvironmentsThisunitfocusesonthecharacteristicsofoutdoorenvironmentsanddifferentwaysofunderstandingthem,aswellastheimpactofhumansonoutdoorenvironments.Inthisunitstudentsstudytheimpactofnatureonhumans,andtheecological,socialandeconomicimplicationsoftheimpactofhumansonoutdoorenvironments.Studentsdevelopaclearunderstandingoftheimpactoftechnologiesandchanginghumanlifestylesonoutdoorenvironments.Studentsexamineanumberofcasestudiesofspecificoutdoorenvironments,includingareaswherethereisevidenceofhumanintervention.Theydevelopthepracticalskillsrequiredtominimisetheimpactofhumansonoutdoorenvironments.Throughpracticalexperiencesstudentsareabletomakecomparisonsbetweenandtoreflectuponoutdoorenvironments,aswellastodeveloptheoreticalknowledgeaboutnaturalenvironments.

Assessment in Unit 1 & 2 StudentsarerequiredtodemonstrateachievementoftwoOutcomesandasemesterexam.DemonstrationofOutcomes1&2isbasedonaselectionofSchoolAssessedCoursework(SAC’s)acrossthesemester.

Additional Costs: $400.00 Full Year

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LANGUAGESVCE Pathway: Japanese Second Language

JAPANESE (Semester One)

Topicsstudiedinthisunitincludeexpressionsrelatedtofamily,placesanddirections.FormalandinformalspeechiscomparedandnewgrammaticalstructuresarestudiedinpreparationfortheVCElevel.Studentswillalsodeveloptheirspeakingskillsindividuallyandingroupsandproducewrittenworkinavarietyofdiscourseforms.

JAPANESE (Semester Two)

InthisunitstudentsarefurtherpreparedforthestudyofJapaneseatVCElevel.Studentswillincreasetheirknowledgeofkanjiandshouldbeabletoreadandwriteapproximately80charactersattheconclusionofYear10.Moresophisticatedgrammaticalstructureswillbestudiedandstudentsshouldhaveaclearunderstandingofformalandinformalspeechandbeexperiencedinwritingdifferentdiscourseforms.

Additional Costs: $10.00

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SCIENCE“If we just wanted positive emotions, our species would have died out a long time ago.” Martin Seligman

All students must complete two units of Science.

CHEMISTRYVCE Pathway: ChemistryChemistryinvestigatestheverynatureofmatter–everythingthatwecantouch,sense,feelandinteractwith.Itexploreshowthreetinysubatomicparticles(protons,neutronsandelectrons)makeupeverythingaroundus.Weexplorehowtheseparticlescometogethertomakeupallthedifferentcompoundsandelementsaroundusandhow,inturn,theseinteractwithoneanother,tocreatelife,causereactions,explosions,colourchangesandthereleaseandstorageofenergy.Welookathowchemistrycanhelpuscreatenewandexcitingmaterialstoallowustomakebetterelectronicandsmartdevices,producesaferproductsandevenwalkupwallsandhangfromceilings!

BIOLOGYVCE Pathway: BiologyThebiologicalsciencessub-strandisconcernedwithunderstandinglivingthings.Thekeyconceptsdevelopedwithinthissub-strandarethat:adiverserangeoflivingthingshaveevolvedonEarthoverhundredsofmillionsofyears;livingthingsareinterdependentandinteractwitheachotherandtheirenvironment;andtheformandfeaturesoflivingthingsarerelatedtothefunctionsthattheirbodysystemsperform.Throughthissub-strand,studentsinvestigatelivingthings,includinganimals,plants,andmicro-organisms,andtheirinterdependenceandinteractionswithinecosystems.Theyexploretheirlifecycles,bodysystems,structuraladaptationsandbehaviours,howthesefeaturesaidsurvival,andhowtheircharacteristicsareinheritedfromonegenerationtothenext.Studentsareintroducedtothecellasthebasicunitoflifeandtheprocessesthatarecentraltoitsfunction.

PSYCHOLOGY VCE Pathway: PsychologyWhyisitthatpeoplebehavethewaytheydo?Isnaturemoreimportantthannurtureindeterminingwhoweare?Doesbodylanguageconveymorethanwhatwehavetosay?Areourbrainsallwiredthesame?Whatmakespsychologyascience?Whatisapsychopath?

Thesearethebigideaquestionsthathelpustobetterunderstandourselvesandthosearoundus.

Throughpracticalactivities,youwillhaveanopportunitytodesign,carryoutandreportonyourexperiments.Afunapproachtoscience–thatispsychology!

PHYSICSVCE Pathway: PhysicsInYear10physicswelookatarangeoftopicsandhowtheyaffectpeople’slives.Physicsiseverywherearoundusandhav-ingagreaterunderstandingofitenablesustoviewourworldmoreclearly.Inphysicswelookatexplainingofthemotionofobjects,theinteractionofforces,theexchangeofenergyandhowitcanbedescribedandpredictedusingthelawsofphysics.Studentswillseethatelectriccircuitscanbedesignedfordiversepurposesusingdifferentcomponentsandtheoperationofcircuitscanbeexplainedbytheconceptsofvoltageandcurrent.Wealsoinvestigatetheflowofenergyandelectricmotors.Thisisagreatstartingpointforthosestudentswhoareconsideringstudyingphysicsinyear11and12.Itincludesmanypracticalactivitiestobuildessentialskillsforfuturestudies.

STEM - ENGINEERINGVCE Pathway: PhysicsTheengineeringandproblemsolving(STEM)subjectthatwewillberunningnextyearwilllookatapplicationsofscience,mathsandtechnologyintotherealworld.Thissubjectwillincludeelementsofelectronics,design,engineeringproblemsolvinganddigitaltechnology(robotics).Thissubjectslinksaspectsofscience,technologyanddesigntoopenthedoorstothestudentstotheworldofengineering.Thiswillbeaprojectbiasedcoursewhichwilltestandstudentsabilitytoapplytheirknowledge.ThissubjecthaselementsofmanysubjectsandwillpreparestudentsforVCEsciences,mathsandtechnologyandwillequipthemwithskillswhichmaybeusefulbeyondtheirschoolyears.


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Emerald Secondary College - Access to ExcellenceHUMANITIES

ECONOMICS AND BUSINESS

VCE Pathway: Accounting Economics Business Management

ThisunitexposesstudentstotheVCEpathwaysofEconomics,BusinessManagementandAccounting.Studentswilldevelopfinancialliteracyskillsandunderstandingoftheroleinvestmentplaysinbuildingwealth,aswellasbasicfinancialmanagementforaccountingforfinancialtransactionsofsmallbusinesses.Studentswillexaminetheneedforbusinessestogainacompetitiveadvantageandtheenterprisingbehavioursandcapabilitiesrequiredtoachievethis.Studentswilldevelopanunderstandingoftheindicatorsofeconomicperformanceandhoweconomicperformanceinfluenceslivingstandards,comparingdifferentnations.StudentswillinvestigateAustraliaasatradingnationanditsplacewithintheglobaleconomy.

Studentswillbeintroducedskillsandstrategiesto:• Actrationallyandethicallywhenmakingpersonalfinancialdecisions• Developenterprisingbehavioursandcapabilitiesthatimproveemployabilityintheshorttermandinspirethemtoownbusinessesinthefuture• Evaluateeconomicdecisionsmadebyindividuals,businessesandgovernment

GEOGRAPHY

VCE Pathway: Geography

Year10Geographyismadeupoftwounits.Thefirstfocusesonthenaturalenvironment,withafieldtriptoalocalriverandaspecialfocusonclimatechangeandthelikelychallenges.Thesecondunitfocusesonthegeographyofhumanwellbeing,bylookingattherelationshipsamongmanydifferentnationsandansweringquestionslike‘Whyaresomecountriesricherthanothers?’or‘HowdoesAustraliacomparetoothernations?’

ThestudyofGeographyinYear10willnotonlyprovideabasetoenterintoVCEGeography,butwillalsobeathought-provokingandintriguingcourse.ThissubjectwillallowyoutolookatthecurrentstateofglobalaffairsandiswellsuitedtothosewhoareinterestedinlearningmoreabouttheworldbeyondAustraliaandengaginginsomeofthebiggerquestionsfacinghumanity.

GLOBAL ISSUES PROBLEM SOLVINGVCE Pathway: Geography, Extended Investigation.

Year10GlobalIssuesProblemSolvingwillallowyoutoundertakein-depthresearchintoglobalissues.Studentswillworktogethertolearnandpracticetheskillsinvolvedinasix-stagecreativeproblemsolvingprocess.Problemsolvingskillswillbeappliedtoaseriesoffuturisticsituations,whichareinternationallysetonsignificantsocial,economic,orscientificissuessuchasSpaceJunk,GeneticTesting,neuro-technology,MegacitiesandSocialRelation-ships.

GlobalIssuesproblemsolvingwillbeachallenginganduniqueunitwherestudentswillbeabletogatherinforma-tionthroughextensiveresearch,refinetheirproblemsolvingskills,improvetheircommunicationskills,developfuturisticthinking,beinnovativeandcomeupwithasolutiontoafuturisticglobalissue.TheseskillswillprovideasolidpathwayintoUnit1Geography,andtheUnit3/4Investigation,howeverallfuturestudieswillbenefitfromthehighorderthinkingandproblemsolvingskillsdevelopedduringthisunit.

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HISTORYVCE Pathway: Ancient History History: 20th Century History

Year10HistoryprovidesastudyofthehistoryofthemodernworldandAustraliafrom1945tothepresent,withanemphasisonAustraliainitsglobalcontext.Historicalknowledgeandunderstandingiscoveredthroughavarietyoftopics,suchas:• Anoverviewoftheinter-waryearsbetweenWorldWarIandWorldWarII,includingtheTreatyofVersaillesand

thedevelopmentoftheNaziParty.• WorldWarIIwithafocusonAustralianinvolvement,PrisonersofWar,Kokoda,theBombingofDarwinandthe

causesandeffectsoftheWar.• WorldWarIIiscoveredintwoparts: 1.TheeventsinEurope,theHolocaustandthedefeatoftheNaziParty. 2.AfocusonAustralianinvolvement, PrisonersofWar,Kokoda,theBombing ofDarwinandthecauses andeffectsoftheWar.• AnoutlineoftheCivilRightseventsintheUSandAustraliaiscovered.FreedomRiders,TheStolenGeneration

andAboriginalLandRightssuchasMaboareencompassedintheRightsandFreedomsunit.

LEGAL STUDIES

VCE Pathways: Legal Studies

ThisunitexploresaspectsofAustralia’sparliamentaryandlegalsystem.StudentswilldevelopanunderstandingofthestructureanddecisionmakingpowersofparliamentandtheroletheConstitutionhasinprotectingourrights,aswellasanappreciationofdemocraticrights.ThiswillinvolvecomparingAustraliatoanothernation.Explorationofthestructureofthecourts,thetypesofcasesheardincourts,formsofpunishmentsandremedieshandeddownincourtandacitizen’srightsindealingwiththepolicewillculminateinanexcursiontotheMagistrates’Courttoobservereallifecourtproceedings.Studentswillalsoexaminetheconceptofacohesivesocietyandthechallengeswefaceinmaintainingcohesion,aswellasactionswecantaketoimproveit.

VET CERTIFICATE II IN COMMUNITY SERVICES

TheCertificateIIinCommunityServicesqualificationallowsstudentstodeveloptheskillsandknowledgetoundertakecommunityservicesworksuchasprovidingsupportandassistancetoavarietyofclientsincludingchildcare,theelderlyandthedisabilitysector.ThisprogramisperfectforstudentslookingtomoveintoarangeofareasofthecommunityservicessectorandistheperfectbuildingblockfordevelopingasoundeducationalbasespecifictothefastestgrowingsectorinAustralia.Thiscourseiscompletedoveratwo-yearperiodandisanexaminablesubjectwithstudentscompletingaVCAAexamattheendoftheUnits3&4sequence.

LEARNING AREAS •anintroductiontothecommunityservicesindustry•workingwithdiversepeople•communicationintheworkplace•workhealthandsafety•workingwithclientsandprovidingfirstpointofcontact.

CERTIFICATE II IN PUBLIC SAFETY (FIREFIGHTING OPERATIONS-CFA)

Thisprogramrunsoveronesemesterwherestudentswilllearnaboutpersonal,groupandcommunitysafetywiththeemphasisonidentifyinghazardsandwaysofminimisingthesethroughvariousmethodsincludingknowledgeandsafetyequipment.Varioustypesoffiresandtheirbehaviourincludingbestwaystoextinguishthemwillalsobecoveredusingpracticalfirefighting(CFA)equipmentandtechniques.

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TECHNOLOGY

FASHION AND COSTUMESVCE Pathway: Product Design & Technology - Textiles

ThisunitisbasedontheTechnologyprocessofDESIGN,PRODUCEANDEVALUATE.

Studentsareexpectedtodesignatleastoneoutfitoratleastonecostumethatshowsflairandimagination.Oneoftheoutfits/costumesproducedwillbedesignedforaspecificeventoftheirchoice.

Theoutfitmustbeforaspecialeventsuchasaparty,wedding,etc.ThecostumemaybeforaneventsuchasCosplay[Anime],Supernova,Armageddon,OzComicConoranindividualcostumeforaparty.

Youmayalsochosethiselectiveifyouwouldliketoproducecostumesforthecollegeproduction[aslongasitishappeningthatcurrentyear].Studentswillthenproducethecostume,usingawiderangeofproductionskillswhichwillfurtherdeveloptheircostumemakingability.

Priorpracticalknowledgeispreferredbutnotessential.Studentswilllearnhowtoadaptcommercialpatternsorcreatetheirownpattern.Studentswillalsocompletearangeofcreativetechniquesamplesandcomplexskillswhenusingthesewingmachineandoverlockerwhilstconstructingtheirgarments/costumes.

Theorywillconsistofadesignbriefthatincludesresearchintoconsiderationsandconstraints,investigationintowhatisappropriatefortheevent,designingandfinalevaluationoftheproducedcostume.Additional Costs: $30.00

FOOD TECHNOLOGY

VCE Pathway: Food StudiesVET Pathway: VET Hospitality

Inthisunitstudentswilldevelopskillsinapplyingthedesignprocessthroughtheproductionoffood.Theywillbeinvolvedinfoodpreparationanditsassociatedtechniques,methodsofcooking,productdevelopmentandinnovationsusingsafeandhygienicfoodhandlingpractices.Studentswillinvestigateethicalandsustainablefoodproductionandfoodmarketingandmakejudgementsonhowtheprinciplesoffoodpresentationandsensoryproeprtiesinfluencethecreationoffoodsolutionsforhealthyeating.


ADVANCED PATISSERIE

VCE Pathway: Food StudiesVET Pathway: Kitchen Operations Catering Operations

InAdvancedPatisseriestudentslearnhowtoapplyknowledgeofthecharacteristicsandscientificandsensoryprinciplesoffood,alongwiththenutritionprinciplestodeveloptheirunderstandingoffoodselectionandpreparation.Theydothisthroughthedesignandpreparationoffoodforspecificpurposesandconsumers.Theywillapplydesignthinking,creativityandinnovationtocreatedesignedsolutions.


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INFORMATION TECHNOLOGY

VCE Pathway: IT Unit 1 & 2 IT Applications Unit 3& 4

Thisunitisdesignedtoreinforce,consolidateandbuildonthevariousinformationtechnologyskillsanddesigntechniquespreviouslylearnedinYear9andpreparestudentsforfurtherstudyintheInformationTechnologyarea.Studentswillbeintroducedtoadvancedinformationtechnologytechniques,skillsandproblemsolvingmethodologiesaswellasdevelopingprogrammingskills.Specificattentionwillbegiventothefollowing:Webpagedesign,developmentandpublishing;programmingtechniquesandapplication;graphicalmanipulation.

WOOD MATERIALS

VCE Pathway: Product Design & Technology - Wood

Thisunitisdesignedtoreinforce,consolidateandbuildonthevariousskillsandtechniquespreviouslylearntinYear9andpreparesstudentsforfurtherstudyintheTechnologyarea.Specificattentionwillbegiventothefollowing:materials;establishedtechnologyincludingmachineryandcorrectuseoftools;measurements;manufacturingprocessincludingjoiningandfastening;designandproblemsolvingtechniques;safeworkpractices;writtenevaluationsoffinalproducts.Studentswillundertakeaninvestigationinsustainabilitybyexaminingtheuseofrecycledwoodincomparisontonewtimber.


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LIST OF VCE UNITSENGLISH SUBJECTS

AllstudentsmustundertakeatleastfourunitsofEnglishstudiesandpassaminimumofthreeofthefourunitsincludingBOTHUnits3&4aspartoftherequirementsfortheawardoftheVCE.ThethreeunitsofEnglishmaybeselectedfromEnglishUnits1to4andLiteratureUnits1and4.StudentsmaystudybothLiteratureandEnglish.

ENGLISH“The English Language is a work in progress. Have fun with it.”- Jonathan Culver

English is a compulsory subject for most students. It provides a range of ‘real life’ skills and helps in many areas such as providing the means to write a letter about something you feel strongly about, winning an argument, enhancing your communication skills and recognising how advertisers and others use language to try to persuade you.

Units 1 and 2 Intheseunits,studentsreadtextsandrespondanalyticallyandcreatively.Theyanalyseargumentandtheuseofpersuasivelanguageintextsandcreatetheirowntextsintendedtopositionaudiences.

Units1&2AreasofStudy:1.CreativeResponsetoTextandTextualAnalysis2.LanguageAnalysisandPointofViewwriting3.ComparativeAnalysisofTexts

Assessment AssessmentsinEnglishfocuson;textresponseessays,writingincontext,anoralpresentation,languageanalysistasksandanexamineachsemester.

Unit 3 *Inthisunitstudentsreadtextsandrespondanalyticallyandcreatively.Theyanalyseargumentandtheuseofpersuasivelanguageintexts.

AreasofStudy1.ReadingandCreating2.AnalysingArgument

Unit 4*Inthisunitstudentscomparethepresentationofideas,issuesandthemesintexts.Theycreatetheirownspokentextsintendedtopositionaudiences.

AreasofStudy1.ReadingandComparingTexts2.PresentingArgumentAssessment SchoolassessedcourseworkforUnits3and4contributeto50%ofthefinalstudyscorewiththethreehourendofyearexaminationcontributing50%tothefinalscore.

Schoolbasedassessmentwillinclude;textresponseessays,anoralpresentation,alanguageanalysistaskandatleastonepieceoforiginalcreativewriting.

*BasedontheDraftStudyDesignfor2016circulatedbyVCAAin2014.TheseAreasofStudymaychange.Additional Costs: $20.00

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)StudentswhoareunfamiliarwiththeEnglishlanguagebecausetheyarefromnon-English-speakingbackgroundsorarehearing-impairedmayhaveaccesstoEnglishasanAlternativeLanguage.AstudentwithnotmorethansevenyearsofinstructionusingEnglishorwithahearinglossof60decibelsorgreaterwillnormallybeeligibleforEALstatusandenrolmentinEnglishasaSecondLanguage.TheApplicationformandfurtherinformationaboutEALisavailablefromtheSeniorSchoolOffice.

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LITERATURE

“That is part of the beauty of all literature. You discover that your longings are universal longings, that you’re not lonely and isolated from anyone. You belong.” ― F. Scott Fitzgerald

Literature improves your English skills and complements subjects such as History, Theatre Studies and Media Studies. It exposes you to classical and modern literature and broadens your general knowledge. If you have a passion for reading and wish to read and view a variety of challenging texts, this subject is the one for you! You may decide to study Literature instead of, or as well as, English.

Prerequisites forUnit1Literature:HighorVeryHighforYear10English.IfYear10resultwasmed-highorlower,studentswillberequiredtotakeLiteratureaswellasEnglish.

Units 1 and 2Thefocusofbothunitsistodevelopeffectivereadingstrategies,toexaminetheideasandviewsoflifethatarepresentedintheliteraturestudiedandrelatewhattheyreadtostudents’ownlivesandsocialcontexts.

Studentsdevelopanunderstandingofliteraturetypesandanabilitytocriticallyanalyseandinterpretliterarytextsforavarietyofpurposes.

Therearefiveareasinwhichstudentsneedtodemonstrateachievement:

Unit 11.Readersandtheirresponses2.Ideasandconcernsintexts3.Interpretingnon-printtexts

Unit 21.Thetext,thereaderandtheircontexts2.Comparingtexts

Assessment Assessmentisvariedandincludesoneormoreofthefollowing;areadingjournal,textanalysis,oralpresentation,comparativeessay,criticalessay,apieceofcreativewritingandafilmcomparison.

Units 3 and 4*ThefocusinUnits3and4isonthewaywritersconstructtheirworkandhowmeaningiscreated.Studentsrespondcriticallyandcreativelytotexts.Studentsconsiderhowtheformofthetextaffectsmeaningandgeneratesdifferentexpectationsinreaders,thewaystextsrepresentviewsandvaluesandcommentonhumanexperience.

Therearefourareasinwhichstudentsneedtodemonstrateachievementincluding;

Unit 31.AdaptationsandTransformations2.CreativeResponsestoTexts

Unit Four1.Views,ValuesandLiteraryCriticism2.Closeanalysis

Assessment SchoolassessedcourseworkforUnits3and4contributesto50%ofthefinalassessmentandtheend-of-yearexaminationcontributes50%tothefinalassessment.Schooltasksinclude;acomparativeessay,analyticalessay,reviewanalysis,creativeresponse,reflectivecommentaryandpassageanalysis.

*BasedontheDraftStudyDesignfor2016circulatedbyVCAAin2014.TheseAreasofStudymaychange.Additional Costs: $20.00

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Year 11 - Units 1 & 2 Year 12 - Units 3 & 4FoundationMaths NoUnits3&4

GeneralMaths1&2 FurtherMaths3&4MathsMethods1&2SpecialistMaths(HighlyRecommendedtodobothifintendingtodoMathsMethods3&4)

MathsMethods3&4orFurtherMaths3&4

MathsMethods1&2andSpecialistMaths1&2-IfyoudoSpecialistMathsitiscompulsorytodoMathsMethods1&2

MathsMethods3&4andSpecialistMaths3&4

PrerequisitesUnits1&2 Year11requirementstostudy

Units3&4(avg)Units3&4

FoundationMaths _ NoUnits3&4

GeneralMathsMathsMethods-50%GeneralMaths-60% FurtherMaths

MathsMethods MathsMethods1&2-70%SpecialistMaths1&2-highly

recommendedMathsMethods

SpecialistMaths1&2

ConcurrentorpriorstudyofMathsMethods3/4

(SpecialistMaths1&2recommended)SpecialistMaths

(Must complete Maths Methods 3/4 in conjunction with or prior to this subject)

AllstudentswhostudyVCEMathematicsrequireacalculator.

Pleasecheckcarefullywhichtypeisrequired.

Year11 Year12 CalculatorFoundationMathematics -- TI-30XBMultiviewGeneralMaths FurtherMathematics CASTI-NspireMathsMethods(CAS)andSpecialistMaths-HighlyRecommended

MathsMethods(CAS) CASTI-Nspire

SpecialistMaths1&2MathsMethods(CAS)

SpecialistMaths(Maths Methods (CAS) must also bestudied)

CASTI-Nspire

VCE MATHEMATICS PATHWAYS

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“Do not worry about your difficulties in Mathematics. I can assure you mine are still greater.”Albert Einstein (1879-1955)

Mathematics is the study of functions, number patterns, space and structure. It provides a symbolic way of communication and a framework for thinking. Students who study VCE Mathematics will apply knowledge and skills, model, investigate and solve problems using technology to support learning mathematics and its applications in different contexts.

FOUNDATION MATHS Units 1 & 2

The subject is designed to support students in VET studies or other VCE student VET studies or other VCE studies requiring mathematical skills. Students undertaking this subject cannot continue with Maths at the Units 3 and 4 level. Foundation Mathematics strongly emphasises using mathematics in practical situations

Prerequisites –Pleasenotethatthereareprerequisitesforallmathematicalsubjects.

Unit 1Thecourseisskillsandapplicationsbased,providingstudentswiththeopportunitytousemathematicsinmanyreal-lifecontacts.Areasofstudyinclude;pattersinnumbers,numberskillsandusingtechnology.

Unit 2Thiscourseallowsstudentstocontinuetousethemathematicalskillsinreallifesituations.TheareasofstudyincludeMeasurement&Geometry,StatisticsandDesign

AssessmentStudentsworkthroughaseriesofworkbooksandwillberequiredtotodoandanalysistask,applicationstasksandtests.

EquipmentScientificCalculatorAdditional Costs: $20.00

GENERAL MATHS Units 1 and 2This subject is designed as preparation for Further Mathematics Units 3 and 4. General maths helps you to apply maths to everyday life as it gives you skills you can use outside of school.

Unit 1Thisunitisdividedupintofourmainstudyareas:StastisticsandProbability,FunctionsandGraphs,AlgebraandGeometry.Studentsinvestigateavarietyofunivariateandbivariatedata.FunctionandGraphsarestudiesextendingtosolvingalltypesoflinearequationsinthestudyofAlgebra.

Unit 2Thisunitpromotesthedevelopmentofstudents’abilitytoapplymathematicalconceptsinarangeofcontexts.Studentsstudytrigonometry,linearprogramming,matricesandtheirapplications,measurementandfinancialarithmetic.

AssessmentAssessmenttasksincludeanumberofthefollowingactivities:analysistasks,applicationtasks,topictestsandsemesterexams.

EquipmentATI-nspire(CAS)calculatoriscompulsory.Additional Costs: $20.00

SPECIALIST MATHS 1 & 2Students are expected to have either previously studied Maths Methods Units 1 and 2 or be concurrently studying Maths Method Units 1 and 2.

Units 1 and 2This subject is designed to both support students in Maths Methods Units 1 and 2 in order to provide strong arithmetic and algebraic support for preparation for Maths Methods Units 3 and 4. Some topics are also introduced that are precursors to Specialist Maths Units 3 and 4.

Unit 1Thissubjectallowsstudentstoinvestigateavarietyofnumbersystems.StudentsalsostudyCoordinateGeometry

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34

andapplythetrigonometricratios.Simultaneousequationswerestudiedandsolvedinavarietyofways,aswellastransformationsofgraphs.Complexnumbersarealsointroduced.

Unit 2Thisunitextendsthestudentsskillbyinvestigatingpropertiesoffunctions.Weinvestigatevariationandthepartialfractionsandboththeseincreasealgebraicskills.Geometryintwoandthreedimensionsiscoveredandstudentsareintroducedtovectors.Non-linearrelationsandequationsarestudiedthoroughly.

AssessmentAssessmentincludesarangeoftasks including:Analysistasks,applicationtasks,topictestsandendofsemesterexams.

EquipmentATI-nspire(CAS)calculatoriscompulsory.Additional Costs: $20.00

FURTHER MATHSUnits 3 & 4Units 3 and 4 Further Mathematics is intended to provide a sound platform for life experiences such as statistics and practical geometry and trigonometry.

Further Mathematics consists of a compulsory area of study ‘Data analysis’ and then a selection fo three modules – Geometry and trigonometry, Graphs and relations, Matrices. Further Maths explores the maths which you need for real life. Studying topics such as Linear Programming gives you practical applications for linear graphs in business; and knowledge of statistics allows to students to understand the origin of statistical statements and critically assess these statements.

Unit 3Thisunitaimstointroducestudentstoavarietyofstatisticaltechniquesthatincorporatethesummarisationanddisplayofmanytypesofdata.Displaying,summarisinganddescribingrelationshipsinunivariateandbivariatedataandtimesseriesdataandanintroductiontoregressioniscovered.ThestudentsalsostudyGeometryandTrigonometry,whichextendsto3dimensionaltrigonometry,enlargementfor2and3dimensionalshapesandperimeter,areaandvolumeextensionwork.

Unit 4Thisunitaimstoextendstudents’workinYear11GeneralMathsongraphsandrelations.Studentsstudytheconstructionandinterpretationoflinearandnon-lineargraphs.Linearprogrammingisintroducedandisusedbystudentstosolvesimplelinearprogrammingproblemswithtwodecisionvariables.TheothertopicisthetheoryandpracticaluseofMatrices,inbusinessandothersituations.

AssessmentThetwofinalexamsforFurtherMathematicsaccountfor66%ofthefinalassessment.Theother34%iscompletedatschool.Studentscompletearangeofassessmenttasksincludingapplicationstasksandanalysistasks.EquipmentATI-nspire(CAS)calculatoriscompulsory.

Additional Costs: $20.00Year12-MathsTrialExamPack$25.00

MATHS METHODS Units 1 & 2These Units are designed as preparation for Mathematical Methods Units 3 and 4. Mathematical Methods is a major prerequisite for many tertiary courses.

It should be noted that concurrent study of Specialist Maths is highly recommended for all students. Specialist Maths supports the skills of this subject and more fully prepares the students for Mathematical Methods Units 3 and 4.

Unit 1Thiscourseconsistsofthreemainstudyareas:Functions,GraphsandAlgebra.ForFunctionsandGraphs,LinearandQuadraticFunctionsarereviewedandextended.Sketchgraphsoflinear,quadraticandcubicfunctionsandcirclesareinvestigated.Foralgebra,studentsfactoriseandsimplifyavarietyoffunctionsusingvarioustechniques.Graphsofcirclesarealsoexplored.


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Unit 2TheAreasofStudyarefunctionsandgraphs,algebraandfurtherdeveloptheskillslearnedinUnitOnecalculusandprobability.Thestudentsareintroducedtocombinatorics.

AssessmentTasksincludeoneormoreofthefollowing:Analysistasks,applicationtasks,topictestsandendofsemesterexams.

EquipmentATI-nspire(CAS)calculatoriscompulsory.

Units 3 & 4Mathematical Methods is difficult and it is designed for students who enjoy problem solving and who have levels of mathematical ability. There are requirements for students to move into Mathematical Methods at Units 3 and 4 level.

Unit 3ThisunitincludesgraphsofpolynomialandinversefunctionsandreviewalgebraictechniquesdevelopedinUnits1&2.Calculus,trigonometricequationsandgraphingexponentialandlogarithmicfunctionsarealsostudied.

Unit 4Thisunitstudiescalculus,integrationandtheirapplication.Statisticsandprobabilityareamajorpartofunitfour.

AssessmentTherearetwoendofyearexamsof1hour(technologyfree)and2hours(technologyallowed)whichaccountfor66%ofthefinalassessment.Theother34%ofassessmentisschoolbasedandincludesapplicationtasks,analysistasksandtopictests.



SPECIALIST MATHEMATICSUnits 3 and 4Math Methods Units 3 and 4 is assumed knowledge, so must be taken in conjunction or prior to Specialist Mathemetics Units 3 and 4. It is highly recommended that students have also completed Specialist Maths Units 1 and 2.

Specialist Mathematics is designed to complement intended studies in Science, Engineering Mathematics and Computer Science. Specialist Mathematics is only recommended for students who are very able.

Unit 3ThiscourseconsistsofthestudyareasofCoordinateGeometry,CircularFunctions,algebra,CalculusandVectors.Studentsinvestigateavarietyofrelations,theirgraphsandproperties.Theystudytrigonometricidentities,circularfunctionandtheirgraphs.Complexnumbersarestudiedandvectorsintwoandthreedimensionsareintroduced.Studentslearnhowtoapplyavarietyofdifferentintegrationtechniquestomanyfunctions.Studentsareencouragedtousegraphicalcalculatorsandothertechnologiesbothinthelearningofnewmaterialandtheapplicationofthismaterialinavarietyofdifferentcontexts.

Unit 4ThisunitincludesanintroductiontoDifferentialEquationsandhowthisareaofmathematicsisusedtosolveproblemsinvolvingratesofchange.Vectorsintwoandthreedimensionsareexploredinmoredetails,includingcalculus.TheareaMechanisiscoveredextensively,includingmass,momentum,force,equationsofmotionandacceleration.

AssessmentTherearetwoendofyearexamsof1hour(technologyfree)and2hours(technologyallowed)whichaccountfor66%ofthefinalassessment.Theother34%ofassessmentisschoolbasedandincludesapplicationtasks,analysistasksandtopictests.




MEDIA

The media have a significant impact on people’s lives. The media inform, educate, and provide channels of communication. The media not only comment on culture, they reflect the society that creates them. The study of media includes media forms such as video, radio, web page design, publishing animation and narrative film analysis.

Unit 1Studentsdevelopanunderstandingoftherelationshipbetweenthemedia,technologyandtherepresentationspresentinmediaforms.Studentsalsodeveloppracticalskillsbyproducingshortnarrativevideos.

Areaofstudy1.RepresentationAreaofstudy2:TechnologiesofRepresentationAreaofstudy3:NewMediaUnit 2Studentsdevelopanawarenessofthespecialistproductionstagesandroleswithinthecollaborativeorganisationofmediaproduction.Studentsdeveloppracticalskillsandanalyseissuesconcerningthemediaproductionprocess,andtheAustralianMediaIndustry.Studentsareassessedonarangeofthings.Theirtheoreticalandpracticalskillswillbeassessedusingtaskssuchasproductions,extended/shortresponses,writtenresponses,structuredquestions,researchtasksandoralpresentations.

Areaofstudy1:MediaProductionAreaofstudy2:MediaIndustryProductionAreaofstudy3:AustralianMediaOrganisationUnit 3 - Narrative and Media Production DesignInthisunitstudentsdevelopanunderstandingofproductionandstoryelementsandhowtheyworktogethertostructuremeaninginnarrativetexts.Theyexamineanaudience’sengagementwithatext,andidentifyaspectsofreceptioncontext.Studentsalsoundertaketwopracticalexercises,whichdeveloptheirskillsfortheirmajormediaproduction.Theyalsoplantheirmediaproductioninachosenmediaformforaspecificaudience.

AreaofStudy1:NarrativeAreaofStudy2:MediaProductionSkillsAreaofStudy3:MediaProductio

Unit 4 - Media: Process, Influence and Society’s ValuesInthisunitstudentsanalysetherelationshipsbetweenmediatexts,socialvaluesanddiscourses.Theyexaminehowchangesinsociety’sdiscoursecanimpacttherepresentationsinmediatexts.TheyalsocompletetheirmajormediaproductthattheyplannedforinUnit3.Throughtheanalysisofvariouscasestudies,researchmethodsandmediatexts,theyusevariouscommunicationtheoriestoquestionthepossiblenatureandextentofmediainfluence.

AreaofStudy1:MediaProcessAreaofStudy2:MediaTextsandSociety’sValuesAreaofStudy3:MediaInfluence

AssessmentStudentswillbeassessedthroughavarietyoftasks.Theirtheoreticalandandpracticalskillswillbeassessedusingtaskssuchasproductions,extended/shortresponses,writtenreports,structuredquestions,researchtasksandoralpresentations.


Note: Students taking Media will require editing software which is on the Booklist

THE ARTS

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MUSIC PERFORMANCE

“Music expresses that which cannot be said and on which it is impossible to be silent” - Victor Hugo

MusicPerformanceisacreativesubjectthatfocusesonthedevelopmentofastudent’spersonalandcorporateperformanceskillswhilstincorporatinganinformeduseofthetheoreticalandtechnicalaspectsofmusic.Studentsgainskillsin:PerformanceDevelopment(soloandgroup),Musicianship,Improvisation,TeamworkandCollaboration,Technicalskills,Analysis,Arranging,InterpretationandPerformanceReflection.Studentsgainknowledgein:NotationalConventions,HistoricalInfluences,MusicTechnologyandRehearsalStrategies.

Unit 1 and 2 – Music PerformanceBothUnits1and2focusonbuildingperformanceandmusicianshipskills.Studentspresentperformancesofselectedgroupandsolomusicworksusingoneormoreinstrumentsandtakeopportunitiestoperforminfamiliarandunfamiliarvenuesandspaces.Theystudytheworkofotherperformersandrefineselectedstrategiestooptimisetheirownapproachtoperformance.Theyidentifytechnical,expressiveandstylisticchallengesrelevanttoworkstheyarepreparingforperformanceandendeavourtoaddressthesechallenges.Studentsdeveloptheirlistening,aural,theoreticalandanalyticalmusicianshipskillsandapplythisknowledgewhenpreparingandpresentingperformances.

AreaofStudy1–Performance(Unit1and2)Studentsprepareandpresentaprogramofmusicalworksthatincorporateavarietyofperformancecontextsandafocusonindividualmusicianshipthroughrehearsal.

AreaofStudy2–PreparingforPerformance(Unit1and2)Studentsresearchanddeveloprehearsalstrategiesthatenhancetheirperformance.Theyidentifystrengthsandweaknessesintheirownplayingandselectorcreateexercisesthatimprovepresentationoutcomes.

AreaofStudy3–MusicLanguage(unit1and2)Studentsusetheirknowledgeofmusicallanguagetodeveloptheirinterpretiveandcriticallisteningskills.Theydeveloptheirabilitytohear,identify,singandplaythefundamentalcomponentsandelementsofmusic.

AreaofStudy4–OrganisationofSound(Unit2only)Studentscreateandperformanoriginalworkorimprovisationbyexploringcreativeapproaches,stylisticframeworksandcompositionalcharacteristicsfromtheworkswithintheirperformanceprogram.

Assessment-PerformanceProgramofatleast3worksofacceptableduration-ATechnicalPresentationthataddressesperformancechallenges-AFolioorWorkbookofaural,written,practicaltasksandcoursework-EndofUnitExam-ACompositionorImprovisationwithsupportingdocumentationinwrittenormultimediaform

RecommendationsItishighlyrecommendedthatstudentsundertakeeitherYear9or10musicstudiesasapre-requisitetoenrollinginthiscoursestudy.InstrumentalLessonsarealsohighlyrecommendedandaffordableduetoagenerousgovernmentsubsidy.

Additional Costs: $20.00InstrumentalLessons:$250peryear(studentsreceiveone50-minutelessonperweek)-Optional

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STUDIO ARTS – 2D or 3D “Art is the most intense mode of individualism that the world has known.” - Oscar Wilde

Studio Arts is the planning and making of artworks using a developmental process. Students generate, explore and communicate ideas by using specific studio art forms. They experiment with a range of materials to develop a variety of skills and techniques to produce several artworks. In Units 3 to 4 students specialise in a particular artform to produce a folio of artworks. Students are required to research and study artist’s working methods and professional practices in a comparative manner.

UNIT 1 - ARTISTIC INSPIRATION AND TECHNIQUESThisunitinvolvestheinvestigationofsourcesofinspirationwhichgeneratecreativeactivityandtheexplorationofawiderangeofmaterialsandtechniquesastoolsfortranslatingideas,observationsandexperiencesintovisualform.Studentsalsoexplorethewaysinwhichartistsfromdifferenttimesandlocationshaveinterpretedideasandsourcesofinspirationintheproductionofartwork.

AreasofStudyinclude;developingartideas,materialsandtechniquesandinterpretingartideas.

UNIT 2 - DESIGN EXPLORATION AND CONCEPTSThisunitfocusesonestablishingandusingadesignprocesstoproduceartworks.Studentsalsodevelopskillsinthevisualanalysisofartworksfromdifferenttimesandlocations.Studentsexamineindetaildesignexplorationandideasandstylesinartworks.

Assessment Assessmenttasksinclude;afolio,includingdesignexplorationsandartworks,writtenresponsesandendofsemesterexams.

UNIT 3 - STUDIO PRODUCTION AND PROFESSIONAL ART PRACTICESUnit 3 is a prerequisite for Unit 4.

Thisunitfocusesontheimplementationofthedesignprocessleadingtotheproductionofarangeofsolutions.Studentsalsoexploreprofessionalartpracticesinrelationtoparticularartformsandthedevelopmentofdistinctivestylesinartworks.AreasofStudyinclude;anexplorationproposal,thedesignprocessandprofessionalartpracticesandstyles.

UNIT 4 - STUDIO PRODUCTION AND ART INDUSTRY CONTEXTSThisunitfocusesontheproductionofacohesivefoliooffinishedartworksandtogainanunderstandingofartists’involvementintheartindustry.

AreasofStudyinclude;afocus,reflectionandevaluationofart,andartindustrycontexts.

Assessment Assessmentisbasedonafinalexamworth34%andaSchoolAssessedTask(SAT)whichisaVisualDiaryworth33%andafoliooffinishedartworksworth33%.


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THEATRE STUDIES “I regard the theatre as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being” - Oscar Wilde

Theatre Studies is a practical, creative and hands-on subject that constantly challenges and inspires students. Students will have the opportunity of developing the following skills through this subject: Communication skills Leadership skills Performance skills Confidence Creativity In-depth knowledge of theatre history and general history Practical skills in specific stagecraft areas - lighting, sound, acting, costume, make-up, direction, publicity, dramaturgy (research), writing Achieving and working towards deadlines Collaborative skills - working in teams/groups

TheatreStudiesinvolvesstudentsintheinterpretationandproductionofplays.Studentswillacquireanunderstandingoftheatrethroughtheages–itstraditionsandhistory.Knowledgeacquiredinthisareawillbeappliedtoproduceamajorperformanceandmonologuestoanaudience.Toassisttheirunderstandingoftheatre,studentswillexperienceplaysinperformanceasanaudiencememberandbeinstructedinanalyticalandreviewingskills.

Unit 1 - Pre Modern TheatreStudentswillidentifyanddescribethedistinguishingfeaturesofpre-moderntheatre.Theywillapplyactingandotherstagecrafttointerpretplayscriptsfromthepre-moderneraandanalyseaperformanceofapre-modernplayscript.

Unit 2 - Modern Theatre Studentswillidentifyanddescribethedistinguishingfeaturesofmoderneratheatreplayscripts.Theywillapplystagecrafttointerpretplayscriptsfromthemoderneraandanalyseandevaluatestagecraftinaperformanceofamodernplayscript.

Unit 3 - Playscript InterpretationStudentswillapplystagecrafttointerpretaplayscriptforperformancetoanaudience.Theywilldocumentaninterpretationofexcerptsfromaplayscriptandexplainhowstagecraftcanbeappliedintheinterpretation.Studentswillanalyseandevaluatetheinterpretationofawrittenplayscriptinproductiontoanaudience.

Unit 4 - Performance Interpretation Studentswillinterpretamonologuefromaplayscriptandjustifyinterpretivedecisions.Developatheatricaltreatmentthatpresentsaninterpretationofamonologueanditsprescribedscene.Analyseandevaluateactinginaproduction.

AssessmentPortfolio(notes,ideas,script,pictures,photos,designs)documentingtheTheatreProductionprocess

Production(performanceofaplayscript)–Studentscontributetotheproductioninthefollowingareasoftheirchoice:lighting,sound,acting,costume,make-up,direction,publicity,dramaturgy(research),writing.

AnalysisofaProfessionalPerformance

PresentationofaMonologue


39


VISUAL COMMUNICATION AND DESIGN

“Design is not just what it looks like and feels like. Design is how it works.”- Steve Jobs

Do you like creative problem solving?Are you well organised? Do you love ‘good design?’Do you love drawing? Are you open to new ideas? Do you like the idea of minimal boundaries? Are you passionate about spending time doing something that you love? If the answer to any of these questions is ‘yes’, then this is the subject for you. Unit 1 - Introduction to Visual Communication DesignThisunitfocusesonusingvisuallanguagetocommunicatemessages,ideasandconcepts.Thisinvolvesacquiringandapplyingdesignthinkingskillsaswellasdrawingskillstomakemessages,ideasandconceptsvisibleandtangible.Youwillpractiseyourabilitytodrawwhatyouobserveandwillusevisualisationdrawingmethodstoexploreyourownideasandconcepts.Youwilldevelopanunderstandingoftheimportanceofpresentationdrawingstoclearlycommunicateyourfinalvisualcommunications.

Unit 2 - Applications of Visual Communication DesignThisunitfocusesontheapplicationofvisualcommunicationdesignknowledge,designthinkingskillsanddrawingmethodstocreatevisualcommunicationstomeetspecificpurposesindesignateddesignfields.Youwillusepresentationdrawingmethodsthatincorporatetheuseoftechnicaldrawingconventionstocommunicateinformationandideasassociatedwiththeenvironmentalorindustrialfieldsofdesign.Youwillinvestigatehowtypographyandimageryareusedinvisualcommunicationdesign.Youwillapplydesignthinkingskillswhenexploringwaysinwhichimagesandtypecanbemanipulatedtocommunicateideasandconceptsindifferentwaysinthecommunicationdesignfield.

AssessmentAssessmentincludesoneormoreofthefollowing;afolioofinstrumental&freehanddrawings,afolioofsolutionstosettasks,writtenreportsandanendofunitexam.Recommendation Therearenoprerequisitesforthissubjecthowever,Units1and2ofVCDarestronglyrecommended.Unit3isaprerequisiteforUnit4.

Unit 3 - Design Thinking and PracticeInthisunityouwillgainanunderstandingoftheprocessdesignersemploytostructuretheirthinkingandcommunicateideaswithclients,targetaudiences,otherdesignersandspecialists.Throughpracticalinvestigationandanalysisofexistingvisualcommunications,youwillgaininsightintohowtheselectionofmethods,media,materialsandtheapplicationofdesignelementsanddesignprinciplescancreateeffectivevisualcommunicationsforspecificaudiencesandpurposes.Youwillinvestigateandexperimentwiththeuseofmanualanddigitalmethods,mediaandmaterialstomakeinformeddecisionswhenselectingsuitableapproachesforthedevelopmentofyourowndesignideasandconcepts.

Unit 4 - Design Development and PresentationThefocusofthisunitisthedevelopmentofdesignconceptsandtwofinalpresentationsofvisualcommunicationstomeettherequirementsofthebrief.Thisinvolvesapplyingthedesignprocesstwicetomeeteachofthestatedneeds.

AssessmentAssessmentisbasedonanendofyearexam(34%),afolio(SAT)worth33%andfinalpresentations


40


ACCOUNTING“ You have to know accounting. It’s the language of practical business life. It was a very useful thing to deliver to civilization.” - Charlie Munger

If you like working with numbers, using computers and like to balance accounts and find the right answer, then accounting may be for you. You will develop real-life skills relating to your own financial literacy including budgeting, keeping financial records using accounting software, making careful investment decisions and reading and understanding financial data.Knowledge and understanding of accounting processes is an essential part of tertiary level business and commerce courses.

Unit 1 -Establishing and operating a Service Business.Theunitfocuseson:• Thefactorsrelevanttoestablishingasmallbusiness?• Thesourcesandprocessingoffinancialdata?• Thestepsinfinancialplanninganddecisionmaking?• TheroleofprofessionalssuchasAccountantsinprovidingadvicetoachievebusinesssuccess.

Unit 2 - Accounting for a Trading BusinessThisunitfocusesontheaccountingandfinancialoperationsofasoleproprietortradingbusiness,including:• Recordingandreportingaccountingdataandinformation.• Thestrategiesrequiredtoachievefinancialsuccess.• Usingtheaccrualmethodfordeterminingprofit.• usingcommercialaccountingsoftware(suchasMYOBandQuicken).• Evaluatingtheperformanceofabusiness.

AssessmentAssessmentwillincludeoneormoreofthefollowingactivities:tests,casestudies,afolioofexercises(includingmanual,excelandaccountingsoftwaretasks,assignments,areportandsemesterexams.

Unit 3 - Recording and Reporting for a Trading Business Thisunitrequiresstudentsto;• Understandtheroleofaccountingasaninformationsystem.• Learnthedouble-entrysystemofrecordingfinancialdata.• Preparereportsusingtheaccrualbasisofaccounting.• Usethefirst-infirst-outperpetualmethodofstockrecording.

Unit 4 -Control and Analysis of PerformanceInthisunitstudentsexamine:• Thesourcesandprocessingoffinancialdatatoreachfinancialoutcomesforsingle-activitytradingbusinesses.• Budgetingforcash,profitandfinancialposition• Theprofitabilityandliquidityofasmallbusiness.• Thelimitationsoffinancialanalysis.

AssessmentAssessmentincludes;afolioofexercises,structuredquestionsandacasestudy(withanICTfocus),plusafinalexam.

Contributiontostudyscore:•Coursework:50%•EndofYearExam:50%Additional Costs: $20.00

BUSINESS STUDIES

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BUSINESS MANAGEMENT

“If I could start over again, I wouldn’t do a fashion course; I’d do a business course.”- Peter Alexander, Fashion Designer and Entrepreneur

If you wish to understand the world of business, then Business Management may be your best choice.

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

Each unit exposes students to real business scenarios and/or direct contact with business. It focuses on the issues facing managers and organisations in Australia and the rest of the world.

Unit 1: Planning a businessThebusinessideaincludeshowandwhybusinessideasarecreatedanddeveloped.Studentsalsoexplainhownationscanfosteracultureofbusinessinnovationandentrepreneurship.

Theexternalenvironmentconsistsincludestheelementsoutsideabusinessthatmayactaspressuresorforcesontheoperationsofabusiness.Studentsinvestigatehowtheinternalandexternalenvironmentseffectbusinessplans.

Theinternalenvironment.Studentsexplorebusinessmodels,legalbusinessstructuresandstaffingwithintheinternalenvironmentandconsiderhowplanningdecisionsmayhaveaneffectontheultimatesuccessofabusiness.

Unit 2: Establishing a businessLegalrequirementsandfinancialconsiderationsmustbefulfilledwhenestablishingabusiness.Studentsareintroducedtothelegalandfinancialissuesthatarevitaltoestablishingabusiness.

Marketingabusinessincludesestablishingacustomerbaseandamarketingpresencetoachievebusinessobjectives.Studentsanalysetheeffectivenessofmarketingandpublicrelationsstrategies.

Staffingabusiness.Studentsdiscussthestaffingneedsforabusinessandevaluatethebenefitsandlimitationsofstrategiesinthisareafrombothanemployerandanemployeeperspective.

Unit 3: Managing a businessBusinessfoundations.Studentsdiscussthekeycharacteristicsofbusinessesandstakeholders,andanalysetherelationshipbetweencorporateculture,managementstylesandmanagementskills.

Managingemployees.Studentexplaintheoriesofmotivationandapplythemtoarangeofcontexts,andanalyseandevaluatestrategiesrelatedtothemanagementofemployees.

Operationsmanagement.Studentsexaminethemanagementofproductionsystemsandconsiderthebestandmostresponsibleuseofavailableresourcesfortheproductionofaqualityfinalgoodorserviceinacompetitive,globalenvironment.

Unit 4: Transforming a businessReviewingperformance–theneedforchange.Studentsexplainhowbusinessesimplementchangeandusekeyperformanceindicatorstoanalysetheirperformance.Studentsdiscussthedrivingandrestrainingforcesforchangeandevaluatemanagementstrategiesforthefuture.

Implementingchange.Studentsevaluatetheeffectivenessofavarietyofstrategiesusedbymanagerstoimplementchangeanddiscusstheeffectofchangeonthestakeholdersofabusiness.

AssessmentThefinalexamaccountsfor50%oftheassessment.Theother50%iscompletedinschoolandconsistsofoneormoreofthefollowing;casestudy,testandreport.

Additional Costs: $20.00Excursion–costapproximately$15to$30.Costsmaybesubjecttochange.

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ECONOMICS

“ No generation has had the opportunity, as we now have, to build a global economy that leaves no-one behind. It is a wonderful opportunity, but also a profound responsibility” - Former U.S. President Bill Clinton

If you are interested in finding out about how resources are distributed, why governments regulate economies and issues such as poverty, inflation and the global financial crisis then Economics is a subject you will enjoy.

Economics fills our newspapers and other media each day. It examines how and why individuals, businesses and governments spend money. It is one of the major subjects in most tertiary business courses.

Economics looks at questions such as: Why has funding to schools and hospitals been cut? How can employment be increased? Do Australians pay too much tax?

Unit 1 – The behaviour of consumers and businesses

Inthisunit,studentslookatwhyconsumersandbusinessesbehavethewaytheydo.Theyalsostudyhowmarketsoperatebyinvestigatingcasestudiesinthesharemarket,labourmarketsandpropertymarkets.

Unit 2 – Contemporary economic issues

Thisunitfocusesonimportanteconomicissuessuchaslong-termgrowth,prosperityandenvironmentalsustainability.Thewayinwhichwealthisdistributedbetweenricherandpoorercitizensisinvestigated,asaremajorglobaldecisionsthatcanaffectbillionsoflives,suchasfreetradeandglobalisation.

Unit 3 – Australia’s economic prosperity

ThisunitallowsstudentstounderstandsomeofthemajoreconomicissuesfacingAustraliathatareoftendiscussedingovernmentandinthemedia.StudentslookathowtheAustralianeconomyfunctionsandhowgovernmentdecisionscanhaveaneffect.

Unit 4 – Managing the economy

ThisunitcontinuesthestudyoftheAustralianeconomybylookingmorecarefullyathowdifferentpoliciescanhaveaneffectonallcitizensofourcountry.Topicssuchastaxes,interestratesandhowtheyaffectyourmoneywillbeinvestigatedindetail.

AssessmentEndofYearExamination50%SchoolAssessedCoursework50%consistsofoneormoreofthefollowing;essay,tests,folioofappliedexercises.


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LEGAL STUDIES“ There is no better way to exercise the imagination than the study of law.”- Jean Giraudoux

Do you enjoy reading and discussing legal issues? Do you know what your rights and responsibilities are? Are you interested in how laws change over time and whether a court decision is just and fair? If you have answered ‘yes’ to these questions, you will enjoy Legal Studies.

Unit 1 Legal Studies – Guilt and LiabilityInthisunitstudentsdevelopanunderstandingoflegalfoundations,suchasthedifferenttypesandsourcesoflawandtheexistenceofacourthierarchyinVictoria.Studentsinvestigatekeyconceptsofcriminallawandcivillawandapplythesetoactualand/orhypotheticalscenariostodeterminewhetheranaccusedmaybefoundguiltyofacrime,orliableinacivildispute.Indoingso,studentsdevelopanappreciationofthewayinwhichlegalprinciplesandinformationareusedinmakingreasonedjudgmentsandconclusionsabouttheculpabilityofanaccused,andtheliabilityofapartyinacivildispute.

Unit 2 Legal Studies – Sanctions, Remedies and RightsThisunitfocusesontheenforcementofcriminallawandcivillaw,themethodsandinstitutionsthatmaybeusedtodetermineacriminalcaseorresolveacivildispute,andthepurposesandtypesofsanctionsandremediesandtheireffectiveness.Studentsundertakeadetailedinvestigationofcasesfromthepastfouryearstoformajudgmentabouttheabilityofsanctionsandremediestoachievetheprinciplesofjustice.StudentsdeveloptheirunderstandingofthewayrightsareprotectedinAustraliaandinanothercountry.Assessment SchoolAssessedCourseworkwillincludeoneormoreofthefollowing:Structuredassignment,essay,mockorroleplay,folioandreport,casestudy,testorreport.Additional CostsExcursiontotheCountyCourt–publictransporttravelcosts

Unit 3 Legal Studies – Rights and JusticeInthisunitstudentsexaminethemethodsandinstitutions,suchascourts,inthejusticesystemandconsidertheirappropriatenessindeterminingcriminalcasesandresolvingcivildisputes.Studentsexplorematterssuchastherightsavailabletoanaccusedandtovictimsinthecriminaljusticesystem,therolesofthejudge,jury,legalpractitionersandtheparties,andtheabilityofsanctionsandremediestoachievetheirpurposes.Studentsinvestigatetheextenttowhichtheprinciplesofjusticeareupheldinthejusticesystem.Theydiscussrecentreformsandrecommendedreformstoenhancetheabilityofthejusticesystemtoachievetheprinciplesofjustice.

Unit 4 Legal Studies – The People and the Law

Inthisunit,studentsexplorehowtheAustralianConstitutionestablishesthelaw-makingpowersoftheCommonwealthandstateparliaments,andprotectstheAustralianpeoplethroughstructuresthatactasacheckonparliamentinlaw-making.StudentsdevelopanunderstandingofthesignificanceoftheHighCourtinprotectingandinterpretingtheAustralianConstitution.Theyinvestigateparliamentandthecourts,andtherelationshipbetweenthetwoinlaw-making.Assessment EndorYearExamination50%SchoolAssessedCoursework50%Including:casestudies,structuredquestions,tests,essay,folioofexercises.Additional Costs: $20.00 plusExcursiontotheSupremeCourtofVictoria–publictransporttravelcosts

Emerald Secondary College - Access to ExcellenceHEALTH AND PHYSICAL EDUCATION

HEALTH AND HUMAN DEVELOPMENTThrough the study of VCE Health and Human Development, students investigate health and human development in local, Australian and global communities. Health is a dynamic condition that is influenced by complex interrelationships between individuals and biomedical and behavioural factors, as well as physical and social environments. The study also promotes the understanding that nutrition plays a major role in influencing both health status and individual human development.

Unit 1 Health and Human Development – Understanding Health and Wellbeing

Thisunitlooksathealthandwellbeingasaconceptwithvariedandevolvingperspectivesanddefinitions.Ittakestheviewthathealthandwellbeingaresubjecttoawiderangeofcontextsandinterpretations,withdifferentmeaningsfordifferentpeople.Asafoundationtotheunderstandingofhealth,studentsshouldinvestigatetheWorldHealthOrganization’s(WHO)definitionandalsoexploreotherinterpretations.Wellbeingisacomplexcombinationofalldimensionsofhealth,characterisedbyanequilibriuminwhichtheindividualfeelshappy,healthy,capableandengaged.Forthepurposesofthisstudy,studentsshouldconsiderwellbeingtobeanimplicitelementofhealth.

Inthisunitstudentsidentifypersonalperspectivesandprioritiesrelatingtohealthandwellbeing,andenquireintofactorsthatinfluencehealthattitudes,beliefsandpractices,includingamongAboriginalandTorresStraitIslanders.Studentslookatmultipledimensionsofhealthandwellbeing,thecomplexinterplayofinfluencesonhealthandwellbeingandtheindicatorsusedtomeasureandevaluatehealthstatus.Withafocusonyouth,studentsconsidertheirownhealthasindividualsandasacohort.Theybuildhealthliteracythroughinterpretingandusingdata,throughinvestigatingtheroleoffood,andthroughextendedinquiryintooneyouthhealthfocusarea.

Unit 2 Health and Human Development – Managing Health and Development

Thisunitinvestigatestransitionsinhealthandwellbeing,anddevelopment,fromlifespanandsocietalperspectives.Studentslookatchangesandexpectationsthatarepartoftheprogressionfromyouthtoadulthood.Thisunitpromotestheapplicationofhealthliteracyskillsthroughanexaminationofadulthoodasatimeofincreasingindependenceandresponsibility,involvingtheestablishmentoflong-termrelationships,possibleconsiderationsofparenthoodandmanagementofhealth-relatedmilestonesandchanges.

StudentsenquireintotheAustralianhealthcaresystemandextendtheircapacitytoaccessandanalysehealthinformation.Theyinvestigatethechallengesandopportunitiespresentedbydigitalmediaandhealthtechnologies,andconsiderissuessurroundingtheuseofhealthdataandaccesstoqualityhealthcare.

Assessment Studentswillbeassessedforeachoftheareasofstudyandmaycompleteoneormoreofthefollowing;atest,dataanalysis,practicallaboratoryreport,casestudy,visualpresentation,reflectivefolioorwrittenreport.Theywillalsohaveanendofunitexam.

Unit 3 Health and Human Development – Australia’s Health in a Globalised World

Thisunitlooksathealth,wellbeingandillnessasmultidimensional,dynamicandsubjecttodifferentinterpretationsandcontexts.Studentsbegintoexplorehealthandwellbeingasaglobalconceptandtotakeabroaderapproachtoinquiry.Astheyconsiderthebenefitsofoptimalhealthandwellbeinganditsimportanceasanindividualandacollectiveresource,theirthinkingextendstohealthasauniversalright.Studentslookatthefundamentalconditionsrequiredforhealthimprovement,asstatedbytheWorldHealthOrganization(WHO).TheyusethisknowledgeasbackgroundtotheiranalysisandevaluationofvariationsinthehealthstatusofAustralians.AreaofStudy2focusesonhealthpromotionandimprovementsinpopulationhealthovertime.Studentslookatvariouspublichealthapproachesandtheinterdependenceofdifferentmodelsastheyresearchhealthimprovementsandevaluatesuccessfulprograms.WhiletheemphasisisontheAustralianhealthsystem,theprogressionofchangeinpublichealthapproachesshouldbeseenwithinaglobalcontext.

Unit 4 Health and Human Development – Health and Human Development in a Globalised Context

Thisunitexamineshealthandwellbeing,andhumandevelopmentinaglobalcontext.Studentsusedatatoinvestigatehealthstatusandburdenofdiseaseindifferentcountries,exploringfactorsthatcontributetohealthinequalitiesbetweenandwithincountries,includingthephysical,socialandeconomicconditionsinwhichpeoplelive.Studentsbuildtheirunderstandingofhealthinaglobalcontextthroughexaminingchangesinburdenofdiseaseovertimeandstudyingthekeyconceptsofsustainabilityandhumandevelopment.Theyconsiderthehealthimplicationsofincreasedglobalisationandworldwidetrendsrelatingtoclimatechange,digitaltechnologies,worldtradeandthemassmovementofpeople.AreaofStudy2looksatglobalactiontoimprovehealthandwellbeingandhumandevelopment,focusingontheUnitedNations’(UN’s)SustainableDevelopmentGoals(SDGs)andtheworkoftheWorldHealthOrganization(WHO).Studentsalsoinvestigatetheroleofnon-governmentorganisationsandAustralia’soverseasaidprogram.Studentsevaluatetheeffectivenessofhealthinitiativesandprogramsinaglobalcontextandreflectontheircapacitytotakeaction.

Assessment Thefinalexamaccountsfor50%ofthetotalmark.Theother50%isassessedthrougharangeofschoolbasedtaskswhichincludeoneormoreofthefollowingtasks:Casestudyanalysis,dataanalysis,visualpresentation,multimediapresentation,oralpresentation,testandwrittenreport.Additional Costs: $20.00

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OUTDOOR AND ENVIRONMENTAL STUDIES

Are you interested in environmental issues? Do you enjoy the physical challenge of adventure activities? Do you want to learn about how humans have interacted with Australia’s outdoor environments over time and the impacts we have had? Are you interested in the continued, sustainable use of the environment as a resource? If you do, step out of your comfort zone, and try Outdoor and Environmental Studies.

VCEOutdoorandEnvironmentalStudiesisconcernedwiththewayshumansinteractwithandrelatetooutdoorenvironments.‘Outdoorenvironments’includeenvironmentsthathaveminimuminfluencefromhumans,aswellasthoseenvironmentsthathavebeensubjecttodifferentlevelsofhumanintervention.Thestudyenablesstudentstomakecriticallyinformedcommentsonquestionsofenvironmentalsustainabilityandtounderstandtheimportanceofenvironmentalhealth,particularlyinlocalcontexts.

OutdoorandEnvironmentalStudiesusesbothpassiveandactiveoutdooractivitiestoprovidethemeansforstudentstodevelopexperientialknowledgeofoutdoorenvironments.Activitiessuchascanoeing,bushwalking,climbing/abseiling,crosscountryskiingandothersmaybeusedasmediumstoexplorearangeofenvironments.Suchknowledgeisthenenhancedthroughthetheoreticalstudyofoutdoorenvironmentsfromperspectivesofenvironmentalhistory,ecologyandthesocialstudiesofhumanrelationshipswithnature.

Studentsareexpectedtoparticipateinatleast30hoursofoutdooractivityforeachunit.Thisusuallycomprisesablendofrecreationalactivities,environmentalobservationsandfieldwork,andatwonightcampexperienceperunitofstudy.

EmeraldSecondaryCollegepridesitselfonbeingabletoofferan‘inhouse’OutdoorEducationprogram,owningthemajorityoftheequipmentandhavingstaffwiththeappropriatetrainingandexpertiserequiredtoinitiatetheseexperiences.

Unit 3 Outdoor and Environmental Studies – Relationships with Outdoor EnvironmentsThefocusofthisunitistheecological,historicalandsocialcontextsofrelationshipsbetweenhumansandoutdoorenvironmentsinAustralia.CasestudiesofarangeofimpactsonoutdoorenvironmentsareexaminedinthecontextofthechangingnatureofhumanrelationshipswithoutdoorenvironmentsinAustralia.

Studentsconsideranumberoffactorsthatinfluencerelationshipswithoutdoorenvironments.Theyalsoexaminethedynamicnatureofrelationshipsbetweenhumansandtheirenvironment.

Studentsareinvolvedinoneormoreexperiencesinoutdoorenvironments,includinginareaswherethereisevidenceofhumaninteraction.Throughthesepracticalexperiencesstudentsareabletomakecomparisonsbetweenandtoreflectuponoutdoorenvironments,aswellastodeveloptheoreticalknowledgeandskillsaboutspecificnaturalenvironments.

Unit 4 Outdoor and Environmental Studies – Sustainable Outdoor RelationshipsInthisunitstudentsexplorethesustainableuseandmanagementofoutdoorenvironments.TheyexaminethecontemporarystateofenvironmentsinAustralia,considertheimportanceofhealthyoutdoorenvironments,andexaminetheissuesrelatingtothecapacityofoutdoorenvironmentstosupportthefutureneedsoftheAustralianpopulation.

Studentsexaminetheimportanceofdevelopingabalancebetweenhumanneedsandtheconservationofoutdoorenvironmentsandconsidertheskillsneededtobeenvironmentallyresponsiblecitizens.TheyinvestigatecurrentactsandconventionsaswellasmanagementstrategiesforachievingandmaintaininghealthyandsustainableenvironmentsincontemporaryAustraliansociety.

Studentsengageinoneormorerelatedexperiencesinoutdoorenvironments.Theylearnandapplythepracticalskillsandknowledgerequiredtosustainhealthyoutdoorenvironments,andevaluatethestrategiesandactionstheyemploy.Throughthesepracticalexperiencesstudentsareabletomakecomparisonsbetweenandtoreflectuponoutdoorenvironments,aswellastodevelopandapplytheoreticalknowledgeaboutoutdoorenvironments.

Assessment in Unit 3 & 4 StudentsarerequiredtodemonstrateachievementoftwoOutcomesandasemester.DemonstrationofOutcomes1&2isbasedonaselectionofSchoolAssessedCoursework(SAC’s)acrossthesemester.Unit3-25%schoolassessedcourseworkUnit4-25%schoolassessedcourseworkExam-50%VCAAassessed


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PHYSICAL EDUCATIONPhysical Education examines the biological, psychological, social and cultural influences that affect performance and participation in physical activity. Theory and practice are integrated in this subject to maximize student understanding of topics. Although mainly theory based, students undertaking this study will participate in some practical classes, putting theory concepts into action. Students who undertake this study find it a very rewarding and interesting subject that opens many pathways to tertiary study.Unit 1 Physical Education – The Human Body in MotionInthisunitstudentsexplorehowthemusculoskeletalandcardiorespiratorysystemsworktogethertoproducemovement.Throughpracticalactivitiesstudentsexploretherelationshipsbetweenthebodysystemsandphysicalactivity,sportandexercise,andhowthesystemsadaptandadjusttothedemandsoftheactivity.Studentsinvestigatetheroleandfunctionofthemainstructuresineachsystemandhowtheyrespondtophysicalactivity,sportandexercise.Theyexplorehowthecapacityandfunctioningofeachsystemactsasanenablerorbarriertomovementandparticipationinphysicalactivity.

Usingacontemporaryapproach,studentsevaluatethesocial,culturalandenvironmentalinfluencesonmovement.Theyconsidertheimplicationsoftheuseoflegalandillegalpracticestoimprovetheperformanceofthemusculoskeletalandcardiorespiratorysystems,evaluatingperceivedbenefitsanddescribingpotentialharms.Theyalsorecommendandimplementstrategiestominimisetheriskofillnessorinjurytoeachsystem.

Unit 2 Physical Education – Physical Activity, Sport and SocietyThisunitdevelopsstudents’understandingofphysicalactivity,sportandsocietyfromaparticipatoryperspective.Studentsareintroducedtotypesofphysicalactivityandtheroleparticipationinphysicalactivityandsedentarybehaviourplaysintheirownhealthandwellbeingaswellasinotherpeople’slivesindifferentpopulationgroups.

Throughaseriesofpracticalactivities,studentsexperienceandexploredifferenttypesofphysicalactivitypromotedintheirownanddifferentpopulationgroups.Theygainanappreciationofthelevelofphysicalactivityrequiredforhealthbenefits.Studentsinvestigatehowparticipationinphysicalactivityvariesacrossthelifespan.Theyexplorearangeoffactorsthatinfluenceandfacilitateparticipationinregularphysicalactivity.Theycollectdatatodetermineperceivedenablersofandbarrierstophysicalactivityandthewaysinwhichopportunitiesforparticipationinphysicalactivitycanbeextendedinvariouscommunities,social,culturalandenvironmentalcontexts.Studentsinvestigateindividualandpopulation-basedconsequencesofphysicalinactivityandsedentarybehaviour.Theythencreateandparticipateinanactivityplanthatmeetsthephysicalactivityandsedentarybehaviourguidelinesrelevanttotheparticularpopulationgroupbeingstudied.

Studentsapplyvariousmethodstoassessphysicalactivityandsedentarybehaviourlevelsattheindividualandpopulationlevel,andanalysethedatainrelationtophysicalactivityandsedentarybehaviourguidelines.Studentsstudyandapplythesocial-ecologicalmodeland/ortheYouthPhysicalActivityPromotionModeltocritiquearangeofindividual-andsettings-basedstrategiesthatareeffectiveinpromotingparticipationinsomeformofregularphysicalactivity.

AssessmentStudentswillbeassessedforeachofthethreeareasofstudyandmaycompleteoneormoreofthefollowing;atest,dataanalysis,practicallaboratoryreport,casestudyorwrittenreport.Theywillalsohaveanendofunitexam.

Unit 3 Physical Education– Movement Skills and for Physical ActivityThisunitintroducesstudentstothebiomechanicalandskillacquisitionprinciplesusedtoanalysehumanmovementskillsandenergyproductionfromaphysiologicalperspective.Studentsuseavarietyoftoolsandtechniquestoanalysemovementskillsandapplybiomechanicalandskillacquisitionprinciplestoimproveandrefinemovementinphysicalactivity,sportandexercise.Theyusepracticalactivitiestodemonstratehowcorrectapplicationoftheseprinciplescanleadtoimprovedperformanceinphysicalactivityandsport.

Studentsinvestigatetherelativecontributionandinterplayofthethreeenergysystemstoperformanceinphysicalactivity,sportandexercise.Inparticular,theyinvestigatethecharacteristicsofeachsystemandtheinterplayofthesystemsduringphysicalactivity.Studentsexplorethecausesoffatigueandconsiderdifferentstrategiesusedtopostponefatigueandpromoterecovery.

Unit 4 Physical Education – Training to Improve PerformanceInthisunitstudentsanalysemovementskillsfromaphysiological,psychologicalandsocioculturalperspective,andapplyrelevanttrainingprinciplesandmethodstoimproveperformancewithinphysicalactivityatanindividual,clubandelitelevel.Improvementsinperformance,inparticularfitness,dependontheabilityoftheindividualand/orcoachtogain,applyandevaluateknowledgeandunderstandingoftraining.Studentsanalyseskillfrequencies,movementpatterns,heartratesandworktorestratiostodeterminetherequirementsofanactivity.Studentsconsiderthephysiological,psychologicalandsociologicalrequirementsoftrainingtodesignandevaluateaneffectivetrainingprogram.

Studentsparticipateinavarietyoftrainingsessionsdesignedtoimproveormaintainfitnessandevaluatetheeffectivenessofdifferenttrainingmethods.Studentscritiquetheeffectivenessoftheimplementationoftrainingprinciplesandmethodstomeettheneedsoftheindividual,andevaluatethechronicadaptationstotrainingfromatheoreticalperspective.AssessmentThefinalexamcountsfor50%ofthetotalmark.Theother50%isassessedthrougharangeofschoolassessedcourseworktasks.Therewillbeaminimumofoneforeachareaofstudy,whichmayinclude:acasestudy,test,laboratory,dataanalysisorwrittenreport.


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Emerald Secondary College - Access to ExcellenceHUMANITIES

GEOGRAPHY

“ Geography is important because we are inextricably linked to the world we live in. We can only live on this planet with a knowledge of how it works and a commitment to respect it”- Anonymous

Are you curious about why the world is the way it is? Do you look at maps and dream of travel to exotic places and far-flung locations? Do you sometimes wonder why there is great wealth in some countries, but terrible poverty in others? The study of Geography will help you uncover the answers to these questions and many more. Geography is all about how humans interact with their environment, and studying this course will give you a much better understanding of how the world works, and why it looks the way it does.

The VCE Geography course has recently changed to include a range of fascinating topics that will engage you and allow you to further your own interests. We undertake fieldwork research to understand how local systems operate, which will include excursions during Unit 1-3. We will also use a range of digital mapping software that allows detailed comparison of patterns and phenomena across the world.Unit 1 – Hazards and Natural DisastersVolcanoes,tsunamis,floods,bushfires,avalanches.Thesenaturaldisastersregularlymakeittothefrontpageofnewspapersandcausemillionsofdollarsdamageeveryyear,aswellastakingmakinglives.However,oilspills,radiationleaks,infectiousdiseasesandepidemicsrepresentanewanddeadlythreat.Howwillwemanagethesehazards?

Asweliveinaworldofevergrowingpopulation,morepeopleareexposedtothedangersofnaturaldisastersandhazards.Thisunitlooksathowthesehazardsdevelopandwhatpeoplecandotominimizetheirrisk.Studentswillinvestigatearangeofnaturaldisastersandhazardsandpoliciestorespondtothem.

Unit 2 – TourismOverabilliontouristscrossinternationalborderseveryyear,withevengreaternumbersexpectedinthefuture.Whatdoesallthistourismlooklike,andwhataretheeffectsonlocalcultures,landscapesandindustries?

Thisunitofstudyisconcernedwithhowtourismaffectslocalplacesandwhatshouldbedonetomanagetheever-increasingnumberoftourists.StudentswillinvestigatetwotouristlocationsinMelbournebycompletingfieldworkintwodifferentsites.TheywillthencomparetheimpactsandresponsesinafieldworkreportinpreparationforUnit3.

Unit 3 – Changing the LandMeltingicesheetsandglaciers,deforestation,anddesertification.Thesearesomeofthebigissuesofourtime.ThisunitlooksathowtheEarth’slandsurfacehaschangedovertimeandwhatthatmeansforourfuture.StudentswillinvestigatehowdifferentlytheEarthlooked30,000yearsagoandmapthechangethathasoccurredthroughtime.Theywilldrawonarangeofcasestudiestoexplaintheinterconnectionsbetweennaturalprocessesandhumanactionsincreatingormanagingtheseglobalchanges.

Thesecondpartoftheunitwillincludeanextendedfieldworkinvestigationintoalocalregiontoanalyselandusechangeonalocalscale.HowhavelocalpeoplemodifiedtheEarth’ssurfaceandhasitalwaysbeenapositivechange?Thefieldworkskillsdevelopedinthisunitwillbehighlyrelevantinarangeofdifferentoccupationslaterinlife,sothisisaterrificopportunitytobuildskillsbeforeyouhittheworkplace.

Unit 4 – Human Population – trends and issuesDidyouknowthatsince1945theworld’spopulationhasgrownfrom2.5billiontoover7.3billionintheyear2015?Thisunbelievablyrapidgrowthhascausedanumberofpeopletoworry–arewegettingtoopopulatedforourEarth?

Thisunitlooksatthebiggestissueofourtime–thehumanimpactscausedbyrapidpopulationgrowth.Studentswillinvestigatethedynamicsofpopulationandhowthismightaffectvariouscountries,suchas‘whatwillhappenwhentheelderlyoutnumbertheyoung?’Or‘willChinaremaintheworld’smostpopulatednation?’Theywillthendrawonarangeofcasestudiestoexplainhowdifferentcountriesarecopingwiththechallenge.Thisunitisamustforanyonewhoreallywantstounderstandthebroader,globalpicture.

Assessment:Schoolassessedcourseworkforall4unitsincludefieldworkinvestigations,shortanswertestsandextendedresponsequestions.Studentswillbuildthehighlyusefulcareerskillsofdataanalysisandinterpretation,beingabletopresentusingdigitaltechnologiesandfieldwork.

Additional costs: $20.00 ThereisacompulsoryfieldworkexcursionforeachofUnit1,2,3.Thereisanadditionalfeecomponentassociatedwiththissubjecttocovercosts.

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HISTORYDoes History repeat itself? How does History and what has happened in the past influence our lives today? Make the past and present come alive as you examine the process of change!

20TH CENTURY HISTORY (Units 1 & 2) “ If you don’t know history, then you don’t know anything. You are a leaf that doesn’t know it is part of a tree.”- Michael Crichton

Unit 1 - Twentieth Century History 1918-1939 InUnit1studentsexplorethenatureofpolitical,socialandculturalchangeintheperiodbetweentheworldwars.

Area of study 1: Ideology and Conflict.ThePeaceTreatiesthatendedWWIandtheeventsthatleadtoWWII.Area of Study 2:Social and Cultural ChangeAmericainthe1920’sandNaziGermanyinthe1930’s.

Unit 2 - Twentieth Century History 1945-2000 InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.

Area of Study 1: Competing IdeologiesTheColdWar.Area of Study 2: Challenge and Change.TheCivilRightscampaigninUSAandcampaignsbyterroristgroups.

Assessment SchoolassessedCoursework:ahistoricalinquiry;ananalysisofprimarysources;ananalysisofhistoricalinterpreations;anessay.EndofUnit1andendofUnit2Examination.ExcursionsJewishHolocaustCentreVietnamVeteransMuseum.Additional Cost: 20.00

REVOLUTIONS (Units 3 & 4) “Let the ruling classes tremble at a communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Workingmen of all countries, unite!” - Karl Marx

Studentsinvestigatethesignificanthistoricalcausesandconsequencesofpoliticalrevolution.Tworevolutionswillbestudied:TheRussianRevolutionofOctober1917.TheFrenchRevolutionof1789.

StudentswillcompletetwoAreasofStudyperRevolution:

Area of Study 1 – Causes of RevolutionStudentswillbeabletoanalysethecausesofrevolution,andevaluatethecontributionofsignificantideas,events,individualsandpopularmovements.

TheRussianRevolutionfrom1896toOctober1917(CoronationofTsarNicholastothe25thOctoberRevolution1917).TheFrenchRevolutionfrom1774toOctober1789(AccessionofLouisXVItothethrone,totheOctoberDays1789.).

Area of Study 2 – Consequences of Revolution.Studentswillbeabletoanalysetheconsequencesofrevolutionandevaluatetheextentofchangebroughttosociety.

TheRussianRevolutionfromOctober1917to1927(EarlySovnarkomdecreestotheendoftheNEP).TheFrenchRevolutionfromOctober1789to1795(TheOctoberDaystothedissolutionoftheConventionYearIII).

Assessment SchoolAssessedCoursework:ahistoricalinquiry;ananalysisofprimarysources;ananalysisofhistoricalinterpretations;anessay.EndofyearExamination.

ExcursionsTBAAdditional Cost: $20.00

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Emerald Secondary College - Access to ExcellenceANCIENT HISTORY - Units 1 & 2

Fun Fact - Did you know that there is the same time between the first great Pyramids and Cleopatra, to that of Cleopatra and the first McDonalds?

Unit 1: Ancient MesopotamiaInUnit1studentsexploreAncientMesopotamia.ThelandsbetweentheriverTigrisandtheEuphrateshavebeendescribedasthe‘cradleofcivilisation’.Studentsinvestigatethecreationofcity-states,empiresandtheinventionofwriting,apivotaldevelopmentinhumanhistory.

Area of Study 1: Discovering civilization (3500BC – 2004 BC)Theinventionofagriculture,theemergenceofearlycities,theearlyDynasticperiod,thedomesticationofanimalsandtheinterdependenceofpeople,plantsandanimals.

Area of Study 2: Ancient Empires (1900BC – 612BC)ThefirstBabylonianDynasty,theFallofNinevehattheendoftheNeo-Assyrianperiodandassociatedarchaeologicalevidence.

Unit 2: Ancient EgyptAncientEgyptgaverisetoacivilizationthatenduredforapproximatelythreethousandyears.TheNilesservedasitslifebloodofurbansettlementsinUpperandLowerEgypt.Kingdomsrose,flourishedandfellaroundthebanksofthisgreatriver.

Area of Study 1: Egypt: The double crown (2920 BC – 2040 BC). KingshipinOldEgypt,thedistributionofpower,thesocial,politicalandeconomicreasonsfortheconstructionofthepyramidsandEgyptianbeliefsconcerningtheafterlife.

Area of Study 2: Middle Kingdom Egypt: Power and Propaganda (2040 BC – 1550 BC).TheuseandrepresentationofpowerinMiddlekingdomEgyptandtheSecondIntermediatePeriod.

Assessment SchoolassessedCoursework:ahistoricalinquiry;ananalysisofprimarysources;ananalysisofhistoricalinterpreations;anessay.EndofUnit1andendofUnit2Examination.ExcursionsTBAAdditional Cost: $20.00

ANCIENT HISTORY - Units 3 & 4 Units 3 and 4: Ancient historyGreeceandRomeweremajorcivilisationsoftheancientMediterranean,leavingapowerfullegacyonthecontemporaryworld.Studentsexplorethestructuresofoneofthesesocietiesandaperiodofcrisisinitshistory,includingtrade,warfareandtheexchangeofideasbetweensocietiesalsoinfluencedthewaypeoplelived.

Unit 3 & 4 Greece and Rome:Area of Study 1: Living in an ancient society•WhatwasitliketoliveinancientEgypt,GreeceorRome?•Whatwerethesocial,politicalandeconomicfeaturesoflife?

Greece: (800–454 BC): Studentsexaminethesocial,politicalandeconomicfeaturesoflifeduringtheArchaicPeriod,AthensandSpartato454BC.TheyexaminethecausesandconsequencesoftheconflictbetweenGreeceandPersiaandengageinaninvestigationofthearchaeologicalsiteofthePanathenaicWay.

For Rome, (c.700–146 BC)studentsexaminesocial,politicalandeconomicfeaturesoftheearlydevelopmentofRomeandlifeundertheKingsandthesocial,politicalandeconomicfeaturesoftheRomanRepublic.TheyalsoexaminethecausesandconsequencesoftheconflictbetweenRomeandCarthageandengageinaninvestigationofthearchaeologicalsiteofRome’sancientharbour,OstiaAntica.

Area of Study 2:Peopleinpower,societiesincrisis•Howdidcriseschangeancientsocieties?•Howdidkeyindividualscontributetosuchevents?•Howmightwejudgethehistoricalsignificanceofthesecrisesandtheindividualswhotookpartinthem?

For Greece: The Peloponnesian War (431–404 BC)revealsadifferentformofcrisis.TheconflictwasfoughtbetweentheAthenianEmpireandthePeloponnesianLeague.Atthestartofthewar,Athenswaswealthyandpowerful.Bytheendofthestruggle,herpowerwasbroken.

For Rome,somehistoriansarguethatthedemiseoftheRepublicbeganwiththeelectionofTiberiusGracchusastribune,hisattemptsatreformandhisdeath.ThecrisisgatheredmomentumunderGaiusGracchus,GaiusMarius,SullaandPompey.Intheclimacticfinalyearsofthecrisis,JuliusCaesar,CleopatraVIIandAugustuswereimportantfiguresinthestruggleformasteryoftheRomanworld.

Assessment SchoolAssessedCoursework:ahistoricalinquiry;ananalysisofprimarysources;ananalysisofhistoricalinterpretations;anessay.EndofyearExamination.Excursions TBAAdditional Cost: $20.00

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Emerald Secondary College - Access to ExcellenceSCIENCE BIOLOGY

“DNA is like a computer program but far, far more advanced than any software ever created.” ― Bill Gates“One general law, leading to the advancement of all organic beings…let the strongest live and the weakest die.” ― Charles Darwin

Why do plants wilt when they aren’t watered? How does your digestive system break down all of the food that you consume? How do your white blood cells attack germs? Why do some people have blue eyes, but others brown? If you would like answers to any of these questions, then Biology is for you!Biology is the study of living organisms; from the familiar, multicellular organisms like ourselves to single celled mirco-organisms that live in seemingly inhospitable conditions.

Unit 1Inthisunitstudentsconsiderchallengestoanorganisminsustaininglife.Theyexaminecellsfromthesinglecelledtothemulticellularorganismandtheirrequirementsforlife.Theyanalysetypesofadaptationsthatenhancetheorganism’ssurvivalinaparticularenvironmentandconsidertheroleofhomeostasisinmaintainingtheorganism.Studentsinvestigatehowadiversegroupoforganismsformalivinginterconnectedcommunitythatisadaptedto,andutilises,theabioticresourcesofitshabitat.Studentsconsiderhowtheplanet’sbiodiversityisclassifiedandthefactorsthataffectthegrowthofapopulation.

Unit 2Inthisunitstudentsfocusoncellreproductionandthetransmissionofbiologicalinformationfromgenerationtogeneration.TheyexaminetheprocessofDNAreplicationandcomparecelldivisioninbothprokaryoticandeukaryoticorganisms.Studentsexplorethemechanismsofasexualandsexualreproductivestrategies,andconsidertheadvantagesanddisadvantagesofthesetwotypesofreproduction.Theroleofstemcellsinthedifferentiation,growth,repairandreplacementofcellsinhumansisexamined,andtheirpotentialuseinmedicaltherapiesisconsidered.Studentsusechromosometheorytoexplaintheinheritanceofcharacteristics,analysepatternsofinheritance,interpretpedigreechartsandpredictoutcomesofgeneticcrosses.Theyexploretherelationshipbetweengenes,theenvironmentandtheregulationofgenesingivingrisetophenotypes.Theyconsidertheroleofgeneticknowledgeindecisionmakingabouttheinheritanceofautosomaldominant,autosomalrecessiveandsex-linkedgeneticconditions.Inthiscontexttheusesofgeneticscreeninganditssocialandethicalissuesareexamined.Astudent-directedresearchinvestigationinto,andcommunicationof,anissuerelatedtogeneticsand/orreproductivescienceistobeundertaken.

Unit 3Thisunitfocusesonorganismsatacellularlevel.Thisincludesinvestigatinghoworganismssynthesisethemoleculesrequiredforsurvivalandthatformcomponentsofcells.Studentsalsoexplorehoworganismsdetectandrespondtochangesintheirenvironmentatacellularlevel,includinghowtheimmunesystemrespondstodisease-causingpathogens.

Unit 4 Thisunitexploresgeneticsandhowtraitsinanorganismarepassedontotheiroffspring.Studentsbeginbyinvestigatingthisfromacellularlevel;lookingatchromosomesastheunitofinheritance.Thisthenprogressestothestudyofevolution;focusingonthechangetogeneticmaterialthatoccurstoaspeciesovertime.TheunitconcludesbyexaminingtheevolutionoftheHomosapienspecies.Thatis;howhumanscametoexist!

Unit 1 and 2PrerequisitesYear10Maths(average)50%oraboveandanyYear10Science(average)50%orabove(orteacherapproval)

AssessmentAssessmentincludesthreeofthefollowingtasks;fieldexcursionreport,practicalreport,annotatedposter,dataanalysis,problemsolvingactivity,multimediapresentation,testsandanexam.

Unit 3 and 4PrerequisitesSuccessfulcompletionofUnit1and2Biology(orteacherapproval)

AssessmentPercentagecontributionstothestudyscoreinBiologyareasfollows:• Unit3School-assessedcoursework:20%• Unit4School-assessedcoursework:20%• Endofyearexamination:60%

Additional Cost: $25.00

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CHEMISTRY“What are the three most important rules of the chemist? …Label clearly. Measure twice. Eat elsewhere.” ― Patrick Rothfuss “Wherever we look, the work of the chemist has raised the level of our civilization and has increased the productive capacity of our nation.” ― Calvin Coolidge

Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Models and theories are used to explain known chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes.

Unit 1: How can the diversity of materials be explained?Inthisunitstudentsinvestigatethepropertiesofarangeofmaterialsfrommetalsandsaltstopolymersandnanomaterials.Usingtheirknowledgeofelementsandatomicstructurestudentsexploretherelationshipsbetweenproperties,structureandbondingforceswithinandbetweenparticles.

Theyexaminemetals,ioniccrystalsandarangeofnon-metallicsubstancesfrommoleculestopolymersandgiantlatticesandrelatetheirstructurestospecificapplications.Quantitativeconceptsinchemistry,includingthemoleconcept,areusedtodeterminetherelativemassesofelementsandthecompositionofsubstances.Chemicalterminologyisusedtorepresentandexplainobservationsanddatafromexperiments.

• AreaofStudy1:Howcanknowledgeofelementsexplainthepropertiesofmatter?• AreaofStudy2:Howcantheversatilityofnon-metalsbeexplained?• AreaofStudy3:ResearchinvestigationUnit 2: What makes water such a unique chemical?

Inthisunitstudentsexplorethephysicalandchemicalpropertiesofwater,thereactionsthatoccurinwaterandvariousmethodsofwateranalysis.Theyexaminethepolarnatureofawatermoleculeandtherelationshipbetweenthesebondingforcesandthephysicalandchemicalpropertiesofwater.Solubility,concentration,pH,precipitation,acid-baseandredox,areallinvestigated.Studentsstudystoichiometry,analyticaltechniquesandinstrumentalprocedures,andapplythesetodetermineconcentrationsofdifferentspeciesinwatersamples.Chemicalterminologyallowsstudentstorepresentandexplainobservationsanddatafromexperiments.

• AreaofStudy1:Howdosubstancesinteractwithwater?• AreaofStudy2:Howaresubstancesinwatermeasuredandanalysed?• AreaofStudy3:Practicalinvestigation

Unit 3beginswithunderstandingandusingChemicalAnalysistechniquesandcontinuestheinvestigationofatomicstructures/interactionswithinOrganicChemistrysuchasfuelsandmedicines.

Unit 4 explorestheindustrialprocessesusedtoproducechemicalsonamassscaleandtocontinuallylookforimprovedefficiency.Studentsalsolookatenergysourcesandhowtheyareused,suppliedandcanbeimproved.

Unit 1 and 2PrerequisitesYear10Maths(average)60%orbetterandyear10Chemistry60%orbetter(orteacherapproval)

AssessmentEachunitwillinvolvesomeofthefollowingtasks;Practicalactivities,summaryreport,writtenanalysis,extendedexperimentalinvestigation,responsetostimulusandexams.

Unit 3 and 4PrerequisitesChemistry1&2minimum60%average

AssessmentEachunitwillinvolvesomeofthefollowingtasks;Practicalactivities,summaryreport,writtenanalysis,extendedexperimentalinvestigation,responsetostimulusandexams.

PercentagecontributionstothestudyscoreinChemistryareasfollows:• Unit3School-assessedcoursework:20%• Unit4School-assessedcoursework:20%• Endofyearexamination:60%

Additional Costs: $25.00 plusVisittoMonashUniversityduringUnit3,approximately$25.Costsmaybesubjecttochange.

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Emerald Secondary College - Access to ExcellencePHYSICS

“There is no science in this world like physics. Nothing comes close to the precision with which physics enables you to understand the world around you. It’s the laws of physics that allow us to say exactly what time the sun is going to rise. What time the eclipse is going to begin. What time the eclipse is going to end.”― Neil deGrasse Tyson

Physics is the most fundamental of all sciences. From the workings of the atom to how the universe was formed and understanding the nature of the forces that govern our universe. Physics seeks to answer the question HOW or WHY does that work.Unit 1Inthisareaofstudystudentsinvestigatethethermodynamicprinciplesrelatedtoheatingprocesses,includingconceptsoftemperature,energyandwork.StudentsexaminetheenvironmentalimpactsofEarth’sthermalsystems.Studentsalsodevelopanunderstandingofelectricityandhowitisappliedtotechnology.Thefinalareaofstudywilllookatthenatureofmatterandconsideringtheoriginsofatoms,timeandspace!Unit 2InthisUnitstudentswillobservemotionandexploretheeffectsofforcesonmotionandhowenergycanbeusedtodescribetransformationsusingmodels.Thesecondareaofstudyisaselectionofoneoftwelveareassuchaswhatarestars?Istherelifebeyondthesolarsystem?Howdoinstrumentsmakemusic?Thefinalpieceofthephysicspuzzleisthatstudentscompleteaphysicsinquirywhichallowsstudentstoinvestigateaquestion,planacourseofaction,undertakeaninvestigationandcollectinformation.Todothisstudentswilldesignandconductapracticalinvestigationonanyoftheprevioustopicsthathavebeenstudied.

WithinUnit2studentswillinvestigateadetailedstudyononeofthefollowing:Whatarestars?Istherelifebeyondoursolarsystem?Howdoforcesactonthehumanbody?HowcanACelectricitychargeaDCdevice?Howdoheavythingsfly?Howdofusionandfissioncompareasviablenuclearpowersources?Howisradiationusedtomaintainhumanhealth?Howdoparticleacceleratorswork?Howcanhumanvisionbeenhanced?Howdoinstrumentsmakemusic?Howcanperformanceinballsportsbeimproved?Howdoesthehumanbodyuseelectricity?Unit 3Studentsbuildontheirinitialunderstandingofmotion,includingexamplesofprojectileandcircularmotionandhowtheyareappliedtosportandtransportscenarios.Theyalsostudyplanetarymechanicsandthephysicsofputtingasatelliteintoorbit.

Studentsalsolookatphotonicsandelectronics,focusingonhowelectronsandlightworkhandinhandtoproducemoderncommunicationsystems.Unit 4Studentslookattwoofthemostimportantscientificdevelopmentsofmoderntimes.UnderstandtheinteractionsbetweenLightandMatter.Thishasgiverisetodevelopmentssuchastheelectronmicroscope,smartphonesandsolarpanels.

Finally,studentswillstudytheprocessesassociatedwiththeproductionofACelectricityandhaveachancetoapplythisknowledgetobuildtheirownworkingelectricmotor.

WithintheUnits3and4studentswillinvestigate2detailedstudieswhichareselectedfromthefollowing:• Aerospace• Medicalphysics• AlternativeEnergy• EnergyfromtheNucleus• Astrophysics• Astronomy• SpecialRelativity• AdvancedPhotonics• FurtherElectronics• SynchrotronanditsApplications• Sound• StructuresandMaterialsUnit 1 and 2Prerequisites Average50%inEnrichedMathsor60%inYear10CoreMaths,andAverage50%inanyYear10Science(orteacherapproval)AssessmentTasksincludeoneormoreofthefollowing;practicalinvestigations,tests,dataanalysisandendofsemesterexams.Unit 3 and 4PrerequisitesSuccessfulcompletionofUnit1andUnit2AssessmentPercentagecontributionstothestudyscoreinPhysicsareasfollows:• Unit3School-assessedcoursework:16%• Unit4School-assessedcoursework:24%• Endofyearexamination:60% Additional Cost: $20.00

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Emerald Secondary College - Access to ExcellencePSYCHOLOGY

“If we just wanted positive emotions, our species would have died out a long time ago.” Martin Seligman

Unit 1: How are behaviour and mental processes shaped? Areaofstudy1–Howdoesthebrainfunction?Studentsdescribehowunderstandingofbrainstructureandfunctionhaschangedovertime,explainhowdifferentareasofthebraincoordinatedifferentfunctions,andexplainhowbrainplasticityandbraindamagecanchangepsychologicalfunctioning.

Areaofstudy2-Whatinfluencespsychologicaldevelopment?Studentsidentifythevaryinginfluencesofnatureandnurtureonaperson’spsychologicaldevelopment,andexplaindifferentfactorsthatmayleadtotypicaloratypicalpsychologicaldevelopment.

Areaofstudy3-Student-directedresearchinvestigation.Studentsanalysethescientificevidencethatunderpinstheresearchinresponsetoaquestionofinterest.Studentsmaychoosefromtopicson:biopsychology;brainandtheuseoftechnology;cognition;psychologicaldevelopment;mentalhealthanddisorder;orchangingthoughts,feelingsandbehaviour.

Unit 2: How do external factors influence behaviour and mental processes? Areaofstudy1-Whatinfluencesaperson’sperceptionoftheworld?Studentscomparethesensationsandperceptionsofvisionandtaste,andanalysefactorsthatmayleadtotheoccurrenceofperceptualdistortions.

Areaofstudy2-Howarepeopleinfluencedtobehaveinparticularways?Studentsidentifyfactorsthatinfluenceindividualstobehaveinspecificways,andanalysewaysinwhichotherscaninfluenceindividualstobehavedifferently.

Areaofstudy3-Student-directedpracticalinvestigation.Studentsdesignandundertakeapracticalinvestigationrelatedtoexternalinfluencesonbehaviour,anddrawconclusionsbasedonevidencefromcollecteddata.

Unit 3: How does the nervous system enable psychological functioning?Areaofstudy1-Howdoesthenervoussystemenablepsychologicalfunctioning?Studentsexplainhowthestructureandfunctionofthehumannervoussystemenablesapersontointeractwiththeexternalworldandanalysethedifferentwaysinwhichstresscanaffectnervoussystemfunctioning.Areaofstudy2-Howdopeoplelearnandremember?Studentsapplybiologicalandpsychologicalexplanationsforhownewinformationcanbelearntandstoredinmemory,andprovidebiological,psychologicalandsocialexplanationsofaperson’sinabilitytorememberinformation.

Unit 4: How is wellbeing developed and maintained?Areaofstudy1-Howdolevelsofconsciousnessaffectmentalprocessesandbehaviour?Studentsexplainconsciousnessasacontinuum,comparetheoriesaboutthepurposeandnatureofsleep,andelaborateontheeffectsofsleepdisruptiononaperson’sfunctioning.

Areaofstudy2-Whatinfluencesmentalwellbeing?Studentsexplaintheconceptsofmentalhealthandmentalillnessincludinginfluencesofriskandprotectivefactors,applyabiopsychosocialapproachtoexplainthedevelopmentandmanagementofspecificphobia,andexplainthepsychologicalbasisofstrategiesthatcontributetomentalwellbeing.

Areaofstudy3-PracticalinvestigationStudentsdesignandundertakeapracticalinvestigationrelatedtomentalprocessesandpsychologicalfunctioning,andpresentmethodologies,findingsandconclusionsinascientificposter.

Unit 1 and 2 - AssessmentAssessmenttaskswillincludeoneormoreofthefollowing;researchinvestigations,folioofactivities,annotatedposter,visualpresentation,writtentest,mediaanalysisordataanalysis.Excursions:-AMaze‘Nthings(opticalillusions)-LocalPrimarySchool(conductresearchonchildren)

Unit 3 and 4 - AssessmentPercentagecontributionstothestudyscoreinVCEPsychologyareasfollows:•Unit3School-assessedCoursework:20%•Unit4School-assessedCoursework:20%•EndofYearexamination:60%


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LANGUAGESJAPANESE

“Learning another language is not only learning different words for the same things, but learning another way to think about things.” ‒ Flora Lewis

The study of a Language Other Than English (LOTE) contributes to the overall education of students in the areas of communication, cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities, which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond.

JapanesehasbeenidentifiedasoneoftheprioritylanguagesfromtheAsia-PacificregiontobetaughtinAustralianschools.Thisrecognizesthecloseeconomicandculturaltiesbetweenthetwocountries.TheabilitytocommunicateinJapanesemay,inconjunctionwithotherskills,providestudentswithenhancedvocationalopportunitiesinareassuchastrade,tourism,banking,technologyandeducation.

TheareasofstudyforallunitsinJapanesecomprisethemesandtopics,grammar,texttypes,vocabularyandkindsofwriting,whicharealllinkedtoeachother.

UNIT 1

Thisunitfocusesonstudentspersonalexperienceswheretheyareexpectedtomaintainaformalconversationandproducepersonalresponsestotexts.

UNIT 2

Thisunitfocusesonstudentsreorganisinginformationandconductingaconversationintheformofmoreformalarticlewritingandrole-play.

UNITS 3 AND 4

Thefocusofbothunitsisforstudentstobeabletoexpressideas,analyzeanduseinformation,exchangeinformationandrespondcriticallytotexts,intheformofwriting,role-playandinterviews.AdetailedstudyinJapaneserelatedtolanguageandculturethroughtextsisalsoundertaken.


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Emerald Secondary College - Access to ExcellenceTECHNOLOGY

PRODUCT DESIGN AND TECHNOLOGYDesign should never say, “Look at me”. It should always say, “Look at this”. - David Craib

Product Design and Technology focuses on developing an understanding of the social, economic and environmental consequences of design choices and decision making. Students will be able to select their preferred material from Wood, Fabrics/Textiles.

Unit 1 Product Design and Technology – Sustainable Product RedevelopmentThisunitfocusesontheanalysis,modificationandimprovementofaproductdesignwithconsiderationofsustainability.Inthisunitstudentsexamineclaimsofsustainablepracticesbydesigners.Studentsconsiderthesustainabilityofanexistingproduct,suchastheimpactofsourcingmaterials,manufacture,distribution,useandlikelydisposal.Theyconsiderhowaredevelopedproductshouldattempttosolveaproblemrelatedtotheoriginalproduct.Wherepossible,materialsandmanufacturingprocessesusedshouldbecarefullyselectedtoimprovetheoverallsustainabilityoftheredevelopedproduct.

Area of Study• Sustainableredevelopmentofaproduct• Producingandevlauatingaredevelopedproduct

Unit 2 - Collaborative DesignInthisunitstudentsworkinteamstodesignanddevelopaniteminaproductrangeorcontributetothedesign,planningandproductionofagroupproduct.Theyfocusonfactorsincludingend-user/s’needsandwants;andtheimpactofthesefactorsonadesignsolution.

Teamworkencouragescommunicationbetweenstudentsandmirrorsprofessionaldesignpracticewheredesignersoftenworkwithinamulti-disciplinaryteamtodevelopsolutionstodesignproblems.Studentsalsousedigitaltechnologiestofacilitateteamstoworkcollaborativelyonline.

Area of Study• Designingwithateam• Producingandevaluatingwithateam

Unit 3 - Applying the Product Design Process Inthisunitstudentsareengagedinthedesignanddevelopmentofaproductthataddressesapersonal,local,orglobalproblem(suchashumanitarianissues),orthatmeetstheneedsandwantsofapotentialend-user/s.

Thisunitexaminesdifferentsettingsandtakesstudentsthroughtheproductdesignprocessastheydesignforanend-user/s.Studentsidentifymethodswhichcouldbeusedinalow-volumeormass/high-volumeproductionsettingtomanufactureasimilarproducttotheirdesign.

Area of Study• Designingforendusers• Productdevelopmentinindustry• Designingforothers

Unit 4 - Product Development and EvaluationInthisunitstudentsengagewithanend-user/stogainfeedbackthroughouttheprocessofproduction.Studentsmakecomparisonsbetweensimilarproductstohelpevaluatethesuccessofaproductinrelationtoarangeofproductdesignfactors.Theenvironmental,economicandsocialimpactofproductsthroughouttheirlifecyclecanbeanalysedandevaluatedwithreferencetotheproductdesignfactors.

Area of Study• Product analysis and comparison• Product manufacture• Product evaluation

AssessmentThefinalexamaccountsfor30%ofassessment,theSAT(SchoolAssessmentTask)is50%andthefinal20%isbasedontestsandaDesignBrief.

Additional Costs: $40.00Students may be required to purchase other materials

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FOOD STUDIES

“ Cooking is an art and patience a virtue... Careful shopping, fresh ingredients and an unhurried approach are nearly all you need. There is one more thing - love. Love for food and love for those you invite to your table. With a combination of these things you can be an artist.”- Keith Floyd

VCE Food Studies explores food from a wide range of perspectives. Past and present patterns of eating, how food is produced locally and globally and the physical and social functions of food will be investigated. Practical work includes cooking, demonstrations, working with design briefs, physical and sensory analysis.

Students in Food Studies will develop their skills in the preparation, evaluation and enjoyment of food. Extend your understanding of our abundant and varied food supply as you learn to apply principles of nutrition, food science and product development.

Unit 1 - Food Origins

InthisUnitstudentswillstudyfoodaroundtheworldandthenlookmorespecificallyatfoodinAustralia.Ourculturalinfluenceswillbeinvestigatedtounderstandhowourcuisinehasdevelopedtowhatitistoday.

Unit 2 - Food Makers

InthisUnitstudentswillinvestigatecommercialfoodproduction,hownewproductsaredeveloped,oursafefoodsupplyandhowitismonitoredaswellastheinfluenceofconsumersoncommercialfoodproductioninAustralia.

Unit 3 - Food in Daily Life

ThisUnitlooksatthephysiologyofeatingandappreciatingfood.StudentswillinvestigateFoodModelsandDietaryGuidelinesanddevelopanunderstandingofhowourbodiesusefood.Foodallergiesandintoleranceswillbecoveredalongwiththefunctionalpropertiesofawiderangeoffoods.

Unit 4 - Food Issues, Challenges and Futures

InthisUnitstudentswilldevelopanunderstandingofarangeoffoodissuesincludingsustainability,ethicalfoodchoicesandcontemporaryfoodfadsanddiets.Theywillinvestigatefarmingpractices,developingfoodtechnologiesandthechallengesthatfaceAustraliarelatedtofoodsecurity,safetyandwastage.

Assessment

Acrossallunitstherearearangeofassessmenttaskslearningactivitiesincludingpracticalwork,tests,writtenreports,evaluations,oralpresentationsetc.InUnits1and2thereareendofSemesterExams.

Unit3Schoolassessedcoursework-30%Unit4Schoolassessedcoursework-30%Endofyearexamination-40%


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INFORMATION TECHNOLOGY

“The number one benefit of information technology is that it empowers people to do what they want to do. It lets people be creative. It lets people be productive. It lets people learn things they didn’t think they could learn before, and so in a sense it is all about potential.”- Steve Ballmer

This study focuses on the processing of data and the management of information to meet a range of individual and societal purposes. Students learn to use information technology and also about its power, scope and limitations. Students are encouraged to perceive the potential of information technology and to understand the way in which social relations and cultural values also influence its use.

Unit 1 - I.T. in ActionThisunitfocusesonhowindividualsuse,andcanbeaffectedby,informationandcommunicationstechnology(ICT)intheirdailylives.Studentsacquireandapplyarangeofknowledgeandskillstocreateinformationthatpersuades,educatesandentertains.

Unit 2 - I.T. PathwaysTheunitfocusesonhowindividualsandorganizationsuseICT.Studentsacquireandapplyarangeofknowledgeandskillstocreatesolutions,includingthosethathavebeenproducedusingprogrammingorscriptinglanguage,tomeetusersneeds.

Unit 3 - I.T. ApplicationsThisunitfocusesontheworldwidewebandhowitsupportstheinformationneedsofindividuals,communitiesandorganizations.Studentswillalsolookatrelationaldatabasemanagementsystems.

Unit 4 - I.T. Applications

ThisunitfocusesonhowICTisusedbyorganizationstosolveongoinginformationproblemsandonthestrategiestoprotecttheintegrityofdataandsecurityofinformation.Studentswillcreatesolutionstoinformationproblemsusingeitherarelationaldatabasemanagementsystemoraspreadsheet.Studentsapplytheproblemsolvingstageswhensolvinginformationproblems.

Unit 3 - Software Development

Thisunitfocusesonprogrammingasastrategyforsolvingproblemsforspecificusersinanetworkedenvironment.Studentsdevelopknowledgeandskillsintheuseofaprogramminglanguage.

Unit 4 - Software Development

Thisunitfocusesonhowtheinformationneedsofindividuals,organizationsandsocietyareandcanbemetthroughthecreationofpurpose-designedsolutionsinanetworkedenvironment.Additional Costs: $20.00

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Examples of Possible Courses

Accounting/Economics/Commerce/Law4UNITSOFENGLISHORLITERATURE,MATHSMETHODSrequiredforsomecourses.

Note:SubjectbonusforsomecoursesinAccounting/Economics/Commercemayconsideroneormoreofthefollowing:ACCOUNTING,BUSINESSMANAGEMENT,ECONOMICS,HISTORY,INFORMATIONTECHNOLOGY,SPECIALISTMATHS

• ThiscourseisdesignedforstudentswhowishtostudyBusinessatuniversity.• TheMathsprerequisitesvaryfromcoursetocourse.• SomecoursesinthisarearequireMaths(any)orhave‘noprerequisites’.• Somecoursesalsointerviewapplicants.

Possibleemployment&courseoptionsinclude;

Actuary,Accountant,Banking,Economist,InsuranceManagement,Statistician,Retailing,Stockbroking,Teaching,StrategicManagement,Agricultural&ResourceEconomics,Finance,FinancialPlanning,ElectronicCommerce,Management,Marketing,Business–Computing,Banking&Finance,BusinessAdministration,InternationalTrade,Marketing,Advertising,E-Business,EventManagement&Tourism.

Advanced Maths Engineering4UNITSOFENGLISHORLITERATURE,MATHSMETHODS,SPECIALISTMATHS,PHYSICSand/orCHEMISTRY,ADDITIONALUNITS

Note:SubjectbonusforsomecoursesinAdvancedMathsEngineeringmayconsideroneormoreofthefollowingsubjects:BIOLOGY,CHEMISTRY,GEOGRAPHY,INFORMATIONTECHNOLOGY,DESIGN&TECHNOLOGY

ENGINEERINGcoursesandcareersinclude;

• Aeronautical,Agricultural,Chemical,Civil,Computer,Systems/Technology/SoftwareElectrical,Electronics,Environmental,Geological,Industrial,Marine,Materials,Mechatronics,Mechanical,Metallurgical,Mining,Petroleum,Polymer

• AwiderangeofoccupationsareavailableinthefieldofEngineering.

Applied Science4UNITSOFENGLISHORLITERATURE,MATHSMETHODS,CHEMISTRYand/orPHYSICS

Note:SubjectbonusforsomecoursesinAppliedSciencemayconsideroneormoreofthefollowingsubjects:BIOLOGY,INFORMATIONTECHNOLOGY,PSYCHOLOGY,SPECIALISTMATHS,GEOGRAPHY

GeneralistSciencedegreesleadtoawidevarietyofcareers,oftenthroughthecompletionofpostgraduatecourses.Optionsinclude;

• Anthropologist,Archaeologist,Astronomer,Biochemist,BiologicalScientist,Biotechnologist,Botanist,Chemist,ForensicScientist,Geneticist,MarineScientist,Meteorologist,Microbiologist,Zoologist,FoodTechnologist,Teaching,Psychology/Psychophysiology,AppliedScience/Business,Science-AdvancedMathematics&Computing,Aviation,Geology,Surveying,FoodTechnology,MarineScience,Cartography&ForensicScience.

Architecture/Land Information/ Building/Graphics & Building4UNITSOFENGLISHORLITERATURE,MATHSMETHODSformostcourses,VISUALCOMMUNICATION&DESIGN

Note:SubjectbonusforsomecoursesinArchitecture/LandInformation/Building/Graphics&Buildingmayconsideroneormoreofthefollowingsubjects:CHEMISTRY,ECONOMICS,VISUALCOMMUNICATION&DESIGN,GEOGRAPHY,DESIGN&TECHNOLOGY,SYSTEMS&TECHNOLOGY(VET),LEGALSTUDIES,PHYSICS,SPECIALISTMATHS

MostTAFEcourseshave‘Noprerequisitestudies’andsomecoursesconsiderrelevantworkexperience.

Occupationsinclude;

• Geomatics,Cartography,ConstructionManagement,Building,BuildingSurveying,UrbanPlanning,LandscapeArchitecture,Surveying,LandInformation,Architecture,Property&Construction,FireEngineering,BuildingContractor,ConstructionManager,LandscapeArchitect,ProfessionalBuilder,Surveyor,TownPlanner,BuildingInspector,SurveyTechnician&Cartographer.


Arts (Visual) & Graphic Design4UNITSOFENGLISHORLITERATURE,ART/STUDIOARTS,VISUALCOMMUNICATION&DESIGN,MATHS(any)ADDITIONALUNITS

Note: SubjectbonusforsomecoursesinBiological/Environmental/Chemical/Geological/AgriculturalmayMiddleBandselectionforsomecoursesintheArtandGraphicDesignareamayconsideroneormoreofthefollowingsubjects:LANGUAGES,VISUALCOMMUNICATION&DESIGN,MEDIASTUDIES,INFORMATIONTECHNOLOGY,MATHS,FOODSTUDIES

• Ahighqualityfolioisrequiredforselectionintomanyofthesecourses.Differentcourseshavedifferentrequirementsastowhatthefolioshouldcontain-checkcarefullyVICTER2016&theVTACGuide.Attendanceataninterviewand/orinformationsessionisalsorequiredforselectionintothesecourses(somemayinvolveatest)

Possiblecareers&courseoptionsinclude;

• Photography,Art&Design,Ceramics,CorporateVideoProduction,ComputerAidedArt&design,GraphicArt,ScreenPrintingDesign,Textiles,VisualArts,VisualMerchandising,Wooddesign,Floristry,ClothingandFashion,Advertising,Craft,Fashion,FineArts(Ceramics,Drawing,Gold&Silversmith,Painting,Printmaking&Sculpture),GraphicDesign,Photography(Arts&AppliedSciences,IndustrialDesign,TechnologyDesign,TextileDesign,VisualArts,MultimediaArts,Curator,GraphicArt,SignWriter,Painter&Decorator&Tailor.

Arts/Humanities/Law/Social Science/Languages4UNITSOFENGLISHORLITERATURE,ADDITIONALUNITS

Note:SubjectbonusforsomecoursesinArts/Humanities/SocialSciencemayconsideroneormoreofthefollowingsubjects:ECONOMICS,BUSINESSMANAGEMENT,GEOGRAPHY,HISTORY,LEGALSTUDIES,LITERATURE,LANGUAGES,PSYCHOLOGY

• Coursesinthisareahave‘noprerequisites’.Selectunitsthatinterestyouandyouaregoodat.• Toenterlanguagecourses,theLanguagesubjectmustbedoneinUnits1,2,3&4• TheadvantageofundertakinganArts/Humanities/SocialScienceDegreeisthatitdoesn’tprepareyouforjustonecareer;

itprovidesyouwithskillswhichcanbetransferredacrossmanysectorsandoccupations.

Graduatesdevelopsophisticatedresearch,analyticalthinkingandproblemsolvingskills.Theyareadeptcommunicatorsthroughessayandreportwriting,classparticipationandpresentations.Theyareabletomeetdeadlines,workindependentlyandthinkcreatively.Theseskillsarenotjobspecific.Governmentdepartments,Lawfirmsandcorporationsaremajoremployersofthesegraduates.

Possibleareas&careeroptionscouldinclude;

• Arts,Journalism,Interpreting/Translation,Personnel&IndustrialRelations,Information&LibraryManagement,Law,LegalStudies,Communications/Marketing/InformationTechnology,CriminalJusticeAdministration,Police,AppliedLanguage,LocalGovernment,CommunityDevelopment,LibraryandinformationStudies,LegalAdministration,YouthWork,WelfareStudies&ProfessionalWriting.

Biological/Environmental/Chemical/Geological/Agricultural Sciences4UNITSOFENGLISHORLITERATURE,MATHSMETHODSoranyMaths,CHEMISTRYand/orBIOLOGYand/orPHYSICSand/orGENMATHS(Spec),ADDITIONALUNITS

Note: SubjectbonusforsomecoursesinBiological/Environmental/Chemical/Geological/Agriculturalmayconsideroneormoreofthefollowingsubjects:BIOLOGY,ECONOMICS,GEOGRAPHY,PHYSICS,PSYCHOLOGY,SPECIALISTMATHS

• SomecoursesonlyrequireMathsMethodsand/orChemistry• CoursesinGeomatics,GeologyrequireMathsMethodsorSpecialistMaths• Environmental/GeologicalSciencecoursesmayconsiderGeography• Somecoursesrequireaninterview.

Examplesofcourses&careeroptionsinclude;

• Dairyfoods,Agriculture,AnimalCareAttendant,Conservation&LandManagement,Science-Nutrition,ForestScience,EnvironmentalScience,ConsumerScience,AppliedBiology,Biotechnology,Science-Chemistry/Biological/Chemical/Aquatic/Agricultural/Earth,Safety,Biochemistry,AppliedChemistry,Geology,HumanBiology,FoodScience/Technology,Biochemistry,FisheriesManagementandAquaculture,EnvironmentalManagementandEcology,AnimalScience,Bioinformatics,ForensicScience,VeterinaryScience,CognitiveScience,AgriculturalScientist,Biochemist,BiologicalScientist,Botanist,Chemist,EnvironmentalScientist,FoodTechnologist,Geneticist,Geologist,Horticulturist,MarineScientist,Veterinarian,Zoologist&ForensicScientist.

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Engineering4UNITSOFENGLISHORLITERATURE,MATHSMETHODS,SPECMATHSand/orPHYSICS&forsomecourses-CHEMISTRY

Note: SubjectbonusforsomecoursesinEngineeringmayconsideroneormoreofthefollowingsubjects:BIOLOGY,CHEMISTRY,GEOGRAPHY,VISUALCOMMUNICATION&DESIGN,INFORMATIONTECHNOLOGY,DESIGN&TECHNOLOGY-WOODORTEXTILES,PSYCHOLOGY,SPECIALISTMATHS,FOODSTUDIES

• Civil,Mechanical,ElectricalassumesomeknowledgeofPhysics.• Somecoursesrequire‘anyMaths’and/ornoPhysics,whilemostTAFEcourseshave‘noprerequisitestudies’

Possibleareasforemployment&coursesinclude;

• Engineering,Electronics,Mechanical,CoastalResourceManagement,Computer,Technology/Systems/ManufacturingSystems,Communications,Computer,ElectronicandSoftware,Civil,Mechanical,Building,Mining,Environmental,Aerospace,Mechatronics,Robotics,Aviation,Technology–Electronics,MedicalBiophysics,PlasticsTechnology,Automotive&ProductDesignEngineering.

AwiderangeofoccupationsareavailableforEngineers,EngineeringAssociatesandTechnicians.

Medical Health Sciences4UNITSOFENGLISHORLITERATURE,MATHSMETHODS,CHEMISTRYand/orPHYSICSand/orBIOLOGYand/orSPECIALISTMATHS

Note:SubjectbonusforsomecoursesinBiological/Environmental/Chemical/Geological/AgriculturalSciencesmayconsideroneormoreofthefollowingsubjects:BIOLOGY,HEALTH&HUMANDEVELOPMENT,PHYSICALEDUCATION,PHYSICS,PSYCHOLOGY,SPECIALISTMATHSPLEASENOTE-Prerequisitesinthisareaareveryparticular.RefertoVICTER2015/2016.

Possiblecoursesinclude;

• MedicalRadiations,RadiographyBiophysics&Instrumentation,ClinicalSciences–Osteopathy,Pharmacy,HealthScience–Acupuncture,ChiropracticScience/ClinicalScience,EnvironmentalHealth,BiomedicalScience,Physiotherapy,Medicine,MedicalLaboratoryScience,Optometry,DentalScience,Nutrition,MedicalScience,Anaesthetist,Acupuncturist,Chiropractor,Dentist,EnvironmentalHealthOfficer,HealthInformationManager,MedicalScientist,Medicalpractice,Optometry,Pathologist,RadiationTherapy,MedicalLaboratoryTechnician,Nutritionist.

Physical Education/Human Movement/ Sport & Recreation4UNITSOFENGLISHORLITERATURE,MATHS(any)&forsomecourses;PHYSICALEDUCATIONand/orBIOLOGYand/orCHEMISTRYand/orPHYSICS

Note: SubjectbonusforsomecoursesinPhysicalEducation/HumanMovementmayconsideroneormoreofthefollowingsubjects:ACCOUNTING,BUSINESSMANAGEMENT,BIOLOGY,CHEMISTRY,ECONOMICS,HEALTH&HUMANDEVELOPMENT,MATHS3&4(any),OUTDOOR&ENVIRONMENTALEDUCATION,PHYSICS,PSYCHOLOGY,HEALTH&HUMANDEVELOPMENT

ManyofthesecoursesselectstudentsontheirATARandalsootherfactorssuchassporting,recreationalandcoachingactivitiesandparticipation.Preselectiontestand/orsupplementaryformsmayapply.

Careers&coursesincludethefollowing;

• Arts-SportsAdministration,Business,HumanMovement,HealthPromotion,OutdoorRecreation&Education,Parks&Recreation,ParkRanger,PhysicalEducation,SportsManagement,SportsCoaching,Teaching,Sport&LeisureManagement,FitnessInstruction,SportsPhysiology&SportsPsychology. 61

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