kooweerup secondary college
TRANSCRIPT
KOOWEERUP
SECONDARY
COLLEGE
SENIOR CURRICULUM
GUIDE
2013
CONTENTS
Websites and acronyms 3
MIPS: Managed Individual
Pathways
4
Education Information for the Senior School
5
Possible First Year Courses at KWRSC in 2011
6
Instructions for former SEAL students
7
VCE – Victorian Certificate
Education
8
VET –
Vocational Education and Training
9
SBNA – School Based New
Apprenticeships
9
VCAL –
Victorian Certificate of Applied Learning
11
First Year (YEAR 10) Subject Descriptions
15
Arts Art, Ceramics, Drama, Graphics, Music, Photography, Writer‟s Workshop
15
English 18
Health & PE PE, Sport, Dance, Outdoor Ed
19
Mathematics Foundation, General, Methods
21
Science Biology, Chemistry, Physics, Psychology
22
Humanities Commerce, English, Geography History, Italian
23
Technology Auto, Electronics, Fashion, Glass, Food, Info Tech, Timber
25
VET Coursesat Koo Wee Rup
Auto, Dance, Hospitality, Music, Business, Sport & Rec
27
Off-Campus VET Courses
30
VCE Subject Descriptions
32
CURRICULUM
IN THE
SENIOR SCHOOL
The information in this book is your guide to
the subjects and courses available to students at
Kooweerup Secondary College next year. By
putting time and thought into making your decisions
you will have greater control over the outcomes and
opportunities provided by your education.
If you can decide where you wish to be in 5
years time it is easier to plan your pathway to
success. However, if you don‟t know what you want
to do when you leave school, don‟t worry because
most students don‟t!
This book outlines the opportunities to take
an accelerated program or study a Vocational
course either on campus or at another venue
beyond Kooweerup. The first year of the Senior
school allows you to sample many of the subjects
that you may choose for your VCE, whilst the
decisions you make in your second year may
largely determine what your future offers.
Kooweerup Secondary College offers a wide
curriculum to students in the Senior School- both in
the classroom and beyond. Take advantage of the
opportunities to develop your talents and skills by
accessing counselling and using the College‟s
resources as well as participating in the co-curricula
activities such as excursions, camps, Music
Festival, sports teams, the Youth Action Committee,
and the Debutante Ball. Seize the opportunities to
develop your leadership potential.
Kooweerup Secondary College is a caring
and supportive environment where staff in the
classroom, and beyond, will enthusiastically help
you make the most of your education and your time
at the College .
Remember:
ALWAYS GIVE YOUR PERSONAL BEST
Careers-Related Websites
www.jobsearch.gov.au - explores careers, job outlooks, skills and apprenticeships
www.jobguide.thegoodguides.com.au - the Job Guide online
www.myfuture.edu.au - extensive site exploring career guidance, courses, careers
www.futurefinder.com.au - provides free, personal careers advice
www.thegoodguides.com.au - information about every university in Australia
www.detya.gov.au - Federal Government site with useful links
www.vtac.edu.au - Victorian Tertiary Admissions Centre website
www.curriculum.edu.au/ozjac - OZJAC: Australian courses and careers database
www.newapprenticeships.gov.au - Commonwealth Govt site on apprenticeships
www.wagenet.gov.au - wages, conditions of employmen
www.mycareer.com.au - career search
www.monster.com.au - general careers site
www.seek.com.au - job websites
www.studylink.com.au - course details and prerequisite subjects for courses
www.deakin.edu.au - Deakin University website
NB: For other Universities, substitute unimelb, latrobe, monash, etc, for deakin.
Acronyms
AT Assessment Tasks
ATAR Australian Tertiary Admissions Rank
GAT General Assessment Test
MIPs Managed Individual Pathways
NAPs New Apprenticeships Programs
RTO Registered Training Organisation
SAC School Assessed Coursework
SAT School Assessed Task
TAFE Tertiary and Further Education
VCAA Victorian Curriculum Assessment Authority
VCAL Victorian Certificate of Applied Education
VCE Victorian Certificate of Education
VET Vocational Education and Training
VTAC Victorian Tertiary Admissions Committee
VQA Victorian Qualifications Authority
MIPs: MANAGED INDIVIDUAL PATHWAYS Every student in the Senior School has the opportunity to be involved in the Managed Individual Pathways (MIPs) Program at Kooweerup Secondary College. The aim of the MIPs Program is to assist students in obtaining career and subject selection advice so that they can develop a career plan. The student has the opportunity to discuss their career aspirations with a counsellor and be assisted in structuring a career plan. Students will be encouraged to seek out the information they require to develop a career plan in order to either remain in education and training or successfully move into the workforce. Students are encouraged to identify their strengths and weaknesses as well as discover the key areas where their interests lie. The “OZJAC” computer program is available to assist students to identify these areas. Every Year 10 student will receive access to a copy of the Job Guide and the publication: Where to Now – a Guide to VCE, VCAL, Apprenticeships and Traineeships in 2011. Another aspect of the career planning is the Work Experience program held in June for first year students. In subsequent years students have the opportunity to undertake further Work Experience on an “as needs” basis. All students must complete the safe@work modules before commencing their work experience. Students develop a Career Portfolio, which includes a resume and sample application letter. They are offered the opportunity to revisit and revise their Career Plan, particularly during the interview process that all students in the Senior School have with their parents and the Counselling panel. TAFE handbooks and course booklets, University handbooks, VTAC Guides, Victorian Tertiary Entrance Requirements booklets (VICTER), and pamphlets / CD Roms about various course and career areas are available from the Careers Room. In their final year students are encouraged to further explore their future directions. Students are also advised on how to access and choose preferences within the VTAC (Victorian Tertiary Admissions Centre) system and have individual meetings with the Careers Coordinator. Career counselling is designed to empower students to make and implement informed decisions about school and post-school options. The emphasis is on assisting individuals to make decisions, not about telling students what they should do. Remember: You are likely to have five or six different careers in your lifetime. Thinking now about what to do with
„the rest of your life‟ can be daunting. Those who can enjoy lifelong learning and who expect to re-train during their lives will probably cope best with the changes that will occur in the job and career market.
THE SENIOR SCHOOL PROGRAMS The senior school program should be planned for a minimum of three years although an increasing number of students now complete their program over four years. The curriculum of Kooweerup Secondary College is designed to cater for individual differences and accommodate individual pathways, but students need to consider their selection of subjects carefully. When students enter the Senior School there are FOUR pathways that may be followed at Year 10 (1) Undertake a straight course in Year 10
OR
(2) Do a combination of Year 10 subjects with one selected VCE Unit 1 & 2 subjects
OR
(3) Do a combination of Year 10 subjects and a VET course
OR (4) Undertake the first level of VCAL which must include a VET course After consultation with parents and teachers, students will select an individual course of study that is tailored to meet their needs and abilities. Students should try to maintain an even balance across curriculum areas. The program is based on ten units, each taken for a semester. The College will offer a range of units to give the widest possible choice. Students are free to select whichever units they want. However, due to staffing restrictions and student numbers, not all the listed units will be available in any one year or semester. We will also have to timetable units together which may restrict choices for some students. As far as possible, efforts will be made to minimise these restrictions. Units will only run where there is sufficient numbers to make up a class. Choosing Your Course Ensure you thoroughly investigate your appropriate Maths unit. Consult with your Mathematics teacher and ask for her/his recommendation/s. Students will receive course counselling and guidance from Senior School staff but decisions are a joint responsibility between the student, the parent and the College. The discussions will consider your selections in relation to:
Your previous results
Any VCE requirements
Your tertiary education and/or career interests.
Year 10 Courses at KWRSC in 2013
As of 2012 the first Phase of the National Curriculum will be introduced around Australia. To allow for this there have been significant changes to the structure of the Year 10 program at Koo Wee Rup Secondary College. Students will complete a core program of English, Mathematics, Science, History/Geography and Careers Education. The students may then choose up to four electives for the remainder of their course.
+ + + +
+
*Careers Education will be covered in these timetabled classes
PLEASE NOTE – All Year 10 students MUST choose one elective from the PE/Sport choices and one
elective from the Art/Technology choices. Students who wish to complete a Unit 1 & 2 subject in Year 10
will be invited to do so from teaching staff. This is based on student‟s academic achievements.
S.E.A.L. 4
This information only applies to students who have undertaken the S.E.A.L.
program in Year 9
+ + +
+
English
4 periods per
week
Maths (Found, Gen, Meth)
4 periods per week
Science
4 periods per
week
Geography/History* (1 sem each) 4 periods per
week
P/E &
Art/Tech
4 periods per
week
VCE/VET/
Elective
5 periods per week
English
5 periods per week
VCE Gen.
Maths (Adv)
or Gen.
Maths
5 periods
P.E &
Art/Tech
4 periods per
week
Science
3 periods per
week
History/ Geography (1 sem each) 3 periods per
week
VCE/VET
Unit 1 & 2
5 periods per week
Victorian Certificate of Education The VCE involves a program of work that is taught in semesters or half-years. Students will normally take a total of 22 units which will include:-
(a) four units of English (English or Literature) (b) six units per semester of Unit 1 & 2 subjects (c) five sequences of Units 3 & 4 subjects
To gain your VCE To be awarded the Victorian Certificate of Education the student must satisfactorily complete at least sixteen units, including:-
• At least 3 units of English (any) • At least 3 sequences of Units 3/4 other than English
Note: A unit is equal to a semester and approximately 100 hours duration.
Note: VET in Schools programs can contribute to the above requirements. Choosing a course Students and their parents should study the Guide to the VCE, VCAL and Apprenticeships and Traineeships for 2011 and this handbook carefully. When choosing courses and units, students should consider the following questions: What type of student program am I most interested in? What type of work is required? - Practical? Scientific?Essay Writing? Will the unit chosen keep open a suitable range of later studies and career choices? Do the units fulfil the requirements for admission to relevant tertiary courses? Obtaining advice and information It is the responsibility of the student to seek advice and make informed decisions. Students should seek advice and information from their Senior School / Careers Counsellors. Planning for your VCE course Students should plan for a complete Senior School pathway, realising that changes can and will be made to those plans to suit their changing interests and activities. In the second year, 6 units will be studied each Semester, each for five periods per week. One of these units may be a VET or TAFE course. In the final year, five units will be studied each Semester, each for five periods per week.
VET
Vocational Education and Training VET Programs
• Can only be entered at the start of the year. • Allow students to gain the VCE and a VET qualification. • Promote an awareness of the world of work through work placement. • Develop general work related competencies i.e. skills in communication, team work, using
technology, problem solving, using mathematical ideas and concepts, planning and organising activities, gathering and analysing information and occupational health and safety.
• Develop the skills and knowledge required to work in a particular industry. • Give students a competitive edge in looking for both casual and full time employment.
Two year courses should have been commenced at the start of the first year in the Senior School. Only one year VET courses can be commenced in subsequent years. Note: In the first year of the Senior School, students select six subjects per semester plus the VET program unless taking VET Music or VET DANCE at Kooweerup. This requirement will be reduced from 6 to 5 subjects in the Second Year of the Senior School. There is a wide range of VET in the VCE programs available as shown later in this document. There are some courses that do not to contribute to the VCE. VET in the VCE The Victorian Curriculum and Assessment Authority (VCAA) have endorsed these programs and so the work done in the VET program is equal to completing VCE units. This means that students can use the VCE-VET units to satisfy the minimum requirements for VCE. As these programs contribute to the VCE it is more than likely that students will complete some theory work as part of the program. All VET in the VCE programs have Unit 1 & 2 status. If successful, students will gain a VCE certificate and a VET certificate.
Considerations when selecting a VET Program The VET Certificate Students who satisfactorily complete a VET program will receive a Certificate for the qualification achieved. This Certificate will be provided by their RTO. Timing & Location - Whilst most VET programs happen on Wednesdays some courses are run on other days / nights of the week. This varies according to the course and its location.
Costs - Each program has costs attached to it. These costs are for consumables in the program and vary according to the course and the location.
Full payment for 2013 courses must be made when courses are confirmed in Term 3 2012.
Work Placement - Some VET programs have compulsory work placement components. These courses require students to do structured work experience in their chosen industry. The length and timing of work placement for each program varies. Most work placement is scheduled during the last week of term 2 and during school holidays. Students will be expected to assist with the organisation of work placement by:
• getting the legal forms signed. • attending an interview with prospective employers if required. • initially trying to find their own work placement.
The College will assist students who have difficulty finding a work placement although we cannot guarantee a work placement that suits all students. Students need to be committed as they will be expected to:
• Organise their own transport to and from their VET course. • Attend classes on time and on a regular basis. • Notify the school, RTO or TAFE of an impending absence. • Always act responsibly and abide by the rules at school, the RTO, TAFE and in the work place. • Always be prepared for classes and have the necessary equipment.
Kooweerup staff will give consideration to VET students in the first and second year of the Senior School (Not in Year 12 subjects) by not scheduling assessment tasks or new work on Wednesdays.
However, students must catch up on any class work missed whilst at their VET course.
SCHOOL BASED APPRENTICESHIPS School Based New Apprenticeships (SBNA‟s) allow students to remain at school whilst beginning an apprenticeship. The program involves a contractual arrangement between employer and student that allows the student to begin their apprenticeship at Year 10 level by spending one or two days a week with the employer and the remainder of the week at school. The SBNA can be completed through normal part-time employment or fits neatly into the VCAL program. It can also be part of the normal Year 10 / VET type program by students taking one less subject. The SBNA means that the employer has to pay the student a per hour salary instead of the $5 a day minimum that is required for work placement. The employer‟s advantage is that they can receive Government incentives to offset this expense. It would be usual to undertake a School Based New Apprenticeship when a student is taking the VCAL program otherwise the student would have to do the work component in their own time. For students who have a part-time job, such as KFC, McDonalds, Hungry Jacks or Gloria Jeans, the time they spend working at these stores is counted as their employment time and they are given assignment tasks to complete. This has no impact on the normal 5 day a week school program.
Students should be aware that you cannot be employed in more than one SBNA at the one time so great thought needs to be given to accepting an SBNA with a retailer where you work part-time as it may prevent you from taking up a fulltime position in the job you would like to make your career. The first step in the process of organising a School Based New Apprenticeship is for the student to ask their current or potential work experience or part-time job employer if they would be interested. The College can arrange for further information to be provided to the employer if they are interested.
VCAL
Victorian Certificate of Applied Learning “The aim of the Victorian Certificate of Applied Learning is to provide the skills, knowledge and attitudes to enable students to make informed choices regarding pathways to work and further education.” (VCAL Curriculum Planning Guide: p1 VQA; 2003)
The Victorian Certificate of Applied Learning (VCAL) is a qualification designed to provide additional pathways for students in the Senior School who are interested in vocationally orientated career options or moving straight into employment. VCAL runs parallel to the VCE and provides students with a wider range of educational and training pathways. VCAL is a Cross Sectoral Certificate and can use VCE, VET and VCAL specific units to deliver the complete program. Students are required to actively participate in every area of the program in order to fulfil the requirements of the certificate.
VET is essential in VCAL Vocational Education and Training programs assist students to make the transition to further education, training and employment. Many programs are based on entry level TAFE courses. These programs are designed so that students can develop general work related competencies and the skills and knowledge required in a particular industry. The VCAL course is based around the study of Literacy, Numeracy, Personal Development and Work Related Skills during three days at school as well as a day in the workforce and a day in vocational study. As part of the program at school the students also choose an elective from subjects such as Automotive and Hospitality.
VCAL Design The VCAL is accredited at three levels:
• Foundation • Intermediate • Senior
Each level of VCAL normally takes one year to complete. Students in their first year of Senior School would normally start at foundation level. Who is the VCAL suited to? VCAL could be considered by students who:
• Are interested in apprenticeships or traineeships • Do not want to go to University • Want a Certificate at the end of each year in the Senior School • Want to stay at school to complete their secondary education • Are more attuned to applied “hands on” learning • Want to go out to work when they finish school • Wish to pursue Higher Education at TAFE • Want to develop more confidence in the workplace • Want to gain maturity before they take future steps
Day to Day Structure
MONDAY at school TUESDAY at school
WEDNESDAY - at VET course or work placement
THURSDAY at school
FRIDAY–at VET course or work placement
Commitment to the Program VCAL students need to be committed to their individual program. The three areas of school, VET and the workplace need to work together for the program to be successful. Where students are experiencing any difficulties in any area it is very important to make contact with the VCAL or VET Coordinator without delay.
Work Placement Arrangements VCAL students are required to complete one day in the workplace each week. The work arrangement can be made by the student but must be checked by the school or outside agency familiar with work place regulations. NO STUDENT is permitted to be in a placement without the required Work Placement Form signed by all parties.
FOUNDATION (YEAR 10) PROGRAM
Literacy
Semester 1 focuses on the theme ‘Crime’.
Texts such as: Underbelly, short crime stories and 12 Angry Men (a play) are read and studied in class.
Students will research a well known Australian crime and complete an oral presentation for the class on the topic.
An excursion to the Old Melbourne Gaol complements this course and guest speakers are brought in to teach the class about teenagers and the law.
Semester 2 focuses on ‘Safe Partying’ and related issues.
Sessions with Youth Workers from the Council to learn about Safe Partying. Students create an Instructional writing piece and double page Newspaper spread on Safe Partying.
Numeracy
Students learn practical skills by completing tasks/projects such as:
„Learning how I learn‟
An Earning Money Booklet
A moving out project
My first car project
Data collection through „Footy Tipping‟
„Building a New House‟ project
Consumer maths: „The Market Vs The Supermarket‟
Mapping and Fractions
Time and Measurement with „Food‟
Measurement with „Paper Planes‟
Personal Development Skills
Students identify a „need‟ in the community and work towards „filling that need‟. (See a Need, Fill the Need) Eg: 2010‟s „need‟ was providing a sport program in local Primary Schools.
In semester 1, students design a „Crime in the City Tour‟ – this work is related to work being done in Literacy.
In semester 2, students design a „Safe Party Pack‟ for teenagers organising parties.
Note: All students are required to organise 2 days for a volunteering placement during Volunteer Week in
May. (Monday and Tuesday)
Work Related Skills
Students must have a Work Placement organised for 1 day a week by the beginning of the school
year – or entry into the VCAL program
Students are given class time to work on:
Creating resumes
Responding to job selection criteria
A PowerPoint: „All about Me‟ Sell yourself as „Student / Employee of the Year‟
A Safe Work Practice Assignment
Students also work on a Work Related Skills Project – based on their Work Placement to satisfy
outcomes set out in the curriculum.
VCE Industry & Enterprise – Unit 1 & 2
Unit 1: Workplace participation
This unit prepares students for effective workplace participation. Their exploration of the importance of work-related skills is integral to this unit. Students develop work-related skills by actively exploring their individual career goals and pathways. They observe industry and employment trends and analyse current and future work options. Students build work-related skills that assist in dealing with issues affecting participants in the workplace.
Students examine the diverse contexts in which work takes place in Australian society by investigating a range of work settings. They investigate job tasks and processes in work settings as well as entry-level requirements associated with work in selected industries.
Unit 2: Being enterprising
In this unit of study students explore the development of enterprise, leadership and innovation in different settings within industry and in the context of significant issues faced by industry.
Students learn that enterprising and leadership behaviours are vital for success in diverse personal, work and community settings. All work settings exist within a wider industry context and ongoing workplace enterprise and innovation are pivotal to industry success. Students investigate the characteristics and qualities of successful entrepreneurs in different settings, and investigate the relationship between leadership behaviour and the development of an individual‟s work-related skills.
INTERMEDIATE (YEAR 11) PROGRAM
Literacy – Foundation English
In Semester 1, students focus on studying
The Holocaust
Students will read „Night‟ and watch a related Holocaust film (Eg Schindler‟s List or The Pianist) and complete supporting written activities.
Students also complete an instructional piece and work with newspapers studying current issues.
In Semester 2, students focus on Disabilities and Homelessness
Students watch the film „Darius goes West‟ which looks at a boy with a disability who traveled across America to raise money and awareness for his condition, Muscular Dystrophy and complete related written tasks.
Students will read „The Simple Gift‟ and study related issues surrounding homelessness.
Numeracy - Foundation Maths
Students learn practical skills by completing tasks/projects such as:
Space, Shape and Design (Trigonomatry)
Handling data (traffic flows)
Fractions, decimals and percentages
Measurement – investigation: Classroom space
Wages and profits
Investigation on taxation and living experience
Drawings: 3D and 2D shapes
Investigation: Constructional drawings
Personal Development Skills
Students research various charitable groups and decide on one to raise funds for. Eg: 2010 Charity:
McGrath
In groups students use their strengths to come up with ways to raise funds for the charity.
Students complete the SCOPE program learning more about people living with disabilities. This includes spending a day working with people with disabilities.
Students learn more about Homelessness (linking with work done in Literacy) and mental Health issues.
Students also plan a day out for the class at the end of term 4.
Note: All students are required to organise 2 days for a volunteering placement during Volunteer Week in
May. (Monday and Tuesday)
Work Related Skills
Students must have a Work Placement organised for 1 day a week by the beginning of the school
year
Students are given class time to work on:
Updating resumes and (hypothetically) apply for jobs.
Members of the local community are invited to the school to hold Mock Job Interviews.
Student complete a „Kooweerup Business Project.‟ An integrated project which includes planning their own business.
SENIOR (YEAR 12) PROGRAM
Literacy
Semester 1: Focuses on multiculturalism and refugees
Students will research a country facing specific difficulties (war, famine, poverty etc) and prepare a documentary styled presentation to teach others (class members and year 10 students) what they have learnt.
Students will visit the Immigration Museum and survey people at Victoria Market about cultural identity whilst on Year 12 Camp in the CBD.
A series of films including The Kite Runner, Slumdog Millionaire and Gran Torino will be viewed and an essay will be written on developing empathy for people living in difficult circumstances.
Semester 2: Focuses on people’s varied opinions towards multiculturalism and refugees
John Marsden‟s „Home and Away‟ and the film „District 9‟ will be used to make comparisons about how writers/directors compose texts to present specific messages to viewers/ readers.
HannieRayson‟s play, „Inheritance‟ will be studied, with students adopting the role of one character
throughout the reading of the text. Students will perform a section for the class. Students will analyse the
varying opinions people have towards Australia being a multicultural society.
Numeracy – Senior Maths
Students complete introductory exercises for each topic followed by quizzes to test understanding.
Students undertake independent learning in the form of investigations related to real world situations.
Topics include:
Alcohol – Standard Drinks, BloodAlcohol Concentration, Reaction time
Domestic Flights
Getting Your Driver‟s License
Weather – What will I wear?
Football Statistics – Who will win?
Board Game and House Plan Design
Measurement: peer teaching Students are also expected to complete the “Motorvate” program (defensive driver course) as organised by
the College.
Personal Development Skills
Students participate in organising „Harmony Day‟ activities and learn more about Multiculturalism in Australia. This includes looking at various immigration issues. Students visit an ESL school and develop relationships with newly arrived students to Australia.
Students assist with organising various events. Eg in 2010: The Senior Formal, The Biggest Morning Tea, A day out with the Senior Citizens
Students work together to create the Year 12 magazine and complete various projects. Eg: Multicultural Melbourne Project
Students develop relationships with the Senior Citizens by visiting the centre and getting involved in their everyday activities.
Note: All students are required to organise 2 days for a volunteering placement during Volunteer
Week in May
Work Related Skills
Students must have a Work Placement organised for 1 day a week by the beginning of the school
year
Students have class time to update resumes and develop cover letters
Students study Work Safe issues looking at common injuries and how they can be avoided
Students create their own profile on a workplace accident and present to the class Students also work on a Work Related Skills Project – based on their Work Placement to satisfy
outcomes set out in the curriculum.
YEAR 10 SUBJECTS ARTS The two Art units have been planned to allow students greater indepth experience with particular art forms and provide the opportunity for students to study art for the entire year or select the unit which best suits their talents and interests. Students will have increased freedom and input into projects which will allow far more diverse and independent learning to take place.
Art – Drawing and Printmaking This subject will utilize drawing and printmaking techniques in a way which enables students to create interesting and visually exciting works of art. We will explore:
• Drawing techniques E.g. line drawing, tonal drawings
• Drawing media E.g. pencil, coloured pencil, charcoal, pastel
• Drawing styles E.g. realistic, expressive, abstracted, cartoon, graffiti
In the second term we will use the drawings as the basis for prints including: • Transfer printing • Moro printing • Screen print on Tee shirts
We will also look at the work of a range of artists, historical and contemporary, and analyse and discuss their styles and techniques.
Ceramics This unit offers students opportunities to extend their practical skills and develop a greater
understanding of design. Students are expected to keep a design folio. Students will
compare artists from a range of styles and produce a research assignment.
Practical work
Students will work with a wide range of techniques which is aimed to extend skills in the following -hand
building and the use of the extruder
- construction methods, slip casting,( making items from liquid clay in moulds) - decorative techniques- a range of glazing options will be explored. - Wheel work- introduction to the use of the wheel- functional pottery
Possible projects include- coil mosaic pot, funky teapot, decorative clocks. Artist inspired platter, terracotta
garden sculpture, casing pieces and functional wheel work.
Drama Year 10 Drama allows students the chance to develop effective small group, personal and interpersonal communication skills in preparation for VCE Drama. We will use workshops games and group activities to promote a positive learning environment. Students are required to perform at the Performing Arts Display Night. The main topics to be studied are: Greek theatre – looking at Greek Comedies and Tragedies Elizabethan Theatre – Studying Shakespeare (which will be interesting, not scary!) Critical analysis of a performance – We will learn from professionals and from each other‟s performances. Assessment:
• Exam • Class workshops • Performances • Journal • Written assignments
Visual Communication The purpose of this unit of work is to broaden students‟ understanding of instrumental and freehand drawing, including drawing from direct observation. This then gives students some of the skills required to form a bridge between an idea and the intended audience. In the fields of architecture, engineering, graphics, industrial and multimedia design, advertising and marketing, cartography and fashion, visual designers use text design and images to communicate information. This area of study also provides the opportunity for students to develop an informed, critical and discriminating approach to design as encountered in everyday life. This will involve the study and production of:
• Logo designs and CD covers • Architectural drawing (perspective, • planometric) • Car and House design • Air brushing, Stenciling and T-shirt design • Computer Aided design – introduction to photoshop • Plus various typography – Graffiti and Word art
Also included are two dimensional drawing in the form of cartooning and animation.
Photography
This course gives students the opportunity to learn and understand the use of an SLR digital camera as well as learning how to use some of the applications that are available to enhance and create photos. Students will investigate aspects of photography such as the ethics of photography, flash photography, basic animation, genre, and how to use a Mac computer and Movie Maker. During the course students will produce a folio of experimental and developmental photography by investigating how to take good shot subject matter. Students do not need to have their own camera to take this subject.
ENGLISH Students MUST take ONE of the following English units ALL YEAR.
Core English The program aims to develop students‟ skills in the areas of reading, writing, speaking and listening. Communication is promoted as a vital prerequisite to success in other areas of life. Students are encouraged to consider the values upon which our society is based and some of the issues relevant to the modern world. The study of issues and texts is emphasized in preparation for VCE.
• Students read a range of texts, including novels, short stories, reports, plays and poetry, with films included as part of the study of texts. Students would be expected to read three texts and study one film text over the year.
• Students are encouraged to write for different audiences and purposes, with the use of computers. • Students also develop their skills in spoken communication. They engage in discussion in small
groups and large, as well as participating in debates and prepared short talks. • The study of current issues and the analysis of language use in persuasive texts like Letters to the
Editor and advertising are introduced in Year 10. Assessment: Classwork, School Assessed Coursework& an Exam
English A This course is targeted primarily for former SEAL students to prepare them comprehensively for Senior English, whether their choice is VCE Literature and / or English. This course will focus on providing a thorough preparation for either or both English streams. Texts chosen will be different to those currently studied in mainstream senior classes. Students can expect text choices to include novels, plays, poetry and multimedia texts in line with senior school expectations. Text studies will go beyond just an understanding of the plot; they will focus upon the context and social setting of the text to give students a deeper understanding of why and how the text has been written and how it is relevant to the twenty first century. The concept of „Creating and Presenting‟ will be developed with the exploration of a key theme developed through different text types and writing styles. Students can expect to read, discuss and analyse a range of mature poetry that could either be contemporary or written in earlier times. Analysis of language use will become increasingly important. Students will analyse why a writer chooses a certain style or word to get their message across. Cartoons, multi media, Letters to the Editor, etc will be used demonstrate this.
Cross Age Tutoring Students will be working with younger students, helping them to develop their literacy, numeracy and research skills. After training, students are placed in local primary schools and Year 7 & 8 classes in the College. Students have the chance to develop positive relationships with other students as well as building their own literacy skills. Cross-age tutors are welcomed in all classes as positive role models for junior students. Training includes:
• The literacy process – how children learn to read • Strategies to assist students with their work • Motivation and positive reinforcement strategies • Different learning styles and basic child development
This subject develops personal skills of self confidence, initiative, the ability to relate to adults and students over a wide age range, responsibility and self motivation, and organisational skills. Assessment includes:
• Tutor‟s journal and workbook • Participation in tutoring • Production of teaching resources.
Assignments, case studies, class work
Cinema Studies Students are taught to become more critical viewers. They study film as text, and will be given the opportunity to expand this study further. The following content is covered:
• Process of film making • Techniques used by film makers and seen by the audience • Storytelling on the screen • Language used for reviewing films • Writing own film reviews • Study of differing film genres and the development of genres through history
Writer’s Workshop This unit of work is designed to provide students with the opportunity to develop their creative writing potential. The course will explore different styles of creative writing as well as the skills and techniques used to develop a piece of writing. Students will create their own folio of different styles of writing and produce a magazine to publish some of their work. Writer‟s Workshop is an opportunity for students to develop their writing skills, share their work with other interested students and to explore their own feelings, values and views through their writing.
HEALTH & PE Basic Physical Education Health and Physical Education at Year 10 incorporates a combination of practical physical education classes and classes allocated to health education. Health and Physical Education offers a wide variety of activities including Badminton, Basketball, Football and Volleyball. The theoretical component to this course covers areas of:
• Fitness • Diet and nutrition • First aid and sports injuries • Drugs (legal and illegal) • Human development and relationships.
In providing a broad program we aim to increase knowledge and understanding of sport, techniques involved and the appreciation of sport in general.
Advanced Physical Education This subject is taken with a view to preparing for VCE PE. Whilst not a requirement to VCE, it will give students a greater understanding of the:
• Body Systems ( Muscular, Skeletal, and Circulatory ) • Energy Systems • Fitness, including testing, training methods and fitness program • Biomechanics
Students will spend time improving their skill acquisition through a combination of practical and theory classes. Assessment includes:
• Practical reports • Assignments • Tests
• Laboratories
Sport- Boys
This subject contains both theoretical and practical elements. Students focus on the coaching process whilst participating in a various roles in a variety of sports. Students prepare a lesson plan with a partner and teach their class in a selected sport. They assist in team preparation and coaching of year 7 and 8 interschool sport teams whilst putting theoretical knowledge into practice.
The theoretical component of this course focuses on;
• Characteristics of a coach • Role of the coach • Coaching and instruction • Planning and Periodisation
The sport elective subject encourages leadership, working in teams, general fitness and fun throughparticipation.
Sport- Girls This subject contains both theoretical and practical elements. Students focus on the coaching process whilst participating in a various roles in a variety of sports. Students prepare a lesson plan with a partner and teach their class in a selected sport. They assist in team preparation and coaching of year 7 and 8 interschool sport teams whilst putting theoretical knowledge into practice. The theoretical component of this course focuses on;
• Characteristics of a coach • Role of the coach • Coaching and instruction • Planning and Periodisation
The sport elective subject encourages leadership, working in teams, general fitness and fun through participation.
Outdoor and Environmental Studies Students wishing to study this subject should do so in their first year of Senior School. Refer to the VCE section for subject description.
Dance The course is designed as an introduction to dance. It is not essential for students to have prior experience in Dance, however it would be advantageous. Three different dance styles will be studied (Contemporary, Jazz/Funk and Social). They will be studied in the following ways:
• Dancing – learning the basic skills or steps of a particular style of Dance • Dance Making – using the skills learnt to choreograph a dance in the particular style • Appreciating Dance – studying the theory or a performance of the particular style of dance.
The practical work will be linked into preparation for the College‟s Performing Arts Display Night. Students may also be responsible for acquiring costume items for the Display Night. Assessment includes:
• Performance • Class participation • Written and theory work • Exam
This subject is designed for students who have prior experience in dance,however, this is not essential.
MATHEMATICS Mathematics is taken ALL YEAR and deals with materials from various branches of Mathematics. Wherever possible, topics studied will be related to practical situations displaying ways in which mathematical knowledge may be applied to the real world. Some of the topics to be studied will include commercial mathematics, probability, statistics, measurement (including the use of trigonometry) and geometry. The course will involve extensive use of calculators and exercises will improve your knowledge of how to use your calculator effectively. The course will also cover some algebra - the use of which will be related to practical problems as often as possible. Problem solving activities and projects will be set during the year;
these are part of the work requirements of the course.
Mathematics Pathways Students will be offered the choice of three courses. 10 Foundation Maths Foundation Maths is for students unlikely to choose a Mathematics subject at VCE level in Year 11. This course aims to teach students numeracy skills required for life beyond school.
10 Maths for Methods Maths for Methods is for students who are currently achieving high grades in Year 9 Mathematics. This course is set at a high Year 10 level, designed to prepare students for VCE Units 1 & 2 Mathematical Methods in Year 11.
10 General Maths General Maths is best described as normal Year 10 Mathematics. It prepares students for General Mathematics Units 1 & 2 in Year 11 and Further Mathematics in Year 12.
SCIENCE
The Core Science Subject includes curriculum from the following key Science areas -
Biology
• Marine and freshwater biology • Genetics – inheritance, disorders and engineering • Evolution
This unit would involve the study of marine and freshwater ecosystems. Students would attend an excursion to San Remo and also investigate freshwater supplies. The study of genetics would involve students in practical breeding programs to aid in their understanding of inheritance patterns. Evolution will also be examined.
Chemistry Students choosing this unit will find themselves exploring a range of common chemicals through a variety of laboratory experiments. Significant chemicals will be made and tested for their properties and uses. Topics include:
• Acids and bases • The chemistry of surfaces • Chemicals in the market place • Carbon Chemistry • Lab techniques for VCE
Physics In this unit of study students will investigate the motion of objects on horizontal and
vertical situations. This will include some field work, practical classes and theoretical treatment of the topic.
Some aspects of electromagnetism are also included.
Topics include:
Motion of Vehicles
Car crashes and the exchange of energies
Rocket Construction and Launching
Testing of homemade wings in an air tunnel
Electric Motors and circuits
SCIENCE ELECTIVES
Introduction to Psychology This is a pre VCE introduction course which covers „What is Psychology?‟,Sport Psychology; Clinical Psychology and Forensic Psychology. This course encourages enjoyment in the study of Psychology making it a positive experience toward academic knowledge, testing and analytical skills. It also attempts to increase the students‟ self-awareness and esteem by looking, in particular, at adolescence. Basic testing and analytic skills will include:
• Writing an ERA (Empirical Research Activity) correctly • The technique to write a scientific report in the correct format • Testing, collectingand analyzing data from experiments.
Advanced Science This is a pre-VCE introduction course which covers:
Advanced knowledge in the areas covered in Level 10 Science.
Scientific Method and it‟s practical application in Research.
This course encourages students to think critically beyond the basic course content covered in Level 10
Science and explore different aspects of Biology, Chemistry and Physics in an in-depth way. It will also
provide an excellent pre-VCE level foundation of Scientific Method and Research skills which are of value
to any student considering undertaking any Science at VCE level.
HUMANITIES
Business Management
Students wishing to study this subject should can elect to do so in their first year of Senior School. Refer to the VCE section for subject description.
Geography
The Core Geography Subject includes curriculum from the following areas –
Bushfires- study of past bushfires such as Ash Wednesday, Black Friday and Black Saturday, including location, cause, effects and management
Nuclear- includes the study of sales of uranium and its use in power stations and weapon manufacture
Water- keep track the water problem and offer solutions and ideas to lessen with a focus on the Murray Darling Basin.
Sustainability- investigates the concept of sustainability and the need for society to meet the needs of the present, without compromising the needs of future generations
Tourism- look at how the tourism industry has developed and its impacts on both people and the environment
Assessment includes:
Annotated visual display
Participation in group activities (indoor and outdoor)
Topic test, class exercises and PowerPoint presentations
Participation in fieldwork
Examination
As a course requirement, students would need to attend excursions and complete fieldwork activities to
gain first hand data to analyse and develop management plans.
History
The Core History Subject includes curriculum from the following areas –
Semester One (1900 - 1945)
This unit will examine the development of Australia from Federation through to the end of World War Two.
Students will study key events during this period such as Federation, Australia‟s involvement in World War
One including the significance of Gallipoli and the Western Front, the Depression, the origins and events of
the Second World War including such things as Kokoda and the use of the atomic bomb. This unit will be
an excellent grounding for students who wish to study History in VCE.
Semester Two (1945 – Present Day)
This unit will examine the development of Australia from the post war era through to the present day.
Students will study key events during this period such as the Cold War, the Vietnam War and the War on
Terror. This unit will be an excellent grounding for students who wish to study History in VCE.
Industry & Enterprise
Students wishing to study this subject should can elect to do so in their first year of Senior School. Refer to the Foundation VCAL section for subject description.
ITALIAN
Students studying Italian must take the subject for both semesters. The course offers students the opportunity to extend and develop their knowledge of the language in greater depth. Students are expected to keep a workbook for class work and a plastic folder for relevant handouts. They are encouraged to take part inconversation classes to increase their fluency in thinking and speaking in Italian.
TECHNOLOGY Automotive This subject will combine a mixture of theory and practical lessons relating to various automotive principles which will include:
• Occupational Health & Safety • Mechanical design & functions • Vehicle driveline • Maintenance procedures • Engine & body control systems • Electrical components, testing & repairing This course has been designed to suit the budding mechanic as well as the student who may have an interest in maintaining their own vehicle in the future. Students will be expected to compile a comprehensive workbook through the semester. They will also be required to supply a pair of overalls and protective boots/shoes.
Information Technology VCE Information Technology has two strands, one strand uses various in-built applications and the other
strand concentrates on programming skills and network theory. The course in Year 10 is a brief
introduction to both of these strands. This will enable the students to have a preview of VCE Info Tech so
they can decide which strand they‟re interested in, if at all.
Therefore this unit will consist of two parts:
a) Applications
1. Assessment Task 1 will involve students using advanced functions of spreadsheet software to
design and develop a solution based on formal specifications.
2. Assessment Task 2 will involve students using advanced functions of Relational Database
Management software to design and develop a solution to solve an ongoing information problem.
b) Software/Network Development
3. Assessment Task 3 is an introduction to Visual Basic and programming design methods. Students
will develop a programming portfolio consisting of various programming tasks.
4. Assessment Task 4 involves students discovering the basics of network hardware and software
and using this knowledge to produce a simulated network based on specifications.
Fashion Business Students design and make a garment, as well as designing and making
accessories to match. The students also design and experiment with
expressive hairstyles. A Hairdresser will be invited in to discuss options
and study the effect of dyes on the hair, how they are made and their
effects on the environment. A make- up artist will also be invited to teach
students how to apply make-up to achieve a particular look. Students will
experiment with different options and record their works through the
digital camera. Students will also study the different types of make up on
the market, research those that use animal testing and make informed judgments about particular
purchases.
At the conclusions of the subject students will do glamour photos to show what they have achieved.
Students will research the different backgrounds that could be used in an artistic photo. As a follow up they
will look at manipulation of the photo to achieve optimum effects.
Students will study the advertising industry as a whole.
Possible projects include- clothing construction, furnishings, casual and evening wear, sportswear and
swim wear.
CAREER PATH- textiles industry, retail industry, interior design, graphics, design, art teaching, costume
design, beautician, Milinary and many more-
Materials Technology - Timber This unit involves the extension of basic woodworking practices including more involved joints as well as exploring complex aspects of wood technology such as the lathe. Students will complete several projects, practice the correct way of using basic hand and power tools and develop safe work practices.
Work requirements: These are the tasks that MUST be completed to achieve the goals of the unit.
• Complete a project involving both hand and power tools • Complete a project involving joints • Develop a design for at least part of one of the set projects • Maintain a journal of progress and evaluation of your own work and research
Assessment includes: • Practical projects attempted and completed with written evaluation • Exam
Goals: • To be able to work safely with a range of hand and power tools • Competence and confidence in choosing and using tools • To be familiar with the uses of the lathe, with a number of types of wood and related materials and
with a range of specific technical woodworking terms • To be capable of developing designs for set projects • To be able to present information and research in a written form, and understand the basics of
various joining methods including the dowel joint • To be able to work co-operatively in an active environment and follow specific instructions
Glass The aim of this subject is to engage students in an inspirational medium that will develop their aesthetic and
technical skills. It will introduce them to a variety of mediums through interesting projects that are relevant
to their age group. Students will study an artist related to their choice of artwork and produce a research
assignment.
Students will be working with a wide range of materials including:
Mosaic – tiles, glue, mirror, grout and concrete
Glass- fusing and slumping
Lead lighting- copper foiling, glass
A detailed safety program is conducted to inform students how to use and cut glass.
Possible projects include:Outdoor table, funky mirror, stepping stone for the garden, beautifying the school
project, platter, wind chimes and lead light catcher.
Career path- design technology, lead light, art, graphic designer, glazier and many more please refer to the
careers teacher and your subject teacher for advice.
Food Technology This subject would be suitable for students with an interest in Food Technology and cooking, and will extend on the work that has been done in Year 9. Over the course of the semester students will use the design process to plan,produce, analyse and evaluate food products made in response to a variety of design briefs.They will investigate nutrition and cultural influences on Australian cuisine from before Captain Cook through to modern day immigration. Students should note that during prac sessions hair nets and fully enclosed leather shoes are required( T Bars and canvas shoes are inadequate).
Assessment includes:
• Records of Production and Planning • Production work • Homework and Assignments • Written and practical exams
VET COURSES AVAILABLE AT KOOWEERUP
Certificate II in Automotive The Certificate II in Automotive (Technology Studies) is designed to assist students in gaining theoretical and practical skills necessary for a career in the automotive industry. Students are required to supply a pair of overalls and protective boots to enter the workshop.
Certificate II in Hospitality This course aims to give a general overview of the industry and to develop specific competencies in kitchen. The Certificate‟s duration is two years. Students cannot undertake the second year of the course without having successfully completed the competencies and modules of first year. If the program is undertaken for a Unit 3/4 sequence it can be counted for the VCE ATAR.
Students must be prepared to attend the College out of school hours,asnecessary, to meet the requirements in catering for functions. A 40 hour industry work placement is also required in a restaurant (not places such as KFC,McDonalds or a delicatessan.) Students require a knife set which is provided by the College. Students must purchase a uniform through the College. The cost is approximately $100.
Certificate II Dance
Unit 1 & 2: This course is suitable for students who already have a background in Dance. Topics include:
• The Introduction to Dance Composition • Dance Anatomy • Nutrition • First Aid and Occupational Health and Safety • Working in teams
Unit 3 and 4 By completing a performance examination, 2 solos and assessment tasks this course may then be counted as one of the student‟s studies for VCE ENTER purposes. Topics include;
Career Planning,
Solo and Group Composition,
Dance Technique including elevation, turning, falling and locomotion.
There is a large theoretical component to this course as well as the practical. Students will be required to perform at the College‟s Performing Arts Display Night, and may be required to provide costume items.
Certificate III in Music(Year 1 must be completed in Year 10, Year 2 in Year 11) Students who complete Certificate II can then complete the Certificate III in Music the following year. A study score is available for the Certificate III which will contribute to the student‟s VCE ATAR score.
At the completion of Certificate III in Music students will be able to:
• Demonstrate performance skills required by a musician or a vocalist in the music industry
• Present a repertoire developed throughout the year • Demonstrate skills in writing and improvising music • Work safely in the music industry • Understand the way the Music Industry functions • Develop and practice improvisation • Maintain self and group in music
Assessment will include performances, a research project and a portfolio of work. A study score is available for this course. Pathways: Certificate II and III are the foundation courses for all of the qualifications from the Music Industry Training Package. They lead to:
• Certificate III and IV in Music Industry (Technical Production), Certificate 4 in Music, Certificate in Music Industry (Business)
• Diploma of Music Industry (Technical Production), Diploma of Music, Diploma of Music (Business)
Certificate II in Business Business provides students with the knowledge and skills to work effectively in a business or office environment. Depending on the electives chosen, Units 1 and 2 include occupational health and safety, communicating in the workplace, organising work activities, producing word processed documents, using businesstechnology and creating and using spreadsheets. Certificate II in Business provides a pathway into training and employment in business andrelated industries. Potential occupations may include administration or clerical assistant, data entry operator, officejunior or receptionist. Roles for experienced professionals in this industry may include personal assistant, medical secretary, legal clerk or information desk manager.
Certificate II in Sport & Recreation The Sport and Recreation program provides students with the opportunity to acquire anddevelop the skills, knowledge and confidence to work in the areas of community and outdoor recreation. Leadership, organisational and specialist activity skills will be developed. Common compulsory in Units 1 and 2 cover areas such as implementing improved work practices, providing first aid and developing knowledge of the sport and recreation industry. Elective units can focus on career orientated activities, coaching specialisations and/or officiatingspecialisations in areas such as AFL, golf, netball and soccer or activity specialisation such as bushwalking,canoeing, skiing and surfing. Units 3 and 4 include sport and recreation law, risk analysis activities and conductinga sport and recreation session for participants. Optional focus areas are available in aquatics, fitness, outdoor recreation or sport. Completion of Certificate II in Community Recreation may provide pathways into the community recreation industry in leisure centres, aquatic centres, amusement parks, adventure and theme parks. Potential job roles may include recreation activities or gymnasium assistant. .
OFF-CAMPUS VET COURSES
Certificate II & III in Arts / Multimedia
This course aims to develop skills for entry into the Multimedia Industry and to develop students understanding of game play and online content delivery.
Certificate II in Building and Construction The course is designed to give students an insight into the training required to achieve a trade certificate. Participants will be required to complete selected accredited competencies of Certificate 1 General Construction. The course has practical and theory components that will cover correct use of tools and equipment, as well as Occupational Health and Safety.
Certificate III in Community Services – Childcare Stream This course aims to provide an introduction to the Social and Community Services Industry and entry level skills into the industry.
Certificate III in Concept Development for Clothing Products Extend or confirm knowledge and skills for intending or existing clothing design and production operators in a number of areas relevant to clothing design and production. Provide a comprehensive overview of the nature of clothing design and production and of what a clothing design and production operation or participant must know. Provide a sound basis of skills and understanding relevant to small business, including quality processes, maintaining a business and developing personal skills. Broaden students understanding of clothing design and production and of pathways available in the area. Introduce students to the practices of clothing design and to enterprise. Certificate II in Conservation and Land Management The aims of the Conservation and Land Management program are to provide participants with the knowledge and skills to achieve units of competence that will enhance their employment prospects in the industry. Classes are conducted using a mixture of practical and theoretical sessions.
Certificate II in Electrotechnology This course aims to provide the necessary entry level skills in electronics. Whilst offering an initial pathway for a career in the Electronics Industry it also provides progression to advanced certificate and diploma levels of education in related fields.
Certificate II in Equine Studies This course aims to give basic knowledge of the horse industry. To develop a core of skills, knowledge,
attitudes and values that can be adapted and developed within an equestrian environment. This includes
techniques in horse handling, horse health and stable management as well as interpersonal skills for work. The majority of this course is completed on-line. This work can be completed at home or on computers at school. There are nominated weekends when students must attend practical sessions.
Certificate II in Engineering The course aims to provide participants with the knowledge and skills to achieve units of competence that will enhance their employment prospects in the industry. It enables the participants to gain a recognised credential and make a more informed choice of vocation and career paths. It provides a pathway into a Engineering Apprenticeship.
Certificate II in Furnishing This program allows for partial completion of the Certificate II in Furnishing (Pre-Apprenticeship – Cabinet Making). The aims of the VCE VET Furnishing program are to provide participants with the knowledge and skills to achieve units of competence that will enhance their employment prospects in the furnishing industry.
Certificate II in Hairdressing This program offers students the opportunity to attain the skills of a first year apprentice, practical skills for styling, removal of chemicals and basin services, and theory studies in communication. The program can lead to an apprenticeship or Certificate III Hairdressing with a salon, and can reduce the term of the Apprenticeship by six months. It can also lead to part-time employment in a Hairdressing Salon.
Certificate II in Horticulture (Parks and Gardens) Certificate II Horticulture (Parks and Gardens) is delivered across a two year period. The course has a generic theme which provides exposure to the main facets of the Parks, Nursery and Landscape industries that are contained within the general sphere of horticulture.
Certificate III inInformation Technologies The aim of the Certificate III Information Technology (Software Applications) is to provide participants with the foundation knowledge and skills to achieve competencies which will enhance their employment prospects.
Certificate III in Laboratory Skills This program is designed to develop skills and competencies for a range of entry level scientific and technical laboratory areas. The skills attained include processing and recording data, O.H.& S, sampling, testing, receipt and preparation of samples for pathology and aseptic techniques
Certificate II in Make-Up Services
Entrance to Make-Up services is via an occupational appraisal consisting of a numeracy and literacy test, a practical assessment and an interview.Successful completion can lead to employment prospects as a Beauty Therapist or Make-Up Artist.
VCESUBJECTS Accounting Unit 1: Financial Management This unit introduces the processes of gathering, recording, analysing, interpreting and evaluating financial information. Students will be required to record, report and explain the financial information of a sole proprietor service business as well as identifying and explaining their financial needs. Students also need to demonstrate an understanding of accounting as an effective decision making tool.
Assessment includes:
• Tests • Case Studies • Folio of exercises
Unit 2: Financial Operations This unit focuses on trading and service firms and the introduction to double entry recording. Information
Technology (Quickbooks) will be used for recording and reporting. Students will be required to record, report and analyse financial information for a sole proprietor trading business using information technology and manual methods. Students also need to be able to identify and describe the decision making needs of a sole proprietor operating a trading firm. Assessment includes:
• Tests • Case Studies • Folio of exercises • Quickbook exercises
Unit 3: Double Entry for Trading Businesses This unit is an extension of the previous unit focusing on accounting and financial decision making of sole proprietor business. Double entry accounting and the use of Quickbooks form the basis of the study.
Unit 4: Planning, Control and Decision making This unit consolidates and extends the skills developed in Unit 3. It focuses on budgeting and the analysis and interpretation of Accounting Reports to assist with management of the
business.
ART UNIT 1 ART MAKING AND PERSONAL MEANING
Students will explore a variety of techniques, mediums and styles to develop a practical folio with emphasis
experimentation and personal expression. Through guided activities they will develop a folio of practical
work.
ART AND MEANING: Students will learn to analyse art works by using different interpretive frameworks
and by discussing the application of the art elements
Assessment- based on
Practical folio
Essays and assignments
Exam
UNIT 2 ART MAKING AND CULTURAL EXPRESSION
Students will continue to experiment with different techniques, mediums and styles this time with an
emphasis on cultural identification ( youth culture, teen culture, street art
culture etc)
ART AND CULTURE
Students will look at a range artworks with a focus on the manner in which the
artworks reflect the values , beliefs and traditions of the societies they
originated from.
Assessment- based on:
Practical folio
Assessments and essays
Exam
Career path- graphic design, art teaching, artist, interior design, garden designer.
Please note in Art units 3 and 4 – the theory component is worth 50% of the final score.
UNIT 3: INVESTIGATION AND INTERPRETATION THROUGH ARTWORK
Students will develop an independent body of work based on their own interests and abilities. They will
determine their own themes aims and goals and in Unit 3 through a process of experimentation they will
refine and develop their ideas. All practical work will be accompanied by annotations reflecting thought
processes and evaluating progress.
INTERPRETING ART Students will study one artist who worked pre 1970 and one who worked post 1970
and compare and contrast their work using four different interpretive frameworks.
UNIT 4: REALISATION AND RESOLUTION
The students will focus on issues and interpretation of Art. They will focus on a particular issue and explore
relevant artworks and the divergent ideas and commentaries related to the issue studied.
Career paths- graphic artist, art, art teacher, interior design, landscape gardening, design, and many more
please refer to your careers and subject teacher for more advice.
BIOLOGY Unit 1: Unity and Diversity This unit compares the structure and function of plants and animals. Particular attention is paid to the way in which both obtain energy, circulate nutrients and remove wastes. Reproduction in plants and animals is also investigated, along with the issues associated with the modification of these natural processes.
Unit 2: Organisms and their Environments This unit examines organisms and their environments. Students classify living things and investigate the interactions between these organisms. The requirements for sustained communities within an ecosystem are also explored. The local marine ecosystems are studied during a field trip, as are ecosystems from around the world. Another area of study is the change to the environment from the forces of nature and the influence of modern society. Students are given the opportunity to report on man‟s influence in a particular community of organisms. Assessment for both Unit 1 & 2 includes:
• Practical reports • Review questions • Assignments • Topics tests • Examination
Unit 3: Signatures of Life In this unit the workings, shape and structure of cells are examined in both plants and animals. The ability of organisms to maintain favourable conditions for its cells in the face of environmental change is also explored, with particular attention paid to the causes of disease in these organisms.
Unit 4: Continuity and Change This unit examines inheritance patterns and the differences that enable species to survive environmental change. The evidence for evolution is studied, along with the techniques for manipulating DNA and selective breeding programs.
BUSINESS MANAGEMENT Unit 1: Small business management Small rather than large businesses make up the large majority of all businesses in the Australian economy. It is the small business sector that provides a wide variety of goods and services for both consumers and industries, such as manufacturing, construction and retail. This, combined with employment opportunities, makes the small business sector a vital component in the success, growth and stability of Australia. Small businesses are tangible to students as they are visible and accessible in daily life. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success.
Unit 2: Communication and management This unit focuses on the importance of effective communication in achieving business objectives. Students investigate communication both internal and external to the business. They develop knowledge of aspects of business communication and are introduced to skills related to its effective use in different contexts. The vital functions of marketing and public relations are considered, with students developing an understanding of the important role these functions play in the ultimate success of a business.
Unit 3: Corporate management
In this unit students investigate how large-scale organisations operate. Students examine the environment (both internal and external) in which large-scale organisations conduct their business, and then focus on aspects of individual business‟ internal environment and how the operations of the business are managed. Students develop an understanding of the complexity and challenge of managing large-scale organisations and have the opportunity to compare theoretical perspectives with practical applications.
Unit 4: Managing people and change This unit continues the examination of corporate management. It commences with a focus on the human resource management function. Students learn about the key aspects of this function and strategies used to most effectively manage human resources. The unit concludes with analysis of the management of change. Students learn about key change management processes and strategies and are provided with the opportunity to apply these to a contemporary issue of significance.
CHEMISTRY
Unit 1 – The big ideas of Chemistry This unit begins by examining the historical development of the study of Chemistry. It looks at the periodic table of elements and the trends in properties found within. Students learn how to measure quantities using the mole as the basis for all calculations. The force between atoms in all matter is explored and the importance of Carbon in our world is investigated through the construction of molecular models and experimental activities. The chemical structure and the nature of interaction between surfaces are studied through experiments and the collection of data.
Unit 2 – Environmental Chemistry
This unit examines the properties of water and its importance to all life on earth through a wide range of practical activities. The study of acids in the environment introduces students to the importance of acids and bases to our everyday lives. This unit also examines the chemistry and behaviour of gases in the atmosphere and redox reactions that are essential for life. The environmental impact of human activity on the biosphere is also explored and some solutions to chemical problems are investigated. Assessment:
• Practical reports • Review questions • Assignments • Topic tests • Examination
Unit 3 – Chemical pathways This unit examines the techniques used to identify and quantify chemicals of significance in the market place, such as illegal drugs and food contaminants. Students also investigate organic reaction pathways
and the chemistry of particular organic molecules, such as those involved in the generation of biochemical fuels and forensic analysis. Students continue to investigate green chemistry in our world today and into the future. Unit 4 – Chemistry at work
This unit explores the sources of energy in the world around us, including the use of galvanic and fuel cells. The cost of their use on a global scale is also considered. It explores the factors that influence the rate at which a reaction takes place and how much product results. The chemical industry is investigated, with particular attention paid to the production of ammonia, nitric acid, sulphuric acid, ethane gas and their uses in modern society.
DESIGN & TECHNOLOGY - Textiles Students will be required to purchase their own fabric and patterns for major projects. They should also
purchase their own sewing kit.
Unit 1 and 2 Design modification and production
Theory- extensive studies about the fashion industry including – product analysis, product , using a design
brief, product comparison, fabric testing, production and assembly processes and hazard assessment .
Students will need to redesign a garment- students visit the local op shop to purchase a garment that they
can then redesign.They will produce a folio with extensive research and development:
- research - preliminary drawings - design options - evaluation criteria - product - evaluation
Assessment :
- folio - research assignment - 3 sac - major piece
exam
Unit 3 and 4
The student should be able explain and demonstrate the role of a designer by writing a design brief,
developing evaluation criteria, and identifying and explaining areas for research and methods that would be
used to develop design ideas.
The above will be presented in a design folio- carefully documenting the processes and research
conducted.
Sac 1 – Design Brief- designing for others
Sac 2- the manufacturing industry
Sac 3 – analyzing products
Design folio and garment
Exam-
It is recommended that students will have completed Unit 1 and 2 but it is not compulsory
* Career path- retail industry, fashion design, graphic design, interior design and many more- please see
your
Careers teacher and your class room teacher for further information.
DESIGN & TECHNOLOGY - Timber
Unit 1: Design modification and production.
Students modify the design of an existing product to improve it in several ways.
Students use a creative problem solving process involving research and analysis
to modify their chosen product. This involves a structured approach involving the
design process in which the students will develop an understanding of the
processes, techniques, tools and materials needed to generate and
communicate their ideas to fulfil the requirements of the design brief and produce the resulting redesigned
product.
Unit 2: Collaborative design.
Students work together in a group, as members of a team, to research, develop and design a product
range based on a theme or multi component group project. Students will work individually to produce parts
of the finished product, providing the opportunity for them to take responsibility for particular aspects of the
groups design and production of the product. This mirrors real life professional practice where students
need to develop their communication skills to ensure that the individual components all fit together to
produce a functional end product.
Students each keep a record of their own contribution to the group as well as work on a group presentation
of the team‟s accomplishments in designing, communicating and producing the finished product.
Unit 3: Design, technological innovation and manufacture.
Students design a product to suit a client and discover the role of the designer within industry and the
commercial setting. They follow the design process to produce a folio to present their design work and use
it as a communication tool with their client to ensure that the design brief is met. Influences of a range of
factors in the design and development of products within industry are also examined and the production of
the students designed product is commenced to be completed in unit 4.
Unit 4: Product development, evaluation and promotion
Students continue with the production of the product designed in unit 3. They compare products through
analysis and explore environmental, social and economical viability of products to a greater extent.
Students record their progress in manufacturing their product and any modifications judged necessary
through the making of the product. Students then evaluate the effectiveness of their work and promote their
work by highlighting the product‟s features through advertisement to the client/end user of the product.
DRAMA **Note Units 1-2 are offered to Year 10 students and Units 3-4 are offered to Year 11 students. The study of Drama focuses on the creation and performance of characters, narratives and stories. Students draw on a range of content and use role and expressive skills to create, embody and present dramatic works. They analyse the development
of their performances and explore the actor–audience relationship. Students develop an understanding of dramatic elements, stagecraft and theatrical conventions appropriate to performance styles from a range of cultural contexts. They view and analyse performances by professional and other drama practitioners. Unit 1: Dramatic storytelling • Devise and rehearse a solo and/or ensemble drama work/s. • Document the use of processes to create and develop stories and characters in drama. • Analyse their own performance work created and performed in Outcomes 1 and 2. • Complete a written analysis of a performance by professional drama practitioners.
Unit 2: Creating Australian drama
• Students create, present and analyse a performance based on a person, an event, an issue, a place, an art work, a text and/or an icon from a contemporary or historical Australian context. • Students complete a written analysis of an Australian professional performance.
Unit 3: Ensemble performance This unit focuses on non-naturalistic drama from a diverse range of contemporary and/or cultural performance traditions. Non-naturalistic performance styles and associated theatrical conventions are explored in the creation, development and presentation of an ensemble performance. Collaboration to create, develop and present ensemble performance is central to this performance. Students use and manipulate dramatic elements, expressive skills and performance styles to enhance performance. They select stagecraft and theatrical conventions as appropriate to the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance. Assessment: The student‟s level of achievement in Unit 3 will be determined by school-assessed coursework and an end-of-year written examination. Unit 4: Solo performance This unit focuses on the use of stimulus material and resources from a variety of sources to create and develop character/s within a solo performance. Students complete two solo performances. For a short solo performance they develop practical skills of researching, creating, presenting, documenting and analysing a solo performance work. In the development of a second solo performance, they devise, rehearse and perform an extended solo performance in response to a prescribed structure published by the Victorian Curriculum and Assessment Authority. The processes involved in the creation and presentation of character/s in solo performance are analysed and evaluated. Assessment of levels of achievement The student‟s level of achievement for Unit 4 will be determined by school-assessed coursework and two end-of-year written examinations. The level of achievement for Units 3 and 4 is assessed by an end-of-year performance examination and an end-of-year written examination.
ENGLISH UNIT 1 ENGLISH
This unit focuses on the reading of a range of texts, particularly narrative and persuasive
texts, in order to comprehend, appreciate and analyse the ways in which texts are
constructed. Students will develop competence and confidence in creating written, oral
and multi modal texts.
There are 3 main areas of study.
1. Reading and Responding - students will study one set text throughout the semester. They will study the
ways an author constructs meaning through texts, and prepare and construct written analytical responses.
2. Creating and Responding – The focus of this area is on writing. Students will create a range of their own
texts, following the process of planning, reviewing and editing. Their writing will be informed by their reading
of both a set text and a range of other material. Students will also develop their awareness of the
importance of audience, purpose, form and context in shaping their writing.
3. Using Language To Persuade – the focus of this area is on the use of language in the presentation of a
point of view. Students study a range of persuasive texts, written and visual, and identify and discuss how
language is used to position readers and viewers. Assessment will be in both written and oral forms.
UNIT 2
This unit focuses on reading and responding to an expanded range of text types and genres in order to
analyse ways in which they are constructed and interpreted, and on the further development of
competence and confidence in creating written, oral and multi modal texts.
Reading and Responding – Students will build on skills and knowledge from Unit 1 to discuss and analyse
how texts convey ways of thinking about the characters, ideas and themes, and construct a response in
oral and written form.
Creating and Presenting -Students will continue to develop their writing skills across a range of genres and
forms in response to the study of texts and class discussion. Correct use of the conventions of spelling,
punctuation and syntax is important for all tasks.
Using Language To Persuade – students continue to develop their skills in identifying and analysing how
language is used in a persuasive text. They will also present a reasoned point of view in an oral or written
form.
ASSESSMENT for Unit 1 and 2 is based on exams, school assessed course work (SACS) and
class work.
UNIT 3
The focus of this unit is on reading and responding, both orally and in writing, to a
range of texts.
Students analyse how authors construct meaning and the different ways texts
can be interpreted. They develop competence in creating written texts by
exploring ideas suggested by their reading within a chosen context, and the
ability to explain choices they have made as authors.
There are 3 main areas of study.
1. Reading and Responding - Students study one text in detail and will analyse how a selected text
constructs meaning, conveys ideas and values, and is open to a range of interpretations.
2. Creating and Presenting – Students study one main text and a range of other sources related to the
context of The Imaginative Landscape. Drawing on ideas related to the context, they produce a folio of their
own writing for a range of audiences, forms and purposes.
3. Using Language to Persuade- this area of study involves the reading and analysis of a range of texts that
present a point of view and discussing the ways language positions audiences. Students are also required
to construct a reasoned point of view on a selected issue.
School assessed course work in Unit 3 makes up 25% of the final study score. Unit 3 is also assessed in
the end of year exam.
UNIT 4
This Unit builds on skills developed in Unit 3 across the three areas of study.
1. Reading and Responding – one text is studied in detail. Students will develop and justify a detailed
interpretation of this text.
2. Creating and Presenting – students will continue their study of the context, “The Imaginative Landscape”.
They will focus on one main text, continue to develop their writing skills and develop their insights and ideas
to produce an extended piece of writing for a specified audience and purpose.
School assessed course work will make up 25% of the final study score.
The end of year exam covers both Unit 3 and 4 and makes up 50% of the final score.
Students have a number of choices when it comes to English. It is highly recommended that students undertake some study of English in each of their years in the Senior School and that Units 3 & 4 English and Literature should be completed in their final year.
FOUNDATION ENGLISH The Foundation English course is designed for students who may require a more vocationally orientated approach to English or may be aiming to directly enter the workforce upon completing their post-compulsory secondary studies. STRUCTURE The Foundation English course is designed around one compulsory area of study, Essentials of English, and five optional areas of study from which one must be selected for study in each unit. Two areas of study are completed per unit. Compulsory area of study in both Units 1 and 2: Area of study 1: Essentials of English. Optional areas of study: Two of the following areas of study must be selected for study, one in each of Units 1 and 2. Area of study 2: Communication and the workplace Area of study 3: Technology and communication Area of study 4: The study of texts Area of study 5: The analysis and construction of argument Area of study 6: Information literacy. AREA OF STUDY 1: ESSENTIALS OF ENGLISH This area of study focuses on developing learning strategies and literacy skills. It describes the fundamental understandings and processes students need in order to read and write effectively and identifies learning strategies designed to enhance achievement in English. AREA OF STUDY 2: COMMUNICATION AND THE WORKPLACE This area of study focuses on developing the skills of effective workplace communication. It describes the ways in which students comprehend, compose and respond to oral and written texts in the context of the workplace. AREA OF STUDY 3: TECHNOLOGY AND COMMUNICATION This area of study focuses on strategies for using information and communications technology to enhance and improve students‟ knowledge of the structures and features of various information technologies. AREA OF STUDY 4: THE STUDY OF TEXTS This area of study focuses on developing the skills required to read a range of texts, including literary, factual, media, multimodal, visual and everyday texts, and develop oral and written responses. This area of study involves the reading and interpretation of a range of texts. AREA OF STUDY 5: THE ANALYSIS AND CONSTRUCTION OF ARGUMENT This area of study focuses on developing the ability to analyse the oral and written arguments of others, and the skills to structure a logical and supported argument of one‟s own, orally and in writing. Students explore strategies for reading, viewing or listening to persuasive texts. They examine the persuasive techniques used by writers and speakers, and the language required to talk about and to
analyse persuasive texts. AREA OF STUDY 6: INFORMATION LITERACY This area of study focuses on developing in students the ability to recognise the need for credible information in an age when sources are becoming more varied, in some cases transient and increasingly multimodal. Students learn the strategies necessary to access that information, and to evaluate and synthesise to communicate for a given purpose and audience.
FOOD TECHNOLOGY Food and Technology in Unit 1 & 2 is designed to give students a greater understanding of food as a commodity and knowledge of its production and preparation in small scale operations.
Unit 1: Food safety and Properties of Food This unit enables students to study work practices used in small scale food operations in regard to food handling, preparation and storage and the affect these have on the physical and chemical properties of food. Students will be required to explain and apply safe and hygienic work practices when handling and storing food to maximise quality. They will also analyse the physical, chemical, sensory and functional properties of key foods and prepare foods to optimise these qualities. Assessment includes: Records of planning and production Production work Tests and short written reports Exam
Unit 2: Planning and Preparation of Food This unit enables students to implement and research solutions to a brief design. They will study the impact of technological developments on food production. Students will develop and respond to the challenges of creating food which addresses a variety of specific nutrition requirements, budget, cultural and time constraints. Students will be required to implement skills and processes in food preparation of key food commodities. They will work both individually and as part of a team to plan, prepare and evaluate meals for a range of contexts. Assessment includes:
• Records of planning and production • Production work • Tests and short written reports • Designing and developing a response to a design brief • Oral reports supported by visual reports (generated by multi media)
Unit 3: Food Preparation, Processing and Food Controls In this unit, students study relevant legislation ensuring the safe supply of food for Australian consumers. They investigate food spoilage,food poisoning and apply safe work processes while preparing food. They analyse functions of natural food components and preserve foods using appropriate techniques. Students also devise a design brief from which they develop a detailed design plan and production timeline to complete a set of food items(product) for implementation in Unit 4. Assessment includes: Records of planning and production Production work
Tests Oral reports supported by visual annotated displays Design and plan a production timeline
Unit 4: Food Product Development and Emerging Trends In this unit students develop individual production plans, produce 4 - 6 items and implement the design plan established in Unit 3. They examine food product development and analyse the driving forces leading to their manufacture. Issues underpinning emerging trends in food technology, food packaging, production systems and marketing are also studied. Assessment: as per Unit 3 plus exam
GEOGRAPHY Unit 1: Natural Environments This unit investigates the characteristics of natural environments and landforms and the natural processes that shape and change the Earth‟s surface. It also examines how the interactions between natural processes and human activities can also change natural environments. Topics have previously included Volcanoes and Coasts. Assessment includes:
• Fieldwork – look at a number of sites along the Mornington Peninsula • School Assessed coursework including an Audio visual display and fieldwork
report • Exam
Unit 2: Human Environments This unit focuses on the characteristics of human environments and changes in them. It considers the dynamic nature of rural and urban environments and the factors contributing to change that affect the management and the sustainability of the human environments. Students must study two human environments in each area of study: a rural environment and an urban environment.
Assessment includes:
• Fieldwork – look at differences in urban areas in Melbourne • School Assessed Coursework • Exam
Unit 3: Regional Resources This unit considers the characteristics of resources. The focus is on the concept of region as well and situates the resource within a regional perspective. The use and management of an Australian water source is covered. Students will also study the availability, utilisation and sustainability of water in the region. They will justify a policy for the future use and management of a resource with an emphasis on its sustainability.
Unit 4: Global Perspectives This unit focuses on the geographic characteristics of global phenomena and responses to them. It considers the factors primarily responsible for generating global phenomenon and focuses on the ways in which people and organisations respond to the impact of the global phenomenon. Students will study human population, global warming, desertification and tsunamis and tropical rainforest destruction.
HEALTH & HUMAN DEVELOPMENT Unit 1: The health and development of Australia’s youth
Understanding health and development: Students explore the dimensions of and interrelationships within and between, health and individual development. Youth health and development: Students will describe and explain the factors that impact on the health and individual human development of Australia‟s youth Health issues for Australia’s youth: Students will outline health issues relevant to Australia‟s youth and, in relation to a specific health issue, analyse strategies or programs that have an impact on youth health and development
Unit 2: Individual human development and health issues
The health and development of Australia’s children: Students will describe and explain the factors that affect the health and individual human development of Australia‟s children Adult health and development: Students will describe and explain the factors that affect the health and individual human development of Australia‟s adults
Health Issues: Students will be able to analyse a selected health issue facing Australia‟s health system, and evaluate community and/or government actions that may address the issue
Unit 3: Australia’s health
Understanding Australia’s health: Students will be able to compare the health status of Australia‟s population with other developed countries, explain variation in health status of population groups in Australia and discuss the role of the National Health Priority Areas in improving Australia‟s health status Promoting health in Australia: Students will discuss and analyse approaches to health and health promotion and describe Australia‟s health system and the different roles of government and non-government organizations in promoting health
Unit 4:
Introducing global health and human development: Student‟s will analyse factors contributing to variations in health status between Australia and developing countries, evaluate progress towards the United Nations‟ Millennium Development Goals and describe the interrelationships between health, human development and sustainability Promoting global health and human development: Students will describe and evaluate programs implemented by international and Australian governments and non-government organisations in promoting health, human development and sustainability
Assessments for all units could include:
Case study analysis
Data analysis
Test
Visual presentations
Multimedia presentations
Oral presentations
A written response
HISTORY
Unit 1: Twentieth Century History – 1900-1945 The first half of the twentieth century was a period marked by significant change. This unit looks at the way people‟s lives changed as a result of such momentous events as the World Wars, The Great Depression, and the rise of Dictatorships in Italy, Germany and Russia. Students will be required to analyse and explain the development and impact of a political crisis and conflict in the period 1900-1945. Students will also analyse and discuss patterns of social life and the factors that influenced changes in patterns of social life in the first half of the twentieth century. Students will analyse
the relationship between the historical context and a cultural expression of the period from 1900 to 1945. Unit 2: People and Power This unit looks at the way various groups have fought for their freedom, whether this be Liberty, Equality or Independence. It looks at the way authority figures e.g. King, nation, race or gender, establish control over another group and then sometimes have to struggle to hold onto this power in the face of Rebellion, Revolution or some other form of Protest. Students can study topics such as Apartheid in South Africa; Suffragettes; the troubles in Ireland; and the truth behind stories like Braveheart, Rob Roy and Bonnie Prince Charlie. Assessment for both Unit 1 & 2 includes:
• Analysis of documents, cartoons, photos, etc • Research projects • Essays&Tests • Film reviews
Unit 3 & 4: Australian History This course examines the significant events that have occurred in Australia from the early settlement of the
Port Phillip District (Victoria) through to the Vietnam War.
The course is divided into four study areas.
1. Port Phillip District – Students will explore the early settlement of Victoria from the early agricultural development and the growth of Melbourne through to the goldrush. Students will study how Victoria changed significantly during this period and the effect this had on the Aboriginal people.
2. Federation and National Identity – In this section, students will examine why Australia became a Federation, the White Australia Policy and other relevant legislation. Students will also study the idea of what it meant to be an Australian during this time.
3. World War Two – Students will examine why Australia became involved in the Second World War, what happened during the war on the Home Front and the effect the war had on Australian society.
4. The Vietnam War – An exploration of Australia‟s involvement in this controversial war and how it changed Australian society during the 1960s through the growth of protest movements and mass demonstrations such as the Moratorium.
INFORMATION TECHNOLOGY Unit 1: IT in Action
IT in Action explores how individuals use, and can be affected by, information and communications
technology (ICT) in their daily lives. Students acquire and apply a range of knowledge and skills to create
information that persuades, educates or entertains. Students will also examine how networked information
systems allow data to be exchanged locally and within the global environment.
Outcome 1 involves selecting data from data sets, design solutions and use a range of spreadsheet
functions to develop solutions that meet specific needs.
On completion of Outcome 2, students should be able to recommend a networked information system for a
specific use and explain possible security threats to this system.
Outcome 3 involves students working collaboratively to create an on-screen information product that
presents an analysis of a contemporary ICT issue.
Unit 2: IT Pathways
IT Pathways focuses on how individuals and organisations use ICT to meet a range of purposes. Students
apply a range of knowledge and skills to create solutions, including those that have been produced using a
programming or scripting language, to meet users‟ needs.
Outcome 1 involves students applying the problem-solving methodology and using appropriate software to
create data visualisations that meet users‟ needs.
On completion of Outcome 2 students should be able to design and develop solutions using a
programming or scripting language and to explain possible career pathways that require the use of
programming or scripting skills.
Outcome 3 involves students working collaboratively to create an ICT solution, taking into account client
feedback.
Unit 3 :Information Technology – Applications
In Outcome 1, students apply the stages of the problem-solving methodology to create a prototype website
that meets an online community‟s needs, and explain the technical requirements to support the hosting of
the website.
Outcome 2 involves students designing and developing a relational database management system to
produce a solution to an information problem.
Unit 4
In Outcome 1 students use selected software to solve an ongoing information problem, and evaluate the
efficiency and effectiveness of the solution in meeting the information needs of an organisation.
Outcome 2 involves students evaluating the effectiveness of strategies used by organisations to manage
the storage, communication and disposal of data and information, and recommend improvements to current
practices.
Unit 3 Information Technology – Software Development
Outcome 1 involves the analysis of an information problem in order to produce software requirements
specifications for a solution that operates within a networked environment.
In Outcome 2, students design and apply a range of functions and techniques using a programming
language to develop a prototype solution to meet a specific need.
Unit 4
For Outcome 1, students are to apply the stages of the problem-solving methodology to produce a solution
for use on a mobile device, which takes into account technical and legal requirements.
Outcome 2 involves students recommending and justifying strategies for evaluating the effectiveness and
efficiency of solutions that operate in a networked environment.
LEGAL STUDIES Unit 1: Criminal law in action The law influences all aspects of society – at home, at work and in the wider community. This unit focuses on criminal law. Students examine the need for laws in society. They investigate
how laws are made by parliament and the courts
the process of a crime through the courts
a person‟s legal rights and responsibilities
different types of crimes
how laws are enforced
criminal sentences
the impact of crimes on society
the impact of the Victorian Charter of Human Rights and Responsibilities on laws
Unit 2: Issues in civil law
The civil law regulates the rights and responsibilities that exist between individuals, groups and organisations. Students examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate
types of civil laws: contract, negligence, nuisance, defamation
Students examine methods of dispute resolution and evaluate their effectiveness. Students study various civil cases that have had a major impact on court decisions.
Unit 3: Law-making In this unit students study the role played by the Commonwealth Constitution in deciding who can make laws. Students undertake a comparative analysis with another country‟s law making processes. Topics covered in this unit are:
the role played by the High Court of Australia in interpreting and enforcing the Constitution, and ensuring that parliaments do not act outside their areas of power nor infringe protected rights.
relationships that exist between parliaments and courts
Throughout this unit, students examine relevant cases to support their learning and apply legal principles to these cases.
Unit 4: Resolution and justice The legal system provides mechanisms by which legal disputes of both a criminal and a civil nature can be resolved in a fair and just manner. Topics covered are:
methods of dispute resolution that can be used as an alternative to civil litigation.
the jury system
pre-trial and post-trial procedures
the extent to which court processes and procedures contribute to the effective operation of the legal system.
reforms or changes that could further improve the legal system Throughout this unit, students examine current or recent cases to support their learning.
LITERATURE Literature involves the study of novels, plays, poetry and films. It is designed for students who enjoy reading and can write analytically about the texts. They will need to be able to write about characters and themes. They could also be required to write creatively mimicking an author‟s style.
These units enable student to develop effective reading strategies, examine ideas and views of life which are presented in the literature studied, develop an understanding of contemporary literature and develop an understanding of how themes/ideas in texts comment on personal and social experiences.
Unit 1:
In this unit students examine the ideas and views of life that are presented in the Literature studied and relate what they read to their own lives and society. Students develop an understanding of and critical response to contemporary literature. Students study: two texts from either a novel, poetry, play, short story or biography; one film & a student selected text.
Unit 2:
This area of study focuses on the interrelationships between the text, readers and their social and cultural contexts. Students reflect upon their own background and experience in developing their response to the representation of social and cultural concerns and values of a text from a past era. It also focuses on the way two or more texts relate to each other.
Assessment for both Unit 1 & 2 includes:
a comparison between a novel/play and its adaptation in a film
written interpretation of the literature and the influences of the author‟s writing
exam
film analysis
Unit 3: This area of study involves students looking at the ways in which texts comment on life and ideas. Students should be aware of the social, historical and cultural context of the text. Students study a minimum of one novel, one play, ten poems, one collection of short stories and two further texts. Australian literature will be included in texts studied.
Unit 4: This area of study focuses on the ways in which various texts are constructed. Students explore the use of language, the different ways of discussing texts and the possibility of different readings of the same text. They will respond to the texts in a piece of creative writing and they will analyse different aspects of texts. The final exam counts for 50% of the study score.
MATHEMATICS General Maths-Further Mathematics Orientation This course will serve as preparatory material for Further Mathematics Units 3 & 4.
Unit 1: This unit involves the study of arithmetic, covering estimation, computation, ratio and proportion, and use of charts, tables, graphs, calculators or spreadsheets; functions and graphs, covering graphical representation of linear functions; statistics, covering the collection, analysis and presentation of univariate and bivariate data and sampling for attributes; and algebra, covering the use of formulas and equations to generalise and analyse work in the other areas.
Unit 2: This unit involves the study of geometry, covering spatial relations, geometric objects, measurement and Business mathematics. Students are required to: learn, practise and apply mathematical algorithms, routines and techniques by undertaking an extended investigative project involving the use of mathematics; solving problems set in unfamiliar situations and in real life situations; and finding solutions to standard problems.
General Maths-Advanced - Methods / Specialist Orientation This course will enhance students' preparation for advanced studies including Mathematical Methods, Further Mathematics and Specialist Mathematics Units 3 & 4. Unit 1 & 2: The broad areas of study are: statistics and probability; data analysis and stimulation; arithmetic; functions and graphs; algebra; trigonometry and geometry. Students are required to apply mathematical knowledge and skills creatively to solve problems in unfamiliar situations, including real-life situations; learn and practise mathematical algorithms, routines and techniques, and use them to find solutions to standard problems; and undertake extended independent investigative projects involving the use of mathematics. Students will use graphic calculators and computers. Assessment for Foundation & Advanced Unit 1 & 2 (F & A) includes:
• Analysis tasks: projects, problem-solving and modeling tasks • Assignments, Topic Tests & Exam
FURTHER MATHS Unit 3 & 4: Further Mathematics Unit 3 and 4 consist of a compulsory core and a selection of three from six modules from the "Applications" area of study. Unit 3 includes the study of core material in "Data analysis",
incorporating a statistical applications task and one module from the "Applications" section. Unit 4 involves the study of two "Applications" modules. The three modules for the "Applications" area of study will be chosen from:
• Number patterns and applications • Geometry and trigonometry • Graphs and relations • Business related mathematics • Networks and decision
mathematics • Matrices
In studying these units students will: apply mathematical knowledge and skills creatively to solve unfamiliar situations, including real-life situations; learn and practise mathematical algorithms, routines and techniques, and to use them to find solutions to standard problems and undertake an investigation.
MATHEMATICAL METHODS
These units are designed to prepare students for Mathematical Methods 3 & 4. It is expected that MM Units 1 & 2 will be studied concurrently with General Maths (A). Unit 1: This unit involves the study of probability, functions and graphs, graphical representation of linear and non-linear functions and relations; calculus, analysis of properties of functions, and algebra, the use of formulas and equations to generalise and analyse work.
Unit 2: This unit involves the further study of probability, functions and graphs, (graphical representation of circular, logarithmic and exponential functions); calculus, algebra, covering the use of formulae and equations to generalise and analyse work in the other areas. Students are required to apply mathematical knowledge and skills creatively to solve problems in unfamiliar situations, including real-life situations; learn and practise mathematical algorithms, routines and techniques, and use them to find solutions to standard problems; and undertake extended independent investigative projects. Students will use graphic calculators. Assessment includes:
• Analysis tasks: projects, problem-solving and modelling tasks • Assignments, Topic Tests & Exam
Unit 3: This unit involves the study of algebra, coordinate geometry, trigonometric functions, exponential and logarithmic functions and calculus. Throughout the course students are encouraged to use graphic calculators, spreadsheets, statistical software and computer graphing.
Unit 4: This unit involves the study of algebra, coordinate geometry, trigonometric functions, calculus, statistics and probability. Throughout the course students are encouraged to use graphic calculators, spreadsheets, statistical software and computer graphing.
SPECIALIST MATHEMATICS
Note:Specialist Mathematics is for the top Maths students WHO HAVE COMPLETED Maths Methods 1& 2. It is generally taken concurrently with Mathematical Methods Units 3 & 4 which contains assumed knowledge for Specialist Mathematics.
Unit 3 & 4: Specialist Mathematics consists of the following areas of study: coordinate geometry, circular functions, algebra, calculus, vectors in two and three dimensions and mechanics. In Unit 3 a typical course would include content from coordinate geometry, circular functions and some material from the algebra, calculus and vectors in two and three dimensions areas of study. In Unit 4 this selection would typically consist of the remaining content from algebra, calculus and vectors in two and three dimensions areas of study and all the content from the Mechanics area of study. In studying Specialist Mathematics students will: apply mathematical knowledge and skills creatively to solve unfamiliar situations, including real-life situations; learn and practise mathematical algorithms, routines and techniques, and to use them to find solutions to standard problems; undertake a problem-solving or modelling applications task. Assessment for both Unit 3 & 4 includes:
• Two analysis tasks will be set (assignment, short investigation, problem-solving or modelling task) of 2-4 hours duration over 1-2 days
• A problem-solving or modelling application task – Unit 4 • Two tests – Unit • Two exams
Exam 1 takes an hour (technology free) Exam 2 takes two hours (may access a graphics calculator and one bound reference)
MUSIC PERFORMANCE Central to the study of Music Performance is solo performance. It is expected that students receive some lessons from a specialist in their chosen instrument and that they be committed to regular home practice. Other areas of this study are designed to enhance musicianship. There is a balance of class work including theory, research, creative work, aural comprehension with practical performance work. Students need to participate in at least one school ensemble or band to satisfy the group performance requirements.
Unit 1: Music Performance Areas to be studied include:
• Solo Performance including technical work and/or studies,ICT • Theory • Aural Comprehension • Organisation of sound through creative processes • Analysis of works being prepared for group or solo performance • Unprepared performance
Unit 2: Music Performance Areas to be studied include:
• Solo Performance including technical work and/or studies,ICT • Theory • Aural comprehension • Analysis of works being prepared for performance • Group performance • Unprepared performance
Unit 3: Music Performance: Solo Areas to be studied include:
• Solo performance including technical work and studies and unprepared performance • Aural comprehension • Interpretation and performance styles in music • Analysis of ensemble work • Ensemble performance
Assessment: School assessed coursework will contribute 20% to the end of year assessment
Unit 4: Music Performance: Solo Areas to be studied include:
• Solo performance including technical work, exercises ,unprepared performance and use of ICT • Aural comprehension • Interpretation and performance styles in music • Analysis of ensemble work • Ensemble performance
Assessment: • School Assessed Coursework – 10% • Solo Performance Exam – 50% • An aural and written examination – 20%
MUSIC STYLE AND COMPOSITION
Unit 1:
This unit involves an exploration of a wide range of music styles. Students listen to and analyse music
excerpts from different styles, traditions, times and places. They become familiar with the elements of
music and consider the various ways composers/music creators treat these elements and use
compositional devices to create music works. Students compose and/or arrange brief creative exercises in
response to the practices of other composers/creators.
Unit 2:
This unit explores how composers and/or creators use music to create effects. Students study multi-
disciplinary works that combine music and non-musical elements, and investigate how music is used in
combination with these other elements. Students also consider the role and function of music, for example
ways it communicates a mood or feeling. Students create music for a multi-disciplinary work in a form of
their choice.
PLEASE NOTE – Only Unit 1 & 2 will be offered to students in 2013. Students who complete
Units 1 & 2 will have the option of continuing Units 3 & 4 the following year
OUTDOOR & ENVIRONMENTAL STUDIES
Note: Units 1/2 are offered to Year 10 students and Units 3/4 Year 11 students.
Unit 1: Understanding Outdoor Experiences
This unit examines the ways in which humans encounter and relate to nature. The focus is on the individual‟s relationship with the environment and provides an opportunity for students to explore the many ways in which nature is understood and perceived. Students will develop a clear understanding of:
• The motivations for interacting with the natural environment • The factors that affect an individual‟s access to outdoor experiences • Students will develop practical outdoor skills and knowledge.
Unit 2: Environmental Impacts This unit focuses on the characteristics of natural environments, the impact of humans and society‟s interaction with the natural environments. The unit includes:
• Analysis of historical and contemporary conceptions of nature • Studying nature‟s impact on humans • Understanding of the impact of technology and changing human lifestyles
Students will continue to develop the practical skills and knowledge required to live comfortably, with minimal impact, for a short duration in natural environments. Assessment in both Unit 1 & 2 includes:
• Oral presentations & practical reports • Written responses & case study analysis • Journal & short reports • Tests & Exams
Types of Activities include: • Bushwalking, Rock climbing, Orienteering & Canoeing • Surfing, Snow skiing, and Cycling
Unit 3: Relationships with Natural Environments The focus of this unit is the ecological, historical and social context of relationships between humans and natural environments in Australia and their impact on the media. Practical experiences will provide the basis for, and opportunities to develop theoretical knowledge and skills about specific natural environments.
Unit 4: The Future of Human Nature Interaction This unit focuses on the sustainable use and management of natural environments. The emphasis in this unit is on the need to develop a balance between human needs and the conservation of natural environments. They will investigate current policies and strategies for maintaining healthy environments, and the actions that can be undertaken to achieve and maintain healthy and sustainable environments.
PHYSICAL EDUCATION UNIT 1: BODIES IN MOTION
Students explore how the body systems work together to produce movement and analyse this movement
using biomechanical principles. They are introduced to the aerobic and anaerobic pathways utilised to
provide the muscles with the energy required for movement.
AREA OF STUDY 1 Body systems and human movementStudents examine the musculoskeletal,
cardiovascular and respiratory systems and their contributions and interactions during physical activity.
Anaerobic and aerobic pathways are introduced.
AREA OF STUDY 2 Biomechanical movement principlesStudents examine biomechanical principles
involved in physical activity and sport.
AREA OF STUDY 3One detailed study is to be selected from:
• Technological advancements from a biomechanical perspective
Students examine changes that have been made to sporting techniques and equipment and explore the
biomechanical effect of the change.
OR
• Injury prevention and rehabilitation
This study focuses on sports injury risk management strategies used to reduce the risk of injury and
rehabilitation practices.
UNIT 2: SPORTS COACHING AND PHYSICALLY ACTIVE LIFETSTYLES
This unit explores a range of coaching practices and their contribution to effective coaching and improved
performance of an athlete. Students are introduced to physical activity and the role it plays in the health and
well being of the population. They explore a range of factors that influence participation in regular physical
activity, and collect data to identify perceived barriers and the ways in which these barriers can be
overcome.
AREA OF STUDY 1 Effective coaching practicesStudents examine the roles and responsibilities of a
coach and effective coaching methods.
AREA OF STUDY 2 Physically active lifestyles.Students explore the range of physical activity options in
the community. The benefits of participation in regular physical activity and the National Physical Activity
Guidelines are studied.
AREA OF STUDY 3One detailed study is to be selected from:
• Decision making in sport
Students are introduced to how games and sports are categorised as well as strategies and tactics used
within game situations.
OR
• Promoting active living Students examine the promotion of physical activity in a variety of settings and how to collect data for
analysis.
ASSESSMENT
Assessment tasks for Units 1 and 2 are selected from the following
• A practical laboratory report linking key knowledge and skills • A case study analysis • A data analysis • A critical reflective folio/diary of participation in practical activities • A visual presentation • A physical simulation or model • An oral presentation • A written report • A test
UNIT 3: PHYSICAL ACTIVITY PARTICIPATION AND PHYSIOLOGICAL PERFORMANCE
Students study physical activity and sedentary behaviour from a participatory and physiological
perspective. Students assess physical activity levels, and identify a range of strategies that are effective in
promoting participation. Students investigate the contribution of the energy systems to performance in
physical activity. Students explore the causes of fatigue and consider recovery strategies.
AREA OF STUDY 1 Monitoring and promotion of physical activity.
Students examine the methods of assessing physical activity levels and analyse strategies promoting
participation.
AREA OF STUDY 2 Physiological responses to physical activity
Students explore the various systems and mechanisms associated with the energy required for human
movement. Fatigue and recovery strategies are considered.
UNIT 4: ENHANCING PERFORMANCE
Students undertake an activity analysis, develop and participate in a training program. Students explore
the nutritional, physiological and psychological strategies that can be used to enhance performance.
AREA OF STUDY 1 Planning, implementing and evaluating a training program
Students study the components of fitness and assessment of fitness, training principles and methods.
Students conduct an activity analysis, and participate in fitness testing and an individual training program.
AREA OF STUDY 2 Performance enhancement and recovery practices
Students explore nutritional, physiological and psychological strategies used to enhance performance and
recovery.
ASSESSMENT
Assessment tasks for Units 3 and 4 are selected from the following:
• A practical laboratory report linking key knowledge and skills • A case study analysis • A data analysis • A critical reflective folio/diary of participation in practical activities • A visual presentation • A physical simulation or model • An oral presentation • A written report • A test Unit 3 and 4 coursework is assessed in an end of year exam
PHYSICS Unit 1: Light and Nuclear Physics Students will complete lots of practical work on the behaviour of light through different substances including glass, plastic, liquids and optic fibres. Students will spend some time on the uses of lenses in telescopes and microscopes. They will study some special effects with lasers in everyday life. With the nuclear section of the course students will study some radioactive substances using Geiger counters and study the structure of the insides of atoms. Assessments include: • Stacks of Practical classes • Design Experiments • Research Activities
Unit 2: Motion and Electricity Students study the motion of vehicles and other moving objects such as falling bullets and cannonballs. Students will make rockets and shoot them into the sky and study their various flight characteristics. They will also make circuits and understand the basic electronic components that drive the modern world. Concepts of electrical safety are developed through the study of safety mechanisms and the effect of
current and time on humans. Mathematical models are applied and critically assessed during experimental investigation of DC circuits. Assessments include: • Stacks of Practical classes • Design Experiments • Research Activities
Unit 3: Motion, Engineering and Photonics Students will study the motion of objects such as the collisions of cars and motion of planets and moons in space. Others areas include the basic engineering principles, and the use of light in modern communications and domestic lasers found in DVD players and smoke detectors.
Unit 4: Electric Power and Interaction between Light and Electricity How is solar energy converted to useful electricity? Students learn the basics of quantum physics that Einstein and his friends developed to make solar electricity possible.
PSYCHOLOGY
Unit 1 & 2 Psychology focuses on Psychology as a scientific study of behaviour. There are 2 areas of study in each unit and all deal with research methods used in Psychology.
Unit 1: Introduction to Psychology What is Psychology: including a definition of Psychology, fields of psychology, Psychology as a Science and the research methods and ethics associated with the study of Psychology
Visual Perception: The structure of the eye, visual perception system and visual processes involved in detecting and interpreting visual stimuli, the effect of psychological factors on perceptual set and visual illusions Classic and contemporary theories that contribute theories that contribute to an explanation of psychological development such as, emotional development, cognitive development, moral development
and psycho-social development Unit 2: Self and Others
Classic and contemporary theories and studies relating to the formation and change of attitudes, including and applications and limitations of the tri-component model of attitudes and the relationship between attitudes, prejudice and discrimination as well as research methods associated to the measurement of attitudes Social influences on the individual, including the effects of status and power, factors affecting obedience and conformity Pro and anti social behaviour of the individual The concept of intelligence including classic and contemporary approaches and the strengths and limitations of scientific methodologies used to measure intelligence The concept of personality including classic and contemporary theories of describing and classifying personality and the strengths and limitations of scientific methodologies used to measure intelligence Assessments for both Unit 1 & 2 include: • Classroom presentations and comprehension questions
• Empirical research activities • Oral Presentations • Tests/Exams • Essays • Comprehension/notebook entries • Analysis of research designs • Posters
Unit 3: The Conscious Self This unit focuses on the study of the relationship between the brain and the mind through examining the
basis of consciousness, behaviour, cognition and memory. This is done over two areas of study.
Area of Study One: Mind, Brain and Body
Why do I think and feel the way I do? How does my brain work? What is
the relationship between my brain and my mind? What happens when I
sleep?
This area of study focuses on the role of the functioning brain and
nervous system in relationship to self awareness, the environment and
behaviour. The characteristics of normal waking consciousness and altered states of consciousness are
explored. They examine how developments in technology have enhanced developments in understanding
consciousness. Students explore the contribution of research to this area and consider the ethical
principles applied to investigations of the brain and to measuring states of consciousness. This information
is also applied to their own research.
Area of Study Two: Memory
Why do I remember some things and forget others? How are memories formed? Can i improve my
memory?
Students investigate the retention of experiences and learning as memory and the factors that affect
retention and recall of information. They study the complexity of memory, the factors that affect memory
and its decline over time and the cause of forgetfulness. Students examine explanations of memory and
types of memory and consider how to measure retention and how to improve it. They explore the research
into this area and the ethical principles applied to investigations.
Unit Four: Brain, Behaviour and Experience
This unit focuses on the interrelationship with the brain and its response to experiences and behaviour.
This is done over two areas of study.
Area of Study One: Learning
How do we learn? Why do some people learn faster than others? How important are role models in shaping
behaviour?
Students explore the characteristics of learning as a process that plays a part in determining behaviour.
Students examine different types of learning and behaviour not dependent on learning is also explored.
They explore the contribution of research to this area and consider the techniques used to gather data and
associated ethical considerations. This information is also applied to their own research.
Area of Study Two: Mental Health
What does mental health mean? How can normality be defined? Is feeling stressed „normal‟? What is the
relationship between mental health and illness? How can mental wellbeing be enhanced?
Students use a biopsychosocial frame work to investigate the contributions to the development of mental
health and mental functioning. They explore a range of human emotions and distinguish between normal
experiences such as stress, anxiety, moodiness and chronic conditions such as depression, anxiety,
phobias and addiction. Students apply a biospsychosocial framework to the study of a simple phobia and a
selected mental disorder.
STUDIO ART- GLASS/CERAMICS
Unit 1: Artistic Inspiration and Techniques Unit 1 looks at developing art designs, the interpretation of art ideas and use of materials and techniques.
Unit 2: Design Exploration and Concepts Unit 2 looks at design exploration and concepts, and ideas and styles in artworks. Possible areas of study will include: • Students design a sculpture to be a mosaic (this can include a community
project) • Jewellery - explore different beads and their origin • Techniques, colour combinations and fashion trends Assessment in both Unit 1 & 2 includes: • Folio • Drawings and back up material • Exam
Students use a work brief to define an area of exploration and apply a design process to explore and
develop their ideas and produce a range of potential solutions. The unit also explores professional art
practices in relation to particular art forms and the development of distinctive styles in artworks.
Unit 3
Exploration proposal- extensive documentation in the form of a workbook
Design process – workbook
Professional art practices and styles- studying a variety of artists related to your chosen art form.
Unit 4
Folio of artworks-
Focus on reflection and evaluation as well as Art industry contexts
This unit focuses on the production of a cohesive folio of finished artworks.
In developing this folio, students present visual and written documentation explaining how potential
solutions generated in unit 3 will be used to produce a cohesive folio of finished artworks. These artworks
should reflect the skilful application of materials and techniques, and the resolution of aims, ideas and
aesthetic qualities.
*Career path- design industry, art teaching, glazier, lead lighting, interior design, ceramicist, potter,
graphics industry, advertising and many more.
VISUAL COMMUNICATIONS
This study is intended to assist students in the understanding, use and interpretation of a range of visual communications. It involves a study of the vocabulary and grammar of visual communication which includes an understanding of and application of drawing, drawing conventions, design elements and principles and function of design in communication.
Unit 1: Visual Communication This unit gives students the chance to develop their skills in instrument drawing of objects and freehand drawing from direct observation as well as the introduction to the visual communication production process. Assessment includes: • Folio of instrumental and freehand drawings demonstrating knowledge of paraline and pictorial drawing
system. The folio will show effective graphic communication arrived at with the use of drawings from observation, instrumental / technical drawing and a working knowledge of computer assisted art and design
Unit 2: Communication in Context This unit enables students to develop practical skills through freehand and instrumental drawing. Analysis of the work of others and directing work to specified audiences will be used as part of the production process. Assessment includes: • Folio of instrument drawings and freehand drawings • Use electronic production • Demonstrate modification in presentation to suit specified audiences • A report showing social and historic influences on visual communication
Unit 3: Visual Communications Practices This unit allows students to apply the communication production process to specific needs through investigation and evaluation of work produced. It focuses on the role of design, interpreting information, the intended audience and prescribed purpose of the resultant graphics. The practical aspect of the subject involves creating a folio of work designed to target the specific needs of a client.
Unit 4: Designing to a Brief The main purpose of this unit is for students to create their own design project, determined by a specific design brief. This design project builds on the experience gained in Unit 3 and could involve marketing and packaging an event or product such as a music festival or CD. The topic of the practical folio is determined in consultation with the teacher and can embrace a large number of different topics.
Some key information for VCE students
VCE UNIT RESULT
For a student to receive an S for satisfactory completion of a VCE unit, they must demonstrate
achievement of the set outcomes for the unit as specified in the Study Design. This decision will be based
on the teacher‟s judgement of the student‟s performance on School-Assessed Coursework designated for
the unit.
Work must be submitted on time and must be to the required standard.
Students must acknowledge all resources used, including: text and source material; the name(s) and status
of any person(s) who provided assistance and the type of assistance provided. Students must ensure that
all unacknowledged work submitted for coursework is genuinely their own.
VCAA sets down rules that students must observe when preparing work for assessment. These rules
apply to School-Assessed Coursework (SAC) and School-Assessed Tasks (SAT).
NOT SATISFACTORY VCE UNIT RESULT
A student receives N for a unit when one or more outcomes are not achieved because:
The work is not of the required standard
The student has failed to meet a College deadline for the assessment task, including where an extension of time has been granted The work cannot be authenticated There has been a substantial breach of rules including College attendance rules. The N result is for students who only partly complete work or whose attendance records breach College
rules.
MINIMUM CLASS - TIME ATTENDANCE
Students must attend 90% of timetabled classes in a subject in order to pass. If a student is absent, they
must provide acceptable documentation so that an absence can be recorded as authorised.
Authorised absences do not count against a student‟s attendance rate. For VCE, students this means a
certificate must be produced, for example, a medical certificate. For absences due to personal reasons,
they should contact the House Directors.
LOST, STOLEN OR DAMAGED WORK
It is the responsibility of the student to see that all work is handed into his/her teachers and recorded as
being received. It is essential that students keep their rough drafts, notes and work in progress.
LEAVING SCHOOL EARLY
Students who need to leave school early must have a signed note from home which they then must show
to a relevant staff member to sign e.g. House Leader, etc. In addition, the student must sign out at the
office.
If a student is ill and wants to go home, they must first be seen by the first aid officer. Their absence may then be approved without a medical certificate, if deemed appropriate.Absences will only be approved if appropriate documentation (eg: medical certificate) is supplied.
