year 10 subject selection information 2020 · industry and enterprise (unit 1) rationale vce...

YEAR 10 SUBJECT SELECTION INFORMATION

2020

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Introduction .................................................................................................................................................................. 4

Compulsory Subjects ................................................................................................................................................... 4

Important Contacts ...................................................................................................................................................... 5

Curriculum Pathways ................................................................................................................................................... 6

English ..................................................................................................................................................................... 6

Mathematics ............................................................................................................................................................ 7

Science .................................................................................................................................................................... 8

Compulsory Subjects ................................................................................................................................................... 9

English ..................................................................................................................................................................... 9

Health and Physical Education ................................................................................................................................ 9

Industry and Enterprise (Unit 1)............................................................................................................................. 10

Mathematics .......................................................................................................................................................... 11

Pre-Mathematics Methods ..................................................................................................................................... 12

Religious Education – Thomas Carr College ........................................................................................................ 13

Science (Semester) ............................................................................................................................................... 13

Science (Year) ....................................................................................................................................................... 14

Electives .................................................................................................................................................................... 14

A Good Life ............................................................................................................................................................ 14

Ancient Civilisations ............................................................................................................................................... 15

Applied Computing Units 1 and 2 .......................................................................................................................... 16

Art: Painting and Drawing ...................................................................................................................................... 17

Art Sculpture .......................................................................................................................................................... 18

Body Systems ........................................................................................................................................................ 18

Business for IT ....................................................................................................................................................... 19

Civil Rights and Immigration .................................................................................................................................. 19

Creative Photography ............................................................................................................................................ 20

Design Technology: Wood, Metal and Plastic ...................................................................................................... 21

Drama .................................................................................................................................................................... 22

Electro-Mechanical System Design ....................................................................................................................... 22

From Page to Screen ............................................................................................................................................ 23

Game of Life .......................................................................................................................................................... 24

Food Technology: Indulgent Desserts ................................................................................................................... 25

Language - Indonesian .......................................................................................................................................... 26

Language Italian .................................................................................................................................................... 27

Mind your Own Business ....................................................................................................................................... 28

Music: Arranging and Composing ......................................................................................................................... 29

Music Solo Performance ....................................................................................................................................... 29

Contents

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Outdoor Education ................................................................................................................................................. 30

Robotics ................................................................................................................................................................. 31

Rule the World ....................................................................................................................................................... 32

Sustainability and our Future ................................................................................................................................. 33

Textiles Streetwear ................................................................................................................................................ 33

Textiles Couture .................................................................................................................................................... 34

The Evolution of English ........................................................................................................................................ 35

Timeless Tales of Gods and Heroes ..................................................................................................................... 36

VCD: Product Design ........................................................................................................................................... 37

VCD: Space and Architecture ................................................................................................................................ 37

Websites for Gaming and Design .......................................................................................................................... 38

World War Two ...................................................................................................................................................... 38

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Introduction Thomas Carr College is committed to providing an engaging and innovative learning environment and developing in students independent thinking and informed decision-making. Entering the Senior School at Thomas Carr College is a significant transition for our students. This document provides information for students who are entering the Senior School at Year 10, subjects from which students will choose, as well as optional VCE and VET offerings and important contact information. Thomas Carr College is offering students the opportunity to apply to be a part of the PreCAL program. This program offers an alternative to mainstream core classes, for students interested in pathways like VCAL and/or going into the work place after Year 10. Further information about this program is outlined in the PreCAL VCAL handbook, along with how to apply. Thomas Carr College offers a range of student pathways. At the senior school level, the pathways include the Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL), as well as Vocational Education and Training in School (VET) courses. Thomas Carr College Trade Training Centre will offer VET certificate courses in Carpentry, Bricklaying and Furniture Making. The College is also part of the Wyndham VET cluster of schools offering a range of VET certificates for students in the cluster, a complete list can be found in the VET Handbook 2020. Student success is often dependent upon good organisational skills and a healthy balance between the demands of the Senior School and life beyond the school. Year 10 students will be able to apply to study either a VCE or a VET subject (subject to approval). Each year, every effort is made to meet the subject selection preferences for the maximum number of students. Some of the options listed may not be offered due to insufficient student demand. Individual students cannot always be guaranteed of their first preference. Compulsory Subjects

Year 10 are required to complete the following:

English Health and Physical Education Industry and Enterprise Mathematics Religious Education Science – (Semester based) OR Science - (Full Year)

One Semester of Humanities

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Important Contacts Your teachers and Careers/Pathways Advisors are your best resources for information. You should never choose a subject without knowing its demands in terms of content and assessment. In order to assist you in your decision-making, refer to the list of contacts below. Make appointments to discuss your options so that when you are ready to make your selections, you are already well prepared.

Role Name Email

Director of Learning and Teaching Dr Bryan Wood [email protected]

Director of Student Services Mrs Geralyn McCarthy [email protected]

Head of Learning and Teaching: Senior School Ms Geraldine McIntyre [email protected]

Head of Learning and Teaching: Middle School Ms Tara Sherlock [email protected]

Careers/Pathways Mrs Naomi Nolan [email protected]

Head of Learning: Religious Education Mr Michael Micallef [email protected]

Head of Learning: English/LoTE Mr Andrew Cathcart [email protected]

Head of Learning: Humanities Ms Renata Machado [email protected]

Head of Learning: Science/Maths/HaPE Mr Stephen Manitta [email protected]

Head of Learning: Arts/Technology Mrs Joanna Grujovski [email protected]

VCAL/VET Co-ordinator Ms Natasha Le Noel [email protected]

mailto:[email protected]






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Curriculum Pathways

English

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Mathematics

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Science

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Compulsory Subjects English

Rationale: The study of English is central to the learning and development of all young Australians; it helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them be ethical, thoughtful, informed and active members of society. In this light, it is clear that English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

Learning Focus: In Year 10, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. Students create and engage with a variety of texts for enjoyment. The primary purpose of these texts is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, short stories, dramatic performances and multimodal texts with themes and issues involving levels of abstraction, higher order reasoning and inter- textual references. Students develop critical understanding of the contemporary media and the differences between media texts. Students will study texts from a range of genres that involve challenging plot sequences and hybrid structures. These texts explore themes of human experience, ethical and global dilemmas within real world and fictional settings from multiple perspectives. In Year Ten, students will use a higher proportion of unfamiliar, technical and figurative language.

Outcomes/ Assessment:

In Year 10, students complete a variety of in-class and out-of-class assessments including: text response essays creative response essays oral presentations comparative responses semester examinations

Pathways: Students continue with English as core throughout the Middle and Senior School. The study of subject English is regarded as a priority throughout secondary schooling and is compulsory at every level. At the VCE level, students can select English, English Language or Literature.

Health and Physical Education

Rationale

Mandated

Learning Focus:

(Theory) – SEPEEP, Road Safety, Nutrition, Drugs, Physical Activity Guidelines (Practical) - SEPEEP, Peer Teach (sport) Inclusive Sports, Pilates/Yoga, Self Defence, Boxing (Training, not actual)


The subject will be assessed in a variety of ways: Topic test(s) Group presentation task Skills Test(s) General Participation

Pathways

There are no prerequisites for this subject. This study will link to studies in year 10 such as First Aid, VCE HHD and PE.

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Industry and Enterprise (Unit 1)

Rationale

VCE Industry and Enterprise provides students the opportunity to develop both personal and work-related skills through structured workplace learning. It encourages students to develop appropriate attitudes and behaviours, allowing them to recognise opportunity, manage risks and mobilise in resources in relation to community and work settings. Twenty-first century career pathways are complex and changing. Traditional concept of work are no longer applicable to many careers.

Learning Focus:

This Unit allows students to develop personal career goals and plan career pathways through work experience participation, career exploration, industry focus and post year 12 options This Unit also prepares students for job interviews through developing a resume, writing a cover letter and email for a job application, addressing selection criteria and participating in a “mock” interview with a panel. This Units focuses on personal awareness through developing core employability skills (Communication, Teamwork, Problem-Solving, Initiative and Enterprise, Planning and Organising, Self-Awareness, Learning, Technology)


Outcomes: 1. Student will be able to explain the importance of Australia having a skilled workforce,

investigate career pathways and analyse current and future work options 2. Student will be able to explain entry-level requirements for obtaining work in two

selected industries, discuss the importance of developing work related skills and conduct a self-assessment to gauge personal work performance

3. Student will be able to explain the OH&S requirements and one other work related issue for a selected occupation in a specific workplace and discuss ways in which work-related skills may be used to deal with that issue.

Assessment: 1. Preparation for Work Experience 2. Reflection of Work Experience participation 3. Resume, Cover Letter for Job Application 4. Mock Interview Participation 5. Career Research Project 6. Case Studies and Group Presentation 7. TAFE and/or Industry Guest Speaker report

Pathway/Career Exploration/Subject Interview with Careers team

Pathways

Students might have the opportunity to study Industry and Enterprise (Units 3 and 4) at a later stage, subject to program availability at the College.

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Mathematics

Rationale

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Learning Focus:

In Year 10 Mathematics, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports. Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter- quartile ranges.


Students will be assessed using School Assessed Coursework covering the following areas: Topic Tests Problem solving and extended investigation tasks. Semester examinations

Pathways

At the successful completion of Year 10 Mathematics, students can choose between VCE General Mathematics Unit 1 and 2 and VCE Mathematical Methods Unit 1 and 2.

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Pre-Mathematics Methods

Rationale

Entry into this subject is dependent on PAT testing, NAPLAN Numeracy results and school based learning outcomes. Learning mathematics creates opportunities for and enriches the lives of all Australians. Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It provides the framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. It also provides the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Learning Focus:

Semester one focusses on the algebraic and graphical representations of linear and non-linear relationships. The students learn to expand, factorise, simplify and substitute into a wide range of algebraic expressions, as well as apply these in real life situations. They solve related equations, linear inequalities and simultaneous linear equations, with and without the use of digital technology and use concepts of measurement and Pythagoras’s Theorem to solve two and three-dimensional problems. Semester 2 focusses on Probability, Statistics, Trigonometry, Indices and Surds and Logarithms and Polynomials. Probability is extended to using lists, tables, Venn diagrams, tree diagrams and grids. The concepts of conditional probability and independence are explored and its application to solving problems involving chance events. In Statistics, students use real time data to make statistical comparisons using diagrammatic representation about the data set. Concepts of mean and standard deviation are looked into as well as the effect of outliers is analysed. In Surds and Indices, the mathematical operations performed on irrational numbers as well as the distinction between rational and irrational numbers are explored. Concepts of exponential and logarithmic functions are investigated into.

Outcomes / Assessment

Students will be assessed using School Assessed Coursework covering the following areas: Topic Tests Problem solving and extended investigation tasks. Semester Examinations

Pathways

VCE Mathematical Methods (CAS) Units 1 and 2, VCE Specialist Mathematics Unit 1 and 2 and VCE General Mathematics Unit 1 and 2.

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Religious Education – Thomas Carr College

Rationale: The world is the primary context and place of God’s self -disclosure to all of humanity. It is in the lived reality of our daily lives that we are called to experience God as Creator, Jesus as Savior and the Holy Spirit as Guide. The Catholic school is part of the world and part of the community of the Church, inviting all the members of the school community to search for God in the world and to live a life framed by the words and actions of Jesus.

Learning Focus: In Year 10, students apply and recon tex tua l i se Gospel themes to a variety of modern day situations. Students identify the main elements of Mark’s Gospel and Mark’s portrayal of Jesus. Students learn to appreciate the relevance of the teachings of Jesus within their lives. Students focus on their personal moral decision-making and how it can be nurtured by a well-informed conscience through the guidance of Catholic Social Teachings. Students learn that healthy relationships are built on respect, moral maturity and that these moral decisions are complex, thus the need for growth in moral character. Students appreciate the relevance of a theme or historical period to the life and mission of the Church today by demonstrating knowledge of the key aspects of an important theme or period within Church history. They learn to pose questions, research and communicate information about those key aspects. Students conclude the course by analysing elements of the Eucharist and its place as the central focus of worship for Catholics. They describe the development, structure and significance of the Eucharist.

Outcomes / Assessment:

The primary purpose of assessment is to assist in improved teaching and learning. Assessment of student achievement across all the content strands (Scripture and Jesus, Church and Community, God, Religion and Life, Prayer, Liturgy and Sacraments, Morality and Justice) is an essential component of the educational nature of Secondary Religious Education. Students will have one formative Assessment Task and one Summative Unit Test at the end of each term. Students will have a formative Assessment Task and a Summative Unit Test at the end of Terms 1 and 3. During Term 2 and Term 4 students will complete a formative Assessment Task and an End of Semester Examination.

Pathways: Students continue to study Religious Education in VCE by electing to undertake one of the following areas of study: Religion in Society Unit 1 and 2; Religion and Society Unit 3 and 4.

Science (Semester)

Rationale

Offering students an opportunity to see where Science can be used in the general community. Forensics is a diverse aspect of Science that is not covered in the VCE curriculum, yet can be studied at a tertiary level and this unit offers the students an introduction to some aspects of this Science

Learning Focus

This learning sequence will cover major concepts in Science, including Biology, Chemistry and Physics. In completing this subject, students will explore how science influences the community and how the community influences science. They will also examine what it means to be a global citizen in scientific community. this will be achieved through exploring how science is used to solve crimes? Students will search for evidence, gather clues and investigate mysteries. Students examine techniques, including facial identification, fingerprints, footprints, genetic material, entomology, fabrics, fibres, firearms, handwriting analysis and dental models. Students thus understand how materials and substances can be identified, what events have taken place and who is involved, leading to the discovery of the perpetrators. This includes investigating ways of crime prevention, primarily focusing on road safety. Exploring Blood alcohol concentration and designing a road safety advertisement.


This subject will be assessed in the following way: An ongoing case study of a crime This subject will also be assessed with an examination at the end of the semester.

Pathways

There are no prerequisites for the study of this subject. Forensics is a diverse aspect of Science that is not covered in the VCE curriculum, yet can be studied at a tertiary level.

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Science (Year)

Rationale

This learning and Teaching sequence is targeted at students who have a love and passion for Science. This subject is a yearlong science stream that prepares students for any of the four VCE science units (Biology, Chemistry, Physics and Psychology). Through completing this subject, students will explore key aspects of all four of the major science units gaining a foundation for further studies. This Year long Science will engage students in critical and creative thinking activities and provide them with opportunities to draw connections between the major science streams and how this impacts our society

Learning Focus

In this subject, students will explore the following topics: Genetics and inheritance Human evolution and the impact of technology on evolution Trends for the periodic table and how this influences chemical reactions How molecules bond/react based on their atomic structure The universe and our place within it Motion and how external and internal forces affect every atom in the universe Biological bases of behaviour and forms of conditioning Historical and future contexts of psychologists and pseudo psychology.


This subject will be assessed in the following way: Experiments Practical reports Empirical Research Activities Examinations

Pathways

There are no prerequisites for the study of this subject. Students who choose to complete this subject can easily transition into any of the four major VCE science subjects (Biology, Chemistry, Physics, and Psychology). This subject has been specially designed for those students who wish to pursue a Science sequence in VCE.

Electives

A Good Life

Rationale: What makes a good life? How and why is it different around the world? Students will look at the idea of human wellbeing and how this can be measured. Areas of focus will include health, wealth, education and the influence of technology. They will develop an understanding of how these change between developing and developed countries.

Learning Focus: Students will investigate and research Indicators of human wellbeing and the impact health, wealth and education has on wellbeing, Sustainable development goals, Influence of NGOs and government organisations. They will investigate and conduct research into what things can influence these areas, they will also evaluate policies and programs that are designed to improve human wellbeing. Additional areas of focus will include statistical analysis, mapping, patterns of distribution. This unit will involve Fieldwork

Outcomes /Assessment:

Assessments include:

Research Report

Fieldwork- case study (local scale)

Examination

Pathways: Students can continue to study at a VCE level by electing to undertake studies in

Geography Unit 1 and 2

Health and Human Development Unit 1 and 2

Outdoor and Environmental Studies Unit 1 and 2

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Ancient Civilisations

Rationale: Students will have the opportunity to learn about our Ancient Civilisations. They will be given the chance to analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and values in today’s world. Students will investigate the impact these Ancient civilisations have had on our past and how they can affect communities today.

Learning Focus: Students will be offered an exciting new curriculum on the Ancient Civilisation. They will explore the wonders of the Ancient communities of Central and South America, focusing on the Incas, Mayans and Aztecs. Looking at their ancient traditions and comparisons to the aboriginal way of life. From the wonders of Ancient America, we move across to Asia and investigate China and see how the ways of old have influenced the world of today, we look at mythology, warfare, the Dynasties and how this has impacted the world today. Finally, we end in Europe, looking at one of the most famous of all the Ancient Civilisations – Rome, majestic, superpower, religion and who could forget the Gladiators? Students will compare and contrast ancient superpowers to the modern powers of America, Korea and Japan.


Students will be assessed in the following ways: Project based tasks Topic Tests Essay Semester examination

Pathways: There are no prerequisites for this subject. For students wanting to study this topic further, they can choose VCE Ancient History Units 1 and 2

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Applied Computing Units 1 and 2

Rationale: Technology continues to evolve rapidly, providing opportunities for enterprising individuals to create new technologies and innovative uses for existing technologies. This study equips students with the knowledge and skills required to adapt to a dynamic technological landscape, including the ability to identify emerging technologies, envisage new uses for digital technologies and consider the benefits that these technologies can bring to society at a local and at a global level. VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking, and to develop communication and collaboration, and personal, social and information and communications technology (ICT) skills. Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings.

Learning Focus:

Unit 1: Applied computing In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions. Unit 2: Applied computing In this unit students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment.

Outcomes/ Assessments

a presentation (oral, multimedia, visual) of an innovative solution a written report an annotated visual report a case study with structured questions the design of a wireless network or a working model of a wireless network. Examinations

Pathways: VCE Applied Computing provides a pathway to further studies in areas such as business analysis, computer science, cybersecurity, data analytics and data science, data management, games development, ICT, networks, robotics, software engineering and telecommunications, and other careers relating to digital technologies.

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Art: Painting and Drawing

Rationale: Students investigate a range of traditional and contemporary arts forms, styles, media, materials, equipment and technologies in Visual Arts. They experiment with imaginative and innovative ways of generating ideas and manipulating arts elements and principles to explore the potential of ideas, gaining inspiration from a broad range of sources. With some guidance, they maintain a record of their planning and development (for example, in a visual diary or multimedia journal) noting when they are achieving their aim. Students learn to evaluate their own and other people’s artworks showing some understanding of selected arts forms and their particular techniques and processes as well as an emerging understanding of the qualities of arts elements and principles .

Learning Focus:

Observational Drawing: Students are provided drawing exercises based on the writings of Dr Betty Edwards, which allow them to engage the right-brain mode of seeing and gain confidence and skill in drawing realistically. Blind-contour, grid, up-side down, negative space and observational drawing exercises are included. Appropriating the Renaissance: Focusing on tinting, shading and painting techniques, students select and paint 3 sections from a large gridded artwork. The gridding of the artwork correlates with Edwards’s thesis, while the sharing of the task is very successful in promoting the engagement of students in full class participation, discussion and collaboration, particularly in the areas of colour mixing and image alignment. The Renaissance: This theory assessment looks at artworks and artists from the Renaissance and the innovations that made Renaissance art so new and realistic. It compares Renaissance art to the art from Classical Greece and Rome, as well as the Medieval period.


Task 1: Observational Drawing: Task 2: Appropriating the Renaissance Task 3: The Renaissance -theory assessment presented as a booklet. Examinations

Pathways: VCE Art VCE Studio Art

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Art Sculpture

Body Systems

Rationale: Students will learn about the various dimensions of health and their impact on the health of an individual and population. To prepare the students for Yr 11 and 12 PE, to give them an understanding of how the body works in relation to exercise. Through Physical Education and Sport students will gain and understanding of how the body works in relation to the different body systems.

Learning Focus: Students will research and discover how the body works through the understanding of the various body systems. The cardiovascular system, respiratory system, skeletal system and muscular system will all be explored in depth in relation to the responses to exercise. Students will develop an understanding of injuries, prevention methods and legal and illegal methods to enhance performance. Students will put the theory into practice and participate in laboratories in to help further enhance the students understanding of the content. An in depth look at training programs, supplementation, and substances both legal and illegal will be covered.


Students studying Year 10 Body Systems will complete the following assessments: Worksheets Topic Tests Practical Reports Semester Examinations

Pathways: There are no prerequisites for this subject. Students may continue their study in VCE Physical Education or Health and Human Development. Studying this Physical Education elective may also benefit students wishing to undertake the study of VCE Biology

Rationale: Clay is a malleable material that has been used to sculpt art forms for thousands of years. Its versatility is ideal for exploring three-dimensional form, enabling students to add or subtract volume easily when considering and working on projects in the round (from all angles). The current task involves the designing, making and decorating of a ceramic skull. A task appropriate for lower year levels, a more challenging task is set out below whereby students will design and make a tea pot. Involving 4 key aspects - body, lid, spout and handle – the design/making of a tea pot will engage problem solving in the planning and concept stage through to the manipulation of materials, techniques and processes. Students will be guided through the documentation of all stages in the art process in line with and in readiness for entry into VCE Art/Studio Arts/VCD.

Learning Focus: Slip Casting and Decorative Techniques: Mimicking the steps undertaken in VCE art, students will be introduced and trial the slip casting, a construction technique, to make ceramic vessels. Students will then trial several decorative techniques, including, sgraffito, slip trailing, shellac, decal, and inlay which will be applied to the slip cast vessels. Al steps of these decorative processes will be documented in student’s visual diaries, using annotation and photographs of each technique. Sculptural Tea Pot: Students will follow the art process to design, produce and decorate a sculptural tea pot using clay. Students will select a theme for their tea pot and document all steps of the art process in their visual diary using annotation and photographs. Japanese Tea Ceremony/Bauhaus: This theory assessment will look at the Japanese Tea Ceremony and the design and symbolism behind tea pot designs


Task 1: Trials - Slip Casting and Decorative Techniques: Task 2: Sculptural Tea Pot Task 3: Japanese Tea Ceremony/ Bauer Haus EXAMINATION

Pathways: VCE Art VCE Studio Art

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Business for IT

Rationale: Using digital technology is an important aspect in the world of business. This subject is designed to give an understanding of various tools used in the businesses.

Learning Focus: Students in IT for Business will develop an understanding of how to use the following tools:

How networks are created and used in small/ large scale businesses

How to create and use Databases for managing information like clients’ details, stock information

Flow systems for stream-lining and automating tasks

Problem solving for business


Students will be assessed using the following tasks:

Creating a database

Flow portfolio

Network Portfolio

Examination

Pathways: There are no prerequisites for this subject. Pathways after this subject:

VCE Visual Communications

VCE Applied Computing

VET Screen and Media

VET Integrated Technologies

VET Information, Digital Media and Technologies

Civil Rights and Immigration

Rationale: History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. This subject focuses on the development of equality in Australia by looking at civil rights around the world and how this impacted Aboriginal rights in Australia.

Learning Focus: Students will explore the significance of the Universal Declaration of Human Rights and Australia’s involvement in the development of the declaration, the effects and influence of the US civil rights movement on Australia and the struggle of Aboriginal and Torres Strait Islander peoples, including the 1967 referendum. Students will also investigate the development of Australian culture by various influences, such as migration to Australia after wars and multi-culturalism.


Students studying this subject will be expected to: Write an historical essay Complete document analysis under test conditions Complete a Semester Examination

Pathways: For students wanting to study this topic further, they can choose VCE History Units 1 and 2.

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Creative Photography

Rationale: The study of Creative Photography aims to encourage, develop and enhance a student’s deepest thoughts, through the visual language of Photography. Visual perception allows the development of spatial intelligence, a language of communication, which can be interpreted by many different cultures worldwide. Photography allows students to release and document their feelings and ideas via many types of intelligences such as kinaesthetic, intra and interpersonal intelligences.

Learning Focus: Students are introduced or continue to learn about the features and functions of Single Lens Reflex (SLR) cameras. The practical folio focuses on further exploring ideas and continuing to experiment with both traditional and creative black and white techniques and digitally produced and enhanced imagery. This unit is designed to offer revision to those students who have previously undertaken photography unit in Year 9. Black and white darkroom activities and digital tasks are offered and a deeper focus on folio development is a key assessment area. Creative Photography aims to develop individuals who are both aware of their environments and its particular aesthetic qualities and the health and safety aspects of handling photographic chemicals. Students study the conservation and preservation of the photographic art form and the display methods involved with this light sensitive art form during exhibitions. Written assessment tasks are also focused on photographic analysis.


Practical Visual Folio. Theoretical Assignments Examination

Pathways: VCE Studio Art VCE Art

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Design Technology: Wood, Metal and Plastic

Rationale: The study of Design Technology gives students a broad understanding of design with key learning broken down into the following stages of Investigating, Designing, Producing and Evaluating. Through the production of complex products students gain essential practical skills. Students develop an understanding of the design process as well as an appreciation of how social, cultural, economic and environmental factors influence the development of their design ideas. Students plan a realistic and logical sequence of the production stages, incorporating time, cost and resources needed for production. Through the study of timber and the methods of timber processing students develop an understanding of the properties and characteristics of different types of timber.

Learning Focus: Design Technology (Wood) at year 10 students explore and understand Technology by applying theoretical and practical outcomes to develop a product produced from timber. The focus in Semester One for Design Technology is on developing student skills in the preparation, of design briefs and to further develop students understanding of the Technology Process (Investigating and Designing; Producing; Analysing and evaluating) and its application in the Technology studies process. The Semester One focus for theory lessons is on workshop and personal safety OHS. In addition to learning about OHS, students make use of Computer Aided Design/Drafting techniques to develop their designs. In the workshop they develop skills in the safe use of hand tools and power tools to produce their product. Students learn about the proprieties, characteristics and classification of timber in both practical and theory lessons. They study aspects of forest management and also the impact of controlled logging has on the environment.


Students studying Year 10 Design Technology will be expected to complete the following assessment tasks: Design Brief Investigation in Wood Joints and OHS Assessment Task on Plantation Timber Production and Evaluation (Bread Box) Examination

Pathways: VCE Product Design and Technology

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Drama

Rationale: The study of Drama allows students to create and critically explore performances in contemporary and traditional genres. Learning in this domain allows students to develop skills in creativity, to refine their expressive skills and to communicate ideas through performance.

Learning Focus: This course focuses on non-naturalistic theatre styles from a range of cultural and historical sources. Students use stimulus material to create and present solo and ensemble performances. These performances explore various themes, issues and ideas, using various non-naturalistic devices and techniques. Students analyse their own work and that of other students. They study non-naturalistic ensemble performance, exploring various styles, conventions and devices. Students use prescribed stimulus material to create and perform a non-naturalistic ensemble performance. They then study various forms of solo performance, such as monodrama, monologue and soliloquy. Students use playmaking techniques such as research, brainstorming, improvisation, scriptwriting and editing to create and present a solo performance drawn from a literary stimulus.


Students of Year 10 Drama will be assessed on the following tasks: Solo performance Group performance Written reports Examinations

Pathways: VCE Drama VCE Theatre Studies

Electro-Mechanical System Design

Rationale: This subject offers students the opportunity to acquire an understanding of how technological concepts play a pivotal role in designing the systems and structures used in modern life. The subject will also provide a sound basis for those students who choose Systems Engineering at VCE level.

Learning Focus: Students will be exposed to a variety of learning opportunities focussed on Electro – Mechanical system design. The course will involve four discrete sections. Structures and Forces Mechanisms and Motion Electronic Systems Electro – Mechanical System Design


A group task involving the design and construction of a solution to a set problem. A short engineering design folio realising their design ideas. Constructing simple electronic control circuitry and completing associated worksheets

explaining the reasoning behind their chosen solutions. The Electro – Mechanical System Design section will be assessed individually with

students required to successfully combine their previously designed Mechanisms and Motion project with their Electronic Control System designs.

Semester examination

Pathways: VCE Systems Engineering

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From Page to Screen

Rationale What is better, the movie or the book? This subject is all about those works of literature that have found their way from page to the big screen. Through studying movie adaptations or transformations and their well-known written counterparts, students will develop their comparative writing and close scene analysis skills. Students will be reading and discussing a variety of classic and modern literary texts, their social and historical contexts, characterisation, setting and related issues and concerns, and they will compare, contrast, and evaluate these with their on-screen equivalents.

Learning Focus Students will study the following topics: Literary and Cinematic Techniques – discovering and analysing the techniques

employed by authors and directors, as well as the impact on readers and audiences. Critical Review – researching critical reviews and using them to direct students’ own

writing. Directorial and Authorial Views and Values – How does an author or director’s own

context impact upon their work? Symbolism and Translation to the Screen – What is symbolism? How is symbolism used? How does a literary work translate to the ‘big screen’?


Students will be assessed in the following ways: Identification of Cinematic and Literary Techniques – small group task Written critical and comparative review of a chosen pair of texts – written review Research task of a chosen pair of author and director – individual research task Close analysis of a selected scene and matching literary passage – individual analysis task.

Pathways There is no prerequisites for this subject. Components of this study will assist with the study of VCE Literature and will aid in the Reading and Comparing area of study in VCE English.

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Game of Life

Rationale: Life can sometimes throw in unexpected challenges. Being prepared for these situations can require forward planning and budgeting. This subject provides students with hypothetical wages and situations. Each week they will face various challenges and learn about important aspects of finance, budgets and costing in real world situations. Students will develop important skills in financial literacy. Too often when students finish Year 12 and enter the world, they are lacking crucial skills in money management, understanding tax and the ins and outs of personal finances. On top of this, young adults have an inflated and generally inaccurate view on the reality of salary and wages in real industries. However, when students engage with ‘The Game of Life’ in year 9, they will learn how to take control of their finances and how to overcome some of challenges that adulthood can bring. Students will develop important skills in financial maths.

Learning Focus: Through undertaking this study students will learn how to allocate funds from yearly salaries to support a life beyond secondary school. Students will learn the importance of budgeting and the impact unforeseen circumstances can have on their financial situations. Using data from population studies involving wage distribution students will estimate population means and medians and use this information to apply for jobs, buy a house, a car and other major purchases. Through this they will explore the effect of interest rates on mortgage repayments and car leasing, how interest is calculated and charged and how different geographical locations can influence these rates. Students will investigate their chosen industry to explore innovations to gain a competitive edge on the national and global markets.


This subject will be assessed through the generation of an ongoing portfolio that clearly documents the decisions, consequences of those decisions and reflections the student has made throughout the course of the subject. The portfolio will contain all the steps taken to make key decisions, including the research, mathematics and data analysis which informed their decisions.

Pathways: There are no prerequisites for the study of this subject. Students who choose to undertake ‘The Game of Life’ will have an opportunity to continue their learning in Year 10 General Maths, Unit 1 Accounting and commerce. This study also allows for the transition into PreCAL Maths.

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Food Technology: Foods of the Pacific Rim

Rationale: To provide students with the practical skills and theoretical knowledge needed to investigate, design, produce and analyse a range of traditional food items from the Pacific Rim. They work with a range of ingredients and traditional utensils used in the preparation of specific Asian and South American countries located along the Pacific Rim. Students investigate, design, produce and analyse traditional Pacific Rim (Asian and South American) dishes for family members and school staff.

Learning Focus: Throughout this unit, the learning focus will be: 1. The exploration of various ingredients, cooking techniques, flavours and traditional

equipment used in the preparation and production of Asian and South American Pacific Rim dishes.

2. Gain the knowledge and experience required to design and produce Pacific Rim inspired dishes based on dietary needs and preferences

3. Design, produce and analyse Pacific Rim dishes for different contexts – home and school.


Students complete the following tasks throughout this unit;

Practical Evaluations - Completion of teacher generated evaluations of dishes prepared throughout the semester

Survey and analysis - of Pacific Rim Dishes (Asia and South America) based on client preferences and needs.

Design and Production Task - Students design suitable dishes for clients such as family

members and college staff based on teacher generated design brief.

Pathways: VCE Unit 1 and 2 Food Studies VET Kitchen Operations

Food Technology: Indulgent Desserts

Rationale: To provide students with the practical skills and theoretical knowledge needed to investigate, design, produce and analyse desserts which are suitable for commercial or large-scale production

Learning Focus: Throughout this elective, the learning focus will be; The exploration of various ingredients, cooking techniques, flavours and traditional

equipment used in the preparation and production of desserts. Gain the knowledge and experience required to design and produce desserts based on

dietary needs and preferences Design, produce and analyse desserts which replicate the quality standards of

commercial dessert making. Compile a portfolio of tasks based on a number of desserts which are suited for different

clients, contexts and budgets


Students complete the following tasks throughout this unit; Poster Presentation Festive Desserts Survey and analysis of Dessert Preferences and Needs: Cultural Influences on student food Intake Design and Production Task Students design suitable dessert prototypes for commercial clients based on teacher

generated design brief Examination

Pathways VCE Unit 1 and 2 Food Studies VET Kitchen Operations

26

Language: Indonesian

Rationale: As students work towards competency in Indonesian speaking, listening, reading and writing, they compare and contrast aspects of life in Indonesia with those in multicultural Australia, and the impact of some of these aspects on the way people behave and use language. They explore the extent and limitations of their Indonesian, whilst developing strategies for maximising and extending the skills and knowledge and cultural understanding they have acquired. They understand that language is a complex system with rules, and differences from English. They realise that words and concepts may not have a direct equivalent in another language.

Learning Focus: They practise using Indonesian in an increasing range of contexts; for example, in the community, and begin to manipulate language to express their own personal meanings. They understand a range of spoken and written conventions in Indonesian, and they initiate and participate in class and chat room discussion, conduct research using print and electronic resources, and reorganise information to produce effective extended spoken and written discourses in a range of forms. Students become increasingly aware of the distinctive cultural, social and linguistic nature of the study of Indonesian and acknowledge the need to extend and reinforce their own learning in a sequential and systematic way. They contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals. Students who select Indonesian at Year 10 must study it for two semesters to ensure a consistent acquisition of the language skills.


In Year 10, students complete a variety of in-class and out-of-class assessments including: Written tasks Speaking tasks Listening tasks Oral presentations End of semester examinations

Pathways: It is strongly recommended that students have completed Year 9 Indonesian to adequately prepare themselves for this subject. However, students may request a meeting with the Head of Learning: Languages to discuss the opportunity to study Year 10 Indonesian without having completed Year 9 Indonesian. This could include students who want to learn both Indonesian and Italian in Year 10. Students who take Year 10 Indonesian have the option to progress to VCE Indonesian Units 1 and 2 in Year 11, and Units 3 and 4 in Year 12.

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Language: Italian

Rationale: As students work towards competency in Italian speaking, listening, reading and writing, they compare and contrast aspects of life in Italian with those in multicultural Australia, and the impact of some of these aspects on the way people behave and use language. They explore the extent and limitations of their Italian, whilst developing strategies for maximising and extending the skills and knowledge and cultural understanding they have acquired. They understand that language is a complex system with rules, and differences from English. They realise that words and concepts may not have a direct equivalent in another language.

Learning Focus: They practice using Italian in an increasing range of contexts; for example, in the community, and begin to manipulate language to express their own personal meanings. They understand a range of spoken and written conventions in Italian, and they initiate and participate in class and chat room discussion, conduct research using print and electronic resources, and reorganise information to produce effective extended spoken and written discourses in a range of forms. Students become increasingly aware of the distinctive cultural, social and linguistic nature of the study of Italian and acknowledge the need to extend and reinforce their own learning in a sequential and systematic way. They contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals. Students who select Italian at Year 10 must study it for two semesters to ensure a consistent acquisition of the language skills.


In Year 10, students complete a variety of in-class and out-of-class assessments including: Written tasks Speaking tasks Listening tasks Oral presentations End of semester examinations

Pathways: It is strongly recommended that students have completed Year 9 Italian to adequately prepare themselves for this subject. However, students may request a meeting with the Head of Learning: Languages to discuss the opportunity to study Year 10 Italian without having completed Year 9 Italian. This could include students who want to learn both Indonesian and Italian in Year 10. Students who take Year 10 Italian have the option to progress to VCE Italian Units 1 and 2 in Year 11, and Units 3 and 4 in Year 12.

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Mind Your Own Business

Rationale: Take a chance to experiment with a new idea and run your own business. You will be taught the theory behind business planning and economic market principles. Students will be asked to create and run their own business during the Semester. This subject explores the basic economic principles of running a small business by studying the importance of cost, markets, access to goods and the importance innovation plays in creating new business ideas. Students will build upon their knowledge of the business market and create their own business. Year 10 Business week will showcase students’ business ideas and give them an opportunity to sell their product to the school/customers. Regardless of the success or failure of their business, students will practically learn the aspects of running a business and the forward planning and organisation required.

Learning Focus: Students will be offered a more practical unit in Business where they will have the opportunity to learn basic economic principles which they can then apply in their business plan. In the first part of the semester- long course, students will learn economic theory and cover topics such as: Opportunity cost, how resources are allocated in society, How markets determine prices, access to goods and services and how innovation benefits customers and suppliers. This leads into the topic of the importance of small businesses in Australia and how businesses raise capital, and the different stages of business planning. Students will also spend time looking at innovations and how the government and businesses create environments that nurture innovation. Students will acquire skills through an applied learning project whereby they create a business plan and run the business at school. Students are to create a new product (they can’t resell something that already exists) and then sell it at a trade fair at school. Students will then be required to reflect on their performance of their business.


Students will be assessed in the following ways: Topic test Case Studies Running a Small Business project Semester examination

Pathways: There are no prerequisites for this subject. Students can choose to study concepts further through Unit 1 and 2 Business Management and Economics. This subject also lends itself towards the VCAL program.

29

Music: Arranging and Composing

Rationale: Music at Thomas Carr College is an integral part of the education of every student and takes place in both the curriculum and co-curriculum of the School. Being actively involved in performing and creating music helps students to discover and improve their capacity for creativity and can build and strengthen young people’s identity and self-esteem. Music offers unique opportunities for creativity and self-expression.

Learning Focus: This course focuses on students arranging an existing musical work/s to a specific brief. This brief outline the occasion, the instrumentation and the musical style given to the work. The realisation and the performance of the work may be in the solo or ensemble situation. Students also according to a brief compose a song for an event or situation. The composition utilises existing compositions models and modes. The performance of this work is performed to an audience outlined in their brief. Both the arrangement and the composition use ICT and the software Sibelius as an integral part of the process.


Students present to a selected audience a solo or group performance of an arrangement of a popular song they have devised and published. Students also present a solo or group performance of an original composition using a written brief and a traditional musical form as the basis.

A theoretical examination is undertaken that focuses on scales, intervals, chords and melodic and aural recognition.

Pathways: Units 1 and 2 Music Performance VETiS Music Industry.

Music Solo Performance

Rationale: Music at Thomas Carr College is an integral part of the education of every student and takes place in both the curriculum and co-curriculum of the School. Being actively involved in performing and creating music helps students to discover and improve their capacity for creativity and can build and strengthen young people’s identity and self-esteem. Music offers unique opportunities for creativity and self-expression.

Learning Focus: This course focuses on preparing a solo performance program on the students chosen instrument. The program relies on students selecting and interpreting a wide and varied program with works. The chosen works come from a variety of contrasting genres and musical styles. Performance conventions are focused upon to help shape and give style to their performances. To assist in interpreting works theory lessons in chords, scales, melodic and rhythmic dictation are integral to the subject. It is recommended that all students have a weekly individual lesson their instrument.


1. Students construct and perform a diverse solo performance program that includes works from a variety of genres and composers with musical pieces appropriate to their chosen audience.

2. Students present a selection of technical work that assist and support their playing of their solo program.

3. A theoretical examination is undertaken that focuses on scales, intervals, chords and melodic and aural recognition.

Pathways: VCE Music Performance Units 1 and 2 leading to Music Performance 3 and 4. Alternatively or in conjunction, students have the opportunity to study VETis Music Industry.

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Outdoor Education

Rationale: In Year 9 students develop a deeper appreciation, understanding of, and reasons for, codes of conduct in outdoor recreation activities.to build upon this essential skill set at year 10 they engage in adventurous activities as a way of exploring self and nature, and apply lessons learned to everyday living. Students assume leadership roles and are increasingly required to assess and manage risk in both recreation and everyday life. Students develop an understanding of the impact of decision making on natural environments through investigation of issues relating to conservation. Through taking action, students develop increased self-efficacy and citizenry towards the natural environment, and develop their own ideas and strategies to support such efforts

Learning Focus: Through adventurous outdoor activity, students gain skills for personal and group wellbeing and develop positive attitudes towards ongoing healthy and safe outdoor recreation participation. Students will focus on the values of Outdoor Education, what it is, the reason for participation and sustainability of the natural environment. Students also investigate how to plan outdoor activities, including highlighting emergency management plans, food, water and equipment considerations. Students also research the importance of the ‘Leave No Trace’ principle. Students will study environmental awareness, such as campsite selection and ethical issues surrounding the impact of humans on Mother Nature. They also have the opportunity to put their learning into practice, whilst on excursions and camp. Students will have the chance to harness new skills in rock climbing, kayaking and team initiative games Students will plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short- or long-term risks. The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places. Ecosystems consist of communities of interdependent organisms and abiotic components of the environment: matter and energy flow through these systems.


The subject will be assessed in a variety of ways:

Group presentation task

Tests

Physical Observation

Teamwork initiatives

Pathways: There are no prerequisites for this subject. This study will link to studies in year 11 such as:

Unit 1 Physical Education Unit 1 Health Human Development Unit 1 (VCAL/VCE) Outdoor Education and Unit 1 Geography Biology Unit 1 and Environmental Science Unit 1.

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Robotics

Rationale: In the 21st Century, robotics is a fast-growing industry with automated systems being created to solve problems. How has Artificial intelligence developed in the service industry and at what point does AI go too far? Students will develop and design prototypes using 3D printing and electronics, allowing them to get a glimpse into the changing world of robotics. Robotics will be a growth industry in the future of digital and design technology, students how have an interest in robotics and robotic literacy will find many new avenues of learning and employment open to them.

Learning Focus: Students will learn about the following What are robots? Artificial intelligence and ethics Designing and creating simple prototypes

Outcomes/ Assessments:

Design Portfolio Prototype Investigation Examination

Pathways: VCE Applied Computing VET Screen and Media VET Integrated Technologies VET Information, Digital Media and Technologies VCE Systems Engineering

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Rule the World

Rationale: How does the world operate with so many different types of government? Why should young people care about the law? This subject explores the complex systems of governance around the world by looking at both local and International Politics. It also focuses on Australia’s Constitution in the establishment of rights and political structures, giving students an awareness of the rights and laws that protect them in Australia. As a focus of this subject, students will also develop a greater understanding of their place in the world as a global citizen and the effects on an interconnected world of political policies and leadership. This subject is a great foundation for VCE Legal Studies and VCE Australian and Global Politics.

Learning Focus: Students will examine different forms of government such as Republics, Monarchies and Democracies and their variants along with regional structures such as the EU and global structures like the UN. Students will then focus on the Australian political climate, the role the Constitution plays in rights protection and how these protections work. Students will develop key skills for VCE during this course, these include analysis, critical thinking, evaluate, discuss and develop the ability to articulate complex ideas into their writing. The learning approach will develop firstly through understanding the systems and then applying and examining how these issues have been addressed. They will need to analyse the decisions of government when faced with a challenge and look at the consequences of decisions taken.


Students undertaking this semester subject will complete three assessment tasks and an examination. Assessments include:

A research task faced by the Australian government

An essay on Australia’s constitution

A comparative report on the United States and Australia’s government.

Pathways: Students who have studied the iD9 Communications unit on politics and citizenship will be well prepared for this unit. Students who complete this subject can continue their studies of government and law either through Unit 1 and 2 Legal Studies or Unit 1 and 2 Australian and Global Politics.

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Sustainability and our Future

Textiles Streetwear

Rationale: Streetwear is a style of road fashion established in Californian surf and skate culture. It has developed to envelop components of hip-hop design, Japanese street form, and present-day high fashion. Students will become critical users of technologies, designers and producers of designed solutions for sustainable futures. They will use critical and creative thinking strategies to generate innovative ethical design ideas to communicate to a range of audiences. Using industry practices students will learn how to manipulate a range of materials and components to transfer the knowledge and skills from design and technologies to create new design options.

Learning Focus: Students’ progress from basic drawing to using technical terms and techniques and using digital technologies to produce three-dimensional drawings and prototype focusing on fast fashion streetwear. Students consider the economic, environmental and social impacts of technological change and how the choice and use of technologies may contribute to a sustainable future.


1. Folio 1: Investigate & Generate 2. Folio 2: Planning, managing & Evaluation 3. Production: Streetwear 4. Semester Examination

Pathways: VCE Product Design and Technology VCE VET Cert II Applied Fashion Design and Technology

Rationale: The future of the environment is a highly debated concept in today’s political climate. It is crucial that people understand the impact of waste and non-renewable energy sources has on the future of humanity. When students take part in ‘Sustainability and our Future they will explore the hard-hitting facts surrounding climate change and some of things we can do to protect the future generations. In undertaking this study students will have the opportunity to work with experts in industry to explore sustainable solutions to some of the real-world challenges that our community is faced with.

Learning Focus: In ‘Sustainability and our Future’, students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students will focus on the following topics: Renewable energy sources exploring the advantages, disadvantages and the challenges Global warming, examining the real causes and the future both apocalyptic and pristine. Conservation practices and techniques to prevent extinction and protect endangered

organisms Human impact and our impact as living members in a delicate global system.


The assessment for this subject will consist of one or more of the following: a fieldwork reports a case studies a report of a practical activity involving the collection of primary data Scientific poster Community engagement/awareness campaign. Practical report using primary and/or secondary data

Pathways: There are no prerequisites for this subject. This study will lead into VCE Environmental Science Unit 1 and 2, Geography, Biology and Outdoor Ed

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Textiles Couture

Rationale: Textiles Couture aims to create high quality designed solutions across a range of technologies contexts. Students research the haute couture fashion industry and the designers that have embraced and influenced fashion to the next level. Students plan and manage projects from conception to realisation. They apply design thinking and processes to investigate ideas, generate and refine ideas, plan and manage, produce and evaluate solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to create innovative designed solutions. Students will spend a substantial amount of time engaged in developing processes and production skills required for delicate finishes in couture fashion. Through the practical application of technologies, students develop fine motor skills and coordination through experiential activities.

Learning Focus: Students produce designed solutions using production processes involving natural and synthetic fibres that create elegant and exquisite gowns in the couture high end of the fashion industries. The types of technologies they use will become progressively more sophisticated. Students work on projects as they investigate needs and opportunities, generate and evaluate ideas, plan, manage, produce and evaluate designed solutions. Students evaluate success by using predetermined criteria that have been negotiated with the class or developed by students.


1. Folio 1: Investigate and Generate 2. Folio 2: Planning, managing and Evaluation 3. Production: Evening Wear 4. Semester Examination

Pathways: VCE Product Design and Technology VCE VET Cert II Applied Fashion Design and Technology

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The Evolution of English

Rationale: This subject will cover the ‘building blocks’ of the English language. Students who have an interest in learning words, their origins, and the many ways the can be used, would enjoy this subject. This subject provides a taster of what is required in VCE English Language, without having to commit to that pathway in Year 11 and 12. If you are someone who finds reading novels and plays boring, but still have an interest in the language you speak, this subject might be for you. From phonetics (how we make the ‘sounds’ of English), to the history of English language, this subject is all about what makes English… English!

Learning Focus: Students will study the following topics:

The ‘nuts and bolts’ of English – grammar and punctuation.

Phonics and the significance in spelling.

How the English language that we are familiar with was created?

How is English linked to other languages of the world?

How was ‘acceptable’ English decided upon?

How is English used to interact in modern society? Students who study this subject will develop a deeper understanding of the English language both in written and oral form, and will find this knowledge transferable to every subject that uses English as the primary mode of communication.


Students will be assessed using a variety of methods including:

Written reports

Class presentations

Written tests

Research projects

Pathways: There are no prerequisites for this subject. Components of this study will assist with the study of VCE English Language, and VCE English, in Year 11 and 12.

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Timeless Tales of Gods and Heroes

Rationale: This unit examines the comparative study of myth and storytelling and their importance in the history of anthropological thought. The unit focuses predominantly on forms, recurrent themes and cross-cultural comparisons of myth and stories across multiple faiths.

Learning Focus: Students will investigate mythology across many different religions and compare it to Christianity. Students will gain an insight into how stories of creation, heroism and Godliness shaped beliefs. Students will also analyse creation myths, eternal return, and the concept of mythical archetypes such as trickster and hero. The unit critically evaluates different theoretical approaches centring on concepts of mythical thought and the human unconscious. Students will compare tricksters from mythology to that found in the New Testament. Heroes will also be explored; with a focus on the different ideas of heroism across cultures. Through this unit, students are able to understand core religious beliefs, myth and how these stories have influenced many facets of life. Students are able to understand how myth has developed peoples feeling of belonging in the world. Students will learn about myth validity and how it shapes cultures.


This subject will be assessed through the following: Exegesis type of assessment where students will read a Norse Myth and try to ascertain

the underlying meaning within the story. Comparison of mythology Students to find a myth and present to class as a way of seeing it through a Catholic

lens Test on the purpose of these stories. Capabilities will be assessed through each assessment

Pathways: Students do not need any pre-requisite subjects for this elective; however, any additional history units undertaken would be useful. This unit would develop some key knowledge and skills from the VCE Texts and Traditions Design.

37

VCD: Product Design

Rationale: Students investigate a range of contemporary design processes, styles, media, materials, equipment and technologies in VCD. They experiment with imaginative and innovative ways of generating ideas and manipulating arts elements and principles to explore the potential of ideas, gaining inspiration from a broad range of sources. With some guidance, they maintain a record of their planning and development (for example, in a visual diary or multimedia journal) noting when they are achieving their aim. Students learn to evaluate their own and other people’s designs showing some understanding of selected designers and design forms and their particular techniques and processes as well as an emerging understanding of the qualities of design elements and principles.

Learning Focus: Students further develop their knowledge of relevant technologies, equipment and mediums to create design. The emphasis will be on product and promotional design: conceptual development of design language. They apply the techniques needed to produce their final designs, incorporating elements of art elements and principles of composition (e.g. exploring different textures and forms in Adobe Illustrator). Students also analyse and interpret the content, structure, characteristics and the role of design in different cultural contexts: they achieve this though studying the work of famous Australian and international designers.


Practical Design Folio: Exploring product design and promotional material Theoretical Assignment: Design Analysis

Pathways: Unit 1 and 2 Visual Communication and Design

VCD: Space and Architecture

Rationale: Students investigate a range of traditional design and drawing processes, styles, media, materials, equipment and technologies in VCD. They learn ways of constructing designs through paraline drawing techniques. With some guidance, they keep a record of their planning and development (for example, in a visual diary or multimedia journal) documenting their progress towards achieving their aim. Students learn to self-evaluate and appraise other people’s designs showing some appraisal of selected designers and design forms and their particular techniques and processes as well as an emerging understanding of the qualities of design elements and principles.

Learning Focus: Students consolidate their knowledge of pertinent technologies, equipment and mediums to construct design. The emphasis will be on instrumental drawing and interior/architectural design. They apply the techniques needed to produce their final designs, incorporating art elements and principles of composition. Students also analyse and interpret the content, structure, characteristics and the role of design in different cultural contexts: they achieve this though studying the work of famous Australian and international designers.


Practical Design Folio: Exploring technical drawing systems such as perspective and paraline conventions

Theoretical Assignment: Design Analysis

Pathways: Unit 1 and 2 Visual Communication and Design

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Websites for Gaming and Design

Rationale: Being able to manipulate websites in a world heavily based in the world wide web is an important skill to develop. In this subject, students will develop a basic understanding of how websites work, good website design and how to use coding to build and tweak websites.

Learning Focus: Students will have the opportunity to use html to create a website, templates and tweak html for problem solving. Students with an interest in gaming will use their website as a gaming platform for different 2D games, students with an interest in business and design will build websites to host these types of interests. Students will learn to integrate media properties, use templates, tweak code and write coding for websites. In addition, students will investigate current website design practices, copy write legislation, and design elements and principles.


Students will be assess using the following tasks: Investigation project Website project Examination

Pathways: There are no prerequisites for this subject. Pathways after this subject, VCE Visual Communications VCE Applied Computing VET Screen and Media VET Integrated Technologies VET Information, Digital Media and Technologies

World War Two

Rationale: To study history is to understand why events took place in the hopes of not repeating history’s mistakes. World War Two and its consequences killed more people than any other conflict in modern history. This subject delves into how the end of the First World War brought about the beginning of the Nazi Party and encouraged Hitler to spread his power throughout the world. This subject is for students wanting to investigate why another world war was allowed to take place and how the Nazi Party enacted the Final Solution towards the Jewish people

Learning Focus: Students examine the key events and ideologies that led to the Second World War. They will learn to analyse the important role propaganda played in Germany, how Hitler rose to power and the evolution of the Holocaust (including ghettos, death camps and medical experimentation). Students study the War in the Pacific and the impact it had on Australia, analysing Pearl Harbour and its effect on the war effort and how events in Hiroshima played a vital role in the war. Australia’s efforts in World War Two are examined by studying how the Rats of Tobruk, bombing of Darwin and events in Kokoda have shaped Australia today.


Students studying History: World War II will be expected to: Present their knowledge to the class Write an historical essay Complete document analysis under test conditions Complete a Semester Examination

Pathways: Students can continue to study History in the VCE by electing to undertake studies in History Unit 1 and 2.

year 10 subject selection information 2020 · industry and enterprise (unit 1) rationale vce...

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