1 Welcome to the 2018 Curriculum GuideHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Welcome to the 2018 Curriculum Guide Above are the links to the various subject information pathways. 2018 Year 9, 10, 11 & 12 subjects selection will open on Friday 4 August. Subjects need to be submitted online (and printed receipt) by Friday 11 August. 2018 Year 9, 10/VCE/VCAL Information session will be held on Thursday 3 August at 7.00pm An EXPO of available subjects will follow the information session. If you have any further questions regarding any of the information contained in this handbook or the subject selection process please contact the General Office and they will direct your call.

2 HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Students Year 9 Students have three elements to their curriculum for 2018 They will complete: In the first semester of 2018, students will participate in the Humanities/Personal development program. Students focus on integrated and independent learning, including 6 days of Melbourne City Experience and a camp to Rubicon at the end of Term 1. Students will undertake English, Maths, Science and PE as core subjects both semesters. In semester 2 students will also complete Humanities[History] and Personal Development in core classes. Excursions based on specific topics will be organised through domains. Electives – Students will complete six electives during the year. HUMANITIES 9LiFE CORE SUBJECTS ELECTIVES

3 HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Core Subjects Below are the core subjects each student will undertake in For more information regarding each subjects’ curriculum framework please click on the relevant subject. ENGLISH HUMANITIES MATHS SCIENCE PERSONAL DEVELOPMENT PHYSICAL EDUCATION

4 Year 9 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Core Subjects ENGLISH Students are encouraged to study a variety of texts, both print and non print. They will be expected to respond to these texts, showing an understanding of character and theme. They will become familiar with some forms of persuasive language, using media texts as a base. Students will explore their own writing, developing the ability to write for different audiences and in different ways. Some work will be theme based, with appropriate themes for the year level. Learning Outcomes: Speaking and Listening: Discuss, listen, give oral performances, and notice audience reaction. Reading: Read, view texts including media texts and respond. Writing: Pieces showing language skills, planning. Composing and editing. Assessment Tasks: Oral performance Responses to text Writing folio End of year examination HUMANITIES MATHS SCIENCE PERSONAL DEVELOPMENT PHYSICAL EDUCATION

5 Year 9 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Core Subjects Semester 1-Geography and Civics Semester 2- History and Citizenship Students study the history of the modern world. The area of study covers the era from 1750, (the beginning of the Industrial Revolution) to 1918, (the end of World War 1). How new ideas and technological developments contributed to change will be explored. Imperialism and World War 1 are particular foci. Depth Study 1: The Industrial Revolution This depth study explores 1750 to 1850, with students evaluating the causes and effects of the Industrial Revolution. Particular emphasis is placed on the impact the Industrial Revolution had on different social groups. Depth Study 2: Making a Nation ( ) This depth study explores Australia from its journey as a colony of Britain, through the Gold Rush, Federation and the lead up to WWI. It looks at the experiences of indigenous Australians and European and non-European migrants during this time period. Depth Study 3: World War I ( ) This depth study explores the impact that Australia’s involvement in the first world war had on Australia. Students also evaluate the contributions Australia made to this conflict. Assessment Tasks: Industrial Revolution Essay Making a Nation Test World War I Research Project ENGLISH HUMANITIES MATHS SCIENCE PERSONAL DEVELOPMENT PHYSICAL EDUCATION

6 Year 9 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Core Subjects ENGLISH Students learn to extend their use of mathematical models to a wide range of familiar and unfamiliar contexts. When working mathematically, students develop generalisations by abstracting the features from situations, expressing these in words and symbols. They learn to use technology to solve problems in a wide range of practical, theoretical and historical contexts and communicate their results obtained from investigations. Learning Outcomes: Knowledge and skills: demonstrate achievement of the outcomes through coursework and assessment tasks. Applications: demonstrates effective and appropriate use of technologies in the learning process, including problem solving and assignments. Communication: demonstrates appropriate use of Mathematical language and conventions. Assessment Tasks: Skills Test: Assessed on completion of the relevant content. Application Task: The written work is assessed according to specified criteria for several tasks. These may be applications, analysis, problem solving, modelling or investigative tasks that may incorporate the use of technology. End of year examination. HUMANITIES MATHS SCIENCE PERSONAL DEVELOPMENT PHYSICAL EDUCATION

7 Year 9 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Core Subjects ENGLISH The course aims to help students develop abilities to design and carry out experiments, evaluate and solve problems, and to explore the scientific world through observation, experiment and systematic inquiry. Students will cover consumer science, light, ecosystems, chemistry, responding and acids and bases. Learning Outcomes: Development of scientific knowledge and skills. Ability to investigate, reason and analyse scientifically. Application of scientific knowledge to explain and predict events. Assessment Tasks: Practical Reports/Scientific Posters/PowerPoints/Tests HUMANITIES MATHS SCIENCE PERSONAL DEVELOPMENT PHYSICAL EDUCATION

8 Year 9 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Core Subjects ENGLISH To develop an awareness of a range of health issues and support networks that are available. To develop positive attitudes and values that will contribute to quality College life and a reduction in risk taking behaviours. To provide information on sexuality (relationships, physical, stereotypes), substances (clarification and support) and the health of young people. To support the Health & Physical Education Program. Learning Outcomes: Analyse health outcomes of personal behaviours. Analyse services used to support the health needs of young people. Evaluate interventions to enhance human development. Identify tasks involved in establishing resilience. Analyse influences on behaviour concerning friendships and relationships. Assessment Tasks: Visual presentation. Structured responses. Workbook. Assignments. HUMANITIES MATHS SCIENCE PERSONAL DEVELOPMENT PHYSICAL EDUCATION

9 Year 9 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Core Subjects ENGLISH The curriculum focus is to provide the opportunity for skill development in a range of activities while enhancing the students’ overall physical development. It will actively involve students in a personal fitness program and offer the opportunity to specialise in certain sports. The curriculum will encourage positive attitudes, values and behaviours towards physical activity, contribute to individual and group well being and promote fun and enjoyment through participation in the following core and elective activities. Archery, golf, fitness, handball, racket activities and a variety of individual and team pursuits. Learning Outcomes: Perform, modify and evaluate sports, skills and activities. Demonstration of knowledge and awareness of personal and group safety. Evaluate a range of programs designed to encourage participation and personal fitness. Assessment Tasks: Skill development checks in core (fitness, archery, team games & racket activities) and elective (individual & group). Fitness testing. HUMANITIES MATHS SCIENCE PERSONAL DEVELOPMENT PHYSICAL EDUCATION

10 STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWNHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Humanities – 9LiFE The Program aims to provide students with extensive opportunities to improve their skill acquisition, their level of engagement in learning processes and engender a more enquiry based framework, through the study of Humanities, to their learning. AIMS & FOCUS STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWN CITY EXPERIENCE ADVANCE YOUTH

11 STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWNHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Humanities – 9LiFE The Humanities Program aims to provide students with extensive opportunities to improve their skill acquisition, their level of engagement in learning processes and engender a more enquiry based framework to their learning. AIMS & FOCUS The programs aim and focus is to: Gain greater personal connectedness to what is being taught – choice in topics, working in teams & negotiating outcomes Ensure that the learning is relevant to the students ‘real world’ – as a local and global citizen Offer a variety in the methods of delivery of work in the classroom - individual, small group, purpose set groups Learn effectively and be engaged fully in what they are doing – excursion based program focusing on Melbourne as the “base”. Provide students with skills for life-career, personal and interpersonal relationships Provide a program that is ‘student centred’ in its learning focus. STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWN CITY EXPERIENCE ADVANCE YOUTH

12 STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWNHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Humanities – 9LiFE The Humanities Program aims to provide students with extensive opportunities to improve their skill acquisition, their level of engagement in learning processes and engender a more enquiry based framework to their learning. AIMS & FOCUS The Program is divided into two main assessment streams. Pastoral Teamwork - individual skill building and goal setting, physical challenges, improving relationships and career pathway planning Big Question/Literacy Matters projects - issues facing students in the 21st Century – research, communication, reading comprehension, written reports, multi media presentations Within these two assessment criteria, integrated learning including Civics and Citizenship, Geography and Personal Development are incorporated, as well as personal, interpersonal and social learning skills. STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWN CITY EXPERIENCE ADVANCE YOUTH

13 STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWNHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Humanities – 9LiFE The Program aims to provide students with extensive opportunities to improve their skill acquisition, their level of engagement in learning processes and engender a more enquiry based framework to their learning. AIMS & FOCUS During the first semester all students will have the opportunity to spend three days per term in the City. This program involves students undertaking observation and research tasks within the confines of the Melbourne Central Business District. At the conclusion of the City Experience, pastoral groups will complete two team projects based on the data and information gathered. The cost of this aspect of the program is included in the annual College Charges, excluding the students purchasing their own myki transport card. College Charges should be organised by the end of 2016. Attractions visited in 2017: MCG, Melbourne City Mission, Docklands, Ice Skating at Docklands, Yarra River Precinct, Melbourne Museum, Immigration Museum, Queen Victoria Market, Federation Square, ACMI, Hidden City (Lanes and Alley Tour), Federation Square, CERES, Melbourne Zoo, Refugee Centre. During semester Two further excursions will be conducted under the control of specific core subjects-Science, History, The Art/Tech and PE STRUCTURE AND SUBJECTS WITHIN 9LiFE WITH ASSESSMENT BREAKDOWN CITY EXPERIENCE ADVANCE YOUTH

14 VCD – VISUAL COMMUNICATION & DESIGNHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives Students will undertake two (2) electives per semester. Students may choose two other electives from either Arts of the Technology areas or from the specialist subjects. Specialist subjects count for two choices as they run the whole year through. Students will also have to select two (2) reserve electives. These six (6) selections will need to be listed 1 – 6 in priority order, the first six (6) being the initial preferences. They will also choose reserve subjects. Some subjects may not run due to insufficient interest, or may be capped due to class sizes. Criteria for allocating students to subjects will be a combination of student preference order, career direction, meeting the submission timelines and Middle School recommendations. ARTS VCD – VISUAL COMMUNICATION & DESIGN TECHNOLOGY SPECIALIST VISUAL ARTS PRODUCTION TECH GERMAN DRAMA FOOD SPECIALISATIONS INDONESIAN MEDIA ROBOTICS & FLIGHT BILINGUAL GERMAN MUSIC DIGITAL TECHNOLOGY LEARNING SUPPORT

15 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives This study encourages students to create individual artworks and trial a variety of materials and design processes. It is expected that students will be self-motivated, have demonstrated a genuine interest and ability in the subject and be considering this as a subject to be studied at a higher level. The skills explored in this subject are transferable to year 10 Visual Arts and Visual communication & Design, Media and extend into other folio based subjects such as; product design and technology (fashion, timber and metal). Students will be given the opportunity to display their works both within the college and in the local community at student based exhibitions. The college online gallery will also be a forum used to showcase student work.  Students will be expected to engage in the design process to demonstrate their thinking & creating. The design process will be followed throughout many tasks to aide in the production of work.    Explore and Express Ideas - Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works. Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works. Visual Arts Practices - Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes. Conceptualise, plan and design art works that express ideas, concepts and artistic intentions. Present and Perform - Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience. Respond and Interpret - Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences.   Assessment Tasks: Two Major Assessment Tasks that assess the above content descriptors combining folio pieces and analysis of selected artworks. ARTS VISUAL ARTS DRAMA MEDIA MUSIC VCD TECHNOLOGY SPECIALIST SELECTION INFO

16 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives ARTS Students will complete exercises in class to improvise basic skills of communication in theatre. They will have involvement in exercises and improvisations that explore a variety of themes and role play situations. Student will focus on preparation of a performance piece, a research task on an historical style, to see how it impacts on modern theatre and the exploration of themes and current issues. Learning Outcomes: Create Drama/Theatre that explores themes, issues and ideas. Present Drama/Theatre suitable to chosen styles and forms. Interpret the aesthetic quality of dramatic works. Analyse the role of Drama/Theatre in cultural contexts. Assessment Tasks: Workbook: A record of class notes, handouts and journal writing on personal development and performances. Performance: Class based performance work, individual and group. Research: Investigation of a theatrical period, analysis of style and the application to contemporary theatre/stage performance. VISUAL ARTS DRAMA MEDIA MUSIC VCD TECHNOLOGY SPECIALIST SELECTION INFO

17 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Media helps students explore the digital age in a practical, hands on way. It introduces a range of technologies that will help students produce media products that can best express their ideas to other people. Students will be using digital still and movie cameras to make animations and movies. They will be designing and creating advertisements, comics and storyboards. Students will undertake work in colour digital photography and, where appropriate, computer programs such as Photoshop. Students will present their own images in display form. The way that the unit uses technology will engage students who have an interest in computers and the digital lifestyle of a new generation. It will also help build skills in students enabling them to explore different methods of expression in all other subjects being studied. Students will critically evaluate the impact that the media has on their lives and will analyse multiple forms of communication.. Analysis skills are an important aspect of this component and will prepare those students interested in pursuing VCE Media, Studio Arts & Visual Communication & Design. Learning Outcomes: Create media work that explores relevant themes issues and ideas Present media work to an audience Interpret media product and messages being received by audiences Productive group work Assessment Tasks: Production folio- This may include the following: storyboards, advertisements , movie or comic book. Workbook: An organised Journal of work in progress. Including class notes, photocopied information. Research on areas of special interest. Year 9 Electives ARTS VISUAL ARTS DRAMA MEDIA MUSIC VCD TECHNOLOGY SPECIALIST SELECTION INFO

18 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives ARTS Year 9 Music Focus The focus of the course is mainly practical and assumes that the student has some knowledge and expertise in playing an instrument, including singing, or has a strong willingness to begin learning one. Students will undertake a variety of performance activities Students and will participate in a number of concerts of both a formal and informal nature. Students will write arrangements of songs, compose and improvise within the musical framework. Students will undertake aural perception exercises, review performances, make observations and use musical technology to enhance their performance. Learning Outcomes: Create Music that explores themes, issues and ideas. Present Music suitable to chosen styles and forms. Interpret the aesthetic quality of musical works. Analyse the role of Music in cultural contexts. Assessment Tasks: Aural/Theory tests. Performance: Class based performance work –one piece-public performance within the College program Research: Investigation of a music genre, analysis of style and the application to contemporary performance. VISUAL ARTS DRAMA MEDIA MUSIC VCD TECHNOLOGY SPECIALIST SELECTION INFO

19 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives ARTS All Year 9 Technology subjects encompass the same curriculum focus, using the differing materials that they have selected to do (food, wood, metal, fabrics and IT). Students will be involved in problem solving activities, which are approached through the technology process: Investigating, Designing, Producing and Evaluating. Students explore a range of factors that affect product design and technological innovation, including function, aesthetics and social, environmental and economic factors. Students become aware of Australian Standards and emerging materials. Students develop detailed designs, construct products and evaluate the effectiveness of products. Learning Outcomes: Analyse the appropriateness of using particular materials, including emerging materials, for specific purposes. Prepare detailed design proposals, make products using some complex equipment and analyse the effectiveness of the products with reference to specified criteria. Assessment Tasks: Investigation Tasks: Independent investigations designed to develop skills in research, analysis, evaluation and presentation. Design Folio (Workbook): An organised record of class notes, design ideas, homework and evaluation reports for each task. Production: Completion of production activities. TECHNOLOGY PRODUCTION TECH FOOD SPECIALISATIONS DIGITAL TECH ROBOTICS & FLIGHT SPECIALIST SELECTION INFO

20 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives This unit will focus on language and content drawn from students’ own experience, including topics and events of general interest. They will extend their understanding of German and will talk about themselves, their family and friends, seasons, hobbies and leisure activities. They will respond to questions in conversations and will write short paragraphs of related sentences. They will look at the cultures and traditions of the German-speaking countries. Students must have completed Year 8 German in order to undertake this subject. Learning Outcomes: Listening: Listen for specific information and complete a spoken or written exercise. Speaking: Participate in short conversations, extend sentences, express opinions, provide factual information and respond to questions. Reading: Read aloud with appropriate pronunciation and intonation; and find the main points in a text and use them in a written exercise. Writing: Write two or three short paragraphs of linked sentences using appropriate grammatical structures. Assessment Tasks: Listening Comprehension. Speaking. Reading. Writing. Tests. ARTS TECHNOLOGY SPECIALIST GERMAN INDONESIAN BILINGUAL GERMAN LEARNING SUPPORT SELECTION INFO

21 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives This subject will further extend students’ language skills in Indonesian and prepare students for VCE Indonesian. It is a full year subject and counts for two choices in their subject selection. Students will encounter language and content drawn from their own experience, including topics and events of general interest. They will learn to talk about sports and entertainment, the environment, going on holidays and Indonesian customs and traditions. They will ask and answer questions in conversations and will write extended linked paragraphs. They will also compare aspects of Indonesian life with life in Australia. It is recommended that students only attempt this subject if they have passed Year 9 Indonesian. Students will also have the opportunity to participate in a study tour to Indonesia and Borneo, and also participate on a school based program with our sister school in Jogjakarta, Indonesia. Standards: Listening: Listen for specific information and complete written exercises. Speaking: Participate in conversations, asking and providing information. Reading: Identify the meaning of written texts and provide requested information. Writing: Write extended pieces of writing using various text types and text styles. Assessment Tasks: Major assessments on listening, speaking, reading and writing, and common tests. ARTS TECHNOLOGY SPECIALIST GERMAN INDONESIAN BILINGUAL GERMAN LEARNING SUPPORT SELECTION INFO

22 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives ARTS In 2019, the Year 9 cohort will have the opportunity to join the bilingual program at Heathmont College. This class will be taught 2 subjects in German which will aim to enhance their German language skills through the teaching of standard curriculum. Subjects proposed to be taught in German in 2019 are: science and maths. Year 7 – Science and Humanities Year 8 – Art and Health Year 9 - Science and Maths. The bilingual program will continue through to year 10 with students entering into Units 1 and 2 VCE German as well as a language conversation class. Learning Outcomes: Through participation in the program: Learning a foreign language boosts brain power - it sharpens skills on reading, negotiating, and problem-solving. The first language is improved -  the first language is usually not as thoroughly studied, for the simple reason that it’s a given. But with the new language on the other side, a student finds it important to look at English with more interest. Performance in other academic areas is enhanced It makes a person more flexible and open to other cultures. It builds self-confidence. Foreign language expands career potentials. TECHNOLOGY SPECIALIST GERMAN INDONESIAN BILINGUAL GERMAN LEARNING SUPPORT SELECTION INFO

23 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives ARTS TECHNOLOGY SPECIALIST Students cannot choose into this subject. They will enter this program after being referred through the Middle School Team in consultation with their class teachers in English and Mathematics and parents. Students will attend the timetabled classes and work through a program based upon their learning and organisational needs. Students will also have the opportunity to complete Maths and English work and seek support on the curriculum they are also working on during that time. Learning Outcomes: Improved literacy/numeracy skills. Improved organisational skills. Development of a vocational pathway based on students individual needs GERMAN INDONESIAN BILINGUAL GERMAN LEARNING SUPPORT SELECTION INFO

24 Year 9 Co-curricula Activities & Student LeadershipHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Co-curricula Activities & Student Leadership Co-curricula Activities The College offers a wide range of co-curricula activities which students can be involved in. These include: lunchtime activities programs, inter-house activities, College Band, College Production, Mathematics Competition, Science Competitions, English Competitions, Debating Teams, as well as the opportunity to be active in the general life of the College. Student Leadership Heathmont College offers students a myriad of leadership opportunities. These include:  Year Level Representatives - Each home group elects one captain to represent the views of the home group. The home group captains form the basis of the Middle School Council. This Council acts as a forum for discussion of student issues and is supported by the Student Leadership Liaison teacher and the Head of Middle School. College Leadership Council - The Year 9 leaders have representation on the broader Student Representative Council.  House Captains - Each House elects two captains at Year 9 to lead their peers in the various inter-house activities organised throughout the year. Sports Captains - Each sporting team has a captain who is responsible for liaising between the team members and the staff member in charge of the team. Ambassadors & Guides - Students have the opportunity to act as guides for parents and visitors on Open Night, Parent/Teacher Interviews and at other official College functions.

25 Netbooks – 21st Century LearningHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Netbooks – 21st Century Learning Heathmont College is committed to providing appropriate access to technology to support student learning. We offer a number of options to students and parents in relation devices appropriate for use at the College. Please consult our website for a full set of options including: College preferred device Levovo Yogi BYOD device that can support Windows 10 purchased from outside the College BYOD device that can support Windows 10 purchased from the College Another important aspect of the program is to educate students in the safe use of current and emerging technologies; to harness the benefits whilst equipping them with an understanding of the hazards. “Technology by its nature tends to include problems that don’t have answers in the back of the book. Learning to solve authentic problems when people are really depending on you is a true 21st century skill. Back in the classroom, this experience can empower students to reach beyond the walls of their school and think beyond the next test. Reinforcing the belief that their voice and actions are important, necessary, and valued creates students who will go beyond a class assignment and become empowered, global citizens of the 21st century.” Sylvia Martinez, M.A.

26 Year 10 Students HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT NEXTWelcome to Senior School! Your success in the Senior School depends on you! Both the College and home play an important part in supporting you in your studies, but the main responsibility for doing the work required, actively participating in class and seeking out your teachers, is yours! Plan ahead; manage all your time carefully; involve the members of your family; develop effective study skills; talk to your teachers! We recommend you develop a full semester's wall planner and place it so that the members of your family can see your workload. Year 10 Students should study 11 hours or approximately 1 hour and 10 minutes per subject per week. Attendance at Learning Group, assemblies, classes and meetings is compulsory. Absences due to medical or compassionate reasons need to be covered by a medical certificate (or in certain circumstances a detailed note from home). If you have prolonged illness or hardship, it may be possible to have special procedures put in place. If this is the case see one of the Senior School Coordinators. Past experience suggests that Senior School students can gain a great deal of satisfaction by achieving their personal best through persistence and regularly applying themselves to their work in an orderly way. The organisational and study skills that you develop with the help of your teachers in your senior secondary years will form a solid basis for further study or career paths. NEXT

27 Year 10 Students … continuedHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Year 10 Students … continued At home it is important that you have a quiet study location with a suitable desk, light, bookshelves, etc. Talk to your parents about these needs. Discuss any general study problems with them and encourage them to get in touch with a Senior School Coordinator if you feel this would be helpful. A program is the group of units you select to meet your interests, abilities, and career aspirations. Before you select a program, it is essential that you address three key issues to allow your decision to be the best that you can make for yourself. Firstly, do you need this study in order to pursue a specific career goal? Secondly, are you interested in this study? Finally, can you do well in this study? Once these three questions have been considered, it is then time to select a course of study best suited to you. Your Individual Career Insight Profile, incorporating both your Career Interest Profile and your Educational Profile can be of great assistance in developing your program. A few sample programs are laid out in the pathways tab above. You are encouraged to consider all options and construct a program with assistance from the Student Pathways Coordinator that suits your needs. Students will continue to develop a pathway to a career in their learning groups over the next few years and are encouraged to speak to their Learning Group Advisor about the plans that they are thinking about. NEXT

28 HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Subjects Year 10 Students have two elements to their curriculum for 2018, core subjects and electives. The second semester will continue the learning techniques established in the first semester, in core subjects such as English, Maths, Science, Humanities & Careers. Physical Education remains a core subjects, but will continue to offer selected units to choose from. Electives – Students will complete four electives during the year. They will be asked to choose some reserve subjects as back ups. Students who meet the criteria will have the opportunity to undertake a VCE Unit in Year 10. Students may choose from a select number of subjects, and must be approved via the application process in order to undertake this enhancement. CORE SUBJECTS YEAR 10 ELECTIVES YEAR 11 ENHANCEMENT

29 HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Core Subjects Below are the core subjects that students will complete in semester one and two To find out more information with regards to the subjects’ curriculum framework please click on the relevant subject. ENGLISH HUMANITIES MATHS COURSES SCIENCE P.E. ELECTIVES

30 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Learning Focus: Students produce, study and respond critically to spoken, written and visual texts created for a range of audiences and purposes. Students read and respond literary texts, media texts and workplace texts. They extend their use of metalanguage to encompass explicit discussion of the style and tone of a text. Students use writing to explore different perspectives on complex and challenging issues. Reading Standards: Students will read, view, analyse, critique, reflect on and discuss a range of texts that explore personal, social, cultural and political issues. They will read, view, analyse and discuss a range of informative and persuasive texts and identify the multiple purposes for which texts are created. They learn to explain how texts are shaped by the time, place and cultural setting in which they are created learning to compare and contrast. Writing: Students will write sustained and cohesive narratives that experiment with different techniques. Write persuasive texts dealing with complex ideas and issues demonstrating control of linguistic structures. Use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information. Compose a range of texts, such as feature articles, web pages and workplace texts. Write accurately punctuated, grammatically written and complex sentences. Students proofreading and edit their writing for accuracy, consistency and clarity. Speaking and Listening: Analyse critically the relationship between texts, contexts, speakers and listeners. Engage in discussions where students compare ideas, provide and justify other points of view, and reach conclusions. In their presentations, students make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations. Draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively. Assessment Tasks: Oral performance, Response to text, Writing folio, End of Semester Examinations. Year 10 Core Subjects ENGLISH HUMANITIES MATHS COURSES SCIENCE P.E. ELECTIVES

31 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Semester One: History Depth Study 1. World War Two. Students investigate wartime experiences through a study of WW2 in- depth. This includes the study of the causes, events, outcomes and broader impact of the conflict as an episode in world history and the nature od Australia’s involvement. Depth Study 2 :Rights and Freedoms. Students investigate struggles for human rights in- depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. Depth Study 3. Popular culture. Students investigate the history of popular culture since the end of WW2 – focusing on how it has been influenced by society and how society has been influenced by it. Semester Two: Geography and Business Depth Study 1. Environmental Change and management: Environmental change and management focus on investigating environmental geography through an in depth study of a specific environment. Climate change will form the specific focus of this in depth study. Depth Study 2: Geographies of Human wellbeing: This study focuses on investigating global, national and local differences in human wellbeing between places. Students explore programs designed to reduce the gap between difference in wellbeing .The distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate. Depth Study 3. Economics and Business. This study focuses on introducing students to the role business plays in Australian society. Such areas as running a small business, marketing, basic accounting, management strategies, public relations and regulations applying to small business in Australia . Assessment Tasks: Year 10 Core Subjects ENGLISH HUMANITIES MATHS COURSES SCIENCE P.E. ELECTIVES

32 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Year 10 students study one of the three courses offered. The choice is dependent on their VCE aspirations, the result of their Year 9 examination/Naplan data and their mathematical capabilities. Some flexibility is built into the structure of the three courses so that changes can be made during first term for students who find that they are undertaking an inappropriate course. All courses can lead to a VCE Mathematics study. Pathways in Mathematics Year 10 Core Subjects Work (formerly Maths A) General (formerly Maths B) Methods (formerly Maths C) ENGLISH HUMANITIES Unit 1 & 2 Foundation Maths Unit 1 & 2 General Maths Unit 1 & 2 Maths Methods Unit 1 & 2 Specialist Maths MATHS COURSES SCIENCE Unit 3 & 4 Further Maths Unit 3 & 4 Maths Methods Unit 3 & 4 Specialist Maths Must have completed Methods and Specialist Maths Units 1 & 2 P.E. ELECTIVES

33 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Year 10 Core Subjects This course is designed to give students the knowledge and confidence needed for functional numeracy and entry into a range of courses and careers not requiring advanced mathematics. It does not prepare students for any Units 3 and 4 Mathematics. Many students doing Year Work will study VCE Foundation Mathematics Units 1 and 2 in Year 11, which does not proceed to Year 12 Mathematics. A student who passes Year 10 Work at a high level may be able to tackle VCE General Mathematics Units 1 and 2 in Year 11, which proceeds to VCE Further Mathematics Units 3 and 4 in Year 12. However, additional work is advisable if choosing VCE General Mathematics 1 and 2 from a background of Year 10 Work. Standards Skills and standard applications: show an understanding of the basic concepts related to the topics covered and use of this knowledge to solve a range of problems. Applications: show the ability to apply related mathematical processes in non-routine and extended situations. Communication: demonstrate the appropriate use of Mathematical language and conventions. Assessment Tasks: Skills Tests: Assessed on completion of the relevant topics Application Tasks: The written work is assessed according to specified criteria for several tasks. These may be applications, analysis, problem solving, modelling or investigative tasks that may incorporate the use of technology. Examinations: One per semester BACK Work ENGLISH HUMANITIES MATHS COURSES SCIENCE P.E. ELECTIVES

34 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Year 10 Core Subjects General is designed to cater for the average Year 10 maths student who is likely to undertake a generalised maths course in VCE, usually involving General Mathematics Units 1 & 2 in Year 11, then Further Mathematics Units 3 & 4 in Year 12. A student who passes Year 10 General at a high level may be able to tackle VCE Mathematical Methods Units 1 & 2 in Year 11, then VCE Mathematical Methods Units 3 & 4 in Year 12. However, additional work is advisable if choosing VCE Mathematical Methods 1 & 2 from a background of Year 10 Mathematics Course B. Standards Skills and standard applications: show an understanding of the basic concepts related to the topics covered and use of this knowledge to solve a range of problems. Applications: show the ability to apply related mathematical processes in non-routine and extended situations. Communication: demonstrate the appropriate use of Mathematical language and conventions. Assessment Tasks: Skills Tests: Assessed on completion of the relevant topics Application Tasks: The written work is assessed according to specified criteria for several tasks. These may be applications, analysis, problem solving, modelling or investigative tasks that may incorporate the use of technology. Examinations: One per semester BACK General ENGLISH HUMANITIES MATHS COURSES SCIENCE P.E. ELECTIVES

35 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Year 10 Core Subjects This course is designed to cater for students who are likely to consider a career in the mathematical sciences or a related discipline that requires a high level of quantitative thinking, for instance science, engineering or economics. These students are encouraged to include as much mathematics as possible in their VCE programs, particularly Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2. Achieving well in this combination of units provides sound preparation for any VCE Unit 3 and 4 Mathematics study. Standards Skills and standard applications: show an understanding of the basic concepts related to the topics covered and use of this knowledge to solve a range of problems. Applications: show the ability to apply related mathematical processes in non-routine and extended situations. Communication: demonstrate the appropriate use of Mathematical language and conventions. Assessment Tasks: Skills Tests: Assessed on completion of the relevant topics Application Tasks: The written work is assessed according to specified criteria for several tasks. These may be applications, analysis, problem solving, modelling or investigative tasks that may incorporate the use of technology. Examinations: One per semester BACK Methods ENGLISH HUMANITIES MATHS COURSES SCIENCE P.E. ELECTIVES

36 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Year 10 Core Subjects The course aims to help students develop abilities to design and carry out experiments, evaluate and solve problems, explore the scientific world through observation, experiment and systematic inquiry. Students will cover: Chemicals in our Environment, Road Science [Physics], Our Genetic Future and Evolution.  Learning Outcomes: Knowledge and skills in biological, chemical, earth and physical sciences Application of scientific knowledge and understanding to explain and predict events in the natural and physical world Skills in scientific investigation, reasoning and analysis to refine knowledge, find solutions and ask questions Scientific attitudes such as flexibility, curiosity, respect for evidence and critical reflection Communication of scientific understanding using appropriate scientific language to a range of audiences Assessment Tasks: Practical Reports Tests Examination: One per semester ENGLISH HUMANITIES MATHS COURSES SCIENCE P.E. ELECTIVES

37 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Health and Physical Education at Year 10 requires students to undertake two (2) elective classes throughout the year. Students will complete one (1) elective class per semester and cannot undertake the same elective in both semester one and two. Students are to number the electives from 1 – 6 on the selection sheet. The first two will be the initial preferences, the other four will become the reserves in order of preference. Year 10 Core Subjects ENGLISH SPORTS COACHING HUMANITIES SPORT SCIENCE MATHS COURSES FITNESS GIRLS FITNESS BOYS SCIENCE HEALTHY LIFESTYLE P.E. ELECTIVES HEALTH ISSUES

38 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Health and Physical Education at Year 10 requires students to undertake two (2) elective classes throughout the year. Students will complete one (1) elective class per semester and cannot undertake the same elective in both semester one and two. Students are to number the electives from 1 – 6 on the selection sheet. The first two will be the initial preferences, the other four will become the reserves in order of preference. Year 10 Core Subjects This course aims to promote active involvement in physical activity and the importance of the coach in sport. Students will participate in a wide range of team sports through which they will develop confidence and movement skills and build strong interpersonal relationships. Students will participate as the coach of sporting teams in the college and also in local primary schools. The program consists of both practical and theory components. The practical course features extensive units on selected team sports with a strong focus on development of coaching skills and the implementation of coaching strategies. Each unit will involve skill development activities, minor game activities and formal competitions, both as a coach and as an athlete. The theory course will investigate topics including sports psychology, sports coaching, coaching styles and development of tactics. The theory components of Sports Coaching will provide students with key skills and knowledge in preparation to completing VCE Physical Education at Years 11 & 12.  Standards: Perform, modify and evaluate sports, skills and activities. Demonstration of knowledge and awareness of personal and group safety. Evaluate a range of programs designed to encourage participation and personal fitness. Perform various roles and responsibilities in sporting situations. Assessment Tasks: Skill development across all physical activities. Coaching. Journal maintenance. Fitness testing. Structured responses (unit tests and worksheets). Collaborative group assessment tasks. Visual presentations. End of semester examination. ENGLISH SPORTS COACHING HUMANITIES SPORT SCIENCE MATHS COURSES FITNESS GIRLS FITNESS BOYS SCIENCE HEALTHY LIFESTYLE P.E. ELECTIVES HEALTH ISSUES

39 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Health and Physical Education at Year 10 requires students to undertake two (2) elective classes throughout the year. Students will complete one (1) elective class per semester and cannot undertake the same elective in both semester one and two. Students are to number the electives from 1 – 6 on the selection sheet. The first two will be the initial preferences, the other four will become the reserves in order of preference. Year 10 Core Subjects This course aims to promote active involvement and scientific analysis of performance in physical activity. Students will undertake a wide range of sports through which they will investigate the various ways that performance can be improved. Students will investigate topics in the field of exercise physiology. The Sports Science program consists of both practical and theory components. The practical course features extensive units on selected team sports. Each unit will involve skill development activities, minor game activities and game play. During practical activities students will analyse different strategies, playing roles, technique and performance indicators. The theory course will investigate topics including biomechanics, movement analysis and skill learning. The practical and theory components of Sports Science provide students with key skills and knowledge in preparation to completing VCE Physical Education at Years 11 & 12.  Standards: Perform, modify and evaluate sports, skills and activities. Demonstration of knowledge and awareness of personal and group safety. Evaluate a range of strategies and tactics to improve performance. Perform various roles and responsibilities in sporting situations. Assessment Tasks: Skill and tactical development across all physical activities. Journal maintenance Scientific analysis of sport visual presentation. Structured responses (unit tests and worksheets). Collaborative group assessment tasks. End of semester examination. ENGLISH SPORTS COACHING HUMANITIES SPORT SCIENCE MATHS COURSES FITNESS GIRLS FITNESS BOYS SCIENCE HEALTHY LIFESTYLE P.E. ELECTIVES HEALTH ISSUES

40 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Health and Physical Education at Year 10 requires students to undertake two (2) elective classes throughout the year. Students will complete one (1) elective class per semester and cannot undertake the same elective in both semester one and two. Students are to number the electives from 1 – 6 on the selection sheet. The first two will be the initial preferences, the other four will become the reserves in order of preference. Year 10 Core Subjects This course aims to promote active involvement in physical activity and the important role it plays in improving health and wellbeing. Students will participate in a wide range of recreation and fitness activities which promote lifelong physical activity and health gains. The Fitness and Recreation program consists of both practical and theory components. The practical course features fitness related activities including activities like boxercise, circuit training, yoga and aerobics and assorted leisure activities like walking, cycling, archery, golf and tennis. Each unit will involve skill development activities, minor game activities and formal competitions. During all activities the major focus will be on active participation, enjoyment and self-improvement. All activities will be conducted in a positive and relaxed environment.  The theory course will investigate the topics of: fitness components, health benefits of physical activity, health consequences of inactivity and the domains and dimensions of physical activity. The theory components provides students with key skills and knowledge in preparation to completing VCE Physical Education at Years 11&12.   Standards: Perform, modify and evaluate sports, skills and activities. Demonstration of knowledge and awareness of personal and group safety. Evaluate a range of programs designed to encourage participation and personal fitness. Perform various roles and responsibilities in physical activities. Assessment Tasks: Skill development and participation across all physical activities. Journal maintenance. Structured responses (unit tests and worksheets). Collaborative group assessment tasks. Visual presentations. End of semester examination. ENGLISH SPORTS COACHING HUMANITIES SPORT SCIENCE MATHS COURSES FITNESS GIRLS FITNESS BOYS SCIENCE HEALTHY LIFESTYLE P.E. ELECTIVES HEALTH ISSUES

41 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Health and Physical Education at Year 10 requires students to undertake two (2) elective classes throughout the year. Students will complete one (1) elective class per semester and cannot undertake the same elective in both semester one and two. Students are to number the electives from 1 – 6 on the selection sheet. The first two will be the initial preferences, the other four will become the reserves in order of preference. Year 10 Core Subjects This course aims to promote active involvement in physical activity and the important role it plays in improving health and wellbeing. Students will participate in a wide range of recreation and fitness activities which promote lifelong physical activity and health gains. The Fitness and Rec program consists of both practical and theory components. The practical course features fitness related activities including activities like resistance training, boxercise, circuit training and assorted leisure activities like walking, cycling, archery, golf and tennis. Each unit will involve skill development activities, minor game activities and formal competitions. During all activities the major focus will be on active participation, enjoyment and self-improvement; and will be conducted in a positive and relaxed environment.  The theory course will investigate the topics of: fitness components, health benefits of physical activity, health consequences of inactivity and the domains and dimensions of physical activity. The theory components provides students with key skills and knowledge in preparation to completing VCE Physical Education at Years 11&12.  Standards: Perform, modify and evaluate sports, skills and activities. Demonstration of knowledge and awareness of personal and group safety. Evaluate a range of programs designed to encourage participation and personal fitness. Perform various roles and responsibilities in physical activities. Assessment Tasks: Skill development and participation across all physical activities. Journal maintenance. Structured responses (unit tests and worksheets). Collaborative group assessment tasks. Visual presentations. End of semester examination. ENGLISH SPORTS COACHING HUMANITIES SPORT SCIENCE MATHS COURSES FITNESS GIRLS FITNESS BOYS SCIENCE HEALTHY LIFESTYLE P.E. ELECTIVES HEALTH ISSUES

42 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Health and Physical Education at Year 10 requires students to undertake two (2) elective classes throughout the year. Students will complete one (1) elective class per semester and cannot undertake the same elective in both semester one and two. Students are to number the electives from 1 – 6 on the selection sheet. The first two will be the initial preferences, the other four will become the reserves in order of preference. Year 10 Core Subjects Healthy Lifestyles will provide students with the personal knowledge and skills necessary to obtain optimal health. The unit also aims to introduce students to issues involved in the promotion of health across the community. It will involve both theoretical and practical activities addressing physical and emotional aspects of health. Healthy Lifestyles will introduce topics studied in VCE Health and Human Development and Physical Education (to a lesser extent). These will include: Benefits of Physical Activity, Nutrition, Food for Energy, Self Analysis of Health, Health Promotion and Community Health Issues and Risk Taking. This class will provide students with key skills and knowledge in preparation to completing VCE Health and Human Development at Years 11 & 12. Standards: Demonstration of knowledge and awareness of key principles and topics. Evaluate a range of health initiatives to improve health. Perform various roles and responsibilities in individual and group activities. Assessment Tasks: Understanding of key concepts. Journal maintenance. Structured responses (unit tests and worksheets). Collaborative group assessment tasks. Visual presentations. End of semester examination. ENGLISH SPORTS COACHING HUMANITIES SPORT SCIENCE MATHS COURSES FITNESS GIRLS FITNESS BOYS SCIENCE HEALTHY LIFESTYLE P.E. ELECTIVES HEALTH ISSUES

43 Year 10 Core Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITY10 ELECTIVES VCE ENHANCEMENT Health and Physical Education at Year 10 requires students to undertake two (2) elective classes throughout the year. Students will complete one (1) elective class per semester and cannot undertake the same elective in both semester one and two. Students are to number the electives from 1 – 6 on the selection sheet. The first two will be the initial preferences, the other four will become the reserves in order of preference. Year 10 Core Subjects Students will identify and describe a range of social and cultural factors that influence the development of personal identity and values. They identify and explain the rights and responsibilities associated with developing greater independence, including those related to sexual matters and sexual relationships. They describe mental health issues relevant to young people. They compare and evaluate perceptions of challenge, risk and safety. They demonstrate understanding of appropriate assertiveness and resilience strategies. They analyse the positive and negative health outcomes of a range of personal behaviours and community actions. Students will identify the health services and products provided by government and non-government bodies and analyse how these can be used to support the health needs of young people. They identify and describe strategies that address current trends in the nutritional status of Australians. They analyse and evaluate the factors that affect food consumption in Australia. Health issues is primarily a theory based subject with some practical activities included to complement the topics covered in theory. This class will provide students with key skills and knowledge in preparation to completing VCE Health and Human Development at Years 11 & 12. Standards: Demonstration of knowledge and awareness of key principles and topics. Evaluate a range of health initiatives to improve health. Perform various roles and responsibilities in individual and group activities. Assessment Tasks: Understanding of key concepts. Journal maintenance. Structured responses (unit tests and worksheets). Collaborative group assessment tasks. Visual presentations. End of semester examination. ENGLISH SPORTS COACHING HUMANITIES SPORT SCIENCE MATHS COURSES FITNESS GIRLS FITNESS BOYS SCIENCE HEALTHY LIFESTYLE P.E. ELECTIVES HEALTH ISSUES

44 VISUAL COMMUNICATION AND DESIGN (VCD)HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives Students will take part in two (2) electives per semester, totalling four (4) for the year. Subjects are broken into the areas of Arts, Technology and Language and students can choose from any area. Some subjects count as 2 electives when they run for the whole year. VCE enhancement subjects also count for two choices. Students will also have to select two (2) reserve subjects. Some subjects may not run due to insufficient interest, or may be capped due to class sizes. Criteria for allocating students to subjects will be a combination of student preference order, career direction, meeting the submission timelines and Senior School recommendations. ARTS TECHNOLOGY LANGUAGES VISUAL ARTS DIGITAL TECH GERMAN – all year VISUAL COMMUNICATION AND DESIGN (VCD) PRODUCTION TECH INDONESIAN – all year MEDIA & PRODUCTION FOOD SPECIALISATIONS MUSIC – all year DRAMA

45 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives This study encourages students to create individual artworks and trial a variety of materials and design processes. It is expected that students will be self-motivated, have demonstrated a genuine interest and ability in the subject and be considering this as a subject to be studied at a higher level. The skills explored in this subject are transferable to VCE Studio Arts and VCE Visual communication & Design, Media and extend into other folio based subjects such as; product design and technology (fashion, timber and metal). Students will be given the opportunity to display their works both within the college and in the local community at student based exhibitions. The college online gallery will also be a forum used to showcase student work.  Students will be expected to engage in the design process to demonstrate their thinking & creating. The design process will be followed throughout many tasks to aide in the production of work.    Explore and Express Ideas - Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works. Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works. Visual Arts Practices - Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes. Conceptualise, plan and design art works that express ideas, concepts and artistic intentions. Present and Perform - Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience. Respond and Interpret - Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences. Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts to explore differing viewpoints.  Assessment Tasks: Three Major Assessment Tasks that assess the above content descriptors combining folio pieces and analysis of selected artworks. Final examination. VISUAL ARTS VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year

46 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives ART DESIGN 2D This study encourages students to create individual artworks and trial a variety of materials and design processes. It is expected that students will be self-motivated, have demonstrated a genuine interest and ability in the subject and be considering this as a subject to be studied at higher a level. The skills explored in this subject are transferable to VCE Studio Arts and VCE Visual communication & Design, Media and extend into other folio based  subjects such as; product design and technology( fashion, timber and metal). Students will be given the opportunity to display their works both within the college and in the local community at student based exhibitions. The college online gallery will also be a forum used to showcase student work.   Explore and Represent Ideas - Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience. Generate, develop and refine visual communication presentations in response to the brief. Visual Communication Design Practices - Use manual and digital drawing methods to create visual communications in the specific design fields of Environmental, Industrial and Communication Design. Present and Perform - Develop a brief that identifies a specific audience and needs, and present visual communications that meet the brief. Respond and Interpret - Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts. Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts.  Assessment Tasks: Three Major Assessment Tasks that assess the above content descriptors combining folio pieces and analysis of selected artworks. Final Examination. VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year

47 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives VISUAL ARTS Contemporary Media Production encompasses many formats and genres in print, broadcast and online media, offering many career options. Whether students are interested in reporting on/writing about politics, sport, technology, the arts or humanitarian fields, this course aims to develop and hone skills in research, writing, editing, public relations and media production in order to assist students to explore potential careers in this field. It also aims to provide a thorough understanding of the role of media both locally and globally in the 21st century. Finally, the unit provides practical industry experience via opportunities to write for or edit Heathmont College’s Newsletters/student publications and other school based publicity opportunities. Further practical experience could be gained through involvement with The Reporters’ Academy and through work experience placements in the Media industry. Students will study the impact that the media has on their lives and will analyse multiple forms of communication. Students will acquire skills in pre-production, production and post- production in both film and photography in order to equip them with the necessary organisational and technical skills required for Year 11 and 12 Media. Workshops will include: Introduction to Digital Photography, Camera Craft, Lighting Composition, The Digital Lightroom, Beyond Basic Photoshop, The Digital Print, Final Cut Pro, Green Screen Technology, Coordination with Felice News & Video Editing Assessment tasks Workbook - an organised journal of work in progress. This will contain class notes, reference documentation, and research notes on areas of specialist photography. Writing Folio - written responses to assignment work. Digital Folio - a set of photographs, short film, or related visual promotional material. Unit examination VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year

48 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives VISUAL ARTS The focus of the course is mainly practical and assumes that the student has some expertise in playing an instrument, including singing, or a willingness to begin learning one.  Students will undertake a variety of performance activities and will participate in a number of concerts of both a formal and informal nature.  Students will write arrangements of songs, compose and improvise within a musical framework.  Students will undertake aural perception exercises.  Students will review performances and make observations.  Students will use musical technology to enhance their performance. Learning Outcomes: Create music that explores themes, issues and ideas. Present music suitable to chosen styles and forms. Interpret the aesthetic quality of music works. Analyse the role of music in cultural contexts. Assessment Tasks: Performances:  Students will present one piece that they have prepared during the course for assessment.  The piece must be presented publicly, either in class or at a more formal occasion. Aural Test:  A test will be given on intervals, chord types, rhythms, and musical styles. VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year

49 Year 10 Electives – Technology OverviewHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives – Technology Overview VISUAL ARTS Learning Focus: The Students will be involved in the domain of Design, Creativity and Technology which emphasises engagement in designing, creating and evaluating processes, products and technological systems using a range of materials as a way of developing creativity and innovation. Creativity in this domain can be described as applying imagination and lateral and critical thinking throughout design and developmental processes. Innovation is an outcome of the broad exploration of ideas, materials, and technological processes that can occur when students are involved in investigating, designing, producing, analysing and evaluating their own and others products. The Design, Creativity and Technology domain focuses on development of students’ skills in managing and manipulating materials and resources using a range of tools, equipment and machines to make functional physical products. Standards: Investigating and designing Students identify considerations, constraints within a design brief, be able to undertake relevant research to the design brief to help their design thinking and to identify needs of clients or user groups. When designing, ideas are generated to show possibilities, use of appropriate technological language and justify the preferred option as a solution to the problem. Critical decisions on materials and techniques are based on an understanding of properties and characteristics of materials. Students demonstrate the use of communications technology equipment can identify a range of criteria for evaluating their products and plan logical steps for production stages, incorporating time, cost and resources …. VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year SELECT METAL/ TIMBER OR FOOD TECH TO SEE SPECIFIC INFORMATION ON ASSESSMENT TASKS More …

50 Year 10 Electives – Technology OverviewHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives – Technology Overview VISUAL ARTS Cont … Producing Students implement a range of production processes accurately, consistently, safely, and responsibly, and select and use personal protective clothing and equipment when necessary. Products are produced using complex tools, equipment, machines, materials and components with precision. Explanations of the suitability of materials and production techniques are based on their understanding of characteristics and properties of materials, inputs, processes and outputs. The produced products are to meet the needs of the design brief. Analysing and evaluating Students use the evaluation criteria they have previously developed to critically analyse processes, materials, equipment and make suggestions for changes that could improve the outcome. Conclusions are drawn about the social, cultural, legal and environmental impacts of their own and others’ designs and products and evaluate innovative new technology in manufacturing. VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH Back GERMAN – all year SELECT METAL, TIMBER OR FOOD TECH TO SEE SPECIFIC INFORMATION ON ASSESSMENT TASKS INDONESIAN – all year

51 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives VISUAL ARTS Information Technology is a practical based subject, with its major emphasis on the development of the student’s knowledge and skills in the use of available computer software. The students acquire knowledge of software, applications and design elements within the scope of the technology. . During the semester students will be asked to develop and present data bases of a specific use. The students will then construct their design whilst developing skills in the use of specialist areas. The course will also introduces design concepts and skills using a range of applications and software which aims to develop ideas and skills using computer modelling that will develop the student’s ability to analyse and produce real life applications for the technology. This subject provides the foundation for students to select Computing (formerly IT Applications) at VCE level. Assessment Tasks: Design Folio (Workbook): An organised record of class notes, design ideas, homework and evaluation reports for each task Investigation Task: Independent investigation designed to develop skills in research, analysis, evaluation and presentation Production: Completion of production activities. Examination of the semester’s work VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year TECHNOLOGY OVERVIEW

52 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives VISUAL ARTS Production Technology is a practical based subject with its major emphasis on the development of the student’s knowledge and skills in the use of available equipment, both hand and power. The students acquire knowledge of tools, machines, materials and design work. During the semester students will be asked to develop and present design ideas for a product made from either solid timber or manufactured board. The students will then construct their design whilst developing skills in the use of hand and power tools. The course will also introduces design concepts and skills using (CAD), Pro Desk Top software which aims to develop ideas and skills using 3D computer modelling that will develop the student’s ability to analyse and produce real life objects. This subject provides the foundation for students to select Product Design and Technology at VCE level. Assessment Tasks: Design Folio (Workbook): An organised record of class notes, design ideas, homework and evaluation reports for each task Investigation Task: Independent investigation designed to develop skills in research, analysis, evaluation and presentation Production: Completion of production activities. Examination of the semester’s work VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year TECHNOLOGY OVERVIEW

53 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives VISUAL ARTS VCD Food Technology Food plays such an important part in everyone’s life that we should all have the basic skills to use and enjoy it. This subject will provide students with the opportunity to develop the skills that will enable them to confidently prepare foods for themselves and others. It will expand their knowledge of food, food flavours and food decoration as well as allowing them to be able to make informed decisions regarding their food choices. This subject provides the foundation for students to select Food Technology at VCE level. Assessment Tasks: Design Folio (Workbook): An organised record of class notes, design ideas, homework and evaluation reports for each task Investigation Task: Independent investigation designed to develop skills in research, analysis, evaluation and presentation Production: Completion of production activities. Examination of the semester’s work MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year TECHNOLOGY OVERVIEW

54 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives VISUAL ARTS This subject will further extend students’ language skills in German and prepare students for VCE German. It is a full year subject and will count for two choices in their selection. Students will encounter language and content drawn from their own experience, including topics and events of general interest. They will talk about themselves, their family and friends, shopping, clothes, food, travel and tourism. They will also respond to, and formulate, questions in conversations and will write extended linked paragraphs, comparing aspects of German life with life in Australia. It is recommended that students only attempt this subject if they have passed Year 9 German. Students who choose Year 10 German have the opportunity to host an exchange student and to travel to Germany in September through our Sister School Program. Standards: Listening: Listen for specific information and complete a spoken or written exercise Speaking: Participate in conversations, present a short talk, request and provide information Reading: Identify the meaning of texts, both factual and fictional and comment on the information Writing: Write extended pieces using various text types and showing appropriate control of language skills. Assessment Tasks: Listening comprehension, speaking, reading, writing, tests & two examinations. VCD MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD TECH GERMAN – all year INDONESIAN – all year

55 Year 10 Electives HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITCORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 Electives VISUAL ARTS VISUAL COMMUNICATION This subject will further extend students’ language skills in Indonesian and prepare students for VCE Indonesian. It is a full year subject and counts for two choices in their subject selection. Students will encounter language and content drawn from their own experience, including topics and events of general interest. They will learn to talk about student exchange, health, village life and Indonesian history. They will ask and answer questions in conversations and will write extended linked paragraphs. They will also compare aspects of Indonesian life with life in Australia. It is recommended that students only attempt this subject if they have passed Year10 Indonesian. Students will also have the opportunity to participate in a study tour to Indonesia and Borneo, and also participate on a school based program with our sister school in Jogjakarta, Indonesia. Standards: Listening: Listen for specific information and complete written exercises. Speaking: Participate in conversations, asking and providing information. Reading: Identify the meaning of written texts and provide requested information. Writing: Write extended pieces of writing using various text types and text styles. Assessment Tasks: Major assessments on listening, speaking, reading and writing, and semester tests and two examinations MEDIA & PRODUCTION MUSIC – all year DIGITAL TECH PRODUCTION TECH FOOD SPECIALISATIONS GERMAN – all year INDONESIAN – all year

56 Year 10 – VCE EnhancementsHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Year 10 – VCE Enhancements ACCOUNTING Students have the opportunity to undertake a VCE Unit 1 & 2 subject in Year 10. The reason students choose to undertake a VCE subject include: Experiencing a VCE subject prior to starting a full load in Year 11. The chance to complete an extra VCE subject for their ATAR score. To extend and challenge themselves. Not all VCE Subjects are available to Year 10 students and approval for study at this level must be granted following the application process and interview. The criteria for allocating students to a VCE enhancement subject will be a combination of: Student written application Students stated choice on the subject selection sheet Coordinator and Learning Area recommendations Students career direction-Pathway Plan Meeting all timelines/due dates/regular attendance in class Track record of positive endeavour, including assessment task grades of at least excellent in Year 9 in the study or related study chosen. Payment of material levies, particularly if the subject is of high cost. 2018 Enhancement Subject Links are listed to the right click for more information regarding the Unit descriptions. BIOLOGY MUSIC PERFORMANCE BUSINESS MANAGEMENT OUTDOOR ED COMPUTING PHYSICAL ED. FOOD STUDIES PSYCHOLOGY HEALTH & HUMAN DEVELOPMENT THEATRE STUDIES 20TH CENTURY HISTORY STUDIO ART VISUAL COMMUNICATION & DESIGN GLOBAL POLITICS LEGAL STUDIES MEDIA

57 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT ACCOUNTING Unit 1: Establishing and Operating a Service Business This unit focuses on how financial information is gathered, recorded, processed and reported for use by the owner of a small business to support effective decision-making and act as performance indicators. Unit 2: Accounting for a Trading Business This unit focuses on the impact of cash and credit transactions on the financial operation of sole proprietor trading business. In evaluating business performance, students will learn to use tools for analysing and interpreting financial data and suggest strategies on how to improve performance. Unit 3: Recording and Reporting for a Trading Business The unit focuses on accounting as an information system to meet the needs of a small trading business operating as a sole proprietor. The accounting system and its ability to provide information to support financial decision-making are also investigated. Unit 4: Control and Analysis of Business Performance This unit focuses in more detail on the use of accounting as an information system and specifically its ability to provide accounting information for management. The role and importance of budgeting for the business are also investigated. Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

58 Year 10 – VCE EnhancementsHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT BUSINESS MANAGEMENT Unit 1: Panning a business Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.  Unit 2: Establishing a business This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. Unit 3: Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. Unit 4: Transforming a business Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory.  Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit

59 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1: Bodies in motion In this unit students explore how the body systems work together to produce movement and analyse this motion using biomechanical principles. Unit 2: Sports coaching and physically active lifestyles This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. The way in which a coach influences an athlete can have a significant effect on performance. Unit 3: Physical activity participation and physiological performance This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Unit 4: Enhancing Performance Students undertake an activity analysis. Using the results of the analysis, they then investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Year 10 – VCE Enhancements PHYSICAL EDUCATION Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

60 Year 10 – VCE EnhancementsHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1: Dramatic Storytelling This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories. Students examine storytelling through the creation of solo and/or ensemble devised performance/s and manipulate expressive skills in the creation and presentation of characters. They develop an awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performances. Students also gain an awareness of how performance is shaped and given meaning. They investigate a range of stimulus material and learn about stagecraft, theatrical conventions and performance styles from a range of social and cultural contexts. Unit 2: Creating Australian Drama This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a person, event, issue, place, art work, text or icon from a contemporary or historical Australian context. Students use a range of stimulus material in creating performance and examine performance styles from a range of cultural and historical contexts. Theatrical conventions appropriate to the selected performance styles are also explored. Students knowledge of how dramatic elements are enhanced or manipulated through performance is further developed in this unit.   Unit 3: Ensemble Performance This unit focuses on non-naturalistic drama from a diverse range of contemporary and 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. 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. THEATRE STUDIES Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit

61 Year 10 – VCE EnhancementsHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1: Unit 1: Understanding health and wellbeing This unit looks at health and wellbeing definitions, perspectives and priorities. Students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices. Unit 2: Managing health and Development This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. Unit 3: Australia’s health in a globalised world This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and as a universal right. Unit 4: Health and human development in a global context This unit examines health and wellbeing, and human development in a global context. Students investigate the health status and burden of disease in different countries, exploring factors that contribute to health inequalities within countries. HEALTH & HUMAN DEVELOPMENT Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

62 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1: Twentieth Century History ( ) In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars. This unit explores the interwar period of Germany (1918 – 1939). It will focus on the rise of Hitler, life in Nazi Germany and cultural expression during this period. Unit 2: Twentieth Century History ( ) In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. Units 3 & 4: Revolutions These units focus on two revolutions. Each unit involves the study of the causes of the revolution, the responses of those in power to the building revolutions, and the changes the revolution brought about in the society, the economy and the government The revolutions chosen will be the Russian ( ) and Chinese ( ) revolutions . 20TH CENTURY HISTORY Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

63 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1:Computing In this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. Students will collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. Unit 2: Computing  In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. Students develop their computational thinking skills when using a programming or scripting language to create solutions. They engage in the design and development stages of the problem-solving methodology.   Unit 3: Informatics  In Informatics students focus on data, information and information systems. In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. Students will investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions.  Unit 4: Informatics  In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. Year 10 – VCE Enhancements COMPUTING Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

64 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1: Criminal law and justice This unit explores the distinction between legal and non-legal rules, the Victorian Hierarchy, and the process of making law through Parliament. It focuses on the role of police, their powers of investigation, the procedures of a criminal trial and an examination of possible sanctions that are available to the criminal courts. Unit 2: Civil law and the law in focus This unit focuses on the effective resolution of civil disputes. It looks at the processes and procedures involved in civil litigation and the possible defences to civil claims without our legal system available to enforce the civil rights of our citizens. The unit also investigates the alternative avenues of dispute resolution and their effectiveness. Unit 3: Law-making This unit focuses on the institutions that determine laws and the processes by which laws are made. It considers reasons why laws are necessary and the impact of the Commonwealth Constitution on the operation of the legal system. Students undertake an evaluation of the strengths and weakness of the law-making bodies and the processes used to influence change and reform. Unit 4: Dispute resolution This unit explores the function and jurisdiction of the courts, tribunals and alternative avenues of dispute resolution. Students develop an understanding of criminal and civil pre-trial and trial processes and procedures which operate within the Victorian legal system. The current operation of the jury system in criminal and civil trials is examined and students also review the operation of the adversary system. Year 10 – VCE Enhancements LEGAL STUDIES Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

65 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Music Performance (Group or Solo) Students must undertake Instrumental Music lessons as a part of this class. IMP lessons are included in the College charge for this subject. Unit 1: This unit focuses on developing skills in practical music performance in solo and group contexts, developing listening skills and composing music. Students will present a solo and a group performance, demonstrate prepared technical work and perform previously unseen music. Unit 2: This unit focuses on developing skills in practical music performance in solo and group contexts, developing listening skills and composing music. Students will present a solo and a group performance, demonstrate prepared technical work and perform previously unseen music. Selected works are analysed to enhance interpretation and to understand context, style, character and influences. Unit 3: This unit focuses on the presentation of solo program of works. Understanding of characteristics and structure of a group work are developed to broaden music performance skills. Ensemble performance, technical work and unprepared performance and listening skills extend music performance skills Unit 4: This unit focuses on the presentation of solo program of works demonstrated through performance and understanding of interpretation. Understanding of characteristics of group work is further developed. Ensemble performance, technical work and unprepared performance and studies in aural comprehension extend music performance skills. Year 10 – VCE Enhancements MEDIA Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

66 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT OUTDOOR ENVIRONMENTAL STUDIES UNIT 1: Exploring Outdoor Experiences This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments. UNIT 2: Discovering Outdoor Environments In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. UNIT 3: Relationships with Outdoor Environments This unit considers the ecological, historical and social contexts of relationships between humans and outdoor environments. It examines the impact of these relationships on the environment. UNIT 4: Sustainable Outdoor Relationships In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Year 10 – VCE Enhancements OUTDOOR ED Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

67 Year 10 – VCE EnhancementsHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT BIOLOGY VISUAL COMMUNICATION & DEISGN Unit 1 – Introduction to Psychology This unit introduces students to the classic and contemporary themes that have contributed to the development of psychology. Unit 2 – Self and Others This unit considers how attitudes are formed and changed and explores the scientific ways of describing, measuring and classifying intelligence and personality. 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. Unit 4 – Brain Behaviour and Experience This unit focuses on the interrelationship between learning, the brain and its response to experiences and behaviour. Students investigate learning as a mental process that leads to acquisition of knowledge, development of new capacities and changed behaviours. They examine different types of learning, and then apply this understanding to consider it as one of several important aspects that are involved in mental health and illness. The intent of the study is not diagnosis and treatment but to explore causes of mental illness, avenues of assistance and factors that promote wellbeing. They learn to identify normal universal experiences such as stress and to distinguish this from more chronic conditions e.g. phobias, depression or addiction. GLOBAL POLITICS Year 10 – VCE Enhancements PSYCHOLOGY Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

68 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT NEXTThe VCE (Victorian Certificate of Education) assessment is based on student performance in learning outcomes coursework and assessment tasks. Our expectation is that each student has a strong commitment to learning, will focus on ongoing improvement and enjoy an appropriate balance between intellectual achievement and personal, emotional and social development through the VCE experience. Year 11 students commit themselves to 21 hours class time and approximately15 hours of home study/home work. As a guideline, students are encouraged to study a minimum of approximately 2½ hours study per subject every week outside of the classroom. Year 11 students will have 2 periods of study classes each week which should be utilised for study purposes. Year 12 students commit themselves to 17.5 hours class time and approximately 20 hours of home study/home work. As a guideline, students are encouraged to study a minimum of approximately 4 hours study per subject every week outside of the classroom. Year 12 students will have 5 periods of study classes each week to utilise appropriately. Absence due to medical or compassionate reasons need to be covered by a medical certificate or in certain circumstances a detailed note from home. For prolonged illness please contact the senior school staff to have a special procedure put in place. Planning your VCE program will give you access to occupations o courses that interest you. If you are aiming for a tertiary study at university, some courses may have prerequisite studies and it is important to have researched this information prior to commencing year 11 study. More information on these decision processes is included in the Pathways tab at the top of this page. VET (Vocational Certificate of Education)studies may also be incorporated into the VCE program in partnership with Box Hill Institute and Swinburne University of Technology and some neighbouring schools. VET studies should only be considered if the subject is directly enhancing the chosen career pathway that the student wishes to follow. Further information about VET is available in the VET Tab at the top of this page. NEXT

69 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITSatisfactory completion of the VCE requires students to completed sixteen units of study. These 16 units must include: Three units of English Three sequences of Unit 3 & 4 in studies other then English. A normal program for Year 11 students is 6 studies per semester and a normal program for Year 12 is 5 studies per semester. Whilst we strive to ensure that our broad range of studies offered will go ahead, this will be determined by student demand and staff availability. Some units may therefore be deleted from our final list of offerings. Some subjects attract additional levy charges for enrolment. These charges should be considered prior to selecting the subject. SUBJECTS OFFERED IN 2018

70 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects This symbol is for Year 10 students only 10 10 ENGLISH ACCOUNTING ENGLISH AS AN ADDITIONAL LANGUAGE BUSINESS MANAGEMENT FOUNDATION MATHS HUMANITIES HISTORY GENERAL MATHS LITERATURE LEGAL STUDIES MATHS FURTHER MATHS THEATRE STUDIES GLOBAL POLITICS MATHS METHODS FOOD STUDIES GERMAN SPECIALIST MATHS LANGUAGES COMPUTING INFORMATION TECHNOLOGY INDONESIAN ARTS & TECHNOLOGY CHINESE: FIRST VSL BIOLOGY MEDIA HEALTH & HUMAN DEVELOPMENT CHEMISTRY MUSIC PERFORMANCE SCIENCE HEALTH & PE PHYSICS STUDIO ARTS OUTDOOR & ENVIROMENTAL STUDIES PSYCHOLOGY VISUAL COMM & DESIGN PHYSICAL EDUCATION

71 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Units 1 & 2 focus on the development of the ability to read, view and respond to texts, including media texts, and the use of speaking and listening skills to communicate positively and confidently in a variety of formal and informal settings. Learning Outcomes Reading and Creating Texts– identifying and discussing key aspects of set texts, and construct responses in oral or written form. Analysing and Presenting an Argument – presenting an argument related to an issue in the media. Comprehending a Spoken Text – understanding the nuances and inference in a spoken text. Graded Assessment Tasks Text Response - tasks including journal entries, analytical responses, creative responses and reviews Writing - tasks may be personal, imaginative, argumentative/persuasive, informative or instructional Oral Communication - performance on a selection of listening and speaking tasks Examination MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

72 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Units 1 & 2 focus on the development of the ability to read, view and respond to texts, including media texts, and the use of speaking and listening skills to communicate positively and confidently in a variety of formal and informal settings. Learning Outcomes Reading and Creating Texts– identifying and discussing key aspects of set texts, and construct responses in oral or written form. Analysing and Presenting an Argument – presenting an argument related to an issue in the media. Comprehending a Spoken Text – understanding the nuances and inference in a spoken text. Graded Assessment Tasks Text Response - tasks including journal entries, analytical responses, creative responses and reviews Writing - including presentation of a point of view, personal/imaginative writing and work that shows evidence of planning and revision, variation in form, content and style and awareness of the needs of different audiences and purpose A Written Analysis – of the use of language and a point of view on the issue. End of year examination MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

73 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Units 3 & 4 focus on the development of the ability to read, view and respond to texts, including media texts, and the use of speaking and listening skills to communicate positively and confidently in a variety of formal and informal settings. Learning Outcomes Reading and Creating Texts– identifying and discussing key aspects of set texts, and construct responses in oral or written form. Presenting an Argument – presenting an argument related to an issue in the media. Comprehending a Spoken Text – understanding the nuances and inference in a spoken text. Graded Assessment Tasks A written analysis of the use of language - in the presentation of an issue in 3 or more Australian media texts and a point of view on the issue One extended written response - to a text or texts which can be analytical/expository, creative or a comparison between texts One oral activity - which could be a presentation, a commentary, a demonstration or a dramatic performance MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

74 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 ENGLISH Units 3 & 4 focus on the development of the ability to read, view and respond to texts, including media texts, and the use of speaking and listening skills to communicate positively and confidently in a variety of formal and informal settings. Learning Outcomes Reading and Creating Texts– identifying and discussing key aspects of set texts, and construct responses in oral or written form. Presenting an Argument – presenting an argument related to an issue in the media. Comprehending a Spoken Text – understanding the nuances and inference in a spoken text. Graded Assessment Tasks One extended written response to a text - which could be analytical/expository, creative or contrasting two or more texts Two pieces or collections of writing for different purposes and audiences - which could be fictional or non-fictional narratives, reports, documents or collections of poetry MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

75 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects ENGLISH PATHWAYS IN MATHS When deciding your maths pathway in Year 10, you would have come across the following diagram. It outlines the pathway that each maths subject can lead. MATHS FOUNDATION MATHS SCIENCE GENERAL MATHS Work General Methods HUMANITIES LANGUAGES ARTS & TECH Unit 1 & 2 Foundation Maths Unit 1 & 2 General Maths Unit 1 & 2 Maths Methods Unit 1 & 2 Specialist Maths FURTHER MATHS HEALTH & PE MATHS METHODS SPECIALIST MATHS Unit 3 & 4 Further Maths Unit 3 & 4 Maths Methods Unit 3 & 4 Specialist Maths Must have completed Methods and Gen Units 1 & 2

76 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 ENGLISH Curriculum Focus These units focus on the mathematics involved with Geometry, Number, Statistics, Measurement and Design. All students undertaking Foundation Mathematics must have a VCAA approved scientific calculator. Students selecting this subject must understand that it does not lead to a Unit 3 & 4 maths study, and should check the VECTOR guide carefully for any prerequisites necessary in courses they wish to pursue. Learning Outcomes Use of Mathematical Skills – show an understanding of the basic concepts related to the topics covered and the use of this knowledge to solve a range of problems Application of Mathematical procedures - show the ability to apply basic mathematical processes in routine situations Use of Technology – display the ability to use appropriate technology, in order to develop mathematical ideas, produce results and carry out problem analysis in a range of practical contexts Graded Assessment Investigations - problem solving or application tasks on everyday practical problems Tests – tests covering material from each area of study End of Semester Examinations – a multiple-choice and short answer examination MATHS FOUNDATION MATHS SCIENCE GENERAL MATHS HUMANITIES LANGUAGES ARTS & TECH FURTHER MATHS HEALTH & PE MATHS METHODS SPECIALIST MATHS

77 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 ENGLISH Curriculum Focus These units focus on the mathematics involved with: Arithmetic, Algebra, Geometry, Matrices, Statistics, Trigonometry, Financial maths and Networks. All students undertaking General Mathematics must have a VCAA approved CAS classpad calculator. Students completing this subject can choose to study Further Maths in Year 12. Students studying General Maths Unit 1 & 2 can progress to Further Maths Unit 3 & 4. Learning Outcomes Skills and Standard Applications – show an understanding of the basic concepts related to the topics covered and the use of this knowledge to solve a range of problems Analysis – show the ability to apply related mathematical processes in non-routine and extended situations Use of Technology – display the ability to select and use appropriate technology, in order to develop mathematical ideas, produce results and carry out problem analysis    Graded Assessment Analysis Tasks - investigations / sets of application problems, requiring extended responses and analysis in relation to selected topics Tests – tests covering material from each area of study End of Semester Examination – a multiple-choice and short answer examination MATHS FOUNDATION MATHS SCIENCE GENERAL MATHS HUMANITIES LANGUAGES ARTS & TECH FURTHER MATHS HEALTH & PE MATHS METHODS SPECIALIST MATHS

78 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 3 Unit 4 ENGLISH Curriculum Focus These units focus on the mathematics involved with Statistics, Matrices, Sequences and Series including Financial mathematics, and Networks. All students undertaking Further Mathematics must have a VCAA approved CAS classpad calculator Learning Outcomes Skills and Standard Applications – show an understanding of the basic concepts related to the topics covered and the use of this knowledge to solve routine problems Analysis – show the ability to apply related mathematical processes in non-routine and extended situations Use of Technology – display the ability to select and use appropriate technology, in order to develop mathematical ideas, produce results and carry out problem analysis Graded Assessment Applications Task – a data analysis task conducted over two weeks, with several components of increasing complexity Analysis Tasks - three separate investigations / sets of application problems, requiring extended responses and analysis in relation to selected topics End of Year Examinations – two exams assessing the content of both Unit 3 and 4 MATHS FOUNDATION MATHS SCIENCE GENERAL MATHS HUMANITIES LANGUAGES ARTS & TECH FURTHER MATHS HEALTH & PE MATHS METHODS SPECIALIST MATHS

79 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus These units focus on the mathematics involved with Functions and Graphs, Algebra, Calculus and Probability. All students are required to purchase an approved CAS classpad calculator. Students who are undertaking Mathematical Methods as part of their Year 11 program are HIGHLY RECOMMENDED to include General Mathematics 1 & 2 or Specialist Maths 1 & 2 within their program selection. Learning Outcomes Define and explain key concepts - as specified in the content from the Functions and Graphs, Algebra, Calculus and Probability areas of study and apply a range of related mathematical routines and procedures. Apply mathematical processes - in non-routine contexts and to analyse and discuss these applications of mathematics. Use technology to produce results and carry out analysis - in situations requiring problem-solving, modelling or investigative techniques or approaches Graded Assessment Tasks Topic tests - skills tests completed in class time under exam conditions Application task - projects or problem-solving or modelling tasks End of semester examination - multiple choice and short answer examination on all areas of study MATHS FOUNDATION MATHS SCIENCE GENERAL MATHS HUMANITIES LANGUAGES ARTS & TECH FURTHER MATHS HEALTH & PE MATHS METHODS SPECIALIST MATHS

80 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus These units focus on the mathematics involved with: Co-ordinate Geometry, Circular (Trigonometric) Functions, Calculus, Algebra, Statistics and Probability. All students are required to purchase an approved CAS classpad calculator. Learning Outcomes Skills and Standard Applications – show an understanding of the basic concepts related to the topics covered and the use of this knowledge to solve a range of problems Analysis – show the ability to apply related mathematical processes in non-routine and extended situations Use of Technology – display the ability to select and use appropriate technology, in order to develop mathematical ideas, produce results and carry out problem analysis Graded Assessment Tasks Applications Task – a problem solving or modelling application task Analysis Tasks – two separate investigations / sets of application problems, requiring extended responses and analysis in relation to selected topics Tests – two tests covering material from each area of study End of Year Examinations – two final examinations assessing the content of both Unit 3 and 4; a multiple-choice and short answer examination and an examination of extended-answer questions. MATHS FOUNDATION MATHS SCIENCE GENERAL MATHS HUMANITIES LANGUAGES ARTS & TECH FURTHER MATHS HEALTH & PE MATHS METHODS SPECIALIST MATHS

81 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 3 Unit 4 ENGLISH Curriculum Focus These units focus on the mathematics involved with Algebra, Co-ordinate Geometry, Circular (Trigonometric) Functions, Calculus, Vectors and Mechanics. All students are required to purchase an approved CAS classpad calculator. Students wishing to study Specialist Maths must have a sound knowledge of mathematical processes and must have completed General Maths Advanced & Maths Methods Unit 1 & 2, and be studying Maths Methods Unit 3 & 4 in Year 12. Learning Outcomes Skills and Standard Applications – show an understanding of the basic concepts related to the topics covered and the use of this knowledge to solve a range of problems Analysis – show the ability to apply related mathematical processes in non-routine and extended situations Use of Technology – display the ability to select and use appropriate technology, in order to develop mathematical ideas, produce results and carry out problem analysis Graded Assessment Tasks Applications Task - a problem solving or modelling application task Analysis Tasks - two separate investigations / sets of application problems, requiring extended responses and analysis in relation to selected topics Tests - two tests covering material from each area of study End of Year Examinations – two final examinations assessing the content of both Unit 3 and 4: a multiple-choice and short answer examination and an examination of extended-answer questions MATHS FOUNDATION MATHS SCIENCE GENERAL MATHS HUMANITIES LANGUAGES ARTS & TECH FURTHER MATHS HEALTH & PE MATHS METHODS SPECIALIST MATHS

82 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: How do living things stay alive? Area of study 1: How do organisms function? In this area of study students examine the structure and functioning of cells and how the plasma membrane contributes to survival by controlling the movement of substances into and out of the cell. Area of study 2: How do living things sustain life? In this area of study students examine the structural, physiological and behavioural adaptations of a range of organisms that enable them to survive in a particular habitat and to maintain a viable population size over time. Area of Study 3: Practical Investigation Survival requires control and regulation of factors within an individual and often outside the individual. In this area of study students design and conduct a practical investigation into the survival of an individual or a species. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

83 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: How is continuity of life maintained? Area of study 1: How does reproduction maintain the continuity of life? In this area of study students consider the need for the cells of multicellular organisms to multiply for growth, repair and replacement. Area of study 2: How is inheritance explained? In this area of study students build on their understanding of the nature of genes and the use of genetic language to read and interpret patterns of inheritance and predict outcomes of genetic crosses. Area of study 3: Investigation of an issue The increasing uses and applications of genetics knowledge and reproductive science in society both provide benefits for individuals and populations and raise social, economic, legal and ethical questions. In this area of study students apply and extend their knowledge and skills to investigate an issue involving reproduction and/or inheritance. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

84 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: How do cells maintain life? Area of study 1: How do cellular processes work? In this area of study students focus on the cell as a complex chemical system. They examine the plasma membrane, DNA, proteins, photosynthesis, cellular respiration and enzymes. Area of study 2: How do cells communicate? In this area of study students focus on how cells receive specific signals that elicit a particular response. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

85 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: How does life change and respond to challenges over time? Area of study 1: How are species related? In this area of study students focus on changes to genetic material over time and the evidence for biological evolution. Area of study 2: How do humans impact on biological processes? In this area of study students examine the impact of human culture and technological applications on biological processes. They apply their knowledge of the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Area of study 3: Practical investigation A student-designed or adapted investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

86 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH UNIT 1: How can the diversity of materials be explained? The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. They explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Area of Study 1: How can knowledge of elements explain the properties of matter? On completion of this unit the student should be able to relate the position of elements in the periodic table to their properties, investigate the structures and properties of metals and ionic compounds, and calculate mole quantities. Area of Study 2: How can the versatility of non-metals be explained? On completion of this unit the student should be able to investigate and explain the properties of carbon lattices and molecular substances with reference to their structures and bonding, use systematic nomenclature to name organic compounds, and explain how polymers can be designed for a purpose. Area of Study 3: Research investigation. In this area of study students apply and extend their knowledge and skills developed in Area of Study 1 and/or Area of Study 2 to investigate a selected question related to materials. They apply critical and creative thinking skills, science inquiry skills and communication skills to conduct and present the findings of an independent investigation into one aspect of the discoveries and research that have underpinned the development, use and modification of useful materials or chemicals. School Assessed Coursework: Practical Reports/Scientific Poster/Tests/Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

87 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: What makes water such a unique chemical? Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Area of Study 1: How do substances interact with water? On completion of this unit the student should be able to relate the properties of water to its structure and bonding, and explain the importance of the properties and reactions of water in selected contexts. Area of Study 2: How are substances in water measured and analysed? On completion of this unit the student should be able to measure amounts of dissolved substances in water and analyse water samples for salts, organic compounds and acids and bases. Area of Study 3: Practical investigation On completion of this unit the student should be able to design and undertake a quantitative laboratory investigation related to water quality, and draw conclusions based on evidence from collected data. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

88 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: How can chemical processes be designed to optimise efficiency? The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Area of Study 1: What are the options for energy production? On completion of this unit the student should be able to compare fuels quantitatively with reference to combustion products and energy outputs, apply knowledge of the electrochemical series to design, construct and test galvanic cells, and evaluate energy resources based on energy efficiency, renewability and environmental impact. Area of Study 2: How can the yield of a chemical product be optimised? On completion of this unit the student should be able to apply rate and equilibrium principles to predict how the rate and extent of reactions can be optimised, and explain how electrolysis is involved in the production of chemicals and in the recharging of batteries. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

89 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS Unit 1 Unit 2 Unit 3 Unit 4 VCE Subjects Unit 4: How are organic compounds categorised, analysed and used? The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Area of Study 1: How can the diversity of carbon compounds be explained and categorised? On completion of this unit the student should be able to compare the general structures and reactions of the major organic families of compounds, deduce structures of organic compounds using instrumental analysis data, and design reaction pathways for the synthesis of organic molecules. Area of Study 2: What is the chemistry of food? On completion of this unit the student should be able to distinguish between the chemical structures of key food molecules, analyse the chemical reactions involved in the metabolism of the major components of food including the role of enzymes, and calculate the energy content of food using calorimetry. Area of Study 3: Practical investigation A student-designed or adapted practical investigation related to energy and/or food is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation relates to knowledge and skills developed across Unit 3 and/or Unit 4. School Assessed Coursework: Practical Reports Scientific Poster Tests/Exam ENGLISH MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

90 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: What ideas explain the physical world? Area of Study 1: How can thermal effects be explained? In this area of study students investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work. Students examine the environmental impacts of Earth’s thermal systems and human activities with reference to the effects on surface materials, the emission of greenhouse gases and the contribution to the enhanced greenhouse effect. They analyse the strengths and limitations of the collection and interpretation of thermal data in order to consider debates related to climate science. Area of Study 2: How do electric circuits work? Modelling is a useful tool in developing concepts that explain physical phenomena that cannot be directly observed. In this area of study students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Concepts of electrical safety are developed through the study of safety mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during experimental investigations of DC circuits. Area of Study 3: What is matter and how is it formed? In this area of study students explore the nature of matter, and consider the origins of atoms, time and space. They examine the currently accepted theory of what constitutes the nucleus, the forces within the nucleus and how energy is derived from the nucleus. School Assessed Coursework: Practical Reports/Scientific Poster/Tests/Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

91 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: What do experiments reveal about the physical world? Area of Study 1: How can motion be described and explained? In this area of study students observe motion and explore the effects of balanced and unbalanced forces on motion. They analyse motion using concepts of energy, including energy transfers and transformations, and apply mathematical models during experimental investigations of motion. Students model how the mass of finite objects can be considered to be at a point called the centre of mass. They describe and analyse graphically, numerically and algebraically the motion of an object, using specific physics terminology and conventions. Area of Study 2: Option -How can AC electricity charge a DC device? Twelve options are available for selection in Area of Study 2. Each option is based on a different observation of the physical world. Area of Study 3: Practical investigation In this area of study students design and conduct a practical investigation related to knowledge and skills developed in Area of Study 1 and/or Area of Study 2. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

92 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS Unit 1 Unit 2 Unit 3 Unit 4 VCE Subjects Unit 3: How do fields explain motion and electricity? Area of Study 1: How do things move without contact? In this area of study students examine the similarities and differences between three fields: gravitational, electric and magnetic. Field models are used to explain the motion of objects when there is no apparent contact. Students explore how positions in fields determine the potential energy of an object and the force on an object. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles. Area of Study 2: How are fields used to move electrical energy? The production, distribution and use of electricity has had a major impact on human lifestyles. In this area of study students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore magnetic fields and the transformer as critical to the performance of electrical distribution systems. Area of Study 3: How fast can things go? In this area of study students use Newton’s laws of motion to analyse relative motion, circular motion and projectile motion. Newton’s laws of motion give important insights into a range of motion both on Earth and beyond. At very high speeds, however, these laws are insufficient to model motion and Einstein’s theory of special relativity provides a better model. Students compare Newton’s and Einstein’s explanations of motion and evaluate the circumstances in which they can be applied. They explore the relationships between force, energy and mass. School Assessed Coursework: Practical Reports/Scientific Poster/Tests/Exam ENGLISH MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

93 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 Unit 4: How can two contradictory models explain both light and matter? Area of Study 1: How can waves explain the behaviour of light? In this area of study students use evidence from experiments to explore wave concepts in a variety of applications. Wave theory has been used to describe transfers of energy, and is important in explaining phenomena including reflection, refraction, interference and polarisation. Do waves need a medium in order to propagate and, if so, what is the medium? Students investigate the properties of mechanical waves and examine the evidence suggesting that light is a wave. They apply quantitative models to explore how light changes direction, including reflection, refraction, colour dispersion and polarisation. Area of Study 2: How are light and matter similar? In this area of study students explore the design of major experiments that have led to the development of theories to describe the most fundamental aspects of the physical world – light and matter. Area of Study 3: Practical investigation A student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4. The investigation relates to knowledge and skills developed across Units 3 and 4 and is undertaken by the student through practical work. School Assessed Coursework: Practical Reports Scientific Poster Tests Exam ENGLISH MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE

94 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS Unit 1 VCE Subjects Unit 2 Unit 3 Unit 4 UNIT 1: How are behaviour and mental processes shaped? Area of Study 1: How does the brain function? Students examine how our understanding of brain structure and function has changed over time and how the nervous system enables us to interact with the external world. They analyse the roles of specific areas of the brain and how areas of the brain interact to perform more complex cognitive tasks. Students explore how brain plasticity and brain damage can affect a person’s functioning. Area of Study 2: What influences psychological development? In this area of study students explore how biological, psychological and social factors influence different aspects of a person’s psychological development. They consider the interactive nature of hereditary and environmental factors and investigate specific factors that may lead to typical or atypical psychological development in individuals, including a person’s emotional, cognitive and social development and the development of psychological disorders. Area of Study 3: Student-directed research investigation. In this area of study students apply and extend their knowledge and skills to investigate a question related to brain function and/or psychological development. Students analyse the scientific evidence that underpins the research in response to a question of interest. They then communicate the findings of their research investigation and explain the psychological concepts, outline contemporary research and present conclusions based on evidence. School Assessed Coursework: Test: Combination of multiple choice and short answer questions Research Methods: Demonstrated understanding of key aspects of scientific reports Investigative report: Presentation of evaluated research on a topic of choice End of semester Examination ENGLISH MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE 10

95 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH UNIT 2: How do external factors influence behaviour and mental processes? Area of Study 1: What influences a person’s perception of the world? In this area of study students explore two aspects of human perception – vision and taste – and analyse the relationship between sensation and perception of stimuli. They consider how biological, psychological and social factors influence a person’s perception of visual and taste stimuli, and explore circumstances where perceptual distortions of vision and taste may occur. Area of Study 2: How are people influenced to behave in particular ways? Students explore the interplay of biological, psychological and social factors that shape the behaviour of individuals and groups. They consider how these factors can be used to explain the cause and dynamics of particular individual and group behaviours, including attitude formation, prejudice, discrimination, helping behaviour and bullying. Area of Study 3: Student-directed practical investigation In this area of study students design and conduct a practical investigation related to external influences on behaviour. The investigation requires the student to develop a question, plan a course of action to answer the question, produce quantitative data, organise and interpret the data and reach a conclusion in response to the question. School Assessed Coursework: Test: Combination of multiple choice and short answer questions Media Response: Analysis of a media response in relation to social psychology Practical Investigation: A structured scientific poster related to Unit 2. End of semester Examination MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE 10

96 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH UNIT 3: How does experience affect behaviour and mental processes? Area of study 1: How does the nervous system enable psychological functioning? This area of study focuses on the role of the human nervous system in the coordination of responses to sensory stimuli. Students evaluate biological, psychological and social factors can influence a person’s nervous system functioning. In particular, they consider the ways in which stress can affect the mind and body, the role that the nervous system plays in these processes and how stress can be managed. Area of study 2: How do people learn and remember? In this area of study students explore the neural basis of memory and learning and examine factors that influence the learning of new behaviours and the storage and retention of information in memory. They consider the influence of biological, psychological and social factors on the fallibility of memory. School Assessed Coursework: Annotate folio: Annotations of at least two practical activities Evaluation of research: Analysis of a contemporary media article Tests: A response to a set of structure questions End of year Examination MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE 10

97 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: How is wellbeing developed and maintained? Area of study 1: How do levels of consciousness affect mental processes and behaviour? In this area of study students focus on states of consciousness and the relationship between consciousness and thoughts, feelings and behaviours. They explore how states of consciousness can be measured and altered. Students also consider the importance of sleep and analyse the effects of sleep disturbances. Area of study 2: What influences mental wellbeing? In this area of study students examine mental health and mental health disorders, applying a biopsychosocial approach. They explore the concepts of resilience and coping and investigate the psychological basis of strategies that contribute to mental wellbeing. Area of study 3: Practical investigation This area of study requires students to undertake an experiment related to mental processes. This involves the collection of primary qualitative and/or quantitative data, analysis and evaluation of the data and reaching relevant conclusions. Results are presented in a scientific poster format. School Assessed Coursework: Practical Investigation: A structured scientific poster related to mental processes. Tests: A response to a set of structure questions A visual presentation: A presentation of contemporary research. VCAA Examination MATHS SCIENCE BIOLOGY HUMANITIES CHEMISTRY LANGUAGES PHYSICS ARTS & TECH PSYCHOLOGY HEALTH & PE 10

98 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 1: The National Citizen Curriculum Focus Global Politics is the study of the political, social, cultural and economic forces that shape interactions between state and non-state actors in the twenty-first century. It examines the interconnectedness of twenty-first century global citizens and the impact of globalisation on culture, language, human rights and the environment. It examines the nature and effectiveness of key global actors in the twenty-first century and global challenges, including human rights, people movements, development issues and weapons proliferation Learning Outcomes The National Citizen In this unit students are introduced to the study of politics as the exercise of power by individuals, groups and nation-states. Students consider key concepts related to power and influence, types of power, political ideology and values, political involvement and active citizenship. Graded Assessment Tasks Case Study Analysis – essay and analysis of specific studies. Tests –application and analysis tasks delivered within a limited time frame End of Unit Examination – an examination of material relating to the entire unit MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

99 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 2: The Global Citizen Curriculum Focus This unit focuses on the contemporary international community. Students examine their place within this community through considering the debate over the existence of the ‘global citizen’. Learning Outcomes Global threads How do citizens in the twenty-first century interact? How have our lives been affected by globalisation? Do citizens have global responsibilities? Does the global citizen really exist? Global cooperation and conflict What do we understand by the term ‘international community’? How does this community work in the twenty-first century and what are its responsibilities? How effective is the international community in managing cooperation, conflict and instability?   Graded Assessment Tasks Case Study Analysis – essay and analysis of specific studies. Tests –application and analysis tasks delivered within a limited time frame End of Unit Examination – an examination of material relating to the entire unit MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

100 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 3: Global Actors Curriculum Focus In this unit students investigate the key global actors in twenty-first century global politics. They use contemporary evidence to analyse the key global actors and their aims, roles and power. .  Learning Outcomes Global actors Who are the key actors in contemporary global politics? From where does their power and influence stem? What impact do these actors have on global politics? Power in the Asia-Pacific region What is power? Why do different ideas about the national interest exist? How is power exercised by a state in the Asia-Pacific region? What is the most effective form of power for a state to use to pursue its national interest? Graded Assessment Tasks Case Study Exercises - recording and reporting information and analysing the effect on the global community. Tests –application and analysis tasks delivered within a limited time frame Mid Year Examination - assessing the content of Unit 3 MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

101 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 4: Global Challenges Curriculum Focus In this unit students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global citizenship. Learning Outcomes Ethical issues and debates Do we have a responsibility to uphold the human rights of persons outside our borders? What is the best way to deal with people movement? What does ‘development’ look like? Can the world be rid of weapons, and if so, will it be safer? Crises and responses What does crisis mean in today’s world? What are the contexts for different crises and how were they created? How effective are responses to these crises? Graded Assessment Tasks Case Study Exercises - recording and reporting information and analysing the effect on the global community. Tests –application and analysis tasks delivered within a limited time frame End of Year Examination - Assessing the content of Unit 3 and 4 MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

102 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 1: Panning a business Curriculum Focus Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.  Learning Outcomes The business idea - On completion of this unit the student should be able to describe how and why business ideas are created and developed, and explain the methods by which a culture of business innovation and entrepreneurship may be fostered in a nation. The external environment - On completion of this unit the student should be able to describe the external environment of a business and explain how the macro and operating factors within it may affect business planning. The internal environment – On completion of this unit the student should be able to describe the internal business environment and analyse how factors from within it may affect business planning. Graded Assessment Tasks Introduction to Business Test External Environment Test Internal Environment Test Examination MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

103 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 2: Establishing a business Curriculum Focus -This unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years.  Learning Outcomes Legal requirements and financial considerations - On completion of this unit the student should be able to explain the importance when establishing a business of complying with legal requirements and financial record keeping, and establishing effective policies and procedures. Marketing a business - On completion of this unit the student should be able to explain the importance of establishing a customer base and a marketing presence to achieve the objectives of the business, analyse effective marketing and public relations strategies and apply these strategies to business-related case studies. Staffing a business - On completion of this unit the student should be able to discuss the staffing needs for a business and evaluate the benefits and limitations of management strategies in this area from both an employer and an employee perspective. Graded Assessment Tasks Legal requirements and financial considerations test Marketing Plan – a plan for marketing a music festival Staffing a business test End of Year Examination MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

104 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 3: Managing a business Curriculum Focus -In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice.  Learning Outcomes Business foundations - On completion of this unit the student should be able to discuss the key characteristics of businesses and stakeholders, and analyse the relationship between corporate culture, management styles and management skills. Managing employees - On completion of this unit the student should be able to explain theories of motivation and apply them to a range of contexts, and analyse and evaluate strategies related to the management of employees. Operations management - On completion of this unit the student should be able to analyse the relationship between business objectives and operations management, and propose and evaluate strategies to improve the efficiency and effectiveness of business operations. Graded Assessment Tasks Business foundations test Managing employees test Operations management test MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

105 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 4: Transforming a business Curriculum Focus -Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory.  Learning Outcomes Reviewing performance – the need for change:On completion of this unit the student should be able to explain the way business change may come about, use key performance indicators to analyse the performance of a business, discuss the driving and restraining forces for change and evaluate management strategies to position a business for the future. Implementing change: On completion of this unit the student should be able to evaluate the effectiveness of a variety of strategies used by managers to implement change and discuss the effect of change on the stakeholders of a business. School Assessed Coursework Reviewing performance test Implementing change test End of Year Examination – assessing the content of both Unit 3 and 4 MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

106 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 1: Twentieth Century History ( ) Curriculum Focus: In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars. This unit explores the interwar period of Germany (1918 – 1939). It will focus on the rise of Hitler, life in Nazi Germany and cultural expression during this period Learning Outcomes On completion of this unit the student should be able to explain the consequences of the peace treaties which ended World War One, the impact of ideologies on nations and the events that led to World War Two. On completion of this unit the student should be able to explain patterns of social life and cultural change in one or more contexts, and analyse the factors which influenced changes to social life and culture, in the inter-war years. Graded Assessment Tasks Causes of the rise of Nazis Document Analysis Impact of Nazi rule Essay End of Unit Examination – an examination of material relating to the entire unit MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

107 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 2: Twentieth Century History ( ) Curriculum Focus: In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. Learning Outcomes On completion of this unit the student should be able to explain the ideological divisions in the post-war period and analyse the nature, development and impact of the Cold War on nations and people, in relation to one or more particular conflicts in the period. On completion of this unit the student should be able to explain the causes and nature of challenge and change in relation to two selected contexts in the second half of the twentieth century and analyse the consequences for nations and people.   Graded Assessment Tasks Causes of the Cold War Document Analysis Impact of Cold War Essay End of Unit Examination – an examination of material relating to the entire unit MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

108 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Units 3 & 4: Revolutions Curriculum Focus: These units focus on two revolutions. Each unit involves the study of the causes of the revolution, the responses of those in power to the building revolutions, and the changes the revolution brought about in the society, the economy and the government The revolutions chosen will be the Russian ( ) and Chinese ( ) revolutions. Learning Outcomes applicable to both units: On completion of this unit the student should be able to analyse the causes of revolution, and evaluate the contribution of significant ideas, events, individuals and popular movements. On completion of this unit the student should be able to analyse the consequences of revolution and evaluate the extent of change brought to society. Graded Assessment Tasks: Four assessment tasks will be applicable to both units: A research report An Essay An Analysis of visual and written documents A historiographical exercise End of Year Examination: The final examination tests students’ historical understanding of the two revolutions through their responses to a series of questions. The examination will be two hours in duration and will contribute 50 per cent to the students’ final assessment. MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

109 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 1: Criminal law and justice Curriculum Focus – This unit explores the distinction between legal and non-legal rules, the Victorian Hierarchy, and the process of making law through Parliament. It focuses on the role of police, their powers of investigation, the procedures of a criminal trial and an examination of possible sanctions that are available to the criminal courts. Learning Outcomes Explain the need for effective laws and describe the main sources and types of law in society. Explain the key principles and types of criminal law, applying these keys to relevant cases, and discussing the impact of criminal activity on the individual and society. Describe the processes for the resolution of criminal cases, and discuss the capacity of these processes to achieve justice. Graded Assessment Tasks Cases Studies Chapter Tests Law in Society Essay Crimes, sanction and defences test Our court system test End of Unit Examination MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

110 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 2: Civil law and the law in focus Curriculum Focus This unit focuses on the effective resolution of civil disputes. It looks at the processes and procedures involved in civil litigation and the possible defences to civil claims without our legal system available to enforce the civil rights of our citizens. The unit also investigates the alternative avenues of dispute resolution and their effectiveness. Learning Outcomes Civil disputes – explain the principles of civil law and be able to apply them to one or more real or hypothetical cases to justify a decision. Civil law in action – evaluation of the processes for the resolution of civil disputes and analyse the capacity of these processes to achieve justice. The law in focus – examination of one or more areas of law. Graded Assessment Tasks Report – a report evaluating an aspect of civil law and justice. Structured Assignment – a variety of questions which allows students to apply the principles of civil law to one or more cases. Visual Display and Report – research task on the role of the jury or alternative methods of dispute resolution and the capacity of these processes to achieve justice. Case Studies/Analytical Exercises – variety of questions which allow students to develop their skills and knowledge. End of Unit Examination – an examination of material relating to the entire unit. MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

111 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 3: Law-making Curriculum Focus This unit focuses on the institutions that determine laws and the processes by which laws are made. It considers reasons why laws are necessary and the impact of the Commonwealth Constitution on the operation of the legal system. Students undertake an evaluation of the strengths and weakness of the law-making bodies and the processes used to influence change and reform.    Learning Outcomes Describe the roles of the law making bodies and analyse their effectiveness Describe the role of the Commonwealth constitution and its effectiveness in protecting rights. Describe the role and evaluate the effectiveness of courts and law-making and their relationship with Parliament. Graded Assessment Tasks Report – a report evaluating the need for change in the law. Structured Questions – a variety of questions which allows students to explain the role of the Commonwealth Constitution. Case Studies/Analytical Exercises – variety of questions which allow students to develop their skills and knowledge. Tests – extended response questions evaluating material relating to the unit. MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

112 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH GLOBAL POLITICS Unit 4: Dispute resolution Curriculum Focus This unit explores the function and jurisdiction of the courts, tribunals and alternative avenues of dispute resolution. Students develop an understanding of criminal and civil pre-trial and trial processes and procedures which operate within the Victorian legal system. The current operation of the jury system in criminal and civil trials is examined and students also review the operation of the adversary system. Learning Outcomes Criminal cases and civil disputes – describe and evaluate the effectiveness of institutions for the resolution of civil disputes and the adjudication of criminal cases and of alternative dispute resolution methods. Court processes and procedures – explain the elements of an effective legal system, and evaluate the processes and procedures for the resolution of criminal cases and civil disputes and discuss their effectiveness. Graded Assessment Tasks Report – a report evaluating the effectiveness of institutions for the resolution of civil disputes. Structured Questions – a variety of questions which allows students to explain the elements of an effective legal system. Case Studies/Analytical Exercises – variety of questions which allow students to develop their skills and knowledge. Tests – extended response questions evaluating material relating to the unit. MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH ACCOUNTING HEALTH & PE 10 10

113 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus These units are designed to extend your knowledge and skills in understanding, speaking, reading and writing. The following prescribed themes are common to all four language units: The Individual, The German/Indonesian Speaking Communities, The Changing World. Each theme involves a number of topics and sub-topics. Students in Year 11 German have the opportunity to host an exchange student and to travel to Germany in September through our Sister School Exchange Program. Students in Year 11 Indonesian have the opportunity to participate in a study tour to Indonesia and Borneo and also participate on a school based program with our sister school in Jogjakarta, Indonesia. Students wishing to study a VCE Language subject must have successfully passed Year 10 Language. Learning Outcomes Communicate in spoken or written form, information related to personal areas of experience Listen to, read and obtain information from written and oral texts Produce an oral or written response to a text focusing on real or imaginary experiences. Graded Assessment Tasks Informal conversation OR Personal writing Written response, in German/Indonesian or English, to spoken texts Written response, in German/Indonesian or English, to written texts Oral presentation OR Written review or article End of unit exam NB: If an oral task is selected for Outcome 1, then a written task must be completed for Outcome 3, and vice versa. MATHS SCIENCE HUMANITIES GERMAN LANGUAGES INDONESIAN ARTS & TECH CHINESE HEALTH & PE

114 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus These units are designed to extend your knowledge and skills in understanding, speaking, reading and writing. The following prescribed themes are common to all four language units: The Individual, The German/Indonesian Speaking Communities, The Changing World. Each theme involves a number of topics and sub-topics. Students in Year 11 German have the opportunity to host an exchange student and to travel to Germany in September through our Sister School Exchange Program. Students in Year 11 Indonesian have the opportunity to participate in a study tour to Indonesia and Borneo and also participate on a school based program with our sister school in Jogjakarta, Indonesia. Students wishing to study a VCE Language subject must have successfully passed Year 10 Language. Learning Outcomes Participate in a spoken or written exchange related to making arrangements and completing transactions Listen to, read, and extract and use information and ideas from spoken and written texts Produce, in spoken or written form, a personal or imaginative piece Graded Assessment Tasks Formal letter OR Role-play OR Interview Written piece – reorganising taped information into a different format Written piece – reorganising printed information into a different format Journal entry OR Personal account OR Short story End of unit exam NB: If an oral task is selected for Outcome 1, then a written task must be completed for Outcome 3, and vice versa. MATHS SCIENCE HUMANITIES GERMAN LANGUAGES INDONESIAN ARTS & TECH CHINESE HEALTH & PE

115 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus These units are designed to extend your knowledge and skills in understanding, speaking, reading and writing. The following prescribed themes are common to all four language units: The Individual, The German/Indonesian Speaking Communities, The Changing World. Each theme involves a number of topics and sub-topics. Learning Outcomes Express ideas in an original written piece Analyse and use information from spoken texts Exchange information, opinions and experiences Graded Assessment Tasks Personal or imaginative written piece of 250 words Written response to spoken texts Role-play – resolving an issue MATHS SCIENCE HUMANITIES GERMAN LANGUAGES INDONESIAN ARTS & TECH CHINESE HEALTH & PE

116 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus These units are designed to extend your knowledge and skills in understanding, speaking, reading and writing. The following prescribed themes are common to all four language units: The Individual, The German/Indonesian Speaking Communities, The Changing World. Each theme involves a number of topics and sub-topics. Learning Outcomes Analyse and use information from written texts Respond critically to spoken and written texts Graded Assessment Tasks Response to written texts Informative, persuasive or evaluative written piece of 250 – 300 words A three to four minute interview based on an issue related to the text studied. End of Year Examinations (Units 3 and 4) Oral examination - conversation and discussion Written examination Listening and Responding (in English and German/Indonesian) Reading and Responding (in English and German/Indonesian) Writing in the Language MATHS SCIENCE HUMANITIES GERMAN LANGUAGES INDONESIAN ARTS & TECH CHINESE HEALTH & PE

117 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Product re-design and sustainability This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Learning Outcomes: Re-design a product using suitable materials with the intention of improvement. Evaluate materials, tools, equipment and processes to make a re-designed product. Graded Assessment Tasks: Design Folio and production Work Written Reports / Multimedia presentation End of Unit Examination MATHS DESIGN WOOD/METAL SCIENCE THEATRE STUDIES HUMANITIES LANGUAGES FOOD STUDIES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

118 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Collaborative Design Students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group project. Learning Outcomes: Design and plan a product, a product range or a group product in response to a design brief both individually and within a team. Justify, manage and use appropriate production processes to safely make and evaluate a product. Graded Assessment Tasks: Design Folio and Production Written Reports / Multimedia presentations End of Semester Examination MATHS DESIGN WOOD/METAL SCIENCE THEATRE STUDIES HUMANITIES LANGUAGES FOOD STUDIES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

119 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Applying the Product design process Students design and develop a product that meets the needs of a client or end user. Learning Outcomes: Explain the roles of the designer, client and or end user, the product design process and its initial stages. Explain and analyse influences on the design, development and manufacture of products within industrial settings. Present a folio that documents the product design process and commence production of the designed product. Graded Assessment Tasks: A written task relating to the roles of the designer, client and or end user A written task explaining and analysing influences on design, development and manufacture. MATHS DESIGN WOOD/METAL SCIENCE HUMANITIES THEATRE STUDIES LANGUAGES FOOD STUDIES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

120 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Product development and evaluation Students focus on evaluations which are made at various points of product design, development and production. A focus on environmental, economical and social impact of products throughout their lifecycle are analysed and evaluated. Learning Outcomes: Compare, analyse and evaluate similar commercial products Safely apply a range of production skills and processes to make the product designed in Unit 3 Evaluate the outcomes of design, planning and production activities and explain the products design features and care requirements Graded Assessment Tasks: Short written report on comparison, analysis and evaluation of similar commercial products Design Folio, Production and Evaluation Report End of Year Examination – assessing both Unit 3 and Unit 4 MATHS DESIGN WOOD/METAL SCIENCE THEATRE STUDIES HUMANITIES LANGUAGES FOOD STUDIES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

121 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Pre-modern Theatre Curriculum Focus This unit focuses on the application of acting and other stagecraft in relation to theatrical styles of the pre-modern era. Students work with playscripts from the pre-modern era of theatre, focusing on works created up to 1920 in both their written form and in performance. Learning Outcomes Identify and describe the distinguishing features of pre-modern theatre playscripts. Apply acting and other stagecraft to interpret playscripts from the pre-modern era. Aanalyse a performance of a playscript. Analysis of the drama work created and performed in Outcomes 1 and 2 Graded Assessment Tasks Performance of playscripts from the pre-modern era Oral/visual/multimedia reports/presentations tests Responses to structured questions Research report Examination MATHS SCIENCE HUMANITIES THEATRE STUDIES LANGUAGES FOOD STUDIES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

122 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Modern Theatre Curriculum Focus In this unit students study theatrical styles and stagecraft through working with play scripts in both their written form and in performance with an emphasis on the application of stagecraft. Students work with play scripts from the modern era, focusing on works from the 1920s to the present. Learning Outcomes Identify and describe the distinguishing features of modern era theatre play scripts; Apply stagecraft to interpret play scripts from the modern era; Analyse and evaluate stagecraft in a performance of a playscript. Graded Assessment Tasks Performance of play scripts from the modern era, Oral/visual/multimedia reports presentations Tests Responses to structured questions Research report. End of Semester Exam MATHS SCIENCE THEATRE STUDIES HUMANITIES LANGUAGES FOOD STUDIES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

123 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Playscript Interpretation Curriculum Focus In this unit students develop an interpretation of a playscript through the stages of the theatrical production process: planning, development and presentation. Students specialise in two areas of stagecraft, working collaboratively in order to realise the production of a playscript. Learning Outcomes Apply stagecraft to interpret a playscript for performance to an audience. Document an interpretation of excerpts from a playscript and explain how stagecraft can be applied in the interpretation. Analyse and evaluate the interpretation of a written playscript in production to an audience. Graded Assessment Tasks MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

124 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Performance Interpretation Curriculum Focus In this unit students study a scene and associated monologue from the Theatre Studies Stagecraft Examination Specifications published annually by the Victorian Curriculum and Assessment Authority, and develop a theatrical treatment that includes the creation of a character by an actor, stagecraft possibilities, and appropriate research. Students interpret a monologue from within a specified scene using selected areas of stagecraft to realise their interpretation. Learning Outcomes Interpretation of a monologue from a playscript selected from the monologue list in the Theatre Studies Stagecraft Examination Specifications. Develop a theatrical treatment that outlines an interpretation of a monologue and a prescribed scene. Analysis and evaluation of the acting and design in a production selected from the prescribed VCE Theatre Studies Unit 4 Playlist. Graded Assessment Tasks Develop a theatrical treatment that presents an interpretation of a monologue and its prescribed scene. Analyse and evaluate acting in a production. End of year performance examination and written examination MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

125 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Food Safety and Properties of Food Curriculum Focus This unit focuses on safe and hygienic food handling and storage practices to prevent food spoilage and food poisoning, and apply these practices to food preparation. Practices suitable for a small-scale operation such as the home, school and small businesses will be considered as well as suitable tools and equipment. The links between classification of foods, their properties, processing techniques and cooking methods will be examined. Learning Outcomes Explain and apply hygienic and safe work practices when storing, preparing and processing food Analyse the physical, sensory, chemical and functional properties of key foods Graded Assessment Tasks Production work and records of production Designing and developing a solution in response to a design brief Tests (short answer and/or extended answer) Practical tests Short written reports Oral reports Online publication/communication. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

126 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Planning and preparation of Food Curriculum Focus This unit focuses on the most appropriate tools and equipment to produce optimum results, including the latest developments in food technology. Students work independently and as team members to research and implement solutions to a design brief. They consider nutritional aspects, social and cultural influences and resource access and availability. Learning Outcomes Able to use a range of tools and equipment to demonstrate skills and implement processes in preparation, processing, cooking and presentation of key foods. Able to work individually and as a member of a team, to use the design process to plan, safely and hygienically prepare and evaluate meals. Graded Assessment Tasks Production work and records of production Designing and developing a solution in response to a design brief Tests (short answer and/or extended answer) Practical tests Short written reports Oral reports Online publication/communication. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

127 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: Food Preparation, Processing and Food Controls Curriculum Focus This unit examines food safety in Australia and the relevant national state and local authorities including Hazard Analysis and Critical Control Points (HACCP). The function of the natural components of key foods and the application to food preparation is examined. A detailed design plan will be developed from a design brief and a set of food items will be produced to meet the requirements of the brief for implementation Unit 4 Learning Outcomes Role and responsibilities of the relationship between national, state and local authorities that govern food safety. Analyse preparation, processing and preservation techniques of key foods, and prepare foods safely and hygienically. Develop a design brief, evaluation criteria and a design plan for the development of a food product. Graded Assessment Tasks Any one or a combination of: A report (oral, short written) A multimedia presentation A test (short and/or extended answer) An annotated visual display A case study A media analysis MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

128 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: Food Product Development and Emerging Trends Curriculum Focus Students develop individual production plans for the proposed 4-6 items and implement the design plan established in Unit 3. Students examine food product development and investigate issues such as food production, social pressures, consumer demand, environmental concerns, packaging and marketing. Learning Outcomes Implementation of production plans for a set of 4-6 items Analyse the driving forces related to food product development, emerging foods and marketing foods. Graded Assessment Tasks A test (short and /or extended answer) A written report Analysis of a case study Structured questions A multimedia presentation An oral presentation Design Folio that includes a design brief, evaluation criteria, a design plan, photographic and written records and an evaluation End of Year Examination – assessing Unit 3 and Unit 4 MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

129 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Computing Curriculum Focus In this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. Students will collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. Learning Outcomes Students will acquire, secure and interpret data, and design and develop a graphic solution that communicates the findings of an investigation.  Students will  design a network with wireless capability that meets an identified need or opportunity, explain its configuration and predict risks and benefits for intended users.  Students will design and develop a website collaboratively with others that presents an analysis of a contemporary issue and the team’s point of view on the issue.  Graded Assessment Tasks Using digital systems and techniques, create a solution in response to a need Oral & Visual presentations such as multimedia presentations Written report using ICT Test & end of unit examination MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

130 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Computing Curriculum Focus  In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. Students develop their computational thinking skills when using a programming or scripting language to create solutions. They engage in the design and development stages of the problem-solving methodology.   Learning Outcomes Student will design working modules in response to solution requirements, and use a programming or scripting language to develop the modules. Student will apply the problem-solving methodology and use appropriate software tools to extract relevant data and create a data visualisation that meets a specified user’s needs. Student apply the problem-solving methodology to create a solution using database management software, and explain the personal benefits and risks of interacting with a database.  Graded Assessment Tasks Using digital systems and techniques, create a solution in response to a need  or opportunity Oral & Visual presentations such as multimedia presentations Written report using ICT Test & end of unit examination MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

131 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: Informatics Curriculum Focus  In Informatics students focus on data, information and information systems. In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. Students will investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions.  Learning Outcomes Students will able to design a solution, develop it using a relational database management system, and diagrammatically represent how users interact with an online solution when supplying data for a transaction. Student will be able to use a range of appropriate techniques and processes to acquire, prepare, manipulate and interpret complex data to confirm or refute a hypothesis, and formulate a project plan to manage progress. Graded Assessment Tasks Design a solution, develop it using a relational database management system, and diagrammatically represent how users interact with an online solution when supplying data for a transaction. Tests and end of unit examination. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

132 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: Informatics Curriculum Focus  In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs.    Learning Outcomes Students will design, develop and evaluate a multimodal online solution that confirms or refutes a hypothesis, and assess the effectiveness of the project plan in managing progress. Student will compare and contrast the effectiveness of information management strategies used by two organisations to manage the storage and disposal of data and information, and recommend improvements to their current practices. Graded Assessment Tasks Compare and contrast the effectiveness of information management strategies On-screen user documentation A visual representation Written report or test or an annotated visual representation End of year examination MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

133 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Representation and Technologies of Representation Curriculum Focus The purpose of this unit is to enable students to develop an understanding of the relationship between the media, technology and the representations present in media forms. Learning Outcomes Describe the construction of specific media representations - and explain how the process of representation reproduces the world differently from direct experience of it. Produce and compare media representations - in a variety of media forms. Recognise and evaluate the creative and cultural implications of the new media technologies Graded Assessment Tasks Representation test - showing an understanding of the representations reflected in various media forms. Create an example of a representation - (e.g.. teenagers) using different media forms. Written article - explaining the impact of new media technologies. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

134 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Media Production and the Media Industry Curriculum Focus This unit focuses on developing an understanding of the specialist production stages and roles within the collaborative organisation of media production. Learning Outcomes Produce a media product within a collaborative context - and explain the processes undertaken Discuss media industry and production issues - concerning the production stages and specialist roles within the media industry Describe characteristics of Australian media organisations - and discuss the social and industrial framework within which such organisations operate Graded Assessment Tasks Participate in the construction of media productions - undertaking a different specialist role in each Production Design Plan & Product Written Report - on a developmental period of the Australian Film Industry End of Year Exam MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

135 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: Narrative and Media Production Design Curriculum Focus This unit focuses on developing an understanding of the elements involved in forming narrative organisations in fictional media texts as well as creating a media production design plan that will be used to produce a media production in Unit 4. Students will also attend the VCAA Top Designs Expo Learning Outcomes Discuss the nature and function of production and story elements - in fictional media texts and explain how these elements combine to form the narrative (tell the story) Demonstrate a range of skills which will contribute to the preparation of a media production design plan - demonstrating the use of technical equipment, processes and applications Prepare a media production design plan - incorporating specifications for chosen media product Graded Assessment Tasks Test - demonstrating an understanding of the narrative process. Create two technical exercised to demonstrate understanding of the production process. Prepare a production design plan - incorporating specifications appropriate for the chosen media product. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

136 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: Media Process, Social Values and Media Influence Curriculum Focus This unit focuses on enabling students to further develop practical skills in the production of media products and to develop an understanding of the influence the media has on a society as well as the way that the values of a society can shape the contents of a media text. The role and influence of the media is also analysed in this unit. Learning Outcomes Produce a media product - using the production design plan prepared during Unit 3. Discuss the ways in which social values shape the content of a media text - and analyse how social values are reflected in that text. Discuss theories of media influence - and analyse debates about the nature and extent of media influence. Graded Assessment Tasks School Assessed Task - this comprises the media production design plan completed in Unit 3 and the media product produced in Unit 4. Test - demonstrating an understanding of the role of social values on the construction of the text. Written analysis - of the nature and extent of media influence End of year examination - series of questions related to the whole of Units 3 and 4 MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

137 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Music Performance – Group or Solo Curriculum Focus This unit focuses on developing skills in practical music performance in solo and group contexts, developing listening skills and composing music. Students will present a solo and a group performance, demonstrate prepared technical work and perform previously unseen music. Learning Outcomes Performance - of contrasting solo, group works, technical work and sight reading Improvement of students performance - by analysing the performance of others Recognition and transcription of musical ideas - in conventional notation Graded Assessment Tasks Performances - solo, group unprepared and technical Written report - analysis of work prepared for performance Aural test - to identify rhythms, melodies, chords and key features of musical arrangements Composition/improvisation task - and written evaluation MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

138 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Music Performance – Group or Solo Curriculum Focus This unit focuses on developing skills in practical music performance in solo and group contexts, developing listening skills and composing music. Students will present a solo and a group performance, demonstrate prepared technical work and perform previously unseen music. Selected works are analysed to enhance interpretation and to understand context, style, character and influences. Learning Outcomes Performance - of contrasting solo, group works, technical work and sight reading Evaluate and analyse works - to highlight expressive features Recognition and transcription of musical ideas - in conventional notation Graded Assessment Tasks Performances - solo, group unprepared and technical Written report - analysis of work prepared for performance Aural test - to identify rhythms, melodies, chords and key features of musical arrangements MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

139 Music Performance – Group or SoloHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT VCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus This unit focuses on the presentation of solo program of works. Understanding of characteristics and structure of a group work are developed to broaden music performance skills. Ensemble performance, technical work and unprepared performance and listening skills extend music performance skills. Learning Outcomes Performance - of a range of works, and technical exercises Development of techniques - to enhance artistry in performance Recognition and transcription of musical ideas - in conventional notation Ability to identify key musical features - and to make critical responses Graded Assessment Tasks School Assessed Task Performance - of prepared works, sight reading, technical study and scales/ rudiments Music Performance – Group or Solo MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

140 Music Performance – Group or SoloHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT VCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus In this unit students select a work from a prescribed list as the basis for an investigation of a Focus Area. They explore the Focus Area through three complementary areas of study: Investigation, Composition/ arrangement/improvisation and Performance. Learning Outcomes Investigation – This involves research into background contextual issues relevant to performance practice, critical listening to recordings of performances and examination of texts including musical scores. Composition/arrangement/improvisation - This Involves applying these research findings to create a folio of exercises, sketches or recorded improvisations that demonstrate understanding of the characteristics of the Focus Area. Performance - Students plan, rehearse and perform a program of works that are representative of the Focus Area and in doing so develop relevant instrumental and performance techniques and apply performance practices. Together, these areas of study require students to apply extensive skills in performance, aural awareness, transcription, music theory and analysis. Graded Assessment Tasks Understanding of performance techniques Performance Music Performance – Group or Solo MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

141 Music Performance – Group or SoloHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT VCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus This unit focuses on the presentation of solo program of works demonstrated through performance and understanding of interpretation. Understanding of characteristics of group work is further developed. Ensemble performance, technical work and unprepared performance and studies in aural comprehension extend music performance skills. Learning Outcomes Performance - of a range of works, and technical exercises Development of techniques - to enhance artistry in performance Recognition and transcription of musical ideas - in conventional notation Ability to identify key musical features - and to make critical responses Graded Assessment Tasks School Assessed task - presentation of Group music program and technical work Examinations: Performance - of prepared works. (Externally examined) Aural exam - to identify rhythms, melodies, chords and key features of musical arrangements Music Performance – Group or Solo MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN 10 10

142 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH DESIGN FIBRE/ FABRICS Curriculum Focus In this unit students continue the exploration within the Focus Area they began in Unit 3. In Unit 4 the Investigation involves the preparation of program notes to accompany their end-of-year performance program. Learning Outcomes Investigation – This involves research into background contextual issues relevant to performance practice, critical listening to recordings of performances and examination of texts including musical scores. Composition/arrangement/improvisation - This Involves applying these research findings to create a folio of exercises, sketches or recorded improvisations that demonstrate understanding of the characteristics of the Focus Area. Performance - Students plan, rehearse and perform a program of works that are representative of the Focus Area and in doing so develop relevant instrumental and performance techniques and apply performance practices. Together, these areas of study require students to apply extensive skills in performance, aural awareness, transcription, music theory and analysis. Graded Assessment Tasks School Assessed Task Presentation of Composition/arrangement/improvisation Understanding or performance techniques Examinations: End of Year Performance Examination (Solo or Group) Music Performance – Group or Solo Music Investigation MATHS DESIGN WOOD/METAL SCIENCE HUMANITIES DRAMA FOOD STUDIES LANGUAGES ARTS & TECH INFORMATION TECHNOLOGY HEALTH & PE MEDIA MUSIC PERFORMANCE/ INVESTIGATION STUDIO ARTS VISUAL COMM & DESIGN 10 10

143 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Artistic Inspiration and Techniques Curriculum Focus Students will use sources of inspiration and ideas as the basis of artworks and explore a range of materials and techniques as tools for translating ideas into visual form. Students also explore the ways artists from different times and places have interpreted ideas, sources of inspiration, used material and techniques in creating artworks. Students will be required to keep a workbook and produce final artworks. They will be required to visit art exhibitions such as “Top Arts” to enable them to view and analyse original artwork. Learning Outcomes Resource ideas and inspirations and use a variety of methods to translate these into visual form. Explore and use a variety of materials and techniques in the production of art works. Discuss how artists from different times and places have interpreted sources of inspiration, used materials and techniques in producing artworks. Graded Assessment Tasks A selection of exploratory and completed creative artwork - showing sources of ideas, through the use of a variety of materials and techniques. Written presentations or short answer responses - discussing ways in which artists interpret sources of inspiration and use materials and techniques. The presentations should include visual material MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

144 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Design Exploration and Concepts Curriculum Focus This unit is based on developing artworks through a design process of visual research and to analyse and evaluate the ideas before the production of artworks. Students will be required to keep a workbook and produce final artworks. They will be required to visit art exhibitions such as “Top Arts” to enable them to view and analyse original artwork. Learning Outcomes To develop a design process including visual research and inquiry in order to produce a variety of design exploration and a number of artworks To analyse and discuss the ways in which artists from different times and places have created aesthetic qualities in artworks, communicated ideas and developed styles. Graded Assessment Tasks A variety of design explorations and the production of a number of related creative art works. Written presentations discussing the ways a variety of art works use design elements and principles, signs, symbols and images to communicate ideas and develop style. The presentations should include visual reference material. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

145 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: Studio Production and Professional Art Practices Curriculum Focus The focus of this unit is the implementation of the design process leading to the production of a range of potential solutions. Students select a theme and create a work brief to define an area of exploration and apply a design process to explore and develop their ideas. There is also an exploration of professional art practices and the development of distinctive styles in artworks. Students will be required to keep a workbook and produce final artworks. They will be required to visit art exhibitions such as “Top Arts” to enable them to view and analyse original artwork.    Learning Outcomes Presentation of a work brief that formulates the content and parameters of the design process and plan how his will be undertaken Presentation of a design process that produces a range of potential solutions to the aims and ideas documented in the work brief Discussion of art practises in relation to particular art form(s) and analyse ways in which the artists develop distinctive styles in their artworks. Graded Assessment Task A work brief and a developmental folio that presents a design process that explores and develops the aims and ideas set out in the work brief and produce a range of potential solutions. Subject to external review. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

146 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: Studio Production and Art Industry Contexts Curriculum Focus The focus of this unit is the production of a cohesive folio of finished artworks from the ideas generated in Unit 3. Have an understanding of artists’ involvement in the current art industry issues, role of galleries and the conservation and preservation of artworks. Students will be required to keep a workbook and produce final artworks. They will be required to visit art exhibitions such as “Top Arts” to enable them to view and analyse original artwork. Learning Outcomes Present a focused statement in visual and written form that documents how potential solutions will be used to produce a cohesive folio of finished artworks, how materials and techniques are applied and how aims, ideas and aesthetic qualities are resolved in the finished artworks. Present a cohesive folio of finished artworks, based on potential solutions, which skilfully apply materials and techniques, resolve aims, ideas and aesthetic qualities and communicate student ideas. Examine and explain the preparation and presentation of artworks in at least two different exhibition spaces, and discuss the various roles, processes and methods involved in the exhibition of artworks Graded Assessment Tasks A focused statement and cohesive folio of finished artworks. Subject to external review A personal response (written) to demonstrate an understanding of the various roles, processes and methods involved in the exhibition of artworks. End of Year Examination: Assessing the content based of Unit 3 and Unit 4 MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

147 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Introduction to Visual Communication and Design Curriculum Focus To enable students to develop an understanding of instrumental drawing methods and freehand drawing from direct observation. Introduction to the diversity of visual communication and the role of the design process in producing work. Learning Outcomes Students should be able to: Complete instrumental drawing using a range of paraline and perspective drawing systems Draw from direct observation in proportion and render drawings Explore and apply design elements and principles to a stated purpose Describe the nature of the design process in producing visual communications. Graded Assessment Tasks Folio of instrumental drawings of objects Folio of free hand drawings that demonstrate and understanding of the paraline and perspective drawing systems - show one-point and two-point perspective drawing, rendering techniques, proportion, scale and relationship of objects Folio of visual communications - that use design elements and principles to satisfy a purpose. Written response - supported by visual material describing the design process MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

148 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Applications to Visual Communication and Design Curriculum Focus To enable students to develop and refine practical skills by generating and developing images through freehand and instrumental drawing and the use of information and communication technology. Learning Outcomes To use freehand and instrumental drawings to develop images that represent and communicate form To be able to use freehand drawing in the development of rendered three-dimensional images Application of a design process to develop a solution to a set task Describe and analyse contemporary and historical examples of visual communication. Graded Assessment Tasks Folio of instrumental drawings - that include a range of two and three dimensional examples Folio of freehand drawings - that shows development of rendering techniques and media Folio of visual communication solution/s to set tasks. Written response - supported by visual material that analyses examples of visual communications. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

149 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: Design Thinking and Practices Curriculum Focus Students apply the design process to satisfy specific communication needs. Students will investigate design in a professional setting. Students will also be expected to go on an excursion to the VCAA Top Designs Expo. Learning Outcomes To apply the design process to produce a final presentation that meets a specific need To analyse and evaluate the effectiveness of a range of visual communication Discuss the roles and relationships of designers in the context of professional practice. Graded Assessment Tasks Folio A written report on the analysis and evaluation of advertisements A written report on a professional practice or designer MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

150 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: Design Development and Presentation Curriculum Focus Students are to prepare a brief, produce developmental work and produce two final presentations through application of the design process and based on the requirements of the brief. Learning Outcomes Prepare a design brief that describes a client communication needs and specifies two distinct final presentations Prepare developmental work that explores design concepts relevant to the requirements of the brief Present two distinct final presentations that satisfy the requirements of the brief developed in Outcome 1. Graded Assessment Tasks – Subject to External Review A written brief for a client that includes a description of two distinct visual communication presentations A developmental portfolio Two distinct visual communication presentations on two presentation formats. End of Year Examination assessing the content based on Unit 3 and Unit 4 work. MATHS SCIENCE THEATRE STUDIES HUMANITIES FOOD STUDIES LANGUAGES ARTS & TECH COMPUTING HEALTH & PE MEDIA MUSIC PERFORMANCE STUDIO ARTS VISUAL COMM & DESIGN

151 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Understanding health and wellbeing Curriculum Focus This unit looks at health and wellbeing definitions, perspectives and priorities. Students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices. Students explore food and nutrition and investigate consequences of dietary imbalance, especially for youth. Learning Outcomes Health perspectives and influences - On completion of this unit the student should be able to explain multiple dimensions of health and wellbeing, explain indicators used to measure health status and analyse factors that contribute to variations in health status of youth. Health and nutrition - On completion of this unit the student should be able to apply nutrition knowledge and tools to the selection of food and the evaluation of nutrition information. Youth health and wellbeing - On completion of this unit the student should be able to interpret data to identify key areas for improving youth health and wellbeing, and plan for action by analysing one particular area in detail. Graded Assessment Tasks Case study analysis Data analysis Structured responses End of unit examination HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

152 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Managing health and Development Curriculum Focus This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. Students also investigate adulthood as a time of independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Learning Outcomes Developmental transitions - On completion of this unit the student should be able to explain developmental changes in the transition from youth to adulthood, analyse factors that contribute to healthy development during prenatal and early childhood stages of the lifespan and explain health and wellbeing as an intergenerational concept.  Health care in Australia - On completion of this unit the student should be able to describe how to access Australia’s health system, explain how it promotes health and wellbeing in their local community, and analyse a range of issues associated with the use of new and emerging health procedures and technologies.  Graded Assessment Tasks Structured responses Case study analysis Data analysis End of unit examination HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

153 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: Australia’s health in a globalised world Curriculum Focus This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO) and analyse data on variations in the health status of Australians. Students investigate various public health approaches, models of health within the Australian health system and evaluate successful programs. Learning Outcomes Understanding health and wellbeing - On completion of this unit the student should be able to explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status. Promoting health and wellbeing - On completion of this unit the student should be able to explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies. Graded Assessment Tasks Case study analysis Written report Structured responses, including data analysis End of unit examination HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

154 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: Health and human development in a global context Curriculum Focus – This unit examines health and wellbeing, and human development in a global context. Students investigate the health status and burden of disease in different countries, exploring factors that contribute to health inequalities within countries. Students consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. Students investigate global action to improve health, focusing on the United Nations’ Sustainable Development Goals, the work of the World Health Organization and the role of non-government organisations in Australia’s overseas aid program. Learning Outcomes Health and wellbeing in a global context - On completion of this unit the student should be able to analyse similarities and differences in health status and burden of disease globally and the factors that contribute to differences in health and wellbeing. Health and the Sustainable Development Goals - On completion of this unit the student should be able to analyse relationships between the SDGs and their role in the promotion of health and human development, and evaluate the effectiveness of global aid programs. Graded Assessment Tasks Case study analysis Written report Structured responses, including data analysis End of year examination HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

155 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: Exploring Outdoor Experiences Curriculum Focus This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments. Students should experience one or more environments that have characteristics that are natural and evidence of human intervention. These experiences provide comparisons and opportunities to develop skills indoors and out. Due to excursions and camps there is a 20 hour out of school commitment associated with Outdoor Ed. Learning Outcomes Motivations for outdoor experiences - On completion of this unit the student should be able to describe motivations for participation in and personal responses to outdoor environments, with reference to specific outdoor experiences. Influences on outdoor experiences - On completion of this unit the student should be able to describe ways of knowing and experiencing outdoor environments and evaluate factors that influence outdoor experiences, with reference to specific outdoor experiences. Graded Assessment Tasks Participation in outdoors and physical achievements Structured Responses Investigation project Examination – an examination of material relating to the entire unit HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

156 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 2: Discovering outdoor environments Curriculum Focus In this unit students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. Students should experience one or more environments that have characteristics that are natural and evidence of human intervention. These experiences provide comparisons and opportunities to develop skills indoors and out. Due to excursions and camps there is a 20 hour out of school commitment associated with Outdoor Ed. Learning Outcomes Investigating outdoor environments - On completion of this unit the student should be able to describe the characteristics of different outdoor environments and analyse a range of understandings of these environments, with reference to specific outdoor experiences. Impacts on outdoor environments - On completion of this unit the student should be able to evaluate human impacts on outdoor environments and analyse procedures for promoting positive impacts, with reference to specific outdoor experiences. Graded Assessment Tasks Participation in outdoors and physical achievements Structured Responses Investigation project Examination – an examination of material relating to the entire unit HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

157 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 3: Relationships with the Outdoors Curriculum Focus This unit considers the ecological, historical and social contexts of relationships between humans and outdoor environments. It examines the impact of these relationships on the environment. Students should experience one or more environments that have characteristics that are natural and evidence of human intervention. These experiences provide comparisons and opportunities to develop skills indoors and out. Due to excursions and camps there is a 20 hour out of school commitment associated with Outdoor Ed.    Learning Outcomes Historical relationships with outdoor environments - On completion of this unit the student should be able to explain and evaluate how relationships with Australian outdoor environments have changed over time, with reference to specific outdoor experiences. Relationships with Australian environments since On completion of this unit the student should be able to analyse and evaluate the factors influencing contemporary societal relationships with outdoor environments, with reference to specific outdoor experiences. Graded Assessment Tasks Participation in outdoors and physical achievements Structured Responses Investigation project Examination – an examination of material relating to the entire unit HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

158 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 4: Sustainable Outdoor Relationships Curriculum Focus In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. Due to excursions and camps there is a 20 hour out of school commitment associated with Outdoor Ed. Learning Outcomes Healthy outdoor environments -  Student will be able to evaluate the contemporary state of Australian outdoor environments, and analyse the importance of healthy outdoor environments and sustainability for individuals and society, with reference to specific outdoor experiences. Sustainable outdoor environments – Students will be able to analyse conflicts of interest over the use of outdoor environments, and evaluate practices and strategies for sustaining outdoor environments, with reference to specific outdoor experiences. Graded Assessment Tasks One task from the following: written report, data analysis, short essay, test and relating to Learning Outcome 1 Two tasks from the following: written report, data analysis, short essay, test that relate to Learning Outcome 2 End of year examination HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

159 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Unit 1: The human body in motion Curriculum Focus: In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the body. Learning Outcomes Area of Study 1 How does the musculoskeletal system work to produce movement? Area of Study 2 How does the cardiorespiratory system function at rest and during physical activity? Graded Assessment Tasks a written report analysing participation in at least four physical activities a practical laboratory report linking key knowledge and key skills to a practical activity or practical activities a case study analysis Structured questions End of unit exam HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE

160 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 Unit 2: Physical activity, sport and society Curriculum Focus: This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Learning Outcomes:  Area of Study 1- What are the relationships between physical activity, sport, health and society? Area of Study 2 - What are the contemporary issues associated with physical activity and sport?  Graded Assessment Tasks A written plan and a reflective folio demonstrating participation in a program designed to either increase physical activity levels and/or reduce sedentary behaviour A written report. End of year exam ENGLISH HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE 10 10

161 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 Unit 3:Movement skills and energy for physical activity Curriculum Focus: This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and re ne movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.  Learning Outcomes  Area of Study 1: How are movement skills improved? Collect and analyse information from, and participate in, a variety of practical activities to develop and re ne movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles.  Area of Study 2: How does the body produce energy? Use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the factors causing fatigue and suitable recovery strategies. Graded Assessment Tasks: Structured questions that draw on primary data A laboratory report based on primary data. Data Analysis ENGLISH HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE

162 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS Unit 1 Unit 2 Unit 3 Unit 4 VCE Subjects Unit 4: Training to improve performance Curriculum Focus In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective. Learning Outcomes Area of study 1: What are the foundations of an effective training program? Analyse data from an activity analysis and fitness tests to determine and assess the fitness components and energy system requirements of the activity. Area of study 2: How is training implemented effectively to improve fitness? Participate in a variety of training methods, and design and evaluate training programs to enhance specific fitness components. Graded Assessment Tasks A written report analysing data from an activity analysis A reflective folio of participation in a minimum of five different training sessions A written report that will draw on the personal experiences recorded in the folio to design a six-week training program for a given case study. Structured questions linked to chronic adaptations ENGLISH HEALTH & HUMAN DEVELOPMENT MATHS SCIENCE OUTDOOR & ENVIROMENTAL STUDIES HUMANITIES LANGUAGES PHYSICAL EDUCATION ARTS & TECH HEALTH & PE

163 Vocational Education Training in Schools (VETiS)HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Vocational Education Training in Schools (VETiS) All VET in Schools programs are an integrated part of the VCE. This means that students have another study option at Units 1, 2, 3 and 4. Most VETiS Studies in Units 3 and 4 have graded assessment and study scores like all other VCE studies. Heathmont College students are able to include a VETiS Unit 3 and 4 sequence as one of their best four studies, which is used to determine their ATAR. Some VETiS Studies, that do not have scored assessment, still contribute a 10% increment to the ATAR like any other 5th or 6th VCE subject. All 'VETiS studies' have full status in the VCE. VETiS studies provide depth and breadth to student learning programs. They also allow students to earn a nationally recognised training credential that is supported by industry. Remember, VETiS results also contribute directly to the calculation of the ATAR. This is the score, calculated by VTAC, which forms the basis for selection into University and TAFE courses. Some VETiS studies only consist of Unit 1 and 2 – these do not contribute to the ATAR calculation. VETiS studies should be considered a study option that is part of the VCE, not something separate from it. Please note that VETiS studies are not an easy option and contain both theoretical and practical components. VETiS programmes enable students to gain two certificates, VCE Certificate, and Nationally accredited TAFE qualification (usually at Certificate II level). These certificates generally allow connections into other courses, particularly at TAFE. Students who have completed VETiS Studies have been extremely successful in gaining apprenticeships, traineeships, employment, or entering tertiary courses. Vocational Education programs subjects generally cost between $230 - $950 Course materials also need to be purchased for some studies. Prospective students must submit applications, and in some instances, attend interviews due to competition for places. Most of the programs have been organised so that the TAFE classes operate on Wednesdays, creating minimum impact on other classes. A comprehensive list of all courses is available from the Careers Office. Any queries can be directed to the Student Pathways Coordinator, Mrs Melissa McMurray, on What is VETiS? Where do you study your VETiS subject? Where do VETiS studies lead? VET subjects

164 Vocational Education Training in Schools (VETiS)HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Vocational Education Training in Schools (VETiS) What is VETiS? VETiS studies are designed to broaden opportunities for students in vocationally orientated programs, and to complement the traditional VCE. By undertaking a VETiS study, students will: Gain a well recognised VET qualification, usually at Certificate II level Gain up to 4 VCE units credit for each VETIiS program Gain credit towards the calculation of an ATAR Complement theoretical VCE studies with practical work placements Develop communication and employment skills Gain Industry experience Gain confidence Enhance career opportunities. Where do you study your VETiS subject? Where do VETiS studies lead? VET subjects Back to introduction

165 Vocational Education Training in Schools (VETiS)HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Vocational Education Training in Schools (VETiS) What is VETiS? VETiS studies are often delivered in partnership between one or more of the following groups, so you attend that location for the delivery of your VETiS subject: A TAFE Institute (normally Swinburne, Box Hill or Holmesglen) Another secondary school (usually on Wednesday afternoon) in partnership with the Maroondah Education Coalition . Community Education Providers A wide range of VETiS studies are offered. Some are delivered by schools in the Maroondah Education Coalition, or by a TAFE Institute. Classes normally operate on Wednesdays, although, this day can vary for Year 11 Students. The Maroondah Education Coalition is a partnership between 6 colleges in our local area comprising Croydon Community, Heathmont, Melba, Norwood , Tintern and Ringwood. The cluster offers programs designed to maximise employment opportunities and allow a progressive pathway for students in the later years of schooling. Where do you study your VETiS subject? Where do VETiS studies lead? VETiS subjects Back to introduction

166 Vocational Education Training in Schools (VETiS)HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Vocational Education Training in Schools (VETiS) What is VETiS? Where do you study your VETiS subject? VETiS studies can offer a range of pathways to students, including employment, apprenticeships, traineeships, further study at a TAFE Institute and University. As many VETiS studies can now be counted as part of a student’s ‘best four’ studies, a student’s interest in a more vocational subject can often help them attain a higher ATAR if that is one of their better performing studies. Where do VETiS studies lead? VET subjects Back to introduction

167 Vocational Education Training in Schools (VETiS)HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Vocational Education Training in Schools (VETiS) What is VETiS? Below is a list of VETiS Studies that Heathmont College students have undertaken in the past. If you wish to find out more information please see Mrs McMurray. Please note: At this stage of the year, the availability of some VETiS studies has not been finalised by the TAFE Institutes, and may change. Programs will also be dependent upon student numbers. Competition for places is quite high. Eastland Cluster VETiS Subjects Offered Cert. II in Community Services (Melba College) Cert. II in Community Recreation & Outdoor Recreation (Norwood SC) Cert. II in Hairdressing (Norwood SC) Cert. II in Make-up and Skin Care Services (Melba College) Cert. III in Music Industry (Croydon CC) Cert. III in Media (Tintern) Cert. II in Public Safety (Heathmont College) Mullum Cluster VETiS Subject Offered Cert. II and III in Engineering (Swinburne) CISCO (Ringwood Trade Training Centre) Cert. II and III in Electro-technology (Ringwood Trade Training Centre) Cert III Animal Studies (Box Hill TAFE) Cert II Business Administration (Fairhills SC) Cert II Kitchen Operations (Aquinas College) Where do you study your VETiS subject? Where do VETiS studies lead? VETiS subjects Back to introduction

168 Victorian Certificate of Applied Learning (VCAL)HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Victorian Certificate of Applied Learning (VCAL) The College provides a program, which combines a School Based Apprenticeship with VCAL. This allows students to combine school studies with training in their chosen career pathway. This program is specifically designed to cater for students who may not access a traditional VCE course and would prefer to combine study with training and employment in industries where they are likely to seek future employment or apprenticeships. In Year 11 & 12, students may undertake Intermediate and Senior Certificate VCAL courses. The cost of VCAL depends on the type of program and TAFE training. It may be an atEAST program or one through MEGT. VCAL courses attract a basic College Charge, and a TAFE fees that are paid directly to the TAFE. Students will be required to attend: Heathmont College on Monday and Tuesday TAFE for their training this is usually a Wednesday (working toward a Certificate II level qualification) Employment on Thursday and Friday At school, students will follow a two-day timetable completing units in Literacy, Numeracy, Personal Development and Work Related skills. To satisfactorily complete the school component, students are required to complete a variety of tasks in all four-subject areas. Students wishing to commence VCAL will need to prepare themselves for the application process, please contact the Senior School Office for more information. Once selected into the program students are required to take part in an orientation program in Term 4, and will be actively encouraged to seek employment for the 2 day per week component of the program. If the student is able to come to an agreement with an employer, the student may even begin the work place component of the program in term 4 of Year 10 without being disadvantaged as they complete their Year 10 studies. Students then have the option to work through the long break before starting their VCAL the following year. Heathmont College is part of a consortium of seven schools known as atEast, that assists schools in securing employment for students, organises the TAFE / training component and provides support to students whilst at work or at TAFE. atEAST works in conjunction with MEGT Australia to assist with employer recruitment. Students in our program have the opportunity to undertake a work-based pathway in one of the following industries: Automotive; Cabinet Making; Engineering; Horticulture, Hospitality; Office Administration It may be possible to negotiate other industry areas, dependant on availability of employment and availability of appropriate TAFE courses.

169 Planning your VCE ProgramHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Pathways & Careers Students are encouraged to discuss and plan their pathway through school, particularly the Senior School years with their parents, learning group advisors and the pathways coordinator Mrs Melissa McMurray. This section will give examples of sample programs students may wish to undertake and potential pathways these choices can lead them down. Students should plan their pathway through VCE and have a range of aspirations to achieve post Secondary Education. Students going into Years 9 & 10 will need to choose electives that primarily interest them and are directed down the study choices they wish to make in VCE. It is a time to explore many subjects and gain a greater understanding of where their strengths are. If at any time students and parents wish to speak with the Pathways coordinator about their options please contact the College on Tertiary institutions often require students to have satisfactorily completed specific subjects before they can be considered for entry into these courses. These subjects required by universities and TAFE Institutes are called prerequisites and they vary from course to course and from institution to institution. Students should refer to the Victorian Tertiary Entrance Requirements booklet – VICTER 2017 or the newspaper supplement for Year 10 students, which outline all of the VCE units required as prerequisites. Planning your VCE Program Career Planning Sample Programs

170 Planning your VCE ProgramHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Pathways & Careers Planning your VCE Program As students you should develop a two-year VCE program that will give you access to occupations or courses that interest you . If you are aiming for tertiary study at university you may like to consider doing Units 3 & 4 in one subject area while studying at Year 11. Think about the possibility carefully and discuss it with your parents and a Senior School Coordinator. If you are completing a Unit 1 & 2 study as part of your Year 10 program and performing at a ‘B’ average, or if you are a responsible student, able to cope with an increased workload, the Pathways team will consider your possible enrolment in a Unit 3 & 4 study. There are also several subject areas where Units 1 & 2 do not have to be studied first. Provided you have the interest, appropriate background and at least a B average in the related Year 10 study, this may be an option for you in Year 11. The advantage of using this option is that it provides you with a sixth subject that you are able to count as part of your ATAR. Another option to consider is completing a University Enhancement subject whilst studying Year 12, which is a first-year university subject that can give up to 5.5 points towards your ATAR, and can be beneficial to students aiming for a high ATAR score. Another option is to continue with Language subject, which receives an additional 5 points built in to the scaled study score. Career Planning Sample Programs Back to introduction

171 Planning your VCE ProgramHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT Pathways & Careers Planning your VCE Program Students may enter studies at Units 1, 2 or 3. Units 1 and 2 are normally studied in Semesters 1 and 2 respectively. Units 3 and 4 of all studies must be done as a sequence. Unit 3 is offered in the first semester and Unit 4 in the second semester. Some studies include advice that students should complete either or both Units 1 and 2 before attempting Unit 3 and 4. This is advice only. Seek further advice from the Learning Area concerned or from the Student Pathways Coordinator. Please feel free to contact Mrs Melissa McMurray, Student Pathways Coordinator on , if you wish to discuss career planning and VCE subject choices. The Senior School team is also able to assist you and may be contacted on the same number. Career Planning Sample Programs Back to introduction

172 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITBiological / Health / Behavioural Sciences Planning your VCE Program Here are a few sample programs with possible career options. These are just examples of the type of planning that families should do to ensure that they have a clear understanding of the prerequisites required for some subjects, and to ensure that they are doing a course that marries well with both their interests and like subjects. Students should select the areas of study that they are currently interested in at school, and they will see VCE programs that may interest them and potential career options. Environmental Sciences Humanities / Social Sciences Career Planning Science / Engineering Sample Programs Business / Commerce Visual Arts Back to introduction Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

173 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITIt is recommended that you include some of the following subjects: Physics, Psychology, Health & Human Development, Physical Education, Food & Technology, Specialist Maths (Y12) This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Science, Medicine, Behavioural Science, Biological Science, Applied Chemistry, Human Biology, Agricultural Science, Human Movement, Applied Biology/Biotechnology, Applied Science (Environmental, Parks and Recreation), Applied Geology, Health Promotion, Marine and Freshwater Science, Science/Law, Earth Science, Biomedical Science and other specialisations depending on the structure of the program. TAFE COURSES Diplomas and Certificates in:- Dental Technology, Welfare Studies, Resource Management, Horticulture, Laboratory Technology, Animal Care, Veterinary Nursing, Childcare, and others depending on the structure of the program. EMPLOYMENT Nursing, Psychologist, Youth Worker, Social Worker, Dental Technician, Animal Technician, Veterinary Nursing, Physiotherapy, National Parks and other areas depending on the electives selected and the course direction followed. Biological / Health / Behavioural Sciences General Maths Environmental Sciences Maths Methods Y11 English Chemistry Biology + 1 more Humanities / Social Sciences English Maths Methods Y12 Chemistry Biology + 1 more Science / Engineering Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

174 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITIt is recommended that you include some of the following subjects in addition to the ones below: : German, Indonesian, Maths Methods, VET Horticulture, PE, Business Management, Vis Comm, IT or Legal Studies. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Earth Science, Ecology, Eco-tourism, Environmental Health, Resource and Environmental Management, Conservation Biology and Ecology, Applied Biology, Forestry, Marine and Freshwater Science, Environmental Science, Applied Science, Surveying, Applied Chemistry, and other specialisations depending on the structure of the program. TAFE COURSES Associate Diploma and Certificate Courses in:- Natural Resource Management, Conservation Ecology, Environmental Technology, Biological Sciences, Animal Technology, Horticulture, Laboratory Technology and others depending on the structure of the program. EMPLOYMENT Parks Management, Animal Technician, Veterinary Nurse, Environmental Scientist, Zoologist, Laboratory Technology, Teaching, Surveying, Town Planning, and other areas depending on the elective selected and the course direction followed. Biological / Health / Behavioural Sciences Environmental Sciences Outdoor Education Chemistry or Biology General Maths Y11 English + 1 more + 1 more Humanities / Social Sciences Science / Engineering Outdoor Education Chemistry or Biology Further Maths Y12 English + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

175 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAny VCE units are acceptable: German, Indonesian provides bonus points in middle band selection in many courses. Other units to consider: Maths Methods, Music, Legal Studies, Art, Psychology, History. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Law, Arts, Social Science, Double Degrees, Journalism, Social Work, Psychology, Teaching, Media Studies, Languages, Criminal Justice Administration, Public Relations, Arts/Law, Advertising and many others depending on the structure of the program. TAFE COURSES Diploma and Certificate courses in:- Professional Writing & Editing, Social Science, Tourism, Hospitality, Childcare, Professional Writing and Editing, Community Services, Media, Studio Arts, Graphic Arts, Library and Information Studies, Welfare Studies, and others depending on the structure of the program. EMPLOYMENT Journalist, Travel Consultant, Law Clerk, Landscape Architect, Childcare, Human Resource Management, Teaching, Historian, Museum Curator, Advertising, Public Relations, Law, Social Work, Photographer, Flight Attendant, Geologist, Town Planner, Barrister or Solicitor, Interpreter, Psychologist, Social and Community Services, and others depending upon the electives selected and the career direction followed. Biological / Health / Behavioural Sciences Environmental Sciences German or Indo Y11 English History + 1 more + 1 more + 1 more Humanities / Social Sciences German or Indo Science / Engineering Y12 English History + 1 more + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

176 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: IT, VET Engineering, VET Electronics, German, Indonesian, Biology, Environmental Science. Specialist Maths is required for some Engineering courses. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in: Sciences, Engineering, Biological Sciences, Medical Sciences, Forestry, Medicine, Agriculture, Computer Science, Architecture, Applied Chemistry, Applied Physics, Science/Law, Surveying, a range of combined degrees, and other areas depending upon the structure of the program. TAFE COURSES Diploma and Certificate courses in:- Engineering, Electronics, Applied Sciences, Horticulture, Laboratory Science, Animal Technology, Drafting, Forensic Science, and others depending on the structure of the program. EMPLOYMENT Engineering, Nursing, Environmental Careers, Research Science, Medical Science, Teaching, Medical Professions, Laboratory Technician, Surveyor, Radiology, and others depending upon the electives selected and the career direction followed. Biological / Health / Behavioural Sciences Environmental Sciences General Maths Chemistry or Biology Maths Methods Y11 English Physics + 1 more Humanities / Social Sciences Science / Engineering Chemistry or Biology Maths Methods Y12 English Physics + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

177 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: Business Management, Legal Studies, German, Indonesian, History, Psychology. Maths Methods is required for some tertiary courses. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Business & Finance, Commerce (some courses), Economics, Business Computing, Law, Accounting, Marketing, Business Systems, Business Management, International Trade, Tourism & Hospitality, Teacher Education and others depending on the structure of the program. TAFE COURSES Diplomas or Certificate courses in:- Business, Computing, Accounting, Human Resource Management, Marketing, Public Relations, Office Administration, Tourism International Trade, and other areas depending on the structure of the program. EMPLOYMENT Accounting, Banking, Finance, Insurance, Marketing, Stock Market, International Trade, Hospitality, Tourism, Human Resource Management, Computing, Real Estate, Office Management, and other areas depending on the subjects selected and their career direction. Biological / Health / Behavioural Sciences Environmental Sciences Y11 English Accounting General Maths IT + 1 more + 1 more Humanities / Social Sciences IT Application Science / Engineering Y12 English Accounting Further Maths + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

178 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: Maths, Physics, Info Tech, Media, Design & Technology, German, Indonesian, Music, Drama, History, and Business Management. Students are encouraged to take a maximum of two folio subjects due to the large volume of work that needs to be produced in these subjects. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in: Fine Arts, Visual Communications, Graphic Design, Graphic Arts, Interior Design, Architecture, Fashion, Industrial Design, and others depending on the structure of the program. TAFE COURSES Diploma and Certificate courses in:- Theatre Technology, Advertising, Visual Merchandising, Design, Applied Photography, Textile Design and Production, Jewellery Design and Metal Smithing, Professional Screenwriting, Music Performance, Graphic Art, Illustration, and others depending on the structure of the program. EMPLOYMENT Graphics, Designer (Fashion, Interior, Industrial), Advertising, Visual Merchandising, Media, Photography, Design, Drafting (Mechanical and Architectural), Animation, Multimedia, Sign Writing and other areas depending on the electives selected and the career direction followed. Biological / Health / Behavioural Sciences Environmental Sciences Humanities / Social Sciences Y11 English Studio Arts Vis Com & Design + 1 more + 1 more + 1 more Science / Engineering Studio Arts Vis Com & Design Y12 English + 1 more + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

179 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: VET Music Industry Skills, Maths, Visual Communication, VET Acting (Film & TV), Humanities, Science, Technology, Business subjects, according to individual interests and ability. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Arts, Media Studies, Performing Arts, Music, Theatre Studies, Performance, Drama, Media Arts, Secondary teaching, Communications, and other areas depending on the structure of the program. TAFE COURSES Diploma and Certificate Courses in:- Media, Art and Design, Arts-Sound Production, Video Production, Acting, Design, Small Companies and Community Theatre, Visual Art, Theatre Technology, Music Performance, and other areas depending on the structure of the program. EMPLOYMENT Media-Film and Television, Fashion, Design Industry, Radio, Public Relations, Teacher, Actor, Screenwriting, Photography, Music, TV or Theatre professions, Music Industry Skills, and other areas depending on interest. Biological / Health / Behavioural Sciences Environmental Sciences Y11 English Media + 1 more + 1 more + 1 more + 1 more Humanities / Social Sciences Science / Engineering Y12 English Media + 1 more + 1 more + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

180 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: IT, General Maths, Business Management, IT, Health & Human Development, Geography, German, Indonesian, Biology, Vis Com & Design, Design & Technology. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Arts, Media Studies, Performing Arts, Music, Theatre Studies, Performance, Drama, Media Arts, Secondary teaching, Communications, and other areas depending on the structure of the program. TAFE COURSES Diploma and Certificate Courses in:- Media, Art and Design, Arts-Sound Production, Video Production, Acting, Design, Small Companies and Community Theatre, Visual Art, Theatre Technology, Music Performance, and other areas depending on the structure of the program. EMPLOYMENT Media-Film and Television, Fashion, Design Industry, Radio, Public Relations, Teacher, Actor, Screenwriting, Photography, Music, TV or Theatre professions, Music Industry Skills, and other areas depending on interest. Biological / Health / Behavioural Sciences Environmental Sciences VET Hospitality Food Tech Y11 English + 1 more + 1 more + 1 more Humanities / Social Sciences Science / Engineering VET Hospitality Food Tech Y12 English + 1 more + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

181 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: General Maths, Media, IT, German, Indonesian, Business Management, Drama, Vis Comm & Design. Students are encouraged to take a maximum of two folio subjects due to the large volume of work that needs to be produced in these subjects. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Art, Design, Fashion, Graphic Design, Industrial Design, Business and others depending on the structure of the program. TAFE COURSES Associate Diplomas or Certificates in:- Fashion Design, Interior Decoration, Entertainment - Costume, Art Fashion, Visual Merchandising, Studio Textiles, Tapestry, Clothing Industry Studies, and other areas depending on the structure of the program. EMPLOYMENT Fashion Textiles, Textile Mechanic, Textile Technology, Textiles Clothing & Footwear, Textile Studio, Fashion Design and Production, Garment Cutting, Art and Design, Teaching, Window Dressing/Display, Interior Design, Millinery, Traineeships, Apprenticeships. Biological / Health / Behavioural Sciences Environmental Sciences Design Fibre / Fabrics Studio Arts Y11 English + 1 more + 1 more + 1 more Humanities / Social Sciences Science / Engineering Design Fibre / Fabrics Studio Arts Y12 English + 1 more + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

182 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: VET Info Technology, Accounting, German, Indonesian, Business Management, Legal Studies, Chemistry, Biology. Maths Methods & Specialist Maths is required for some tertiary courses. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Computer Science, Information Management, Computing (Digital Technology), Information Systems, Computing and Instrumentation (P), Commerce, Software Engineering, Multi-media Technology (P), Accounting/Computing, Business Management, Information and Library Management, and other specialisations depending on the structure of the program. [(P) indicates Physics required]. TAFE COURSES Diploma and Certificate courses in:- Information Technology, Computer Systems/Applications, Computer Maintenance, Electronic Publishing, Software Applications/Development, Multimedia, Scientific Computing, Automated Systems, and others depending on the structure of the program. EMPLOYMENT Computer Electronics, Information Systems, Commerce, Systems Analyst, Computer Programmer, Software Development, Web Page Design, Computer Operations and Management, Accounting, Banking, Library Management, and other areas depending on the electives selected. Biological / Health / Behavioural Sciences Environmental Sciences General Maths Y11 English Computing + 1 more + 1 more + 1 more Humanities / Social Sciences Science / Engineering English Informatics Further Maths Y12 + 1 more + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

183 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional subjects could include: VET Acting (Film & TV), German, Indonesian, VET Music Industry Skills, Maths, Visual Communication. This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Performing Arts, Music, Theatre Studies, Performance Studies, Dance, Drama, Media Arts, Secondary teaching, Humanities, and other areas depending on the structure of the program. TAFE COURSES Diploma and Certificate Courses in:- Acting, Design, Small Companies and Community Theatre, Theatre Technology, Dance, Music Performance, and other areas depending on the structure of the program. EMPLOYMENT Teacher, Actor, Dancer, Music, TV or Theatre professions, and other areas depending upon the electives selected and the career direction followed. Biological / Health / Behavioural Sciences Environmental Sciences Y11 English Studio Art or Media Music VET Dance + 1 more + 1 more Humanities / Social Sciences English Studio Art or Media Music Science / Engineering Y12 + 1 more + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

184 Pathways & Careers HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITAdditional Electives could include: German, Indonesian, Health & Human Development, VET Sport & Recreation, Outdoor Education. A Maths to Year 12 is recommended as is any Science/Maths elective This program can lead to: UNIVERSITY STUDIES Bachelor Degrees in:- Applied Science (Physical Education, Human Movement), Sports Administration, Health Sciences, Sports Management, Outdoor Education, Biological Sciences, Teaching, Sports Management, and others depending on the structure of the program. TAFE COURSES Diploma and Certificate courses in:- Residential and Community Services, Fitness Instruction, Childcare, Recreation, Welfare Studies, Fitness Instruction, Myotherapy, and others depending on the structure of the program. EMPLOYMENT Sports Instructor, Sports Management, Fitness Instructor, Recreation, Tourism, Teaching, Hospitality, Nursing, Park Ranger, and other areas depending on the electives selected and the career direction followed. Biological / Health / Behavioural Sciences Environmental Sciences English PE Biology General Maths + 1 more + 1 more Y11 Humanities / Social Sciences Science / Engineering English PE Biology Further Maths Y12 + 1 more Business / Commerce Visual Arts Media – Film & Television Cert II in VET Hospitality Product Design / Fibre & Fabrics Information Technology / Computing Performing Arts – Drama / Dance / Music Physical Education / Human Movement / Sport & Rec

185 Please remember Goodbye  PRESS ESC BUTTON TO EXIT2018 Subject Selection opens on Friday 4 August. Students have an individual web code to submit their subject selections. . Goodbye  PRESS ESC BUTTON TO EXIT

186 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 LITERATURE In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience.   Learning Outcomes Ideas and Concerns in Texts– identifying and discussing key aspects of set texts, and construct responses in oral or written form. Reading Practices – presenting an argument related to an issue in the media. Graded Assessment Tasks Written analysis of texts - tasks including journal entries, analytical responses, creative responses and reviews Writing - tasks may be personal, imaginative, argumentative/persuasive, informative or instructional Presentation Tasks - performance on a selection of listening and speaking tasks Examination MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

187 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 LITERATURE In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts.  Learning Outcomes The Text, the reader and their context – identifying and discussing key aspects of set texts, and construct responses in oral or written form. Exploring connections between texts – discussing the connections between two or more texts. Graded Assessment Tasks Close Analysis of the Text - analytical responses and creative responses and reviews Writing - including presentation of a point of view, personal/imaginative writing and work that shows evidence of planning and revision, variation in form, content and style and awareness of the needs of different audiences and purpose End of year examination MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

188 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH ACCOUNTING Unit 1: Establishing and operating a service business Curriculum Focus This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. The cash basis of recording and reporting is used throughout this unit. Using single entry recording of financial data and analysis of accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a service business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information. Learning Outcomes Going Into Business Recording financial data and reporting accounting information - On completion of this unit the student should be able to identify and record the financial data, and report and explain accounting information, for a sole proprietor of a service business Graded Assessment Tasks Going into business assignment Recording financial data and reporting accounting information test End of year exam – assessing students on Unit 1 MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH GLOBAL POLITICS HEALTH & PE 10 10

189 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH ACCOUNTING Unit 2: Accounting for a trading business Curriculum Focus This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. Students develop their understanding of the importance of ICT in the accounting process by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information. Learning Outcomes Going Into Business ICT in accounting - On completion of this unit the student should be able to record financial data and report accounting information for a single activity sole trader using a commercial accounting software package, and discuss the use of ICT in the accounting process. Evaluation of business performance - On completion of this unit the student should be able to select and use financial and non-financial information to evaluate the performance of a business and discuss strategies that may improve business performance. Graded Assessment Tasks Recording financial data and reporting accounting information test ICT in accounting project Evaluation of business performance test End of year exam – assessing students on Unit 1 and 2 MATHS BUSINESS MANAGEMENT SCIENCE HUMANITIES HISTORY LANGUAGES LEGAL STUDIES ARTS & TECH GLOBAL POLITICS HEALTH & PE 10 10

190 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 ENGLISH Curriculum Focus The areas of study for Chinese First Language comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study, and are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense that they form the subject of the activities and tasks the student undertakes. The text types, kinds of writing, vocabulary and grammar are linked, both to each other, and to the themes and topics. Together, as common areas of study, they add a further layer of definition to the knowledge and skills required for successful achievement of the outcomes.   Learning Outcomes Outcome 1 On completion of this unit the student should be able to establish and maintain a spoken or written exchange related to an issue of interest or concern. Outcome 2 On completion of this unit the student should be able to listen to, read and reorganise information and ideas from spoken and written texts. Outcome 3 On completion of this unit the student should be able to produce a personal response to a fictional text. Graded Assessment Tasks Discussion listen to a spoken text (e.g. discussion, interview, broadcast) and extract and use information and ideas in a different text type read a written text (e.g. article, report, letter) and extract and use information and ideas in a different text type. Oral presentation. MATHS SCIENCE HUMANITIES GERMAN LANGUAGES INDONESIAN ARTS & TECH CHINESE HEALTH & PE

191 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives This study encourages students to create individual artworks and trial a variety of materials and design processes. It is expected that students will be self-motivated, have demonstrated a genuine interest and ability in the subject and be considering this as a subject to be studied at higher a level. The skills explored in this subject are transferable to year 10 Visual Arts and Visual communication & Design, Media and extend into other folio based  subjects such as; product design and technology( fashion, timber and metal). Students will be given the opportunity to display their works both within the college and in the local community at student based exhibitions. The college online gallery will also be a forum used to showcase student work.   Explore and Represent Ideas - Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience. Generate, develop and refine visual communication presentations in response to the brief. Visual Communication Design Practices - Use manual and digital drawing methods to create visual communications in the specific design fields of Environmental, Industrial and Communication Design. Present and Perform - Develop a brief that identifies a specific audience and needs, and present visual communications that meet the brief. Respond and Interpret - Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts. Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts.  Assessment Tasks: Two Major Assessment Tasks that assess the above content descriptors combining folio pieces and analysis of selected artworks. ARTS VISUAL ARTS VCD DRAMA MEDIA MUSIC TECHNOLOGY SPECIALIST SELECTION INFO

192 Year 9 Electives ARTS TECHNOLOGY SPECIALIST SELECTION INFO HOME YEAR 9VCE VET VCAL PATHWAYS EXIT CORE 9LiFE ELECTIVES CO-CURRICULA NETBOOKS Year 9 Electives ARTS ROBOTICS & FLIGHT This is a STEM (Science/Technology/Engineering/Maths) subject with a focus on applied science, collaborative design and product testing. Students will create working rockets and robots and improve their performance through progressive testing and the application of theory. Assessment Tasks: Rocket product portfolio Robot product portfolio Test TECHNOLOGY PRODUCTION TECH FOOD SPECIALISATIONS DESIGNFABRIC DIGITAL TECH ROBOTICS & FLIGHT SPECIALIST SELECTION INFO

193 ENGLISH AS AN ADDITIONAL LANGUAGEHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT VCE INFORMATION VCE SUBJECTS VCE Subjects ENGLISH AS AN ADDITIONAL LANGUAGE Unit 1 Unit 2 Unit 3 Unit 4 In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Learning Outcomes Reading and Creating Texts– identifying and discussing key aspects of set texts, and construct responses in oral or written form. Analysing and Presenting an Argument – presenting an argument related to an issue in the media. Comprehending a Spoken Text – understanding the nuances and inference in a spoken text. Graded Assessment Tasks Text Response - tasks including journal entries, analytical responses, creative responses and reviews Writing - tasks may be personal, imaginative, argumentative/persuasive, informative or instructional Oral Communication - performance on a selection of listening and speaking tasks Examination MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

194 ENGLISH AS AN ADDITIONAL LANGUAGEHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT VCE INFORMATION VCE SUBJECTS VCE Subjects ENGLISH AS AN ADDITIONAL LANGUAGE Unit 1 Unit 2 Unit 3 Unit 4 In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Learning Outcomes Reading and Comparing Texts– identifying and discussing key aspects of set texts, and construct responses in oral or written form. Analysing and Presenting an Argument – presenting an argument related to an issue in the media. Comprehending a Spoken Text – understanding the nuances and inference in a spoken text. Graded Assessment Tasks Text Response - tasks including journal entries, analytical responses, creative responses and reviews Writing - tasks may be personal, imaginative, argumentative/persuasive, informative or instructional Oral Communication - performance on a selection of listening and speaking tasks Examination MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

195 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1 – How do living things stay alive In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. Unit 2 – How is continuity of life maintained? In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Unit 3 – How do cells maintain life? The cell is a dynamic system of interacting molecules that de ne life. An understanding of the workings of the cell enables an appreciation of both the capabilities and the limitations of living organisms whether animal, plant, fungus or microorganism. Unit 4: How does life change and respond to challenges over time? In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. BIOLOGY Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

196 Year 10 – VCE EnhancementsHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT VISUAL COMMUNICATION & DEISGN Unit 1: Introduction to visual communication design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Unit 2: Applications of visual communication design This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Unit 3: Design thinking and practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. Unit 4: Design development and presentation The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

197 This symbol will bring you back to this pageHOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXIT CORE Y10 ELECTIVES VCE ENHANCEMENT Unit 1: Ideas, actors and power In this unit students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. Unit 2: Global connections This unit introduces students to the global community and the global actors that are part of this community. In Area of Study 1 students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community. Units 3 and 4: Global Politics Unit 3: Global actors In this unit students investigate the key global actors of contemporary global politics. They use evidence to analyse the key global actors and their aims, roles and power. Unit 4: Global challenges In this unit students investigate key global challenges facing the international community in the 21st century. They examine and analyse the debates surrounding TWO ethical issues that are underpinned by international law. They then evaluate the effectiveness of responses to these issues. GLOBAL POLITICS Year 10 – VCE Enhancements Click here to find out more information regarding the Learning Outcomes and Assessment Tasks for each unit This symbol will bring you back to this page 10 10

198 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 LITERATURE  FORM AND TRANSFORMATION Area of Study 1: Adaptations and Transformations Students develop an understanding of the typical features of a text form and how it contributes to meaning. By exploring adaptations they develop a greater awareness of difference. Area of Study 2: Creative Responses to Texts Students should be able to respond creatively to a text and analyse the connection between the text and the response. School Assessed Coursework Analytical Comparison [800 – 1,000 words] Creative Response with Reflective Commentary [1,000 – 1,500 words] MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE

199 VCE Subjects HOME YEAR 9 YEAR 10 VCE VET VCAL PATHWAYS EXITVCE INFORMATION VCE SUBJECTS VCE Subjects Unit 1 Unit 2 Unit 3 Unit 4 LITERATURE  INTERPRETING TEXTS Area of Study 1: Literary Perspectives Students explore how different interpretations of a single text can contribute to understanding. Area of Study 2: Close Analysis Students focus on detailed understanding of language style and construction of texts. SCHOOL ASSESSED COURSEWORK Written Interpretation of Text using two different perspectives 800 – 1,200 words Written Interpretation of a Text X2 800 – 1,000 word each END OF YEAR EXAMINATION - 2 HOURS MATHS SCIENCE HUMANITIES LANGUAGES ARTS & TECH HEALTH & PE