Cathedral College Wangaratta
Senior School Curriculum Guide 2023
From the Director of Studies "Education is the most powerful weapon which you can use to change the world." - Nelson Madela As a Prep to Year Twelve school, Cathedral College Wangaratta can ensure the highest possible educational outcomes for our students by providing a sequential and progressive curriculum taught using current pedagogy. The academic care of every student sits alongside our wellbeing programs as the highest priority. Our staff are committed to ensuring students learn in a positive and safe learning environment. The Middle Years of schooling offer students a broad range of core and elective subjects to explore and discover which subjects they would like to pursue in the future. At the same time, students gain an understanding of how they best learn and how this may be useful in a future workforce. The Senior years of schooling are an opportunity for students to narrow down their subject choices and build upon their strengths and interests. We all work best when we are motivated and interested and giving students the opportunity to select subjects helps students to navigate a pathway for the future.
In 2023 the traditional VCE will change to include more VET subjects and allow students to choose their own pathway of subjects which may help them prepare for a wide range of professions in the future. This guide not only provides information about each subject offered but how students have navigated their pathway in the past. In each case, they have made the most of the opportunities presented to them, adopted a positive mindset, embraced opportunities to visit places, talked to relevant people and completed many work placements. I hope you will also take this opportunity to explore what you would like to do and how you can work to your strengths to find a relevant pathway for you.
Mrs Julie Findlay Director of Studies
This guide aims to help students and their families select a mix and match of subjects from Year Nine to Twelve which will help them to enter their chosen profession after school. In addition to the formal subjects offered students are given a wide variety of extracurricular opportunities to challenge themselves. This may be in leadership, the sporting arena, the visual or performing arts or giving students a voice.
Curriculum Guide 2023
Executive Team and Key Contacts Principal: Mr Nick Jones principal@cathedralcollege.vic.edu.au Deputy Principal & Head of Senior School: Ms Anne Harris aharris@cathedralcollege.vic.edu.au Director of Studies: Mrs Julie Findlay jfindlay@cathedralcollege.vic.edu.au Careers Coordinator: Mr Rod Dunbar rdunbar@cathedralcollege.vic.edu.au VCE Coordinator: Mr Paul Carson pcarson@cathedralcollege.vic.edu.au Acting Year Eleven Coordinator: Mr Justin Perkins jperkins@cathedralcollege.vic.edu.au Year Ten Coordinator: Mr Tim Gerrish tgerrish@cathedralcollege.vic.edu.au Year Nine Coordinator: Mr Glenn Wyatt gwyatt@cathedralcollege.vic.edu.au Learning Enhancement (Year Nine and Ten): Mr Blake Nixon bnixon@cathedralcollege.vic.edu.au Learning Enhancement (VCE): Ms Candace Potter cpotter@cathedralcollege.vic.edu.au School Counsellor: Ms June Stamp jstamp@cathedralcollege.vic.edu.au Careers Website: https://www.cathedralcollegecareers.com.au
Curriculum Guide 2023
YEARS NINE AND TEN
Curriculum Guide 2023
Year Nine and Ten Cathedral continues to develop electives in the Year Nine and Year Ten program that are designed to provide students with a breadth of academic and life experiences, as well as give them a greater understanding of different subjects before commencing VCE pathways. In 2023, the Year Ten program will follow on from the Year Nine program to ensure a sequenced movement through the school of elective options. To better prepare students for VCE, the subjects offered include a number of VCE ‘taster’ subjects and are six and eight periods per cycle. Please use this information regarding the sequential learning opportunities to assist you in discussing and planning a pathway for your child. The curriculum at Cathedral College Wangaratta follows the Australian Curriculum with some accommodation for student interest and local context. Homework Homework is regarded as an essential factor in developing sound study habits. Staff will generally set homework each week and students are expected to complete the work set by a due date. Homework may be in the form of short focused tasks in order for students to apply concepts taught in class, investigative assignments to develop a deeper understanding of the topic or, simply revision. Examinations Examinations take place at the end of each semester. Again, this is an essential factor in developing sound revision and examination techniques. Examinations are conducted in each core subject.
Wellbeing Wellbeing is a priority at The College and every adult shares responsibility for the welfare of our students. Our dedicated team of Homeroom teachers, Year Level Coordinators and Heads of School work closely together to support students’ academic and personal wellbeing needs. Each Year Level has age appropriate social and emotional learnings that encourage building skills and competencies such as selfawareness, persistence, self-efficacy and resilience. If at any stage you have concerns about your child’s welfare, please do not hesitate to contact our Wellbeing team. Students will also reflect on their study habits and continue to build a strong work ethic and growth mindset. In addition to this, students will begin to explore future career paths based on personal strengths and passions. Year Ten Work Education Work Education assists students to better understand career options they may wish to research further. Students explore subject requirements for future pathways and build communication skills required in the workplace. Work Experience is a compulsory component and students are offered a diverse range of local and metropolitan perspectives of work choices. Work Experience takes place for one week at the end of Term Two or over the midyear holiday. During the rest of the year, students will explore their options for career pathways and courses, research VCE subjects and visit a number of Tertiary institutions.
Camps The Camps Program aims to challenge students in different physical environments. At the start of Year Nine, students explore the local mountain environment of Mount Buffalo and Year Ten students have the opportunity to visit Mittagundi. By hiking, abseiling, caving and climbing students explore different regions of the sub-alpine environment and consider how a unique ecosystem is best conserved. Our Year Ten students who wish to explore a more urban environment will have the option to stay and navigate their way around a capital city.
Curriculum Guide 2023
English Overview English is a compulsory subject from Prep to Year Twelve. English is divided into different English Pathways in Year Eleven, with students selecting a VCE English course, which may include English, Literature or both. All students must complete a VCE English subject at VCE. Aims English aims to ensure that students: learn to listen, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning develop interest and skills in inquiring into the aesthetic aspects of texts and develop an informed appreciation of literature Assessment A range of assessment tasks is used and includes essay writing, comparative, persuasive, language analysis and oral presentations, as well as homework tasks to consolidate learning. Areas of Study Year Nine Strand Listening, Reading and Viewing Speaking, Writing and Creating
Semester One Text study Short stories
Semester Two Language analysis Film text Text study
Semester One Crafting text Text study Language analysis
Semester Two Crafting text Text study Language analysis
Year Ten Strand Listening, Reading and Viewing Speaking, Writing and Creating
Learning Activities Creative, Analytical, Persuasive, Comparative Writing Oral Communication and Formal Presentations Read, View, Analyse and Respond to a Range of Texts Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: Response to Text Oral Communication Examination
Curriculum Guide 2023
Geography Overview Geography is a compulsory subject from Prep to Year Ten. Students may select to continue their study of Geography as part of the VCE course in Year Eleven and Twelve. Aims Geography aims to ensure that students develop: a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world a deep geographical knowledge of their own locality, Australia, the Asia region and the world. the ability to think geographically, using geographical concepts the capacity to be competent, critical and creative users of geographical inquiry methods and skills as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world evaluate and consider sustainable use of our resources Assessment A range of assessment tasks is used and includes research assignments, topic tests, short answer questions, oral presentations, data analysis and representation and investigations. Areas of Study Year Nine
Strand Geographical Understanding Geographical Inquiry
Semester One Sustainability of Biomes Food Production
Semester Two Interconnection - the Interlinking of Systems in the Physical and Human World
Year Ten
Strand Geographical Understanding Geographical Inquiry
Semester One Human Wellbeing - Global, National and Local
Semester Two Environmental Changes
Learning Activities Year Nine: Food Security Year Ten: Development of Local Wellbeing Surveys and Working with Local Councils Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: Change Over Time Sustainability Environment
Curriculum Guide 2023
Health and Physical Education Overview Health and Physical education is a compulsory subject from Prep to Year Ten. Students may select to continue their study of Physical Education or Health and Human Development as part of the VCE course in Year Eleven and Twelve. Aims Health and Physical Education aims to ensure that students: access and evaluate information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, environmental and health practices and outcomes analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health and physical activity locally, regionally and globally Assessment In Physical Education classes students are assessed on their overall organization, sports specific skills, tactics and level of intensity shown in a range of different sports. Students also conduct selfassessments in both athletics and fitness. In Health, students are assessed on various group and individual assignments and on how well they contribute to group discussions. Areas of Study Year Nine Strand Health Physical Education
Semester One Mental Health, Positive Coping and Cyber Safety Athletics, Ultimate Frisbee, Swimming, Baseball/Softball, Touch Football
Semester Two Help seeking, Safe relationships, Advertising and Healthy Eating Student Directed Learning (SPEP), Soft Lacrosse, Minor Games
Semester One Determinants of Health, Emotional Literacy, Personal Strengths, Alcohol, Drugs and Gambling Student Directed Curriculum
Semester Two Drugs, Party Safe, Headspace, Health Promotion, Safe Relationships Student Directed House Competition
Year Ten Strand Health Physical Education
Curriculum Guide 2023
History Overview History is a compulsory subject from Prep to Year Ten. Students may select to continue their study of History as part of the VCE course in Year Eleven and Twelve. Aims History aims to ensure that students: have interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens have knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society understand and use historical concepts such as evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability have the capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication Assessment A range of assessment tasks is used and includes research assignments, topic tests, short answer questions, oral presentations, source analyses, and representation and investigations. Areas of Study Year Nine
Strand Historical Knowledge and Understanding Historical Inquiry and Skills
Semester One Overview and the Impact of the Industrial Revolution Movement of People
Semester Two The Making of Australia World War One
Semester One Pre-World War Two Nazi Germany World War Two (Pacific and European Theatres of War)
Semester Two The Cold War The Vietnam War Indigenous Rights and Freedoms Migration Experiences
Year Ten Strand Historical Knowledge and Understanding Historical Inquiry and Skills
Learning Activities Yeddonba Aboriginal Cultural Site The Holocaust Centre Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: Cause and Effect Contestability Continuity and Change Empathy Perspectives Evidence Significance
Curriculum Guide 2023
Mathematics Overview Mathematics is a compulsory subject from Prep to Year Ten. Mathematics is divided into different Maths Pathways in Year Ten, preparing students for the different Maths pathway options from Year Eleven onwards. Aims Mathematics aims to ensure that students: are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in number and algebra, measurement and geometry, and statistics and probability recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study Assessment A range of assessment tasks is used and includes assignments, topic tests, homework tasks and investigations. Areas of Study Year Nine Strand Number Algebra Measurement Space Statistics & Probability
Semester One Financial Mathematics Algebra Pythagoras Theorem Trigonometry Measurement
Semester Two Linear Relations Geometric Reasoning Indices & Surds Statistics & Probability
Year Ten Strand Tertiary Mathematics
Semester One Measurement, Linear Relations, Indices, Surds, Probability
General Mathematics Foundation Mathematics
Measurement, Linear Relations, Trigonometry Geometry Patterns and Number, Data and Measurement, Financial Literacy
Learning Activities Topic Tests Assignments Project Work/Investigations Problem Solving/Modelling
Semester Two Trigonometry, Quadratic Equations, Parabols & Other Graphs Probability, Statistics, Indices Patterns and Number, Data and Financial Literacy - taxation, Space, Shape and Design, Student Investigation
Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: Knowledge and Understanding Investigation and Problem Solving Estimation and Analysis
Curriculum Guide 2023
Pathways in Mathematics at CCW
Year Ten Tertiary Mathematics
Unit 1& 2 Specialist Mathematics (Along with Mathematical Methods)
Unit 3 & 4 Specialist Mathematics (along with Mathematical Methods)
Year Nine Mathematics Average of 75%+ on assessments
Unit 1 & 2 Mathematical Methods
Unit 3 & 4 Mathematical Methods Year Nine Mathematics Average of between 40% - 75% on assessments
Year Nine Mathematics Students who have traditionally found Mathematics difficult
Year Ten General Mathematics
Unit 1 & 2 General Mathematics
Unit 3 & 4 General Mathematics
Year Ten Foundation Mathematics
Unit 1 & 2 Foundation Mathematics
Please note: if you chose to study Specialist Mathematics, it is compulsory to study Mathematical Methods as well.
Curriculum Guide 2023
Unit 3 & 4 Foundation Mathematics
Religious and Values Education Overview Religious and Values Education is a compulsory subject from Prep to Year Ten. Aims Religious and Values Education aims to ensure that students: gain knowledge and understanding of Christian and other theistic religions deepen their understanding of others and themselves engage with, and reflect on, fundamental questions of life acknowledge the wonders of creation and appreciate the responsibility on us all of the stewardship of God’s creation develop critical thinking skills which can be used to challenge, justify and clarify statements develop the capacity to listen to the opinions of others and respond in a constructive and meaningful way develop an appreciation of the value of stillness, of awe and wonder, nurture their own sense of spirituality, and that they may discover a sense of faith in God Assessment A range of assessment tasks is used relating to areas of study and includes research assignments, topic tests, short answer questions, and oral presentations. RAVE is reported on in line with other gradable subjects in Middle School and Senior School.
Areas of Study Year Nine Strand Christian Ethics Faith in Action
Semester One Ethics Social Justice
Semester Two Forgiveness The Case for Christ
Year Ten
Strand Faith in Action Philosophy of Religion
Semester One Australia Day World Views Global Citizenship
Curriculum Guide 2023
Semester Two Modern Slavery Refugees Global Citizenship
Science Overview Science is a compulsory subject from Prep to Year Ten. Science is taught as a single subject although students are exposed to units of Biology, Chemistry, Physics and Psychology before making VCE subject selections in Year Eleven. Aims an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate scientific arguments and claims an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications Assessment A range of assessment tasks is used and includes research assignments, practical tests, scientific posters, oral presentations, models and practical reports. Areas of Study Year Nine Strand Biological Sciences Chemical Science Physical Sciences Earth and Space Sciences Science as a Human Endeavor
Semester One Ecosystems and Disease Coordination and Control Sound Light
Semester Two Atomic Structure Chemical Reactions Heat Carbon Cycle
Semester One Genetics and Evolution Periodic Table Chemical Reactions
Semester Two Motion The Universe Periodic Table Chemical Reactions
Year Ten Strand Biological Sciences Chemical Science Physical Sciences Science as a Human Endeavor
Learning Activities Laboratory Reports Research Presentations Student-Designed Investigation Assessment Criteria The following criteria are used in assessment, though not all criteria are used for each task: Science for Understanding Science Inquiry Science as a Human Endeavour
Curriculum Guide 2023
ELECTIVES
Curriculum Guide 2023
Applied Learning - Science Overview Applied Science provides students with practical opportunities to use scientific thinking and creativity to solve real-world problems using a range of inquiry techniques and the application of scientific principles. The subject helps students to pose questions, develop their understanding of experimental design, effectively communicate their ideas, explore scientific concepts in-depth and use this knowledge to create innovative solutions. Students will engage in a range of learning experiences aimed at fostering curiosity, confidence, persistence, innovation, creativity, and cooperation. Aims Participation in Applied Science enables students to: design, create, manage, and evaluate sustainable and innovative scientific solutions to meet and redefine current and future needs. confidently use experimental techniques to conduct valid investigations and evaluate these efficiently and effectively. to creatively communicate ideas in a range of settings. apply protocols that support safe, ethical respectful communications collaborate effectively with known and unknown audiences. apply scientific thinking to predict, test, analyse and discuss the impact of these results on individuals, societies, economies and environments. Assessment Applied Science subjects are assessed using the below criteria: Science Understanding Science Inquiry Skills Science as a Human Endeavor Units of Study Year Ten: Students can elect to study Applied Science from the elective offerings: Applied Science Engineering: Semester One Students engage in a range of engineering challenges following an iterative design process. After completing a technical drawing of their design, students build and test a solar-powered cart. They complete a series of coding challenges using Lego Mindstorms. Finally, students use a creative engineering approach to define a problem and devise an innovative solution. Applied Science Global Problem Solvers: Semester Two Students learn how the scientific method is used in the discovery of the natural world, and in developing solutions to global problems. Through an environmental science experiment, students gain skills in planning and conducting an experiment, analysing results, and communicating findings in a scientific report. Finally, students will conduct their own individual scientific investigation into a topic of their choosing.
Curriculum Guide 2023
Business Management Overview Business Management is an elective subject introduced at Year Nine. Students may Fast Track VCE Business Management in Year Ten or select VCE Business Management in Year Eleven and Twelve. Aims Participation in a Business Management elective will enable students to: have an understanding of the work and business environments within the Australian economy and its interactions and relationships with the global economy, in particular, the Asia region use reasoning and interpretation skills to apply economics and business concepts to make informed decisions understand economics and business decision-making and its role in creating a prosperous, sustainable and equitable economy for all Australians enable them to actively and ethically participate in the local, national, regional and global economy as economically, financially and business-literate citizens Assessment Business Management electives are assessed using the below criteria: Knowledge and Understanding Inquiry Skills Units of Study Year Nine: Students can elect to study Business Management from one of the elective offerings: Business Management: Semester One Students explore the complexity, challenges and rewards that come from managing a business and gain an insight into the various ways resources are managed. Business Management: Semester Two Students explore the complexity, challenges and rewards that come from managing a business and gain an insight into the various ways resources are managed.
Curriculum Guide 2023
Design and Technology Overview Design and Technology actively engage students in creating quality designed solutions for identified needs and opportunities across a range of technology contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, and plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments. Aims The study of a Design and Technology elective will enable students to: develop confidence as critical users of technologies and designers and producers of designed solutions by producing designs in a range of materials, for a range of users investigate, generate and critique innovative and ethical designed solutions for sustainable futures evaluate processes and design solutions and transfer knowledge and skills to new situations Assessment Design and Technology electives are assessed using the below criteria: Knowledge and Understanding Design and Production Skills Units of Study Year Nine: Students can elect to study Design and Technology from one of the elective offerings: Food Technology - Global Goodies: Semester One and Two Students apply design and process skills to explore a range of cuisines and eating practices from around the world. Materials Technology: Semester One and Two Students focus on designing and constructing a variety of projects based on an identified need. Food Technology - Meals on the Menu: Semester One and Two Students apply design and process skills to explore and produce meals for various times of the day and consider the dietary needs of consumers. Year Ten: Students can elect to study Design and Technology from one of the elective offerings: Food Technology - Back to Basics: Semester One Students explore more complex food challenges, evaluate end products and investigate cheap, healthy eats for youth. Food sustainability and wastage are underlying themes. Functional properties of foods and processing techniques are a focus. Food Technology - Masterclass: Semester Two Students create healthy food solutions whist developing complex food preparation skills. Students prepare a wide range of challenging recipes and learn about the functional role of the ingredients used in them. Food trends and food presentation are also a focus. Materials Technology: Semester One This is a student-negotiated elective in which students design and develop a project based on an identified need. Agriculture and Technology: Semester Two Students explore various biomes that produce our food, fibre and industrial materials.
Curriculum Guide 2023
Food Technology Students can choose one elective per semester, there are no prerequisites to study any subject. Studies of Year Ten classes are recommended prior to undertaking a VCE subject.
Year Seven Budding Chef (Semester One only)
Year Eight Good Food Fast
Year Nine Meals on a Menu
Year Ten Back to Basics (Semester One only)
Unit 1 & 2 Food Studies
Year Nine Social Enterprise Food Technology Year Seven Eating for Health (Semester Two only)
Year Eight Lets Eat Local
Year Nine Global Goodies
Year Ten Masterclass (Semester Two only)
Curriculum Guide 2023
Unit 3 & 4 Food Studies
English Electives Overview Students often engage with English or Mathematical learning more when incorporated into the teaching and learning program in the context of ‘real life’ experiences. Learners apply what they have learnt by doing, experiencing or relating it to the real world. They are then able to see an immediate relevance. By nurturing and working with a student in a holistic manner, the course is adapted to take into account their personal strengths, interests, goals and previous experiences. APPLIED LEARNING Aims Participation in the Applied Learning elective will enable students to: see the relevance of mathematical and English concepts apply their skills and knowledge in real-world situations initiate learning goals and projects develop interpersonal skills of communication, problem-solving and evaluating organise and plan projects engage with school and community groups outside their peer group Assessment The Applied Learning elective is assessed using the below criteria: Personal development skills Application of skills and knowledge LITERATURE AND PHILOSOPHY Aims Participation in the Literature and Philosophy elective will enable students to: Provide a framework to intellectually stimulate and considerably extend the skills and capabilities of English, Arts and Humanities students Improve the academic results of the upper ability bracket of both the VCE English and the VCE Literature classes Assessment Literature and Philosophy elective is assessed using the below criteria: An Adaptive Text Response essay A Close Analysis Response Piece A Creative Text Response Piece A final Academic Thesis Essay Units of Study Year Nine: Students can elect to study Applied Learning from one of the elective offerings: Applied Learning: Semester One and Two Planning and organising Application of mathematical knowledge Expressing information in a variety of forms Personal goals and initiative Year Ten: Students can elect to study Literature and Philosophy from one of the elective offerings: Literature and Philosophy: Semester One and Two Deeper and broader thinking skills Advanced reading, writing and speaking skills Integrated mixed media technologies Exploration of philosophical questions
Curriculum Guide 2023
Information Technology Overview Information Technology provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems. Hands-on learning provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. Aims Participation in Information Technology enables students to: design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs confidently use information systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments Assessment Information Technology subjects are assessed using the below criteria: Knowledge and Understanding Processes and Production Skills Units of Study Year Nine: Students can elect to study Information Technology from the elective offering: Information Technology: Semester One Students are introduced to a broad range of software and hardware skills and applications. Year Ten: Students can elect to study Information Technology from the elective offering: Information Technology: Semester One Students are introduced to a broad range of software and hardware skills and applications.
Curriculum Guide 2023
Digital & Material Technologies Students can choose up to two electives per semester, there are no prerequisites to study any subject. Studies of Year Ten classes are recommended prior to undertaking a VCE subject
Year Seven Digital Technology
Year Seven Materials and Technology
Year Eight Digital Technology
Year Eight Materials and Technology
Year Nine ICT
Unit 1 & 2 VET Information Technology (Fast Tracked in Year Ten)
Unit 3/4 VET IT (Fast Tracked in Year Eleven)
Unit 3 & 4 Media
Year Nine Media
Year Ten Media
Unit 1 & 2 Media
Year Nine Materials and Technology
VET Information Technology
VET Furnishings
Curriculum Guide 2023
VET Furnishings
Language Other Than English (LOTE) German and Indonesian Overview A Language Other Than English is an elective subject in Year Nine and Ten. Students who have studied German or Indonesian in Years Seven and Eight may continue their study of a second language throughout the senior years of schooling and elect to study the language at VCE in Year Eleven and Twelve. Aims Participation in a second language study will enable students to: communicate in a second language understand language, culture, and learning and their relationship, and thereby develop an intercultural capability in communication develop an understanding of other countries, their history, lifestyle and environments Assessment German and Indonesian Second Language subjects are assessed using the below criteria: Communicating in the Language Understanding of the Language Units of Study Year Nine: Students can elect to study a second language from one of the elective offerings: German: Semester One and Two Students study the four language skills: listening, speaking, reading and writing through a variety of topics. Students must study German in both semesters in order to study German at VCE. Indonesian: Semester One and Two Students extend their interest in the Indonesian culture and increase their proficiency in reading, writing, speaking and listening. Students must study Indonesian in both semesters in order to study Indonesian at VCE. Year Ten: Students can elect to study a second language from one of the elective offerings: German: Semester One and Two Students continue to reinforce oral language skills needed for day to day living. Students are introduced to a variety of more complex German language conventions. Indonesian: Semester One and Two Students study more complex grammar structures while communicating with increased proficiency in written and oral forms. Students continue to read Indonesian from a variety of texts.
Curriculum Guide 2023
Media Overview Media enables students to create and communicate representations of diverse worlds, and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty-first century, Media both enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices. Aims Participation in Media enables students to: gain enjoyment and confidence to participate in, experiment with and interpret the mediarich culture and communications practices that surround them foster creative and critical thinking and explore perspectives in media as producers and consumers develop aesthetic knowledge and a sense of curiosity and discovery as they explore imagery, text and sound to express ideas, concepts and stories for different audiences Assessment Media subjects are assessed using the below criteria: Knowledge Skills, Techniques and Processes Units of Study Year Nine: Students can elect to study Media from the elective offering: Media: Semester Two Students are introduced to software applications that allow them to produce media products. Current media forms are also analysed and critically evaluated. Year Ten: Students can elect to study Media from the elective offering: Media: Semester Two Students study the theory and methods necessary to use media tools such as audio, video, animation and web creation software to generate multimedia presentations and websites.
Curriculum Guide 2023
Performing Arts Overview The Performing Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current and emerging arts practices in each art form across a range of cultures and places. Aims The study of Drama will enable students to: develop confidence and self-esteem to explore, depict and celebrate human experience, take risks and challenge their own creativity through drama acquire knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and techniques of drama to engage audiences and create meaning. This is achieved while exploring and playing roles and imagining situations, actions and ideas as drama makers and audiences The study of Music will enable students to: develop the confidence to be creative, innovative, thoughtful, skilful and informed musicians acquire skills to compose, perform, improvise, respond and listen with intent and purpose respect music and music practices across global communities, cultures and musical traditions Assessment Both Music and Drama subjects are assessed using the below criteria: Knowledge Skills Units of Study Year Nine: Students can elect to study Music or Drama from one of the elective offerings: Drama: Semester One and Two Students explore and depict real and fictional worlds through the use of body language, gesture and space to make meaning as performers and audience. Music: Semester One and Two Students listen to, compose and perform a diverse range of musical styles. Year Ten: Students can elect to study Music or Drama from one of the elective offerings: Music: Semester One Students observe, evaluate and reflect on their own and other’s performances and begin to explore creative composition with simple arranging and improvisation techniques. Drama: Semester Two Students explore and develop skills in improvisation, developmental voice and scriptwriting and production design.
Curriculum Guide 2023
Physical, Outdoor & Health Related Electives Overview Physical, Outdoor and Health related electives are offered to students from Year Seven to Ten. Students may select to continue their study of Health and Human Development, Physical Education or Outdoor and Environmental Education as part of a VCE course in Year Eleven and Twelve. Aims Participation in Physical, Outdoor and Health electives will enable students to: access and evaluate information to take positive action to protect, enhance and advocate for their own and others’ wellbeing in a range of different environments develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships when working with others learn how to safely prepare themselves and their equipment for adventure and experience different types of activities Assessment Physical and Outdoor activity electives are assessed using the below criteria: Personal, Social and Community health Movement and Physical Activity Units of Study Year Nine: Students can elect to study Physical and Outdoor Activities from one of the elective offerings: Social Psychology and Health: Semester One and Two Students explore the science of attraction and the different biological and environmental characteristics involved when getting to know someone. They learn about techniques used in persuasive advertising and effective strategies to coerce and convince others. Introduction to Sport Pathways: Semester One or Two Students gain an understanding of basic anatomy, different coaching practices, fitness components and fitness training methods. Outdoor Education: Semester One or Two Students plan, prepare and lead activities that promote a sense of wellbeing and personal understanding. Year Ten: Students can elect to study Physical and Outdoor Activities from one of the elective offerings: Outdoor Education: Semester One or Two Students plan, prepare and lead activities that promote a sense of wellbeing and personal understanding. Please see VET Sport and Recreation details
Curriculum Guide 2023
Psychology Overview Psychology electives are offered to students in Year Ten. Students may select to continue their study of Psychology as part of a VCE course in Year Eleven and Twelve. Aims Participation in Psychology electives will enable students to: undertake a range of inquiry tasks both collaboratively and independently pose questions, formulate research hypotheses, collect and analyse data, evaluate methodologies and results, justify conclusions, make recommendations and communicate their findings gain an understanding of their bodies, brains, growth and developmental skills for learning Assessment Psychology electives are assessed using the below criteria: Understanding Skills Units of Study Year Ten: Students can elect to study Psychology from one of the elective offerings: Psychology: Semester One or Semester Two Students are introduced to factors that influence human thoughts, feelings, and behaviour such as personality and intelligence. Through inquiry, students investigate, and explain memory, and explore abnormal psychology.
Curriculum Guide 2023
Social Enterprise Overview A Social Enterprise is a business which contributes over half its profit toward social and environmental causes. In Year Nine, students learn about social enterprise through one of three elective subjects. These electives combine design and production ideas with business planning to operate an enterprise. Aims Participation in a Social Enterprise elective will enable students to: work collaboratively with fellow students to design, market and run an enterprise make connections between the enterprise and the needs of people in the local or broader community consider design, aesthetics and sustainability in developing a product for a target market evaluate the success of their skills and of the business Assessment Social Enterprise electives are assessed using the below criteria: Inquiry and Research Critical and Research Thinking Teamwork and Communication Units of Study Year Nine: Students can elect to study Social Enterprise from one of the elective offerings: Social Enterprise: Semester One Agriculture and Horticulture Visual Arts Food and Technology Social Enterprise: Semester Two Materials and Technology Visual Arts Food and Technology
Curriculum Guide 2023
Tasters of Humanities VCE Overview Often students have heard of a VCE subject but are not sure what the subject really involves. In the Tasters of Humanities VCE elective, students will complete a combination of subjects to gain an understanding of what this subject may be like at VCE. Sample subjects included are Legal Studies, and Politics. Student-driven learning is a powerful tool in fostering a love of learning and building independent study for the VCE years and beyond. Aims Participation in Tasters of VCE electives will enable students to: broaden their understanding of VCE subjects explore VCE studies and the skills required to study certain subjects acquire and develop skills to think critically communicate their thoughts and ideas through a variety of written and visual presentations understand and apply terminology, principles and concepts assist students to interpret and make sense of the society in which they participate in reflect, appreciate and evaluate events and their relevance understand the content of various VCE Humanities subjects Assessment Tasters of VCE electives are assessed using the below criteria: Researching, Analysing and Evaluating Presenting Conclusions in a Variety of Forms Units of Study Year Ten: Students can elect to study a Tasters of VCE elective from one of the elective offerings: Taster of Humanities: Semester One and Two Civics and Citizenship Australia's Court system Equality and fairness Political parties and how the government is formed Comparison with different countries
Curriculum Guide 2023
Visual Art Students can choose up to two electives per semester, there are no prerequisites to study any subject. Studies of Year Ten classes are recommended prior to undetaking a VCE subject.
Year Seven Visual Design
Year Eight Visual Communication and Design
Year Nine Visual Communication and Design
Year Nine 3D Art
Year Seven 3D Art
Year Ten Visual Communication and Design
Unit 1 & 2 Visual Communication and Design
Year Nine Art Creative Practice
Unit 1 & 2 Art Creative Practice
Year Eight 3D Art
Year Nine Photography
Year Seven Visual Arts
Unit 3 & 4 Visual Communication and Design
Year Eight Visual Arts
Year Nine Art Creative Practice
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Unit 3 & 4 Art Creative Practice
Visual Art Overview Visual Arts electives are offered to students from Year Seven to Ten. Students may select to continue their study of Creative Art or Visual Communication and Design as part of a VCE course in Year Eleven and Twelve. Aims Participation in Visual Arts will enable students to: experience and develop curiosity, interest and enjoyment in their own creativity and that of others explore their world through the processes of the Visual Arts acquire and develop skills needed for the creation of works and expressing artwork use the terminology, concepts and principles of Visual Arts communicate their thoughts and ideas through Visual Arts create artworks document, reflect and evaluate artworks develop receptiveness to Visual Arts’ forms across time, place and cultures, and perceive the significance of these forms as an integral part of life Assessment Visual Arts and Design subjects are assessed using the below criteria: Creating and Making Exploring and Responding Units of Study Year Nine: Students can elect to study Visual Arts from one of the elective offerings: Visual Communication and Design: Semester One Students use manual and digital drawing methods and apply these in visual design tasks. Photography: Semester One Students explore and experiment with a range of photographic techniques using digital cameras and the most up to date computer applications to develop images. 3D Art: Semester Two Students investigate the difference between two-dimensional and three-dimensional artwork and are introduced to a number of ways to explore ideas when making artwork. Art Creative Practice: Semester Two Emphasis is placed on building creative art skills, working through different stages of the creative practices, exploring art forms and developing personal ideas. Year Ten: Students can elect to study Visual Arts from one of the elective offerings: Visual Communication and Design: Semester One Students apply and demonstrate an understanding of the design process by adopting freehand and instrumental drawing skills. Art Creative Practice: Semester Two Students explore a range of skills in Creative Art practices to develop an understanding of traditional and contemporary media, materials, equipment and technologies. These ideas are used to create a body of work.
Curriculum Guide 2023
VCE VET Certificate III - Information Technology Overview The VCE VET Information Technology program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with a broad range of skills and knowledge to pursue a career or further training in related areas of information technology in a range of industry areas. Students who complete the two-year course are awarded Certificate III in Information Technology. An excellent choice for students wishing to fast track. The VCE VET Information Technology program equips learners with future-ready ICT skills and knowledge to prepare them for a successful ICT career. ICT covers all areas related to processing, manipulating, and managing information, such as producing digital images, social media, operating software packages and website building.
VCE VET Certificate III - Sport and Recreation Overview VET Sport & Recreation provides students with the skills and knowledge to work in the sport and recreation industries. In Units One and Two, students will complete a range of different electives including sport-specific activities, planning and conducting sports and outdoor recreation events and planning and conducting fitness programs. Units Three and Four offer scored assessment and includes core units such as plan and conducting programs, undertaking risk assessments, facilitating groups and conducting coaching with foundation-level participants. Leadership, organisational and specialist activity skills will be developed through the units of competency undertaken in the selected program. Over the two-year program, students will have the opportunity to gain their Level 2 First Aid Certificate, Level 1 Sports Trainers Certificate and Certificate III in Sport and Recreation. Employment opportunities reflect roles such as Recreation Officer, Activity Operation Officer, Sport and Recreation Attendant, Community Activities Officer or Leisure Services Officer. students will also have the opportunity to attend an overnight Sport and Recreation Melbourne Careers excursion and a three-day Mount Hotham Ski Camp. Students should only select one VCE or VET subject in Year Ten.
Curriculum Guide 2023
VCE PATHWAYS
Curriculum Guide 2023
Victorian Certificate of Education (VCE) Pathways What is a VCE Pathway?
OTHER STUDIES (Units One to Four)
The Victorian Certificate of Education (VCE) is the final high school certificate that students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training and employment both in Australia and internationally. The VCE is administered by the Victorian Curriculum and Assessment Authority (VCAA), which is responsible for curriculum, assessment and reports. Students complete “Units of Study” in a variety of subjects. Like all schools, the College does not offer the full range of (over 100) accredited VCE Subjects, and so some students may wish to enrol in a subject via either the Distance Education Centre of Victoria or the Victorian School of Languages. These enrolments incur an additional cost, to which the College contributes. We support students’ Vocational Education and Training by offering students the ability to combine a School-Based Apprenticeship/Traineeship or VETis (Vocational Education and Training in Schools) course with their core studies. These usually involve one day per week out of school either at a workplace or TAFE. We also offer students the option to complete their VCE program over three years, although the major component of the VCE is undertaken when students are in Years Eleven and Twelve. Students may complete their VCE as an ATAR or non-ATAR course.
Agriculture and Horticulture Biology Business Management Chemistry Drama Food Studies Geography Health and Human Development History Legal Studies Media Music Performance Outdoor & Environmental Studies Physical Education Physics Psychology Visual Communication and Design
VCE VET SUBJECTS Allied Health Community Services Information Technology Furnishings Music Sport and Recreation
*Subject availability is dependent on timetabling and student selections. Additional subjects may be studied by Distance Education.
What VCE and VET Units can I study at Cathedral College Wangaratta? LANGUAGE (Units One to Four) English Language Other than English (German) Language Other than English (Indonesian) Literature MATHEMATICS (Units One to Four) Foundation Mathematics General Mathematics Mathematical Methods Specialist Mathematics
Curriculum Guide 2023
VCE Pathways at Cathedral College Senior students at Cathedral College play a very important role in the life of The College, being in a position to provide leadership, encouragement and advice to our more junior students and in the broader community. Years Nine and Ten can be viewed as preparation for Years Eleven and Twelve with increasing workloads and greater depth and complexity in the content of their chosen subjects. We encourage all students to take their studies seriously, seek help and advice when needed and take responsibility for their learning. One of the prerequisites for success in a VCE pathway is a consistent and organised approach to study and classes on the part of the student. Being prepared to make every necessary effort, the desired approach to learning could be described by terms such as dedicated, thoughtful, critical, and analytical. The College expects that all its students are actively involved in its extra-curricular activities and House events. As VCE students, you will often find yourselves in high profile situations within school activities and your study strategies should take into account these extra demands on your time and energy. The senior years are a wonderful opportunity for students to apply themselves in a familiar setting with the support of the school community. VCE Pathway Attendance Units One and Two: The school-based nature of Unit One and Two studies provides scope for individual schools to set their own attendance requirements. The College has determined those students at Unit One and Two level must attend a minimum of ninety percent of all scheduled classes in a unit in order to meet the requirements for satisfactory completion of that unit. Units Three and Four: It is important for all students to note that the failure to meet the ninety percent attendance requirements set under VCAA regulations may result in the student attracting a “J” result for that unit. In effect, this result equates to the non-completion of the unit in question. It is vital that all students note that attendance and punctuality at scheduled classes is regarded as an essential component of satisfactory completion of a unit. Many of the School Assessed Coursework including Common Tests will be conducted during class time. It is imperative that students attend all these sessions. If a student cannot attend a School Assessed Coursework/Task due to severe illness or family tragedy, the classroom teacher and VCE Coordinator need to be contacted immediately. A note from a parent with appropriate documentation, for example, a medical certificate, is expected upon the student’s return to school. An alternative test or task will be arranged for the student at the earliest convenience of the subject teacher. Students who are absent without substantial reason forfeit their right to do a catch-up SAC. Catch-up SACs must be completed within a ten-day period of the original scheduled assessment day. Enrolment All VCE pathway students must sign a general declaration that they will obey the rules and instructions for the VCE/VET courses and accept its disciplinary provisions. In signing the form, a student is making a commitment that there will be no cheating and plagiarism. Students will be requested to complete this form in Term One and to check a confirmation of enrolment form when it is received from the Victorian Curriculum and Assessment Authority. It is the responsibility of students to ensure that all enrolment particulars are correct. Students should see the VCE Coordinator if they wish to alter any detail of their enrolment.
Curriculum Guide 2023
VCE Pathways at Cathedral College Fast Tracking In Year Ten, some students may be eligible to begin their VCE/VET course. To be eligible for a student to Fast Track a subject in Year Ten the student must: maintain a B+ average in core subjects throughout Year Nine maintain a high standard of organisational and study habits meet the attendance requirements of VCE/VET must have a legitimate reason for needing to Fast Track a VCE/VET subject eg. university entry requirement Not all VCE/VET subjects are suitable for Fast Tracking. It must be remembered that: 1. A VCE subject should be studied over two years to gain a sequential understanding of the material. 2. All assessments and exams follow a strict external curriculum and are set by the VCAA. 3. Is marked and moderated against all students completing the subject in that particular year. Most students will be 18 and as such write or work at a mature level. Therefore, fast-tracking should only be considered if you need the benefit of an extra subject and the student is capable of completing the study at a high standard. If you are interested in taking a fast track subject, please collect an expression of interest form from the Year Level Coordinator, complete the form and the suitability of you and the subject will be discussed in an interview. In a meeting with the Director of Studies, Head of School and/or Year Level Coordinator, the requirements of maintaining focus in both Year Ten and VCE studies are outlined. Once the student has met the requirements to begin a Fast Track subject, the progress of the student is monitored in the following manner to ensure they are best prepared for studying a Unit Three and Four subjects in Year Eleven: the student and parent are made aware of the level of work produced in the Progress Reports in Term One and Three at Parent-Teacher interviews, any concerns about continuing are raised the Year Level Coordinator and VCE Coordinator are kept informed of any issues and a meeting is arranged with the student and parents if ongoing monitoring is required Reporting Results to Parents In order to provide a consistent message to parents regarding a student’s achievements in both the Progress Reports and end of Semester One reports, Year Twelve students are awarded S or N grades for all assessments. This is consistent with VCAA advice to schools. Year Eleven students are awarded grades (A – +E or UG) as outlined in the School’s Reporting and Assessment Handbook. Parent-Teacher interviews are held at the start of Term Two and the beginning of Term Three. Parents are encouraged to meet with all staff at this time to discuss progress and suggest areas of improvement. Concerns regarding a student’s progress should also be directed to the Homeroom teacher and VCE Coordinator.
Curriculum Guide 2023
VCE Pathways at Cathedral College Study Periods In Year Eleven, students will have five study periods assigned to their timetable. Use this time wisely in order to reduce the amount of work you need to complete at home. A teacher is allocated to supervise the study session and is able to assist with any questions regarding their subject area or study techniques. Teachers will take rolls in these lessons and students should not allocate themselves to other areas to work. These five periods can serve as an excellent way for students to prepare for Year Twelve when they will have eleven periods of study. Study At Home Each VCE/VET study should receive an equal amount of time. For Units One and Two, it is recommended that students will spend on average at least thirty minutes per night working towards the completion of that study. For Units Three and Four this time allotment will increase to forty-five minutes per night per study. This means an optimum target of three hours of work each night, leaving enough time for some relaxation. If this is not achieved, it is recommended that students make this time up over the weekend (Friday evening to Sunday evening) with Year Twelve students doing a few more hours in Term Three and Four. Storage of Student Work Students must retain Coursework that has been submitted for assessment, as well as any drafts or materials used in the process of completing the Coursework, until the end of the school year. The VCAA may request any materials relevant to assessment by the school. Students may also be required to photocopy their work for review processes.
Year Eleven
Year Twelve
After School
University ATAR Course
VCE - ATAR English Maths, plus 3 or 4 VCE/VET
VCE - ATAR University or College Course Portfolio or early entry
VCE - ATAR or non-ATAR English Maths, plus 3 VCE/VET
Diploma or Certificate IV VCE - Non-ATAR (including VET or SBAT) English (differentiated) Maths (Foundation), plus 3 VET/VCE/SBAT
VCE Non-ATAR TAFE or Work Force
Curriculum Guide 2023
Examples of Pathways Student stories Student A Demonstrated application to their academic studies and excelled. During subject selection interviews, research indicated a sixth subject for their ATAR pathway was beneficial. Their past work habits and results suggested they were a suitable candidate to complete VCE Biology as a Fast Track subject in Year Ten and Eleven. In Year Twelve they completed English, Maths Methods, Physical Education, Psychology and Chemistry. Upon receiving their results, they changed their first preference choice to select Business and Science at Melbourne University. Student B A very capable sportsperson, musician and performer, who always wished to pursue a career in Medicine. They fast-tracked Biology in Year Ten and completed an ATAR pathway by studying Literature, German, Chemistry, Maths Methods and Specialist Maths. Student B conducted extensive research to prepare for a number of pathway options in Medicine. They were offered a place at Latrobe university to do Biomedicine, via VTAC and then after three years studied Medicine at Melbourne University. Student C Was not sure what course they wanted to do or where they would like to study. Whist working hard in classwork they were very nervous at the thought of undertaking examinations. Student C researched early entry options, completed interviews and created a portfolio before receiving a place at ANU not via VTAC. Student C is now studying Design in Canberra. They studied English, Further Maths, Visual Communication, Psychology and Business Studies. Student D Enjoyed all aspects of school, especially leadership, performance and cross-age opportunities. Academic studies were not easy but with support and persistence, they completed English, Maths, German, Biology and VET Allied Health courses as part of their VCE pathway (Non-ATAR). After finishing school, they worked at North East Health and completed a TAFE pathway course in Nursing, before completing their Nursing degree. Student E Due to a number of health issues, Student E found aspects of school life challenging. They worked closely with school staff to complete VCE subjects and participate in cross-curricular opportunities. They used the support available through VCAA to complete VCE subjects and examinations. On completing Year Twelve they worked in a GAP year position as an education assistant and used this experience to decide they wanted to work in education and gain entry into a university course. Student F Demonstrated strength and interest in elective subjects, finding core subjects more challenging. As part of their pathway, commenced a School-Based Apprenticeship in Automotive at the start of Year Eleven with a local mechanic. Student F was committed to finishing their VCE pathway unscored whilst doing their School Based Apprenticeship. But when presented with the chance to complete a full-time apprenticeship, halfway through Year Twelve, they decided to seize the opportunity.
Curriculum Guide 2023
Language of VCE Pathways ATAR (Australian Tertiary Admissions Rank) The ATAR is a student’s overall ranking on a scale of 0–99.95, in intervals of 0.05, that compares a student to all other students who completed VCE in the same year. In many cases, the ATAR is the primary mechanism that tertiary institutions use to select students for courses. The ATAR is calculated by ranking students according to: Their best Study Score in one of either English, Language other than English (LOTE) or Literature; The scores of their next best three studies; and 10 per cent of the scores for any fifth and sixth study Non-ATAR Students complete to satisfactory standard all school assessed course work, meet attendance requirements and other rules required for VCE/VET subjects. Students do not sit end of Year Twelve external examinations, so do not receive a final ATAR score. GAT The GAT is a compulsory test that is completed by all students undertaking a VCE/VET Unit Three and Four sequence. The GAT will be split into two sections: Section A will assess literacy and numeracy skills Section B will assess skills in Mathematics, Science, Technology, the Arts, and Humanities, with an increased focus on critical and creative thinking skills GAT results will continue to be used to check that VCE external assessments and school-based assessments have been accurately and fairly assessed. If a student does well in the GAT, they are likely to do well in their other assessments. No special study will be required. Learning Outcomes Learning Outcomes describe the knowledge and skills students should have by the time they have completed a unit. SAC (School Assessed Coursework) SACs are tasks set by teachers, and marked within VCAA guidelines, to assess students’ achievement of Unit Three and Four outcomes. Most tasks are done in class time. The scores relating to these assessments are reported to the VCAA. Students receive feedback and a grade (A+ to E), but these are conditional as the VCAA moderates students’ total scores for all coursework, not the scores for individual tasks. SAT (School Assessed Task) SATs are Unit Three and Four school-based assessments that are part of Graded Assessment in Design and Technology, Media, Art Creative Practice and Visual Communication and Design. SATs are extended pieces of work undertaken in and out of class. They are set by the VCAA and assessed by teachers using VCAA criteria. Task grades are subject to review by a panel appointed by VCAA.
Curriculum Guide 2023
Language of VCE Pathways Study Scores Unit Three and Four VCE Study Scores show how students performed in a subject, or study, relative to all other students doing that same subject. The maximum study score is 50. Each year, and for every study, the state-wide average study score is set at 30. A score of between 23 and 37 means that a student is in the middle range; a score of 38 or more indicates that a student is in the top 15% of students; and a score over 45 is given to the top 2% of students in the state. To gain a Victorian Certificate of Education, a student must have received a satisfactory grade in at least 16 units. All VCE studies have at least three graded assessments for each Unit Three and Four sequence. Each study also includes at least one examination, most have SACs and some have SATs. Study Score Scaling Study scores are adjusted or ‘scaled’ to provide an overall measure of the performance of all students across all studies. Essentially this determines the ‘degree of difficulty’ of subjects and results in the Study Scores of some subjects being increased or decreased. Scaled Study Scores are used to calculate an ATAR. Units There are usually four units in a study, numbered One, Two, Three and Four. Each unit is the equivalent of a semester of study. VCAA The Victorian Curriculum and Assessment Authority (VCAA) is an independent statutory body, responsible to the Victorian Minister for Education, that oversees government and nongovernment schools in Victoria. VTAC The Victorian Tertiary Admission Centre (VTAC) administers the application processes for tertiary courses, scholarships and special entry access schemes at university, TAFE and independent tertiary colleges in Victoria. VTAC receives and forwards application information and supporting documentation to the relevant authorities at institutions; they do not decide who receives offers for courses. Which VCE Pathway is right for me? It is important to weigh up your options, including thinking about the subjects you like and are good at when considering what to study in Year Eleven and Twelve. Whilst students should have one eye on a potential pathway and any prerequisite subjects this might entail, the best advice is always to do the subjects you are best at and enjoy. One of the benefits of studying the VCE/VET Pathway is that it offers you a lot of flexibility in choosing your subjects. Apart from having to successfully complete a number of English-group units, there are no ‘compulsory’ subjects. For example, you could choose to study all mathsscience subjects and English Language or all arts-humanities subjects and Literature. You can choose to study a subject as a Unit One or Two study, but not continue that subject for Unit Three and Four. You can also choose to study some subjects as a Unit Three and Four study without having studied that subject at Unit One and Two level. There are a lot of options to build your course over the two or three years to suit you. In completing your research you may find you do not need an ATAR score to enter your chosen profession and may elect to complete your VCE/VET subjects but as unscored.
Curriculum Guide 2023
Language of VCE Pathways How many subjects will I study each year? There are many ways to put together a VCE program at Cathedral College. Students generally complete the program over two years (or three years beginning in Year Ten). To gain your VCE, you need to satisfactorily complete at least 16 units including: At least three units of English or Literature; At least three sequences of Units Three and Four studies other than English or Literature. (It is very important to note that to receive an ATAR, you must have satisfactorily completed both Units Three and Four of an English study) Students will normally undertake Units One and Two in Year Eleven and Units Three and Four in Year Twelve. In Year Eleven this will include: Two units of one of English, Literature or English Language; and Ten other units (which might include one or two VET sequences) In Year Twelve, this will include: Units Three and Four of one of English, Literature or English Language; and Four other sequences of Units Three and Four studies, including a VET or SBAT sequence Can I study a subject not offered at Cathedral College Wangaratta? If you wish to study a subject that The College does not offer or a subject that we do offer but that does not fit into your timetable, you may do so with the school’s prior approval, but only if appropriate arrangements can be made. These units are usually undertaken via either the Distance Education Centre of Victoria or the Victorian School of Languages. This kind of “off-campus” study comes with its own unique challenges, so before we can approve study of units outside the College, we need to make sure that the arrangements will meet all of the VCAA requirements and that it is the best option for you considering your overall program. If you undertake study outside the College, it is also important to liaise with the VCE/VET Coordinator so that full details of your program can be entered on official VCAA computer records and you receive appropriate credit. What vocational or VET subjects can I study? If you believe you would benefit from combining study with the opportunity to learn in a practical setting, you should consider completing a VET subject in your VCE pathway. Our school has arrangements with local Registered Training Organisation (RTO) providers, including GOTAFE, in order to offer a range of VET options for our students. The courses offered tend to vary from year to year, depending on enrolment demand, but usually include options such as Allied Health, Automotive, Building & Construction, Equine, Engineering, Beauty and Animal Studies. Students typically spend a day per week at their VET RTO, though some courses are delivered online. VCE VET programs are fully recognised within the Units One to Four structure of the VCE and contribute towards satisfactory completion of the VCE. VCE VET units have the same status as other VCE units and may contribute towards a student’s ATAR. In 2023 Cathedral College Wangaratta will offer five VET courses on-site and taught by Cathedral College staff. GOTAFE also have a detailed site regarding VET and their courses at http://www.gotafe.vic.edu.au/tec/
Curriculum Guide 2023
Language of VCE Pathways Including a school-based apprenticeship or traineeship (SBAT) in your VCE program. Students aged 15 and over may choose to include a school-based apprenticeship or traineeship (SBAT) in their senior study program. This will usually take the place of one subject on the student’s timetable. An SBAT will: generally require the student to spend one day per week in the workplace, for which they will be paid under Award conditions. contribute towards a student’s VCE program, as well as contribute to a nationally recognised (VRQA) qualification. These are usually at a Certificate II or III level. involve assessment through a Registered Training Organisation (RTO), such as a TAFE. This may be via workbooks, attendance at TAFE lessons and/or workplace visits. Methods of assessment vary, depending on the type of qualification. often contribute a 10% increment to the student’s (VCE) ATAR score. (This depends on the level of the SBAT qualification.) To commence an SBAT, students will need to engage an employer in their chosen field. The school and/or apprenticeship providers (employment consultants) may be able to help in this process. The student should also have a clear interest in pathways in this field of employment. For more information, contact the school or visit: https://www.education.vic.gov.au/ Documents/school/principals/curriculum/sbatguide.pdf Can I repeat a subject? There are no restrictions on students repeating units in the VCE pathway, but credit can be obtained only once for each unit. If you were to receive an N (Unsatisfactory Completion) for a unit and then repeated it and received an S (Satisfactory Completion), the result of the second attempt is the one counted in your VCE. It is important to keep in mind that if you repeat a unit, you must repeat the whole unit, including all of the assessment tasks and coursework. Although there is no penalty applied to the scaled score of any repeat attempt of a Unit Three or Four sequence, some tertiary courses may re-rank students who have repeated a unit. Is it possible to change my subjects? If you find that a VCE/VET subject is not right for you, it is sometimes possible to drop the subject or transfer into another subject, especially if it is early in the semester. It is important to keep in mind the number of units you need to satisfactorily complete in order to receive your VCE pathway qualification. To be awarded your VCE certificate, you have to complete at least 16 units successfully, with at least three units of an English subject (English, Literature or English Language) and at least three sequences of Units Three and Four studies other than an English subject, so there are some units that you may not be able to change. Wellbeing Years Eleven and Twelve can be demanding, so it is important for students to stay engaged and take care of themselves physically, emotionally and mentally. Developing healthy study habits, connecting with friends and family and making time to have fun can help keep things in perspective. It is important to remember that there are many pathways to success in life, and the VCE pathway is only one of the ways available to achieve career goals. During regular Homeroom sessions and the inclusion of carefully considered guest speakers, students are given assistance and strategies to navigate these demands. The Head of School, Year Level Coordinator, School Counsellor and Homeroom Teacher all provide support for students throughout their VCE years. Fostering a sense of belonging and understanding also helps students keep an eye on their friends and classmates. At the College, we have a Code of Conduct by which all students are expected to abide. In addition to that Code of Conduct, the following is a list of guidelines that we ask our VCE students to follow: Curriculum Guide 2023
Language of VCE Pathways What is expected of a VCE student's pathway at Cathedral College Wangaratta? Whether or not you change a subject depends on other factors too. For example, the subject you want to pick up may be timetabled at the same time as one of your other subjects or the class may already be full. We will also require you to talk the issue through with the VCE Coordinator. complete all of your assessments on time prepare thoroughly for all of your assessment tasks only submit work that is your own do not discuss the content of a SAC or other test with a student who has not sat the SAC yet, or with students who have sat a test or SAC before you remember that you need to apply for permission to reschedule an assessment. To do this you must have an important and legitimate reason for missing the scheduled date — approval is not automatic if you are ill on the day of an assessment, your parents/guardians must notify the VCE Coordinator immediately. You must also obtain a medical certificate from your doctor and submit that medical certificate to The College seek help as soon as you sense it may be needed; your teachers, the VCE Coordinator, Year Level Coordinator, Learning Enhancement and School Counsellor are all there to support you What special consideration is available? The Special Entry Access Scheme (SEAS) is run by most institutions to which you will be applying through VTAC. SEAS is for students who have experienced educational disadvantage and it is broken down into six categories: personal information and location; non-English speaking background; difficult circumstances; disadvantaged financial background; disability or medical condition; and the La Trobe University SALT program (Schools Access La Trobe), Federation University Australia REEP, (Regional Entry Education Program) and Victoria University’s PPP (Portfolio Partnership Program). Applications for special provisions need to be made through the VCE Coordinator, but keep in mind that special provisions are only available in very specific situations.
Curriculum Guide 2023
VCE Pathway Subject Selection Checklist
List your present career aspirations and interests on the VCE Pathways Subject Selection Planning Sheet provided.
Use a range of careers resources to identify the tertiary courses available to enter these career areas.
Identify any specific tertiary prerequisite subjects for these courses. Please use the Careers Website and other tertiary publications to help guide conversations. https://www.cathedralcollegecareers.com.au https://delta.vtac.edu.au/CourseSearch/searchguide.htm?ap=22
If you have no specific career area in mind, review the subjects you enjoy and are most interested in at school and possibly explore tertiary courses of a generalist nature, eg Arts, Science and Commerce degrees. Please speak to the Careers Coordinator for further guidance.
You may wish to take note of the current ATAR score or pathway requirements required to previously gain entry to these courses. Please note: ATARs and course requirements change from year to year, so the figures you read now act as guidelines.
List the tertiary courses you are interested in on your VCE Pathways Subject Selection Planning Sheet along with the prerequisite level Unit Three and Four VCE/VET subjects you require.
Read the descriptions of all VCE/VET studies carefully. Aim for variety in your program by selecting studies that build on your strengths and interests.
Bring your proposed program to your VCE Pathways Subject Selection interview where it will be discussed with your interviewers. You may make adjustments to your selections as a result of this interview, but only consistent with VCAA enrolment policies.
Curriculum Guide 2023
Agricultural and Horticultural Studies Prerequisites C grade or above in Year Ten Technology and Science. Aim of the Course The study of Agricultural and Horticultural Studies enables students to: gain an understanding of the role of agricultural and horticultural industries in local, state, national and global contexts develop an understanding of ethical and sustainable land, water, plant and animal management analyse the drivers and effects of change in food and fibre industries and apply innovative technologies to practices Description of the Course Unit One: Change and opportunity Students develop an understanding of Australia’s Agricultural and Horticultural industries and research the opportunities and practical realities of working in the sector. They consider sources of food and fibre indigenous to Victoria prior to European settlement, and current and past perceptions of Australian agricultural and horticultural industries. Students focus on innovation and creative problem-solving in the face of change and challenge. Students seek to understand socio-cultural influences on food and fibre practices, and best practice in agriculture and horticulture in terms of climate zones, soil quality, plant and animal selection, workplace health and safety, and the collection and analysis of quality assurance data. Students undertake practical tasks reflecting best-practice understandings. Unit Two: Growing plants and animals Students research plant and animal nutrition, growth and reproduction. They develop an understanding of the conditions in which plants and animals grow and reproduce, and of related issues and challenges. They evaluate the effectiveness and sustainability of agricultural or horticultural practices. Students investigate the structure, function, nutrition and growth of plants. They explore animal nutrition and digestion, and growth and development, and make comparisons between production methods. Students research reproductive processes and technologies for both plants and animals within the contexts of food and fibre production. They undertake practical tasks relating to the growth and management of plants and animals.
Curriculum Guide 2023
Agricultural and Horticultural Studies Unit Three: Securing the future This unit will examine the role of research and data, innovation and technology in Australia’s food and fibre industries. Students also look at practices that mitigate risk and protect the viability of these industries. Innovation is considered in the context of problem-solving and finding solutions to challenges faced by food and fibre producers in Australia and globally. Students research Australia’s past responses to such challenges, analysing responses leading to successful outcomes as well as those with unforeseen consequences. Students consider the everyday role of innovation and technology in agriculture and/or horticulture and research the impacts of new and emerging developments over the past six years. They explore the influence of market demands and social expectations as drivers of change. Emphasis is placed on the importance of biosecurity: the protection of agricultural and horticultural industries against pests, diseases and weeds, and measures to combat the serious threat posed by biological resistances. Students undertake practical tasks reflecting awareness of innovative, sustainable and safe agricultural and/or horticultural practices. Unit Four: Sustainable food and fibre production In this unit, students examine sustainability in terms of land management, as well as its role in food and fibre industries. Sustainability is a holistic concept with environmental, economic and social dimensions. Students research the effects of climate change on food and fibre production through case studies of effective responses to this and other environmental challenges. Students investigate environmental degradation and approaches to sustainable land management and rehabilitation. They study ecosystems, the importance of biodiversity and the applicability of environmental modification techniques. The research strategies for securing sustainable markets, for adding value to primary produce, and for ensuring and promoting the high quality of Australian-grown products. Students undertake practical tasks reflecting all dimensions of sustainable management of agricultural and/or horticultural practices as well as ethical considerations.
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Art Creative Practice Recommendations Completion of a Visual Arts elective in Year Ten. Aim of the Course This study of Art Creative Practice enables students to: understand how the practices of artists and artworks reflect the values, beliefs and traditions of their own and other cultures analyse, interpret and respond to artworks and ideas, both in their own work and in the work of others, using the support of the Interpretive Lenses critically evaluate ideas and issues explored by historical and contemporary artists from different cultures and societies develop personal ideas and expression through Making and Responding in art practice employ practical skills in art-making and develop conceptual understanding to inform aesthetic awareness and art practice develop creative and critical thinking skills in individual responses to artworks and art practice. Description of the Course Unit One: Interpreting artworks and exploring the Creative Practice Students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. As the artist and audience, students consider their connection to artworks, and how their communication of ideas and presentation of artworks challenge, shape and influence viewer or audience perspectives. They focus on the making of art and examine how artists communicate ideas and meaning in artworks. They examine artists in different societies, cultures and historical periods and develop their own interpretations and viewpoints about the meanings and messages of artworks. They explore how artists create new ways of thinking and representation while developing their own art practice. Unit Two: Interpreting artworks and developing the Creative Practice Students use Inquiry learning to investigate the artistic and collaborative practices of artists. They use the Cultural Lens, and the other Interpretive Lenses as appropriate, to examine artworks from different periods of time and cultures, and to explore the different ways that artists interpret and communicate social and personal ideas in artworks. Students explore the collaborative practices of artists and use the Creative Practice to make and present artworks. They develop visual responses based on their investigations, exploring the way historical and contemporary cultural contexts, ideas and approaches have influenced the artworks and the practices of the artists they investigate, as well as their own art practice.
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Art Creative Practice Unit Three: Investigation, ideas, artworks and the Creative Practice In this unit, students use Inquiry and Project-based learning as starting points to develop a Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation. Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist. Unit Three commences with students researching the practice of a selected artist as the starting point to develop a finished artwork. The finished artwork will contribute to the Body of Work developed over Units Three and Four. Unit Four: Interpreting, resolving and presenting artworks and the Creative Practice Students continue to develop their art practice through Project-based and Inquiry learning as their research and exploration continue to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice. They use the Interpretive Lenses to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study. Students also apply the Interpretive Lenses throughout the Creative Practice to resolve and refine their Body of Work. Students continue to build upon the ideas begun in Unit Three and present a critique of their use of the Creative Practice. They reflect on the feedback from their critique to further refine and resolve a Body of Work that demonstrates their use of the Creative Practice and the realisation of their personal ideas. The students present their Body of Work to an audience accompanied by documentation of their use of the Creative Practice.
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Biology Prerequisites C grade or above in Year Ten Science. Fast Track in Year Ten - B+ subject average in Core Subjects, with an A in Science. Aim of the Course The study of Biology enables students to: explore biological concepts relating to microscopic organisms through to ecosystems and the way biological systems interact and are interrelated conduct fieldwork, laboratory activities, investigations and other research techniques which provide evidence-based information to analyse and problem solve biological questions Description of the Course Unit One: How do organisms regulate their functions? Students examine the cell as the structural unit of life, from the single-celled to the multicellular organism, including the requirements for sustaining cellular processes. Student focus on cell growth, replacement and death and the role of stem cells in differentiation specialisation and renewal of cells. They explore how systems function through cell specialization in vascular plants and animals and consider the role homeostatic mechanisms play in maintaining an animal’s environment. Unit Two: How does inheritance impact on diversity? Students will explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies, including the use of reproductive cloning technologies. They study structural, physiological and behavioural adaptations that enhance an organism’s survival. Students explore interdependencies between species, focusing on how keystone species and top predators structure and maintain the distribution, density and size of a population. They also consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems.
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Biology Unit Three: How do cells maintain life? This unit will focus on the workings of the cell from several perspectives. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules. They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies. Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. They explore how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices. Unit Four: How does life change and respond to challenges? In this unit students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. They study the human immune system and the interactions between its components to provide immunity to a specific pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease. Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time using evidence from paleontology, structural morphology, molecular homology and comparative genomics. Students examine the evidence for structural trends in the human fossil record, recognizing that interpretations can be contested, refined or replaced when challenged by new evidence.
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Business Management Prerequisites C+ average and above in Mathematics and English is preferable. Fast Track in Year Ten - B+ subject average in Core Subjects. Aim of the Course The study of Business Management enables students to: understand and apply business concepts, principles and terminology and apply these in complex and changing environments recognise the contribution and significance of business within local, national and global markets analyse and evaluate the effectiveness of management strategies in different contexts and; solve business problems and maximise opportunities Description of the Course Unit One: Planning a business. Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Students explore how businesses are formed as well as the fostering of conditions under which new business ideas can emerge - 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. Students explore the factors affecting business ideas and the internal and external environments within which businesses operate; they also examine the effect of these on planning a business. Unit Two: 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. Students explore the legal requirements that must be satisfied to establish a business and 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. Various management practices are applied to contemporary business case studies from the past four years.
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Business Management Unit Three: Managing a business Students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years. Unit Four: Transforming a business. Businesses are under constant pressure to adapt and change to meet their objectives. 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 effective management and leadership in change management. Using one or more contemporary business case studies from the past four years, students evaluate business practice against the theory.
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Chemistry Prerequisites B grade or above in Year Ten Science Year Ten Tertiary Mathematics recommended Aim of the Course The study of Chemistry enables students to: gain the knowledge, understanding and opportunity to investigate properties and reactions of materials develop an understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties enables students to relate chemistry to other sciences including biology, geology, medicine, molecular biology and agriculture and prepares them for future study in the sciences Description of the Course Unit One: How can the diversity of materials be explained? Students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy Students conduct practical investigations involving the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds, determination of empirical formulas, and synthesis of polymers. Unit Two: How do chemical reactions shape the natural world? Society is dependent on the work of chemists to analyse the materials and products in everyday use. In this unit students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society. Students conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve. Unit Three: Design and efficiency of chemical processes Students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimization of their impact on the environment. They compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. Unit Four: Organic chemistry and chemical synthesis Students focus on organic chemistry and the processes of chemical synthesis by which useful substances are produced for the benefit of society. They investigate the relationship between the structure, properties and chemical reactions of different organic functional groups and the vast diversity of organic compounds.
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Drama Prerequisites Whilst the VCAA does not specify any prerequisites for entry to VCE Drama, it is recommended that students have studied at least one Semester of Drama in Year Nine or Ten. Aim of the Course The study of Drama enables students to: develop, through practice and analysis, an understanding of drama as a way of communicating stories, ideas and meaning devise, perform and evaluate solo and ensemble drama work explore processes for the creative development of new work and manipulate dramatic elements and productions Description of the Course Unit One: Introducing performance styles Students focus on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Students analyse their own performance work and a work by professional drama performers. They apply play-making techniques to shape and give meaning to their performance and manipulate expressive and performance skills in the creation and presentation of characters and develop awareness and understanding of how characters are portrayed in a range of performance styles. Unit Two: Australian identity Students focus on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. They create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. Unit Three: Devised ensemble performance The work of drama practitioners and contemporary practices are explored as students create work that reflects a specific performance style or one that draws on multiple performance styles and is therefore eclectic in nature. They use play-making techniques to extract dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. Students devise and shape their work to communicate meaning or to have a specific impact on their audience. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance. Unit Four: Devised solo performance Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They experiment with application of symbol and transformation of character, time and place. They apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work. Students further develop and refine these skills as they create a performance in response to a prescribed structure.
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English Prerequisites Successful completion of the Year Ten English course. All students must complete a VCE English course in some form. Students will have the opportunity to select from two courses of English at VCE subject selection interviews. Aim of the Course This study enables students to: extend their English language skills through reading, writing, speaking, listening, thinking and viewing to meet the demands of further study, the workplace, and their own needs and interests enhance their understanding, enjoyment and appreciation of the English language through all modes discuss, explore and analyse the form, purpose, context, text structures and language of texts from a range of styles and genres discuss, explore and analyse how culture, values and context underpin the construction of texts and how this can affect meaning and understanding convey ideas and demonstrate insight convincingly and confidently create print, digital and spoken texts demonstrate the ability to make informed choices about the construction of texts in relation to purpose, audience and context. Description of the Course Unit One On completion of this unit, the student should be able to make personal connections with and explore the vocabulary, text structures, language features and ideas in, a text. Additionally, students should be able to demonstrate an understanding of effective and cohesive writing through the crafting of their own texts designed for a specific context and audience to achieve a stated purpose; and to describe individual decisions made about the vocabulary, text structures, language features and conventions used during writing processes. Unit Two On completion of this unit, the student should be able to explore and analyse how the vocabulary, text structures, language features and ideas in a text construct meaning. Additionally, students should be able to explore and analyse persuasive texts within the context of a contemporary issue, including the ways argument and language can be used to position an audience; and to construct a point of view text for oral presentation.
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English Unit Three Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes. Students recognise and analyse the conventions of genre in texts and consider how those conventions may assist interpretation. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them. Unit Four Students examine different interpretations and perspectives to further develop their knowledge and analysis of purpose and style. They challenge perspectives, values and attitudes in texts, developing and testing their own interpretations through debate and argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and the text and context.
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Food Studies Aim of the Course The Food Studies course enables students to: build practical food skills in the planning, preparation, evaluation and enjoyment of food, including the principles and practices that ensure the safety of food extend understanding of food origins, cultures, customs and global and local systems of food production, distribution and governance analyse and draw evidence-based conclusions in response to food information, food advertising and current food trends Description of the Course Unit One: Food origins Students investigate the origins and roles of food through time and across the producing regions of the world. They then look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of Australian cuisine. They consider the influence of innovative technology and globalisation on food patterns. Practical tasks are completed to enhance, demonstrate and share their learning with others. Unit Two: Food makers The significance of food industries to the Australian economy is explored by investigating the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Practical skills and knowledge are used to produce foods and students consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life. Students design new food products and adapt recipes to suit particular needs and circumstances. They consider potential entrepreneurial opportunities as small-scale food producers. Unit Three: Food in daily life Students investigate the many roles and everyday influences of food. They explore many aspects of food: the science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health and develop their understanding of diverse nutrient requirements. There is a focus on society's influences on our food choices and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns. Practical activities enable students to understand how to plan and prepare food to cater for various dietary needs through the production of everyday food. Unit Four: Food issues, challenges and futures Students examine debates about Australia's food systems as part of the global food systems and investigate key issues relating to the challenge of adequately feeding a rising world population. They focus on food information and misinformation and making discerning food choices. Students research a selected topic related to our food supplies and systems, considering solutions and analysing work being undertaken to support sustainable futures. Practical activities provide students with opportunities to apply their understanding of how food selections and food choices can optimise human and planetary health.
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Geography Prerequisites A genuine interest in the environment and global issues. C+ average and above is preferable. Aim of the Course This study of Geography enables students to: explore, analyse and come to understand the characteristics of places that make up our world develop a sense of wonder and curiosity about people, culture and environments throughout the world develop knowledge and understanding of geographic phenomena at a range of temporal and spatial scales understand and apply geographic concepts to develop their ability to think and communicate geographically, including change, distance, distribution, environment, interconnection, movement, place, process, region, scale, spatial association and sustainability develop an understanding of the complexity of natural and human induced geographic phenomena across the Earth’s surface develop a range of skills, including the use of geospatial technologies, to assist in analysing information and making informed judgments and decisions about geographic challenges understand the importance of VCE Geography in analysing issues and challenges to human welfare and the environment, at a range of scales develop an understanding of the role and application of VCE Geography in the planning and management of human welfare and the environment Description of the Course Unit One: Hazards and disasters This unit investigates how people have responded to specific types of hazards and disasters. Hazards represent the potential to cause harm to people and or the environment, whereas disasters are defined as serious disruptions of the functionality of a community at any scale, involving human, material, economic or environmental losses and impacts. Students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them. Students examine the processes involved with hazards and hazard events, considering their causes and impacts, human responses to hazard events and the interconnections between human activities and natural phenomena, including the impact of climate change. Unit Two: Tourism In this unit, students investigate the characteristics of tourism: where it has developed, its various forms, how it has changed and continues to change and its impact on people, places and environments, issues and challenges of ethical tourism. The study of tourism at local, regional and global scales emphasises the interconnection within and between places as well as the impacts, issues and challenges that arise from various forms of tourism. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, and cultural preservation and acculturation. The growth of tourism at all scales requires appropriate management to ensure it is environmentally, socially, culturally and economically sustainable.
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Geography Unit Three: Changing the land Two investigations of geographical change take place: change to land cover and change to land use. Students investigate three major processes that are changing land cover in many regions of the world and the distribution and causes of these two processes – melting glaciers and ice sheets and deforestation. Students investigate local land-use change and the scale of change, the reasons for change and the impacts of change. Students complete fieldwork and produce a fieldwork report. Unit Four: Human population – Trends and issues The geography of human populations explores the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Population movements such as voluntary and forced movements over long or short term add further dilemmas to population structures and to economic, social, political and environmental conditions.
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Health and Human Development Prerequisites Strong interest in Health-related topics. Aim of the Course The study of Health and Human Development enables students to: develop a broad view of health and wellbeing, throughout human development develop an understanding of the Australian healthcare system and the political and social values that underpin it propose and implement action to positively influence health and wellbeing, and human development, outcomes at individual, local, national and/or global levels Description of the Course Unit One: Understanding health and wellbeing Students identify personal perspectives and priorities relating to health and wellbeing and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, with a focus on youth. Students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, investigating the role of food, and through extended inquiry into one youth health focus area. Unit Two: Managing health and development Students investigate transitions in health and wellbeing, and development with a focus on progression from youth to adulthood. They examine healthy relationships, possible considerations of parenthood and management of health-related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies and consider issues surrounding the use of health data and access to quality health care. Unit Three: Australia’s health in a globalised world Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs in Australia and overseas. Unit Four: Health and human development in a global context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Global action to improve health and wellbeing and human development is also explored. Students also investigate the role of non-government organisations and Australia's overseas aid program and evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.
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History Prerequisites A genuine interest in the past and an aspiration to delve deeper into Modern History C+ average and above is preferable Aim of the Course The study of History enables students to: develop an understanding of the nature of history and ask questions about the past, analyse primary and secondary sources, and construct historical arguments based on evidence recognise that the way in which we understand the past informs decision-making in the present and appreciate that the world in which we live has not always been as it is now and that it will continue to change in the future. Description of the Course MODERN HISTORY Unit One: Change and conflict In this unit, students investigate the nature of social, political, economic and cultural change in the later part of the 19th century and the first half of the 20th century. Modern History provides students with an opportunity to explore the significant events, ideas, individuals and movements that shaped the social, political, economic and technological conditions and developments that have defined the modern world. Unit Two: The changing world order In this unit, students investigate the nature and impact of the Cold War and the challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty-first century. The period also saw continuities in and challenges and changes to the established social, political and economic order in many countries. REVOLUTIONS Units Three and Four: French and Russian revolutions In Units Three and Four, Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point in the collapse and destruction of an existing political order which results in an extensive change in society. Revolutions are caused by the interplay of events, ideas, individuals and popular movements, and the interplay between the political, social, cultural, economic and environmental conditions. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new regime attempts to create political, social, cultural and economic change and transformation based on the regime’s ideology. Change in a post-revolutionary society is not guaranteed or inevitable and continuities can remain from the pre-revolutionary society. The implementation of revolutionary ideology was often challenged internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror. In these units, students construct an argument about the past using historical sources (primary sources and historical interpretations) as evidence to analyse the complexity and multiplicity of the causes and consequences of revolution and to evaluate the extent to which the revolution brought change to the lives of people. Students analyse the different perspectives and experiences of people who lived through dramatic revolutionary moments, and how society changed and/or remained the same. Students use historical interpretations to evaluate the causes and consequences of revolution and the extent of change instigated by the new regime. Curriculum Guide 2023
Languages Other Than English (LOTE) GERMAN Prerequisites A continuous study of the language between Years Seven and Ten. Aim of the Course The study of German is designed to enable students to: use German to communicate with others by understanding how it is structured understand and appreciate the cultural contexts in which German is used Description of the Course The areas of study for German comprise themes and topics, text types, styles of writing, vocabulary and grammar. They are common to all four units of the study, and they 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, styles 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. The common areas of study have been selected to provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas. INDONESIAN Prerequisites A continuous study of the language between Years Seven and Ten. Aim of the Course The study of Indonesian enables students to: communicate with others in Indonesian in interpersonal, interpretive and presentational contexts understand the relationship between language and culture understand and appreciate the cultural contexts in which Indonesian is spoken Description of the Course There are three prescribed themes: the individual the Indonesian-speaking communities the world around us These themes have a number of prescribed topics and suggested subtopics. All the themes and topics are to be studied over the course of Units One to Four. The order in which the themes and topics are studied is not prescribed; teachers may choose which themes and topics are studied for each unit. In each unit, the learning program will include topics from more than one theme and at least one topic and subtopic for each area of study. The subtopic will provide the context for teaching, learning and assessment of achievement. Consideration should be given to the appropriateness of topics and subtopics in terms of creating logically sequenced language skill development and for the depth of study required in each unit. It is not expected that all topics will require the same amount of study time and some may be more suited.
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Legal Studies Prerequisites A genuine interest in the law. Aim of the Course The study of Legal Studies enables students to: understand and apply legal principles to actual and/or hypothetical scenarios, explore solutions to legal problems, and form reasoned conclusions analyse the institutions that make laws and understand the way in which individuals can engage in and influence law reform understand legal rights and responsibilities, and the effectiveness of the protection of rights in Australia Description of the Course Unit One: Guilt and liability Legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria assist in understanding the key concepts of criminal law and civil law. Students apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. An appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused and the liability of a party in a civil dispute are developed. Unit Two: Sanctions, remedies and rights The enforcement of criminal law and civil law are methods and institutions that determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. A detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice is conducted. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia. Unit Three: Rights and justice Students study the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. The rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes are studied. Students investigate the extent to which the principles of justice are upheld in the justice system as well as the recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Unit Four: The people and the law The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies. Students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments and protects the Australian people through structures. The significance of the High Court in protecting and interpreting the Australian Constitution is investigated and the relationship between parliament and the courts in law-making analysed. Students consider the roles of the individual, the media and law reform bodies in influencing law reform.
Curriculum Guide 2023
Literature Prerequisites B grade average in Year Ten English. Prospective Literature students would describe themselves as creative and analytical thinkers, a strong reader who reads widely and often, a skilled conveyor of the written word and somebody who has a sense of general curiosity. Aim of the Course This study enables students to: enjoy reading a range of challenging literary texts approach unfamiliar texts and negotiate diverse literary territories with confidence explore the ways in which authors craft their writing recognise there are many possible ways of interpreting literary texts develop their own responses to texts, recognising the impact of form, features and language in the creation of meaning write creatively and critically, and develop their individual voice consider the views of others, including when developing interpretations express their ideas, through all language modes, with insight and flair Description of the Course Unit One On completion of this unit, the student should be able to respond to a range of texts through close analysis. Additionally, students should be able to explore conventions common to a selected movement or genre and engage with the ideas, concerns and representations from at least one complete text alongside multiple samples of other texts considered characteristic of the selected movement or genre. Unit Two On completion of this unit, the student should be able to explore and reflect on the voices, perspectives and knowledge in the texts of Aboriginal and Torres Strait Islander authors and creators. Additionally, students should be able to analyse and respond to the representation of a specific time period and/or culture explored in a text and reflect or comment on the ideas and concerns of individuals and groups in that context. Unit Three Students develop knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people. Through critical analysis and evaluation, the values and attitudes represented in and through texts and their impact on the reader are examined. Throughout the unit, students create analytical responses that are characterised by a confident, engaging style and informed observation. Unit Four Students develop an appreciation of critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response.
Curriculum Guide 2023
Mathematics Aim of the Course There are numerous pathways to follow in mathematics, all designed to provide access to worthwhile and challenging mathematical learning in a way that takes into account the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline. The courses are also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and to develop confidence and the disposition to make effective use of mathematical concepts, processes and skills in practical and theoretical contexts. All students are encouraged to study one mathematics course in order to display numerical competency in any workplace. SPECIALIST MATHEMATICS Prerequisites Specialist Mathematics Units One and Two B grade average or better in Year Ten Tertiary Mathematics Specialist Mathematics Units Three and Four Satisfactory completion of Specialist Mathematics Units One and Two, though a C+ grade average or better is highly recommended. This Specialist Mathematics course offers Years Eleven and Twelve students the opportunity to advance their mathematical skills, to build and use mathematical models, to solve problems, to learn how to reason logically. Specialist Mathematics is a course that provides opportunities, beyond those presented in Mathematical Methods, to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. Specialist Mathematics contains topics in functions and calculus that build on and deepen the ideas presented in Mathematical Methods as well as demonstrate their application in many areas. Specialist Mathematics also extends understanding and knowledge of statistics. Students must study Mathematical Methods in addition to Specialist Mathematics. Specialist Mathematics Units Three and Four are designed to be taken in conjunction with Mathematical Methods Units Three and Four or following the previous completion of Mathematical Methods Units Three and Four. The areas of study extend content from Mathematical Methods Units Three and Four to include rational and other quotient functions as well as other advanced mathematics topics such as complex numbers, vectors, differential equations, algorithms and statistical inference. Study of Specialist Mathematics Units Three and Four assumes concurrent study or previous completion of Mathematical Methods Units Three and Four.
Curriculum Guide 2023
Mathematics MATHEMATICAL METHODS Prerequisites Mathematical Methods Unit One and Two C grade or better in Year Ten Tertiary Mathematics Mathematical Methods Units Three and Four Satisfactory completion of Mathematical Methods Units One and Two although a C grade average or better is highly recommended. Description of the Course Mathematical Methods is a course that focuses on the use of calculus and statistical analysis. The study of calculus provides a basis for understanding rates of change in the physical world and includes the use of functions, their derivatives and integrals, in modelling physical processes. The study of statistics develops student's ability to describe and analyse phenomena that involve uncertainty and variation. Mathematical Methods Units Three and Four are completely prescribed and extend the study of simple elementary functions to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. They also provide background for further study in, for example, science, humanities, economics and medicine.
Curriculum Guide 2023
Mathematics VCE GENERAL MATHEMATICS Prerequisites D Grade or better in Year Ten General Mathematics or an A+ grade in Year Ten Foundation Mathematics. General Mathematics Units Three and Four Satisfactory completion of General Mathematics Units One and Two. Students who have done only Mathematical Methods Unit One and Two will also have had access to assumed knowledge and skills to undertake General Mathematics Units Three and Four but may need to undertake some supplementary study of statistics, matrices and networks content. Description of the Course The General Mathematics course caters for a wide range of student interests that focus on real-life application of mathematics involving non-calculus-based topics. They incorporate topics that provide preparation for studies at Units Three and Four and cover assumed knowledge and skills for those. General Mathematics Units Three and Four are designed to be widely accessible and comprise of content from two areas of study; statistics and data analysis, and discrete mathematics. They provide preparation for general employment, business or further study, in particular where data analysis, recursion and financial modelling, networks and matrices are important. General Mathematics builds on concepts covered in Units One and Two to include univariate and bivariate data, financial mathematics, matrices, networks and decision mathematics, and their applications in a wide range of practical contexts.
Curriculum Guide 2023
Mathematics VCE FOUNDATION MATHEMATICS Prerequisites Year Ten Foundation Mathematics Foundation Mathematics Units Three and Four Satisfactory completion of Foundation Mathematics Unit One and Two Description of the Course The Foundation Mathematics course provides for the continuing mathematical development of students with respect to problems encountered in practical contexts in everyday life at home, in the community, at work and in study. Foundation Mathematics Units Three and Four build on concepts from Units One and Two including number and structure, statistics, financial and consumer mathematics, measurement and space. They develop mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning, community and global settings relevant to contemporary society. Units of work are developed using contexts present in students’ other studies, work and personal or other familiar situations.
Combinations of Mathematics courses at VCE over Years Eleven and Twelve
Unit One and Two
Unit Three and Four
Foundation Mathematics
Foundation Mathematics or General Mathematics*
General Mathematics
General Mathematics
Mathematical Methods
Mathematical Methods or General Mathematics
General Mathematics & Mathematical Methods
Mathematical Methods and/or General Mathematics
Mathematical Methods
Mathematical Methods & Specialist Mathematics
Mathematical Methods & General Mathematics
Mathematical Methods & Specialist Mathematics
Mathematical Methods & Specialist Mathematics
Mathematical Methods & Specialist Mathematics
General Mathematics, Mathematical Methods & Specialist Mathematics
General Mathematics, Mathematical Methods & Specialist Mathematics
*Additional teaching of Unit One concepts would be required
Curriculum Guide 2023
Media Prerequisites Completion of a Media Elective at Year Ten. Aim of the Course The study of Media enables students to: investigate and analyse their own and others’ experience of the media and examine the relationship between audiences and the media develop an understanding of the nature, roles, structure and contexts of creation and distribution of media forms and products through theoretical study and practical application analyse media stories and narratives to understand how meaning is constructed and how audiences are engaged develop and refine skills in the design, production, evaluation and critical analysis of media products in a range of contexts and forms for different audiences Description of the Course Unit One: Media forms, representations and Australian stories The relationship between audiences and the media is dynamic and changing. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. Unit Two: Narrative across media forms An understanding of the concept of narrative in media products is developed by studying both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society and undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms. Unit Three: Media narratives and pre-production Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aligns with their interests and intent, developing an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the selected media form. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Unit Four: Media production and issues in the media By focusing on the production and post-production stages of the media production process, students refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.
Curriculum Guide 2023
Music Prerequisites Whilst the VCAA does not specify any prerequisites for entry to VCE Music, it is recommended that students will have at least four to five years’ experience in learning an instrument prior to commencement and that private instrumental lessons are maintained for the duration of the course. All students considering this course are strongly advised to undertake at least one Music elective across Years Nine and Ten. Aim of the Course The study of Music enables students to: develop and practise musicianship perform, create, arrange, improvise, analyse, recreate, reimagine and respond to music from diverse times, places, cultures and contexts including recently created music communicate an understanding of cultural, stylistic, aesthetic and expressive qualities and characteristics of music explore and strengthen personal music interests, knowledge and experiences use imagination and creativity, and personal and social skills in music-making access pathways to further education, training and employment in the music participate and present in life-long music learning and the musical life of their community Description of the Course Unit One: Organisation of music In this unit, students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation. They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding of their chosen instrument/sound source. At least two works should be associated with their study of approaches to music organisation. They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied. They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas. Unit Two: Effect in music In this unit, students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding. Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They should perform at least one work to convey a specified effect and demonstrate this in performance. They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied. As they analyse and respond to a wide range of music, they become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas. They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.
Curriculum Guide 2023
Music Unit Three and Four At this level, students can choose a specialisation based on their musical interests and skills. Whilst there are four possible Unit 3/4 sequences in Music, the College will not offer all four concurrently. Student demand will guide the College in which sequence/s to run. The option for the study of Music Composition via Virtual Schools Victoria exists regardless of student demand.
Unit Three and Four: Music enquiry This study offers pathways for students whose main interest is a combination of performing, composing/arranging and investigating music through music-making, analysing and responding in relation to their particular interests. It recognises that music is frequently a collaborative art where students work with others, and at other times individually. Unit Three and Four: Music contemporary performance This study offers pathways for students whose performance practice includes embellishment and/or improvisation, uses collaborative and aural practices in learning, often takes recordings as a primary text, and projects a personal voice. Students study the work of other performers and analyse their approaches to interpretation and how personal voice can be developed through reimagining existing music works. They refine selected strategies to enhance their own approach to performance. Unit Three and Four: Music repertoire performance This study is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works, and who wish to gain and share knowledge of musical styles and performance practices. Students may present on any instrument for which there is an established repertoire of notated works. They work towards a recital program that demonstrates highly developed technical skills and stylistic refinement as both a soloist and as an ensemble member. They develop the capacity for critical evaluations of their performances and those of others, and an ability to articulate their performance decisions with musical evidence and independence of thought.
Curriculum Guide 2023
Physical Education Prerequisites: A minimum of a B grade in Year Ten Physical Education (core subject), English and Science. To Fast Track in Year Ten, students must gain a B+ in all Core Subjects. Aim of the Course The study of Physical Education enables students to: use practical activities to underpin contemporary theoretical understanding of the influences on participation and performance in physical activity, sport and exercise develop an understanding of the anatomical, biomechanical, physiological and skill acquisition principles, and of behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity across the lifespan engage in physical activity and movement experiences to determine and analyse how the body systems work together to produce and refine movement Description of the course Unit One: The human body in motion 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. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Unit Two: Physical activity, sport and society 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. Unit Three: Movement skills and energy for physical activity Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine 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. Unit Four: Training to improve performance 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. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity and 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.
Curriculum Guide 2023
Physics Prerequisites C+ grade or above in Year Ten Science Minimum Year Ten Further Mathematics Aim of the Course The study of Physics enables students to: understand and explain the physical world, both natural and constructed examine models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops investigate questions related to selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves Description of the Course Unit One: How is energy useful to society? Students explore some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. They consider models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatments, electrical home safety and Australian energy needs. Unit Two: How does physics help us to understand the world? Students explore the power of experiments in developing models and theories. They make direct observations of physics phenomena and examine the ways in which phenomena may not be directly observable and explored through indirect observations. Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. They adapt or design an investigation that involves the generation of primary data and the physics concepts studied. Examples of options that may be studied are climate science, structural engineering, biomechanics, medical physics, bioelectricity, optics, photography, music, sports science, electronics, astrophysics, astrobiology, and Australian traditional artifacts and techniques. The selection of an option enables students to pursue an area of interest. Unit Three: How do fields explain motion and electricity? Students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. They explore the interactions, effects and applications of gravitational, electric and magnetic fields including the design and operation of particle accelerators. Students use Newton’s laws and Einstein’s theories to investigate and describe motion. Unit Four: How have creative ideas and investigations revolutionised thinking in physics? Students explore some monumental change in Physics that has changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some of the observations of light. Matter, that was once explained by the particle model is re-imagined using the wave model. Students are challenged to think beyond how they experience the physical world and imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. Curriculum Guide 2023
Psychology Prerequisites C+ grade or above in Year Ten Science. Aim of the Course The study of Psychology enables students to: explore how people think, feel and behave through the use of a biopsychosocial approach; pose questions, formulate research hypotheses, operationalise variables, collect and analyse data, evaluate methodologies and results, justify conclusions, make recommendations and communicate their findings Description of the Course Unit One: How are behaviour and mental processes shaped? Students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development over the life span, and evaluate ways of understanding and representing psychological development. Unit Two: How do external factors influence behaviour and mental processes? In this unit, students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways. Unit Three: How does experience affect behaviour and mental processes? The nervous system influences behaviour and the way people experience the world. Students examine the functioning of the nervous system to explain how a person can interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Unit Four: How is wellbeing developed and maintained? Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. Students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a persons functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors.
Curriculum Guide 2023
Outdoor and Environmental Education Prerequisites Completed at least one Outdoor Education elective in Year Nine or Ten. Have a passion for being outdoors and camping. Students must participate in a variety of outdoor camps. Aim of the Course The study of Outdoor and Environmental Education enables students to: develop an understanding of the ecological, historical, economic and social factors that have affected and will continue to affect outdoor environments over time develop skills, knowledge and behaviours that promote safe and sustainable interaction with outdoor environments identify and analyse the strategies used to protect, conserve and manage outdoor environments in a sustainable manner Description of the Course Unit One: Exploring outdoor experiences Students examine some of the ways in which humans understand and relate to nature through experiences of outdoor environments. They are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments. Unit Two: Discovering outdoor environments Students study the impact of nature on humans, and the ecological, social and economic implications of the impact of humans on outdoor environments. They develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments and examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise the impact of humans on outdoor environments. Unit Three: Relationships with outdoor environments Case studies of a range of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Unit Four: Sustainable outdoor relationships 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. They investigate current acts and conventions as well as management strategies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments and evaluate the strategies and actions they employ.
Curriculum Guide 2023
Visual Communication and Design Recommendations Completion of a Visual Communication elective at Year Ten. Aim of the Course The study of Visual Communication and Design enables students to: develop and apply drawing skills using a range of techniques and design thinking apply a design process to create visual communications understand how key design elements, design principles, media, materials and manual and digital methods contribute to the creation of their own visual language Description of the Course Unit One: Introduction to Visual Communication and Design Students use visual language to communicate messages, ideas and concepts, acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. They are introduced to four stages of the design process: research, generation of ideas, development of concepts and refinement of visual communications. Unit Two: Applications of visual communication within design fields Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design and apply design thinking skills when exploring ways in which images and types can be manipulated to communicate ideas and concepts. Unit Three: Visual communication design practices Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of the process of visual communication designers to support the development of their own designs. Unit Four: Visual communication design development, evaluation and presentation Students produce two final presentations of visual communications which apply the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit Three, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.
Curriculum Guide 2023
VET – Vocational and Education Training Courses VCE VET programs are vocational training programs approved by VCAA. The VET courses offered by Cathedral College Wangaratta contribute to study score in a VCE certificate. VCE VET programs lead to nationally recognised qualifications, thereby offering students the opportunity to gain both the Victorian Certificate of Education (VCE) and a nationally recognised Vocational Education and Training (VET) certificate. VCE VET programs: are fully recognised within the Units One to Four structure of the VCE and contribute towards satisfactory completion of the VCE. VCE VET units have the same status as other VCE units. function within the National Skills Framework VET enables students to acquire workplace skills through nationally recognised training described within an industry-developed training package or an accredited course. A VET qualification is issued by an RTO (Registered Training Organisation) but is taught by a CCW teacher. The achievement of a VET qualification signifies that a student has demonstrated competency against the skills and knowledge required to perform effectively in the workplace VET can be delivered to secondary students in Year Ten, Eleven or Twelve. For more information regarding VCE VET, refer to https://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx The VCAA strongly recommends that students undertake a minimum of 80 hours for VCE VET Programs. This means that students must meet the normal attendance requirements of VCE. In 2023 two scored VET courses will be taught within the school curriculum – Certificate III Sport and Recreation and Certificate III Information and Digital Media. This is offered to students in Year Ten, and Year Eleven if the timetable permits. VCE VET CERTIFICATE III - Allied Health Assistance VET Allied Health is designed to provide students with the opportunity to undertake some entrylevel industry-based training and learning related to the health industry. While students only undertake some Units of Competence drawn from the Certificate III in Allied Health Assistance qualification, these units are selected as most relevant in providing foundation knowledge, skills and practical experience for those interested in a career in the health sector. To obtain the full certificate, students are required to participate in 80 hours of Structured Workplace Learning (SWL). This consists of hours obtained in the workplace and at school. The course is delivered in conjunction with NE Health and GoTafe and on completion of the course, you will be able to gain a nationally accredited qualification in the health sector. Students gain experience in a variety of health professions. For example nursing, physiotherapy, occupational therapy, dietetics, speech pathology and many more. They are also able to explore the many options available within community health and hospital environments. In addition, students gain the skills and knowledge required to work as allied health assistants in a diverse range of allied health fields. VET Allied Health can be a scored 3 and 4 sequence if the student completes the end-of-year examination.
Curriculum Guide 2023
VET – Vocational and Education Training Courses VCE VET CERTIFICATE III - Community Services VET Community Services offers students the opportunity to learn about the community services sector and explore specific contexts of work. Skills will be developed in communication, working with diversity, workplace health and safety, administration support, and responding to clients. Students completing this VET subject will receive recognition of up to three VCE VET units at Units 1 and 2 level and two VCE VET Units 3 and 4 sequences. Students wishing to receive an ATAR contribution for VCE VET Community Services must undertake scored assessment. This consists of three coursework tasks, worth 66% of the overall study score, and an end-of-year examination which is worth 34% of the overall study score. The Scored Units 3 and 4 sequence of the VCE VET Community Services program must be delivered and assessed in a single enrolment year. The coursework consists of a portfolio, product, work performance and industry project. VCE VET CERTIFICATE II - Furniture Making Pathways VET Furnishings includes units such as developing a career plan for the furnishing industry, upholstery, making timber joints, basic design, hand and power tools, furniture assembly and a furniture making project. By completing the course students receive recognition of up to two VCE VET units at Units 1 and 2 level and a VCE VET Units 3 and 4 sequence. Note: The Units 3 and 4 sequence of VCE VET Furnishing is not designed as a stand-alone study. Students are strongly advised against undertaking the Units 3 and 4 sequence without first completing Units 1 and 2. Students wishing to receive an ATAR contribution for VCE VET Furnishing must undertake scored assessment. This consists of three coursework tasks, worth 66% of the overall study score, and an end-of-year examination which is worth 34% of the overall study score. Course work consists of a portfolio, product, work performance and an industry project. VCE VET CERTIFICATE III - Information Technology The VCE VET Information Technology program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with a broad range of skills and knowledge to pursue a career or further training in related areas of information technology in a range of industry areas. The VCE VET Information Technology program is specialised or broad, depending on the needs of the student. It equips learners with future-ready ICT skills and knowledge to prepare them for a successful ICT career. ICT covers all areas related to processing, manipulating, and managing information, such as producing digital images, social media, operating software packages and website building.
Curriculum Guide 2023
VET – Vocational and Education Training Courses Certificate II in Music Industry Certificate II in Music Industry provides students with the foundation knowledge and skills required for entry into the music industry. Core units of competency in the program include developing and updating industry knowledge, participating in work, health and safety processes and working effectively with others. The elective units in the program allow students to focus on an area of their interest such as performing simple pieces, mixing sound in a broadcasting environment or repairing and maintaining audio equipment. Credit in the VCE or VCAL: recognition of up to four units of credit at Units 1 and 2 level. Certificate III in Music Industry Music Performance Specialisation: Provides students with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. Depending on the electives chosen, Units 1 and 2 can include making a music demo, composing simple songs or musical pieces and developing ensemble skills. Units 3 and 4 offer scored assessments and include units such as developing improvisation skills, preparing for performance and performing music as part of a group or as a soloist. Sound Production Specialisation: Provides students with the practical skills and knowledge to record, mix and edit sound sources. Units 1 and 2 of the program can include units such as implementing, repairing and maintaining audio equipment, performing basic sound editing and developing music industry knowledge. Units 3 and 4 offer scored assessment and include units such as recording and mixing a basic music demo, operating sound reinforcement systems and installing and disassembling audio equipment. VCE VET CERTIFICATE III - Sport and Recreation VET Sport & Recreation provides students with the skills and knowledge to work in the sport and recreation industries. In Units One and Two, students will complete a range of different electives including sport-specific activities, planning and conducting sports and outdoor recreation events and planning and conducting fitness programs. Units Three and Four offer scored assessment and includes core units such as plan and conducting programs, undertaking risk assessments, facilitating groups and conducting coaching with foundation level participants. Leadership, organisational and specialist activity skills will be developed through the units of competency undertaken in the selected program. Over the two-year program, students will have the opportunity to gain their Level 2 First Aid Certificate, Level 1 Sports Trainers Certificate and Certificate III in Sport and Recreation. Employment opportunities reflect roles such as Recreation Officer, Activity Operation Officer, Sport and Recreation Attendant, Community Activities Officer or Leisure Services Officer. students will also have the opportunity to attend an overnight Sport and Recreation Melbourne Careers excursion and a three-day Mount Hotham Ski Camp.
Curriculum Guide 2023
Cathedral College Wangaratta A school of the Anglican Schools Commission (inc.)
344 Wangaratta-Whitfield Road PO Box 1086 Wangaratta VIC 3676 Telephone: 03 5722 2144