VCE Industry & Enterprise (Unit 1)

Description

This unit prepares students for effective workplace participation. An exploration of the importance of work- related skills is integral to this unit. Students develop work-related skills by actively exploring personal career goals and pathways. They observe industry and employment trends and analyse current and future work options. Students develop work-related skills that assist in dealing with issues commonly affecting participants in the workplace.

Students examine the diverse contexts in which work takes place in Australian society by investigating a range of work settings. They investigate job tasks and processes in work settings, as well as entry-level requirements for work in selected industries.

Students research work-related issues, and consider strategies to develop interpersonal skills and effective communication to deal with a selected issue.

After completing the relevant Occupational Health and Safety (OH&S) induction program, students demonstrate the practical application of their work-related skills by completing at least 35 hours of structured workplace learning (work experience).

Areas of Study

• Contributing to the workforce: ability to explain the importance to Australia of having a skilled workforce, investigate career pathways and analyse current and future work options.

• Developing work-related skills: ability to explain entry-level requirements for obtaining work in two selected industries, discuss the importance of developing personal work-related skills, and conduct a self assessment to gauge personal work performance.

• Workplace effectiveness: ability to explain the OH&S requirements and one other work-related issue for a selected occupation in a specific workplace, and discuss ways in which work-related skills may be used to deal with that issue.

Learning Outcomes

• Explain the importance to Australia of having a skilled workforce, investigate career pathways and analyse current and future work options.

• Explain entry-level requirements for obtaining work in two selected industries, discuss the importance of developing personal work-related skills, and conduct a self-assessment to gauge personal work performance.

• Explain a work-related issue for a selected occupation in a specific workplace, and discuss ways that workrelated skills may be used to deal with the issue.

Assessment

Assessment will take a variety of forms, including, but not limited to:

• Career investigation

• Workplace learning report

• Work-related issue investigation

• Semester Examination

Pathways

Successful completion of the Unit goes towards VCE unit totals and is reported by VCAA.

This Unit is offered at Year 10 as a means for any student to investigate possible future career and study pathways. As such, it does not directly lead to any particular VCE/VCAL study but helps students plan for their pathway.

English

Description

The Year 10 English course is structured around three language modes: reading and viewing, writing, and speaking and listening.

Reading and Viewing involves students understanding, interpreting, critically analysing, reflecting upon, and enjoying written and visual, print and non-print texts. It encompasses reading and viewing a wide range of increasingly sophisticated texts and media, including literary texts produced by Australian authors, and writers working in other times and contexts. Students also develop the skills to analyse persuasive texts, with a focus on documentary film.

Writing involves students in the active process of conceiving, planning, composing, editing and publishing a range of texts. In Year 10 English, students will develop competence in the writing of analytical text response essays, as well as producing creative works in response to mentor texts. This mode involves the development of knowledge about strategies for writing and the conventions of Standard Australian English. Students develop a capacity to discuss language conventions and use.

Speaking and Listening refers to the various formal and informal ways oral language is used to convey and receive meaning. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions, including body language and voice.

Learning Standards

Reading and Viewing

• Evaluate how text structures can be used in innovative ways by different authors.

• Explain how the choice of language features, images and vocabulary contributes to the development of individual style.

• Develop and justify individual interpretations of texts.

• Evaluate other interpretations, analysing the evidence used to support them.

Writing

• Show how the selection of language features can achieve precision and stylistic effect.

• Explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments.

• Develop individual style by experimenting with language features, stylistic devices, text structures and images.

• Create a wide range of texts to articulate complex ideas.

• Demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Speaking and Listening

• Listen for ways features within texts can be manipulated to achieve particular effects.

• Make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.

Assessment

• Creative writing

• Analytical text response essays

• Semester Examination

Pathways

• Year 11 English

• Year 11 Literature

Literature

Description

Literature is a unit designed to deepen students’ enjoyment and appreciation of the of a range of classic and contemporary texts. They develop an understanding of how authorial choices regarding narrative viewpoint, structure, characterisation and devices, shape different interpretations and responses to a text. They analyse and explain how the context in which texts are experienced may influence audience responses. Students compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses. They evaluate the social, moral and ethical positions represented in texts. This knowledge is extended where students identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences.

Learning Standards

Reading and Viewing

• Evaluate how text structures can be used in innovative ways by different authors.

• Explain how the choice of language features, images and vocabulary contributes to the development of individual style.

• Develop and justify individual interpretations of texts.

• Evaluate other interpretations, analysing the evidence used to support them.

Writing

• Show how the selection of language features can achieve precision and stylistic effect.

• Explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments.

• Develop individual and personal style by experimenting with language features, stylistic devices, text structures and images.

• Create a wide range of texts to articulate complex ideas.

• Demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Speaking and Listening

• Listen for ways features within texts can be manipulated to achieve particular effects.

• Make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.

Assessment

• Close passage analysis

• Creative responses

• Essay analysing author’s views and values.

• Semester Examination

Pathways

• Year 11 English

• Year 11 Literature