Senior School Curriculum Handbook 2024

Senior School CURRICULUM HANDBOOK 2024

One of the most controversial topics in education is determining what it is that young people should know, understand and be able to do following their time at school. At ELTHAM College we ask you to consider Maimonides – what you are taught may be important, may be interesting, may be valuable to you, but the really important skill that will nourish you throughout your life is learning how to learn, how to think critically, reflectively and independently.

School should be a place that inspires and enriches the life of its community, growing hearts and minds to produce young people who will become effective and engaged global citizens. In a volatile and changing world it is not knowledge on its own that will enable you to thrive and make positive and ethical contributions to society, but that important ability to adapt, to think critically and creatively, and to be open to new skills and new ways of thinking.

We are currently experiencing exponential advances in the use of technology, interacting with other socio-economic and demographic factors to create ‘a perfect storm’ of change. This has resulted in major disruptions to employment opportunities. New kinds of jobs are emerging, partly or wholly displacing others. The skill sets required for fulfilling and rewarding employment are changing, and this is transforming how and where people work. You will probably make frequent and substantial career changes over the course of your working life. You will certainly be required to develop the habit of life-long learning.

What is more, education hopes not merely to meet the needs of students in seeking employment; it must enrich your understanding of yourself and your society, so that you can become someone with a sure sense of your identity, your abilities, your dreams and your responsibilities.

The school curriculum must prepare its young people for a future that perhaps only they can imagine. So go ahead! Imagine. Create. Think. Learn. You will then face the challenges of the future with confidence and skill.

Des Davey, the very first ELTHAM College Principal, spoke often of the ‘educational triangle’; a partnership represented by the three leaves of the College logo – the student, the home and the school. For you, the student, this partnership means that your endeavours, your hopes and your dreams are supported by the whole College community. Remember to engage fully in every moment of your daily school life. Every lesson, every co-curricular event or club presents an opportunity to become more than what you are now. Seize the day!

HELEN LUCAS Director, Curriculum

“Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.”

– Maimonides

SENIOR SCHOOL CONTACTS

MAIN RECEPTION

9437 1421 reception@elthamcollege.vic.edu.au

SENIOR SCHOOL OFFICE

9433 9954 snroffice@elthamcollege.vic.edu.au

SENIOR SCHOOL LEADERS

Lesley Moulin Director, Senior School lmoulin@elthamcollege.vic.edu.au

Helen Lucas Director, Curriculum hlucas@elthamcollege.vic.edu.au

Evan Watts Head of Year 9 City Campus ewatts@elthamcollege.vic.edu.au

VCE COORDINATOR

Trish Douglas VCE Coordinator tdouglas@elthamcollege.vic.edu.au

WELLBEING

Andrew Garas School Psychologist 9433 9956 agaras@elthamcollege.vic.edu.au

LIFEWORK CENTRE COORDINATOR

Margie Jordan LifeWork Centre Coordinator mjordan@elthamcollege.vic.edu.au

YEAR LEVEL COORDINATORS

Penny van Gelderen Year 7 Coordinator pvangelderen@elthamcollege.vic.edu.au

Alison Tolle Year 8 Coordinator atolle@elthamcollege.vic.edu.au

Samantha Cooke Year 9 Coordinator scooke@elthamcollege.vic.edu.au

Susan Driessen Year 10 Coordinator sdriessen@elthamcollege.vic.edu.au

Brad Stelfox Year 11 Coordinator bstelfox@elthamcollege.vic.edu.au

Simone Kenny Year 12 Coordinator skenny@elthamcollege.vic.edu.au

INTERNATIONAL STUDENTS

Franceen Challons International Student Contact fchallons@elthamcollege.vic.edu.au

SUBJECT TEACHERS

All Senior School staff can be contacted by phone on 9437 1421 (Main Reception) or via email.

All of our email addresses utilise the same format (first name initial followed by surname) as shown in this example: lmoulin@elthamcollege.vic.edu.au or use the contact list on mE.

DECISION MAKING

The first step in making any decisions about a school program and a possible future career is to understand yourself, namely:

• who you are

• what you like and do not like

• what you are good at, and

• your values

There is no ‘right’ or ‘wrong’ choice. Life will take you on a complex journey involving many changes and career decisions. At each step it’s all about making the best decision you can at the time, using the best resources available. For times when you aren’t sure what to decide, try to choose reversible options rather than irreversible ones. You could also try making a pros and cons list, although keep in mind that not all items put onto a list are equal with the same weighting because some mean more to you than others.

The thinking and reflecting process is an ongoing one, which we encourage you to engage with fully The following resources can help you in the important process of getting to know yourself and learning about the world of work and where you might best fit.

CAREERS/JOBS

Jobs and Skills Australia (jobsandskills.gov.au): is a comprehensive career information service. It has a career exploration tool and provides job information. It can be particularly useful for putting together job resumes and course applications. Set up a careers profile and reflect on your skills and values.

Job Outlook (joboutlook.gov.au/Default.aspx): Explore careers that you are interested in learning more about. Discover their future outlook and the types of skills, knowledge and abilities you may need. You can get ideas about what careers you might like to aim for now or in the future.

Career Bullseyes (myfuture.edu.au/bullseyes): Explore career pathways by selecting a learning area that you enjoy.

INTEGRITY

ELTHAM College is committed to ensuring the integrity of all student work.

Demonstrating academic integrity is about producing and submitting assessments in an honest and fair way, acting and communicating ethically, and showing respect for the work of others. All ELTHAM College students and staff are advised to consult the Student Academic Integrity Policy to ensure compliance. At VCE level the Policy is consistent with VCAA requirements.

AMPLIFY GUIDING PRINCIPLES

A journey not a destination

Knowledge is a consequence of experience Aim. Fire. Adjust. Action research Community

At ELTHAM College all students have the opportunity to experience the Amplify program, which offers:

• A supported pursuit of an individual’s passions / interests

• Exploration of a variety of thinking approaches and tools

• Cross curricular projects to foster knowledge transfer in authentic settings

• Extension opportunities building on classroom learning

• A range of optional College defined projects which provide opportunities to learn new skills, collaborate with others and add to each students’ learning journey

• Research projects with partner organisations which align with the guiding principles outlined above.

Students who wish to explore their own passions or connect with other like-minded people as part of one of the College defined projects should connect with the Head of Critical Thinking located in the Amplify learning space in the lower part of the Senior School building.

ROB FLAVELL Head of Critical Thinking

rflavell@elthamcollege.vic.edu.au

PASTORAL CARE

Student wellbeing is an integral part of the ELTHAM curriculum. The pastoral care program is based on the CASEL model, which includes Social and Emotional Learning (SEL) competencies.

The five SEL competencies are:

1. Self-awareness

2. Self-management

3. Social awareness

4. Responsible decision making

5. Relationship skills

Students are divided into mentor groups, according to House, and have a mentor. The role of the mentor is to look after the wellbeing of the mentor group, and to be the first point of contact for teachers and parents. Pastoral care at each year level is overseen by the Year Level Coordinator.

The school day begins with 10 minutes of mentor time, during which mentors take attendance, communicate daily notices, help students with organization for the day, and check on student wellbeing. Once a week there is a mentor lesson, which is used for assemblies, addresses by guest speakers, study and time management skills. Some of the wellbeing content for Year 7 includes:

• Developing heathy and respectful relationships

• Understanding of self and values

• Diversity, inclusion and empathy

• Friendship and social circles

• Time management, organisation and study skills

YEAR 7 CORE SUBJECTS

English

The study of English at ELTHAM aims to develop students’ creativity and imagination whilst covering the essential English skills of reading, viewing, listening, speaking and writing. Students study English for four hours a week including an additional library lesson. They read a variety of fiction, non-fiction texts and multimodal texts and craft analytical and creative responses. Students build their storytelling and presentation skills by participating in a Story Slam. They also participate in ongoing discussion, debate and group activities arising from the study of texts and current issues. Building upon the foundations learnt in primary school, students regularly complete grammar, punctuation and spelling exercises. They use journals to develop regular low stakes writing pieces and are encouraged to read widely and regularly.

SKILLS

Students will further develop skills in:

• critical thinking

• analysing how text structures influence and are dependent on audience, purpose and context

• creating a literary interpretation of texts that they study

• writing analytical text responses

• writing creative pieces such as poetry and stories

• comparing and contrasting texts

• analysing the language used in media texts

• writing and presenting personal stories and opinions

Humanities Geography and Economics

Geography and Economics are interconnected, they help understand how communities function, how cities operate and how the global system operates. Students consider what is meant by liveability and how various factors such as climate change and infrastructure impact liveability. Students then look at Water and investigate the impact of water scarcity on people and countries. They then progress to the manufacturing of chocolate and the ethical practices within this industry. The overarching theme of this course is around understanding how to manage resources in a sustainable manner.

SKILLS

Students will develop skills in:

• critical thinking

• explaining processes that influence the characteristics of places

• identifying, analysing and explaining spatial distributions and patterns and their implications

• identifying, analysing and explaining interconnections within places and between places

• collecting and recording geographical data from primary and secondary sources

• fieldwork

• using ethical protocols

• analysing maps

• identifying relationships and trends, and generating a range of alternatives for an economic issue

• evaluating the potential costs and benefits of actions

CONTENT

Place and Liveability looks at where we live and how we live with a particular focus on climate change. Students look at what factors influence the decisions of people and organisations in relation to the allocation of resources. This unit also develops the students mapping skills.

Water in the world examines the many uses of water and students gain a comprehension of the importance of water. Students gain an understanding of the physical and economic challenges of water scarcity and examine the management of the Murray Darling Basin and another water system in another country, gaining knowledge around the challenges of managing water sustainably.

Finally students study the world of Chocolate, looking at where chocolate comes from, the manufacturing processes involved in making chocolate such as child labour and the practices of large multinational companies.

A range of assessment tasks may be undertaken including a field work report, the creation of an infographic and a comparative report.

Humanities History, Civics and Citizenship

History, Civics and Citizenship, focuses on Ancient History, specifically the ancient civilisations. Students examine societies and their structures, look at the place of evidence in discovering knowledge, and at the process of piecing together the story from primary and secondary sources.

SKILLS

Students will develop skills in:

• critical thinking

• sequencing significant events in chronological order

• identifying continuities and changes

• analysing and corroborating sources

• analysing different perspectives

• developing and researching historical inquiry questions

• identifying ways that student can be informed citizens

• planning and communicating in a variety of forms

CONTENT

Students begin with an examination of early man and the Neolithic revolution. As part of this study they examine Otzi the iceman and the archaeological site at Lake Mungo. This is followed by an examination of Ancient Greece, including a discussion about different types of government such as democracy and oligarchies.

A range of assessment tasks may be undertaken including a research report, a source analysis, the creation of a museum exhibit, an essay, an oral presentation and tests.

YEAR 7 CORE SUBJECTS

Languages Other Than English (LOTE)

Chinese

The focus is on starting to develop students’ ability to communicate in simple language about aspects of their daily life. They start to develop an understanding of how languages operate as a system, and the differences between their mother tongue and the target language.

Students learn to recognize and use accents or relate characters to their sound and meaning as part of understanding other language systems. This leads into developing accurate pronunciation especially of sounds not in their mother tongue, such as tones. The prescribed language tasks are also designed to enhance students’ intercultural understanding. Topics are selected because of their importance in the systematic acquisition of the language and cultural understandings related to the specific target language, and may also relate to, or complement, aspects of study in other domains.

Students exchange information and ideas based on specific themes and topics and the individual student’s language competence at this level.

SKILLS

Students will further develop skills in:

• familiarisation with pronunciation system –pinyin such as four tones and coding/decoding pinyin spelling system

• familiarisation with character formation system such as the sequence of character writing and character components

• recognising characters in the texts as well as writing simple characters

• using sentence structures accurately

• expressing simple ideas and meanings in the targeted language

• engaging in small group work and whole class activities

• individually completing online work regularly

• typing characters in applications

• writing characters

CONTENT

During the year students will explore the following:

• greeting in Chinese

• numbers

• family and pets

• sports and school activities

• country names

Students will be assessed on their listening, speaking, reading and writing skills.

YEAR 7 CORE SUBJECTS

Languages Other Than English (LOTE)

French

The aim of the course is to expose students to the French language and culture in a stimulating and lively manner. The receptive skills of listening and reading and the productive skills of writing and speaking, as well as fundamental grammar concepts, are introduced progressively through a variety of tasks that emphasise overall comprehension of vocabulary words as well as extended passages. At the end of the course students should be able to talk and write simply about themselves and others.

Students are introduced to French culture through participation in a variety of cultural activities. They are exposed to key grammatical concepts in an informal way through role-play, songs, pictures, stories and videos. Students also take part in a range of structured activities, covering all language skills.

SKILLS

Students will further develop skills in:

• reading

• speaking

• listening

• writing

CONTENT

The course will cover:

• greetings and where we live

• talking about likes, dislikes and preferences; talking about pets

• talking about family and age

• talking about food and birthdays

• cultural differences between France and Australia

Throughout the year, students participate in a range of formative and summative assessment tasks. They complete vocabulary tests, participate in role-plays and prepare oral and written responses to course content covering the four strands of learning – writing, reading, speaking and listening.

YEAR 7 CORE SUBJECTS Mathematics

The Year 7 Mathematics Course focuses on enhancing students’ skills in number and fractions, decimals and percentages as well as introducing students to the language of algebra and developing their algebraic skills. The Year 7 Mathematics course focuses on helping students to understand how to learn Mathematics, developing a growth mindset and enabling students to become life-long learners. The learning in the classroom is supported by an online program, Mathspace, which is used as a tool for formative assessment to provide ongoing feedback to students.

While the Level 7 Victorian Curriculum forms the basis of content covered in all groups, students will be provided with extension and consolidation opportunities based on their individual needs. In addition, selected students will be provided the opportunity to take part in a number of additional activities beyond the curriculum including the Maths Olympiad, Australian Mathematics Competition and more.

SKILLS

Students will develop an understanding of the following mathematical areas:

• using number properties to assist with calculation and order, to add and subtract integers

• carry out the four operations with fractions and be able to convert fractions into decimals and percentages

• learn the language of algebra and construct simple algebraic expressions

• calculate perimeter, area and volume of shapes and converting units of length and area

• construct samples spaces for simple experiments and calculate probability of outcomes

• investigate data by calculating measure of centre and spread and display them using various charts/plots

CONTENT

Content will be drawn from the three strands of the Victorian Curriculum:

• number and algebra

• data and statistics

• measurement and geometry

YEAR 7 CORE SUBJECTS

Music

The study of music fosters logical and critical thinking skills and encourages creative thinking. Music builds imagination and intellectual curiosity, and helps develop language and reasoning. Learning a musical instrument encourages the development of discipline and commitment. Performing in an ensemble develops teamwork skills.

SKILLS

Students will develop skills in:

• instrumental technique

• reading music notation

• rhythm

• melody and phrasing

• dynamics and articulation

• ensemble playing

• performance skills

CONTENT

• All Year 7 students are given a musical instrument at the beginning of the year. They will learn to play this instrument in group lessons throughout the year and will rehearse and perform together as a class band. The students will be given the opportunity to choose which instrument they wish to play. The instruments from which can choose include: flute, clarinet, trumpet, trombone, and percussion.

• The students will present two concerts throughout the year, toward the end of Term 2 and at the end of Term 4. These concerts will feature performances by large and small ensembles, solos, duos and trios. The concerts provide an opportunity for the students to demonstrate the skills they have learned throughout the year.

YEAR 7 CORE SUBJECTS

Outdoor Education

Outdoor Education is an integral part of each student’s educational experience at the College. The program fosters in each student a feeling of personal achievement, a connection to their LA groups and an increasing level of independence. Students are expected to take on appropriate responsibilities within their group and contribute to the overall group.

At Eumarella Bush Camp in Anglesea, students will explore a marine environment finding a balance between structure and independence, effort and relaxation, excitement and stillness, comfort and challenge.

SKILLS

Students will further develop skills in:

• planning and producing camp meals using a Trangia stove

• becoming self-sufficient with hygiene practices including food storage

• preparing packs for an overnight hike

• recognising different surf conditions eg. rips and currents and making safe decision when entering water

• recognising confidence and anxieties when exposed to various activity settings

• understanding the concept of journey programs

CONTENT

Students will be encouraged to enjoy the fun and educationally diverse activities that occur over the five days of this compulsory program.

Under the guidance of experienced staff, students will live as an independent community in tents and prepare their own meals in the natural environment. They will engage in a range of marine-based activities including safe surfing and canoeing.

They will also participate in mountain bike riding, a challenge course, environmental education and bush walking in the coastal hinterland.

YEAR 7 CORE SUBJECTS

Health and Physical Education

In this unit of study, students analyse how body control and coordination influence movement composition and performance and apply movement skills to a variety of physical activities. Students refine basic and complex motor skills in isolation and with fellow students, and apply these skills in increasingly complex games and activities. Through the Health program, students are empowered to develop the wisdom, confidence, optimism, curiosity, flexibility and resilience they need to become passionate, connected and engaged citizens of our ever-changing world. Students will thrive in a learning culture that celebrates diversity and promotes trust and respect from interpersonal to community relationships.

Students will be subjectively assessed upon their ability to demonstrate and further develop skills in the following areas: teamwork and sportsmanship, cooperation and attitude, effort and participation, fundamental motor skill ability and knowledge and understanding of rules, tactics and strategies.

SKILLS

Students will learn and develop:

• fundamental motor skills

• game play and strategy

• safe equipment usage

• team play and sportsmanship

• organisation

• how to be effective communicators

• effective problem solving and decision making skills

• the ability to recognise and express emotions appropriately

• build personal resilience

CONTENT

The units for Physical Education typically include:

• volleyball, water polo, soccer, softball, fitness, badminton, netball and basketball.

The units for Health typically include:

• focus on healthy habits (study skills, sleep, nutrition, mindfulness) and on building positive relationships.

• focus on sexual health and cyber-safety.

• focus on risk-taking, protective and helpseeking behaviour. Students will also prepare for Year 8 transition.

YEAR 7 CORE SUBJECTS

Sport (Interschool)

As a member of the Eastern Independent Schools of Melbourne (EISM) ELTHAM College’s Year 7 students are given opportunities in a broad range of sporting pursuits.

In addition to representing the College at Swimming, Athletics and Cross Country carnivals, Year 7 students are offered the following sports, which occur throughout Terms 2, 3 and 4 on Monday afternoons:

TERM 2 SPORT

Volleyball

Badminton

Modified Hockey Indoor Cricket

TERM 3 SPORT

Table Tennis

Indoor Soccer

Netball

AFL 12’s

TERM 4 SPORT

Soccer

Basketball

Softball

Tennis

During Term 1, Year 7 students are provided with a range of activities by our specialised staff and coaches including a swimming capability assessment and an introduction to track and field athletics disciplines.

SKILLS

The skills engaged through participation in inter-school sport include:

• increased fitness

• hand-eye coordination

• various skill development

• teamwork

• resilience

• self discipline

YEAR 7 CORE SUBJECTS

Science

In Science, claims need to be based on evidence, usually collected by carrying out a scientific investigation in the form of a fair test. Throughout the year students will expand their ability to think scientifically, design and carry out fair tests and learn the fundamentals behind their research. Students will be assessed in a variety of ways including tests, projects, and practical reports.

SKILLS

Students will develop skills in the following areas:

• the study of ecosystems and the classification of living things

• the study of water as a special substance with unique physical and chemical properties. These unique properties enable us to use the physicochemical processes of separation science to provide us with water fit for drinking

• understanding how objects start moving, stop moving or change their velocity when affected by an unbalanced force. Gravity and friction are two forces that affect all motion on Earth

• understanding how the relative positions of the sun, Earth and moon can be used to explain predictable phenomena including eclipses, seasons, tides and phases of the moon

• scientific investigations that involve scientific questions and developing hypotheses

• gathering data through accurate measurement and repeated trials

• explaining and summarising patterns in scientific data

CONTENT

The course will cover:

Semester 1:

• states of matter

• water chemistry

• ecosystems

Semester 2:

• forces

• astronomy

YEAR 7 MODULES

Food Technology

Get Up and Go with Food

In Year 7 Food Technology, students will immerse themselves in the theme of “Get up and Go with Food” to cultivate their culinary skills. Through practical lessons, they will learn essential kitchen techniques like knife skills, safety and hygiene practices, and food preparation. The focus will be on creating nutritious and delectable recipes.

An exciting assignment awaits students as they design and produce their own pasta sauce recipe at home, allowing them to showcase their creativity and culinary prowess. This module is suitable for beginners as well as those interested in development their culinary skills even further!

SKILLS

The Year 7 Food Technology module is designed to provide students with a strong emphasis on skill development in food preparation. Throughout the course, students will engage in various activities that will enable them to:

• utilise kitchen tools and work with gas and electric ovens confidently

• demonstrate safe practices while working in a kitchen environment

• follow and design recipes effectively

• make informed food choices using the Australian Guide to Healthy Eating as a reference

• respond to a design brief by investigating, generating, managing, producing, and evaluating, which will be prepared at home

CONTENT

The course is structured in the following way:

• food production, which incorporates essential aspects such as food preparation, safety, hygiene, and storage

• understanding the factors that influence our food choices and why we eat what we eat

• the design process, which involves exploring, developing, managing, producing, and evaluating Students will have the opportunity to create their own recipes that align with the module’s theme

By the end of the module, students will have gained valuable skills and knowledge in food preparation, safety, and design. They will be equipped to make informed and healthy food choices while confidently utilising their culinary skills in practical and real-world scenarios.

YEAR 7 MODULES

Food Technology Food Sustainability for You, Me and the Planet

The “Food sustainability” module in Year 7 Food Technology offers an exciting exploration of food choices, sustainability, and skill development through engaging practical lessons. Students will look at growing food, weighing waste, counting food miles, and analysing packaging, all of which will foster a thoughtful consideration of good food choices and their consequences.

In this module, students will not only build upon their knowledge of food safety, hygiene, and production but also develop essential food production skills. They will embark on a culinary adventure, cooking up a delicious recipes and discovering innovative ways to lower the food footprint.

Through the use of the design process, students will be assigned a captivating task that involves designing, producing, and evaluating their own Pasta Sause recipe at home. This assignment provides a wonderful opportunity for students to showcase their culinary creativity and apply their newfound skills.

SKILLS

• proficiency in using kitchen tools, gas, and electric ovens

• safe and efficient work practices in a kitchen environment

• following and designing recipes with innovation and creativity

• making informed food choices based on the Australian Guide to Healthy Eating

• responding effectively to a design brief, showcasing adaptability and critical thinking

CONTENT

The course is structured in the following way:

• food production, encompassing food preparation, safety, hygiene, and storage techniques

• exploring the reasons behind our food choices and understanding their impact

• engaging in the design process through investigation, generation, management, production, and evaluation of one or more recipes, which will be prepared at home

By the end of the module, students will have not only honed their culinary skills but also deepened their understanding of sustainable food practices and their consequences. They will be equipped with the ability to make mindful and informed food choices while creating delicious and eco-friendly meals.

YEAR 7 MODULES

Multimedia Media Remix

Students looking for an opportunity to enhance their exposure to the world of filmmaking and exploring what makes a great movie should try this module. With an initial focus on film and media analysis, followed by storyboarding, students will then learn about composition, shot types, camera angles and camera movement. They will explore narrative, genres and various elements of film style. Finally, the footage taken will be edited using Adobe Premiere Pro with a focus on creating a professional product , with the additional help of sound FX and music.

SKILLS

Students will:

• follow the Design process to plan and produce a movie based on the Design brief provided

• Show the ability to follow the 3 phases of film production

• attain a greater knowledge of film language, in particular Visual Effects, camera shots, angles and movements

• enhance their technical ability when filming and editing their movies

CONTENT

The course will cover:

• producing a movie which identifies all of the main camera shots, movements and angles used to produce most movies

• the use of Visual Effects in the moving image and how to create these to help enhance the overall quality

• pre-production, production and postproduction elements and correct procedure

• students will become competent in flying a drone and taking photos and video from a variety of angles

YEAR 7 MODULES

Multimedia Image Remix

Budding photographers should go no further than this module. Students will develop their ability to take professional looking photos and the images will be further enhanced using Adobe Photoshop. Students will learn how to edit and combine multiple images and typography to meet a design brief, while creating their very own magazine cover and movie poster. There will be a continuing focus on design principles and research into how media and advertising companies manipulate images to create a certain look or to appeal to various target audiences.

SKILLS

Students will:

• develop the ability and confidence to express themselves through work

• use a variety of photography techniques and elements

• manipulate images to create works and convey ideas using Adobe Photoshop

• analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences

• demonstrate the ability to follow the Design Process

CONTENT

The course will cover:

• development of a photo based folio that incorporates and showcases all of the photographic elements students have been exposed to

• development of a folio that showcases a range of images that have been manipulated and/or enhanced in some way using the tools learnt in Adobe Photoshop

• students will become competent in flying a drone and taking photos from a variety of angles

YEAR 7 MODULES

Multimedia Making Things Move

The world of robotics, programming and 3D print design is the focus of this module. Students use the Lego Spike Prime platform to learn programming and building, incorporating sensors such as infrared, colour and touch. Students will further enhance their capabilities by creating a variety of designs which will then be printed using laser cutting technology. Finally, students will need to respond to a design brief as they attempt to create their very own 3D printed objects, including a replica of their own house and a marble maze.

SKILLS

Students will:

• explore the implications of robotic technology in our society

• discover the constant advancements in robot technology

• build and program Lego Spike Prime Robots

• learn to design objects that will be laser cut and how to create their own 3D printable object

• Fly drones safely and use them for photo and video capture

CONTENT

The course will cover:

• introduction to robots (history, progress, types etc.)

• discussion/debate on robots place/impact on society

• LEGO Spike Prime introduction (build and programming)

• drone rules, operation and programming

• 3D and Laser cutter design and ability to use a printer

Performing Arts Intro to Actors Essentials

Students think outside the box and beyond the page to create engaging and distinctive characters in performances and theatre. Students will engage with group master classes, live performance, text and script and examples of distinctive performances to introduce them to theatrical skills and dramatic techniques.

SKILLS

Drama has a strong focus on skill development in the following areas:

• character development

• the use of expressive and performance skills

• the development of theatrical terminology

• interpreting and presenting play scripts

CONTENT

The main areas of the course are:

• researching the theatrical, historical and cultural context of plays

• developing a role for performance

• breaking down and exploring theatre scripts

• workshops around text and character development

• rehearsing and presenting scenes

YEAR 7 MODULES

Performing Arts

Twisted Fairy Tales

Students focus on children’s theatre conventions by devising and performing a children’s fairy tale, focusing on the darker, original Brothers Grimm content. They will then present a children’s story book to the ELC students. In this module students present two small pieces of theatre. One in class, and one to the ELC students. Along the way they learn presentation skills and how to engage an audience. This unit of work predominately focuses on team work and collaboration.

SKILLS

Drama has a strong focus on skill development in the following areas:

• the use of expressive and performance skills

• the development of theatrical terminology

• team work and collaboration skills

• lighting and sound

CONTENT

The course will cover:

• researching the theatrical, historical and cultural context of stories

• developing lighting, sound and the use of props to enhance performance

• developing a role for performance

• workshops around text and character development

• rehearsing and presenting scenes

• performing in front of an audience

Performing Arts

Introduction to Performing Shakespeare and Other Classics

During the term students will research a play, learn a monologue or duologue and perform it for an audience. Students will find links between themselves and their characters, learn the skills needed for performance –such as effective use of voice, body and space – and evaluate class performances.

SKILLS

Drama has a strong focus on skill development in the following areas:

• character development

• the use of expressive and performance skills

• the development of theatrical terminology

• interpreting and presenting heightened language pieces

CONTENT

The course will cover:

• researching the theatrical, historical and cultural context of plays

• developing a role for performance

• breaking down and exploring theatre scripts

• workshops around text and character development

• rehearsing and presenting scenes

YEAR 7 MODULES

Visual Arts

Living Art

Students will look at and explore contemporary and traditional artists, portraiture, life and our own space whilst thinking about who we are in the world. Exploration is a journey, Art is a journey… explore drawing, painting and making through a range of materials and techniques.

Assessment for Living Art is based upon the completion of a folio of final pieces and an artist study.

SKILLS

Art has a strong focus on skill development in the following areas:

• exploring and expressing ideas

• visual arts practices –materials and techniques

• creating and displaying artworks

• responding and interpreting artworks

CONTENT

The course will cover:

• documentation of the stages and processes involved in producing artworks

• practical drawing, painting and printmaking exercises leading to finished art works

• an introduction to the analysis and discussion of contemporary and traditional artwork by artists

YEAR 7 MODULES

Visual Arts Design This

Design This introduces the students to looking at how design and communication strategies that we see every day are used in a graphic design context. From logo design to symbology, posters and packaging, drawing and how to present ideas to a client is what Design This is all about.

SKILLS

Design This has a strong focus on skill development in the following areas:

• exploring and expressing ideas

• visual arts practices –materials and techniques

• creating and displaying final presentations

• responding and interpreting contemporary design

• drawing and computer skills

CONTENT

The main areas of the course are:

• introduction to the design process

• creative, critical and reflective thinking

• practical drawing, design, collage and design exercises leading to finished works

• documentation of the stages and processes involved in producing final presentations

• introduction to the analysis and discussion of contemporary and traditional design

• production and presentation skills

Assessment for Design This is based upon the completion of a folio of final pieces and an investigation into a design style of choice.

YEAR 8

PASTORAL CARE

Student wellbeing is an integral part of the ELTHAM curriculum. The pastoral care program is based on the CASEL model, which includes Social and Emotional Learning (SEL) competencies.

The five SEL competencies are:

1. Self-awareness

2. Self-management

3. Social awareness

4. Responsible decision making

5. Relationship skills

Students are divided into mentor groups, according to House, and have a mentor. The role of the mentor is to look after the wellbeing of the mentor group, and to be the first point of contact for teachers and parents. Pastoral care at each year level is overseen by the Year Level Coordinator.

The school day begins with 10 minutes of mentor time, during which mentors take attendance, communicate daily notices, help students with organisation for the day, and check on student wellbeing. Once a week there is a mentor lesson, which is used for assemblies, addresses by guest speakers, wellbeing sessions, and study and time management skills.

Some of the wellbeing content for Year 8 includes:

• Organisation/study skills

• Diversity and inclusivity

• Cyber safety

• Goal setting

• Developing heathy and respectful relationships

YEAR 8 CORE SUBJECTS

English

English aims to extend the literacy skills that students have developed during their first eight years of schooling and to stimulate their interest in this essential subject. Students study English for four hours a week including an additional library lesson and typically make great advances in their knowledge and understanding during this important year of adolescence. They learn to listen, read, view, speak, write, create and reflect on increasingly sophisticated texts with fluency and confidence. In writing, they learn to appreciate, enjoy and use the English language to communicate with accuracy in spelling, grammar and punctuation. They develop a sense of its richness and power to evoke feelings, convey information, form ideas, entertain, persuade and argue.

SKILLS

Students will develop skills in the following areas:

• researching

• critical thinking

• the creation of a literary interpretation of texts that they study

• identifying and discussing the various persuasive techniques in a media text

• writing analytical text responses

• writing creative pieces such as poetry and stories

• comparing and contrasting texts

• Debating current issues

• analysing and explaining how language has evolved over time

CONTENT

During the year, students study novels, plays, poetry and multimodal texts. They engage with the history of the English Language and explore different dialects. Students craft a range of written work including creative responses, an argumentative essay and historical fiction. Public speaking and language analysis of texts in the media are also important parts of the course. Assessment therefore consists of both short and extended writing pieces, as well as participation in class debating to hone their persuasive oral presentation skills.

YEAR 8 CORE SUBJECTS

Humanities Geography and Economics

Geography and Economics covers two units: Changing Nations and Landforms and Landscapes. In the unit on changing nations students analyse population change and migration patterns. They examine how population change impacts society and the economy. As part of their study on physical geography, students investigate natural processes that shape landforms and landscapes. They analyse human interconnection with the environment and evaluate land management strategies.

SKILLS

Students will develop skill in the following areas:

• critical thinking

• explaining processes that influence the characteristics of places

• identifying, analysing and explaining spatial distributions and patterns and explain their implications

• identifying, analysing and explaining interconnections within places and between places

• collecting and recording geographical data from primary and secondary sources

• fieldwork

• analysing maps

• evaluating the potential costs and benefits of actions

CONTENT

‘Changing Nations’ examines the changes in global migration and the rise of megacities. Students analyse push and pull factors that influence migration to urban environments and the changing nature of Australia’s population. Furthermore, as part of this unit, students study refugee movement on a national and global scale. As part of their studies, students explore how this movement of people influences economic changes. When studying megacities, students will look at the impact of material and nonmaterial living standards in cities located in developing and developed nations and the costs and benefits of these actions.

‘Landforms and Landscapes’ is a study of the geomorphic environment. Students explore volcanic and mountain landscapes and undertake a field trip to Organ Pipes National Park. Students compare Victoria’s volcanic environment to other regions of the world. Furthermore, they study how human activity has changed landscapes.

A range of assessment tasks may be undertaken including a fieldwork report, a data analysis, an extended response and tests.

YEAR 8 CORE SUBJECTS

Humanities History, Civics and Citizenship

History, Civics and Citizenship, focuses on Medieval History, specifically Medieval Europe and Medieval Japan. Students examine both societies including their social structure, key events and how they changed over time. This is followed by an examination of the end of the Medieval period and the development of Renaissance. Students strengthen their skills in using primary and secondary resources and in developing reasoned arguments.

SKILLS

Students will develop skills in the following areas:

• critical thinking

• sequencing significant events in chronological order

• identifying continuities and changes

• analysing and corroborating sources

• analysing different perspectives

• developing and researching historical inquiry questions

• identifying ways that students can be informed citizens

• planning and communicating in a variety of forms

CONTENT

Students examine the social, political, cultural and economic changes that occurred during the Middle Ages. They investigate the significant causes and effects of developments and cultural achievements in medieval societies and examine how they influence modern society. Students develop their understanding of historical perspectives through the analysis of several types of different sources, including primary and secondary sources. They analyse significant achievements and challenges that caused each society to progress or decline during the medieval period. The course ends with an examination of the Renaissance, with a focus on significant Renaissance figures.

Students will understand how groups express their identities, including religious and cultural identity, and how this expression can influence their perceptions of others and others’ perception of them.

A range of assessment tasks may be undertaken such as a research report, a source analysis, an essay, an oral presentation, a role play and tests.

YEAR 8 CORE SUBJECTS

Languages Other Than English (LOTE)

Chinese

The focus is on building on simple language, going from discussing personal topics to the world around them. Within each topic and between topics, time is dedicated to the acquisition of new language, structures, communication conventions, ways of thinking about and expression ideas, cultural knowledge and language awareness. Students become increasingly aware of the role and systematic nature of language and culture in everyday life. They are able to read or listen to short texts in order to locate items of information, and to write a series of linked sentences, using models. Students exchange simple opinions about themselves, family, activities and belongings as well as creating and performing short skits. Pronunciation is becoming more established and students gain confidence in how to say new words.

SKILLS

Students will further develop skills in:

• developing ways of acquisition of new language – pinyin, characters, and sentence structures

• familiarisation of how ideas are structured and expressed

• applying new characters to sentences based on models

• making simple conversations based on common and familiar topics

• engaging in small group work and whole class activities

• individually completing online work regularly

• interpreting written texts

• typing characters in applications

• writing key characters listed for each topic

CONTENT

The course will cover:

• daily routine

• clothing and colours

• place, house plan and location

• making a phone call

Students will be assessed on their listening, speaking, reading and writing skills.

YEAR 8 CORE SUBJECTS

Languages Other Than English (LOTE)

French

At this level, students are exposed to the French language and culture in a stimulating and lively manner. The program focuses on consolidating and developing understanding and control of language structures and grammatical features. The study of grammar, and especially the differentiation between tenses, becomes more formalised through the introduction of grammar exercises and testing, however, the focus is on ensuring that students engage with French culture as well as with the French language.

SKILLS

Students will continue to develop their competency across the areas of:

• reading

• speaking

• listening

• writing

CONTENT

The themes are:

• your house

• school life

• leisure activities

• directions and locations

• the differences between Australia and French speaking countries

Throughout the year, students participate in a range of formative and summative assessment tasks. They complete vocabulary tests, participate in roleplays and prepare oral and written responses to course content covering the four strands of learning –writing, reading, speaking and listening. Each of these areas is assessed.

YEAR 8 CORE SUBJECTS Mathematics

The Year 8 Mathematics course focuses on developing students’ algebraic and number skills and then applying these into the areas of measurement, statistics and probability. This is supported by an online program, Mathspace, which forms the basis on ongoing formative assessment in the subject.

Classes in Year 8 Mathematics are streamed into ability groups based on data obtained from PAT-maths, internal assessments from Year 7 and teacher feedback. While the Level 8 Victorian Curriculum forms the basis of content covered in all groups, students will be provided with extension and consolidation opportunities based on their individual needs. All classes in Year 8 Mathematics are timetabled at the same time allowing for movement of students between groups where necessary.

Assessment will take the form of formal written tests and individual/team project reports.

SKILLS

Year 8 mathematics provides students with the opportunity to develop the following skills:

• using efficient mental and written strategies to make estimates and carry out the four operations with integers, and apply the index laws to whole numbers

• solving everyday problems involving profit and loss rates, ratios and percentages, with and without the use of technology

• simplifying a variety of algebraic expressions and connecting expansions and factorisation of linear expressions

• writing and solving linear equations

• converting between units of measurement and determining length, area and volume of shapes/objects

• collecting and expressing data to address a real life situation and apply related core terms of mean, median, mode, range

CONTENT

The course will cover:

• integers

• measurement

• fractions, decimals and percentages

• lines, shapes and solids

• algebra

• equations and inequalities

• rates and ratios

• statistics

YEAR 8 CORE SUBJECTS

Music

This course focuses on composing and performing, and explores music as a language, which is first received aurally (listening) then orally (spoken) and then introduced in its written form. Students will study intervals, major, minor, blues and pentatonic scales, and major, minor, augmented, diminished and suspended chords. Students will develop skills in musicianship and aural training by developing inner hearing abilities, and completing rhythmic and melodic dictations, using all of these skills to create and perform original compositions on live instruments and music programs.

Students will complete several units of work, one of which will be a Rap composition. They will also study Film Music and analyse ways in which composers manipulate the elements of music when scoring films to convey emotion to advance the story. Students will also compose original music to an existing film scene to change the mood or emotion. Students have the opportunity to engage in a creative unit in which they may choose to compose music to a video game or favourite sporting moment, or form a duo or band and prepare a set list for a gig of covers or originals. Students will develop music analysis skills through studying a pop/rock song, and compose an original 2-part rhythmic composition to perform for the class.

SKILLS

Students will develop skills in:

• composing music using apps and programs including Beepbox, Garage Band, Bandlab and Audacity

• reading and notating rhythmic and melodic patterns

• hearing and recognising intervals; major, minor, diminished, augmented, and suspended chords; and major, minor, blues and pentatonic scales

• describing the main elements of music (melody, harmony, rhythm, beat, texture, dynamics) and use these to analyse song structure and film score

• drawing on music from a range of genres and cultures to create their own film score, rap composition, original rhythmic composition, and original song or instrumental piece

CONTENT

During the year students will:

• create an 8-bar, two-part original rhythmic composition

• analyse a film score and identify ways in which the composer uses the elements of music to advance the story and create emotion

• compose their own score to an existing short film scene

• compose an original rap song

• analyse a contemporary song with a political, social or historical message, and describe how the music complements the lyrics

• create an original contemporary song or instrumental piece (individually or in small groups)

• aurally recognise and identify intervals of the major scale

• recognise and identify rhythmic elements, major, minor, diminished, augmented, suspended chords, and major, minor, blues, and pentatonic scales

YEAR 8 CORE SUBJECTS

Outdoor Education

Outdoor Education provides students with the opportunity to select either a mountain, alpine or river environment. Under the guidance of experienced staff, students will explore and use the local resources, live as an independent community in tents and prepare their own meals in the natural environment

SKILLS

Students will further develop skills in:

• planning and producing camp meals using a Trangia stove

• becoming self-sufficient with hygiene practices including food storage

• preparing packs for journey based hiking

• recognising different weather and environmental conditions and making decisions accordingly under the guidance of experienced staff

• recognising confidence and anxieties when exposed to various activity and location settings

CONTENT

The course will cover:

• Grampians – Mountain Environment: Over five days, students camp at a different campsite each night and engage in a range of mountain-based activities including climbing, abseiling, bushwalking, survival activities and bike touring

• Mt Stirling – Alpine Environment: Students engage in cross country skiing as part of a program designed for both beginners and advanced skiers. All students complete three skill sessions on skis before embarking on a ski tour of the mountain and hopefully skiing to the summit

• Glenelg River – River Environment: The River program is based upon a journey model. It aims to promote community living and utilises the group’s resources to complete a challenging, yet achievable expedition. Five nights will be spent camping in tent accommodation in designated campsites along the banks of the Glenelg River with canoes as the mode of transport between sites

Health and Physical Education

Students aim to further build upon the knowledge and skills acquired in Year 7 and aim to become proficient in not only learning and developing these skills in isolation, but by also sequentially combining multiple skills in game play on a consistent basis. They aim to display critical thinking through utilising tactics and strategies in game play and activities and demonstrate the ability to perform as an effective team member. Students are encouraged to see the link between maintaining fitness as a way to enhance wellbeing and identify factors that influence motivation to be physically active.

The Health program aims to prepare students for life at school and beyond, ensuring they understand and value their place in the world. The program requires students to be active in their learning and positively contribute to a culture that values open minds and empathy. A focus on understanding the self and the importance of maintaining healthy habits helps set the foundation for success at school and beyond.

Students will be subjectively assessed upon their ability to demonstrate and further develop skills in the following areas: teamwork and sportsmanship, cooperation and attitude, effort and participation, fundamental motor skill ability and knowledge and their understanding of rules, tactics and strategies.

SKILLS

Students will learn and develop:

• fundamental movement game play and strategy

• team play and sportsmanship organisation

• learn how to be effective communicators

• think creatively and critically

• develop effective problem solving and decision making skills

• develop the ability to recognise and express emotions appropriately

• build personal resilience

• develop their ability to lead and be part of a team

CONTENT

The units for Physical Education typically include:

• softball, lacrosse, AFL, fitness, water polo, indoor cricket, European handball, tennis and badminton

The units for Health typically include:

• healthy habits (study skills, sleep, nutrition, mindfulness)

• Year 8 Retreat: ‘Be Your Own Superhero’. Building positive relationships and understanding self with a focus on future thinking

• sexual health, cyber-safety risk-taking, protective and help-seeking behaviour through the ‘Party Safe’ unit

• healthy habits and future thinking. Students will also prepare for Year 9 transition and orientation

YEAR 8 CORE SUBJECTS

Sport (Interschool)

As a member of the Eastern Independent Schools of Melbourne (EISM). ELTHAM College’s Year 8 and 9 students are also given opportunities in broad range of sporting pursuits.

In addition to representing the College at Swimming, Athletics and Cross Country carnivals, Year 8 and 9 students are offered the following sports, which occur throughout Terms 2, 3 and 4 on Thursday afternoons:

TERM 1/2 SPORT

Indoor Soccer

Softball

Hockey

Volleyball

TERM 3 SPORT

Boys and Girls Football (AFL 12’s)

Boys and Girls Basketball

Boys and Girls Soccer

Table Tennis

TERM 4 SPORT

Badminton

Tennis

Hockey

Netball

Cricket Super 8’s

During Term 1, Year 8 students are provided with a range of activities by specialised staff and coaches that includes preparations for interschool track and field athletics carnivals and participate in a variety of recreational activities.

SKILLS

The skills engaged through participation in interschool sport include:

• increased fitness

• hand-eye coordination

• various skill development

• teamwork

• resilience

• self-discipline

YEAR 8 CORE SUBJECTS

Science

In Science, claims need to be based on evidence, usually collected by carrying out a scientific investigation in the form of a fair test. Throughout the year students will expand their ability to think scientifically, design and carry out fair tests and learn the fundamentals behind their research. Students will be assessed in a variety of ways including tests, projects, and practical reports.

SKILLS

Students will develop skills in the following areas:

• examining cells as the basic units of living things

• exploring the properties of the different states of matter which can be explained in terms of the motion and arrangement of particles

• exploring energy’s appearance in different forms, including movement (kinetic energy), heat and potential energy, and causes change within systems

• examining the stages in the formation of igneous, metamorphic and sedimentary rocks, including indications of timescales involved. Students will identify a range of common rock types using a key based on observable physical and chemical properties

• understanding that carrying out investigations assists in evaluating claims

• scientific investigations that involve scientific questions and developing hypotheses

• gathering data through accurate measurement and repeated trials

• explaining and summarising patterns in scientific data

CONTENT

The course will cover:

Semester 1:

• characteristics of life and cell biology

• physical and chemical changes

Semester 2:

• physics of energy

• geology

• CSI ELTHAM: forensics

YEAR 8 MODULES

Food Technology

Around the World in 10 Dishes

In Year 8 Food Technology, students will embark on a thrilling culinary adventure with the theme of “Around the World in 10 Dishes.” This module offers an immersive experience where students can explore diverse food cultures, products, and cooking techniques from various destinations across the globe. By embracing the design process, students will have the opportunity to create and produce memorable breakfast at home, inspired by a captivating part of the world.

The focus of the module is to further enhance students’ skills in food preparation. Emphasising safety, independence, and collaboration in the kitchen, students will l earn to work effectively and harmoniously while producing delicious meals. They will develop the ability to follow and modify recipes, select and safely utilise kitchen equipment, and identify and evaluate criteria for successful food production.

SKILLS

• food production, which includes food preparation, safety, hygiene, and storage techniques

• collaborative work in the kitchen

• learn to follow and modify recipes, select and use kitchen equipment safely

CONTENT

• understanding that food culture is all around us, appreciating the cultural significance and diversity of cuisines from around the world

• develop a passion for food and embrace the diversity of flavors and techniques found around the world

• showcase creativity and skills by producing a memorable breakfast for the family reflecting a specific country

By the end of the module, students will have not only expanded their culinary knowledge but also honed their practical skills in food preparation. This exciting journey will foster their passion for food and broaden their horizons as they continue to explore the world through Food Technology.

8 MODULES

Food Technology A Food Truck Parked in My Backyard

I opened the window and could not believe my eyes; a food truck had landed in my backyard. What will happen next? Food envy? A love affair or simply hard work?

Food Trucks allow us to explore food culture, trends and products. Students will learn food preparation and cooking techniques to produce an array of foods that could be on their Food Truck menu. By selecting the module, students will get their creativity flowing, build on their experience and push themselves that step further in Food Technology.

SKILLS

The Food Technology module at Year 8 continues to have a strong focus on skill development through food preparation, students will be able to:

• work safely, independently and collaboratively in the kitchen

• follow and modify recipes

• select and safely use kitchen equipment

• identify and evaluate criteria for successful food productions

CONTENT

The course is structured in the following way:

• food production incorporating food preparation, safety, hygiene and storage

• understanding food culture is all around us

• the design process: investigating, generating, managing, producing and evaluating a two course meal produced at home

YEAR 8 MODULES

Multimedia Freelance

This module will ensure any budding photographers will have the ability to understand much more about what is required to get great photos in all conditions. Students will experiment with manual camera settings, in particular aperture, shutter speed and scene modes, and become confident in recognising when each setting is applicable in changing environments. Students will further develop their skills in Adobe Photoshop by manipulating images to an impressive standard and further enhancing all shots taken to add to their folios. The Design Process will also be further explored when responding to a brief

SKILLS

Students will:

• develop the ability and confidence to express themselves through their work

• use a wide variety of photography techniques and elements

• manipulation of images to create works and convey ideas using Adobe Photoshop and Illustrator

• analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences

CONTENT

The course will cover:

• development of a photo based folio that incorporates and showcases all of the photographic techniques used by professionals

• development of a folio that showcases a range of images that have been manipulated and/or enhanced in some way using the tools learnt in Adobe Photoshop

YEAR 8 MODULES

Multimedia The Moving Image

The ‘Moving Image’ module will enable students to develop and create a short film / trailer. Students will learn to analyse media narratives in order to understand how meaning is constructed and how audiences are engaged. Students will develop skills in the design, production, evaluation and the analysis of media products –specifically film – created for different audiences. They will learn and utilise the media production design process (development, pre-production, production, to post-production) incorporating knowledge of media codes and conventions, narratives, genres and styles to create a short film / trailer, incorporating various technologies and pre-production / post-production processes.

SKILLS

Students will:

• research and develop ideas to create their own short film / trailer using the media production design process

• gain knowledge of media codes, conventions, narratives, genres and styles

• enhance their technical ability when filming and editing incorporating various technologies, pre-production and post-production processes

CONTENT

• analyse media narratives to understand how meaning is constructed and how audiences are engaged

• develop and refine skills in the design, production, evaluation and analysis of media products to produce a short film / trailer

• develop and refine camera techniques, style and skills

• learn and develop video editing skills and techniques

Performing Arts Acting Essentials 2

Students think outside the box and beyond the page to create engaging and distinctive characters in performances and theatre. Students will engage with group master classes, live performance, text and script and examples of distinctive performances to deepen their knowledge of theatrical skills and dramatic techniques.

SKILLS

Drama has a strong focus on skill development in the following areas:

• character development

• the use of expressive and performance skills

• the development of theatrical terminology

• interpreting and presenting play scripts

CONTENT

The main areas of the course are:

• researching the theatrical, historical and cultural context of plays

• developing a role for performance

• breaking down and exploring theatre scripts

• workshops around text and character development

• rehearsing and presenting scenes

Performing Arts Silent Film

This module encourages students to focus on their physicality and their expressive skills, to create a modern silent film. In small groups, students will plan a silent film, creating their own story board. They will examine historic silent film actors and styles, including melodrama. After careful planning, the students will film their silent films around the college grounds, using physical theatre and melodramatic techniques culminating in an end of term showing of their silent film.

SKILLS

Drama has a strong focus on skill development in the following areas:

• quick thinking

• character development

• team work and listening skills

• physicalising and creating character

• expressive skills and performance skills

CONTENT

The main areas of the course are:

• creating a story board for their silent film

• developing an understanding of melodrama and silent film conventions

Performing Arts

Delightful and Dramatic Design

Students will design the costume and make-up for one character, and construct a set model for a scene within a stage play. The students will be introduced to the concept of collecting relevant details from the script to then interpret and translate them into designs that will assist storytelling.

SKILLS

Drama has a strong focus on skill development in the following areas:

• the development of a theatrical design for a play

• understanding and applying design philosophy

• researching theatrical context

CONTENT

The main areas of the course are:

• create a costume and make-up design for one character

• design and construct a model set

• record the process of research and discovery

• analyse the designs in terms of the Theatre Elements

YEAR 8 MODULES

Visual Arts Landscapes

Landscapes explores the natural environment and students learn about ways to create artworks in response to the world around them. They will explore how artists have depicted the landscape in history and develop techniques they have used.

SKILLS

Art has a strong focus on skill development in the following areas:

• self-expression through art

• using a wide variety of art media and techniques, both traditional and contemporary

• process based art forms, particularly painting and drawing

• the manipulation of non-traditional materials to create works and convey ideas

CONTENT

The course will cover:

• practical drawing, design and painting exercises leading to finished art works

• the development of a folio that explores and outlines the planning that goes into the production of finished work

• an introduction to the analysis and discussion of contemporary and traditional artwork by artists

• working in a variety of media and art forms

YEAR 8 MODULES

Visual Arts

Sculpture and Ceramics

Students will get their hands dirty and their creativity flowing. They will explore the world of sculpture and ceramics through influential artists, their techniques and materials, from the traditional to the contemporary.

SKILLS

Art has a strong focus on skill development in the following areas:

• self-expression through art

• using a wide variety of art media and techniques, both traditional and contemporary

• process based art forms, particularly ceramics

• the manipulation of non-traditional materials to create works and convey ideas

CONTENT

The course will cover:

• practical making, designing and constructing leading to finished art works

• an introduction to sculptural processes

• the development of a folio that explores and outlines the planning that goes into the production of finished work

• an introduction to the analysis and discussion of contemporary and traditional artwork by artists

YEAR 8 MODULES

Visual Arts

Graffiti Art

Students will begin to interpret some of the most puzzling artworks in history and learn more about the people who made them. They will develop their own symbols and create street art inspired artworks using them. They will use a range of materials to develop these artworks such as drawing, painting and street art materials.

SKILLS

Art has a strong focus on skill development in the following areas:

• self-expression through art

• using a wide variety of art media and techniques, both traditional and contemporary

• process based art forms

• the manipulation of non-traditional materials to create works and convey ideas

CONTENT

The course will cover:

• practical making, designing and constructing leading to finished art works

• an introduction to a variety of techniques and processes

• the development of a folio that explores and outlines the planning that goes into the production of finished work

• an introduction to the analysis and discussion of contemporary and traditional artwork by artists

• working in a variety of media and art forms

PASTORAL CARE

Student wellbeing is an integral part of the ELTHAM curriculum. The pastoral care program is based on the CASEL model, which includes Social and Emotional Learning (SEL) competencies.

The five SEL competencies are:

1. Self-awareness

2. Self-management

3. Social awareness

4. Responsible decision making

5. Relationship skills

Students are divided into mentor groups, according to House, and have a mentor. The role of the mentor is to look after the wellbeing of the mentor group, and to be the first point of contact for teachers and parents. Pastoral care at each year level is overseen by the Year Level Coordinator.

The school day begins with 10 minutes of mentor time, during which mentors take attendance, communicate daily notices, help students with organization for the day, and check on student wellbeing. Once a week there is a mentor lesson, which is used for assemblies, addresses by guest speakers, study and time management skills. Some of the wellbeing content for Year 9 includes:

• Being safe in the city

• Respectful relationships and managing emotions

• Preparedness for work

• Awareness of self and others

• Diversity

YEAR 9 CORE SUBJECTS

English

Students study English for three lessons a week in which the City Experience Program utilises an array of resources and opportunities offered in an inner urban environment. As well as film and literature texts, students explore real crimes dating back from mid-1800s through to the mid-1980s which, ultimately, provide stimulus for creative writing experiences. Public speaking and analysis of language is also an important component of the course. The year culminates in creating a podcast in which students reflect on certain aspects of their City Experience with the purpose of informing Year 8 students coming into Year 9 on ways in which they can best utilise their experience.

SKILLS

Students will develop skills in:

• editing skills through the proofreading of written pieces

• analysing skills focusing on authorial choices in key texts with distinct literary features

• developing persuasive skills through both analysis and creation of persuasive texts

• community building skills through interviewing, sound quality, and editing skills

CONTENT

Assessments consist of extended responses to prompts, creative writing, writing and speaking for persuasion, and the creation of a podcast.

English as an Additional Language (EAL)

Coming from a range of cultural backgrounds and language experiences, this course is flexible in nature and provides the opportunity to focus on the needs and interests of individual students. The course will focus on expanding and developing students’ language acquisition and communication skills through utilising the ‘city experience’. It will enable students to feel confident in their ability to communicate with various people and situations, while giving them the tools for which they can grow relations both within their school community as well as the wider community.

SKILLS

Students will develop skills in:

• Reading

• Writing

• Speaking

• Listening

CONTENT

Assessments consist of studying novels for analysis and creative writing; writing and speaking for persuasion; and the creation of a podcast.

YEAR 9 CORE SUBJECTS

Languages Other Than English (LOTE)

Chinese

The focus is on consolidating skills from previous years. Topics are selected because of their potential to contribute to systematic acquisition of the language and cultural understanding. Students use a range of learning tools, including multimedia, and employ both directed and independent learning to learn new sentence structures, communication conventions, ways of thinking about the topics and their expression, as well as comparisons between languages and societies.

SKILLS

Students continue to develop their skills in listening, speaking, reading, writing and translating. They will:

• give and follow directions and ask for directions to major city landmarks and tourist destinations

• talk about dates, seasons, holidays and special times such as Chinese New Year

• understand the customs associated with Chinese New Year and be able to respond to greetings during Chinese festivals

• talk about school subjects and their opinions of them

• continue to learn Chinese characters, extend the range of radicals students can recognise, and write short passages of linked sentences such as personal letters or a short speech

CONTENT

Topics include:

• directions and places in the city

• seasons, dates and Chinese festivals

• school subjects and timetables

• discussing how long they spend on certain activities

Throughout the year, students participate in a range of formative and summative assessment tasks. They complete vocabulary tests, participate in role plays and prepare written and oral responses.

YEAR 9 CORE SUBJECTS

Languages Other Than English (LOTE)

French

At this level, students will build on and extend previously attained skills and knowledge. Familiar language begins to be understood in a more formal way through the study of present, perfect, imperfect and future tenses as well as other grammatical concepts such as object pronouns, adjectives and adverbs. Students will express ideas, experiences and facts through the production of original oral and written texts as well as participate in a variety of individual and group work. The study of French will enable students to develop a greater understanding of the culture of French speaking countries which will lead to a deeper appreciation of their own personal identity, beliefs and values.

SKILLS

Students will continue to develop their competency across the areas of:

• reading

• speaking

• listening

• writing

CONTENT

The themes are:

• holidays and camping

• food, asking for advice, talking about past events

• transport and shopping

Throughout the year, students participate in a range of formative and summative assessment tasks. They complete vocabulary tests, participate in role-plays and prepare oral and written responses to course content and researched topics.

YEAR 9 CORE SUBJECTS

Mathematics

Mathematics aims to develop students’ understandings of mathematics as purposeful and meaningful representation of reality and has a strong focus on applied mathematical problem solving and modelling. Making use of their city context, students learn to formulate problems based on complex real situations, selecting appropriate mathematical tools to represent and then solve them.

Assessment for Year 9 Mathematics is centred around a series of performance tasks, in which students apply their skills to solve complex problems in real contexts and topic tests. The learning in the classroom is supported by an online program, Mathspace, which is used as a tool for formative assessment to provide ongoing feedback to students.

In addition, students are provided with opportunities for extension in the form of Australian Mathematics Competition, Maths Olympiad as well as consolidation opportunities in the form of Maths help program run during lunch times.

SKILLS

Students will develop skills in the following areas:

• formulating and solving mathematical problems

• communicating mathematical concepts and solutions

• constructing and critiquing logical mathematical arguments

• working collaboratively

CONTENT

The content in this subject is based on the following areas from the Year 9 strand of the Victorian Curriculum:

• number and algebra

• measurement and geometry

• probability and statistics

YEAR 9 CORE SUBJECTS

Humanities

Humanities is a diverse subject and involves students working in integrated modules that have cross-curricular priorities. Local and global issues dictate the content of Year 9 Humanities as students study geographical, historical and economic concepts as well as considering what it means to be an informed citizen. In Civics and Citizenship, students evaluate the ways in which city-dwellers have faced and continue to face different challenges.

SKILLS

Students will develop skills in the following areas:

• critical thinking

• identifying, analysing and explaining spatial distributions and patterns and their implications

• collecting and recording geographical data from primary and secondary sources

• fieldwork

• using ethical protocols

• analysing maps

• identifying relationships and trends, and generating a range of alternatives for an economic issue

• evaluating the potential costs and benefits of actions

• sequencing significant events in chronological order

• identifying continuities and changes

• analysing and corroborating sources

• analysing different perspectives

• developing and researching historical inquiry questions

• identifying ways that student can be informed citizens

• planning and communicating in a variety of forms

CONTENT

In Geography and Economics, students investigate food security, the interconnection between food production and land and water degradation; and the challenges of water supply and competing land uses for Australia and other areas of the world. Students understand economic concepts around sustainability and resource management and the impact on living standards. They explore the processes that have shaped and continue to shape cities around the world, to appreciate the common humanity shared across time and distance. Students use the local environment and resources to explore these concepts and create products that reflect direct experience, research, and expert and public opinions.

In History and Civics and Citizenship, students investigate the making of the modern world by considering key events such as the industrial revolution and World War I. They investigate the history of Australia and significant events that shaped and developed early Australian society and structures, considering different perspectives and opinions of non-Europeans in society, culture and values.

Over the course of the year a range of concepts are re-visited in different contexts and students’ understandings are presented in front of live audiences, in writing, on live radio, or through the use of visual media.

YEAR 9 CORE SUBJECTS Science

Students will explore science within the context of the city. Science classes will involve dynamic learning activities and excursions around the Melbourne CBD.

Students will develop fundamental science inquiry skills as they design their own experiments, analyse data obtained and evaluate scientific methods. They will utilise and extend their creative and critical thinking skills through problem solving, thought-provoking discussions and expanding their methods of communication.

Working in the bustling city environment, they will respond and link their curriculum to the varied events and programs on offer. For example, students in the City Campus will explore various venues such as the Melbourne Museum, SEALIFE Aquarium as well as the Science Gallery Melbourne.

SKILLS

Students will develop the ability to:

• design, conduct and report on scientific experiments

• explore science as a human endeavour within a city context

• represent and explain phenomena using a range of models and data

• analyse the accuracy and precision of data, and describe relationships between variables

• evaluate scientific methods and establish links to errors present

• to work safely and efficiently in a scientific laboratory

CONTENT

The course will cover:

• Diversity of life: evolutionary biology and psychology

• Sustainable science: chemistry and environmental science

• Dark Matters: Space Sciences and Physics

• Inquiry project

YEAR 9 MODULES

Food Technology

In Food Technology, students will deepen their food literacy knowledge by engaging with a variety of recipes and equipment, focusing on food production, safety, and hygiene. They will undertake food design challenges, including the preparation, dehydration, and storage of meals and snacks for the Year 9 Outdoor Education program. Additionally, students will respond to a design brief by creating a recipe inspired by shortbread biscuits.

SKILLS

Students will develop skills in the following areas:

• proficient use of tools and equipment

• problem-solving with minimal guidance

• developing independence in the kitchen environment

• investigating and making judgments on how food safety, preservation, preparation, presentation, and sensory perceptions influence healthy food solutions

• experimenting with food preservation methods, such as dehydration, to observe changes in food structure and their impact on designing healthy solutions

• preparing and presenting foods using various techniques to ensure optimal nutrient content, flavor, texture, and visual appeal

• addressing causes of food spoilage when preparing, cooking, presenting, and storing food items, including developing a comprehensive checklist for safe and hygienic food storage and preparation, including temperature considerations

CONTENT

Throughout the year, students will explore the following:

• understanding the science of cooking procedures

• developing a more complex understanding of the role of ingredients in food

• investigating and making judgments on how food safety, preservation, preparation, presentation, and sensory perceptions influence the creation of healthy food solutions

This module provides students with practical experiences and knowledge to develop their skills in food technology, preparing them for making informed food choices and designing nutritious meals.

YEAR 9 MODULES

Integrated Studies

In Integrated Studies students builds on the work undertaken in CORE classes with a focus on making connections with the community with a Central Business District (CBD) context. The primary learning mode is the Extended Investigation. Units of work bring together two or more disciplines such as Humanities and Maths (City Block) and Science, Art and Media (City Action).

Students complete the units listed:

CHANGE MAKERS

In Change Makers students explore Diversity and Developmentin Melbourne. The combination of local and group excursions aims to raise student awareness of a range of issues. Simultaneously, students are introduced to progressive thinkers whose focus has been to create equity and equality in Melbourne. In small groups, students apply skills such as oral presentation, diplomacy, delegation, organisation, interview techniques, and leadership.

CITY BLOCK

City Block is a unit of work which investigates the complex mechanics involved in developing and sustaining one of the most livable cities in the world. In groups, students will be given one city block surrounding the City Campus where they are tasked with exploring their blocks unique characteristics, analysing and synthesizing this data and representing their findings in a portfolio of work. City Block is designed to enhance students’ confidence in navigating Melbourne’s CBD while giving them agency to demonstrate their newfound knowledge through adiverse range of outcomes.

SITE-SPECIFIC

Students begin this unit with an audit of the memorials and statues that can be found within Melbourne’s CBD. The investigation of these historic sites askes key questions about what and who we choose to remember and celebrate as a culture. This unit also asks how an in-depth understanding of the past can change how we view the present?

Students will visit street art laneways as well as other well-known historical and cultural sites including the Old Melbourne Gaol and Birrarung Marr.

CITY ACTION

City Action is an Environmental Science unit with Art as a focus. The unit seeks to extend the work undertaken in core Science. Students investigate the effects of plastic waste on the planet and how to raise awareness of this significant environmental issue. Taking a cue from the United Nations Sustainable Development Goals (2030 Agenda), students undertake city-based activities such as litter and pollution audits. Extending on the Term 2 general sustainability theme, students develop their understanding of the effects of climate change and initiate a city-based campaign to raise awareness of pollution in general and the proliferation of plastic waste specifically. City-based activities include guerrilla art projects, such as chalk stencilling, posters, leave-behind reverse garbage constructions and zines.

$20 BOSS

In this unit students, in small groups or pairs, develop a microbusiness. Using seed funding, students utilise design thinking strategies to come up with either a product or service. Students pitch their ideas to industry professionals in ‘Shark Tank’ style panels before selling their products (or deliver their services) in a variety of contexts including a Queen Victoria Market stall.

YEAR 9 MODULES

Exploration Space

Beginning in Term 2 students select one workshop from a range of options. Students are encouraged to explore their passions and where appropriate explore the city environment.

Offerings may include:

• city fitness (boxercise, indoor soccer, volleyball, running the Tan, spin class, yoga, Pilates)

• not Chess/Chess Club

• philosophy Club

• theatresports (preparing for the Victorian Championships)

• printmaking (based on city sketches and black and white photography)

• galleries (visiting tour exhibitions; LUME; NGV: Ian Potter and International)

• geocaching

• class Clowns (Melbourne International Comedy Festival)

A new set of options is offered each term.

YEAR 9 MODULES

Music

In Year 9 Music students actively participate in listening to and creating music. This fosters understanding of other times, places, cultures and contexts. The students listen to, compose and perform music with increasing depth and complexity. Students in this module will share and explore their personal musical tastes and study a series of composers from the Baroque era through to the 20th century.

The students will complete weekly lessons in aural perception, with the focus being on intervals, chords and scales. Their aural skills will develop across the module by using software in the music lab and on their electronic devices.

As students progress in their study of music, their appreciation of the power of music to transform the heart, soul, mind and spirit of the individual increases. Year 9 students will use this appreciation of music when they create their own compositions to convey stories and movie scenes with contrasting emotions.

SKILLS

Students will:

• know how to recognise rhythmic, melodic and harmonic patterns and beat groupings

• learn how to hear and sing intervals

• be able to describe the main elements of music: melody, harmony, rhythm, beat, texture, and dynamics

• be able to draw on music from a range of cultures, times and locations as inspiration for their own musical arrangements

CONTENT

During this course the students will:

• compose melodies with chordal accompaniment to accompany stories/ movement/movie scenes to create a range of expressive outcomes

• use software to sequence beats and musical compositions

• use piano keyboards to play and sing scales, chords and intervals up to and including an octave

• present and perform as soloists and within a group

YEAR 9 MODULES

Outdoor Education

The Outdoor Education program is designed to promote student leadership, community living, challenge, teamwork, decision making, ownership of outcomes and independence. This is achieved by students participating in a five day bushwalk around the southern part of Wilson’s Promontory

SKILLS

Students will develop skills in the following areas:

• minimal impact camping

• preparation of packs for journey based hiking

• producing dehydrated meals and snacks in the Food Technology room

• planning and producing camp meals using a Trangia stove

• being self-sufficient with hygiene practices including food storage

• recognising different weather and environmental conditions and making decisions accordingly under the guidance of experienced staff

• becoming aware of your own confidence and anxiety when exposed to various activities and locations

CONTENT

Following a preparation and packing session prior to departure, students travel to Wilson’s Promontory and spend five days journeying through the National Park, including staying one night at Victoria’s most remote lighthouses on mainland Australia.

Health and Physical Education

Health Physical Education in Year 9 gives the students the opportunity to participate in a number of team and individual pursuits utilising the many wonderful sporting tracks, paths and facilities that that the city has to offer. The program aims to initiate team work, improve fundamental motor skill development, increase cardiovascular fitness and promote a life-long approach to health, fitness and well-being. As part of Year 9 Health and Physical Education, all students are required to participate as members of the Eastern Independent Schools Melbourne interschool sport competition.

SKILLS

Students will aim to:

• perform confidently and efficiently in a range of movement environments (indoor, outdoor and aquatic)

• refine basic and complex motor skills and apply these skills in increasingly complex games and activities

• maintain regular participation in moderate to vigorous physical activity and monitor exercise intensity

• explore the process for improving health related fitness

• effectively use strategic thinking and work with both more- and less-skilled peers to improve game performance

• work independently to improve performance

• describe and analyse the various roles required in competitive sports

• take actions to take responsibility of their mental health and nutrition in the city

• explore skills to deal with challenging or unsafe situations that impact personal health

• explore the impact gender stereotypes, sexuality, sexual health has on health and wellbeing

CONTENT

Physical Education

Depending on availability of facilities, students may participate in the following activities:

• fitness activities and team challenges around the city

• spin, boxing, pilates and yoga classes

• indoor volleyball, basketball and squash at Melbourne Uni and Carlton Baths

• outdoor soccer, touch rugby, ultimate frisbee and netball at Albert Park Lake and Princess Park

• an amazing race around the city

• design own sport/game at Flagstaff gardens

• challenge activities such as rock climbing, skateboarding and ice-skating

• participate in Strava art in the city surrounds

Health

• exploration of nutrition, mindfulness and help seeking behaviors in the city

• focus on risk taking, parky safe and first aid

• focus on sexual health and identity

YEAR 9 MODULES

Sport (Interschool)

As a member of the Eastern Independent Schools of Melbourne (EISM). ELTHAM College’s Year 8 and 9 students are also given opportunities in broad range of sporting pursuits.

In addition to representing the College at Swimming, Athletics and Cross Country carnivals, Year 9 students are offered the following sports, which occur throughout Terms 2, 3 and 4 on Thursday afternoons:

TERM 1/2 SPORT

Indoor Soccer

Softball

Hockey

Volleyball

TERM 3 SPORT

Boys and Girls Football (AFL 12’s)

Boys and Girls Basketball

Boys and Girls Soccer

Table Tennis

TERM 4 SPORT

Badminton

Tennis Hockey

Netball

Cricket Super 8’s

During Term 1, Year 9 students are provided a range of activities by our specialised staff and coaches that include preparations for interschool track and field athletics carnivals and participate in a variety of recreational activities.

SKILLS

The skills engaged through participation in interschool sport include:

• increased fitness

• hand-eye coordination

• various skill development

• teamwork

• resilience

• self discipline

As part of Year 9 Health and Physical Education all students are required to participate in Interschool Sport

YEAR 9 MODULES

Think Like You Mean It

Design Thinking

Over the course of a term students will be presented with a targeted provocation/problem and be tasked with designing and prototyping a solution. Design thinking is a five step process which seeks to understand users, challenge assumptions, redefine problems and create innovative solutions. This process will be scaffolded for students, combining critical thinking and creativity to solve real problems. They will learn to apply the best creative and analytical tools to develop a skillset broadly applicable in real world contexts. As a component of the subject, students will be taught a variety of prototyping techniques specific to their solutions.

SKILLS

• problem finding

• problem solving

• design thinking

• thinking techniques

• creating prototypes

• testing Solutions

CONTENT

The course will cover:

• critical analysis of factors that impact on design solutions

• investigation of how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions

• assessing the need to develop design briefs and use a range of materials, systems, processes, components, tools and equipment to develop design ideas

• applying design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas

• evaluating design ideas, processes and solutions for success, recognising the need for sustainability

YEAR 9 MODULES

Chemistry

In the Chemistry rotation, students will use the Analytical Chemistry Hub at the Research campus to explore both quantitative and qualitative chemistry.

Specifically, students will gain hands on experience with different analytical techniques including UV-Vis spectrophotometry, which they will use to explore the chemical make-up of some of the products they consume, such as the different food colourings in Skittles.

To aid students in their understanding of these projects, fundamental concepts such as the nature of acids and bases, reactions of metals and titrations/dilutions will also be covered.

SKILLS

Students will develop the ability to:

• undertake safe laboratory practices

• use analytical glassware including bulb pipettes, volumetric flasks and burettes

• use mathematical equations to perform calculations to do with concentration

• balance chemical equations, read and write chemical formulae

CONTENT

The course will cover:

• the evidence of a chemical reaction

• the nature of acids and bases

• titrations and how to calculate the concentration of a solution

• how to integrate technology with Chemistry in the Analytical Chemistry Hub

VICTORIAN CERTIFICATE OF EDUCATION

The VCE is the certificate that the majority of students within Victoria receive upon satisfactory completion of their secondary education. This certificate provides pathways to further study or training within university or TAFE and/or employment. VCE VET subjects (Vocational Education and Training) are competency based subjects that provide students with the opportunity to develop work related competencies and skills.

VCE or VCE VET subjects are broken up into four units, commonly referred to as Units 1, 2, 3 and 4.

To satisfactorily complete the VCE a student must have a satisfactory result (S) for a minimum of 16 units. This must include:

• at least three units from the English Group (English, English as an Additional Language, English Language and Literature), two of which must be a Unit 3–4 sequence

• an additional three Unit 3–4 sequences of studies other than English, which may include any number of English sequences once the English requirement has been met

YEAR 10 – 12 SUBJECTS

Programs for our students in Years 10-12 are designed to run over a three year period, allowing students to develop a plan that suits their needs.

Year 10 subjects:

• the compulsory core subjects – English, Humanities, Sport and Fitness, Mathematics and Science run for a whole year, i.e. two semesters

• the majority of elective subjects run for one semester in length, and are designed to explore a wide range of areas

VCE Units 1 and 2 subjects:

• may be undertaken separately or as a sequence

• in most instances Unit 1 and 2 subjects provide background knowledge and preparation for Unit 3 and 4 subjects

VCE Unit 3 and 4 subjects:

• must be undertaken as a sequence

VCE VET subjects (Units 1-4):

• these are competency based subjects that provide you with the opportunity to develop work related competencies and skills

• students obtain credit for VCE units and also receive a nationally recognised VET Certificate

INTEGRITY

ELTHAM College is committed to ensuring the integrity of all student work.

Demonstrating academic integrity is about producing and submitting assessments in an honest and fair way, acting and communicating ethically, and showing respect for the work of others. All ELTHAM College students and staff are advised to consult the Student Academic Integrity Policy to ensure compliance. At VCE level the Policy is consistent with VCAA requirements.

VCE Explained Video

ASSESSMENTS

ENTRY AND WITHDRAWAL FROM COURSES

No entry or withdrawal from a subject is effective until processed by the LifeWork Centre. Students are required to check their program of subjects for accuracy. Any subject change requests should be made before the start of Week 4 of each semester.

The VCAA requires that withdrawals from VCE units must take place by the following deadlines:

Unit 1 & 2: Start of November 2024*

Unit 3 & 4: Late April/Early May 2024*

*Exact VCAA dates not available at time of publication

LATE WORK POLICY

Late work is defined as work submitted after the due date required of the class or group, or work submitted after the date negotiated between student and teacher. The Late Work Policy defines actions to be taken if work is not submitted punctually. It is designed to support students in meeting their work deadlines by developing appropriate skills, attitudes and work behaviours. If work is submitted late it will be graded NG for ‘Not Graded’. In the report, a grade for the work will not be recorded but a comment will be made relating to the piece of work and an explanation provided about the lateness of submission. If a student consistently does not submit work or hands work in late, it will be reported to the relevant Coordinator for discussion and consequences. Students may be required to complete late work after hours.

PLAGIARISM

Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. Whenever words or ideas from another person are used in another piece of work, the source must be acknowledged.

Strategies for avoiding plagiarism include:

1. Put in quotation marks everything that comes directly from another source.

2. Efficient note taking skills using keywords.

3. Avoid just rearranging or replacing a few words.

Useful Website on Plagiarism: student.unsw.edu.au/plagiarisml

Plagiarising can have serious consequences, which may result in a student receiving zero marks for that assessment (as per VCAA guidelines). Students’ work may be checked via plagiarism software.

AUTHENTICATION OF STUDENT WORK

All students must comply with VCAA rules related to authentication. A student must ensure that all unacknowledged work submitted for assessment is genuinely their own. A student must not knowingly assist another student in a breach of rules. Details of the VCAA rules are outlined in the VCE and VET Administration Handbook Section 5.11 and can be obtained from Trish Douglas (VCE Coordinator).

APPEALS PROCESS

A student may appeal to the VCAA against a decision by the College and the penalty imposed by the College in respect of contravention of the assessment rules of the VCAA relating to school based assessments. Any appeal must be made in writing to the Chief Executive Officer of the VCAA no later than 14 days after the student receives written notice of the decision from the College. Details of the process are outlined in the VCE and VET Administrative Handbook section 5.14 and can be obtained from Trish Douglas (VCE Coordinator).

ASSESSMENTS

DAILY PROGRAM

Please note the times of the day and lessons for Senior School for 2024 are as follows:

PROGRAM TIME

Mentor time8.45am – 9.00am

Lesson 1 9.00am – 9.55am

Lesson 2 9.55am – 10.50am

Recess 10.50am – 11.10am

Lesson 3 11.10am – 12.05pm

Lesson 4 12.05pm – 1.00pm

Lunch 1.00pm – 1.55pm

Lesson 5 1.55pm – 2.50pm

Lesson 6 2.50pm – 3.45pm

Students are able to download a copy of their timetable from mE (ELTHAM College intranet). The Senior School operates on a 10-day timetable, with Day 1 being Monday of Week 1, Day 6 being Monday of Week 2, and so on.

YEAR 10 SUBJECTS

• Year 10 achievement is calculated according to a percentage grade awarded to each weighted assessment and a cumulative letter grade is reported at the end of each semester (see table below).

VCE UNITS 1 AND 2 SUBJECTS

• Students are required to meet the outcomes specified in the subject Study Design. Each SAC (School Assessed Coursework) is awarded a percentage grade and a cumulative letter grade is reported at the end of each semester (see table on the next page).

VCE UNITS 3 AND 4 SUBJECTS

• Students are required to meet the outcomes specified in the subject Study Design. Each SAC (School Assessed Coursework) is awarded an internal percentage grade, based on the numerical score mandated by VCAA, however, no cumulative score is awarded.

• Unit 3 and 4 subjects are given a study score out of 50 by VCAA. The score is based on the School Assessed Coursework (SAC) and external exam results for the subject. Students are reminded that all school assessed coursework scores are statistically moderated against the external examination results of the ELTHAM cohort in this subject.

• These subjects are also given a ‘S’ or ‘N’ result, which is reported externally to VCAA and contributes to the 16 units required to complete the VCE .

VCE VET SUBJECTS:

Results for VCE VET subjects are reported according to the table below.

Table A: Internal Marking Scheme

YEARS 10 – 11 SUBJECTS

A+ 90 – 100%

A 80 – 89%

B+ 75 – 79%

B 70 – 74%

C+ 65 – 69%

C 60 – 64%

D+ 55 – 59%

D 50 – 54%

E+ 40 – 49%

E 30 – 39%

UG Below 30% (ungraded)

GUIDE FOR MARKING ASSESSMENTS

VET SUBJECTS

All students will have either a mark or one of the options against every weighted assessment.

OPTION ON mE SEMESTER REPORT INTENDED USE

Absent Shows ‘Absent’ and the assessment is removed from the semester calculation.

Student was absent for the assessment and was unable to make it up for legitimate reasons, or student joined the class late.

Modified

Shows ‘Modified’ and the assessment is removed from the semester grade calculation.

Student is on a modified program. It may or may not have been submitted. Non submission is indicated in the comment.

Not Completed

Shows ‘Not completed’ and the semester grade calculation treats the assessment as a 0.

Exempt Shows ‘Exempt’ and the assessment is removed from the semester grade of the calculation.

Submitted Shows ‘NA’ and a semester grade is not calculated.

Not submitted Shows ‘NA’ and a semester grade is not calculated.

Student did not complete, or did not hand in the assessment; even after significant follow up.

Student is not required to complete the assessment for reasons deemed appropriate by the Director of Curriculum.

These are not used for weighted assessments in the Senior School.

These are not intended for weighted assessments in the Senior School.

CHOOSING A YEAR 10 PROGRAM

A Year 10 program is made up of 7 subjects. All students do the 5 core subjects and 2 elective subjects each Semester. These elective subjects can be a combination of Year 10 electives, with the opportunity for one VCE Unit 1/2 subject.

A VCE Unit 1 /2 subject in Year 10 is not appropriate for all students. It provides an opportunity for those students who have demonstrated academic excellence and a mature approach to study to be extended. Students wishing to do one VCE Unit 1/2 subject need to apply and demonstrate that they have met the criteria for eligibility. The application form to do a VCE Unit 1/2 subject in Year 10 can be found on the LifeWork page on mE (LifeWork Centre).

TEMPLATE YEAR 10 PROGRAM

SEMESTERCORE

Semester 1 English or EAL Humanities or Humanities Pathways (EAL)

Each semester consists of 7 Subjects: 5 Core and 2 Electives

Students will be required to nominate up to 4 electives for their program. The electives can be chosen from the Year 10 elective subjects and Year 11 level, VCE Unit 1/2 subjects.

SUBJECT SELECTION PROCESS

1. During the Term 2 holiday, students and parents read the Curriculum Handbook in order to be prepared for the Subject Selection Evening.

2. Students and parents are invited to attend the Subject Selection Evening held at the start of Term 3, where they will have the chance to hear from subject teachers.

3. Students should access the Morrisby website to explore their career and subject recommendations.

4. Students may also opt to meet with the Lifework Advisor to discuss their selections. Parents are welcome to attend these appointments.

5. Students need to select their electives online in preference order from 1 to 4 (1 being the most preferred subject). Information about how to access the online Subject Selection form will be emailed to students and parents early in Term 3.

6. Students MUST nominate up to 4 RESERVE SUBJECTS before having student and a parent/guardian sign the form and submitting it online.

7. Subject selection form due Term 3, late August.

NOTE: Subject clashes may occur when building the timetable. Therefore, please consider your nominated reserve subjects carefully, in case these need to be included in your program.

CHOOSING A YEAR 11 PROGRAM

A Year 11 program is made up of 6 subjects; one core English subject and 5 elective subjects, which can be a combination of the VCE Units 1/2 subjects with one VCE Units 3/4 subject, or made up of all VCE Units 1/2 subjects.

Variations are only approved under exceptional situations. Students with extenuating circumstances may submit a Year 11 Program Variation Application form for consideration. The form can be found on the LifeWork page on mE (LifeWork Centre)

TEMPLATE YEAR 11 PROGRAM

SEMESTER CORE SUBJECTS

Semester 1 English or Literature or EAL Unit 1

Semester 2 English or Literature or EALUnit 2

In each semester: 6 Subjects, comprised of 1 English/EAL or Literature and 5 other subjects

Please note: Two reserve subjects need to be chosen in the event your subject combination can not be timetabled.

SUBJECT SELECTION PROCESS

1. During the Term 2 holiday, students and parents read the Curriculum Handbook in order to be prepared for the Subject Selection Evening.

2. Students and parents are invited to attend the Subject Selection Evening held at the start of Term 3, where they will have the chance to hear from subject teachers.

3. Students should access the Morrisby website to explore their career and subject recommendations.

4. Students may also opt to meet with the Lifework Advisor to discuss their selections. Information about how appointments will be booked will be emailed to students and parents early in Term 3.

5. Students should select electives online in preference order from 1 to 5 (1 being the most preferred subject). Information about how to access the online Subject Selection form will be emailed to parents and students early in Term 3.

6. Students MUST nominate up to 3 RESERVE SUBJECTS before having a student and a parent/ guardian sign the form and submitting it online. Any variations to this program will need to be applied for using the Year 11 Program Variation Application (PVA) form, which can be submitted as soon as applications open but no later than when subject selection forms are due.

7. Subject selection form due Term 3, mid August.

NOTE: Subject clashes may occur when building the timetable. Therefore, please consider your nominated reserve subjects carefully, in case these need to be included in your program.

CHOOSING A YEAR 12 PROGRAM

A Year 12 program is made up of 5 subjects; one core English subject and 4 elective subjects, which can be a combination of VCE Units 3/4 subjects with one Higher Education University extension subject or made up of all VCE Units 3/4 subjects.

Students must have 5 scheduled subjects in Year 12. Students with extenuating circumstances that warrant a reduction in load to 4 VCE subjects will be required to attend timetabled supervised study sessions. Variations are only approved under exceptional situations. Students with extenuating circumstances may submit a Year 12 Program Variation Application form for consideration. The form can be found on the LifeWork page on mE (LifeWork Centre).

TEMPLATE YEAR 12 PROGRAM

SEMESTERCORE SUBJECTS

Semester 1 English or Literature or EAL Unit 3

Semester 2 English or Literature or EAL Unit 4

In each semester: 5 subjects, comprising of 1 English/EAL/Literature and 4 other subjects

SUBJECT SELECTION PROCESS

1. During the Term 2 holiday, students and parents read the Curriculum Handbook in order to be prepared for the Subject Selection Evening.

2. Students and parents are invited to attend the Subject Selection Evening held at the start of Term 3, where they will have the chance to hear from subject teachers.

3. Students should access the Morrisby website to explore their career and subject recommendations.

4. Students may also opt to meet with the Lifework Advisor to discuss their selections.

5. Students will need to select their subjects online. Information about how to access the Online Subject Selection Form will be emailed to students early in Term 3.

6. Both the student and a parent/ guardian will sign the form and submit it online. Any variations to this program will need to be applied for using the Year 12 Program Variation Application (PVA) form, which can be submitted as soon as applications open but no later than when subject selection forms are due.

7. Subject selection form due Term 3, early August.

PASTORAL CARE

Student wellbeing is an integral part of the ELTHAM curriculum. The pastoral care program is based on the CASEL model, which includes Social and Emotional Learning (SEL) competencies.

HOMES AND COMMUNITIES SCHOOLS CLASSROOMS

The five SEL competencies are:

1. Self-awareness

2. Self-management

3. Social awareness

4 Responsible decision making

5. Relationship skills

SELCURRICULUM AND INSTRUCTION

SELCURRICULUM

SCHOOLWIDE PRAC TISES AND POLICIES

SCHOOLWIDE PRAC TISES AND POLICIES

FAMILY AND COMM U NITY PARTNERSHIPS

FAMILY AND COMM U NITY PARTNERSHIPS

Students are divided into mentor groups, according to House, and have a mentor. The role of the mentor is to look after the wellbeing of the mentor group, and to be the first point of contact for teachers and parents. Pastoral care at each year level is overseen by the Year Level Coordinator.

The school day begins with 10 minutes of mentor time, during which mentors take attendance, communicate daily notices, help students with organization for the day, and check on student wellbeing. Once a week there is a mentor lesson, which is used for assemblies, addresses by guest speakers, study and time management skills.

Some of the wellbeing content for Year 10 includes:

• Developing/maintaining positive relationships

• Self-care with a focus on individual health and wellbeing including mental, emotional and spiritual health & wellbeing

• Decision making

• Drug and alcohol education

• Leadership

Some of the wellbeing content for Year 11 includes:

• Gratitude, mindfulness and resilience

• Self-reflection and decision making

• RYDA – Rotary Young Drivers Awareness program

• Study skills and exam preparation

• GAT preparation

Some of the wellbeing content for Year 12 includes:

• Study skills and exam preparation

• Motivation

• Self-care

• Future career planning and personal branding

• GAT preparation

YEARS 10 – 12 SUBJECT LIST

YEAR 10 SUBJECT LIST

ARTS

Year 10 Art

The running of Year 10 electives is subject to student interest and timetable constraints. This subject caters for students who like making things, find art and design challenging and enjoyable, and would like to expand on their skills. It introduces individuality in the art making process, to initiate the exploration of new techniques and processes, and to encourage the development of individual ideas and style. This subject accounts for one elective choice in a Year 10 program and it runs for one semester.

SKILLS

Students will:

• explore and develop ideas

• develop skills in a range of media and materials (painting, clay, drawing)

• make personal art responses

• critically appraise and document their own and other artist’s work

• visually analyse and evaluate a range of artwork

• develop personal viewpoints about the meanings, messages and qualities within their own work and a range of other artwork

CONTENT

The course will cover:

• broad and innovative exploration, trialing materials and techniques and exploring ideas, directions and personal concepts in a range of media

• providing evidence of idea development in a visual diary

• creating a range of finished work

• discussing the meanings and messages in artworks and respond using developing art vocabulary

ARTS Units 1/2

Art Creative Practice

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Unit 1: Interpreting artworks and exploring the Creative Practice

In Unit 1 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.

Students explore the practices of artists who have been inspired by ideas relating to personal identity. They study at least three artists and at least one artwork from each of the selected artists. Through their analysis and interpretation students learn how to formulate and substantiate personal opinions about artworks. Students apply the Structural Lens and the Personal Lens to analyse and interpret the meanings and messages of artworks and to document the reflection of their own ideas throughout their art practice.

Students learn about the components of the Creative Practice and explore areas of personal interest to develop a series of visual responses. They use a range of materials, techniques, processes and art forms to create a body of experimental work in response to their research of the practices of artists and their personal observations of artworks. They experiment with a range of approaches to develop technical skills and promote creative thinking through the study of both traditional and contemporary art practices. They are guided through an Experiential learning process to research, explore, experiment and develop, and to evaluate and reflect upon their use of the Creative Practice.

Unit 2: Interpreting artworks and developing the Creative Practice

In Unit 2 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.

Artworks can acknowledge specific ideas or beliefs, or commemorate people, institutions, social movements and events. They can reinforce the intentions and purpose of a social, cultural or community group, or they can challenge social or cultural attitudes and assumptions. Throughout Unit 2, students examine the importance of the social and cultural contexts of artworks and analyse the varying social functions that art can serve. They also investigate how artworks can be created as forms of expression for specific social and cultural contexts. Students research historical and contemporary artworks and explore diverse and alternative approaches to making and presenting artworks.

While the focus of this unit is on the Cultural Lens, students should continue to apply aspects of the Structural and Personal Lenses where relevant in the analysis and interpretation of artworks and in the documentation of their art practice.

Units 3/4

Art Creative Practice

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Unit 3: 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 3 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 3 and 4.

In Unit 3, the Interpretive Lenses are used in Making and Responding throughout the students’ art practice.

Students apply the Interpretive Lenses to researched artworks and in their reflective analysis and evaluation of their use of the Creative Practice. They use critical and creative thinking skills to explore and develop ideas, and experiment with materials, techniques and processes.

Unit 4: Interpreting, resolving and presenting artworks and the Creative Practice

In Unit 4 students continue to develop their art practice through Project-based and Inquiry learning as their research and exploration continues 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 3 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.

In Unit 4, Areas of Study 1 and 2 are taught concurrently. The critique in Area of Study 1 takes place before the resolution and presentation of the Body of Work. Documentation of the Creative Practice is carried throughout Areas of Study 1 and 2 in the refinement, resolution and presentation of the student’s Body of Work.

The students’ use of the Creative Practice involves both Making and Responding and is underpinned by the Interpretive Lenses. Students use the Interpretive Lenses to analyse and interpret the meanings and messages of artworks created by the artists they study and to investigate the practices used to create them. Applied together, these Interpretive Lenses enable students to appreciate how an artwork may contain different aspects and layers of meaning and to acknowledge the validity of diverse interpretations. Students view a range of artworks in different contexts and interpret the ideas and meanings communicated in the artworks.

Units 3/4 Art Making and Exhibiting

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Unit 3: Collect, extend and connect

In this unit students are actively engaged in art making using materials, techniques and processes. They explore contexts, subject matter and ideas to develop artworks in imaginative and creative ways. They also investigate how artists use visual language to represent ideas and meaning in artworks. The materials, techniques and processes of the art form the students work with are fundamental to the artworks they make.

Students use their Visual Arts journal to record their art making. They record their research of artists, artworks and collected ideas and also document the iterative and interrelated aspects of art making to connect the inspirations and influences they have researched. The Visual Arts journal demonstrates the students’ exploration of contexts, ideas and subject matter and their understanding of visual language. They also document their exploration of and experimentation with materials, techniques and processes. From the ideas documented in their Visual Arts journal, students plan and develop artworks. These artworks may be made at any stage during this unit, reflecting the students’ own ideas and their developing style.

Students will visit an exhibition in either a gallery, museum, other exhibition space or site-specific space. Students research the exhibition of artworks in these exhibition spaces and the role a curator has in planning and writing information about an exhibition.

Unit 4: Consolidate, present and conserve

In Unit 4 students make connections to the artworks they have made in Unit 3, consolidating and extending their ideas and art making to further refine and resolve artworks in -specific art forms. The progressive resolution of these artworks is documented in the student’s Visual Arts journal, demonstrating their developing technical skills in a specific art form as well as their refinement and resolution of subject matter, ideas, visual language, aesthetic qualities and style.

Students also reflect on their selected finished artworks and evaluate the materials, techniques and processes used to make them.

The progress of individual student artworks is an important element of Unit 4, and throughout the unit students demonstrate their ability to communicate to others about their artworks. They articulate the development of subject matter, ideas, visual language, their choice of materials, their understanding of the inherent characteristics and properties of the material, their use of techniques and processes, and aesthetic qualities. Acting on their critique from Unit 3, students further develop their ideas and broaden their thinking to make new artworks.

Students organise the presentation of their finished artworks. They make decisions on how their artworks will be displayed, the lighting they may use, and any other considerations they may need to present their artworks. Students also present a critique of their artworks and receive and reflect on feedback.

CUA30920

Certificate III in Music

(Performance Specialisation – Units 1/2 and 3/4)

In partnership with COASMP RTO No. 41549

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

VET Music Performance 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 assessment and include units such as developing improvisation skills, preparing for performance and performing music as part of a group or as a soloist.

At the completion of Unit 4 students will gain a study score but the Certificate III in Music Industry (Performance) can only be awarded to students who have successfully completed the full Units 1 to 4 sequences.

Students wishing to receive an ATAR contribution for VCE VET Music must undertake scored assessment. Music Performance scored assessment consists of three coursework tasks worth 50% of the overall study score and an end of year performance examination worth 50% of the overall study score.

SKILLS

At the completion of Certificate III in Music Industry (Performance), and depending upon the sequence you choose, students will be able to:

• explain how the Australian music industry works

• promote your musical works, build business and management skills

• perform in a local amateur environment, in a group and/or as a soloist, using improvisation

• write song lyrics in a variety of styles

CONTENT

CUAMCP312 Write song lyrics

CUAMPF312 Prepare for musical performances

CUAIND314 Plan a career in the creative arts industry

CUAIND313 Work effectively in the music industry

CUAMPF315 Develop and perform musical improvisation

ICTWEB306 Develop web presence using social media

CUACMP311 Implement copyright arrangements

CUAMPF412 Develop and apply stagecraft skills

CUAMPF213 Perform simple repertoire in ensembles

CUAMPF311 Develop technical skills for musical performances

CUAMPF414 Perform music as part of a group or soloist

CUA30920 Certificate III in Music

(Sound Production Specialisation – Units 1/2 and 3/4)

In partnership with COASMP RTO No. 41549

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

The Certificate III in Music Industry – Sound Production is designed for students thinking about working in the music industry in a variety of roles including sound engineer in a recording studio or live situation, audiovisual operator or as a musician developing skills to record their own music. This course will provide you with a wide range of knowledge and skills to be able to maximize your employment in the music industry. It is aimed at both musicians and non musicians, depending upon the stream chosen, who want to develop skills in the use of the technology associated with the music industry.

Students who complete the sequence of Units 1 to 4 will gain a VCE study score as well as a Certificate III in Music Industry – Sound Production.

SKILLS

At the completion of Certificate III in Music Industry –Sound Production students will be able to:

• explain how the Australian music industry works

• set up and operate equipment used for live sound production

• record a variety of music ensembles

CONTENT

The course will cover:

• live sound production

• studio recording in a variety of musical contexts, including bands, choirs and ensembles

• using computer music software for writing, recording and performing

• copyright , recording and performing

Certificate III in Screen and Media

(Creative Digital Media) (Units 1/2 and 3/4)

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

The VCE VET Creative and Digital Media program is drawn from a national training package and offers portable qualifications which are recognized throughout Australia. These qualifications provide students with a broad range of skills and knowledge to pursue a career or further training in the screen and media industry in areas such as film and television production, animation, radio broadcasting and photography

The Course provides students with a pathway to a variety of creative industries. Units 3 and 4 offers scored assessment and incorporates units such as 2D digital animations, writing content for a range of media, authoring interactive sequences and creating visual design components.

Students will learn a variety of computer applications. These include industry based software programs related to audio, video, graphics and multimedia authoring and design. Students produce a variety of products that are image based for digital reproduction and acquire skills in the production and design of video and animation, digital print media, internet use and research.

Please note: Units 3 and 4 of this subject will be offered in 2024. Units 1 and 2 of this subject will be offered in 2025.

PACKAGING RULES

Students must have completed VCE Units 1 and 2 of this Certificate to enrol in VCE Units 3 and 4

To be awarded the CUA31020 Certificate III in Media (Creative Digital Media), competency must be achieved in eleven (11) units of competency.

• three (3) core units of competency

• eight (8) elective units of competency

SKILLS

Students will develop skills in the following areas:

• software skills in the use of programs including Adobe Photoshop, Illustrator, Dreamweaver and Animate

• interface design

• animation

• web design and creation

• following the design process

CONTENT

This subject uses a combination of media, such as photography animation and graphic design. It is recommended that students have a keen interest in digital design, animation and interactive media. This subject is a nationally recognised qualification and will provide students with a VCE study score.

ARTS Year 10 Design

The running of Year 10 electives is subject to student interest and timetable constraints. In this subject, you will be looking at how drawing can be combined with graphic design to create what we see every day in advertising, websites and packaging. Students will be introduced to the use of illustration in some of the different forms of everyday design contexts. For example: symbols, collage and designs on CD covers, shopping bags, wine labels and t-shirts just to name a few.

It is recommended you enjoy drawing and have a keen interest in design and creativity. Even if you think you cannot draw, the best way to learn is to have a go while being guided.

SKILLS

Students will:

• be able to use a variety of illustration techniques in the creation of a range of solutions to design problems

• be creative in the whole process of developing the idea through to making the final presentation, while having fun at the same time

• learn to draw

• be able to apply and control media to represent form (3D)

CONTENT

The course will cover:

• the steps involved in the design process and its application

• the different styles of images for different purposes, and how this affects the target audience

• the functions of graphic design in our society, industry processes and the client/artist relationship

• various media including markers, colour and grey lead pencils, soft drawing material, collage and the computer

Assessment for design is based upon the completion of four units of work: the design process, symbology for communication, making new from the old and designing for reality. Each unit consists one or more practical tasks relevant to the unit.

Year 10

Digital Art

The running of Year 10 electives is subject to student interest and timetable constraints. This subject introduces students to a variety of digital art forms. The subject is based around the digital image which may be created through photography and computer generated imagery. Students will work through a range of topics to provide very different experiences with regard to concept , photography and technology. The emphasis is both on the digital and the art as separate yet combined experiences.

Students will also look into the practice of artists to understand the potential for manipulating these technologies in a creative way. They will work through a range of topics that explore ideas, principles and properties of the various media in order to appreciate the potential and limitations of digital art. They will be encouraged to use time outside of class and often there will be two different tasks running concurrently. Most works will draw inspiration from contemporary and historical artists as the basis for an idea/concept

SKILLS

Students will develop the ability to:

• use a range of digital technology in the production of final art pieces

• apply the concepts and techniques of artists in the production of their own work

• use Adobe Photoshop and Adobe Illustrator for the purposes of their own work

• analyse and evaluate the works of others as well as their own

CONTENT

• creating imagery utilising both photography and computer software

• making 3D solutions based on the digital outcome

• topics range from multiple exposure photographic techniques, Op Art designs, Pop Art designs, photo mosaics, photo montages, kinetic art , surrealism art, music poster design, and low polygon 3D works

ARTS Units 1/2 and 3/4

Drama

TherunningofUnit1/2subjectsissubjecttostudentinterestandtimetableconstraints.

The study of Drama focuses on the creation and performance of characters and stories in ways that move beyond reality of live as lived. Students draw on a range of stimulus materials and play-making techniques to develop and present devised work. Students also explore a range of performance styles and conventions, dramatic elements and production areas. They use performance and expressive skills to explore and develop role and character. They analyse the development of their own work and performances by other drama practitioners. Drama involves some work (after school and weekend rehearsals) outside the traditional classroom timetable, especially in the lead up to the ensemble production and during the performances.

Please note: Offerings for Drama and Theatre offerings alternate each year. In 2024 Unit 1 /2 Theatre and Unit 3 /4 Drama will be taught

SKILLS

Students will develop skills in the following areas:

• use, explore, describe, analyse and evaluate play-making techniques including the use of stimulus materials

• manipulate dramatic elements, performance and expressive skills in an ensemble and solo performance

• explore and manipulate conventions and stagecraft

• collaborate on and present performances

CONTENT

Unit 1: Dramatic storytelling

• creating, presenting and analysing a devised performance

• written analysis of a student’s own performance work and of a performance by professional drama practitioners

• learn about and use stagecraft, conventions and performance styles associated with theatre that moves beyond reality of life as lived

• develop awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performance styles and document the processes they use

Unit 2: Australian drama

• the use and documentation of the processes involved in constructing a devised solo or ensemble performance

• students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context

• students use performance styles from a range of historical, cultural and social contexts including styles that move beyond reality of life as lived

Unit 3 focuses on:

• working with given stimulus material and guidelines to structure a performance

• transformation of object, time, place and character in performance

• after performing to an audience the students describe, reflect upon, interpret, analyse and evaluate the construction and performance of their ensemble production

• students will also analyse and evaluate a performance that uses non-naturalistic performance styles selected from the prescribed VCE Drama Unit 3 Playlist

Unit 4 focuses on:

• the development of skills in transformation of character, time, place and object

• using playmaking techniques to develop a short mini solo performance in response to given stimulus material

Year 10

Film and Photography

The running of Year 10 electives is subject to student interest and timetable constraints.

Film and Photography offers an immersive exploration into the construction and interpretation of film and photographic narratives. Students gain insights into the social, cultural, and institutional contexts shaping these narratives, and learn to apply media codes and conventions. The course hones practical skills as students develop, document, and execute a tailored media production design using the latest technologies.

Students will apply their skills in either a film or photography project , producing a short film or a photographic essay for a specified audience. This course blends theoretical analysis with hands-on practice, and provides students with an insight into VCE Media Units 1-4.

SKILLS

Students will develop:

• Analytical Skills: Understanding and interpreting media narratives in film and photography within their social, cultural, and institutional contexts.

• Critical Thinking: Assessing how audiences from different periods and contexts consume and interpret media narratives.

• Technical Skills: Applying media codes and conventions in film and photography production.

• Production Design: Developing and documenting a media production design for a specified audience.

• Practical Application: Creating a short film or a photographic essay using appropriate media language and production processes.

• Time Management: Documenting and adhering to production and post-production roles, tasks, and timelines.

• Media Literacy: Using appropriate media language in design and production.

• Use of Technology: Working with advanced production technologies and software.

• Communication: Effectively conveying narratives and intentions in media production.

• Creativity: Constructing unique narratives and visual representations tailored for a specified audience.

(Continued on next page)

Year 10 Film and Photography (continued)

CONTENT

Film/Photography

Students learn to analyse how a narrative’s meaning in film/photography is constructed through the study of relevant media codes and conventions, and how this construction is influenced by the social, cultural, ideological, and institutional contexts of production, distribution, consumption, and reception.

Students also assess how audiences from different periods of time and contexts are engaged by, consume, and read narratives using appropriate media language.

Media Production Design (MPD)

Students develop and document a media production design in film/photography for a specified audience:

• document the narrative and intention

• apply media codes and conventions

• apply technologies and production processes incorporating written and visual representations

• document production and post-production roles, tasks, and timelines

• of a proposed production relevant to a selected media form and product

• use media language appropriate to the design and production of a film/photography product

A Teaser Trailer

Students learn to analyse how a trailer’s narrative is constructed through the study of relevant trailer conventions, elements of persuasion, media codes & conventions, and how this construction is influenced by the social, cultural, ideological, & institutional contexts of production, distribution, consumption and reception. Students create a 90-second teaser trailer using relevant technologies and production processes including Adobe Premiere Pro to suit a selected genre, as well as appeal to a specific audience.

Narrative Media Product

Students use their media production design (Outcome 2 -MPD) in film/photography to create either a short film or a photographic essay for a specified audience.

ARTS Units 1/2 and 3/4 Media

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

VCE Media explores past and present cultures and how media still pervades all facets of life. This course dives into its influence on personal, local, national, and global spheres. We explore how media, through compelling storytelling, shapes our understanding of reality, employs sophisticated technology, and redefines traditional concepts.

We delve into how rapid technological advancements have transformed media landscapes, blurring the lines between traditional and digital platforms. This exciting shift has opened up innovative communication possibilities and has reimagined key media concepts, including audience interaction, media forms, and industry structures.

In this interconnected world, audience boundaries are fading, evolving from mere consumers to active creators and participants. This increased audience participation has led to significant changes in media economics and content control. We scrutinize the media’s role in constructing and reflecting realities, understand the nuanced ways audiences engage with media, and explore the myriad ways in which media products are consumed, interpreted, created, and produced.

Students learn to plan and produce either short films or photographic works. VCE Media involves a balance of practical and theoretical work and is suited to hard working, creative students who have a genuine interest in film, photography and/or journalism; those who are confident with English will thrive in this environment

SKILLS

Students will:

• analyse the characteristics of specific media audiences and explain how productions can be designed and produced to engage audiences

• use media pre-production, production and post-production techniques and processes

• research and apply media design and production techniques to represent ideas and achieve particular effects

• apply media codes and conventions to construct meaning in media products

• analyse structures in Australian fictional and non-fictional media stories arising from cultural histories and institutions

• analyse the influences of institutional, economic, social and/or political factors and constraints on the work of media creators and producers in different media forms

• analyse the influence of technological development, media convergence and hybridisation on society, the individual, media industries and institutions

• analyse social, ethical and legal issues in the media industry in the last two years.

• analyse media codes and conventions used to engage audiences and communicate meaning

• operate media technologies to produce representations in a range of media forms

• evaluate the characteristics of a range of media representations in media forms

• discuss how ideologies shape media narratives

• use media language appropriate to the design, production and evaluation of media representations in a range of media forms.

CONTENT

The study is made up of four units. Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit:

• Unit 1: Media forms, representations and Australian stories

• Unit 2: Narrative across media forms

• Unit 3: Media narratives and pre-production

• Unit 4: Media production and issues in the media

ARTS Year 10 Music

The running of Year 10 electives is subject to student interest and timetable constraints. The Year 10 Music elective helps students develop a broader understanding of music. Students are given the opportunity to perform as a soloist, as a member of an existing College ensemble and to perform within the Music class. To enhance their developing performance skills, students will also hone their skills in reading and writing music, including composing original music. All students studying this subject must be learning from a private instrumental or singing teacher, either at the College or externally, and should have done so for at least two years prior. The course requires occasional evening performances and out-of-hours ensemble rehearsals.

Assessments include:

• a written concert review

• a quiz on music history and social context

• a music theory and aural skills quiz

• an original composition or arrangement

• an end of semester written exam

• a 10 minute solo performance recital

SKILLS

Students develop the ability to:

• perform as a soloist and as a member of a group

• be technically flexible on a chosen instrument (including voice)

• develop aural skills

• understand basic music theory and music analysis

CONTENT

• select, rehearse and perform repertoire within the Music class and to audiences

• develop practice and performance skills

• listen to and discuss a range of musical styles and performances, including historical contexts

• develop basic music improvisation skills

Units 1/2 and 3/4

Music Performance

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

VCE Music Performance enables students to develop a broader understanding of music. Practical music making plays an important role in this course. Students are given the opportunity throughout the year to perform as both a soloist and as a member of an existing College ensemble. To enhance developing performance skills, students also develop skills in reading and writing music, including composing their own music.

It is recommended that students have a deep commitment to, and passion for music to complete this subject. A minimum of two years of lessons and performance experience on their instrument (including voice) is recommended. During these Units, students must undertake weekly private instrumental lessons, either at the College or externally. The course requires occasional evening performances and out-of-hours ensemble rehearsals.

In Units 1 and 2 students will complete a number of assessment tasks, including solo and group performances, written theory and aural tests, and technical work.

In Units 3 and 4 students have the opportunity to choose between two separate courses: VCE Music Repertoire Performance, for those taking a more traditional, classical approach to music performance; and VCE Music Contemporary Performance, for those more interested in contemporary music styles such as pop, rock, blues and jazz.

SKILLS

At the completion of VCE Music Performance (Repertoire or Performance) students will have:

• the ability to perform confidently as a soloist or as a member of a group

• technical flexibility on their chosen instrument (including voice)

• developed listening and analysis skills

• an established level of music theory and aural knowledge

• created and composed their own music

• developed skills to analyse in depth a program of music for performance

CONTENT

Unit 1 and 2:

• build performance and musicianship skills

• investigate the work of other performers

• identify technical, expressive and stylistic challenges relevant to works they are preparing for performance, and practise related technical work

• create an original composition, improvisation or arrangement

Unit 3:

• present convincing performances of group and solo works in a range of styles

• develop instrumental techniques that interpret the works and expressively shape their performances

• develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis

Unit 4:

• refine the ability to present convincing performances of group and solo works

• select group and solo works that complement works selected in Unit 3

• further develop and refine instrumental and performance techniques

ARTS Year 10

The Dramatic Arts

The running of Year 10 electives is subject to student interest and timetable constraints. The Actors Studio is a pathway to either VCE Theatre Studies or VCE Drama, providing students with the Key Skills and Knowledge required for both VCE Study Designs.

Students will design for scene within a modern or pre-modern style of theatre, using the VCE Theatre Studies Elements of Theatre Composition. Designs will include a mini set model, costume, makeup and scene annotations. Students will also develop a 15-minute non-naturalistic Drama Ensemble, and develop a 4-minute individual Drama Solo, combining elements of both VCE Study Designs.

This unit of work will include a substantial practical component focusing on Acting Styles and Actor Expressive Skills. This unit will prepare students looking to explore these subjects in VCE.

SKILLS

Students develop the ability to:

• analyse and evaluative a professional performance

• apply theatre styles and conventions when interpreting playscript for performance

• use Performance Skills, Dramatic Elements, Elements of Theatre Composition and Expressive Skills

• analyse the use of Production Roles (lighting, Sound, Makeup, Set , Costume, Props, Direction, Acting)

• design for a scene including set, makeup and costume

• perform in a 15-minute non-naturalistic group ensemble

• perform an individual Drama Solo

CONTENT

• theatre history, theatrical conventions and styles

• performance skills

• design techniques / elements

• analytical and evaluative skills

ARTS

Units 1/2 and 3/4 Theatre Studies

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints. Calling all those who have a love and appreciation of theatre, even those who do not want to act! Students focus on production roles such as acting, lighting, sound, set, directing, costume and make-up. Theatrical performances are the formalisation of drama performance skills and play a fundamental role in any community. The development and exploration of text has been used since ancient times to inform, challenge and engage audiences. Theatre allows students to explore character and role in great depth. It demands focus, and promotes teamwork. Stimulus material, excerpts and play texts will be a major focus and students will be expected to engage in the production process required to take at least one play from page to stage. Drama skills such as improvisation and the creation of original works will also be necessary.

To undertake Units 3 and 4 in this subject it is recommended, though not essential, that you have successfully completed Units 1 and 2. Theatre Studies involves a significant component of work outside the traditional classroom timetable, especially in the lead up to the production.

Please note: Offerings for Drama and Theatre offerings alternate each year. In 2024 Unit 1 /2 Theatre and Unit 3 /4 Drama will be taught.

SKILLS

These include:

• interpretation, analysis and evaluation

• application, analysis and evaluation of elements of theatre composition

• script research and interpretation

• acting, rehearsal techniques and performance of plays and/or scenes

• production roles – acting, direction, set design, costume design, sound design, make-up design, lighting design, properties

• application, analysis and evaluation of  theatre technologies

CONTENT

Unit 1: Pre-modern theatre styles and conventions

• context, background, and distinctive traits of pre-modern theatre styles

• staging scenes from Ancient Greek, Farce, Elizabethan and Realism plays

• analysis of live pre-modern theatre performances

Unit 2: Modern theatre styles and conventions

• context, background, and distinctive traits of modern theatre styles

• staging scenes from Surrealism, Absurdist and Epic Theatre

• analysis of live modern theatre performances

Unit 3: Producing theatre

• researching, developing and presenting a play script for performance

• utilises knowledge and skill from Units 1 and 2 to interpret and present a play script

• focus on production roles such as lighting, sound, props, costume, make-up, acting and direction

• analyse and evaluate a professional production

Unit 4: Presenting an interpretation

• analyse and evaluate a professional production

• interpreting a monologue through design or acting and direction

Units 1/2 and 3/4

Visual Communication Design

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

If you are creative and enjoy drawing and playing with computer graphics, then you will enjoy this subject. Visual Communication Design across all four units gives you an insight into how the whole design industry works, from the initial idea through to the making and production of final pieces of visual communication. There is a very large component of practical work with written work being spread over three of the four Units. The computer, although a very effective tool for producing final images, plays a small part in the production of work.

You will need to be motivated and self-directed, and have developed time management skills, as this subject is highly demanding.

To undertake Units 3 and 4 in this subject it is essential that you have successfully completed Units 1 and 2 unless you have a full understanding of technical drawing gained through alternative means.

Assessment for Visual Communication Design is based upon a range of practical based tasks that satisfy the requirements of each outcome. Where there is a written component to satisfy the outcome, a series of short answer responses will be the structure of the assessment.

SKILLS

Students will learn to:

• draw as a means to design; observational, technical and visualisation

• develop concepts and ideas

• work through the design process to complete an end product(s)

• use Adobe Illustrator and Adobe Photoshop in the creation of final presentations

• discuss advertising, professional practice and analyse how ‘they design it’

• formulate and work independently in the solving of design problems

CONTENT

Unit 1: Introduction to Visual Communication Design

• explore and present final tasks which involve the three areas of drawing; observational, technical and visualisation, using a range of materials

• analyse advertising

Unit 2: Applications of visual communication within design fields

• the type and imagery relationship

• formulation of an individual design process in the production of final presentations

Unit 3: Visual communication design practices

• explore and present final tasks which involve the three areas of design; industrial, communication and environmental

• analyse design industry practice

• formulate an individual design process in the production of two final presentations

Unit 4: Visual communication design development, evaluation and presentation

• produce the two final presentations started in Unit 3

• the pitch – sell what you have created back to your client

Units 1/2 and 3/4 Accounting

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints. Accounting is about processing, reporting and using financial information as a basis for effective decisionmaking. Business owners and managers, or anyone working in the financial sector, needs financial information to evaluate performance and make sensible decisions. If you enjoy working with detail and logical processes, then you are likely to enjoy Accounting. You will be required to think logically and often deal with figures. This course will suit students who are interested in learning how businesses record, report and use financial information. It is strongly recommended that students complete Units 1 and 2 before undertaking Units 3 and 4. Assessment will be based on research activities and assessments completed under test conditions.

SKILLS

This study enables students to:

• acquire knowledge and skills to record financial data and report accounting information in a manner appropriate for users’ needs

• develop ICT skills in an accounting system and make effective financial decisions

• develop the capacity to identify, analyse and interpret financial data and accounting information

• use financial and non-financial information to improve the decision-making processes of a small business owner

CONTENT

Unit 1: Establishing and operating a service business

• the establishment of a small business and its accounting and financial management

• the cash basis of recording and reporting is used

Unit 2: Accounting for a trading business

• this Unit focuses on accounting for a sole proprietor of a single activity trading business

• using a single entry recording system for cash and credit transactions

• students analyse and evaluate the performance of the business, then suggest strategies on how to improve it

Unit 3: Recording and reporting for a trading business

• financial accounting for a single activity sole trading business

• emphasises the role of accounting as an information system

• double entry system of recording financial data and prepare reports using the accrual basis of accounting.

Unit 4: Control and analysis of business performance

• this unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decisionmaking process

• investigate the role and importance of budgeting

• undertake the practical completion of budgets for cash, profit and financial position.

• interpret accounting information from reports and graphs, and analyse the results to suggest strategies on how to improve the performance of the business

Units 1/2 and 3/4 Business Management

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Business Management examines the ways businesses manage resources to achieve objectives. This subject follows the process from the first idea for a business concept, to planning and establishing a business, through to the day to day management of a business. It also considers changes that need to be made to ensure the continued success of a business. Students develop an understanding of the complexity of the challenges facing decision makers in managing these resources. A range of management theories are considered and analysed through investigating contemporary case studies. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject.

SKILLS

These include:

• application of business knowledge and concepts to practical situations

• analysing business information

• research aspects of business management using ICT and print material

• improving business operation

• accurately using management terms

• research and development

• case study analysis

• applying management change

• interpreting and evaluating business information

• managing human resources

CONTENT

Unit 1: Planning a business

• businesses as major contributors to the economic and social wellbeing of a nation

• fostering new business ideas

• entrepreneurship

• factors affecting business ideas

• environments in which businesses operate

Unit 2: Establishing a business

• establishing a business within a legal framework

• financial record keeping

• staffing a business and establishing a customer base

• effective marketing

• effective ways to meet the needs of the business

Unit 3: Managing a business

• key processes and issues concerned with managing a business efficiently and effectively

• business objectives

• examine different types of businesses and respective objectives

• corporate culture

• management styles and management skills and the relationship between the two

• strategies to meet objectives

Unit 4: Transforming a business

• importance of key performance indicators to determine current performance

• positioning a business for the future

• study a theoretical model to undertaken change

• consider a variety of strategies to manage change

• importance of leadership in change

Introduction to Hospitality

The Hospitality program is drawn from the national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with the knowledge and skills to prepare them for a diverse range of occupations in the hospitality industry, including: commercial cookery, catering and food and beverage service. Students work in a training restaurant and industrial kitchen with paying customers. This subject is conducted onsite at Swipers Gully Hospitality Training Centre at ELTHAM College.

Students attend the class one evening a week. The theory and practical classes are from 4.00pm to 9.30pm. Students receive a meal on arrival and theory class begins at 4.30pm for approximately 45 minutes. The students then prepare for restaurant, which opens at 6.30pm. Students are required to have a full uniform for each session. The cost of the full uniform is approximately $200. The cost of the online textbook comes from composite fees.

SIT20322 Certificate II in Hospitality (Units 1/2)

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Units 1/2 students attend Monday or Tuesday.

Packaging rules: To be awarded the SIT20322 Certificate II in Hospitality, students must achieve competency in twelve (12) units of competency.

• six (6) core units of competency

• six (6) elective units of competency

CONTENT

Certificate II in Hospitality provides students with the necessary training and skills for the achievement of competency in food and beverage service.

We offer a blended delivery in the first year where students will develop skills in both front of house and in kitchen operations.

SKILLS

Depending on the electives chosen, Units 1/2 include:

• using hospitality skills effectively

• showing social and cultural sensitivity

• preparing simple dishes

• interacting with customers

• participating in safe work practices

• using hygienic practices for food safety

• producing dishes using methods of cookery

SIT20421

Certificate II in Cookery Back of House (Units 3/4)

Students can specialise in commercial cookery or Food and Beverage for Units 3/4, and attend either Wednesday or Thursday.

To be awarded the SIT20421 Certificate II in Kitchen Cookery, competency must be achieved in thirteen (13) units of competency.

• seven (7) core units of competency

• six (6) elective units of competency

Students who elect to complete the four units in Units 3/4 Cookery can get a full Certificate II in Kitchen Operations.

CONTENT

Certificate II in Cookery allows students to work in the kitchen using a limited range of food preparation and cookery skills to produce food and menu items. The course provides the skills and knowledge for competency in a range of kitchen functions and activities in preparation for work in various hospitality enterprises where food is prepared and served. Students further develop skills and lead into further formal cooking qualifications. Students are required to prepare, plate and present a range of dishes during 12 periods of service. It integrates the skills needed to communicate with customers and team members and work effectively in a commercial kitchen.

SIT20322

SKILLS

These include:

• preparing appetisers and salads

• preparing stocks, sauces and soups

• preparing vegetables, fruit, eggs and farinaceous dishes

• Use effectively in a commercial kitchen

PREREQUISITES:

• Use Hygiene practices for food safety

• Prepare dishes using basic methods of cookery

Certificate II in Hospitality Front of House (Units 3/4)

Certificate II in Hospitality provides the necessary training and skills for the achievement of competency in food and beverage service. Students complete five units integrating their skills and knowledge as they perform their work. It resembles workplace conditions and job roles.

CONTENT

Certificate II in Hospitality allows students to develop the operational skills required for the hospitality industry. Using discretion and judgement they work with some independence and under limited supervision using plans, policies and procedures to guide work activities.

SKILLS

These include:

• Prepare and serve non-alcoholic beverages*

• Clean and tidy bar areas

• Serve food and beverage*

• Provide advice on food

• Process financial transactions

*Pre-requisite Use Hygiene practices for food safety

Units 1/2 and 3/4 Economics

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints. Economics is the study of how resources are allocated to meet the needs and wants of society. It attempts to explain how and why people behave the way they do and the consequences of their decision-making. By unpacking the economic considerations around how to best meet the needs and wants of citizens, the study of Economics provides students with valuable insight into issues that may affect them both individually and as members of society. Economics assists us in making more informed and responsible decisions and in making a contribution to public debate as active citizens.

There are no prerequisites for Units 3 and 4, although it is strongly recommended that students have completed Unit 1 and/or Unit 2 Economics. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject.

SKILLS

These include:

• defining key economic concepts and terms and using them appropriately

• acquiring economic information from a range of sources

• constructing graphs to represent and interpret economic information

• using economic tools and theories to analyse and predict economic outcomes

• understanding the role of market in allocating resources

CONTENT

Unit 1: Economic decision-making

• a study of the way humans behave and decisions made to meet the wants and needs of society

• the consumer’s role in the economy and the way they interact with businesses

• a study of economic models and theories

• explain the role of relative price and non-price factors in the allocation of resources

• investigation of motivations and consequences of both consumer and business behaviour

• the impact of technology and how it alters business and consumer interaction

• gain an insight into the ideas and experiments of behavioural economics

Unit 2: Economic issues and living standards

• study the link between economic activity and economic growth

• investigate the importance of economic growth in raising living standards

• evaluate benefits and costs of economic growth

• analyse contemporary economic issues from a local, national and international perspective

Unit 3: Australia’s living standards

• the market system and the allocation of resources

• the role of the Australian Government

• domestic macroeconomic goals

• Australia and the international economy

Unit 4: Managing the economy

• how the government uses budgetary policy to manage the economy

• how the Reserve Bank uses monetary policy to manage the economy

• how changes to aggregate supply impact living standards and the achievement of economic goals

Year 10 Financial Affairs

The running of Year 10 electives is subject to student interest and timetable constraints. Financial Affairs introduces students to economics, accounting, business and financial literacy. The aim of this subject is to allow students to experience a range of business subjects and encourages students to explore the commercial environment. It provides the students with the knowledge and skills to enable them to make sound decisions on consumer, financial and business issues.

A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests.

SKILLS

Students will develop skills such as:

• economic reasoning and financial concepts

• analytical reasoning

• financial management

• cost/benefit analysis

• preparing financial records

• researching and understanding economic issues and problems of global significance

CONTENT

Course content will include:

• basic accounting principles, personal finance and budgeting

• how different countries earn money and the impact this has on living standards

• examining what makes a financially successful company or individual

• how goods and services are produced, how markets work and associated issues

Year 10 Law and You

The running of Year 10 electives is subject to student interest and timetable constraints. In this subject students develop an understanding of Australia’s system of government, exploring the concept of democracy through comparison with other systems of government. As part of this study, students analyse a contemporary issue of their own choice which is challenging society today. In addition, students explore Australia’s legal system and examine interesting criminal and civil law cases. Throughout the course students will link the key concepts taught to events within the wider community.

A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests.

SKILLS

These skills include:

• critically evaluating information and ideas relating to Australia’s legal system

• accounting for different interpretations and points of view from political parties

• recognising and considering multiple perspectives to resolve contentious policy issues such as asylum seekers, euthanasia and climate change

• analysing parliament’s response to a contemporary issue in society

• presenting evidence-based legal arguments using specific legal language and key legal terms

CONTENT

• identify the key values and origins of Australia’s legal and political systems

• describe the power of courts in Australia

• identify the differences between criminal and civil law and apply legal principles to case scenarios

• explain the role of parliament in the law making process

• analyse a contemporary issue within society

• evaluate the protection of human rights in Australia and overseas

Units 1/2 and 3/4 Legal Studies

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

If you are interested in the workings of the legal system, the resolution of cases, and learning about the law and your rights and responsibilities, you will enjoy Legal Studies. This subject investigates the ways in which the law and the legal system relate to and serve individuals and the community. It is about how the justice system works, who makes laws, how they are made, and the laws that exist in society. Legal Studies also focuses on the resolution of cases and disputes through the legal system. Students explore contemporary legal issues and cases, and consider the concepts of fairness and justice within the legal system.

To undertake Units 3 and 4 in this subject it is recommended, though not essential, that you have successfully completed Units 1 and 2. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject.

SKILLS

Student will learn to:

• define legal terminology and use it appropriately

• discuss, interpret and analyse legal information

• apply legal principles to relevant cases and issues

• evaluate the legal system and key legal concepts

• synthesise legal principles and information

CONTENT

Unit 1: Guilt and Liability

• focus on criminal and civil law

• different sources of law

• presumption of innocence

• key concepts of criminal law and types of crime

• legal reasoning to determine culpability and the impact of crime on individuals and society

• key concepts in civil law and different civil laws such as defamation and family law

Unit 2: Sanctions remedies and rights

• protecting rights of individuals and what happens when rights are infringed

• enforcement of criminal and civil law

• in-depth study of two criminal and two civil cases looking at how the principles of justice were achieved

• how rights are protected in Australia compared to other countries

Unit 3: Rights and Justice

• the Victorian justice system, addressing both the criminal and civil systems

• methods and institutions of the justice system, in considering the appropriateness of determining outcomes

• court hierarchy and other Victorian legal institutions and the roles of the judge, jury, legal practitioners and parties involved in cases

• investigation of the extent to which the principles of justice are upheld

Unit 4: The people and the law

• understanding the institutions that make and reform our laws

• the relationship between the Australian people and The Australian Constitution and law making bodies

• how the Constitution establishes law making powers and protects people through checks and balances

• an understanding of the High Court and its role in protecting and interpreting the Constitution

• understanding of the relationship between Parliament and the Courts

• the roles of individuals, the media and law reform bodies in influencing law reform

Units 1/2 and 3/4 Applied Computing

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines each component of an information system including people, processes, data and digital systems (hardware, software, networks). Students investigate legal requirements and ethical responsibilities that individuals and organisations have with respect to the security and integrity of data and information. They develop an awareness of the technical, social and economic impacts of information systems, both currently and into the future.

Assessment for Computing Units 1 to 4 takes a variety of forms – some extended tasks, completed over a number of lessons, combining both software and theory elements, and some time-limited tasks in the form of a written test or report.

To undertake Units 3 and 4 in this subject it is not necessary to have studied Units 1 and 2.

SKILLS

This study is designed to enable students to:

• understand digital systems, understand the roles and applications of cybersecurity, data analytics and programming

• apply the problem-solving methodology to analyse needs and solve problems

• apply project management techniques to assist with the development of digital solutions

• identify and evaluate innovative and emerging opportunities for digital solutions and technologies

CONTENT

Unit 1: Applied Computing

• interpret solution requirements and designs, collect and manipulate data, analyse patterns and relationships, and develop data visualisations to present findings

• design, develop and evaluate a software solution using a programming language

Unit 2: Applied Computing

• analyse, design, develop and evaluate an innovative solution involving a digital system

• respond to a case study to examine capabilities and vulnerabilities of a network, design a network solution, discuss the threats to data and information, and propose strategies to protect the security of data and information

Unit 3: Data Analytics

• extract data from large repositories, manipulate and cleanse data and apply a range of functions to develop software solutions to present findings

• Design and create infographics or dynamic data visualisations in response to a research question

Unit 4: Data Analytics

• develop and evaluate infographics or data visualisations that present findings to a research question

• respond to a case study to investigate the current data and information security strategies of an organisation, including threats to data strategies to improve current practices

English Pathways (EAL)

This subject is for international students who require additional English language development, and they will study Pathways alongside their mainstream English subject, to consolidate their English language competence. This course is interactive and designed to improve communication and study skills in order to prepare students for senior schooling, whilst studying aspects of Australian culture and life.

Essay structure, vocabulary extension and consolidation as well as refining of grammatical skills, are prioritised at this level and homework exercises using a range of grammar text are regular and important. English language texts including novels, newspapers, textbooks, films, television shows, websites and language learning software, are the key resources for this subject. Most analytical and creative tasks on reading, writing, listening and speaking are centred on the study of a chosen literary text. The focus will lie on communicative English, that international students will rely on to negotiate modern Australia.

SKILLS

Students will develop skills in the following areas:

• speaking

• listening, including the use of audio files

• writing and vocabulary building

• spelling, punctuation and grammar

• decoding text

• reading for meaning

CONTENT

The course will cover:

• conventions of real world texts

• examining ideas and values within poetry, film, novels and plays

• current media issues

• literary devices used by authors

• persuasive language features

Year 10 English

English provides a fundamental basis for effective participation in society. It develops and refines students’ ability to critically analyse the ways in which texts are constructed and interpreted. Students develop competence and confidence in creating their own written, oral and multimodal texts in an environment which values creativity and diversity. English fosters thinking skills which underpin all other disciplines. Completion of English is fundamental to entry and success at VCE level. Aptitude across the three strands – reading, writing and oral communication – provides a firm foundation for VCE English, Literature or EAL

Assessment takes the form of extended written responses and one oral presentation.

SKILLS

These skills include:

• familiarisation with, and analysis of a range of different text types and genres

• analysing how writers construct meaning and develop characters, ideas and themes in narrative texts

• recognising different ways of interpreting texts as well as the strategies used by readers to make meaning

• accurately using structures, features and conventions of a range of print, non-print and multimodal texts to suit a specific audience, purpose and context

• planning and revising

• small group work, whole class discussion, research, individual assignments and activities

CONTENT

Students read and respond to a wide selection of novels, poetry, short stories, films and a rich range of other visual media. Students respond both analytically and creatively to selected texts, as well as analysing arguments and the use of persuasive language in texts that debate a topical issue in the Australian media. They will also prepare an oral presentation of a point of view.

ENGLISH Units 1/2 and 3/4

English

The ability to communicate effectively is a vital skill in our world. Language plays a significant part in determining how we think and feel. To be able to respond to the range of information and ideas available, you need a good understanding of the way language is used to manipulate us as readers. Print is only one medium. Students must be able to read, write, speak, listen and think – using language to evaluate, criticise, analyse, persuade and reflect across a range of media and literary texts.

SKILLS

Students will learn to:

• identify and discuss ideas, themes and issues in set texts, and construct personal responses

• explore ideas and issues orally, giving considered reasons for a point of view and listening actively to the views of others

• analyse language used in the presentation of a debate in the contemporary media, and learn to construct a persuasive response to that topic

• experiment with a variety of writing styles for different purposes and audiences

• create written texts for a specified audience, purpose, language and context

CONTENT

Unit 1:

Students engage in reading and viewing texts with a focus on personal connections. They discuss and clarify the ideas and values presented by authors through their evocations of character, setting and plot, and through investigations of the point of view and the voice of the text. Students also develop an understanding of effective and cohesive writing. They apply and extend their understanding and use of imaginative, persuasive and informative text. Students read and engage imaginatively and critically with mentor texts that model effective writing.

Unit 2:

In this unit students deepen their capacity for inferential reading and viewing, to further open possible meanings in a text. Students explore the ways vocabulary, text structures, language features and conventions of a text work together to create meaning. Through the prism of a contemporary and substantial local and/or national issue, students read, view and listen to a range of texts that attempt to position an intended audience. Students examine how authors use language to persuade and then draw upon this knowledge to craft an argument for oral presentation.

Unit 3:

In this unit a Framework of Ideas acts as the context for student writing. During Unit 3 students study the way that authors use language, style, genre and form to create meaning. Mentor texts are used to guide and inspire students as they craft their own writing. Students analyse arguments and the use of persuasive language in texts that debate a topical issue in the media, identifying, discussing and analysing how the features of selected texts create meaning and how they influence interpretation. They construct a sustained and reasoned point of view in oral form.

Unit 4:

In this unit students build their capacity to critically evaluate the ideas, issues and themes presented in texts. They produce extended analytical responses and utilise evidence to support increasingly sophisticated interpretations. Students also respond analytically to the views, values and ideas presented in texts. Students use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year.

Year 10

English as an Additional Language (EAL)

For international students only. This subject provides a fundamental basis for VCE EAL. Students will improve fluency of communication and be able to actively participate in a range of Australian educational settings. Students will develop and refine their reading skills and be able to analyse how writers use structures, features and conventions to create meaning in a wide range of text types, and various multi media. Furthermore, attention will be given to enable students to recognise culturally different learning strategies and cross-cultural educational pedagogies.

Assessment takes a range of forms, covering writing, speaking and listening.

SKILLS

Students will develop skills in:

• grammatical fluency and competence in written expression

• familiarisation with, and analysis of a range of different text types and genres

• identifying and discussing ideas, themes and issues in a range of set texts; and construct personal responses

• analysing an issue in the Australian media and understanding how writers use language to influence and persuade creating written texts for a specified audience, purpose, language and context

CONTENT

Students respond both analytically and creatively to a wide selection of novels, poetry, short stories, film and songs from different cultures, including Australia.

Units 1/2 and 3/4

English as an Additional Language (EAL)

For international students only. The study of EAL focuses on extending students’ ability to participate effectively in English in academic and social settings. Students extend their language skills through thinking, reading, writing, speaking and listening. Familiarisation with a rich range of English text types will form a fundamental basis for developing VCE skills of evaluating, criticising, analysing, persuading and reflecting. Students immerse themselves in the language through print and visual media with the aim of becoming productive participants in society in the twenty-first century. Students are assessed on writing, speaking and listening.

SKILLS

Students will learn to:

• identify and discuss ideas, themes and issues in set texts, and construct personal responses

• communicate fluently and persuasively in writing, taking into account context, purpose and audience

• explore ideas and issues orally, giving considered reasons for a point of view and listening actively to the views of others

• explore language used in the presentation of a debate in the contemporary media, and learn to construct a persuasive response to that issue

• prepare and deliver a formal oral presentation on a subject of your own choosing

• experiment with a variety of writing styles for different purposes and audiences

CONTENT

Unit 1:

Students engage in reading and viewing texts with a focus on personal connections. They discuss and clarify the ideas and values presented by authors through their evocations of character, setting and plot, and through investigations of the point of view and the voice of the text. Students also develop an understanding of effective and cohesive writing. They apply and extend their understanding and use of imaginative, persuasive and informative text. Students read and engage imaginatively and critically with mentor texts that model effective writing.

Unit 2:

In this unit students deepen their capacity for inferential reading and viewing, to further open possible meanings in a text. Students explore the ways vocabulary, text structures, language features and conventions of a text work together to create meaning. Through the prism of a contemporary and substantial local or national issue, students read, view and listen to a range of texts that attempt to position an intended audience. Students examine how authors use language to persuade and then draw upon this knowledge to craft an argument for oral presentation.

Unit 3:

The focus of this unit is on listening, as well as reading and responding, both orally and in writing, to a range of texts. Students analyse how the authors create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts. Students analyse and compare the use of language in written texts that debate a topical issue in the Australian media and construct a sustained and reasoned point of view in oral form.

Unit 4:

Students discuss ideas, concerns and values presented in a text, informed by selected vocabulary, text structures and language features and how they make meaning. They also analyse the use of argument and language presented in print, visual and audio material. Students develop and present orally their own persuasive point of view in relation to a topical issue that has appeared in the media since 1 September of the previous year.

Units 1/2 and 3/4 Literature

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

The study of Literature is a means of exploring and making sense of human experience through the language of a literary work. Literature encompasses the best thoughts of the best minds, and allows us to experience the world through a fresh perspective. If you are considering Literature it is strongly recommended that you have a real interest in reading, and can keep an open mind in viewing others’ perspectives on the world. The course is demanding, both in terms of its written components and the number and difficulty of the texts; therefore, it is generally recommended that you have attained a grade of B+ or more in English in previous years before attempting this study.

CONTENT

Unit 1, Outcome 1: Reading practices

This outcome introduces students to the close analysis of literary works, focusing on how texts are constructed through forms, features and language, to express ideas and meanings.This is also about students understanding themselves as readers through engaging with different interpretations.

Texts are ‘The Sandman’ by Neil Gaiman and ‘Collected Stories’ by Peter Carey.

Unit 1, Outcome 2: Exploration of literary movements and genres

This outcome requires students to engage with a genre or movement and increase their awareness of the ways in which authors and directors manipulate genre conventions or the traditions of a movement. We study ‘Suddenly Last Sumer’ by Tennessee Williams.

Unit 2, Outcome 1: Voices of Country

This area of study recognises the significance of Aboriginal and Torres Strait Islander authors and creators in the study of Australian Literature and is born out of a postcolonial engagement with the history of storytelling in Australia. Texts are ‘Beneath Clouds’ by Ivan Sen and a Poetry Anthology.

Unit 2, Outcome 2: The text in its context

This area of study focuses on analytically engaging with a literary text through its social, historical and cultural context. Students discover how a specific time period and / or culture implicitly and explicitly affects the form, features and language as well as the characters, setting, events and ideas of a text. We study ‘Song of Achilles’ by Madeline Miller.

Unit 3

Students focus on how the form of text is significant in the making of meaning, and reflect upon the way meaning changes when the form of the text is changed. For example, students may explore the transformation of prose into film, poetry into performance, or script into stage performance, and analyse how meaning changes when the form of a text changes. Additionally, students approach different ways of reading and understanding a text, first developing their own interpretations of a set text which are then extended through the study of a supplementary reading and/or a literary theory.

Unit 4

Students explore the imaginative techniques used for creating and recreating a literary work. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text in order to create their own writing. Students then focus upon the close analysis of texts with detailed scrutiny of the language, style, concerns and construction of texts.

Year 10

Digital Journalism and Communications

The running of Year 10 electives is subject to student interest and timetable constraints. Explore the dynamic world of Digital Journalism and Communications in this hands-on course. Gain the skills and knowledge needed to thrive in the evolving digital landscape of news and information dissemination.

Through theory and practical application, discover the principles, techniques, and ethical considerations of digital journalism. Learn to engage audiences with compelling stories using digital platforms, multimedia elements, and interactive features.

Topics include writing for online platforms, social media strategies, multimedia storytelling, data journalism, web content development, user engagement, and legal and ethical implications.

Create your personal blog or digital portfolio and collaborate on group projects to foster critical thinking and effective communication. Be equipped with the skills to produce engaging content and adapt to emerging technologies in digital journalism.

Prepare for future endeavours in journalism and communications with a solid foundation in digital practices.

SKILLS

By focusing on these core principles, students will develop a range of skills necessary to excel in the field of digital journalism and communications, including:

Accuracy and Verification:

• Fact-checking and information verification techniques

• Source evaluation and cross-referencing skills

• Attention to detail and maintaining credibility in journalism

Ethical Considerations:

• Understanding and applying ethical principles in digital journalism

• Making informed decisions in ethical dilemmas

• Responsible reporting and navigating privacy and fairness issues

Digital Storytelling:

• Crafting compelling narratives for online platforms

• Adapting storytelling techniques to engage digital audiences

• Incorporating multimedia elements and interactive features effectively

Multi-Platform Journalism:

• Tailoring content for various digital platforms

• Understanding platform-specific requirements and audience expectations

• Adapting writing and presentation styles for different platforms

Audience Engagement:

• Strategies for building and engaging with a digital community

• Encouraging meaningful interactions and audience participation

• Responding to feedback and fostering engagement through various channels

Data Journalism:

• Data analysis and interpretation skills

• Visualising data through charts and infographics

• Leveraging data-driven reporting for enhanced storytelling

Year 10

Digital Journalism and Communications

Digital Tools and Technologies:

• Familiarity with content management systems and social media analytics

• Proficiency in multimedia editing software and data visualisation tools

• Hands-on experience with digital tools for effective storytelling

Adaptability and Innovation:

• Keeping up with emerging technologies and trends in digital journalism

• Flexibility in adapting to the evolving digital landscape

• Embracing innovation to stay relevant and effective in the industry

By focusing on these core principles, students will develop a range of skills necessary to excel in the field of digital journalism and communications, including critical thinking, research, storytelling, ethical decision-making, audience engagement, data analysis, and proficiency in digital tools and technologies.

CONTENT

• Practical exploration of digital journalism skills and communications

• Content and marketing production process

• Analyse social media output and market data

• Produce and evaluate the effectiveness of digital journalism skills, communications and marketing strategies

HEALTH AND PHYSICAL EDUCATION

SIS30115

Certificate III in Sport and Recreation

(Units 1/2 and 3/4)

This course is subject to change in 2024

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

If you enjoy being involved in sport and recreational activities, then this is the course for you. You will learn about and be involved in a variety of sporting pursuits and recreational activities to suit a range of groups and individuals in various contexts. You will get to plan, organise and facilitate sport and recreation sessions throughout your studies. You will develop skills in leadership, communication and organisation. You will learn how to assess and manage risk, obtain a first aid certification and plan and conduct a variety of sport and recreation programs.

The Certificate III in Sport and Recreation is designed for students with an all round interest in sport and fitness, or interested in working with the sport and recreation industry, such as gymnasiums, aquatic centres, coaching, outdoor recreation and teaching.

To be awarded the SIS30115 Certificate III in Sport and Recreation, competency must be achieved in fifteen (15) units of competency.

• twelve (12) core units of competency

• three (3) elective units of competency

Assessment for Sport and Recreation will involve students completing Scored Assessment Tasks in the form of structured questions, assignments, presentations and running practical sessions.

SKILLS

Students will develop skills in:

• communicating with clients and professionals

• teamwork

• problem-solving

• developing initiative and using enterprise skills

• planning and organizing events and activities

• self-management

• leadership

• using technology

• first aid

CONTENT

• recreation event planning and coordination

• client service and social media tools

• communication

• emergency response/first aid

• workplace health and safety

• coaching principles

• group facilitation

• educating public on sport/recreation facilities

HEALTH AND PHYSICAL EDUCATION

Units 1/2 and 3/4 Health and Human Development

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

It is important you have an interest in investigating the factors that influence your health, safety and well-being and that of other individuals, families and communities. You will explore the physical, social, emotional and intellectual development of youth; the way youth cope with pressures to which they are exposed and the role of the Australian family and local communities in providing an environment for growth and development. Time will also be spent examining the health of Australians and the health problems we face; and the global issues such as the differences between people living in industrialised countries and those living in developing countries.

Assessment in Health and Human Development will involve students completing written tasks in the form of a reflective diary piece, data analysis, case studies and answering structured questions.

SKILLS

A variety of skills are developed and used during these Units including:

• gathering and summarising relevant information; analysis of statistics

• comparisons of viewpoints

• investigation of a number of topics

• evaluation of data already collected

• team work

• individual research

CONTENT

Unit 1: Understanding Health and Wellbeing

• students will explain multiple dimensions of health and wellbeing, explain indicators used to measure health status and analyse factors that contribute to variations in health status of youth

• students will apply nutrition knowledge and tools to the selection of food and the evaluation of nutrition information

• students will interpret data to identify key areas for improving youth health and wellbeing, and plan for action by analysing one particular area in detail

Unit 2: Managing Health and Development

• students will explain developmental changes in the transition from youth to adulthood, analyse factors that contribute to healthy development during prenatal and early childhood stages of the lifespan and explain health and wellbeing as an intergenerational concept

• students will describe how to access Australia’s health system, explain how it promotes health and wellbeing in their local community, and analyse a range of issues associated with the use of new and emerging health procedures and technologies

Unit 3: Australia’s Health in a Globalised World

• students will explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status

• students will explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies

Unit 4: Health and Human Development in a global context

• students will analyse similarities and differences in health status and burden of disease globally and the factors that contribute to differences in health and wellbeing

• students will analyse relationships between the SDGs and their role in the promotion of health and human development, and evaluate the effectiveness of global aid programs

HEALTH AND PHYSICAL EDUCATION

Year 10 Sport and Fitness

The Year 10 Sport and Fitness curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. Students develop their capacity to initiate and participate in respectful relationships in different contexts. These include at school, at home, in the classroom and when participating in physical activities.

Students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identity, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.

SKILLS

A variety of skills will be developed and used throughout the course:

• oral presentations, team work, individual research, organisation

• participation in a range of physical activities

CONTENT

The focus of this course is an understanding of:

• basic human anatomy and physiology including the identification of major bones and muscles in the human body

• fitness components and training principles through the use of heart rate monitors

• different methods of training – continuous, resistance, fartlek and interval sessions

• the importance of leadership and teamwork

• the benefits of maintaining a healthy lifestyle and health related issues

• relationships, consent and sexuality

• mental health and wellbeing

HEALTH AND PHYSICAL EDUCATION

Sport (House and Interschool)

All students at the college are expected to participate fully in the House Sporting carnivals of Swimming, Athletics and Cross Country.

As a member of the Eastern Independent Schools of Melbourne (EISM). ELTHAM College’s Year 10 – 12 students are given the opportunity to participate in a broad range of sporting pursuits. These include the major carnival events College of Swimming (March), Athletics (April) and Cross Country (September).

Year 10 – 12 students are offered a choice of the following interschool sports, which occur throughout Terms 1, 2 and 3 on Wednesday afternoons:

TERM 1 (SUMMER SEASON) SPORT

Basketball

Soccer

Tennis

Softball

Cricket

Hockey

Table Tennis

TERM 2 & 3 (WINTER SEASON) SPORT

Badminton

Indoor Soccer

Netball

Volleyball

Football (AFL15’s)

Hockey

Additional opportunities exist for participation in the following sports: skiing, golf Sport is compulsory for all Year 10 and Year 11 students whilst participation in at least one season of sport is encouraged for all Year 12 students.

SKILLS

The skills engaged through participation in interschool sport include:

• increased fitness

• hand-eye coordination

• various skill development

• teamwork

• resilience

• self discipline

• leadership

HEALTH AND PHYSICAL EDUCATION

Units 1/2 and 3/4 Physical Education

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise.Assessment for Physical Education will involve students submitting written reports, a reflective portfolio/diary of participation in practical activities, practical laboratory reports, data analysis, case studies and answering structured questions.

SKILLS

This study 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

CONTENT

Unit 1: The human body in motion

• musculoskeletal system and the cardiovascular and respiratory systems of the human body

• how the muscles and bones work together to produce movement

• the social, cultural and environmental influences on movement

• the heart, blood vessels and lungs function at rest and during physical activity

Unit 2: Physical activity, sport and society

• the role of physical activity, sport and society in developing and promoting healthy lifestyles and participation in physical activity across the lifespan

• strategies aimed at increasing physical activity and/or reducing sedentary behaviour

• contemporary issues associated with physical activity at the local, national and global level

• declining levels of physical activity across the lifespan, active transport, gender equity in physical activity and sport, cultural diversity and inclusion in physical activity

Unit 3: Movement Skills and Energy for Physical Activity

• classification of movement skills

• biomechanical principles for analysis of human movement

• direct and constraints based approaches to coaching and instruction

• fuels (both chemical and food) required for resynthesis of ATP at rest and during physical activity, including the relative contribution of fuels at varying exercise intensities

• characteristics of the three energy systems for physical activity

Unit 4: Training to improve Performance

• analyse data to determine the major fitness components and the factors that affect them, and energy systems used in a variety of sporting events and physical activities

• conduct a valid and reliable assessment of fitness using ethical protocols

• perform, observe, analyse and report on practical laboratory exercises designed to assess fitness prior to designing a training program and then evaluate and critique the effectiveness of different training programs

• evaluate a range of psychological, nutrition and rehydration strategies which affect performance and recovery

Year 10

A Beginner’s Guide to Ideas

The running of Year 10 electives is subject to student interest and timetable constraints.

Interested in the process of thinking and philosophy? A Beginner’s Guide to Ideas is recommended for students interested in learning more about various theories of how humans think and develop ideas. This subject will look at issues including ways of knowing, and an introduction to Philosophy and philosophers such as Plato, Thomas Hobbes or Marx.

Text: The Story of Philosophy, Bryan Magee Dorling Kindersley Book 2001 (supplied)

Students are assessed on their performance in student driven class discussion, and in two extended writing pieces, one of which is 1500 words. Students are also assessed on their ability to manage note-taking, to research and use technology effectively.

SKILLS

Through the course students will have the opportunity to develop skills in:

• critically analysing language, ideas, arguments and evidence

• researching, planning and constructing a series of academic papers

• the ability to listen actively and respond constructively to others’ views during discussion

• effective note taking utilising technology as a learning tool

CONTENT

The course will cover:

• looking at the influences of philosophers such as Plato and Aristotle

• an introduction to the ideas of humanist thinking, and the impact of the printing press

• looking at the Enlightenment thinkers and the emergence of democratic theories

• examining the challenging ideas of Marx and Nietzsche

• two major writing tasks will be undertaken in the course: a study of a philosopher or a study of a philosophical concept and a research essay on a topic of the student’s choice

• there are also a number of student driven class discussions which form a key element of the assessment

• students also maintain an ongoing journal of notes and a written piece on each philosopher

HUMANITIES

Units 1/2 Politics

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints. Politics is the study of contemporary power, conflict and cooperation in a world that is characterised by unpredictability and constant change. Students investigate contemporary issues of conflict , political stability and/or change within Australia, the Indo-Pacific region and globally. They consider how national and global political actors respond to issues and crises such as national political reform, climate change, violent conflicts, human rights, sustainability and development, inequality and global economic instability. Students analyse the sources and forms of power available to these political actors and the consequences of their use. They consider how political actors pursue their interests and the political significance of their actions in responding to national and global issues and crises. Throughout this study, students examine Australia’s place in the region and globally.

A range of assessments may be undertaken such as a political debate, a multimedia presentation, a political brief, a case study analysis, a written report, a source analysis, an oral presentation or tests. There are also semester examinations.

SKILLS

Eight political thinking concepts are made explicit in the outcomes, key knowledge and key skills:

• Undertaking political inquiry

• Applying political concepts

• Analysing causes and consequences

• Identifying and analysing differing political interests

• Identifying and analysing differing political interpretations

• Discussing political stability and change

• Evaluating political significance

• Constructing reasoned and evidenceinformed arguments

CONTENT

Unit 1: Politics, power and political actors

• What is the source of political power and legitimacy within a state?

• How do political actors use power to achieve political stability and/or change within states?

• Who are the key political actors within states and within Australia?

• How is power legitimised, distributed and used in Australia?

Unit 2: Power and global political actors

• Which actors can act globally?

• What makes a global political actor powerful?

• What are the interests and perspectives of various global actors?

• How does global interconnectedness impact the power of global actors?

• What is the political significance of global actors?

Units

3/4 Australian and Global Politics

Australian and Global Politics is the study of contemporary power at a national and international level. Students explore, explain and evaluate global political issues, problems and events and the forces that shape these and responses to them. They examine the interconnectedness of twenty-first century global citizens and the impact of globalisation on culture, language, human rights and the environment. Through this study students explore, explain and evaluate national and global political issues, problems and events, the forces that shape these and responses to them. A range of assessment tasks may be undertaken such as a multimedia presentation, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject.

To undertake Units 3 and 4 in this subject it is recommended though not essential to have successfully completed Units 1 and/or 2 Politics. Other subjects such as VCE History or Economics are also an advantage.

SKILLS

Students will develop the ability to:

• define and explain key global political terms and use them in the appropriate context

• research and synthesise contemporary evidence to draw conclusions

• analyse the effectiveness of responses by global actors to contemporary global issues

• define and explain a range of political systems

• explain and analyse Australia’s political system.

CONTENT

Unit 3: Global Actors

• the investigation of key global actors in the 21st century

• the in depth examination of concepts of  national interest

• the use of power (hard and soft) by a state in the Asia Pacific region

Unit 4: Global Challenges

• investigate key global challenges facing the international community in the 21st century

• examine and evaluate the debates around two ethical issues which underpin the contested notion of global citizenship

• explore the context and causes of global crises

HUMANITIES

Units 1/2 and 3/4

Geography

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Geography is the study of natural and human phenomena. Students studying Geography examine the interaction between human activities and natural processes, the reasons for those, and the changes that occur. Students look at how these changes are managed and the impact of these on people and the environment. For example, examining the impact of tourist development on Australia’s coastal landscapes, or looking at the effectiveness of government response to population changes. You may undertake Units 3 and 4 without having undertaken Units 1 and 2 although it is recommended that they are taken as a sequence.

SKILLS

Students will develop the ability to:

• represent, interpret and critically examine information in a variety of forms such as tables, graphs and maps including use of geospatial technologies

• consider both the positive and negative aspects of an issue e.g. rainforest clearing

• link current events to class work and fieldwork examples e.g. the impacts of the COVID-19 pandemic in Unit 1 and the expansion of Melbourne’s urban boundary in Unit 3.

CONTENT

Unit 1: Hazards and disasters

• the variety of hazards and disasters occurring around the world

• detailed study of two types of hazards/disasters

• the impact of hazards and disasters on people and the environment at a variety of scales

• examine how hazards may be managed

• undertake fieldwork

Unit 2: Tourism

• the characteristics of tourism – where and how it has developed, how it has changed over time and its different forms

• issues and challenges in the tourism industry

• the impact of tourism on people and the environment

• how tourism is managed

• undertake fieldwork

Unit 3: Changing the land

• land use change

• melting ice sheets and glaciers

• deforestation

• undertake fieldwork

Unit 4: Human population, trends and issues

• patterns of population change, movement and distribution

• responses to population changes in different parts of the world

• case study of a country with a growing population

• case study of a country with an ageing population

A range of assessment tasks may be undertaken such as a written report, a case study analysis, an oral presentation or tests. Fieldwork is undertaken in each of Units 1-3. Examinations will also be held in this subject.

HUMANITIES

Units 1/2 Modern History

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints. History is about understanding the past and carrying that understanding into other circumstances. Everything has a history. To think historically is to recognise that all problems, all situations, all institutions exist in contexts that must be understood before informed decisions can be made. Historical thinking prepares you for leadership because History is about change – envisioning it , planning for it, making it last. Learning about the people, the ideas, movements and events that have shaped societies and cultures is not only intrinsically interesting but helps make sense of current events and future issues.

Assessments may include document analysis and evaluation, film analysis, essay and short answer responses as well as research tasks.

SKILLS

Through the course students will have the opportunity to develop skills in:

• comprehending, analysing and critically evaluating oral, visual and written material

• comparing attitudes, beliefs and values of ideologies of the period

• using questions to shape inquiry

• analysing perspectives of people from the period

• comparing historical interpretations of key ideas, events and movements

• taking notes effectively

• using discussion and written form to effectively communicate knowledge and understanding

CONTENT

Unit 1: Change and Conflict

• the nature of political, social and cultural change in the period between the World Wars

• the rise of Nazism and causes of World War II

• social and cultural developments such as art movements, the jazz and gangster era that reflect and challenge social life

Unit 2: The changing world order

• how the ideologies of communism, capitalism and democracy were spread after World War II

• the manifestations of ideologies in various Cold War conflicts for example, the Berlin Wall, the Korean War and the Vietnam War

• the concept of challenge and change is studied in the American Civil Rights Movement and campaigns of terrorist organisations

HUMANITIES

Units 3/4 History – Revolutions

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. The focus is on the French and Russian Revolutions.

To undertake Units 3 and 4 in this subject it is recommended, though not essential, that you have successfully completed History Units 1 and/or 2.

Assessments in Units 3 and 4 Revolutions include essay writing, a research essay, analysis and evaluation of primary source documents and historians interpretations.

SKILLS

Through the course students will have the opportunity to develop skills in:

• critical thinking, analysis and evaluation

• asking historical questions to inform an historical inquiry

• constructing arguments using primary sources and historical interpretations as evidence

• communicating ideas, knowledge and understanding through use of formal written techniques

CONTENT

Unit 3: France, and Unit 4: Russia

• the events and other conditions that contributed to the outbreak of revolution

• the ideas that played a significant role in challenging the existing order

• the role and contribution of significant individuals

• the challenges the new regime faced in attempting to consolidate its power

• the changes and continuities in political, social, cultural and economic conditions that influenced leaders to compromise their revolutionary ideals

• the diverse revolutionary experiences of social groups and their responses to the challenges and changes to the conditions of everyday life

HUMANITIES

Year 10 Humanities Geography and Economics

Geography is the study of people and their environments. Students examine the characteristics of different natural and human environments, the management of these, and the impact of this variation.

All Year 10 students will undertake this semester of Geography unless completing VCE Geography Units 1 or 2. In this course fieldwork will be included.

A range of assessment tasks may be undertaken such as fieldwork, a written report, a case study analysis, an oral presentation or tests. Examinations will also be held in this subject

SKILLS

Students will develop the skills to:

• represent, interpret and critically examine information in a variety of forms such as tables, graphs and maps, including digital media

• consider both the positive and negative aspects of an issue and justify an appropriate course of action

• link current events to class work

• undertake fieldwork

CONTENT

You will examine:

• global well-being – how and why living conditions vary around the world and within nations

• identify and explain indicators of economic performance including those for Australia

• the work of government and non-government programs which attempt to improve human well-being within Australia and overseas including workplace environments

• key natural processes effecting our environment

• environmental challenges that will affect your future life e.g. changes to coastal environments

HUMANITIES

Year 10 Humanities History and Civics and Citizenship

History is about understanding the past and carrying that understanding into other circumstances. Learning about the people, ideas, movements and the events that have shaped societies and cultures is not only interesting – it also helps make sense of current issues. Through the study of Civics and Citizenship, students explore the nature of citizenship, diversity and identity in contemporary society. They gain the knowledge and skills necessary to question, understand and contribute to the world in which they live.

All Year 10 students will undertake this semester of History unless completing VCE History Units 1 or 2.

SKILLS

Students will develop the skills to:

• research from a variety of sources, and ask questions to inform historical inquiry

• sequence significant events in chronological order to support analysis of causes and effects

• analyse and evaluate broad patterns of change from 1918-present

• analyse and corroborate sources and perspectives of people in the past

• evaluate historical interpretations and significance including contested debates

CONTENT

Students examine aspects of Australian society in the period 1918 to the present:

• WWII, its impact on the Asia-Pacific region and Australia’s involvement

• significant events of WWII including a depth study on the Holocaust

• rights and freedoms, focusing on Indigenous Australians

Year 10 Humanities Pathways (EAL)

This subject runs in Semester 1 and introduces Year 10 international students to key foundational concepts and skills within humanities. The course aims to assist students to develop an understanding of aspects of Australian society by examining our geography, economy, history and political system. In addition, students will also reflect upon global issues and our response to them. The course will assist students to build their humanities skills through researching, investigating, interpreting data and responding to questions about the factors that impact and shape the world around them. After completing Year 10 Humanities Pathways in Semester 1, students in Year 10 will be able to choose to undertake either Year 10 Geography and Economics or Year 10 History and Civics and Citizenship in Semester 2.

SKILLS

Students will develop the skills in:

• language development (reading, writing, speaking, listening)

• using and understanding a variety of primary and secondary source materials

• evaluating and interpreting data

• expanding inter-cultural understanding

• research

• fieldwork

CONTENT

The course will cover:

• geographic features

• geographic challenges and our response to them

• key moments in Australian History

• Australia’s political and economic system

• Australia within a global context

A range of assessment tasks may be undertaken such as a multimedia presentation, research task, data interpretation, source analysis and tests.

Year 10 Chinese (First Language)

The running of Year 10 electives is subject to student interest and timetable constraints.

Year 10 Chinese (First Language) is designed for students who come from a Chinese speaking country with a Chinese background. The course prepares students for VCE Chinese 1st Language and VCE Chinese 2nd Language Advanced, and involves reading, writing, listening, speaking and viewing tasks. This course aims to enhance, extend and expand the linguistic and intercultural knowledge, understanding and skills that Background language learners bring to their studies. The study of this course contributes to the overall education of students, most particularly in the area of communication, but also in the areas of crosscultural understanding, cognitive development, literacy and general knowledge.

SKILLS

Students will be able to:

• prepare for VCE Chinese studies in Years 11 and 12

• communicate with others in Chinese in interpersonal, interpretive and presentational contexts

• understand the relationship between language and culture

• compare cultures and languages, and enhance intercultural awareness

• understand the cultural contexts in which Chinese is spoken and appreciate their own and others’ cultures

• learn about language as a system and themselves as language learners

• make connection between different language, knowledge and ways of thinking

• become part of multilingual communities by applying language learning to social and leisure activities, life-long learning and the world of work.

CONTENT

The following areas will be incorporated within the strands of Listening, Speaking, Reading, Writing and Viewing:

• socializing, exchanging information, creating texts, interpreting texts and reflecting on language experiences to improve communication

• three prescribed themes: self and others, tradition and change in Chinese-speaking communities, the world around us

• a wide range of text types such as article, interview and email etc.

• five writing styles including personal, imaginative, persuasive, informative and evaluative

• vocabulary

• grammar

Units 1/2 and 3/4

Chinese (First Language)

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

This subject is for native speakers of Chinese (Mandarin). The study of Chinese develops students’ ability to understand and use a language which is spoken by about a quarter of the world’s population. It is the major language of communication in China and Singapore, and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia. Studying Chinese can provide a basis for a continued learning pathway for students into a number of post-secondary options, as well as enhanced vocational opportunities in many fields.

Students must have completed an appropriate level of study in Chinese, or the equivalent education in the language in a Chinese speaking country. As there is a spoken component on the literature of China, a strong interest in speaking and literature is recommended.

Assessments for Chinese First Language will consist of writing imaginatively and persuasively, listening and reading comprehensions and oral presentations on issues.

SKILLS

Students will develop skills in:

• the expression of ideas through the production of original texts

• analysing and using information from spoken texts and written texts

• exchanging information, opinions and experiences

CONTENT

Unit 1: Students explore

• personal qualities

• relationships with family and friends

• caring for the environment

• the relationship between food, cuisine and culture

• similarities and differences between the education systems in Australia and China

Unit 2: Students research, investigate and explore

• modern and traditional Chinese arts; Chinese and Western paintings, Chinese songs, calligraphy, paper-cutting, Chinese knot-tying

• travel and tourism and the environment

• extended and single child families

Unit 3: Students will

• compare Chinese and western legends and myths

• discuss the use of modern technology and its impact

• discuss the relationship between modern technology and employment

Unit 4: Students undertake

• research on traditional and modern lifestyles

• a detailed study on a topic of their own interest, selecting three texts to understand and appreciate aspects of language and culture and context

LOTE 10949NAT Certificate II Applied Languages (Chinese)

(Unit 1/2 Year 10)

In partnership with Ripponlea Institute RTO No. 21230

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Scientific, cultural and commercial links mean that Australians increasingly travel, work and study in China. The ability of Australians to communicate in Chinese will serve to strengthen the relationships between the peoples of Australia and China. Chinese is also spoken throughout Asia, as well as by a significant segment of the migrant population here in Australia, increasing its relevance to Australians. Students should have satisfactorily completed Year 9 Chinese, or an equivalent – such as time at an International School in China. It is recommended students have a real interest in learning to express themselves in Chinese, and an interest in life in China and other Chinese-speaking communities.

Assessments for Certificate II will consist of role-plays in simulated or authentic social and workplace situations, reading and writing basic social and workplace texts.

There is an additional cost associated with this subject.

The course consists of four units:

• conducting basic oral communication for social purposes in a Language other than English

• conducting basic workplace oral communication in a Language other than English

• reading and writing basic documents for social purposes in a Language other than English

• reading and writing basic workplace texts in a Language other than English

VET II Chinese and VET III Chinese are run over a three year period divided in two halves. Students study VET II Chinese in Year 10 and complete it by the end of Semester 1 in Year 11. VET III Chinese is begun in Semester 2 of Year 11 and completed by the end of Year 12.

SKILLS

Students will develop skills in the following areas:

• giving verbal directions (how to get somewhere)

• talking about hobbies and leisure activities

• ordering food

• assisting a customer in a shop

• talking about past experience

• reading and writing workplace notes

• writing sick leave notes

• designing posters of events

CONTENT

The course will cover:

• personal details and school

• shopping

• illness and medicine

• entertainment

• in the community

• workplace communications

This subject accounts for three units at Units 1 and 2 level.

11074NAT Certificate III Applied Languages (Chinese) (Units

3/4)

In partnership with Ripponlea Institute RTO No. 21230

The study of Chinese develops students’ ability to understand and use a language which is spoken by about a quarter of the world’s population. It is the major language of communication in China and Singapore, and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia.

Assessments for Certificate II will consist of conducting routine verbal communications in simulated or authentic social and workplace situations, reading and writing routine social and workplace texts. There is an additional cost associated with this subject.

The course consists of four Units:

• conducting routine oral communication for social purposes in a Language other than English

• conducting routine workplace oral communication in a Language other than English

• reading and writing routine documents for social purposes in a Language other than English

• reading and writing routine workplace documents in a Language other than English

The prerequisite for this subject is Certificate II in Applied Language.

VET II Chinese and VET III Chinese are run over a three year period divided in two halves. Students study VET II Chinese in Year 10 and complete it by the end of Semester 1 in Year 11. VET III Chinese is begun in Semester 2 of Year 11 and completed by the end of Year 12.

SKILLS

Students will develop the following skills:

• reading a set of notices, signs and instructions at a workplace

• providing information through a phone inquiry

• talking about holidays

• giving a tourist information about tourist attractions in Victoria

• explaining the comparisons between Christmas and Spring Festival

• writing a resume and a job application

CONTENT

The course will cover:

• travel in China and Australia

• Spring festival and Christmas

• history and culture of Beijing

• expressions for talking about modern technology

• the world of work

• personality and types of jobs

This subject accounts for three units at the Units 3 and 4 level.

Units 1/2 and 3/4

Chinese (Second Language Advanced)

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

This study focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Chinese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Chinese in a range of contexts and develop cultural understanding in interpreting and creating language.

Note: Chinese Second Language Advanced is designed for students who have had more than twelve months, but not than seven years education in a country where Mandarin is the medium of education, or they have lived in a Chinese speaking country for more than three years.

SKILLS

VCE language study is underpinned by the concepts of communicating and understanding languages and cultures. There are five macro skills that inform all language use:

• listening

• speaking

• reading

• writing

• viewing

CONTENT

There are three prescribed themes are covered for this area of study:

• The individual

• The Chinese-speaking communities

• The world around us

Unit 1: Students will be able to:

• exchange meaning in a spoken interaction in Chinese

• interpret information from two texts on the same subtopic presented in Chinese, and respond in writing in Chinese and in English

• present information, concepts and ideas in writing in Chinese on the selected subtopic and for a specific audience and purpose.

Unit 2: Students will be able to:

• respond in writing in Chinese to spoken, written or visual texts presented in Chinese

• analyse and use information from written, spoken or visual texts to produce an extended written response in Chinese

• explain information, ideas and concepts orally in Chinese to a specific audience about an aspect of culture within communities where Chinese is spoken

Unit 3: Students will be able to:

• Participate in a spoken exchange in Chinese to resolve a personal issue

• Interpret information from texts and write responses in Chinese

• Express ideas in a personal, informative or imaginative piece of writing in Chinese

Unit 4: Students will be able to:

• share information, ideas and opinions in a spoken exchange in Chinese

• analyse information from written, spoken and viewed texts for use in a written response in Chinese

• present information, concepts and ideas in evaluative or persuasive writing on an issue in Chinese.

Year 10 French

The running of Year 10 electives is subject to student interest and timetable constraints. At this level, students build on and extend previously attained skills and knowledge. Knowledge of regular and irregular verbs is consolidated in the present, future, perfect, conditional and imperfect tenses. Language begins to develop sophistication and complexity through the addition of new verb tenses as well as other grammatical concepts.

Students express ideas, experiences and facts through the production of original oral and written texts as well as participation in a variety of individual and group work. In addition, students will develop confidence with a range of writing styles and text types. They are also encouraged to develop their awareness of the French-speaking world and of the influence of French culture. They will reflect upon and develop an awareness of the role and nature of language and culture in everyday life, helping them to understand the diversity of the world around them. It is strongly recommended that they are a dedicated student, are very enthusiastic and have a strong passion for the French language and culture.

SKILLS

Students will continue to build upon previously acquired skills and will develop further competency in:

• reading

• speaking

• listening

• writing

• viewing

CONTENT

The themes are:

• socialising: hobbies, past times and relationships

• Talking about past events: sharing memories, good and bad experiences with others and saying what you used to do

• environment: talk about issues and solutions, future events, chores and routines, discussing volunteering opportunities and sustainability

• school and beyond: discuss education and career choices and preferences, study experiences, giving advice and considering options, preparing a CV and interviewing for a job

Students will be assessed on their oral skills through dialogues and role plays; writing skills through their ability to write formal and informal text types; their listening skills by demonstrating their understanding of native speakers from various French speaking countries, and their reading comprehension by testing their understanding of a range of texts.

This subject accounts for two elective choices in a Year 10 program.

Units 1/2 and 3/4

French

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

The study of French at VCE will enable you to deepen your language skills, as well as your and understanding of the French culture, to use as a basis for informed comparison with other cultures. This will lead to the further appreciation of your own personal identity, beliefs and values. You will reflect upon, and develop an awareness of, the role and nature of language and culture in everyday life, helping you to understand the diversity of the world around you.

A prerequisite for VCE Unit 1 French is successful completion of Year 10 French or equivalent. You must also continue to be dedicated to, and passionate about, the French language and culture.

SKILLS

VCE language study is underpinned by the concepts of communicating and understanding languages and cultures. There are five macro skills that inform all language use:

• listening

• speaking

• reading

• writing

• viewing

CONTENT

The areas of study for French comprise themes and topics, text types, kinds of writing, vocabulary and grammar. There are three prescribed themes:

• the individual, which includes the following subtopics: personal world (relationship with family and friends, daily life, making arrangements, free time and leisure activities), education and aspirations (student exchanges, tertiary options, job applications and interviews, work experience and vocational pathways), and personal opinions and values (student’s views of an ideal world and views on an issue).

• the French speaking communities, which includes the following subtopics; lifestyles (lifestyles in France and francophone countries, lifestyles of French speakers in Australia, tourism and travel, migration), historical perspectives (the influence of the past on the present, famous people and historical turning points, traditions and customs), and arts and entertainment ( art, literature, music, theatre, cinema and media).

• the world around us, which includes the following subtopics: social issues (modern youth, issues of gender, economic crisis, the Global Village, environmental issues), the world of work (people at work, different types of work, vocational pathways, unemployment), scientific and technological issues (technology and innovation, great scientific inventions, the expansion of new horizons)

Students are expected to be familiar with and be able to produce the following five kinds of writing: imaginative, personal, persuasive, informative and evaluative.

While there is a no prescribed vocabulary list, it is expected that at the end of Unit 4 you become familiar with a range of vocabulary and idioms relevant to the topics prescribed in the study design. You will be encouraged to use a dictionary from Year 11 to 12. Assessment covers speaking, listening, reading, writing and viewing.

MATHEMATICS Mathematics pathways

MATHEMATICS

Year 10 Mathematics

Mathematics is a compulsory subject for all Year 10 students in both semesters. Year 10 Mathematics is offered in two streams – 10 Methods and 10 General. Each stream is specifically designed to provide the skills needed to succeed at the respective VCE Mathematics subject the following year. All students undertaking Year 10 Mathematics are required to purchase a Ti-Nspire CAS Calciulator. Students are encouraged to refer to the pathway flowchart in the following page and discuss with their current Mathematics Teacher and the LifeWork Advisor before making an appropriate selection.

YEAR 10 MATHEMATICS – METHODS STREAM

The Year 10 Methods Stream is specifically designed to prepare students who want to pursue Mathematical Methods and Specialist Mathematics in VCE.

SKILLS

Methods Stream provides students with the opportunity to develop the following skills:

• sketch linear, quadratic and cubic functions

• expand and factorise simple to complex algebraic expressions

• simplify expressions using index laws

• applying mathematics to problem solve

CONTENT

The content in this subject is based on the following areas from the Year 10 and 10A Mathematics strand of the Victorian Curriculum:

• number and algebra

• linear and quadratic equations

• exponentials and logarithms

• trigonometry

• probability

YEAR 10 MATHEMATICS – GENERAL STREAM

The Year 10 General Stream is specifically designed to prepare students who want to pursue General Mathematics in VCE.

SKILLS

• General stream will provide students with the opportunity to develop the following skills:

• conduct data analysis and make concluding statements

• understand the word of finance

• trigonometry and its applications

• measurement and geometry

• sketching linear graphs and inequalities

CONTENT

The content in this subject is based on the following areas from the Year 10 Mathematics strand of the Victorian Curriculum:

• number and algebra

• measurement and geometry

• statistics

MATHEMATICS

Unit 1/2 General Mathematics

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

General Mathematics is designed for those students who want to extend their mathematical skills beyond Year 10. It provides a course of study for students who either intend to study General Mathematics Units 3 and 4 or intend to study Mathematics at Units 1 and 2 only.

The areas of study are all related to using Mathematics and its applications in students’ personal, work and civic lives and provide the fundamentals on which professional applications of Mathematics are built.

Digital technologies, in particular the Ti-Nspire CX CAS calculator is used extensively in the course.

It is recommended that you consult with a LifeWork advisor to check the Mathematics pre-requisites for tertiary courses before making a selection.

SKILLS

Students will develop skills in the following areas:

• applying mathematics to solve routine problems and analyse the results

• developing in-depth problem solving skills

• understanding real world money problems

• statistical analysis

• graphical representation of situations

• using technology to solve a range of problems

CONTENT

The course will cover:

• networks and decision mathematics

• statistics

• functions and graphs

• algebra

• matrices

• financial and business mathematics

* Note: the above information is subject to change pending the approval of the new study design for VCE Mathematics.

MATHEMATICS

Units 3/4 General Mathematics

General Mathematics is for students who enjoy using mathematics to solve practical problems. It consists of a compulsory core area of ‘Data Analysis’ and ‘Recursion and Financial Modelling’ and two Application modules; ‘Matrices’ and ‘Networks and Decision Mathematics’.

General Mathematics requires that you have satisfactorily completed Unit 1 and 2 General Mathematics. Students’ level of achievement for General Maths Units 3 and 4 will be determined by internal assessments and two end-of-year examinations.

Please note that all students undertaking this subject require the Texas Instruments Nspire CAS (Computer Algebra System) calculator.

It is recommended that you consult with a Lifeworks advisor to check the Mathematics pre-requisites for tertiary courses before making a selection.

SKILLS

Further Mathematics provides students with the opportunity to:

• display, summarise and interpret results mathematically

• use technology to solve problems

• develop your ability to solve problems logically

• apply your knowledge to solve familiar and unfamiliar problems

CONTENT

• data analysis

• number patterns and applications to financial mathematics

• matrices and applications

• networks and decision mathematics

* Note: the above information is subject to change pending the approval of the new study design for VCE Mathematics.

Units 1/2 and 3/4

Mathematical Methods

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference with and without the use of technology.

Mathematical Methods Units 3 and 4 are completely prescribed and extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Units 3 and 4 consist of the areas of study ‘Functions and graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability and statistics’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4.

It is recommended that you check the Mathematics pre-requisites for tertiary courses with a LifeWork Advisor before selecting the subject.

SKILLS

Students will develop skills in the following areas:

• apply mathematics to solve non-routine problems and analyse the results

• develop logic and problem solving skills

• use technology to solve complex problems

CONTENT

Unit 1:

• linear and quadratic functions

• polynomials

• functions, relations and graphs

• transformations

Unit 2:

• probability

• rates of change and calculus

• exponentials and logarithms

• trigonometry

Units 3 and 4:

• polynomials and graphs

• circular functions

• further exponentials and logarithms

• applications of calculus

• further probability

* Note: the above information is subject to change pending the approval of the new study design for VCE Mathematics.

MATHEMATICS

Units 1/2 and 3/4 Specialist Mathematics

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of mathematics in its own right and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields.

Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4.

The areas of study for Units 1 and 2 of Specialist Mathematics are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Logic and proof’, ‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’.

Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors’, ‘Logic and proof’ and ‘Probability and statistics’. Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and skills from Mathematical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics Units 1 and 2 topics ‘Number systems and recursion’ and ‘Geometry in the plane and proof’, and concurrent or previous study of Mathematical Methods Units 3 and 4.

SKILLS

Specialist Mathematics provides students with the opportunity to:

• make inferences from analysis and draw valid conclusions

• use mathematics to solve complex problems

• establish and construct results using formal proofs

CONTENT

Units 1 and 2:

• logic and proof

• arithmetic and number including number systems, sequences and series

• variation

• advanced algebra and structure

• advanced trigonometry, geometry and measurement

• vectors

• polar co-ordinates

• kinematics

• statics of a particle

Units 3 and 4:

• discrete mathematics

• functions, relations and graphs

• algebra, number and structure

• calculus

• space and measurement

• data analysis, probability and statistics

* Note: the above information is subject to change pending the approval of the new study design for VCE Mathematics.

Year 10 Science

Science is a study of the physical world – both living and non-living. A curiosity about how the physical world works is an innate characteristic of the human race. An education in science helps people to satisfy that curiosity and take their place in a society of informed individuals who are better able to take part in debate on issues such as energy supply and use, sustainability, health and the environment. All Year 10 students will undertake Science for the entire year (two semesters).

During this course, students will actively explore different aspects of biology, chemistry, earth and space science and physics through four integrated units that explore and embed many fundamental principles and ideas from the different science areas that are of importance to society.

Assessments will include but are not limited to the following: research reports, practical investigation reports, topic tests and a formal examination at the end of each semester.

SKILLS

Students will develop the ability to:

• learn laboratory skills in each of the subject areas of biology, chemistry and physics

• analyse how the models and theories they use have developed over time and discuss the factors that prompted their review

• develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation

• explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data

• identify where digital technologies can be used to enhance the quality of data

CONTENT

Earth and Space Sciences

• students explore global systems, including the carbon cycle, and investigate how they rely on interactions involving the atmosphere, biosphere, hydrosphere and geosphere

• students also explore the formation and life of stars and learn how this has influenced the formation of the Universe and the matter within it

Biology

• students investigate the molecular basis of inheritance, mechanisms of evolution and the manipulation of genetic material to enhance human life

Chemistry

• students investigate atomic theory and chemical relationships within the periodic table

• students investigate different types of chemical reactions and write balanced chemical equations for these factors that influence the rate of chemical reactions

Physics

• students investigate the laws of motion, forces and energy

Year 10 The Power of the Brain

The running of Year 10 electives is subject to student interest and timetable constraints.

The brain is an amazing structure; it controls everything we do, think and feel without us even being aware of it Recent advances in technology have given us an insight into the brain’s structure, which in turn has led to a greater understanding of why some individuals develop mental illnesses and why others cope with everything life throws at them. As we understand more we are able to develop effective tools and techniques to help solve problems in human mental health and behaviour.

This subject is encouraged for those who have a strong interest in social or biological sciences, psychology and understanding human behaviour. Ideally, students who select this option have achieved good academic results in science, especially Biology and Chemistry.

Assessment for The Power of the Brain includes practical invest igations, essays and tests.

SKILLS

Students will develop skills in:

• carrying out practical tasks involving learning by observation and applying core concepts

• using primary and secondary data to develop analysis and interpretation skills

• summarising, learning and understanding scientific terms and processes

• working independently and collaboratively

CONTENT

This single-semester course will provide new knowledge selected from the following areas:

• grey matter anatomy: the structure and function of the nervous system and the brain

• the theory of learning: classical and operant conditioning

• social cognition: attitudes and social behaviour explained

SCIENCE

Units 1/2 and 3/4 Biology

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

The study of Biology explores the diversity of life as it has evolved and changed over time, and considers how living organisms function and interact. Students explore the processes of life, from the molecular world of the cell to that of the whole organism. Students examine how life forms maintain and ensure their continuity.

To undertake Units 3 and 4 in this subject it is strongly recommended students have successfully completed Units 1 and 2. Those with a grade D or lower must consult with the Head of Science and a LifeWork Advisor before undertaking Biology Unit 3. A strong science background in Year 10 may be considered, in exceptional circumstances, if a student is willing to undertake preparation work.

Students carry out a range of scientific investigations including controlled experiments, case studies, modelling and simulations. Assessments will take the form of formal examinations, case study analysis, primary and secondary data evaluation, practical report evaluations and analysis of bioethical issues. Students will also carry out an extended practical investigation and present their report in the form of a scientific poster

SKILLS

Students will develop the ability to:

• summarise, understand and apply biological terms and processes

• explore the links between scientific knowledge, theory and practice through the completion of scientific investigations

• use primary and secondary data to develop interpretation and evaluation skills

• analyse contemporary bioethical issues and case studies

CONTENT

Unit 1: How organisms function

• cell size, structure and function

• crossing the plasma membrane

• the cell cycle

• cell growth and differentiation

• functioning systems

• regulation of systems

Unit 2: How does inheritance impact on diversity?

• genomes, genes, alleles and chromosomes

• genotypes and phenotypes

• patterns of inheritance

• reproductive strategies

• adaptations and diversity

Unit 3: How do organisms regulate their functions?

• nucleic acids and proteins,

• DNA manipulation techniques and applications

• regulation of biochemical pathways in photosynthesis and cellular respiration

• photosynthesis as an example of biochemical pathways

• cellular respiration as an example of biochemical pathways

• biotechnological applications of biochemical pathways

Unit 4: How does life change and respond to challenges?

• responding to antigens

• acquiring immunity

• disease challenges and strategies

• genetic changes in a population over time

• changes in species over time

• determining the relatedness of species

• human change over time

Extra detail for all VCE science course content can be found on the VCAA website.

Units 1/2 and 3/4 Chemistry

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Chemistry explores and explains the composition and behaviour of matter and chemical processes that occur on Earth and beyond. Chemical models and theories are used to explain chemical properties, and these properties are then used to understand chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes to create a more sustainable future.

To undertake Units 3 and 4 in this subject it is essential that you have successfully completed Units 1 and 2. Those with a D grade or lower must consult with the Head of Science and a LifeWork Advisor before undertaking Chemistry Units 3 and 4.

Assessment for Chemistry involves comparison and evaluations of experiments, data analyses, problem-solving involving chemical concepts, and examinations. Students are also required to carry out a practical investigation, which includes hypothesis formulation through to method development, implementation and a critical analysis of results and evaluation of method.

SKILLS

These skills include the ability to:

• develop aims and questions, formulate hypotheses and make predictionsplan and undertake investigations

• comply with safety and ethical guidelines

• conduct investigations to collect and record data

• analyse and evaluate data, methods and scientific models

• draw evidence based conclusions

• communicate and explain scientific ideas

• hands-on experience with analytical instrumentation including high performance liquid chromatography, nuclear magnetic resonance and Fourier transform infrared spectroscopy

CONTENT

Unit 1: How can the diversity of materials be explained?

• elements and the periodic table

• covalent substances, reactions of metals and ionic compounds

• quantifying atoms and compounds, families of organic compounds and polymers

Unit 2: How do chemical reactions shape the natural world?

• water as a unique chemical: specific heat capacity and latent heat

• acid-base reactions and redox reactions

• measurement and analysis of acids, bases, salts and gases

Unit 3: How can design and innovation help to optimise chemical processes?

• factors influencing current and future options for supplying energy

• redox and fuel cells as sources of energy

• factors influencing the rate and yield of chemical reactions

Unit 4: How are carbon-based compounds designed for purpose?

• properties and reactions of organic compounds

• organic chemistry and extraction of medicinal products

• Sustainable production of energy and materials

Extra detail for all VCE science course content can be found on the VCAA website.

SCIENCE

Year 10 Engineering

The running of Year 10 electives is subject to student interest and timetable constraints. Engineers make things happen! Engineering is the branch of mathematics, science and technology concerned with the design, building, and use of engines, machines, and structures. Engineers use mathematics and science ideas creatively to find new and efficient solutions to the challenges we face in our everyday lives, both now and in the future. From nanotechnology to skyscrapers, from medical devices to robots, from cosmetics to fabrics technology, engineering makes our modern way of life possible.

This single-semester course is suitable for students who have a strong interest in and aptitudes for any of the physical sciences, mathematics, coding/programing, design technology and problem-solving. Ideally, students who select this option have achieved good academic results in maths and science.

Assessment will take the form of individual project-based learning tasks.

SKILLS

This course will develop skills in the following areas:

• applying physics and mathematical concepts to real-world problems

• construction of electric circuits

• design and manufacture using CAD software and 3D printing

• working collaboratively

CONTENT

This course will provide new knowledge in the following areas:

• forces, motion and energy

• electrical energy, electric circuits and motors

• biomimicry: biological evolution as Nature’s Engineer

SCIENCE

Units 1/2 and 3/4 Physics

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints..

The study of physics has led to a greater understanding of our world, and has had a profound influence on our lives. VCE Physics adopts a contextual (real life) approach to ensure that students appreciate the relevance of physics to their everyday experiences.

To undertake Units 3 and 4 in this subject it is strongly advised that you have successfully completed Units 1 and 2. Those with a D grade or lower must consult with the Head of Science and a LifeWork Advisor before undertaking Physics Units 3 and 4.

Assessment tasks include tests, practical investigations, oral presentation and examinations.

SKILLS

Students develop the ability to:

• apply physics models, theories and concepts to describe, explain, analyse and make predictions about diverse phenomena

• understand and use the language and methodologies of physics to solve qualitative and quantitative problems in familiar and unfamiliar contexts

• conduct and design experimental investigations and apply scientific knowledge to the technology that we use every day

CONTENT

Unit 1: How is energy useful to society?

• students study light using the wave model and thermal energy using a particle model forming an understanding of the fundamental physics ideas of reflection, refraction and dispersion. They use these to understand observations made of the world such as mirages and rainbows. They investigate energy transfers and explore how light and thermal energy relate to one another. They apply light ideas to explain how light is used through optical fibres in communication, and how physics is used to inform global warming and climate change.

• students build on their understanding of energy to explore energy that derives from the nuclei of atoms. They learn about the properties of the radiation from the nucleus and the effects of this radiation on human cells and tissues and apply this understanding to the use of radioisotopes in medical therapy. Students explore the transfer of energy from the nucleus through the processes of fission and fusion and apply these ideas to evaluate the viability of nuclear energy as an energy source for Australia.

• students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Concepts of electrical safety are developed through the study of safety mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during experimental investigations of DC circuits. They explore electrical safety and the use of transducers to transfer energy in common devices.

SCIENCE

Units 1/2 and 3/4

Physics (continued)

Unit 2: How does physics help us to understand the world?

• students describe and analyse graphically, numerically and algebraically the energy and motion of an object, using specific physics terminology and conventions. They consider the effects of balanced and unbalanced forces on motion and investigate the translational and rotational forces on static structures. Students apply mathematical models during experimental investigations of motion, and apply their understanding of motion and force through a case study.

• students develop a deeper understanding of an area of interest within diverse areas of physics. They select from eighteen options, explore the related physics and use this physics to form a stance, opinion or solution to a contemporary societal issue or application.

• students design and then conduct a scientific investigation to generate appropriate primary data, organise and interpret the data, and reach and evaluate a conclusion in response to the research question.

Unit 3: How do fields explain motion and electricity?

• students use Newton’s laws of motion to analyse linear motion, circular motion and projectile motion. Newton’s laws of motion give important insights into a range of motion both on Earth and beyond through the investigations of objects on land and in orbit. They explore the motion of objects under the influence of a gravitational field on the surface of Earth, close to Earth and above Earth. They explore the relationships between force, energy and mass.

• students examine the similarities and differences between three fields: gravitational, electric and magnetic. Students explore how positions in fields determine the potential energy of, and the force on, an object. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles including in a synchrotron.

• students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore the transformer as critical to the performance of electrical distribution systems in minimising power loss.

Unit 4: How can two contradictory models explain both light and matter?

• students learn how understanding of light, matter and motion have changed over time. They explore how major experiments led to the development of theories to describe these fundamental aspects of the physical world.

• Students consider the limitations of classical mechanics as they explore Einstein’s view of the Universe. They consider postulates as distinct from theories and explore ideas related to objects moving at speeds approaching the speed of light. They use special relativity to explore length contraction and time dilation as observations are made by observers in different frames of reference, and the interrelationship between matter and energy.

• Students design and undertake an investigation generate primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to scientific ideas, discuss implications of the results, and draw and evaluate a conclusion in response to the question. Results are communicated in a scientific poster

Extra detail for all VCE science course content can be found on the VCAA website.

SCIENCE

Units 1/2 and 3/4 Psychology

The running of Unit 1 /2 subjects is subject to student interest and timetable constraints.

Psychology is a study of how human beings function, both mentally and physically. It is a subject that allows students to develop an understanding of the people they meet, work and socialise with; how we grow and develop; and how we interpret our interactions with other people and our physical environment. It is based on scientific methods, which are used in every facet of work in this area.

Assessment for Psychology involves practical investigations, analyses and evaluations of case studies, media responses, and examinations. To undertake Units 3 and 4 in this subject it is strongly recommended that you have successfully completed Units 1 and 2. Those with a D grade or lower must consult with the Head of Science and a Lifework Advisor before undertaking Psychology Units 3 and 4

SKILLS

Students develop the ability to:

• develop aims and questions, formulate hypotheses and make predictions

• plan and undertake investigations

• comply with safety and ethical guidelines

• conduct investigations to collect and record data

• analyse and evaluate data, methods and scientific models

• draw evidence based conclusions

• enhance their scientific communication

CONTENT

Unit 1: How are behaviour and mental processes shaped?

• the complexity of psychological development over the life span

• the role of the brain in mental processes and behaviour

• how brain plasticity and brain injury can change biopsychosocial functioning

Unit 2: How do external factors influence behaviour and mental processes?

• social cognition influences individuals to behave in specific ways

• factors that influence individual and group behaviour

• the influence of biological, psychological and social factors on visual and gustatory perception

• factors that may lead to perceptual distortions

Unit 3: How does experience affect behaviour and mental processes?

• the role of different branches of the nervous system in enabling a person to integrate, coordinate and respond to internal and external sensory stimuli

• the ways in which stress can affect mental wellbeing

• learning and memory are interdependent processes that demonstrate the acquisition of skills and knowledge through experience across the life span

Unit 4: How is wellbeing developed and maintained?

• the importance of sleep for physiological and psychological well being and functioning

• the factors that influence the well being of an individual especially in the development of mental illness

Extra detail for all VCE science course content can be found on the VCAA website.

EXTERNAL VET CLUSTER SUBJECTS

As part of the Northern Melbourne VET Cluster, ELTHAM College students have the opportunity to undertake a VCE/VET subject that is on offer via neighbouring schools to complement their VCE studies at the college. More information can be found in the NMVC handbook online, with some hard copies available in the LifeWork Centre. Families are responsible for payment of all fees for any subject a student may opt to undertake that is not part of the ELTHAM College curriculum. Fees range from approximately $1,500-3,500.

Examples of the courses that may be on offer for 2023 can be found below:

• Certificate III in Allied Health Assistance

• Certificate II in Applied Fashion and Design Technology

• Certificate II in Automotive Vocational Preparation

• Certificate III in Beauty Services

• Certificate II in Building & Construction (Bricklaying) (Pre Apprenticeship)

• Certificate II in Building & Construction (Carpentry) (Pre Apprenticeship)

• Certificate II in Building & Construction (Wall and Floor Tiling)

• Certificate II in Business

• Certificate III in Carpentry (SBAT)

• Certificate III in Community Services

• Certificate II in Creative Industries

• Certificate II in Dance

• Certificate III in Early Childhood Education & Care

• Certificate II in Electrotechnology (Pre vocational)

• Certificate II in Engineering Studies

• Certificate III in Events

• Certificate II in Furniture Making Pathways

• Certificate II in Furniture Making Pathways/Certificate II in Building & Construction (Bricklaying & Carpentry)

• Certificate III in Health Services Assistance

• Certificate II in Hospitality

• Certificate III in Information, Digital Media and Technology

• Certificate II in Integrated Technologies

• Certificate II in Kitchen Operations

• Certificate III in Laboratory Skills

• Certificate III in Make Up

• Certificate III in Music Industry (Performance Stream)

• Certificate III in Music Industry (Sound Production Stream)

• Certificate III in Musical Instrument Making and Maintenance

• Certificate II in Plumbing (Pre Apprenticeship)

• Certificate II in Retail Cosmetics

• Certificate II in Salon Assistance

• Certificate III in Screen & Media (Creative & Digital Media OR Games Development)

• Certificate III in Screen & Media (Video)

• Certificate IV in Screen & Media

• Certificate III in Sport & Recreation

• Certificate II in Visual Arts

This is what we do

Want to know how to choose your subjects wisely? Look no further, we have the right advice to guide you to successful choices.

At each year level, as you think about what subjects you might like to choose for the year ahead, we will encourage you to use the self-knowledge you have gained over previous years.

The diagram here shows the stages to successful career planning and we can help you with all of these important stages.

I Explore

What have you enjoyed doing at school in the past? What have you never tried before but like the sound of, or have always secretly wanted to try? Consider taking new subjects from different areas.

For example, if you have always been a strictly Maths and Science person, consider trying out a Humanities or an Art or Business area. Remember you need to explore as many subjects as you can to learn what suits you, what you’re good at and what grabs and keeps your attention. These subjects are the ones you’ll end up enjoying most and will feel most motivated to do your best at.

I Discover

Once you’ve explored different subjects by trying them out, you’ll have discovered more about yourself, particularly what your strongest areas are. This means you’re well on your way to being ready for the next step of planning future pathways beyond school.

I Focus

By the time you reach Year 12 you should aim to choose subjects that focus on your main areas of strength and interest. This way you will remain motivated and are likely to stay engaged, enjoy the learning process, do the homework and do well!

I Plan

When choosing subjects, we will help you plan for your future by making sure you are doing any prerequisite subjects that a university might require as compulsory for you to enrol in a certain course. We meet with you regularly to continually guide you with your planning, as good planning always includes reviews to account for changes, such as when new interests, strengths or ideas develop.

I Decide

We can help you learn the vital skills of decision making, as these are important not just for choosing subjects but for the rest of your life!

I Apply

This may refer to applying for volunteer positions, part-time paid employment, scholarships, special leadership opportunities both at school and externally, and also applying for tertiary courses to study after leaving school. LifeWork Advisors will encourage and assist you to make applications for a wide variety of experiences. The way to stand out to employers and in tertiary application interviews is to have shown that you are committed, have done extra-curricular activities as well as community and/or leadership activities, etc. This is also a fun way for you to explore, discover and learn more about what you like and what you are good at!

For subject selection, we work with you and your parents to customise an individual study program with your input being the most important part of this process.

At ELTHAM College, there are a wealth of different subjects to choose from. There are a wide range of external options such as university enhancement subjects, school based apprenticeship and traineeship (SBAT) courses, and external VCE VET subjects, run either at TAFEs or at local schools that collaborate. These can all count towards your VCE.

If you have an interest in an area, we can find you a related subject somewhere that you can include in your ELTHAM College studies!s. So tell us what you’d like to try.

In Year 9 all students complete the Morrisby Careers Test which provides helpful career and subject recommendations, so always remember to check back over your Morrisby results when choosing subjects.

Universities and TAFEs, as well as employers, are calling more and more for students to be trained in the practical skills they will need in the workforce (called vocational education) not just in the theory. That is why at ELTHAM College we offer many subjects with these practical components and you might consider including one of these VCE VET subjects in your program of studies.

Support to students is provided via one on one appointments, which parents/carers are welcome to join, throughout their time at ELTHAM College and beyond. We develop individual programs that suit students’ interests, learning needs and styles, and review these regularly to ensure students have maximum engagement with their studies.

FREQUENTLY ASKED QUESTIONS

WHAT IS A STUDY SCORE?

A study score shows how well you have performed in a study at Unit 3 and 4 level, compared to everybody else in Victoria who took that study. Study scores calculated by the VCAA will be used by the Victorian Tertiary Admissions Centre (VTAC) to calculate the ATAR.

The maximum study score is 50. Each year, and for every study, the mean study score is set at 30. A score of between 23 and 37 shows that you are in the middle range of students; a score of more than 38 indicates that you are in the top 15%.

For studies with large enrolments (1,000 or more):

• 2% of students will get a score on or above 45

• 9% of students will get a score on or above 40

• 26% of students will get a score on or above 35

• 53% of students will get a score on or above 30

• 78% of students will get a score on or above 25

• 93% of students will get a score on or above 20

WHAT IS THE ATAR AND HOW IS IT CALCULATED?

The ATAR (Australian Tertiary Admissions Ranking) is a percentile ranking of all students in the State, based on their scaled study scores across their subjects. It is one of the tools used by tertiary institutions for selecting who gets into their courses. Many courses may solely use the ATAR, however some courses also require an interview, application form and/or folio.

The maximum study score per subject is 50. Your scaled study scores are used to calculate your ATAR. A maximum of six subjects can be included. The ‘Primary Four’ (the 4 highest scaled scores) are counted in full but must include English, Literature or EAL. Only 10% of the scaled study score of a 5th or 6th subject are counted as 10% additions to the final aggregate score.

Total Aggregate Score (out of possible 210) = Primary 4 in full – meaning 100% of scaled study score is counted (must include an English subject) + 10% of 5th subject + 10% of 6th subject

Your aggregate score is then ranked against others across the State and converted into an ATAR overall percentile ranking, from less than 30 to the highest rank being 99.95.

Please note that there are rules about what subjects can and can’t be together in the Primary Four – e.g. a maximum of 2 Maths, 2 LOTEs and 3 Media-based subjects. These can change from year to year so please check the current VICTER booklet and ask your LifeWork Advisor.

For more explanation on how the ATAR works please visit: vtac.edu.au/atar

WHAT IS A BLOCK CREDIT?

Students who undertake Vocational Education and Training (VET) or Further Education (FE) qualifications that are included in the suite of approved VCE VET programs and School-Based Apprenticeships and Traineeships may be eligible for credit towards their VCE. This credit is called a Block Credit Recognition.

To be eligible for credit the student must be enrolled in the VCE. Credit will be available for full or practical completion of a nationally recognised qualification or state accredited curriculum – Guidelines can be found at: vcaa.vic.edu.au

WHAT IS SCALING?

Scaling is the process which adjusts study scores produced by the VCAA to take account of the following three principles;

• the English requirement

• all studies must count equally

• you should be able to take the studies you enjoy, and are good at

VTAC adjusts study scores to allow for any adjustments in the strength of competition between groups of students taking different studies.

Once scaled, these scores are used to determine your ATAR. Studies are scaled up only when the strength of competition is high and studies are scaled down only when the strength of the competition is low Research clearly shows students who select subjects they are skilled at and enjoy, do better than those who simply choose on the basis of scaling.

For more explanation on how scaling works please visit: vtac.edu.au/results-offers/atar-explained/scaling.html

WHAT ARE HIGHER EDUCATION EXTENSION SUBJECTS?

A Higher Education Extension study (sometimes called a VCE Extension subject) is a first-year university subject that students with strong ability in that subject area can take as one of their subjects in their Year 12 program. Such subjects:

• are generally equivalent to a first-year university subject

• if successfully completed will normally be credited so that, if a student enrols in that university, they will already have a first year university subject credit on their university record and be able to enter the second year level of that subject in their first year at that university

• allow students a taste of what studying a subject at university level is really like

• usually contribute to the ATAR

Higher Education Extension subjects or studies are designed for independent, high achieving VCE students. If you are interested in undertaking a Higher Education Extension subject as part of your Year 12, you must discuss this with a LifeWork Adviser and be approved by the VCE Coordinator via submitting a Program Variation Form before applying directly to the relevant university.

WHAT ARE SCHOOL BASED APPRENTICESHIPS OR TRAINEESHIPS (SBATS)?

A school-based apprenticeship or traineeship combines:

• part-time, practical (often paid) experience in the workplace

• recognised, structured training with a Registered Training Organisation, and

• regular school studies

This allows you to begin gaining professional qualifications, training and experience in a career area you are keen to pursue whilst also completing your VCE, as SBAT programs contribute subject credits to the VCE. If you are interested in learning more about a School Based Apprenticeship or Traineeship please discuss the requirements with a LifeWork Adviser.

GLOSSARY OF TERMS

Aggregate The total of a student’s Primary Four scaled study scores plus any additional scores for 5th or 6th subjects.

ATAR Australian Tertiary Admissions Rank. The ATAR is calculated by VTAC and is a tool used by universities, TAFE institutions and independent tertiary colleges to select students into their courses. The ATAR is calculated by adding the scaled study scores from an English subject (i.e. English, Literature or EAL) and a student’s three highest scoring subjects. This makes up the Primary Four. Then 10% of scores for any 5th or 6th subjects (and/or a block credit bonus) are added. This Aggregate is then converted to a number between 0 and 99.95.

EAL English as an Additional Language.

Extension Studies A first-year university course of study available to Year 12 students who are academically strong. There are strict entrance requirements set by the university. Many subjects are available and examples range widely, from Politics to Physics, Mathematics to Linguistics. Please consult the VCAA website for how this may contribute to your ATAR.

GAT – General Achievement Test A compulsory test for all students studying 3 and 4 Units, to gauge knowledge and skills across a broad range of areas. It is used by the VCAA as part of the statistical moderation of SACs and as a quality assurance check on the VCAA’s marking.

LOTE Language Other Than English. At ELTHAM College, currently Chinese and French are offered.

Pathways The term given to education and training options and the links between them.

Prerequisites Victorian Tertiary Entrance Requirements booklet, available online through the VTAC website, is updated yearly and details the prerequisites for tertiary courses up to three years in advance. This makes subject planning easier, as students in Year 10 will know what prerequisite subjects they will need to complete in VCE in order to begin a particular university course.

Primary Four The four subjects whose study scores are counted in full in the calculation of a student’s ATAR score. It must include English or EAL or Literature, plus the student’s three highest study scores.

‘S’ or ‘N’ Result For each VCE Unit, each student will receive either an ‘S’ (Satisfactory) grade or an ‘N’ (Not satisfactory) grade. An “S” grade indicates a pass for that Unit.

SAC – School-Assessed Coursework A school-based assessment for a VCE Unit component. SACs consist of a set of tasks that assess students’ achievement of specific learning outcomes. These might include research assignments, essays, tests or reports. Unit 1 and 2 SACs results are only recorded within the College, and provide students with a guide to the level of achievement they might be likely to reach in Unit 3 and 4 of the same subject. Unit 3 and 4 SAC results are reported directly to the VCAA and form part of the student’s study score for that subject.

SAT – School-Assessed Task A school-based assessment similar to a SAC but generally completed over a longer period of time, even across more than one Unit. Only subjects of a practical nature have SATs, such as Studio Arts and VCD where the SAT normally takes the form of a folio. SATs are set by the VCAA, assessed by teachers in accordance with published criteria, reported as a grade and subjected to review by a VCAA-appointed panel.

SBAT School Based Apprenticeship or Traineeship. A nationally-accredited apprenticeship (Certificate III or above) or Traineeship (Certificate II or above) generally combining one day a week in paid employment, along with regular periods of study at a TAFE institution in conjunction with VCE studies at school. These are available in a large range of vocational areas from Automotive to Hair and Beauty, from Trades to PE teaching.

Scaling An adjustment made to study scores by VTAC, based on a statistical moderation process. Scores are adjusted up when the strength of competition is high within that subject; and down when it is low. The strength of competition is determined by the performance of all Victorian students in that subject across all their other subjects. Scaled study scores are used to calculate a student’s ATAR.

Semester Two terms or half a year of study.

Sequence The combined study of Units 3 and 4 in a VCE subject. A sequence is required to gain a study score.

Study Design Published by the VCAA, this document specifies the Content for the Study (subject) and how students’ work is to be assessed. Schools and other VCE providers must adhere to the requirements in the study designs. All students can and should access this document for each VCE subject they undertake.

Study Score A score from 0 to 50 that reflects a student’s performance in a VCE subject. It is based on internal school assessments and externally-marked examination results after completing Units 3 and 4 of a VCE subject. A study score can also be referred to as a raw score. Please note that the minimum study scores listed as prerequisites by VTAC are raw scores, not scaled scores.

TAFE Technical and Further Education. TAFE courses are provided at TAFE institutions, where education and training focuses on the practical applications of skill and knowledge. Courses can range from Certificate to Diploma and even degree level qualifications.

Tertiary Continuing education after completing Year 12 at school. This can be at a university, TAFE institution or independent training college.

University A tertiary education institution offering degree and post-graduate courses, usually requiring a minimum of three years to complete.

Unscored VCE Students not wishing to obtain study scores or an ATAR (i.e. those who do not need an ATAR for tertiary course application) can elect to undertake the VCE without external assessment (Unit 3 and 4 exams). Provided they satisfactorily complete all required work and internal assessment, they still gain their VCE.

VCAA Victorian Curriculum and Assessment Authority, which administers the VCE and provides a statement of results to all students at the end of their VCE.

VCE Victorian Certificate of Education. A qualification obtained at the end of secondary schooling that is accredited by the VCAA, thus ensuring a standardised, common curriculum is taught and assessed in senior schooling throughout the State. To complete the VCE, a student must satisfactorily complete 16 Units. At least 8 must be at the 3 and 4 level, and 3 Units of an English subject (two of which must be at the 3 and 4 level) must be satisfactorily completed.

VCE Units The components of a VCE study. There are usually four Units in a VCE study, numbered 1, 2, 3 and 4. Units are developed by the VCAA and each Unit is normally completed in one semester. Unit 1 refers to the first semester of a VCE study, Unit 3 refers to the third semester of a VCE study. Unlike Units 1 and 2, Units 3 and 4 cannot be taken independently – they must be taken as a sequence. Generally, Units 1 and 2 are undertaken in Year 11 and Units 3 and 4 in Year 12.

VCE VET Vocational Education and Training (VET) certificate courses developed into (and accredited by the VCAA as) full Unit 1 – 4 programs of study that contribute to satisfactory completion of the VCE. Examples at ELTHAM are Hospitality, Screen & Media (Creative Digital Media), Music, Chinese and Sport & Recreation. Students obtain a full VCE Study Score, as well as receiving a nationally recognised VET Certificate that can articulate directly into further education and training in the TAFE system through documented pathway agreements. There is no limit to the number of VET subjects that can contribute in full (i.e. in the same way as a standard VCE subject) to a student’s ATAR calculation.

Vocational Practical learning directed towards a particular occupation and skills development.

VTAC Victorian Tertiary Admissions Centre, which handles the application and selection procedure for tertiary course places within Victoria. Decisions on selection are made by each individual institution –VTAC merely administers the process.