Courses of Study Guide by Geelong College

COURSES OF STUDY 2015

Table of Contents THE CURRICULUM .................................................................................................................................... 1 SUBJECT / STUDIES BY YEAR LEVEL .......................................................................................................... 1 YEAR 9 ....................................................................................................................................................... 1 YEAR 10 ..................................................................................................................................................... 1 YEARS 11 AND 12 – VCE STUDIES ......................................................................................................... 2 ACCELERATION WITHIN THE VCE............................................................................................................... 3 YEAR 9 CORE SUBJECTS ......................................................................................................................... 4 DESIGN AND CREATIVE ART ....................................................................................................................... 4 ART A......................................................................................................................................................... 4 ART B ........................................................................................................................................................ 5 DESIGN AND TECHNOLOGY .................................................................................................................... 6 STUDIO ARTS (TEXTILES) ......................................................................................................................... 7 VISUAL COMMUNICATION DESIGN ......................................................................................................... 7 ENGLISH ....................................................................................................................................................... 8 GEOGRAPHY ................................................................................................................................................ 9 HISTORY ......................................................................................................................................................10 MATHEMATICS ............................................................................................................................................11 PHYSICAL EDUCATION ...............................................................................................................................11 RELIGIOUS EDUCATION .............................................................................................................................12 SCIENCE ......................................................................................................................................................13 TRIPLER .........................................................................................................................................................13 YEAR 9 ELECTIVE SUBJECTS................................................................................................................. 14 DANCE .........................................................................................................................................................14 DRAMA .........................................................................................................................................................15 GEOGRAPHY (COASTS AND FORESTS)......................................................................................................16 HISTORY (AMERICAN) .................................................................................................................................17 INFORMATION TECHNOLOGY ....................................................................................................................18 LOTE (CHINESE – MANDARIN) ...................................................................................................................19 LOTE (FRENCH) ...........................................................................................................................................20 LOTE (LATIN) ...............................................................................................................................................20 MEDIA...........................................................................................................................................................21 MUSIC ..........................................................................................................................................................21 YEAR 10 CORE SUBJECTS ..................................................................................................................... 23 ENGLISH ......................................................................................................................................................23 MATHEMATICS ............................................................................................................................................23 PHYSICAL EDUCATION ...............................................................................................................................24 RELIGIOUS EDUCATION .............................................................................................................................25 SCIENCE ......................................................................................................................................................26 TRIPLER .........................................................................................................................................................26 YEAR 10 ELECTIVE SUBJECTS............................................................................................................... 27 COMMERCE .................................................................................................................................................27 DANCE .........................................................................................................................................................30 DESIGN AND CREATIVE ART ......................................................................................................................31 ART ...........................................................................................................................................................31 DESIGN AND TECHNOLOGY ...................................................................................................................32 PHOTOGRAPHY .......................................................................................................................................34 STUDIO ARTS (TEXTILES) ........................................................................................................................35 VISUAL COMMUNICATION DESIGN ........................................................................................................36 DRAMA .........................................................................................................................................................36 GEOGRAPHY ...............................................................................................................................................38 CITIES and CLIMATE ................................................................................................................................38 RIVERS and RICHES ................................................................................................................................39 HISTORY ......................................................................................................................................................39 LATE TWENTIETH CENTURY HISTORY ....................................................................................................39

Table of Contents RENAISSANCE HISTORY ..........................................................................................................................40 CHINESE HISTORY - From Qin to the Chairman ......................................................................................41 LITERATURE ................................................................................................................................................42 LOTE (CHINESE - MANDARIN) ....................................................................................................................43 LOTE (FRENCH) ...........................................................................................................................................44 LOTE (LATIN) ...............................................................................................................................................44 MATHEMATICS (THINKING MATHEMATICALLY) ........................................................................................45 MUSIC ..........................................................................................................................................................45 VET INTERACTIVE DIGITAL MEDIA (CERTIFICATE III IN MEDIA – CUF30107) .................................................46 YEARS 11 AND 12 (VCE STUDIES) ......................................................................................................... 49 ACCOUNTING ..............................................................................................................................................49 YEAR 11 (Units 1 and 2) ...........................................................................................................................49 YEAR 12 (Units 3 and 4) ...........................................................................................................................50 ART ...............................................................................................................................................................52 ART (PAINTING) or ART (PHOTOGRAPHY) ..............................................................................................52 YEAR 11 (Units 1 and 2) ...........................................................................................................................52 YEAR 12 (Units 3 and 4) ...........................................................................................................................53 BIOLOGY ......................................................................................................................................................53 YEAR 11 (Units 1 and 2) ...........................................................................................................................54 YEAR 12 (Units 3 and 4) ...........................................................................................................................54 CHEMISTRY .................................................................................................................................................55 YEAR 11 (Units 1 and 2) ...........................................................................................................................55 YEAR 12 (Units 3 and 4) ...........................................................................................................................55 DANCE .........................................................................................................................................................56 YEAR 11 (Unit 1) .......................................................................................................................................56 YEAR 11 (Unit 2) .......................................................................................................................................57 YEAR 12 (Unit 3) .......................................................................................................................................58 YEAR 12 (Unit 4) .......................................................................................................................................60 DRAMA/THEATRE STUDIES ........................................................................................................................61 YEAR 11 DRAMA (Units 3 and 4) ..............................................................................................................61 YEAR 12 THEATRE STUDIES (Units 3 and 4) ...........................................................................................63 ECONOMICS ................................................................................................................................................66 YEAR 11 (Units 1 and 2) ...........................................................................................................................66 YEAR 12 (Units 3 and 4) ...........................................................................................................................67 ENGLISH AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) ..................................................................68 ENVIRONMENTAL SCIENCE .......................................................................................................................70 YEAR 11 (Units 1 and 2) ..........................................................................................................................70 YEAR 12 (Units 3 and 4) ..........................................................................................................................71 GEOGRAPHY ...............................................................................................................................................72 YEAR 11 (Units 1 and 2) ...........................................................................................................................72 YEAR 12 (Units 3 and 4) ...........................................................................................................................73 HISTORY ......................................................................................................................................................74 YEAR 11 (Units 1 and 2) ...........................................................................................................................74 YEAR 12 (Units 3 and 4) - Classical Studies .............................................................................................75 YEAR 12 (Units 3 and 4) - Revolutions (France and Russia) ....................................................................77 INFORMATION TECHNOLOGY ....................................................................................................................78 LEGAL STUDIES ..........................................................................................................................................78 YEAR 11 (Units 1 and 2) ...........................................................................................................................78 YEAR 12 (Units 3 and 4) ...........................................................................................................................80 LITERATURE ................................................................................................................................................82 LOTE (CHINESE 2ND LANGUAGE) ...............................................................................................................84 YEARS 11 and 12......................................................................................................................................84 LOTE (FRENCH) ...........................................................................................................................................85 YEAR 11 (Units 1 and 2) ...........................................................................................................................85

Table of Contents YEAR 12 (Units 3 and 4) ...........................................................................................................................86 LOTE (LATIN) ...............................................................................................................................................87 YEAR 11 (Units 1 and 2) ...........................................................................................................................87 YEAR 12 (Units 3 and 4) ...........................................................................................................................87 MATHEMATICS ............................................................................................................................................88 YEAR 11 (Units 1 and 2) ..........................................................................................................................88 GENERAL MATHEMATICS (Units 1 and 2) ..............................................................................................88 MATHEMATICAL METHODS CAS (Computer Algebra Systems) (Units 1 and 2) .....................................88 YEAR 12 (Units 3 and 4) ..........................................................................................................................89 FURTHER MATHEMATICS (Units 3 and 4) ..............................................................................................89 MATHEMATICAL METHODS CAS (Computer Algebra Systems) (Units 3 and 4) ....................................90 SPECIALIST MATHEMATICS (Units 3 and 4) ...........................................................................................91 PLANNING YOUR VCE MATHEMATICS ....................................................................................................93 MEDIA...........................................................................................................................................................94 MUSIC PERFORMANCE ..............................................................................................................................96 MUSIC PERFORMANCE (Units 1 and 2) ..................................................................................................97 MUSIC PERFORMANCE (Units 3 and 4) ..................................................................................................97 MUSIC INVESTIGATION (Units 3 and 4) ...................................................................................................98 PHYSICAL EDUCATION .............................................................................................................................100 YEAR 11 (Units 1 and 2) .........................................................................................................................100 YEAR 12 (Units 3 and 4) .........................................................................................................................102 PHYSICS ....................................................................................................................................................103 YEAR 11 (Units 1 and 2) .........................................................................................................................103 YEAR 12 (Units 3 and 4) .........................................................................................................................104 PRODUCT DESIGN AND TECHNOLOGY ..................................................................................................105 PSYCHOLOGY ...........................................................................................................................................108 YEAR 11 (Units 1 and 2) .........................................................................................................................108 YEAR 12 (Units 3 and 4) .........................................................................................................................109 STUDIO ARTS (TEXTILES) ........................................................................................................................110 YEAR 11 (Unit 1) – Artistic Inspiration and Techniques ..........................................................................110 YEAR 11 (Unit 2) – Design Exploration and Concepts............................................................................111 YEAR 12 (Unit 3) – Studio Production and Professional Art Practices ....................................................111 YEAR 12 (Unit 4) – Studio Production and Art Industry Contexts ............................................................112 VET INTERACTIVE DIGITAL MEDIA (CERTIFICATE III IN MEDIA – CUF30107) ...............................................113 VET MUSIC .................................................................................................................................................115 VISUAL COMMUNICATION DESIGN .........................................................................................................118 Year 11 (Unit 1) – Introduction to Visual Communication Design ...........................................................118 Year 11 (Unit 2) – Applications of Visual Communication Design ..........................................................118 Year 12 (Unit 3) – Design Thinking and Practice ....................................................................................119 Year 12 (Unit 4) – Design Development and Presentation .....................................................................119 LEARNING SUPPORT ............................................................................................................................ 121 YEAR 9 AND 10 – SKILLS SUPPORT..................................................................................................................121 YEAR 11 – BREAKING THROUGH TO VCE .........................................................................................................121 YEAR 12 – VCE STUDY ASSISTANCE ...............................................................................................................121 VOCATIONAL EDUCATION AND TRAINING ......................................................................................... 122 CO-CURRICULAR MUSIC ...................................................................................................................... 124 CAREER EDGE SUBJECT CHOICES AND TRANSITION FROM SCHOOL ......................................... 125 Careers Centre Resources .....................................................................................................................125 Career Edge Program ............................................................................................................................126 THE GEORGE MORRISON LIBRARY .................................................................................................... 127

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The Curriculum

SUBJECT / STUDIES BY YEAR LEVEL YEAR 9 Core Subjects: Elective Subjects â&#x20AC;&#x201C; four semester units of: English Dance Geography (one semester) Drama History (one semester) Geography (Coasts & Forests) Mathematics History (American) Physical Education Information Technology Religious Education LOTE (Chinese-Mandarin) Science LOTE (French) TripleR LOTE (Latin) Design & Creative Art - two semesters of: Media - Art A Music - Art B - Studio Arts (Textiles) - Design and Technology - Visual Communication Design (Selected students will be invited to join a Learning Support class following formal assessment)

YEAR 10 Core Subjects: English Mathematics Physical Education Religious Education Science TripleR

Elective Subjects â&#x20AC;&#x201C; six semester units of: Art Commerce Dance Design and Technology Drama Geography Cities & Climate Rivers & Riches

History

Late Twentieth Century Renaissance Chinese

Literature LOTE (Chinese-Mandarin) LOTE (French) LOTE (Latin) Mathematics (Thinking Mathematically) Music Photography Studio Arts (Textiles) VET Interactive Digital Media Visual Communication Design (Selected students will be invited to join a Learning Support class following formal assessment) At Year 10, the possibility of acceleration exists in a range of subjects. Please check the criteria for eligibility very carefully. 1

The Curriculum

YEARS 11 AND 12 – VCE STUDIES It is expected that students who complete the Victorian Certificate of Education (VCE) will have enrolled in at least 22 VCE semester-length units during Years 11 and 12. The Victorian Curriculum and Assessment Authority (VCAA) requires all students to have satisfactorily completed at least 16 VCE Units (including at least 3 Units of English, or its equivalent) and at least 3 additional Unit 3 and 4 sequences (i.e., Year 12 “subjects”) in order to satisfactorily complete the VCE. Studies offered for the VCE All of the studies listed below will be offered at both Year 11 (Units 1 and 2) and Year 12 (Units 3 and 4) unless otherwise stated. Accounting Art (Photography/Painting) Biology Chemistry Dance Drama (Units 3 and 4; Year 11) / Theatre Studies (Units 3 and 4; Year 12) Economics English Environmental Science Geography History – Classical Studies (Units 3 and 4) History – Revolutions (Units 3 and 4) History – Twentieth Century (Units 1 and 2) Information Technology Legal Studies Literature LOTE – Chinese 2nd Language LOTE – French LOTE – Latin Mathematical Methods Mathematics – Foundation (Units 1 and 2) Mathematics – Further (Units 3 and 4) Mathematics – General (Units 1 and 2) Mathematics – Specialist (Units 3 and 4) Media Music Performance Physical Education Physics Product Design and Technology Psychology Studio Arts (Textiles) VET Interactive Digital Media (Certificate III in Media) VET Music Visual Communication Design It should be noted that available resources (staff, rooms or equipment) may restrict the number of students able to undertake a particular VCE sequence. It is advisable for students to plan a VCE course of study over two years, in consultation with the Careers Advisors. Assessment of VCE Studies In simple terms, assessment at Units 1 and 2 level is the school’s responsibility and assessment at Units 3 and 4 level is the responsibility of VCAA. Under the structure of the VCE, a student’s 2

The Curriculum

overall level of achievement in most studies is determined from a mix of School Assessed Coursework (SAC) and formal examinations sat under test conditions. In some studies, specifically the Arts, a folio or similar task (SAT) completed over a significant period of time, contribute to the final assessment of the study. VCE and Tertiary Entrance Students who satisfactorily complete the VCE, will be awarded a Study Score – out of a possible 50 – for each of the Unit 3 and 4 sequences in which the assessment components have been completed. Following scaling by VTAC, the aggregate of Study Scores contributes to the student’s ATAR score – out of a possible 99.95 and the ATAR score is a significant factor in determining entry to most tertiary courses, providing prerequisite studies have been completed. It is the student’s responsibility, therefore, to ensure that an intended VCE course of studies satisfies the prerequisite studies for tertiary courses in which he/she may wish to gain entry.

ACCELERATION WITHIN THE VCE The term “acceleration” is used, in this context, when a student takes a VCE study that would normally be taken at a later year level. A number of students, for instance, take Units 1 and 2 in a selected subject as part of their Year 10 course, and, similarly, some of the Year 11 cohort take a Unit 3 and 4 study. For students who take a Unit 3 and 4 study when in Year 11, there are a number of benefits to be gained; these include:  the opportunity to experience the Year 12 assessment program; students learn from this experience, and are therefore in a better position to cope with assessment at Year 12  the additional study undertaken contributes to the ATAR score  the broadening of a student’s Year 12 course, and, by implication, an increased range of prerequisite subjects for tertiary entrance. It should be emphasised that acceleration is not appropriate for all students. There is a risk that too high a proportion of a student’s energy is devoted to one study, to the detriment of other Year 11 studies being undertaken. The decision as to whether a student can proceed with an acceleration study depends upon an assessment of the likelihood of that student’s capacity to succeed in the study, as well as the availability of places in classes and timetabling constraints. It is also important that the choice of a Unit 3 and 4 study is sensible in the context of the student’s overall course of study; it should not be undertaken for “status” because there are significant demands upon the student’s time and energy. The student will need to have demonstrated:  a high ability and interest in the subject area  a mature approach to his/her work  good work habits, including self-discipline  excellent organisational and time-management skills. These issues require careful consideration on the student’s part, and must be discussed with teachers, the Head of House and the Careers Consultants. There are a number of VCE studies in which acceleration is seen as appropriate, and where students have accelerated successfully in past years. It is likely that places will be available for Years 10 and 11 students, providing that:  the selection criteria (listed separately) have been met  the VCE Units chosen complement the remainder of the student’s VCE course, and  there are available places within the timetable and class constraints; in particular it should be noted that completing Units 1 and 2 in a given subject does not guarantee a place in Units 3 and 4 of the same subject in the following year.

Year 9 Core Subjects

DESIGN AND CREATIVE ART ART A Individual projects will vary from year to year and will explore a range of media and techniques. Each unit of work will be themed on a selected artform, technique or art historical style, and this will be enhanced through study and research into a range of artworks of a selected group of relevant artists. Some of the artforms that may be explored are painting, drawing, photography, printmaking, digital imaging and sculpture. There is an emphasis on:  the importance of the process of developing individual responses to the set units of work  the students’ acquisition of technical skills in a range of artforms  the documentation of the developmental process for an artwork  the students’ ability to reflect on their own art, and the art of other artists, using correct art terminology  the production of individualised finished artworks. Examples of units of work may include: The Art of Drawing – A unit of work in which the student explores a range of drawing media; ink, pencil, charcoal, etching, with the aim of improving skills in observation and rendering, as well as exploring intuitive and expressive ways of drawing. An Ideal World – A unit of work based on the art of the Italian Renaissance. This would involve the student in researching the art of Renaissance painters and developing a painting which shows an understanding of the ideals and principles of the art of the era. The Grand and the Grotesque - This unit of work would involve an exploration of the art of Gothic period in 13th century France. Students will research the architecture and sculpture of this era, and develop a sculpture that shows an understanding of the principles of Gothic architectural decoration. A World of Light and Colour - A unit of work which explores the art of Impressionist period in 19th century France. Students will research the art of the era and its importance as the period in art history when modern art emerged, and develop a painting that shows an understanding of the artistic innovations made by the Impressionist artists, and of the worlds of shimmering light and colour that they wished to express in their paintings. Art Theory and History One lesson per fortnight is devoted to the study of art history and theory. These lessons are designed to enhance the student’s understanding of the art styles relevant to the practical units of work, for example the Renaissance or Impressionism. Assessment Assessment will take four forms, and each is included as a separate category on the semester report: 1. Practical Work - will be assessed via rubrics. Both the documentation of the developmental process and finished artworks will be included in the assessment of practical work. 2. Art Theory and History – will be assessed on the basis of the student’s participation in class, research and note taking. 3. Examination – the end of semester examination will test the student’s understanding on the theory and principles of both the practical and theoretical work covered. 4

Year 9 Core Subjects

4. Homework – drawing exercises are set weekly. These will be assessed with a comment and grade each week. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mr G J Smith

ART B This unit of study aims to create learning opportunities that explore the creative potential in each and every student through exposure to visual and theoretical challenges. Through the provision of a safe learning environment, students are encouraged to creatively explore the world of photography. Focus for the unit is on the pursuit of individual and personalised discovery related to visual image making through analogue and digital technology. Students are encouraged to explore and share information in ways that allow learning through shared experience. An important part of assessment for this unit is the documentation and recording of the artistic process which includes reflective practices. Examples of units of work may include: The World of Light – This unit takes students back to the origins of image making. The wonders of the pinhole camera are explored as the focus in this unit of work is on discovery and understanding of the basic principles of image making. Each student will make their own camera, and see firsthand how the first images ever taken were created. Students explore the processes of using the darkroom and then use digital technology to scan and manipulate their visual images. Students also study two Australian photographers noted for their visual images of Australia in the mid-20th century. The World of Surrealism – This unit of work will require students to imaginatively explore why light is so important in a photographic image. Students will create a number of works in the darkroom using enlargers and drawing on visual images from magazines and newspapers as well as designing their own images. Exploring the creative possibilities of the darkroom will give each student the necessary skills to go on to the next unit involving pinhole cameras. Connections – In this unit of work, we explore the way that society has used photography to create connections between a diverse range of people. We look at the work of Photographers whose images have a direct impact on the viewer, particularly narrative Photographers such as David Moore and Max Dupain. Assessment Assessment will take three forms: 1. Practical work will be assessed via rubrics. The work will be both self-assessed by the individual students and assessed by the teacher. Developmental and finished artworks will be included in the assessment of practical work. 2. Research: This will include individual research into selected art periods and styles, and homework related to art history lessons. 3. Examination: There will be an end of semester exam that will be based on the students’ individual research, on their understanding of the artworks of the relevant artists and period, and on their understanding of art terminology. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teachers:

Mr P C Taylor

Year 9 Core Subjects

DESIGN AND TECHNOLOGY Curriculum Focus

Students are introduced to the technology process of investigating, designing, producing and evaluating. Each project is designed to build upon students’ understanding of this process. Working within the limitations of a given design brief, students will learn to solve design and construction problems through careful planning and investigation. Emphasis is placed upon thoughtful design, creativity and a high standard of finished work. Respect for equipment and safe working methods are emphasised. Students are asked to maintain a Design Folio. The Design Folio will contain design ideas and technical drawings of production work along with theory notes. It is an important tool for the development of ideas and assists students in their understanding of the process of design and production. The Technology Process Investigating - investigating requires students to research various aspects of their tasks. Designing - designing requires students to generate plans to solve a problem and criteria to evaluate the results. Students need to communicate ideas clearly. Producing - producing requires students to make the items known as products. Within this they learn correct use of tools and equipment and materials, and skills in manufacturing techniques and processes. Evaluating - evaluating requires students to apply a list of criteria for evaluation of the product. Students use a variety of evaluation techniques to get feedback on their product and to clarify the extent to which it meets the criteria. Learning Outcomes Investigating - explain how specific characteristics of materials and particular processes affect functional and aesthetic design requirements. Students gather and process information, which relates to the use of materials and processes. Designing - prepare a design option that specifies materials and techniques with consideration for functional, aesthetic and environmental requirements. Design proposals need to include detailed specifications to clearly communicate ideas. Producing - implement the design using appropriate techniques and equipment with precision and safety. A range of production processes and specialised equipment are used to ensure quality, standards and detailed specifications are met and adhered to. Evaluating - prepare a report that evaluates the efficiency of the processes used and the effectiveness and suitability of the products. Judgements of the appropriateness of the innovative aspects are made. Assessment  Design Folio  Production  Investigation  Evaluation Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mr R Kayler-Thomson

Year 9 Core Subjects

STUDIO ARTS (TEXTILES) Curriculum Focus Year 9 Studio Arts (Textiles) is a general course of one semester’s duration. It is aimed at introducing students to a range of techniques with a traditional base but also with an experimental and developmental content. Projects are aimed at encouraging creativity, developing design skills and at the same time acquiring and refining technical competence. These areas include:  creation of a plastic fabric kite and construction of a soft toy  surface decoration involving a variety of appliqué methods  construction of pencil cases and bags. Students explore aspects of design through examining the approach a variety of designers. Undertaking their own design projects assists students to appreciate the relevance of aesthetics and design in a variety of media. The theory component requires Students to study a variety of art/craft techniques and the use of materials in a studio arts context. The internet is used as an additional research tool. Learning Outcomes Students should on completion of the Year 9 Studio Arts course have gained skills in working with a range of textiles techniques and mixed media, as well as perceptual and design skills. Assessment Students will be assessed on:  originality and creativity of approach to design projects  development of ideas and design recorded in a visual diary  technical competence  completion of assignment work  the examination. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teachers:

Mrs L C Gallus

VISUAL COMMUNICATION DESIGN This is a semester based unit of work which introduces students to the world of visual communication. The course emphasis is on students experiencing design techniques whilst following a logical design process to create a range of visual communication solutions to set tasks. Focus 1: Graphic Design Students develop their own design responses as they research the work of professional designers. Students then work on a graphic design folio in response to a brief, targeting a specific audience and developing a range of ideas and design solutions exploring the relationship of type and imagery to communicate a message visually. Final presentations are developed using a combination of manual and ICT methods. Focus 2: Illustration Design Working on set tasks, students explore a variety of 2D and 3D methods and media available in the construction of visual communications. Throughout these tasks students explore the application of elements and principles of design and their integral use in the creation of effective visual communication.

Year 9 Core Subjects

Focus 3: Communication in Context Students research contemporary designers and illustrators for inspiration with their own ideas and to gain an understanding of how decisions are made regarding the use of elements and principles, methods, materials and media. Students reflect their findings in both written and visual form then use this research to inspire and inform their decisions to complete practical tasks. Assessment Assessment for this subject is based on both theoretical studies and practical folio work. Formative assessment is achieved as students work through the design process documenting decisions made that guide the student toward their final design solution. Students reflect and evaluate visual communications from their own environment to build their visual literacy while summative assessment is achieved in the form of an examination at the conclusion of this subject. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teachers:

Mr K R Jess (Head of Design & Creative Arts)

ENGLISH In English students will develop their Speaking, Listening, Reading, Writing and Language skills. The course aims to develop in students:  the ability to speak, listen, read, view and write with purpose, effect and confidence in a wide range of contexts  a knowledge of the ways in which language varies according to context, purpose, audience and content and the ability to apply this knowledge  a sound grasp of the linguistic structures and features of standard Australian English and the capacity to apply these, especially in writing  a broad knowledge of a range of literature and a capacity to relate this knowledge to aspects of contemporary society and personal experience  the capacity to discuss and analyse texts and language critically and with appreciation  a knowledge of the ways in which textual interpretation and understanding may vary according to cultural, social and personal differences  the capacity to develop reasoned arguments about interpretation and meaning. Students will practice various styles of writing and will be guided towards language use that is appropriate to a content, purpose and audience and which uses the conventions of grammar, syntax, punctuation and spelling. Students will be particularly encouraged to practice the tasks of drafting and editing their own work, using their laptops where appropriate in this process. Novels, short stories, non-print texts and poetry will be selected for study. Students will explore both contemporary and classic texts. The language and structure of argument will be introduced. Discussion of key terms and concepts and practice in presenting their own arguments will be included. Assessment is continuous. Read Well Program An integral part of the English course at Year 9 is the Read Well program which involves students in a minimum of one period a fortnight of silent reading in the Library. The program aims:  to extend their ability in and enjoyment of reading  to develop their appreciation of literature 8

Year 9 Core Subjects    

to follow individual choice of reading matter to share with others their responses to literature to understand the library as a valuable resource to understand the links between their reading and a wide range of studies.

Contact teacher:

Miss L E Bourke (Head of English)

GEOGRAPHY Introduction Geography is the structured way of learning, analysing and understanding the characteristics of places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. Geography uses and inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a distinctively geographic way, to plan, collect, interpret, analyse, evaluate and make predictions. Students conduct fieldwork, map and interpret a range of data and are encouraged to think critically and creatively. Key Inquiry Questions  What are the causes and consequences of change in places and environments and how can this change be managed?  What are the future implications of changes to places and environments?  Why are interconnections and interdependencies important for the future of places and environments? Content 1. Food Security This unit examines the personal, regional and global patterns of food production and consumption, the impact of food production on the natural environment and the potential impacts which related environmental issues have on food security. Students will conduct field work at local farms and report on their findings. They will investigate the capacity of the world’s environments to sustainably feed the projected future population in the face of competing land uses such as biofuel production and urbanisation. 2. Tourism This unit focuses on patterns of tourism at local, national and global scales. This is explored initially through students’ personal experiences as tourists and then looks at a range of geographic data to explore the nature of tourism in both Australia and the world. Students examine how tourism has changed over time and then evaluate the environmental and social impacts of tourism on places. Students are encouraged to think critically about themselves as tourists in light of future tourism trends. Assessment A range of assessment tasks will be used including:  mapping tasks  practical exercises  research  fieldwork  report  exam Contact teacher:

Ms P M Henning (Head of Geography)

Year 9 Core Subjects

HISTORY History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively. The new Australian Curriculum for History takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society. Students investigate how life changed in the period in depth through the in-depth study of three aspects of Australia’s History. The first of these is entitled “Progressive ideas and movements”. The study includes the causes and effects of the development, and the Australian experience. Key areas to be investigated are:  the influence of the Industrial Revolution on the movement of peoples throughout the world, including the role of convict transportation and later the free settlers’ arrival as a result of the discovery of gold in Victoria  the experiences of convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, particularly the Australian experience  changes in the way of life of a group of people who moved to Australia in this period, such as free settlers on the frontier in Australia  the short and long-term impacts of the movement of peoples during this period. The second of these studies is an investigation of the history of Australia in the entitled “Making of a nation” and includes the following topics:  the extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander peoples  the experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)  living and working conditions in Australia at the time of Federation in 1901  key events and ideas in the development of Australian self-government and democracy, including women's voting rights  legislation 1901-1914, including the Harvester Judgment, pensions, and the Immigration Restriction Act. The third in-depth study allows students to investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history. This includes:

Year 9 Core Subjects   



an overview of the causes of World War I and the reasons why men enlisted to fight in the war the places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign the impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to influence the civilian population, the changing role of women, the conscription debate) the commemoration of World War I, including debates about the nature and significance of the Anzac legend.

Contact teacher:

Mr G J Naylor (Head of History)

MATHEMATICS In Year 9 students continue to develop their proficiency in Understanding, Fluency, Problem Solving and Reasoning within three content strands: Number and Algebra, Measurement and Reasoning, and Statistics and Probability. The course is based on the Australian Curriculum Year 9 course descriptions. In Year 9 students solve problems involving simple interest. They interpret ratio and scale factors in similar figures and explain similarity of triangles. They recognise connections between similarity and trigonometric ratios. Students will compare techniques for collecting data in primary and secondary sources and make sense of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data. The index laws are applied and numbers are expressed in scientific notation. Binomial expressions are expanded. They find the distance between points on the Cartesian plane and find the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. They calculate relative frequencies and estimate probabilities, list outcomes of two-step experiments and assign probabilities to those outcomes. They construct histograms and back-to-back stemand-leaf plots. CAS calculators (Computer Algebra Systems) and dynamic computer software are used extensively to investigate the mathematics studied. There is an emphasis on recognising whether mental, pen-and-paper or technology-based strategies are appropriate in various situations. Classes are grouped broadly into two levels. Similar content and assessment applies to both levels; however, the depth and difficulty of algebra studied in class and assessed in class tests is differentiated between Standard and Enhanced levels. Assessment A combination of class and common tests, which are taken periodically through the year, together with other tasks involving problem solving and investigation are used to determine grades. An examination is held at the end of each semester and tests all content and proficiencies learned throughout the year. Contact teacher:

Mr D Hibbard (Head of Mathematics)

PHYSICAL EDUCATION Aims and Objectives  To further refine skills developed in the lower secondary years  To develop an understanding of how these skills can be applied to a game situation by developing patterns of play, tactics and rules  To improve ‘Game Sense’ and encourage students to become thinking players 11

Year 9 Core Subjects   

To encourage fair play and good sportsmanship To respect individual differences in physical performance To develop leadership qualities and participate in peer teaching opportunities.

Content Physical Education is a core subject at Year 9 in which all students participate three times a fortnight. Students are exposed to a variety of activities, games and sports through which teachers seek to develop the following attributes: leadership, initiative, cooperation, sportsmanship, tactical and strategic thinking, team play and skill development. Each unit has a different focus for learning and development, and assessment and reporting:  



Invasion games, striking and fielding games and net/wall games. The focus for these units is tactical and strategic thinking, team play and skill development. Swimming caters for all ability levels. Stroke technique and competition skills (starts, turns and finishes) focuses on skill development. Springboard diving is also covered in this unit. Personal fitness is an integral part of our subject. Students build on their knowledge of fitness components and principles of training, participate in fitness testing and write a personal fitness program. ICT and VCE Physical Education principles are embedded in this unit. Sport education is a student-centred teaching model where a “season of sport” becomes the central theme in the learning experience. Students are allocated with various roles and assume the responsibility for organising and running a sporting competition.

Assessment Students are assessed on each unit according to Learning Standards which are published to students during the year. Contact teacher:

Ms J Utting (Head of Physical Education)

RELIGIOUS EDUCATION The objective of this course is to teach students how to think systematically about contemporary essential questions through the lens of the Jewish/Christian tradition with reference to key secular moral authorities.  How are core values and underlying convictions at play within an essential question?  How do the Jewish-Christian sacred writings inform, shape and address the question?  How do various historic responses from the faith traditions relate to the essential question?  What are appropriate contemporary responses to the essential question employing religious categories?  How does one think systematically about an essential question within faith constructs? Learning Standards The learning standards that a student can be assessed by are:  Understanding of core theological issues  Ability to relate issues to moral authorities Course Outline The course will deal with one essential question of contemporary life each term for Year 9. Students use the New Revised Standard Version (NRSV) of the Bible as the set text for the course: Term 1 Term 2 Term 3 Term 4 12

Sanctity of Life and Human Rights Relationships, Marriage and Divorce State Retributive Justice Consumption and Global Warming

Year 9 Core Subjects

Assessment 20 % Class discussion and blogging 30 % Reflective journal 50% Rich task – written response, group oral presentation, podcast Contact teachers:

Mr D Curnow Mr M D Andrews

SCIENCE At Year 9, the Science Course incorporates elements of the Australian Curriculum. Science has three interrelated strands: Science Knowledge, Science as a Human Endeavour and Science Enquiry Skills. Specific units of study include Chemistry, Physics, Biology and Geology. In Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences. The course is structured around the text, Pearson Science 9, and is supplemented by intranet delivered resources and an interactive online resource specifically designed to cater for a range of learning abilities in the class. Opportunities are provided for extension and support work. A student’s level of performance is continually assessed over the year using a combination of research tasks, assignment work, experimental reports, investigations and unit tests. An examination is held at the end of each semester, the results of which will contribute to the final grade. Contact teacher:

Mrs C E Watson (Head of Science and IT)

TripleR Aims and Objectives The TripleR Health Education Program complements the wider school’s wellbeing program based on Relationships, Resilience and Reflection. Studies in TripleR seek to create a positive environment which protects, nurtures and extends to students, a positive outlook and self-image. The partnership between school and home is valued. TripleR is taught by teachers with commitment to Health Education, so that issues may be dealt with sensitively in a classroom environment that respects student privacy, cultural beliefs and personal views. Both the physical and emotional safety of students is promoted in TripleR. The main objective of this subject is to assist students to make positive decisions about a range of issues. Students are encouraged to consider all the facts, possible consequences and assess their personal values. 13

Year 9 Core Subjects

Approach Students will undertake a variety of approaches to develop an understanding of course content. These include classroom discussion of topics, role-plays, peer teaching, student presentation of issues, guest speakers, debates and formal analysis of content. Throughout the course students use journals to complete assessment tasks, self-reflect, and for note taking. Curriculum The Year 9 course units are, Self Reflection, Diet and Nutrition, Personal Review of Fitness, Personal Safety, Party Safe, Drug Education, Sex Education, Study Skills and First Aid. Contact teacher:

Ms J Utting (Head of Physical Education)

DANCE Introduction Dance is the language of movement. The ability to communicate and give expression to social and personal experience through the medium of dance has been explored throughout history and in different cultures. Dance at Year 9 is designed to develop students’ understanding and appreciation of dance as an art form as well as developing their technical and physical skills through practical dance sessions. Weekly classes are broken down into three main areas:  Technique (teacher led practical tasks which develop the physical skills)  Dance Making (students create their own dance works)  Theory (written assignments, research analysis and terminology) Unit 1 - Introduction to Dance and Safe Dance Practice Students are introduced to basic dance concepts and begin by examining the reasons and purpose of dance in education and differing community contexts. Students are introduced to Safe Dance Practices and the importance of warming up. They begin to develop their physical skills in dance by attending practical dance sessions in a mixture of dance styles. Students are introduced to the basics of choreography, in particular the Body Actions and the Element of Space. They complete their first learnt routine reinforcing the above principles. Unit 2 – The Elements of Movement and Dance Making Students are introduced to the Modes of Dance Making through composition and learnt work tasks. Their learnt works focuses on dance organisation, in particular the use of Group Structures and formations. They begin to research and explore a range of dance styles both physically and in their written work. They are introduced to and begin to explore the elements of Time and Energy. Students will begin to learn about dance analysis and documentation. Unit 3 – Theme, Concept and Expressive Intention Development Students are introduced to the choreographic fundamentals of developing dance themes and an expressive intention. This is done through structured improvisation tasks, learnt works and small group dance making activities that draw on the knowledge and skills learnt in the previous units. Unit 4 - Stage and Screen Students investigate Musical Theatre and the history and development of this popular style. They will explore the element of Stagecraft (costume, set, lighting, make-up) and create, rehearse and perform a group dance based on Musical Theatre for an intended audience. Students will continue to develop their dance analysis and documentation skills. Contact teachers

Ms D T Hynes (Head of Drama) Ms K M Sunderland

Year 9 Elective Subjects

DRAMA At Years 9 and 10, the Drama program provides a transition through to the VCE requirements for Theatre Studies and Drama. Year 9 Areas of Study Semester One: Performance Styles Semester Two: Stagecraft, Puppetry, Production Unit 1 – Performance Styles Fairytales - explores stereotypes and caricatures connected with this genre through an understanding of expressive skills, exaggerated movement and manipulation of vocal choices. Self-devised pieces will explore the key ingredients and students will be introduced to a range of dramatic terminology. Non-Naturalism - is introduced to students through a range of focus and skill activities. Key theatrical conventions are introduced and explored. Students work in changing groups investigating disjointed time and transformation of character, place and object, as well as a variety of other conventions. Themes and issues are manipulated and students document the process and present their explorations to the class. Brecht may also be introduced as a further resource. Musical Theatre - is introduced to the students through an analysis of key musicals and the role this genre has (now and historically) played in the Theatre world. Short scenes will be explored with the focus on storytelling, character relationships, the dynamics and rhythm of scenes and the importance of choreography, song and musical numbers being interspersed. This unit will culminate in class performances. Naturalism - explores the expressive skills used in characterisation while interpreting a script. This may include: role and role relationship; sustained performance of character; other dramatic elements: for example, dramatic tension, mood establishment, exploration of movement, and use of space; experimentation with voice, movement, gestures and facial expressions, whilst also exploring the concepts of commitment and belief. Unit 2 – Stagecraft This unit focuses on the development and application of skills in using stagecraft elements. This may include text realisation using stagecraft: costume, lighting and set design; giving form and definition to the action by creating a set box; understanding scale; exploring the effects of colour, line, texture and shape on mood, time, period and character; other areas of production; for example direction, sound, properties, makeup and stage-management. Unit 3 – Mask This unit is introduced through an understanding of Commedia dell Arte. Stock characters are explored, combining their physical demands with the use of masks. An appreciation of the history of Commedia and its’ influence may also be investigated. A range of masks may be introduced. Unit 4 – Puppetry This unit enables students to create their own rag-rod puppet and develop an appropriate script to give insight into their creation. This may include the development of character through scriptwriting techniques; development of the puppet following specific guidelines; other elements which enhance, shape and define the activity, including costume; exploration of body and voice in collaboration with the puppet and a presentation to an audience. Unit 5 – Production This unit aims to consolidate on the knowledge explored in the previous units and to interpret or devise a relevant piece of theatre for an audience. This may include creating meaning which is communicable to an audience; exploring subject matter through the application of dramatic elements: for example character, setting, line of action and dialogue; refining dramatic action by the use of expressive skills; exploration of the ways in which theatrical elements provide a focus for dramatic action and how this action can explore and give physical form to a text and performing to an audience. 15

Year 9 Elective Subjects

Learning Tasks Four types of learning tasks may be undertaken in each unit of the Drama program:  practical activities and performances  journal and/or folio  reviews of productions  analytical exercises and research projects. Contact teachers

Ms D T Hynes (Head of Drama) Mr L L Joyce

GEOGRAPHY (COASTS and FORESTS) Geography is the structured way of learning, analysing and understanding the characteristics of places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. Geography uses and inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a distinctively geographic way, to plan, collect, interpret, analyse, evaluate and make predictions. Students conduct fieldwork, map and interpret a range of data and are encouraged to think critically and creatively. Key Inquiry Questions  How are our coasts changing and how can we protect them in the future?  How amazing are our forests and what must we do to save them? Content 1. Coastal Management Students conduct a 1-2 day fieldtrip to explore the coastal features and management strategies from Queenscliff to the 12 Apostles. They collect data, construct maps, transects, graphs and field sketches and conduct surveys. Students explore local and global issues that will impact on our precious coastline such as urban sprawl, mining, marine parks, pollution, car parks at Bells Beach and other iconic sites, revegetation and climate change. 2. Forests Students will examine the distribution and importance of different types of forests around the world, in Australia and locally in the Otways. They will conduct fieldwork in the Otways including a visit to the Otway Fly. Students will consider the geographic characteristics of forests, past, present and future uses of forests and how to manage our forests sustainably. They will use a range of maps, graphs, tables, photos, satellite images, google earth and films to explore forests of the world. Students will evaluate the value of forests and explore challenges facing significant forests of the world such as the Amazon rainforest. Assessment A range of assessment tasks will be used including:  mapping tasks  practical exercises  research  fieldwork  report  exam Contact teacher:

Ms P M Henning (Head of Geography)

Year 9 Elective Subjects

HISTORY (AMERICAN) Aims and Objectives The aim of the US History course is to explore the major circumstances surrounding the formation and operation of the first modern democratic nation; the United States of America. It seeks to provide a deeper understanding of historical and contemporary American culture, society, and politics and to arm students with the ability to identify and deal with the contemporary regional and global implications of its strength. Outcomes Students will develop skills in critical analysis, philosophical reasoning, argumentative and other writing structures, and ICT. They will also develop a capacity to characterise both historical and contemporary American society in an international context and formulate considered argument based on evidence. At the completion of this course, students will, through reasoned hypothesis, be able to visualise and articulate future global challenges and directions with regard to the United States. Major Historical Topics Development of the first Modern Democracy This unit examines the settlement of the Americas and the development of an independent identity. It will focus on the philosophical foundations for the new society and its development into the world’s first modern democracy. The American War of Independence This unit examines the circumstances surrounding the American War of Independence and the notion of liberty. It will examine, in detail, the causes of the independence movement and its leaders. Students are asked to form judgements about the characters and whether or not they were acting out of self interest or the interests of righteousness. The Life and Legacy of Thomas Jefferson This unit explores the life of Thomas Jefferson, revolutionary hero, author of the Declaration of Independence, President, and symbol of American democracy. Students will also be asked to explore the darker side of Jefferson, the slave owning adulterer, and debate whether or not he is the personification of all that is good and bad about the USA today. The US Civil war and Reconstruction This unit explores the causes and course of the Civil War and identifies how political necessity over time influences the very cause for what the war is fought for. The motivations of Abraham Lincoln with regard to slavery is analysed in detail, with some potentially surprising results. The reconstruction of the US is also examined, with the major question being whether or not the freed slaves actually achieved real freedom. Learning Activities Students will engage in a diverse set of learning activities, both individually and collaboratively, to cater for all learning styles, including:  documentary film analysis  analysis of primary documents  analysis of artworks and other visual material  creative writing  debating Contact teacher:

Mr G J Naylor (Head of History)

Year 9 Elective Subjects

INFORMATION TECHNOLOGY This is a course intended for motivated students with an interest in developing some in-depth skills in the use of computers to process information. The course will concentrate on creating reusable software solutions to information problems and in the development of effective user interfaces for those solutions. This elective is a useful choice for those students who might wish to study Information Technology at VCE level, because it will cover the use of some of the software used in the VCE IT courses offered at the College (Information Technology Units 1 and 2, IT Applications Units 3 and 4, Software Development Units 3 and 4. However, this elective will not be a prerequisite for entry into VCE IT studies, but students who have completed this elective will find themselves possessing many of the software skills used in those studies. Module 1 – MS Office 2010  A group unit of inquiry whereby students investigate a range of aspects involved with the use of the different software packages included in the Microsoft Office suite of programmes which includes Word, Excel, Powerpoint and Onenote Module 2 - Web Design  Using Dreamweaver - creating Html documents, inserting text links and graphic links  Managing a site - setting backgrounds using colour and images  Inserting graphics, text, tables, lines and APdiv tags  Looking at folder structure of a web site and also the coding that is produced by the software  Embedding video from external sites Module 3 - Basic Programming Concepts  Visual Basic fundamentals, declaring variables, output to message box, text box and label  Difference between variable types for example string, single and integer  Problems and algorithms  Programming structures  Design features Module 4 – Multi Media – Using Macromedia Flash  Getting to know the Adobe CS5.5 Flash workspace  Using drawing tools and techniques  Creating animations: setting up frames, key frames, adjusting animations, animating along a path  Using the animated movie symbols and combining these with multiple layers  Animating text  Incorporating sound into animations  Use motion tween, shape tween and frame by frame animation Module 5 – Computer Architecture  Students learn about the key components that comprise a standard desktop computer  Students have the opportunity to dismantle, investigate, photograph and then reassemble a computer that has been made obsolete  Students are required to then investigate the meaning and function behind these components including the memory components, the processing components, add-on cards etc. Assessment  Several short practice tasks demonstrating skill development. These skill development tasks will be completed in class 18

Year 9 Elective Subjects 

End of unit exam relating to functions and purpose of software and hardware.

Contact teacher:

Mrs C E Watson (Head of Science and IT) Mr C H Morgan

LOTE (CHINESE – MANDARIN) Introduction Chinese is the world’s most spoken language, with nearly 1.5 billion speakers spread across East and South-East Asia. It is also one of the world’s oldest, with a written history of more than four thousand years, and its influence can be seen and felt throughout the Asian-Pacific region. Aims and Objectives By the end of Year 9, students should be able to:  pronounce, recognise and recall approximately 300 Chinese words and 75 Chinese characters  translate simple and compound sentences from Chinese into English and from English into Chinese  recall and analyse information on a number of cultural topics relevant to China; its history, its people and its places. Approach At the College, we teach Modern Standard Chinese (or “Mandarin”, as we often call it in the West). At Year 9 level, much of the emphasis is still on simple spoken language for everyday survival. AIM is used to conduct the entire class in Chinese. At the same time, students are gradually introduced to more and more written language (characters). Time is also spent learning about China itself; its people, its places and its culture, the primary aim being to foster a knowledge of, an interest in and a tolerance of a culture and a people so very ancient and so very different from our own. Year 9 Chinese assumes previous study of Chinese in Year 8. Content Language Themes in Year 9 include family, social life, school, time, sports and pastimes. Cultural Themes include the history and geography of China, holidays, shopping, education and the common language. Assessment The following areas of study are assessed:  Reading comprehension (this includes a variety of question types on written material related to the topics)  Written expression (this requires students to write in different styles, pieces related to the topics)  Listening comprehension (this requires a variety of written or spoken answers on aural material related to the topics)  Spoken expression (this requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences)  Translation (this requires Students to translate spoken and written sentences from Chinese to English and English to Chinese). There are also Semester 1 and 2 examinations. Contact teachers: Ms V P Chabant (Head of Languages) Ms S Dong

Year 9 Elective Subjects

LOTE (FRENCH) Approach The aims for the students are to develop communicative skills in French and to interpret information received in French both in the written and oral mode. This is achieved through the use of AIM (Accelerative Integrated Methodology) which requires that the class be entirely conducted in French. Term 1 is used to consolidate the students’ linguistic experience through the introduction of a story. Afterwards they explore areas within topics of interest to students of their age group (friends, leisure activities, sports, school, their surroundings, etc). Students learn about the often unwritten rules that govern communication and they also develop their reading skills to gain cultural information in the domains of the arts, famous people, places of interest and festivals. Content In Year 9, students continue their acquisition of vocabulary and basic grammar. Units of work are followed by extension activities so students can practise applying what they have learned and relate it to their own daily lives. The content will be exclusively taught in French, thanks to the use of AIM and the emphasis of communicative language in the first term. This immersion situation will develop listening and speaking skills as well as foster the ability to make educated guesses and take risks, which are essential characteristics of good language learners. Assessment The following areas of study are assessed:  Reading comprehension (this includes a variety of question types on written material related to the topics)  Written expression (this requires students to write in different styles, pieces related to the topics)  Listening comprehension (this requires a variety of written or spoken answers on aural material related to the topics)  Spoken expression (this requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences). There are also Semester 1 and 2 examinations. Contact teachers:

Ms V P Chabant (Head of Languages) Mrs A M Tymms

LOTE (LATIN) Approach The aims in this subject are to teach the student to understand the Latin language for the purpose of reading Latin texts, and to develop an understanding of Roman civilisation. The nature of linguistic structures is stressed using the context of the Latin language. Students are also trained to read Latin with phonetic accuracy and confidence. Students complete research projects in order to gain an overview of Roman Society. Content The textbook used is the Cambridge Latin Course Units 1 and 2. Unit 1 deals with the daily life, work, education, and recreation of the people of Pompeii. Unit 2 moves to Britain and to Alexandria in Egypt. Assessment The following areas of study are assessed: 20

Year 9 Elective Subjects    

Reading comprehension Grammatical understanding Unseen translation (this requires a good understanding of grammar and vocabulary as well as relevant cultural knowledge) Social and historical context of Rome with a focus upon the foundations of the Republic.

There are also Semester 1 and 2 examinations. Contact teachers:

Ms V P Chabant (Head of Languages) Mr M D Andrews

MEDIA Aims and Objectives Year 9 Media is a one-semester elective that extends students’ previous experience and studies in the field, while also providing background for further study in later years. Students will complete theoretical tasks, focussing on how media texts such as magazines, films, and other media forms are designed and constructed in order to elicit a response from a audience; and practical tasks, in which students will design and construct their own media products. Exploring and Responding – Film and Print Media Students explore a range of film and print texts by analysing, describing and evaluating the conventions that govern them. Students are introduced to the metalanguage of Media and consider the purposes and functions for which texts are created. Creating and Making - Print Working individually, students develop their own print media publications while following the traditional conventions of the media form. Through a process of experimentation, planning, creating and presenting, students design, draft, and publish their own products, making use of appropriate computer-based software. Creating and Making – Film Students are introduced to ways and methods of capturing, using and manipulating film. The production stages of film creation are reviewed and practical skills in the utilisation of equipment and technology developed. Students also study the aesthetic and communicative potential of film through the design and production of a film based text. Assessment Assessment tasks will be undertaken via written and practical assignments. All practical assignments will also incorporate design stages which will be part of each student’s assessment. Contact teacher:

Mrs D Nikolovski

MUSIC Aims and Objectives The Year 9 Music Elective aims to stimulate and broaden interest in music by active participation and understanding through solo and ensemble performance, theory, composition, aural perception, and computer-generated creative work. For appropriate students, outcome expectations in this subject may be compatible with entry levels into VCE Unit 1 Music. Content Music in Year 9 comprises five important areas of activity: Solo performance, Group performance, Musicianship, Composition and Perspectives. 1.

Solo Performance Prerequisite -All students taking music as an elective must also take instrumental or vocal lessons, either at the College or elsewhere. 21

Year 9 Elective Subjects

Students aim to develop excellence in vocal or instrumental performance with particular emphasis on tone, technique, and music reading. Assessment is by attendance and teacher’s report. 2.

Group Performance Students have the opportunity to develop the enjoyment of playing music in groups, as well as developing skills in tone, technique, balance and intonation. Music reading, and interpretation of the repertoire with accuracy in the areas of pitch, rhythm, dynamics, phrasing and overall structure are important components of the course. Ensembles are formed according to enrolment, and rehearse in timetabled classes. Students are required to participate in Music Evenings held throughout the year, and may also be asked to perform in School Assemblies, and other occasions.

Musicianship Students develop general musicianship by establishing links between the theoretical elements and structures of music and the aural perception of musical sounds, using both workbooks and specialised computer software. Tuition groups are formed on the basis of students’ prior knowledge and understanding of theory. All students are involved in a regular vocal workshop to improve their ability to sing and hear musical sounds internally. The key theoretical concepts covered are:  time signatures, grouping of notes and rests  scales and key signatures  harmony  form  musical terminology. The key areas of aural comprehension include:  audiation (memorisation) of rhythmic, melodic and harmonic material  reflective listening  vocalisation  improvisation.

Composition Creative organisation projects provide opportunities to engage in composition and arranging, utilising the skills developed in the musicianship classes. Students will be expected to submit a folio of short compositions in a variety of styles, using different forms of notation and instruments. Part of this folio will contain music created using students’ laptop computers. Students will develop a broad knowledge of creative organisation in both the classical genres of the past and the popular idioms of the present.

In Semester 2, students will also work in small groups to create an original composition, using instruments they can play. The piece will be performed to the rest of the class and recorded. Assessment Progressive assessment is based on the use of knowledge and skills in task completion, formal tests and performances, and on teachers’ reports. Contact teacher:

Mr M Irwin (Director of Music)

Year 10 Core Subjects

ENGLISH Students of English at Year 10 level will build on their existing skills as described in the Year 9 English course. They will also be encouraged to develop more complex skills, such as those necessary to acquire insight into the development of language in texts and the media. Semester 1 is devoted to a study of ‘Australian Identity’. This unit focuses on the literature and language of our nation, using resources which include short stories, poetry, film, media texts and linguistics. It will also involve the detailed study of a contemporary text. In Semester 2 a detailed analysis of a classic text will be completed and students will be introduced to skills required for the study of persuasive language in VCE. Students will be given every opportunity to write extensively in a variety of modes and to focus on the enhancement of oral, aural and critical skills. Practice in critical and logical thought will be linked to a variety of current issues and students will also develop and present personal points of view. They will be introduced to skills associated with all areas of study required in VCE. The course aims to build confidence within students in their ability to plan, organise themselves and their work and develop a firm basis from which to tackle VCE English. Read Well Program The aims of the Read Well program for students at Year 10 include:  to extend their ability in and enjoyment of reading  to develop their appreciation of literature  to follow individual choice of reading matter  to share with others their responses to literature  to understand the library as a valuable resource  to understand the links between their reading and a wide range of studies. A minimum of one period a fortnight is spent in the Library for the purpose of selecting literary material and reading in silence. Contact teacher:

Miss L E Bourke (Head of English)

MATHEMATICS In Year 10 students continue to develop their proficiency in Understanding, Fluency, Problem Solving and Reasoning within three content strands: Number and Algebra, Measurement and Reasoning, and Statistics and Probability. The course is based on the Australian Curriculum Year 10 and 10A course descriptions. By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports. 23

Year 10 Core Subjects

Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges. By this stage it is becoming evident whether students will follow an algebra-based VCE course in future years, or a more numerical approach to mathematics. Classes are grouped broadly into levels which recognise this. Standard level classes will complete the Year 10 Australian Curriculum materials while Enhanced classes will also cover the 10A material. In Semester 1 classes cover similar topics to allow movement between groups. For Year 10 courses, CAS Calculators (Computer Algebra Systems) are an integral resource. These may be used in all VCE courses and students will have the opportunity to continue to build skills in using them in powerful ways to investigate and learn mathematical concepts. Assessment A combination of class and common tests, which are taken periodically through the year, together with other tasks involving problem solving and investigation are used to determine grades. An examination is held at the end of each semester and tests all content and proficiencies learned throughout the year. Foundation Mathematics (Units 1 and 2) We anticipate inviting a small group of students to undertake the VCE Foundation Mathematics Course in Year 10. This will be decided in negotiation with parents. This course provides for the continuing mathematical development of students who need a basis of mathematical skills to support their other studies, including VET studies, in the current or succeeding years. It is designed as a terminating course for students who have no intention to undertake any Mathematics Units 3 and 4 studies in Year 12. This course has a strong emphasis on using mathematics in practical contexts relating to everyday life, recreation, work and study. Computers and scientific calculators are used broadly and topics are selected from four areas of study to meet the needs of the group. The four areas are Space, Shape and Design, Patterns and number, Handling data and Measurement. Assessment In all Unit 1 and 2 Mathematics studies the award of satisfactory completion for each unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This will be assessed by means of assignments and tests and by presentation of summary or review notes. In particular the outcomes specify that assessment tasks must include projects, short written responses, problem-solving tasks and modelling tasks. The use of technology appropriate to the various Areas of Study is also specifically required in the outcomes statements and will therefore be assessed. Contact teacher:

Mr D Hibbard (Head of Mathematics)

PHYSICAL EDUCATION Aims and Objectives  To further refine skills developed in the lower secondary years.  To develop an understanding of how these skills can be applied to a game situation by developing patterns of play, tactics and rules.  To encourage fair play and good sportsmanship.  To respect individual differences in physical performance.  To develop leadership qualities and participate in peer teaching opportunities. 24

Year 10 Core Subjects 

To become familiar with theoretical aspects of Physical Education and their practical application.

Content Physical Education is a core subject at Year 10 in which all students participate three times a fortnight. Students are exposed to a variety of activities, games and sports through which teachers will seek to develop the following attributes: leadership, initiative, cooperation, sportsmanship, tactical and strategic thinking, team play and skill development. Each unit has a different focus for learning and development, and assessment and reporting:  Invasion games, striking and fielding games and net/wall games. The focus for these units is tactical and strategic thinking, team play and skill development.  Fit for Life electives give students the opportunity to identify factors that influence their participation in community activities, beyond school.  Swimming caters for all ability levels. Stroke technique and competition skills (starts, turns and finishes) focuses on skill development. Participation in the Life Saving Victoria Bronze Medallion award allows students to extend their aquatic experience.  Sport Science further develops student knowledge and understanding of theoretical Physical Education concepts and links to VCE Physical Education key knowledge and skills. Assessment Students are assessed on each unit according to Learning Standards which are published to students during the year. Contact teacher:

Ms J Utting (Head of Physical Education)

RELIGIOUS EDUCATION The objective of this course is to teach students how to think systematically about contemporary essential questions through the lens of the Jewish/Christian tradition with reference to key secular moral authorities.  How are core values and underlying convictions at play within an essential question?  How do the Jewish-Christian sacred writings inform, shape and address the question?  How do various historic responses from the faith traditions relate to the essential question?  What are appropriate contemporary responses to the essential question employing religious categories?  How does one think systematically about an essential question within faith constructs? Learning Standards The learning standards that a student can be assessed by are:  understanding of core theological issues  ability to relate issues to moral authorities. Course Outline The course will deal with one essential question of contemporary life each term for Year 10 students. Students use the New Revised Standard Version (NRSV) of the Bible as the set text for the course: Term 1 Term 2 Term 3 Term 4

Just War? First Australians and Reconciliation Refugees, Asylum Seekers and Hospitality Stem Cell Research, Euthanasia and Abortion

Assessment 20 % Class discussion and blogging 25

Year 10 Core Subjects

30 % 50%

Reflective journal Rich task – written response, group oral presentation, podcast

Contact teacher:

Mr D Curnow Mr M D Andrews

SCIENCE At Year 10, the Science Course incorporates elements of the Australian Curriculum. Science has three interrelated strands: Science Knowledge, Science as a Human Endeavour and Science Enquiry Skills. Specific units of study include Chemistry, Physics, Biology and Astronomy. In Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They 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. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes. The course is structured around the text, Pearson Science 10, supplemented by intranet delivered resources and an interactive online resource specifically designed to cater for a range of learning abilities in the class. Opportunities are provided for extension and support work. A student’s level of performance is continually assessed over the year using a combination of research tasks, assignment work, experimental reports, investigations and unit tests. An examination is held at the end of each semester, the results of which will contribute to the final grade. Contact teacher:

Mrs C E Watson (Head of Science and IT)

Year 10 Core Subjects

The main objective of this subject is to assist students to make positive decisions about a range of issues. Students are encouraged to consider all the facts, possible consequences and assess their personal values. Approach Students will undertake a variety of approaches to develop an understanding of course content. These include classroom discussion of topics, role-plays, student presentation of issues, guest speakers, debates and formal analysis of content. Throughout the course students use journals to complete assessment tasks, self-reflect, paste in handouts and note taking. Curriculum Topics in Year 10 include Party Safe, Study Skills, Mental Health, Relationships, Drivers Education, and Drug Education. Contact teacher:

Ms J Utting (Head of Physical Education)

COMMERCE Aims and Objectives There are good reasons why students should study Commerce. Indeed, our exciting Year 10 Commerce course has three general aims:  Firstly, the course aims to improve commerce literacy. It has been designed to cater for the needs of young people by helping them to develop a sound knowledge of and interest in personal business, financial and legal matters. By improving their understanding about credit, banking, economics, saving, budgeting, investing, basic bookkeeping, the operation of government, taxation and the law, it is hoped that students will avoid some of the worries experienced by many in our community.  Secondly, the course aims to help students strengthen their academic skills. These skills include problem solving, organising, analysing, describing, communicating, decision-making, discussing and using computers.  Finally, the course hopes to cultivate a genuine interest in the area of Commerce. Having tasted Commerce at Year 10, it is hoped that many students will decide to continue their studies in this general area by taking Economics, Accounting and or Legal Studies at Years 11 and 12. As in all subjects, the successful completion of Year 10 Commerce involves students demonstrating important knowledge and skills against our learning standards. We will look at these aspects shortly. Structure These days, it is vital that students leave school with a good level of commercial, financial and legal literacy. Indeed, this is the key idea behind our Commerce course. As teenagers, students are already starting to participate in society as producers of goods and services, money managers and law-abiding citizens. With this in mind, the course is broken into two semester-length units of study.  Unit 1- ‘Mind your Own Business!’  Unit 2- ‘Personal Money Management, Investment and the Law’. As excellent preparation for life and further VCE studies in Accounting, Economics and Legal Studies, students are encouraged to select both semester length units in Commerce to make up a whole year’s study. However, it is also possible for students to take only one of the two units, since each of these is a stand-alone study and assumes no previous knowledge. 27

Year 10 Electives

Knowledge Outcomes: Unit 1 - ‘Mind Your Own Business’ Have you ever wanted to run your own small business? This is your chance to have a go! With this in mind, Unit 1 Commerce consists of three topics or areas of study: Topic 1 - Introduction: what a young businessperson needs to know about the Australian economy This is a general introduction to the world of business. Here, students learn about some of the main features of Australia’s economic system including:  why some people go into business  types of businesses  understanding the causes of ups and downs in the business cycle  the role of demand and supply in setting market prices (e.g., for property and shares) and making production decisions within the context of Australia’s capitalist system of business ownership. In addition, students will interview a business owner to better understand the factors leading to success or failure, and use this to make a class presentation. Topic 2 - Planning your own small business Students need to understand the necessity of planning before starting up their own small business. Starting with a business idea, a ‘business plan’ or proposal will be developed into a report. This contains the following:  a personal resume  a business name and logo  a feasibility study (designed to test the likelihood of success) for your idea, using market research and a SWOT analysis, and a review of legal, ethical and other considerations  your operating plans for finance, marketing (including advertising), personnel and production  the final approval for your business idea In creating a ‘business plan’, students must draw on a range of ICT applications. Topic 3- Running your own small business Students are required to actually run their own small business on a daily basis and put their ‘business plan’ into practice (see above). This area is certainly a hands-on affair. Amongst other things, students will:  start trading their selected product or service  keep a daily diary for recording their business-related activities  develop and keep financial records for their small business and learn how to interpret these  undertake a personal evaluation of their business success  produce a comprehensive business report about their experiences gained from operating a small business. In completing these tasks, students must use ICT to produce and enhance their business report. Unit 2 - ‘Personal Money Management, Investment and The Law’ There are three main topics making up this semester-length unit of study. Topic 1- ‘Living with the Law’ Using case studies, research and an excursion, this topic involves an examination of some vital aspects of Australia’s legal system that teenagers should find both interesting and relevant. In particular, students will investigate:  the nature of laws and the reasons for having them in our society 28

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how laws are made in Australia the principles of justice the rights of citizens the powers and activities of the police Australia’s system of courts and the legal system criminal law and its application.

Topic 2- Personal Budgeting This section of study starts by looking at how you can better manage your personal finances. Using problem-solving strategies, students are challenged to create a personal budget that will allow them to travel abroad, while meeting their other financial commitments. This covers relevant issues like:  earning an income  saving  spending  personal budgeting (to meet financial goals). Topic 3- Investment and Financial Planning To help gain personal financial independence and enhance financial literacy, students investigate the nature of alternative avenues of investment and the creation of an investment portfolio that reflects their personal values. They are required to analyse various interesting investment opportunities in terms of basic considerations such as:  risk  return  liquidity  taxation  minimum size  ethics  convenience. There is also the expectation that students will be involved in the exciting ASX on-line Stock Market Game as a way of gaining some experience in the share market. Skills Outcomes The course seeks to develop the following skills:  expressing, interpreting and analysing commercial, financial, economic and legal information  applying commercial, financial and legal knowledge, concepts, models and skills to real or hypothetical situations  evaluating alternative proposals, solutions or ideas  gathering information from a range of sources (e.g., newspapers and the Internet)  researching and communicating commercial, financial and legal information using different approaches  interpreting commercial information using basic mathematical techniques  using ICT including Word, Excel, PowerPoint, the Internet and Mind Manager for researching information, graphing, on-line games, and preparing and presenting reports  working effectively in groups  regularly discussing current commercial, financial, economic and legal issues.

Year 10 Electives

Some Approaches used to Enhance Learning Typically, teachers of Year 10 Commerce will use a range of learning strategies including the following:  a wide range of interesting learning activities  an excursion (e.g., to Geelong’s Magistrate’s Court)  contact with a businessperson (e.g., interview with a business owner)  relevant videos  case studies and scenarios  research using the library, Internet and the other sources (e.g., newspapers)  business related surveys  cross words and word searches  ICT-based activities including Internet research, preparing reports using Word, preparing concept maps using Mind Manager and making Power Point presentations  actually setting up and running your own small business  note making, revision strategies and study techniques  student presentations to the class  group activities and individual work  simulated activities and games  formative and summative assessment  real life problem-solving. Assessment A student’s academic performance is assessed in a cumulative way throughout each semester against specific learning standards that have been developed for each topic in Commerce. Assessment is both formative (i.e., during the completion of tasks) and summative (i.e., based on the completed task). The latter type of assessment typically involves topic tests, submission of completed learning activities (including exercises, group work, solving real life problems, ICT generated reports and other presentations) and a semester examination (as determined by school policy). In addition, each student will receive an attitude rating. Contact teachers:

Mr R M Morris (Head of Business Studies) Mr D P Mahon Mr J M Kristiansen

DANCE Introduction Dance in Year 10 is designed to develop further, students’ understanding and appreciation of dance as an art form as well as extending their technical and physical skills through practical dance sessions. There is also much emphasis throughout the course on preparation for VCE Dance. Weekly classes are broken down into three main areas:  Technique (teacher led practical tasks which develop the physical skills)  Composition (students create their own dance works)  Theory (written assignments, research and terminology) Unit 1 - Dance History In this unit, students learn about influences on dance throughout history and the way dance has evolved through the ages. There is a particular focus on the current day popularity of dance in

Year 10 Electives

comparison to other eras/periods in history. Students continue to develop proficiency in their physical skills with a focus on correct and efficient technique. The Elements of Movement (Space, Time and Energy) and Body Actions are explored in further detail as students work to rehearse and perform a learnt group work, incorporating these principles. Students will also develop practical skills in Structured Improvisation and Partner work. Unit 2 - Influential Dance Practitioners and Dance Design Students study influential dance practitioners and consider their contribution to the world of dance, closely examining their choreographic processes and performance pieces. This allows the students to further refine their technical and analytical skills. Students continue to develop skills in utilising choreographic devices and applying them to their work. Students will create, rehearse and perform a group dance for an audience. The core principles of dance design (Form and Movement Vocabulary) are studied in greater depth. Unit 3 - Solo Composition and Dance in Australia In this unit there is a strong focus on technique and composition. Students will learn more complex phrase material including ballet, contemporary and jazz styles. Students will further enhance their dance composition skills, learning about Movement Creation Processes and the development of an Expressive Intention. They will create, rehearse and perform a solo dance work. The study of Dance History shifts focus and concentrates on Australian Dance History through to present day. Unit 4 – Performance and Technology In this unit students will continue to refine their dance technique through practical classes. Students will create, rehearse and perform a group dance incorporating the use of multimedia. The theory component of the unit will focus on Health, Nutrition and Safe Dance Practice. They will also study Performance Psychology and begin to understand and develop strategies to mentally and physically prepare for optimum performance mode, completing an assignment based on this theory unit. Contact teachers

Ms D T Hynes (Head of Drama) Ms K M Sunderland

DESIGN AND CREATIVE ART ART Year 10 Art is a semester long unit which aims to consolidate and build upon the foundation skills acquired in the Year 9 program; however the course content is tailored to suit both new and returning students. Year 10 Art will provide a sound basis from which a student can proceed to the VCE Art Study. ART PRACTICE Curriculum Focus Year 10 Art involves a series of extended projects, each designed to:  further the students knowledge and skills in drawing, painting, sculpture and mixed media  heighten the ability to use the senses of sight and touch as well as train brain, eye and hand coordination  encourage the understanding and use of the formals elements and principles of making art  develop an independent and imaginative approach to creating works of art.

Year 10 Electives

Outcomes Unit 1 Drawing to see, drawing from the imagination, exploration of ways of drawing to enhance thinking. Media explorations – trialling and experimentation with a range of media – grey lead, coloured pencil, charcoal, dry pastel, aquarelles, watercolour, acrylic paint, gels and mediums. Unit 2 Painting – create a personal artwork which reflects the individual student’s understanding of the artists, styles and art movements in Europe 1850 – 1950. Students research, explore and experiment with the techniques, ideas and philosophies of their chosen ‘ism’. Subject matter can vary from portraiture, landscape, seascape to indoor and outdoor scenes as well as visions from the imagination. Digital photography is utilised as an aid to technique and expression. Extension Units 1. Sculpture – working with 3 dimensional form 2. Printmaking – making monoprints, acetate etchings and linocuts. 3. Mixed Media – collage, photography, drawing RESPONDING TO THE ARTS Curriculum Focus Artists and ‘Isms’ in Art – 1850 – 1950 Students undertake extended research projects into the art movements leading up to and focussing on the C20th. This study is directly linked to their practical work. A written report with analysis of visual examples included to support the content. They are required to share their knowledge with the class via a Powerpoint Presentation or similar. Where feasible gallery visits can be used to further knowledge and understanding. Assessment Each project is assessed on completion using a criteria based system. Visual diaries are used to record drawing homework, experimentations, personal comments and ideas evaluation, class work and research. The extended research project will be assessed using criteria based system. A 90 minute written examination will cover many aspects of written and practical study. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mr G J Smith

DESIGN AND TECHNOLOGY This is a semester based unit of work. Curriculum Focus Students will build upon their understanding of the technology process; investigating, designing, producing and evaluating. Design briefs are complex and require students to thoroughly investigate construction methods and plan their own production schedule. New techniques introduced include the application of complex joints, laminating of timber, surface preparation, recycling, revising and consideration of finish. Students will learn to use power tools and refine their knowledge and application of traditional hand tool techniques and some power

Year 10 Electives

tools. Emphasis is placed upon thoughtful design, creativity and a high standard of finished work. Respect for equipment and safe working methods are emphasised. Students are asked to maintain a design folio. The design folio will contain design ideas and technical drawings of production work. It is an important tool for the development of ideas and assists students in their understanding of the process of design and production. The Technology Process Investigating Investigating requires students to research some aspects of their task. Designing Designing requires students to generate plans to solve a problem and criteria to evaluate the results. Students need to communicate ideas clearly. Producing Producing requires students to make the items known as products. Within this they learn correct use of tools and equipment and materials, and skills in manufacturing techniques and processes. Evaluating Evaluating requires students to apply a list of criteria for evaluation of the product. Students use a variety of evaluation techniques to get feedback on their product and to clarify the extent to which it meets the criteria. Learning Outcomes Investigating Explain how specific characteristics of materials and particular processes affect functional and aesthetic design requirements. Students gather and process information, which relates to the use of materials and processes. Designing Prepare a design option that specifies materials and techniques with consideration for functional, aesthetic and environmental sustainability understandings. Design proposals need to include detailed specifications to clearly communicate ideas. Producing Implement the design using appropriate techniques and equipment with precision and safety. A range of production processes and specialised equipment are used to ensure quality, standards and detailed specifications are met and adhered to. Evaluating Prepare a report that evaluates the efficiency of the processes used and the effectiveness and suitability of the products. Judgements of the appropriateness of the innovative aspects are made. Assessment  Sketch Book  Production  Evaluation  Investigation  Examination Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mr R Kayler-Thomson

Year 10 Electives

PHOTOGRAPHY This subject is a semester length, in-depth study of digital and analogue photographic techniques and approaches. The course is primarily practical with a component of appreciation of photography and analysing the formal elements and principles evident in photographs. This course aims to expand student knowledge of photographic subject matter and genres as well as allowing students to explore subject matter of personal interest. Students do not need to have previous experience to study this subject. Completion of this subject prepares students for VCE Units 1 to 4 Art (Photography). Students are encouraged to explore the medium in a creative way which expands their understanding of the expressive potential through image making. Emphasis is on students engaging in the creative process in a thoughtful and active way which brings deeper thinking in the understandings of the way that Art is a tool for expressing thoughts and ideas. Curriculum Focus and Learning Outcomes Digital Imaging – Photographic Genre/Styles In the initial unit of work, students will focus on exploring a range of photographic genres/styles, with an expectation that they will focus on one particular style that they are interested in and create a number of images centred on that genre, for example, the genre of fashion or sport. In the creation of that style, a number of camera techniques will be explored. Adobe Photoshop skills are developed, including: image and canvas size, layer properties and layer effects, vignetting using feathering, selection options. They explore image adjustments and layer blends to create imaginative solutions. Students use their Visual Diary to record design processes. Discussion and reflection are used to reinforce skills developed. Appropriation – Implications on Past and Present In this task, students will examine a number of artists who have worked in the past to create well known artworks/photographs. The artwork will then be re-photographed in a modern day context, with a modern day theme. The practical component of this task will be complimented by research into the work of Australian photographers Julie Rrap and Anne Zahakla. Black and White Photography Students learn how to effectively operate various modes of an SLR camera, they take photos, develop their own film and use an enlarger to create their own black and white photos from negatives. They work in subject matter in structured themes, aimed at teaching them the key concepts of composition and lighting. This unit will involve a field work excursion to photograph suitable imagery. They explore principles of composition through analysing the photographs of others. Students gain an understanding of the chemical processes used in the creation of Black and white photographic images in the Darkroom, including safety and creative approaches. Students learn to annotate their development processes in a Visual Diary including technical trials and exposure recording. Students are encouraged to experiment creatively to create variations of an image. Students produce a series of images and record their developmental work in their visual diary. Students also explore framing, mounting and the use of mixed media in the presentation of final photographic artworks. If possible, students visit a gallery and view an exhibition of professional photography and analyse these examples. Theory Component Students will undertake two areas of study within this section of the course:  The first will focus on Indigenous Photographers, the themes they undertake in their work and the ideas and meanings associated with their imagery.  The second looks at three Photographers whose themes cover Fashion, Modernism and Portraiture. A key component of this section of the course is to allow students to write a critique of their own work and also view and critique an exhibition which they visit on line. 34

Year 10 Electives

Assessment  Each of the three practical tasks will be assessed using a Rubric which will provide feedback to the student.  Students will compete two research reports which will be marked out of 50.  Students will be required to complete an annotated visual diary.  An exam at the end of the unit will test student’s ability to analyse and discuss photographic images using analytical frameworks. These items are assessed on a criteria based system Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mr P C Taylor

STUDIO ARTS (TEXTILES) Year 10 Studio Arts (Textiles) is a general course for one semester. It is aimed at introducing and re-enforcing a range of textiles techniques with a traditional base but also with an experimental and developmental content. Although building on the knowledge and experiences gained in Year 9 it is not a pre-requisite for Year 10. The course involves a series of projects aimed at encouraging creativity, developing design skills and at the same time developing and refining technical competence. Computer programs are used to explore aspects of the design process. The course is designed to develop skills from which to proceed to VCE Studio Arts/Textiles. Some areas covered include:  the use of silk screen printing techniques  design and construction of a pillow cover  the use of raw and processed wool to make a felt toy ball  fabric dyeing techniques  dyeing fabric for woven machine stitched baskets  resin casting – making bangles and small bowls  sublimation – printing onto metal The Art Appreciation component of Studio Arts at Year 10 is designed to encourage students to understand, enjoy and value art. Students will study some aspects of Art History. This involves:  examining the elements and principles of design when discussing, looking at and writing about art works  studying Aboriginal and Torres Strait Islander Art with a visit to an exhibition  making an in depth study of the life, artwork, inspiration and influences on the famous artist Andy Warhol. Assessment This will be based on both their practical and theoretical work. The originality of work, approach to creativity and the way in which student’s design their projects, all contribute to the semester mark. There is also an examination at the end of the semester. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mrs L C Gallus 35

Year 10 Electives

VISUAL COMMUNICATION DESIGN This is a semester based unit of work which introduces students to skills and techniques used in the creation of visual communications. Students explore a variety of media and methods including freehand drawing and computer aided design. Students research the work of professional designers as inspiration for their own ideas and to gain an understanding of how decisions are made regarding the use of elements and principles, methods, materials and media. Focus 1: The Altered Environment Students are introduced to the pictorial drawing skill of perspective. Looking at representing the built environment using 1 and 2 point perspective drawing and rendering techniques. Students combine a range of manual and ICT approaches to create their works. Students research and evaluate the work of contemporary and historical designers to observe the relevance of the taught skills within the design industry. Focus 2: Product, Packaging and Communication Design Folio Students develop a design folio exploring concept designs for a new fragrance. Drawing systems and design techniques are demonstrated to support their creative thinking. Product design drawing disciplines and scale model techniques along with graphic design strategies for the packaging and magazine advertising all combine in the term long design journey. Focus 3: Analysis of Visual Communication in context Students research a particular design period or social context for visual communication and reflect their findings in both written and visual forms. They then use this research to inspire and inform their decisions to complete a practical folio to a set task. Assessment Assessment for this subject is based on both theoretical studies and practical folio work. Formative assessment is achieved as students work through the design process documenting decisions made that guide the student toward their final design solution. Students reflect and evaluate visual communications from their own environment to build their visual literacy while summative assessment is achieved in the form of an examination at the conclusion of this subject. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mr K R Jess (Head of Design & Creative Arts)

DRAMA At Year 10, the Drama program provides a transition through to the VCE requirements for Theatre Studies and Drama. Year 10 Areas of Study Semester One: Ensemble Solo Script Analysis for Performance Semester Two:

Theatrical Styles and Practitioners Production

Unit 1 â&#x20AC;&#x201C; Ensemble This unit analyses and evaluates the development and realisation of the ensemble performance and its characters. This may include: ď&#x201A;ˇ researching subject matter from a variety of sources: for example poetry, music, art forms, current affairs and historical events and characters 36

Year 10 Electives    

dramatic elements such as climax, conflict, contrast, mood, rhythm, sound, space, symbol, timing, tension and focus non-naturalistic performance styles and theatrical conventions from a variety of cultural and historical contexts the manipulation of stagecraft to define and enhance performance the collaborative process involved in the development of characters and the realisation of ensemble performance.

Unit 2 – Solo This unit focuses on the use of performance styles, theatrical conventions and stimulus materials from a variety of cultural sources in the development of a solo performance. This may include:  research subject matter with dramatic potential from a diversity of cultural and historical sources as a basis for shaping a performance  a range of naturalistic and non-naturalistic performance styles and theatrical conventions from varied traditions  analysis and evaluation of ways in which expressive skills are used to communicate characters  ways in which a range of play-building techniques and devices such as script writing or improvisation from a scenario can be used in the development of a solo performance  performing to an audience. Unit 3 – Script Analysis for Performance This unit focuses on performance skills developed for particular scripts. It is intended that the scripts studied are also able to be seen performed by professional and/or amateur companies. Students will be expected to:  understand the style and influences on the script  learn lines and rehearse scenes for presentation  consider character development and relationships with others  understand the context of the piece and how best this is enhanced through the use of stagecraft elements  perform to an audience. Unit 4 – Theatrical Styles and Practitioners This unit focuses on studying theatrical form through an exploration of influential styles from both historic and modern periods. This may include:  Greek Theatre: the role of the chorus; introducing the nature of the actor; societal influences; Sophocles; Euripides and Aeschylus  Elizabethan: Shakespeare’s world, language and influence  the theories of Brecht, Grotowski, Artaud and Stanislavski are also explored. The unit concentrates on the development, influences and changes in theatre over time and scripts are analysed and performed in groups to give greater insight. Unit 5 – Production This unit aims to consolidate on the knowledge explored in the previous units and to interpret or devise a relevant piece of theatre for an audience. This may include:  creating meaning which is communicable to an audience  exploring subject matter through the application of dramatic elements: for example character, setting, line of action and dialogue  refining dramatic action by the use of expressive skills

Year 10 Electives  

exploration of the ways in which theatrical elements provide a focus for dramatic action and how this action can explore and give physical form to a text performing to an audience.

Ms D T Hynes (Head of Drama)

GEOGRAPHY Geography is the structured way of learning, analysing and understanding the characteristics of places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. Geography uses and inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a distinctively geographic way, to plan, collect, interpret, analyse, evaluate and make predictions. Students conduct fieldwork, map and interpret a range of data and are encouraged to think critically and creatively.

CITIES and CLIMATE Key Inquiry Questions  How can we live in cities of the future?  What is going on with the weather? Content 1. Sustainable Cities Students will examine how urban environments are changing locally and globally. They will investigate the social and environmental impacts of these changes. They will explore issues related to urban growth through fieldwork in Melbourne suburbs and views from the Melbourne Star Observation Wheel. Students will evaluate management strategies used by urban planners around the world to create sustainable cities. They will create a plan to make Melbourne more liveable. 2. Weather and Climate Students will examine elements of weather. They will analyse and construct weather and climate maps and graphs. They will explore variations in climate across Australia and around the world and consider factors that affect these. They will research severe weather events such as cyclones, droughts, tornadoes. Students investigate the causes, evidence, and challenges of climate change. Assessment A range of assessment tasks will be used including:  mapping tasks  practical exercises  research  fieldwork  report  exam 38

Year 10 Electives

RIVERS and RICHES Key Inquiry Questions  What is the importance of rivers and how can we manage them sustainably into the future?  How can we eradicate world poverty? Content 1. Sustaining our Rivers Students explore the features and formation of riverine systems. They examine the distribution of rivers in Australia and around the world. They investigate the uses and impacts of these on people and the environment. They undertake a research task on a major river and evaluate the management strategies used to improve the sustainability of these rivers. Students conduct fieldwork at a river in Victoria to make observations, collect data and report on the value and challenges facing the river. 2. Global Inequality Students will examine the uneven distribution of wealth around the world and discuss the factors that determine this. They undertake research to compare the living conditions of people living in developed and developing countries. Students will evaluate strategies used at local, regional and global scales to improve the living conditions of our poorest people and eradicate poverty. Students will analyse and construct a range of maps, graphs, images and digital media. Assessment A range of assessment tasks will be used including:  mapping tasks  practical exercises  research  fieldwork  report  exam Contact teacher:

Ms P M Henning (Head of Geography)

HISTORY LATE TWENTIETH CENTURY HISTORY The new Australian Curriculum for History, offered as an elective at Year 10, takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society. Students investigate how life changed in the period in depth through the in-depth study of three aspects of Australian and World History. The first of these in-depth studies deals with World War Two. Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement. Key aspects of this event to be covered are:  an overview of the causes and course of World War II 39

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

an examination of significant events of World War II, including the Holocaust and use of the atomic bomb the experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) the impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) the significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia.

The second area of study students will investigate discusses the major global influence of popular culture that has shaped Australian society in depth, including the development of the global influence during the twentieth century. This will cover:  the nature of popular culture in Australia at the end of World War II, including music, film and sport.  developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll  the changing nature of the music, film and television industry in Australia during the postwar period, including the influence of overseas developments (such as Hollywood)  Australia’s contribution to international popular culture (music, film, television, sport).  continuity and change in beliefs and values that have influenced the Australian way of life The third area of study investigates struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. Students will study:  the origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration  the US civil rights movement and its influence on Australia  the significance of the following for the civil rights of Aboriginal and Torres Strait Islander peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology  the continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007)

RENAISSANCE HISTORY Aims and Objectives The aim of the Year 10 Renaissance History course is to explore the world of the Italian Renaissance; from its formation and grand ideas to the exceptional achievements and legacy it has left for the Western World. This unit seeks to provide a deeper understanding of the different types of city-states that existed on the Italian peninsula, the emergence of distinct Renaissance styles in art, the sharing of and competition for cultural, artistic and architectural ideas and the patronage of individual artists, architects and humanists. Outcomes Students will gain an understanding of how important Italy’s geographical position was in the development of the Renaissance. They will also understand the importance of the new merchant classes and how Italy was divided politically and the effect this had. Through skills such as critical document analysis and ICT, students will have the capacity to identify and explain the concept of the ‘Renaissance’ and the growth and importance of Humanist studies. Students will investigate the concept of the Renaissance and its impact on the visual arts, learning and education. Furthermore, students will be able to assess the changes and developments in Renaissance art and the role of patronage in the development of Renaissance culture. 40

Year 10 Electives

Major Historical Topics The Renaissance World This unit introduces the student to what contemporaries and historians think is the sense of the Renaissance. Individual research methods and tools are introduced. Examination of Italy at the Crossroads of the World, The Patchwork of Politics and the importance of Merchants, Markets and Trade are made. Town Life in the 15th Century (Siena) Using the city state of Siena as a case study, the political evolution of the city-state is explored. The political life of Siena will be investigated and a “virtual visit” to the Palazzo Publico is made. Social and religious life is also explored and a second “virtual visit” to the Cathedral is made. The City as Text (Florence) This unit will focus on Florence, the ‘cradle of the Renaissance’, providing students with the opportunity to study some of the key art and architecture of this town. An introductory exploration of the town is made with “virtual visits” to the The Palazzo Vecchio and discussion of the role of government. The Medici Place, exploration of Power Politics, The Duomo and the importance of Civic Pride, Orsanmichele and the key the Guilds held will also be explored. Humanism – The Renaissance Mind This unit will explore the importance of Humanist Scholarship – The Passion for the Past and the Humanist Educational philosophies that assisted the formation of the Renaissance Mind. Humanism in Art will be explored through the work of Masaccio and Giotto. Private Life in the Renaissance Discussion of the “secret” Renaissance will be explored in this unit through The Palazzo Davanzati the Renaissance Home. Analysis of the Role of Women, Love, and Marriage will be undertaken. The Serene Republic (Venice) This unit will begin with a “virtual” boat tour of Venice. Examination of the political system and police state, the interconnection of religion and politics will be made through primary and secondary sources. Particular reference to Venetian art and its legacy will be made as a synthesis to the student’s understanding. Learning Activities Students will engage in a diverse set of learning activities, both individually and collaboratively, to cater for all learning styles, including:  documentary film analysis  analysis of primary documents  analysis of artworks and other visual material  research essays  debating

CHINESE HISTORY - From Qin to the Chairman Aims and Objectives The aim of the Year 10 Chinese History course is to explore the major circumstances surrounding the creation and formation of the modern Chinese nation. It seeks to provide a deeper understanding of Chinese culture, society, and history and to arm students with the ability to identify and deal with the contemporary regional and global implications of a resurgent and powerful China. Outcomes Students will develop skills in critical analysis, philosophical reasoning, argumentative and other writing structures, and ICT. They will also develop a capacity to characterise both historical and contemporary Chinese society in an international context and formulate considered argument 41

Year 10 Electives

based on evidence. At the completion of this course, students will, through reasoned hypothesis, be able to visualise and articulate future global challenges and directions with regard to the China. Major Historical Topics Qin and the First Chinese Empire This unit explores the creation of the first Chinese empire. It examines the role of Qin Shi Huang Di and how his key military, social, economic and political reforms were crucial in creating a united China. Students will use the archaeological site at Xian, home of the Terracotta Warriors, as a case study. The Impact if the West on China This unit explores the nature of traditional Chinese society, with a particular focus on the ideas and practice of Confucianism and Taoism, and how contact with the West presented a dilemma for the Emperor. Students will explore the nature and effect of Western culture in breaking down the authority of the traditional Chinese elite. The Creation and Division of the Chinese Republic This unit examines the new political structure and its polarisation. The major assessment task is centred on the Nationalist and Communist dichotomy and asks students to examine the nature and use of propaganda posters to spread the opposing messages of Chiang Kaishek and SunYatsen. Pu Yi: Right Man Wrong Time. A reflection of China? This unit examines the life of the last Manchu emperor, Henry Pu Yi. Students will be asked to consider whether or not the course of Pu Yi’s life personifies the course of Chinese history. The major source for this unit is feature film The Last Emperor. Mao and the Long March and Civil War This unit explores the role of Mao Tse Tung and the Chinese Communist Party in reunifying China, beginning with the Long March. Students analyse primary and secondary documents and visual materials and make an assessment on the success or failure of the march and the reasons for ultimate success in the Civil War. The Cultural Revolution This unit explores the new society created by Mao and the characteristics of the first decade of communist rule in China. The unit will also use this analysis to examine the ideological and political origins of the Cultural Revolution. Students will use both primary and secondary sources. Learning Activities Students will engage in a diverse set of learning activities, both individually and collaboratively, to cater for all learning styles, including:  film analysis  analysis of primary documents  analysis of artworks and other visual material  creative writing Contact teacher:

Mr G J Naylor (Head of History)

LITERATURE This course aims to give students an introduction to the wide variety of forms literature can take. This will occur via an examination of a range of literary texts. The course will provide every opportunity for students to respond to what they are reading in an expressive and creative way, but the main focus will be the development of the skills of literary analysis. Through personal responses and reflection, and discursive and analytical tasks, an understanding of the techniques of writing will be developed. The key criteria for this course are a 42

Year 10 Electives

desire to explore literature in its varied forms and the enjoyment of reading and writing about literary texts. Students have some flexibility in choosing Literature at this level – they may elect to complete either a semester or a full year of this course. Students will study texts from a range of eras and forms throughout the year. Semester 1 will include the study of a novel, a play, non-print text as well as a selection of shorter texts. Focus on time and place in literature will be part of the assessment. Semester 2 will focus more on contemporary fiction. Students will study a novel, a non-print text and a text of choice. In addition, students will undergo assessment with a focus on languages and form. Contact teacher: Miss L E Bourke (Head of English)

LOTE (CHINESE - MANDARIN) Aims and Objectives By the end of Year 10, students should be able to:  pronounce, recognise and recall approximately 600 Chinese words and 200 Chinese characters  translate simple, compound and complex sentences from Chinese into English and from English into Chinese  recall and analyse information on a number of cultural topics relevant to China; its history; its people and its places. Approach At Year 10 level, the emphasis moves towards using the language more actively and in more complex situations. Although pinyin is still used to aid pronunciation, more and more characters are used for writing. Some time is still spent learning about China itself, placing the language in context and making the students aware of the rich legacy of Chinese culture. Content Language Themes in Year 10 include school and work, travel, family and social life, sport and leisure, food and cuisine. Cultural Themes include the history and geography of China, working conditions, minority nationalities, regional differences and economic development. Assessment The following areas of study are assessed:  Reading comprehension (this includes a variety of question types on written material related to the topics)  Written expression (this requires students to write in different styles, pieces related to the topics)  Listening comprehension (this requires a variety of written or spoken answers on aural material related to the topics)  Spoken expression (this requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences)  Translation (this requires Students to translate spoken and written texts from Chinese to English and English to Chinese). There are also Semester 1 and 2 examinations. Contact teacher: Ms V P Chabant (Head of Languages) Ms S Dong 43

Year 10 Electives

LOTE (FRENCH) Approach The basic aim is for students to expand their ability to communicate in French and to interpret information received in French both in the written and oral mode. This is achieved within the area of their linguistic experience and within topics of interest to students of their age group (health, transport, city and country life, holidaying and eating in France, etc). Students learn about the often unwritten cultural rules that govern communications between friends and strangers in a variety of social settings. They also develop their reading skills to gain cultural information in the domain of daily French life. Content In Year 10, students continue their acquisition of vocabulary and grammar. Units of work are followed by extension activities so students can practise the new acquisitions and relate them to their own experience. The content will be exclusively taught in French to continue the immersion program started in Year 9 with the emphasis on the communicative skills of listening and speaking. Assessment The following areas of study are assessed:  Reading comprehension (this includes a variety of question types on written material related to the topics)  Written expression (this requires students to write in different styles, pieces related to the topics)  Listening comprehension (this requires a variety of written or spoken answers on aural material related to the topics)  Spoken expression (this requires students to engage in a number of spoken interactions of different styles mostly based on the topics as well as based on their own world and experiences). There are also Semester 1 and 2 examinations. Contact teachers: Ms V P Chabant (Head of Languages) Mrs A M Tymms

LOTE (LATIN) Approach The approach used in Year 9 Latin continues in Year 10. Students develop their knowledge of grammar, vocabulary and Roman civilisation using Unit 3 and 4 of the Cambridge Latin Course. The setting is at first Roman Britain in the late First Century AD. The scene then changes briefly to Masada in Palestine and finally to Rome itself in the time of the Emperor Domitian. Students complete research projects in order to gain an overview of the period of the Late Republic. As in Year 9, the study and translation of Latin prose allows students to think critically and creatively about their own language. Assessment The following areas of study are assessed:  Reading comprehension  Grammatical understanding  Unseen translation (this requires a good understanding of grammar and vocabulary as well as relevant cultural knowledge)  Social and historical context of Rome with a focus upon the Late Republic. There are also Semester 1 and 2 examinations. Contact teachers: Ms V P Chabant (Head of Languages) Mr M D Andrews 44

Year 10 Electives

MATHEMATICS (THINKING MATHEMATICALLY) This semester-length course is designed for those students who enjoy Mathematics. As well as providing additional challenge, the course will provide students with a strong foundation on which to build future success in mathematical studies, at school and beyond. Students will develop skills in presenting a mathematical argument to prove or disprove hypotheses. They will use computers and CAS calculators to build and investigate mathematical models representing problems set in real-world contexts. An introduction to the study of some advanced mathematical concepts will give a solid background for the study of topics which may be met in VCE Mathematical Methods and Specialist Mathematics, and in tertiary studies. There will also be an opportunity to spend time engaging with mathematics competition questions and taking part in some competitions. Where possible, the historical context for mathematics studied will provide a richer appreciation of mathematical endeavour. Content 1. Geometry: An extended investigation of Pythagorasâ&#x20AC;&#x2122; Theorem, congruence, similarity and other geometrical concepts will provide a context for suggesting, investigating and proving various hypotheses using established methods of proof. 2. Sequences and series: An investigation of various sequences of numbers and the ability of algebra to generalise and provide efficient methods of quantifying them. 3. Mathematical modelling and investigations: A less formal introduction to some of the functions met in VCE Mathematics and a practical and computer-based approach to their investigation and application. 4. Vectors: An introduction to vectors to provide a beginning background for their further study in Physics and/or Mathematics in VCE. Assessment As well as topic tests, students will undertake tasks in new contexts using the skills learned. There will be an examination at the end of the semester. Contact teacher:

Mr D Hibbard (Head of Mathematics)

MUSIC Aims and Objectives The Year 10 Music Elective aims to consolidate, stimulate and broaden interest in Music by active participation and understanding through solo and ensemble performance, theory, composition, aural perception and through computer generated creative work. For students wishing to continue with Music for their VCE, outcome expectations in Year 10 are compatible with entry into Year 11 programs. Content Music in Year 10 comprises five important areas of activity: Solo performance, Group performance, Musicianship, Composition and Perspectives. 1.

Solo Performance Prerequisite - All students taking music as an elective must also take instrumental or vocal lessons, either at the College or elsewhere. Students aim to develop excellence in vocal or instrumental performance with particular emphasis on tone, technique, and music reading. Assessment is by attendance and teacherâ&#x20AC;&#x2122;s report.

Group Performance Students have the opportunity to develop the enjoyment of playing music in groups, as well as developing skills in tone, technique, balance and intonation. Music reading, and 45

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interpretation of the repertoire with accuracy in the areas of pitch, rhythm, dynamics, phrasing and overall structure are very important components of the course. Year 10 groups are formed according to enrolment, and rehearse in time-tabled classes. Students are required to participate in Music Evenings held throughout the year, and may also be asked to perform in School Assemblies and on other occasions. 3.

Musicianship Students develop general musicianship by establishing links between the theoretical elements and structures of music and the aural perception of musical sounds, using both workbooks and specialised computer software. Tuition groups are formed on the basis of students’ prior knowledge and understanding of theory. The key theoretical concepts covered are:  time signatures, grouping of notes and rests  scales and key signatures  harmony  form  musical terminology. The key areas of aural comprehension include:  audiation (memorisation) of rhythmic, melodic and harmonic material  reflective listening  vocalisation  improvisation.

Composition Creative organisation projects provide opportunities to engage in composition and arranging, utilising the skills developed in the musicianship classes. Students will be expected to submit a folio of short compositions in a variety of styles, using different forms of notation and instruments. Part of this folio will contain music created using student laptop computers. Students will develop a broad knowledge of creative organisation in both the classical genres of the past and the popular idioms of the present.

Assessment Progressive assessment is based on the use of knowledge and skills in task completion, formal tests and performances, and on teachers’ reports. Contact teacher:

Mr M Irwin (Director of Music)

VET INTERACTIVE DIGITAL MEDIA (Certificate III in Media – CUF30107) Designed to run over two years:

Year One: Is available to both Year 10 and Year 11 students in 2015. Year Two: Is available to both Year 11 and Year 12 students in 2016.

Year 10 Electives

Introduction: VET in the VCE The aims of the VCE VET Interactive Digital Media program are to:  provide participants with the foundation knowledge and skills to achieve competencies which will enhance their employment prospects within the design and creative industries  provide knowledge and skills in the use of a range of technologies  enable participants to gain a recognised credential and make a more informed choice of vocational and career paths. VCE VET Units and ATAR (Australian Tertiary Admission Rank) Certificate III in Media is a recognised VET in the VCE program. On completion of the two year course students will be eligible for VCE VET unit credits, reported on their VCE Statement of Results. Students who complete the Certificate III in Media qualification will be eligible for a Unit 3– 4 sequence towards their VCE. Completion of the Certificate III program will result in a contribution to the student’s ATAR score, if relevant SACs and examinations are completed. Students will rewarded the Certificate III in Media qualification. The Unit 3–4 (Year Two) sequence of VCE VET Interactive Digital Media is not designed as a stand-alone study. Students are strongly advised against undertaking the Unit 3–4 sequence without first completing Year One. ATAR Contribution (Year Two) Students wishing to receive an ATAR contribution for VCE VET Interactive Digital Media must undertake Scored Assessment for the purpose of achieving a Study Score. This consists of three coursework tasks, worth 66% of the overall Study Score and an end of year examination, worth 34% of the overall Study Score. This Study Score can contribute directly to the primary four or as a fifth or sixth study. Completion Requirements (Year One) Achievement of the following units of competence is required for completion of the Certificate III (Year One) qualification. The Certificate III (Year One) course gives students a broad understanding of the multimedia industry including Industry and health and safety knowledge. The units of competency cover industry sectors such as photography, digital imaging, web design, film and DVD authoring, animation and print design. Units of Competence (Year One) Code

Unit of Competence

BSBCRT301A CUSOHS301A CUFDIG303A CUFIND301A CUFDIG201A CUFSOU301A BSBDES201A

Develop and extend critical and creative thinking skills Follow Occupational Health & Safety Procedures Produce and prepare photo images Work effectively in the screen and media industries Maintain interactive content Prepare audio assets Follow a design process

Assessment Assessment may involve a combination of written assignments, practical tasks, tests, examinations, portfolios, observation and questioning, scenario analysis and interview evaluation. Completion Requirements (Year Two) Achievement of the following specialist units of competence is required for completion of the Certificate III qualification. The units of competency cover industry sectors such as photography, digital imaging, web design, film and graphic design, animation and print design. Units of Competence (Year Two) Code

Unit of Competence

CUFANM301A

Create 2D digital animations

Year 10 Electives CUFWRT301A BSBDES302A CUFDIG302A CUFDIG301A CUFDIG304A

Write content for a range of media Explore and apply the creative design process to 2D forms Author interactive sequences Prepare video assets Create visual design components

Assessment The Study Score will be calculated using assessments of each student’s levels of performance. An assessment plan is written and approved by VCAA. Judgments about each student’s levels of performance are based on evidence from two sources: Coursework Students will undertake a set of three tasks during their program, assessed by a minimum of two of the following task types:  Work Project  Product  Portfolio Examination A task taken under examination conditions and assessed by a panel of assessors appointed by the VCAA. For further information about assessment please see the VCAA website. Partnership This course is auspiced externally through the Gordon Institute, but is taught on site by Geelong College staff. Resources and Facilities Students will have access to a well-equipped multi-media room and will also be required to use their computer notebooks. Students will experience both Mac and PC operating systems. A range of texts, magazines and other materials are accessible. Work Placement (Year One students) Students will be encouraged to complete a minimum of 40 hours of industry experience. Whilst this is not required for awarding of the certificate, it is strongly recommended that students take the opportunity to demonstrate their skills and apply their knowledge in a real work environment. This experience will occur mostly during the school holidays. Fees and Charges Students will be expected to supply their own USB devices. They will be charged for items used such as blank CDs, DVDs, printing requirements and other materials used. Articulation and Pathways Students completing the Certificate III (Year One) program will have met the requirements for two VCE units. When combined with the Certificate III (Year Two) program this entitles students to credit for four VCE units.

Advanced Diploma in Interactive Digital Media Certificate III

Diploma in Interactive Digital Media Tertiary Degree Programs

* Only Certificate III is offered at the College. Higher qualifications must be undertaken with an external provider. Contact teacher: 48

Mr S L McIntosh (VET Interactive Digital Media Teacher)

VCE Subjects

ACCOUNTING VCE Accounting focuses on the financial recording, reporting and decision-making processes of a sole proprietor small business. Students study both theoretical and practical aspects of accounting. Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods.

YEAR 11 (Units 1 and 2) Unit 1 – Establishing and Operating a Service Business This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. Specifically, students will develop: 1.

An understanding of basic issues which must be addressed in planning for a new business, including:  reasons for establishing a small business  factors leading to success or failure in small business  resources needed to establish a small business  sources of finance  sources of professional advice

Knowledge and skills required to record financial information, and to report cash position, financial performance and financial position using a single-entry system as the main record. Recording manually (including Excel spreadsheets). Includes:  the role of accounting principles in decision-making to achieve defined qualitative characteristics  source documents (including tax invoices, receipts, etc.)  design and use of special journals, cash receipts and cash payments  the two-fold impact of all transactions on the balance sheet (Assets = Liabilities + Owner’s Equity)  preparation of accounting reports:  Statement of Receipts and Payments  Income Statement  classified Balance Sheet  internal control procedures, including:  physical cash control (such as allocation of employees’ duties)  verification of cash balances by way of a bank reconciliation process

Knowledge and skills required to undertake basic financial planning and decision-making in a systematic manner. This includes:  issues related to sources of finance (e.g. gearing and interest)  use of Excel spreadsheets to prepare budgets for cash and profit  use of graphs to assist interpretation of reports  cash and profit budget variance reports

Assessment of Unit 1 1. A folio of exercises (manual and ICT-based) 49

VCE Subjects

2. 3. 4.

Topic tests Case studies incorporating use of electronic spreadsheets / computer package Semester examination

Unit 2 – Accounting for a Trading Business Outcomes (skills and knowledge) The emphasis on use of computer technology is continued. 1.

Unit 1’s recording and reporting outcomes are extended to trading firms giving and receiving credit. Introduction of:  source documents (e.g. sale and purchase invoices)  subsidiary records (e.g. stock cards using FIFO valuation)  managing stock (e.g. role of physical stock takes)  depreciation (straight-line only)  recording of prepaid and accrued expenses  price-setting strategies

Further development of:  understanding of the role of accounting principles and qualitative characteristics  managing cash  the distinction between cash and profit, including balance day adjustments  classification of reports  Cash Flow Statement for Operating, Investing and Financing inflows and outflows  Income Statement for Gross Profit and Net Profit  use of an accounting package on a cash basis, with evaluation of the need to convert from a manual system and design a chart of accounts

Unit 1’s decision-making outcomes are extended with emphasis on evaluation of reported results. Includes:  analysis of ratios, trends and benchmarks covering liquidity and efficiency (profitability)  selection of appropriate key performance indicators  use of non-financial indicators (e.g. quality assurance measures, general economic climate, customer surveys)  alternative presentations of data (e.g. computer generated charts)  strategies to improve the firm’s operation (incorporating Excel and computerised accounting systems)

Assessment of Unit 2 1. Folio of accounting exercises (manual and ICT-based) 2. Topic tests 3. Case studies incorporating use of a computerised accounting system 4. Semester examination

YEAR 12 (Units 3 and 4) It is not recommended that students attempt Accounting Unit 3 without first having completed Units 1 and 2. Unit 4 may not be attempted without first having successfully completed Unit 3. Unit 3 – Recording and Reporting for a Trading Business Outcomes (skills and knowledge) These extend and develop the skills and knowledge specified for Units 1 and 2.

VCE Subjects

Students are required to record and report financial information for single activity, sole proprietor trading firms. They must:  use a double-entry accrual-based system including control accounts and subsidiary records for debtors, creditors and stock  record transactions in special journals, including  cash and credit transactions  discount given and received  GST  record selected transactions in the General Journal (e.g. correction of errors, bad debts)  record balance day adjustments in the General Journal and ledger accounts for:  depreciation (straight-line)  accrued and prepaid expenses  stock loss or gain  prepare trial balances before and after adjustments  close or balance ledger accounts as appropriate  successfully use double entry recording and reporting systems (including Excel – based system)  prepare classified Cash Flow Statements, Income Statements and Balance Sheets  evaluate all procedures in terms of their compliance with accounting principles and supporting concepts

Unit 4 – Control and Analysis of Business Performance Outcomes (skills and knowledge) These extend and develop the skills and knowledge specified in the equivalent outcomes for Unit 3. Unit 4 may not be attempted without first having successfully completed Unit 3. 1.

Students are required to record and report using the double entry accrual-based system including:  additional balance day adjustments for accrued revenue, prepaid revenue and reducing balance depreciation  credit purchase and disposal of depreciable non-current assets  sales and purchase returns

Students are required to record and report on issues relating to valuation of stock, including:  product and period costing  anticipated losses on future sales of stock

Students are required to prepare budgets for cash, profit and financial position, prepare cash variance reports and analyse budget variances to facilitate planning and control.

Students are required to evaluate and communicate business profitability (efficiency) and liquidity, working manually and via computer spreadsheets, including:  use of a range of ratios such as Return on Investment  identification of trends resulting from a combination of vertical and horizontal analysis  comparison with benchmarks  use of non-financial indicators (e.g. quality assurance measures, general economic climate and customer surveys)  alternative presentations of data (e.g. computer generated charts)  development of strategies to improve profitability and liquidity

Assessment There are two types of assessment used for Accounting Units 3 and 4: 51

VCE Subjects

School-assessed coursework. In total, this contributes 50% of all the year’s final assessment. Here, teachers rate a student’s performance by using a series of internally assessed SACs (e.g. selected from a folio of exercises, a case study, tests) all of which may be conducted manually and/or with the use of ICT. At least 30 marks of a possible 100 for both Unit 3 and Unit 4 will be allocated to ICT based assessment. End-of-year examination. This contributes 50% of the final assessment. The examination will consist of a series of short and extended response questions. These may include a variety of item types including scenarios, questions with multiple parts, short answer questions and extended response questions.

Contact teachers:

Mr R M Morris (Head of Business Studies) Mr J M Kristiansen

ART Students have a choice of which medium they wish to work in. Classes are based on this choice as indicated in subject selections. Students cannot study both Art (Painting) and Art (Photography).

ART (PAINTING) or ART (PHOTOGRAPHY) VCE Art is a Study which aims to:  Encourage an independent, practical and creative approach to problem-solving in response to themes which are both set by the school and initiated by the student.  Develop skills in the use of a range of art media, including ICT, as a means of expressing ideas and issues in visual form.  Encourage the appreciation of visual culture and history, and of the role of art in both defining and reflecting the culture and ideas of its era.  Develop skills in critical thinking in relation to both the student’s own work and the work of other artists. This involves the analysis and interpretation of artworks in the context of their cultural and historical settings.  Prepare students for entry to tertiary courses in Visual Arts, Fine Arts, Design, Arts, or any of a range of other art or design related courses or pursuits which involve creative, practical problem-solving and lateral critical thinking.

YEAR 11 (Units 1 and 2) Art History and Appreciation (Outcome 1) Each Unit focuses on a different art theme, though in both the aims are the same: to encourage and develop skills in critical thinking through the analysis and interpretation of artworks in their historical and cultural contexts. Art Practice (Outcome 2) In each unit it is expected that the student produce an extensive folio of developmental work and a range of finished works. The emphasis is very much on process rather than finished work, and on the student taking control of the process of art making, from exploring and trialling a range of media, techniques and processes to resolving her/his ideas in visual form in finished artworks. In each Unit themes are set by the school, with the scope for (and expectation of) individual interpretation increasing as the year progresses. Assessment In Art Practice, each task is assessed by applying a structured Rubric which is designed to offer specific feedback to students on their achievement for each set task. Students are also required to provide a self assessment of each task and present a short oral presentation at the completion of task 3. The theory component of the course is assessed by assignments which constitute the 52

VCE Subjects

assessment tasks. An end of semester examination which involves the work covered during the semester is also undertaken.

YEAR 12 (Units 3 and 4) Art History and Appreciation (Outcome 1) Unit 3 content is specifically related to questions on the VCAA examination. The requirement is to study the artworks of artists from different historical periods. The aim is the critical interpretation and comparative analysis of artworks from both periods as a means of gaining an understanding of the role of art in defining and reflecting the culture and ideas of its time. In Unit 4 the emphasis is on the student arriving at informed personal opinions about the work of artists from a selected period. A range of articles and reviews by art critics and historians are studied as a basis for the formation of informed opinions about an art issue with reference to the works of at least one artist. The content of Unit 4, Outcome 1, is also specifically related to questions on the VCAA examination. Art Practice (Outcome 2) The requirement for Art Practice is the production of a single Folio of work which is developed over both Units 3 and 4. The Folio involves the student deciding on a theme or issue then producing an extensive body of work which explores, develops and refines the theme through a range of media, processes and possible directions. The aim is to resolve the theme in at least two finished artworks. The Folio is a ‘School Assessed Task’, or SAT. Assessment Art History and Appreciation (Outcome 1)  both Unit 3 and 4 have a component of School Assessed Coursework  there are 2 SACs in Unit 3, and one SAC in Unit 4  the SACs can take the form of a test, a series of short responses, or an essay  in Unit 3, two SACs are worth 3.5% and 6.5%, respectively, of the overall study score, a total of 10% for that unit of work. In Unit 4, the SAC is worth 10% of the total Study Score. The SACs in total for Units 3 and 4 count for 20% of the total study score. Art Practice (Outcome 2) The Folio is a School Assessed Task (SAT) which is assessed by the school via six criteria set by the VCAA. Every year the Folios from a selection of Victorian schools are reviewed by the VCAA to ensure comparability of outcomes across the state. The Folio counts for 50% of the overall Study Score. VCAA Examination The examination counts for 30% of the total Study Score. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teachers:

Mr G J Smith Mr P C Taylor

BIOLOGY VCE Biology is the study of living things from familiar, complex multi-cellular organisms that live in the many different habitats of our biosphere to single celled micro-organisms that live in seemingly inhospitable conditions. It is the study of the dynamic relationships between living things, their interdependence, their interactions with the non-living environment, and the processes that maintain life and ensure its continuity. Biology enables students to understand that 53

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despite the diverse ways of meeting the challenges of survival, all living things have many structural and functional characteristics in common. Further, students develop knowledge of bioscience and skills in science inquiry and the values and attributes that will help them to consider issues and implications associated with the application of biological techniques and technologies. There are no prerequisites for entry to Units 1, 2 or 3. Students must undertake Unit 3 prior to undertaking Unit 4.

YEAR 11 (Units 1 and 2) Unit 1 – Unity and Diversity, is undertaken during Semester 2 and involves two Areas of Study:  Cells in action  Functioning Organisms Students examine the cell as a structural and functional unit of the whole organism. The needs of individual cells, how specialised structures carry out cellular activities and how the survival of cells depends on their ability to maintain a dynamic balance between their internal and external environments are investigated. Unit 2 – Organisms and their Environment, is undertaken during Semester 1 and is structured around the following Areas of Study:  Adaptations of organisms  Dynamic ecosystems Students study the relationships between living things and their environment. Biotic and abiotic factors that operate in different places of the biosphere, and how these factors influence the kinds of organisms that live there are investigated. Students examine how organisms in their particular habitats are part of the integrated and naturally self-sustaining systems in which energy flows and matter is cycled between the living and non-living components of the environment. A compulsory field study camp is conducted during Unit 2. Assessment Biology at Year 11 is based on a variety of tasks, such as practical activities and reports, field investigations, tests and a formal theory examination at the conclusion of both Units 1 and 2.

YEAR 12 (Units 3 and 4) Units 3 and 4 are designed to be taken as a sequence. There are no prerequisites for entry into Unit 3; however students who have not completed Units 1 and 2 may need to undertake preparatory work based on these two Units, as specified by the teacher. Unit 3 – Signatures of Life, consists of two Areas of Study:  Molecules of life  Detecting and responding Students consider the molecules and biochemical processes that are the indicators of life. The synthesis of biomolecules and biochemical processes that are common to autotrophic and heterotrophic life forms are investigated. Students investigate the role of proteins in cell functioning, how cells communicate with each other and the technological advances that have contributed to our knowledge and understanding of molecular biology. Students apply concepts relating to cell structure and function, the needs of cells and their activities. Unit 4 – Continuity and Change, is structured around two Areas of Study:  Heredity  Change over time In this unit students examine evidence for evolution of life forms over time. They investigate how the study of molecular genetics has expanded into genomics, how genes are transmitted from 54

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generation to generation, the interrelationships between biological, cultural and technological evolution and how to apply technologies that can change the genetic composition of individual organisms and species. Assessment In Units 3 and 4, assessment is partly the responsibility of the teachers of Biology at this level (School Assessed Coursework) and partly the responsibility of the Victorian Curriculum and Assessment Authority (external examination). The school assessed coursework involves practical exercises and written reports as well as a short research report or poster related to each Unit. Students are given clear guidelines at the beginning of each semester as to what is expected of them in relation to School Assessed Coursework. Unit 3 School Assessed Coursework (SAC) 20%, Unit 4 School Assessed Coursework – 20% and the end of year examination contributes 60%. Contact teachers:

Mrs C E Watson (Head of Science and IT) Mrs A J Jackman Mrs K E Heard

CHEMISTRY VCE Chemistry aims to acquaint students with important chemical concepts and issues of relevance to life in the 21st Century, including the study of materials, fuels, energy transformations, food and the environment. The study design sets out pathways whereby these broad themes may be accessed and investigated. The acquisition of knowledge and the solution of problems, both qualitative and quantitative, is also a feature of Chemistry at this level.

YEAR 11 (Units 1 and 2) Unit 1, The Big Ideas of Chemistry, will be undertaken in Semester 1 and Unit 2 in Semester 2. The Areas of Study, around which the content of Unit 1 is based, are:  The Periodic Table  Materials The content of the “Materials” Area of Study includes the theoretical models of atomic theory and chemical bonding upon which much of the later content in the study of Chemistry depends. It also includes a significant component of Organic Chemistry. The mole as a fundamental unit of “amount of chemical substance” is developed. Unit 2, Environmental Chemistry, is structured around the following Areas of Study:  Water  The Atmosphere The content of the “Water” Area of Study deals with important classes of chemical reactions, for which knowledge of the conventions of chemical language assumes particular importance. For both Units, the Study Design outlines “key knowledge” and “key skills” that are considered essential to determining the level of competence students achieve in their learning, and these form the substance of the “learning outcomes” of each of Unit. Assessment Assessment of Chemistry at Year 11 will be based on the specifics of the key skills and key knowledge, and will be administered through class tests, practical work and formal examinations at mid-year (Unit 1) and end-of-year (Unit 2).

YEAR 12 (Units 3 and 4) It is understood that entry to Units 3 and 4 of this study is dependent upon a student achieving a satisfactory level of competence in the study of Units 1 and 2 of Chemistry, since most of the 55

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content of Units 3 and 4 builds upon prior knowledge and skills. As with the Year 11 course, the content of Unit 3, Chemical Pathways, is structured around Areas of Study, which in this case are:  Chemical Analysis  Organic Chemical Pathways In the chemical analysis unit students use a variety of analytical techniques to analyse products in the laboratory. The work on organic chemical pathways investigates systematic organic chemistry including production of starting materials for particular reaction pathways. Unit 4, Chemistry at Work, will be undertaken during the second semester; the content of this unit is structured around the following Areas of Study:  Industrial Chemistry  Supplying and Using Energy The work on industrial chemistry focuses on the factors that affect the rate and extent of a chemical reaction and how these factors can be adjusted to achieve the optimum reaction conditions in the industrial production of chemicals. The work on energy focuses on the use of different energy resources. Assessment The assessment is a mix of School Assessed Coursework and an external examination; the former is the responsibility of the teachers of the study at this level, whilst external examination, and its supervision, is the responsibility of the Victorian Curriculum and Assessment Authority (VCAA). In Chemistry, there is an external examination in November. The content of Unit 3 and Unit 4 is examined in November. The examination contribute 60% to the final assessment in this study, with the balance (40%) being School Assessed Coursework. The Study Design establishes clear guidelines as to what tasks will contribute to the School Assessed Coursework, and these are almost exclusively based on experimental investigations and the reporting thereof. Students will be given clear guidelines at the beginning of each semester as to what will be expected of them in relation to School Assessed Coursework. The school will report its assessment of student work to the Victorian Curriculum and Assessment Authority (VCAA) in November, and these assessments will be statistically moderated against the results achieved, by the school cohort, on the external examinations. Contact teachers:

Mrs C E Watson (Head of Science and IT) Mr G J Donovan Ms K Van Cleef

DANCE YEAR 11 (Unit 1) Areas of Study 1. Dance Perspectives This area of study focuses on the definition and documentation of choreographers’ expressive intentions, movement creation processes resulting in expressive body actions, and the technical and physical skills required to safely execute these expressive body actions. Students learn about ways of defining an expressive intention, analyse and document influences on their own dancemaking and consider expressive intentions used by other choreographers. They also learn about ways of documenting movement, for example through the use of annotated drawings and/or sketches, written descriptions using dance terminology and/or notation.

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Outcome 1 On completion of this unit students should be able to describe and document the expressive intention, body actions and technical and physical skills used in their own and other choreographers’ dance work; and discuss influences that impact on their own dance-making. Assessment Report in one of the following formats; written, oral or multimedia. 2. Choreography and Performance This area of study focuses on the choice and development of expressive intention and the exploration and safe use of body actions to communicate an expressive intention when creating dance works. Students use processes such as improvisation, selection, arrangement, refinement and evaluation to explore their chosen expressive intention and develop a personal movement vocabulary for the creation of a solo or group dance work. They also study ways of structuring and developing a unified composition and develop solo and/or group improvisation skills. Outcome 2 On completion of this unit students should be able to choreograph and perform a solo or group dance work with unified composition that communicates an expressive intention and complete structured improvisations. Assessment  A solo or group dance work choreographed and performed by the student/s that communicates an expressive intention.  Complete structured solo and/or group improvisations. 3. Dance Technique and Performance This area of study focuses on developing students’ capacity to expressively execute a range of body actions through the safe use of technical and physical skills. Students learn, rehearse and perform a solo or group dance work which communicates an expressive intention. Students dance technique is developed through regular and systematic training, focusing on personal and learnt movement vocabulary. Outcome 3 On completion of this unit students should be able to expressively execute the body actions of a learnt solo or group dance work to communicate the intention of the choreographer, through the safe use of technical and physical skills. Assessment A performance of a learnt solo and/or group dance work.

YEAR 11 (Unit 2) Areas of Study 1. Dance Perspectives This area of study focuses on ways the elements of movement: time, space (including shape) and energy are manipulated to communicate an expressive intention, and on influences on selected dance traditions, styles and/or works. Students are introduced to the types of group structures choreographers can use to communicate an expressive intention. Outcome 1 On completion of this unit students should be able to analyse and discuss ways elements of movement are manipulated in selected dance traditions, styles and/or dance works. Assessment Report in one of the following formats; written, oral or multimedia. 57

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2. Choreography, Performance and Dance-making Analysis This area of study focuses on the choreographic exploration of the elements of movement vocabulary to communicate the intention of students in the creation and performance of their own works. Students practice the safe physical execution of variations of the elements of movement in structured solo and/or group improvisations, and explore different types of form and the creation, ordering and linking of sections to create expressive formal structures in a solo or group dance work. Students analyse their dance works focusing on the description and documentation of movement vocabulary and expressive uses of the elements of movement. They also study dancemaking and performance processes central to choreographing and performing their own dance works. Outcome 2 On completion of this unit students should be able to choreograph and perform a solo or group dance work, complete structured improvisations, and describe the dance-making and performance processes used in their own works. Assessment  A solo or a group dance work that communicates an expressive intention and is choreographed and performed by the student.  A report on the dance-making and performance processes used to create the solo or group dance work.  Complete structured solo and/or group improvisations. 3. Dance Technique, Performance and Dance Analysis This area of study focuses on learning, rehearsing and performing a learnt solo or group dance work. By using these dance-making processes, students further develop their personal movement vocabulary and understanding of ways elements of movement can be used through the expressive execution of body actions and the safe use of physical skills. Students also develop their personal movement vocabulary through regular and systematic training as they learn the movement vocabulary of the selected work. Students analyse processes involved in learning, rehearsing and performing a dance work. Outcome 3 On completion of this unit students should be able to expressively execute manipulations of the elements of movement in a learnt solo or group dance work to communicate the choreographer’s expressive intention, through the safe use of physical skills, and analyse the processes used to learn, rehearse and perform the work. Assessment  A performance of a learnt solo or group dance work.  A report on the processes used to learn, rehearse and perform the dance work.

YEAR 12 (Unit 3) This Unit focuses on the choreography, rehearsal and performance of a solo dance work and involves the physical execution of a diverse range of body actions and use of technical and performance skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the learnt group dance work are analysed. Students develop an understanding of choreographic principles through an analysis of ways the expressive intention chosen by the choreographer of twentieth and/or twenty-first century solo dance works selected from the prescribed list of dance works is developed through the use of chorographic devices and arrangement of phrases and sections. Students analyse expressive use of movement vocabulary in selected dance works, and influences on the choreographers’ choice of expressive intention, and technical and production aspects of the dance works. 58

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The student’s level of achievement in Unit 3 will be determined by school-assessed coursework, an end-of-year performance examination and an end-of-year written examination. Areas of Study 1. Dance Perspectives This area of study focuses on developing an understanding of the ways choreographers of prescribed twentieth and/or twenty-first century solo dance works arrange selected movement vocabulary into related phrases and movement sections to create formal structures to communicate their expressive intention. Students analyse phrasing in selected solo dance works with reference to the chorographers’ uses of body actions, technical and physical skills, choreographic devices and choreographic manipulations of the elements of movement. Dance design including the relationship between expressive intention, movement vocabulary and form and influences is also studied. Outcome On completion of this unit students should be able to analyse influences on, and the movement vocabulary and use of, related phrases, movement sections, formal structures and dance design to communicate the expressive intention in prescribed solo dance works. Assessment tasks Analysis of works from the Prescribed List of Dance Works for Unit 3 in any one of or a combination of the following formats:  a written report  an essay  an annotated visual report 2. Choreography, Performance and Dance-making Analysis This area of study focuses on choreography and performance of a solo dance work. Students study ways of creating a personal movement vocabulary which is then arranged into related phrases and sections to create expressive formal structures to communicate an expressive intention. The student’s choice of expressive intention facilitates the expressive execution of a diverse range of body actions and manipulations of the elements of movement through the safe use of a wide range of physical skills. Students analyse and document ways phrases are formed, including use of movement creation processes, choreographic devices, choreographic manipulations of the elements of movement, and the expressive use of body actions through the safe use of physical skills. Dance-making and performance processes used to choreograph, rehearse and perform the student’s solo dance work are identified and documented. Outcome On completion of this unit students should be able to choreograph, rehearse and perform a solo dance work using personal movement vocabulary and technical, physical and performance skills to communicate their expressive intention, and analyse the processes used to choreograph, rehearse and perform the dance work. Assessment Analysis of the processes used in the choreography, rehearsal and performance of a solo dance work choreographed by the student in one of the following formats:  a written report  a test  an annotated visual report 3. Dance Technique, Performance and Dance Analysis This area of study focuses on expanding the student’s physical skills and expressive execution of movement vocabulary to include the safe and accurate execution of group movement sequences, phrases and movement sections of technical complexity in a learnt group dance work. Students 59

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continue to undertake regular and systematic dance training as they learn the selected group dance work. They also analyse and document the processes involved in learning, rehearsing and performing the selected dance work. Outcome On completion of this unit students should be able to learn, rehearse and perform a group dance work created by another choreographer, and analyse the processes involved in learning, rehearsing and performing the work. Assessment Performance of a learnt group dance work created by another choreographer.

YEAR 12 (Unit 4) This unit focuses on choreography, rehearsal and performance of a unified solo dance work which has a beginning, development/s and resolution. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of performance skills. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the unified solo dance work. Students understanding of choreographic skills is also developed and refined through an analysis of ways in which the choreographers’ intention can be expressed through the manipulation of group structures and the elements of spatial organisation, including direction, level, eye/body focus and dimension, in group dance works by twentieth and/or twenty-first century choreographers. Influences on choices made by choreographers in these works are also studied. The student’s level of achievement in Unit 4 will be determined by school-assessed coursework, an end-of-year performance examination and an end-of-year written examination. Areas of Study 1. Dance Perspectives This area of study focuses on developing an understanding of the ways choreographers of twentieth and/or twenty-first century dance works choreographically manipulate group structures and the elements of spatial organisation to communicate their expressive intention. Influences on choices made by choreographers of the selected works are analysed. Outcome On completion of this unit students should be able to analyse influences on, and the use of, group structures and the elements of spatial organisation to communicate the expressive intention in prescribed group dance works. Assessment Analysis of works selected from the Prescribed List of Dance Works for Unit 4 in any one of the following formats:  a written report  an essay  an annotated visual report 2. Choreography, Performance and Dance-making Analysis This area of study focuses on choreography and performance of a solo dance work. Students explore ways of manipulating the elements of spatial organisation and create a unified composition to communicate their chosen expressive intention. Students analyse and document the manipulation of the elements of spatial organisation, and the creation of movement phrases and sections to create an expressive formal structure and unified composition in their solo dance work. Dance-making and performance processes used in the choreography, rehearsal and performance of the student’s solo dance work are identified, documented and analysed. Students 60

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present a performance of their solo work that demonstrates safe and accurate execution of movement vocabulary and expressive performance skills. Outcome On completion of this unit students should be able to choreograph, rehearse and perform a solo dance work which has a unified composition and communicates an expressive intention through manipulation of the elements of spatial organisation, and analyse the processes used to choreograph, rehearse and perform the dance work. Assessment Analysis of the processes used in the choreography, rehearsal and performance of the solo dance work choreographed by the student, presented in one of the following formats:  a written report  a test  an annotated visual report Contact teachers:

Ms D T Hynes (Head of Drama) Ms K M Sunderland

DRAMA/THEATRE STUDIES YEAR 11 DRAMA (Units 3 and 4) At Year 11, students have the opportunity to undertake Drama Units 3 and 4, subject to criteria published separately. Unit 3 – Devised Non-naturalistic Ensemble Performance This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance. Students use and manipulate dramatic elements, conventions, performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to shape and enhance the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance. Students also analyse a professional performance that incorporates non-naturalistic performance styles and production elements selected from the prescribed VCE Drama Unit 3 Playlist published annually by VCAA. Areas of Study 1. Devising and Presenting Non-naturalistic Ensemble Performance This area of study focuses on the development of a devised non-naturalistic ensemble performance. Students examine a range of practitioners working in non-naturalistic performance styles to explore how dramatic work is created. Students work with given stimulus material and guidelines that provide a starting point for the structure of a performance. They apply their knowledge of ways other practitioners work and use play-making techniques to extract dramatic potential from the stimulus, and develop a performance and present character/s in the ensemble performance. When creating their ensemble performance, students develop a story that uses transformations of object, time, place and character. They manipulate dramatic elements, stagecraft and conventions in non-naturalistic ways and consider role and its application to ensemble performance. They establish and manipulate actor–audience relationships in performance.

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2. Responding to Devised Ensemble Performances This area of study is concerned with the analysis of the ensemble performance devised in Outcome 1. Students describe, reflect upon, interpret, analyse and evaluate the construction and performance of an ensemble performance. They analyse the selection, use and manipulation of play-making techniques, dramatic elements, stagecraft conventions, as well as expressive and performance skills. Students also use the language of drama to discuss their own work and to speculate about the dramatic potential of their own and other stimulus material and resources for developing character/s for ensemble performance. 3. Analysing Non-naturalistic Performance In this area of study students focus on an analysis of a performance that uses non-naturalistic performance styles selected from the prescribed VCE Drama Unit 3 Playlist. Students analyse the ways that characters are represented in the performance. They also observe and analyse actors’ use of performance and expressive skills. They consider how the actor–audience relationship is created and manipulated as well as the ways dramatic elements, conventions and stagecraft are used in the performance. The prescribed VCE Drama Unit 3 Playlist is published annually on the Victorian Curriculum and Assessment Authority website. Outcome 1 On completion of this unit the student should be able to develop and present character/s within a devised non-naturalistic ensemble performance. Outcome 2 On completion of this unit the student should be able to analyse the use of processes, techniques and skills to create and present a devised ensemble performance. Outcome 3 On completion of this unit the student should be able to analyse and evaluate a non-naturalistic performance. Assessment Tasks  Devised ensemble performance.  Written analysis report.  Written analysis report. Unit 4 – Non-naturalistic Solo Performance This unit focuses on the development and presentation of non-naturalistic devised solo performances. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions. They develop skill in extracting dramatic potential from stimulus material and use dramatic elements, conventions, performance styles and performance and expressive skills to develop and present a short solo performance. These skills are further developed as students create a devised solo performance in response to a prescribed structure. Students also document and evaluate the stages involved in the creation, development and presentation of a solo performance. Areas of Study 1. Working with Stimulus Material In this area of study students develop skills in transformation of character, time, place and object. Students explore playmaking techniques in the development of a short non-naturalistic solo performance. Teachers provide stimulus material appropriate to the size of the task, such as a person, an event, an issue, a place, an image, one word, a definition, a quote, lyrics, a sound or an icon. Students prepare for the task of devising a non-naturalistic solo performance by exploring, experimenting and trialling processes they will employ in Outcome 2. Students begin by exploring and experimenting with a range of play-making techniques to extract dramatic potential from the stimulus material. They devise a solo performance in response to the stimulus, 62

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focusing on transformation of character, time, place and object. Students write a short statement that identifies the non-naturalistic qualities of this performance. They then present this solo performance in an informal setting such as in a classroom. The stimulus material the student uses in this area of study must be different from the stimulus material used in completing Outcomes 2 and 3, and should not be selected from the prescribed structures published for the current year in the VCE Drama Performance Examination Specifications. 2. Devising a Non-naturalistic Solo Performance This area of study is focused on the making and developing of a solo performance in response to a prescribed structure. Students draw on an understanding of traditions of performance from a range of historical, cultural and social contexts. In their solo performance, students use conventions of non-naturalism including transformation of time character, place and object. They may also use other conventions such as heightened use of language, stillness and silence, exaggerated movement, song, pathos, vignette, voice-over, direct address to the audience, caricature and other conventions as appropriate to the requirements of a prescribed structure. The solo performance developed for this outcome must be based on one of the prescribed structures published in the VCE Drama Performance Examination Specifications. 3. Analysing Devised Non-naturalistic Solo Performance In this area of study students analyse and evaluate the creative processes used in the creation, development and presentation of a devised non-naturalistic solo performance. Appropriate drama terminology is used to present analysis and evaluation of performance styles and conventions. Students draw on examples of expressive skills, performance styles, dramatic elements, stagecraft and conventions to support their analysis and evaluation. Outcome 1 On completion of this unit the student should be able to devise a mini solo performance in response to given stimulus material and describe the non-naturalistic qualities of the performance. Outcome 2 On completion of this unit the student should be able to create, develop and perform a nonnaturalistic drama solo in response to a prescribed structure. Outcome 3 On completion of this unit the student should be able to analyse and evaluate the creation, development and presentation of a devised non-naturalistic solo performance. Assessment Tasks  Mini solo performance  Solo performance examination  Written analysis report  Written examination Contact teachers:

Ms D T Hynes (Head of Drama) Mr L L Joyce

YEAR 12 THEATRE STUDIES (Units 3 and 4) Unit 3 – Play Production This unit focuses on the interpretation and production of a play(s). It involves all aspects of production processes. Specialised areas in stagecraft are developed. Acting skills focus on specific styles used in the interpretation of the play and enable students to demonstrate knowledge of particular performance styles and theatrical conventions. Theatre history is studied in the context of the selected play(s) with a focus on the playwright, traditional performance styles and conventions, interpreted performance styles and conventions 63

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and the use of a range of stagecraft. Analysis of the play from the prescribed play list is enhanced through the evaluation of the production. Stagecraft includes: acting, direction, dramaturgy, stage management, set design, costume, lighting, properties, make-up, sound, multi-media and publicity/promotions.. Students should specialise in two areas of stagecraft in Unit 3. Areas of Study 1. Production and Performance This area of study focuses on the production of a play and its performance. Students study the background of a play, one-act plays or selected play excerpts, develop an interpretation of the play(s) and produce the work or works using appropriate stagecraft. The play is then performed to an audience. Students analyse the production processes involved. This area of study will include:        

the context of the selected play(s) through study of its social and historical background interpretations of the play(s) and their application using production processes language of the play, its nature and effect, and how it assists in creating meaning the rehearsal process to further develop the interpretation of the play(s) intended meaning of the play(s) enhanced by the use of stagecraft stagecraft and its relationship to performance style(s) and theatrical conventions the collaborative processes involved in the realisation of performances of selected play(s) presentation of work to an audience.

2. Theatre Criticism This area of study focuses on the analysis and evaluation of a play in performance selected from the prescribed play list, identifying ways in which production values are established. This area of study will include:  the historical, social and political background of a selected play in performance  differences between the written and performed play, including performance styles and theatrical conventions  dramaturgical decisions: direction, design and acting  contribution of individuals in different roles in establishing production values. Outcome 1 Use stagecraft in the production of a play(s) or excerpts from play(s). Outcome 2 Analyse the use of stagecraft in the development of work from unseen stimulus. Outcome 3 Analyse and evaluate production values evident in a selected performance. Assessment Tasks  a folio of material on two areas of stagecraft  a written analysis  a test or a written analysis. Unit 4 – The Actor in Performance This unit focuses on a prescribed play that involves individual students working in the areas of text research, interpretation and performance. Each student selects a scene containing a prescribed monologue from a play and, using acting skills and other stagecraft, develops the scene. The scene interpretation involves ensemble work and dialogues, as appropriate, and is accompanied by contextual analysis, which comprises the stages of development of a student’s interpretation of the scene. Acting skills focus on rehearsal of the scene with other students, culminating in the 64

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student’s performance of a monologue from that scene. Students investigate the context of the play. This research informs their work. The performance of actors in the play selected from the prescribed play list is also analysed. Areas of Study 1. Scene Interpretation This area of study involves interpretation of a scene from a play selected from the prescribed monologue list. This area of study will include:  a play selected from the prescribed monologue list  an interpretation of a scene from the play  a range of performance styles and related theatrical conventions in the realisation of the interpretation of the scene  processes used in developing the interpretation  performance of the prescribed monologue from the scene which demonstrates the student’s final interpretation. 2. Context Investigation This area of study involves investigation of the context of the play through selection and performance of a monologue from the prescribed monologue list. Students identify the characteristics of the historical, social and political contexts of the play and use their research to inform their interpretation. This area of study will include:  the historical period in which the play is set  the historical period in which the play was conceived  the playwright  the play’s themes  play structure, including plot and character  performance styles and theatrical conventions described and/or implied by the play and the period in which it was conceived  interpretations of the play and use of theatrical conventions. 3. The Actor This area of study involves analysis of the actor in performance. Students observe and comment on the characteristics of acting and analyse how the actor works on stage. Students attend performance(s) selected from the prescribed play list and write an analysis that focuses on actors in performance. This area of study will include:  character: including status, motivation and characteristics  physicalisation of character that is, use of voice, movement, gesture, focus, stillness and silence  use of acting space  use of language in performance  performance style(s) applied in performance  actor-audience relationship. Outcome 1 Monologue Outcome 2 Develop an interpretation of a scene from a selected play based on an analysis of the play’s context. Outcome 3 Analyse actors in performance in a selected play. 65

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Assessment Task  VCAA examination  A written analysis  A test or a written analysis Contact teacher:

Ms D T Hynes (Head of Drama)

ECONOMICS Overview of VCE Economics Courses Each day, millions of economic decisions are made by individuals, business and governments both in Australia and overseas. Increasingly, these decisions affect the wellbeing of families, nations and regions. Under the exciting VCE course (2010-16), the study of Economics has both an Australian and international perspective. The course is designed to increase student awareness, interest and understanding of:  The operation of Australia’s economic system and influences on our living standards (e.g. economic growth, environmental sustainability, inflation, wealth and poverty).  Economic change – issues and challenges (e.g. population, jobs, international trade and globalisation).  Economic activity and Australia’s economic goals (e.g. the business cycle, low inflation, low unemployment, fair income distribution).  The Australian government’s economic policies to manage the economy (e.g. interest rates, the budget, efficiency reforms, environmental policy, and population policy). In studying Economics, students will not only develop an educated and informed position about such matters, but should also cultivate vital intellectual skills and understanding. Some students may even choose to go on and study Economics at university, since this can be a means of entry into a wide range of interesting careers in both the private sector (e.g. business economist in a large company, CEO/manager, environmental economist, marketing, journalism, education, investment advisor, market researcher, solicitor, town planning) and government sector (e.g. in agriculture, environment, international trade, immigration, sport and recreation, Treasury, Reserve Bank, diplomatic services, United Nations, communications) of the economy.

YEAR 11 (Units 1 and 2) Unit 1 – The Australian Economy: Economic Choices and Consequences During this unit, students will learn about the basic features of Australia’s market economic system, along with an intriguing range of economic issues facing society, that influence our living standards. These issues include economic growth and sustainable economic development. In addition to choosing a case study of one particular market (e.g. the operation of the stock market, sports and leisure market, grape market, agricultural market, oil market, avocado market, wheat market, coffee market, diamond market, foreign exchange market and local or international property market), one other contemporary economic issue must be selected from the following elective topics:  The creation of personal wealth and income, the issue of poverty and government policy.  Inflation or rising prices.  An economic issue nominated by the teacher. We will focus our studies on these interesting topics, partly because they have an important bearing on society’s well-being, and partly because they are frequently headlined in the media.

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Unit 2 – Australia and the Global Economy: Issues and Challenges In part, this unit of study takes on an international flavour, after we investigate the concepts of population, employment and change. In addition to this topic, two of the following electives will be selected:  The nature of international trade between Australia and the rest of the world, the exchange rate for the Australian dollar, our massive foreign debt and a case study of an Asian trading partner (e.g. China).  The issue of economic globalisation where increasingly we are at the mercy of multinational companies and the uncertainties of the global economy.  Development economics - economic and social inequality between nations, its causes and solutions.  A global economic issue nominated by the teacher. Skills Apart from developing knowledge about the above areas of study, students will also acquire valuable skills including the ability to:  sort and communicate economic information  use a range of sources to acquire economic information  define key economic concepts and use them appropriately  interpret and analyse a range of economic information  describe the nature of contemporary economic issues (both local and international)  evaluate the impact of selected economic issues on living standards Learning Activities Typically, a wide range of learning strategies is used during the year including:  several class excursions (e.g. Queen Victoria Market, Cattle Auctions, Stock Exchange and the industry tour)  analysing relevant DVDs  completing economics learning tasks (e.g. exercises, problem-solving, cross words)  media reviews  the development of effective study techniques (e.g. construction of note summaries, revision techniques, concepts maps)  use of ICT as a learning tool  individual and group work and presentations  case studies in economics  creation of posters and wall charts  debates and class discussion Assessment and Satisfactory Completion As in all studies at this level, teacher assessment of a student’s progress occurs throughout the year. A satisfactory completion (i.e. S), of the unit is awarded to a student when both the knowledge and skills of the course have been demonstrated during the completion of various tasks. Tasks including a folio of economic exercises, multi-media presentations, research, reports, projects, analysis of media extracts, topic tests and semester examinations (as determined by school policy), will be used to grade a student’s performance.

YEAR 12 (Units 3 and 4) The study of Economics Units 3 and 4 at Year 12, is designed to be taken as a sequence. The course follows on from Units 1 and 2 at Year 11.

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Unit 3 – Economic Activity and The Australian Government’s Economic goals Students will investigate:  Australia’s market economy and the operation of the price system in decision-making  the nature of economic activity and the factors that influence trends in Australia’s business cycle  Australia’s economic performance and goals including the aims of low inflation, strong and sustainable economic growth, full employment, external stability and equity in the distribution of personal income, as influences on our standard of living Unit 4 – Government Economic Management Students will examine:  the nature and operation of government budgetary and monetary policies in the last 4 years as macroeconomic strategies to manage the level of aggregate demand  the nature and operation of aggregate supply policies including microeconomic reforms, immigration and environmental policies in the last 4 years  the effectiveness of the Federal government’s economic policies, which try to deal with issues such as inflation, recession, unemployment, imbalances in overseas trade, climate change, inefficiency and poverty  relationships between various economic policies. Skills Apart from developing knowledge about the above areas of study, students will also acquire valuable skills including the ability to:  use a range of sources to acquire economic information  define key economic concepts and use them appropriately  apply economic concepts and theories  interpret and analyse statistical and graphical data  analyse the impact of policies and other factors on the economy and our living standards. Assessment There are two types of assessment used for Economics, Units 3 and 4.  Firstly, there is School Assessed Coursework. In total, this contributes 50% of the year’s final assessment. Here, teachers rate a student’s performance by using a total of four SACs. There are two SACs for Unit 3 (e.g. selected from a folio of applied economics exercises, a multiple-choice and short answer test, or a written or multimedia report) and two SACS for Unit 4 (e.g. selected from a folio of applied economic exercises, a multiple-choice and shortanswer test, a folio of media reports, or problem-solving exercises).  Secondly, there is the single end-of-year examination. This contributes 50% of the final assessment. It consists of both multiple-choice and structured short-answer questions (but not essays). Contact teacher:

Mr R M Morris (Head of Business Studies)

ENGLISH and ENGLISH as an ADDITIONAL LANGUAGE (EAL) All students will be required to undertake four units of English studies as part of their VCE program. Students have some flexibility in the way they complete their English requirements though. For example, students could simply complete Units 1 – 4 of English or Units 1 – 4 of EAL. Students could also complete Units 1 and 2 of English and Units 3 and 4 of Literature. Students may of course choose to complete more than the compulsory units in English. Therefore, a student interested and capable could complete Units 1 – 4 of English or EAL and 68

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Units 1 – 4 of Literature. It is expected that students will only undertake Units 1 and 2 Literature in conjunction with Units 1 and 2 English. Students must satisfactorily complete 3 units to be awarded the VCE at the end of Year 12. They are also required to undertake at least one Unit 3 and 4 sequence, in English, EAL or Literature. Subject to Victorian Curriculum and Assessment Authority (VCAA) guidelines, the College will determine the texts used in Units 1 and 2 English and EAL. Staff will select texts for Units 3 and 4 from a list published annually by the VCAA. Note that VCE English Units 1 to 4 are currently under review by VCAA. Therefore, course changes are possible in 2016. English and EAL aim to develop competence in the understanding and use of English for a variety of purposes. These studies emphasise the integration of reading, writing, speaking, listening, and thinking and encourage students’ language development and confidence in language skill and understanding. Students will read and respond to a variety of texts, analyse the use of persuasive language, write for a range of different purposes and audiences, and use and respond to oral language in different contexts. Students will be required to complete at least one oral assessment task in Units 1, 2 and 3. At Year 12, English students must read and study at least four set texts (two as part of Reading and Responding and two linked to a context) across a year. EAL students must read and study at least three set texts across a year. Unit 1 The focus of this unit is the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts. Unit 2 The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted, and the development of competence and confidence in creating written and oral or multimodal texts. Unit 3 The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors. Unit 4 The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide interpretation. Students create written texts suggested by their reading within the chosen Context and explain the choices they have made as authors in relation to form, purpose, language, audience and context. Areas of Study  Reading and responding  Creating and presenting  Using language to persuade

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Assessment Unit 1 Identify and discuss (in writing and orally) key aspects of a set text and construct a response in written form. Create and present texts, taking account of audience, purpose and Context. Identify and discuss, in writing, how language can be used to persuade readers and/or viewers. Unit 2 Discuss and analyse how texts convey ways of thinking about the characters, ideas and themes, and construct a response in oral or written form. Create and present texts taking account of audience, purpose and context. Identify and analyse how language is used in a persuasive text and present a reasoned point of view in oral and written form. Unit 3 Analyse in writing, how a selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations. Draw on ideas and arguments to create written texts for a specified audience and purpose; and discuss and analyse in writing their decisions about form, purpose, language, audience and Context. Analyse the use of language in texts that present a point of view on an issue currently debated in the Australian media, and construct orally, a sustained and reasoned point of view on the selected issue. Unit 4 Develop and justify a detailed interpretation of a selected text. Draw on ideas and arguments to create written texts for a specified audience and purpose; and discuss and analyse in writing their decisions about form, purpose, language, audience and context. Contact teacher:

Miss L E Bourke (Head of English)

ENVIRONMENTAL SCIENCE Environmental Science provides the opportunity for students to understand the structure, function and diversity of natural ecosystems, and investigate and evaluate the impacts of human activities on them. The application of environmental science to ecologically sustainable development and environmental management is examined. Fieldwork and scientific data collection are key components of this study.

YEAR 11 (Units 1 and 2) Unit 1 – The Environment Ecosystem functioning and interactions in and between ecological components, are considered. Areas of Study 1 Ecological components and interaction 2 Environmental change Outcomes  Identify and describe the components and natural processes within the environment.  Explain the flow of energy, nutrient exchange and environmental changes in ecosystems.  Analyse one human-induced environmental change and the options for remediation. 70

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Unit 2 – Monitoring the Environment Environmental indicator data are defined, collected and interpreted. Areas of Study 1 Environmental indicators 2 Using environmental indicators Outcomes  Explain the nature of environmental indicators for pollution and ecological health of ecosystems.  Use an appropriate monitoring program to investigate and report on a local example of environmental degradation or environmental issue.  Analyse the scientific basis and use of standards for environmental indicators for pollution control and ecological health of ecosystems.

YEAR 12 (Units 3 and 4) Unit 3 – Ecological Issues : Energy and Biodiversity The consequences of natural and enhanced greenhouse effects and issues of biodiversity in sustaining environmental integrity are examined. Areas of Study 1 Energy and global warming 2 Diversity in the biosphere Outcomes  Describe the principles of energy and relate them to the contribution of a fossil and a nonfossil energy source to the enhanced greenhouse effect.  Describe the characteristics of biodiversity and evaluate strategies to reduce the effects of threatening processes.  Analyse the application of scientific data to environmental risk assessment in ensuring biodiversity. Unit 4 – Ecological Sustainability Pollution and its relationship to human health and the health of the environment are considered as is the application of environmental science to ecological sustainability and environmental management. Areas of Study 1 Pollution and health 2 Applied environmental science (principles of ecologically sustainable development) Outcomes  Describe the characteristics of one pollutant and evaluate management options for reducing the risk of the pollutant affecting the health of the environment and humans.  Use the principles of ecologically sustainable development and environmental management to evaluate a selected environmental science project. Contact teachers:

Mrs C E Watson (Head of Science and IT) Mr A B Smith

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GEOGRAPHY YEAR 11 (Units 1 and 2) Unit 1 – Natural Environments This unit investigates the geographic characteristics of natural environments and landforms and the natural processes that shape and change the earth’s surface. It examines how the interaction between natural processes and human activities can also change natural environments. Outcomes On completion of this unit students should be able to:  describe the geographic characteristics of at least two natural environments  explain how they are developed by natural processes  analyse and explain the changes in the natural environments due to natural processes and human activity. Topics Volcanic Environments Forests Assessment Students will be assessed in a variety of ways which will include a combination of the following:  recording and reporting on data in the field  data processing, analysis and presentations  research reports  multimedia presentations  written responses  exam Unit 2 – Human Environments This unit investigates the characteristics of rural and urban environments which are developed by human activities and their interaction with the natural environment. Rural and urban environments are significant because they are the locations where people live. Outcomes On completion of this unit students should be able to:  describe and explain the geographic characteristics of different types of rural and urban environments  analyse and explain changes due to human activities in rural and urban environments. Topics Port Melbourne – An Inner City Suburb Vietnam – A Human Environment Assessment Students will be assessed in a variety of ways which will include a combination of the following:  recording and reporting on data in the field  data processing, analysis and presentations  research reports  multimedia presentations  written responses  exam 72

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YEAR 12 (Units 3 and 4) Unit 3 – Regional Resources This unit investigates the characteristics of resources and the concept of region. Areas of Study 1. Use and Management of an Australian Water Resource This area of study focuses on water as a resource in Australia with specific application to the region of the Murray-Darling Basin. Students examine the source, availability, distribution and utilization of water and the dynamic nature of interactions between natural processes and human activities. Students study a variety of management responses and evaluate strategies designed to achieve sustainable development. 2.

Use and Management of Local Resources This area of study focuses on the use and management of a significant resource in the local region. Students study the importance of a local resource, how it is managed and its future sustainability.

Outcomes On completion of this unit students should be able to:  analyse the use and management of water within the Murray-Darling Basin region and evaluate its future sustainability  describe characteristics of a local resource and justify a policy for the future use and management using data collected in the field. Topics Murray-Darling Basin – A Regional Resource Local Resource - Fieldwork Assessment School Assessed Coursework (SAC) for Unit 3 will contribute 25 % to the study score. Units 3 and 4 are also assessed by an end of year examination which will contribute 50% to the study score. There will be two SACs, one for each area of study, and each worth 50 marks. These will be in one or a combination of the following formats:  data analysis  multimedia presentation  a fieldwork report  short answer questions Unit 4 – Global Perspectives This unit investigates the geographic characteristics of global phenomena and response to these. Students will study spatial variations in the distribution, composition and growth of human populations as one of their areas of study. Outcomes On completion of this unit students should be able to:  evaluate the relative importance of factors that affect changes in human populations and other global phenomena  compare and evaluate the effectiveness of responses and policies to manage a global phenomenon from a global perspective. Areas of Study 1. Global phenomena 2. Global responses 73

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Topics Human Population Desertification Assessment School Assessed Coursework (SAC) for Unit 4 will contribute 25 % to the study score. Units 3 and 4 are also assessed by an end of year examination which will contribute 50% to the study score. There will be two SACs, one for each area of study, and each worth 50 marks. These will be in one or a combination of the following formats:  data analysis  case study  multimedia presentation  a Report  short answer questions Contact teacher:

Ms P M Henning (Head of Geography)

HISTORY YEAR 11 (Units 1 and 2) History is the practice of understanding and making meaning of the past. It is also the study of the problems of establishing and representing that meaning. It is a synthesising discipline which draws upon most elements of knowledge and human experience. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures. This study builds a conceptual and historical framework within which students can develop an understanding of the issues of their own time and place. It seeks to extend students’ cultural, economic, social and political understanding while developing analytical skills and using imagination. Historical understanding is communicated through written, oral and visual forms. The analysis of written documentary evidence such as letters, diaries, court proceedings and government records has long been the foundation of the study. Visual evidence, however, often pre-dates written material; for example, rock art, mosaics, scrolls. More recently, there have been many film and television documentaries presenting and interpreting historical events. It is therefore important in the study of history for students to develop the skills necessary to analyse visual, oral and written records. The study of history draws links between contemporary society and its history, in terms of its social and political institutions, and language. An understanding of the link between accounts of the past, and the values and interests of the time in which the accounts were produced, is also a feature of the study of history. VCE History is relevant to students with a wide range of expectations, including those who wish to pursue formal study at tertiary level, as well as providing valuable knowledge and skills for an understanding of the underpinnings of contemporary society. Entry There are no prerequisites for entry to Units 1, 2 and 3. Unit 1 – Twentieth Century History (1900 - 1945) The first half of the twentieth century was marked by significant change. From the late nineteenth century up to World War I there was still a sense of a certain and natural order of society. This 74

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order was challenged and overturned. Old certainties were replaced by new uncertainties as new movements and organisations emerged in response to economic, social and political crises and conflicts. Revolution, civil war and international conflict overshadowed the first fifty years of the twentieth century. Many of the recurring conflicts of the twentieth century had their origins in the post-World War I political treaties and agreements. These saw the creation of new states and new borders within Europe, Asia and Africa. This was particularly true for the Middle East. Patterns of daily life in the twentieth century were to change as a result of political and social developments. Advances in science and technology also began to transform the world of work and the home. Traditional forms of cultural expression such as art, literature, music and dance, as well as the new mediums of film and radio, were to both reflect and explore these changes. This unit considers the way that societies responded to these changes and how they affected people’s lives. This unit is based on the historical contexts from within the specified time period 1900 to 1945; dealing in detail with the development and demise of the Weimar Republic and the seizure and exploitation of power by Hitler and the Nazi Party in Germany. Unit 2 – People and Power Challenge and change are fundamental processes in human history. Discontent and desire to change grow until an established idea or society is challenged by one person or by a group of formally organised people. A struggle ensues resulting in ‘old’ and ‘new’ battles for supremacy. Eventually a new balance emerges, but to what extent is there continuity and change between the ‘old’ and the ‘new’? An established authority over time develops various mechanisms to reinforce and defend its beliefs. Ideas are codified, creeds and manifestoes written, even art and architecture are used to perpetuate the system. A hierarchy is established and often force is used to defend and extend the system. For example, the belief in the right to enslave other humans has flourished at various times in history, from Ancient Greece to nineteenth century United States, and each time a range of arguments and laws have been created to defend and maintain the system. In many places and civilizations, discrimination on the basis of gender has been justified and codified. Over time, both established and alternative systems have come under question. This Unit focuses on the process of challenge and change. Various concepts such as ‘liberty’, ‘authority’, ‘freedom’, ‘equality’, ‘right’ and ‘truth’ are part of modern-day political language and are often used to justify ideas and actions. However, they need to be historically situated. What did they ‘really’ mean at this time? How were these challenges justified? Did it involve a struggle for different values and an introduction of change to a new order? Did the means adopted in the struggle for change ultimately influence, even pervert, the ends? Did the liberators, if victorious, introduce a freer society or did they, in their turn, create restrictive structures? This unit explores some of the contexts in which challenge and change have occurred, and the people and groups which undertook this challenge. The context will be based on:  South Africa under apartheid  the Civil Rights Movement in the USA  the lack of rights of women and patriarchy surveyed over time.

YEAR 12 (Units 3 and 4) - Classical Studies What is a hero? What is beauty? What makes a leader? What is the nature of war? Like today, the Ancient Greeks grappled with these questions. VCE Classical Studies explores the history, philosophy, literature, art and architecture of Ancient Greece. For the purposes of this study, ‘Classical Studies’ is the study of Greece, the rise of Greek society as traced from the proposed time of the Trojan War in the late Bronze age (1200 BCE) to the Hellenistic age with the death of Alexander the Great (323 BCE). The chief focus is the fifth century BCE. Students examine 75

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classical works that have captivated and inspired generations. These works explore love and devotion, as well as the cost of anger and betrayal. In presenting ideas about fate and freedom, VCE Classical Studies deepens understanding of what it means to be human. Classical societies have exerted a powerful influence on Western civilisation. These ancient worlds are both familiar and strange. Reflections of ourselves can be seen in the myth of Troy, the Olympic Games, and the drama festivals of ancient Greece. Classical Studies also reveals other ways of being. Many of the values reflected in classical works differ from our own. Their spirit of inquiry creates rich opportunities to learn about the past and provide a window on the present. VCE Classical Studies is a multidisciplinary study but is primarily based in Historical Methodology. Students develop skills in textual and art analysis, constructing arguments, challenging assumptions and thinking creatively. These skills are valuable for further study and work as they are readily transferable across a range of disciplines. Classical Worlds There are no prerequisites for entry to Unit 3, although undertaking post-compulsory Year 9 History is advantageous. Students must undertake Unit 3 prior to undertaking Unit 4. Units 3 and 4 are designed to a standard equivalent to the final year of secondary education. All VCE studies are benchmarked against comparable national and international curriculum. 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. Each outcome is described in terms of key knowledge and key skills. The knowledge for these units are:  the socio-historical contexts of classical works  the relationship of the classical works to their socio-historical contexts  key ideas presented in classical works  techniques used by classical writers or artists to express ideas  similarities and differences between the classical works The skills gained include the ability to:  research the socio-historical contexts of classical works  analyse ideas and techniques in classical works  compare ideas and techniques in classical works  discuss the relationship of classical works to their socio-historical context  draw on evidence from classical works to support a point of view Classical works represent the cultural legacy of ancient Greece and Rome. Such works frequently embody a spirit of inquiry about society. Many classical writers and artists examine their world in searching ways. Interpreting such material helps the classicist to better understand the past and the present. Indeed, many of the ideas expressed by classical works have captured the imagination of generations. Ideas presented in these works are often familiar, but some challenges in antiquity differ from those of the modern world. Students analyse the ways in which classical artists and writers use techniques to express ideas. Through this type of close analysis students develop an understanding of ways in which knowledge is produced in Classical Studies. They are able to evaluate the importance of sections of a classical work to the work as a whole, or, in the case of art/architecture, of the artwork to its form. Students appreciate that the classical literature they are reading is in translation. Classical works were produced within a socio-historical context. In the case of “The Trojan Women”, the play was first performed in Athens during the Peloponnesian War. The play engages with its context by addressing the atrocities of war and the pain that follows in its wake. The relationship between the classical work and its context is very specific in this case.

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Assessment The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In VCE Classical Studies the student’s level of achievement will be determined by school-assessed coursework and an end-of-year examination. Percentage contributions to the study score in VCE Classical Studies are as follows:  Unit 3 school-assessed coursework: 25 per cent  Unit 4 school-assessed coursework: 25 per cent  End-of-year examination: 50 per cent Details of the assessment program are described in the sections on Units 3 and 4 VCAA study design.

YEAR 12 (Units 3 and 4) - Revolutions (France and Russia) This is a two Unit sequence. Students undertaking this study must complete the sequence of Units 3 and 4. This Study examines the phenomenon of revolution through two different contexts – the Russian Revolution of 1917 and the French Revolution of 1789. The study encompasses themes such as destruction and construction, dispossession and liberation, polarisation, civil war and counterrevolution. The Russia Revolution will be studied in Unit 3 and The French Revolution in Unit 4. Unit 3 – Semester 1 Revolutionary Ideas, Movements, Leaders and Events – an assessment of the causes of tensions and conflicts which generated revolution in Russia, and consideration of why the Russian government was unable to make the necessary adjustments to avoid the disaster of revolution, and an examination of the ideas central to the revolution and its outcomes, and the role played by individuals, groups and parties in the outcomes of the revolution. Creating a new Society – an evaluation of the consolidation of the revolution and the creation of a new society and the role played by key individuals, leaders and groups in that consolidation; the crises confronting the new society and how the new government responded to those crises. Outcomes There will be TWO School Assessed Coursework Outcomes for each of Units 3 and 4. Broadly, students would be required to address the following:  Students should be able evaluate the origins of the Russian revolution.  Students should be able to evaluate the role played by ideas, individuals, groups and parties in the revolutionary struggle.  

Students should be able to analyse the challenges confronting the emerging new order and then evaluate the nature of the new society created from the revolution. Students should examine how the new government reacts to the crises with which they are confronted.

Unit 4 – Semester 2 The same Areas of Study and Outcomes apply for Unit 4 but in this case the context is the French revolution of 1789. Assessment Details are now published in the VCE History Handbook. Internal assessment for each of Units 3 and 4 will constitute 25% each of a student’s final assessment. An external assessment component of 50% will rest on the end-of-year examination. Students will be made aware of the criteria for assessment and other relevant matters as they prepare for each piece of School Assessed Coursework (SAC). Contact teacher:

Mr G J Naylor (Head of History) 77

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INFORMATION TECHNOLOGY The course focuses on the processing of data and the management of information technology. VCE Information Technology equips students with appropriate knowledge and skills to use ICT responsibly and to make informed personal and workplace choices about developments in this exciting field. Students are encouraged to orient themselves towards the future, with an awareness of the technical and societal implications of ICT. The course provides pathways to further studies in ICT-based areas. It also prepares students for programs that require an ITrelated subject or for a range of careers that require efficient and effective use of ICT. Unit 1: IT in Action This unit focuses on how individuals and organisations use, and can be affected by, information and communications technology (ICT) in their daily lives. Students study spreadsheet software, web authoring software, visual thinking tools and a tool for planning a project. Unit 2: IT Pathways This unit focuses on how individuals and organisations use ICT to meet a range of purposes. Students apply a range of knowledge and skills to create solutions, including those that have been produced using a programming or scripting language, to meet usersâ&#x20AC;&#x2122; needs. Students study a programming or scripting language, software that can create a solution, a tool for planning a project and may study database software, spreadsheet software and data visualisation software. Unit 3: IT Applications This unit focuses on the World Wide Web and how it supports the information needs of individuals, communities and organisations. Students study web authoring software and a relational database management system. Unit 4: IT Applications This unit focuses on how ICT is used by organisations to solve ongoing information problems and on the strategies used to protect the integrity and security of data and information. Students study a relational database management system or spreadsheet software and web authoring or multimedia authoring software. Contact teachers:

Mrs C E Watson (Head of Science and IT) Mrs M McArthur Mr C H Morgan

LEGAL STUDIES YEAR 11 (Units 1 and 2) Unit 1- Criminal Law in Action This unit explores: the need for laws in society. Students investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Through a consideration of contemporary cases and issues, students learn about different types of crimes and explore rights and responsibilities under criminal law. Students also consider the role of parliament and subordinate authorities in law-making, as well as the impact of the Victorian Charter of Rights and Responsibilities on law enforcement and adjudication in Victoria. Area of Study 1 Law in Society: All societies have rules and laws that govern the behaviour of individuals and groups so that order is maintained and individual rights are protected. Students develop an understanding of the role of the law and the need for effective laws, as well as the concept that the law confers rights and responsibilities on members of society in their dealings with each other.

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Outcome 1 On completion of this unit the student should be able to explain the need for effective laws and describe the main sources and types of law in society. Area of Study 2 Criminal Law: Criminal law regulates conduct in society in order to protect the community, as well as sanction those who commit crimes. Students develop an appreciation of the importance of criminal law by investigating its principles, types of crimes and their enforcement, and possible outcomes. Outcome 2 On completion of this unit the student should be able to explain the key principles and types of criminal law, apply the key principles to relevant cases, and discuss the impact of criminal activity on the individual and society. Area of Study 3 The Criminal Courtroom: Criminal cases are heard across a number of courts in the Victorian court hierarchy and these are subject to specific processes and procedures. Students investigate procedures that are used prior to bringing a criminal case to trial, as well as the role and jurisdiction of the courts in hearing criminal cases. Outcome 3 On completion of this unit the student should be able to describe the processes for the resolution of criminal cases, and discuss the capacity of these processes to achieve justice. Assessment in Unit 1 To satisfactorily complete this unit, a student must demonstrate completion of the outcomes above. The assessment tasks used in this unit to demonstrate this may include:  Structured assignment  Essay  Mock-court or role-play  Folio and report  Tests Unit 2 - Issues in Civil Law The civil law regulates the rights and responsibilities that exist between individuals, groups and organisations. If legal rights have been infringed, the aggrieved party may pursue legal action through the court system, through a tribunal, or by using one of the methods of dispute resolution. Students will examine the rights that are protected by the civil law, as well as obligations that laws impose. The unit also focuses on the resolution of civil disputes through judicial determination and alternative methods in courts, tribunals and independent bodies. Area of Study 1 Civil Law: Civil law protects the rights of individuals, groups and organisations in society. Such rights establish responsibilities regarding conduct. Students gain an insight into the importance of civil law in their lives and learn how to distinguish between civil and criminal law. They also develop an understanding of the process of law making by judges and courts through the operation of the doctrine of precedent and through statutory interpretation. Outcome 1 On completion of this unit the student should be able to explain the principles of civil law, law making by courts, and elements of torts, and apply these to relevant cases.

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Area of Study 2 The Civil Law in Action: Students investigate the role and operation of dispute resolution bodies and the methods employed in resolving civil disputes. Students examine the purpose and operation of civil pre-trial procedures and the adversarial nature of a civil trial, and evaluate the methods of dispute resolution. Outcome 2 On completion of this unit the student should be able to explain and evaluate the processes for the resolution of civil disputes. Area of Study 3 The Law in Focus: Civil law protects a wide range of rights that exist between parties. Students undertake a detailed investigation of a specific area of the law. Students consider one or more of the following areas of law:  Contract law  Family law  Consumer protection laws  Workplace laws  Wills and inheritance  Sports and the law  Tenancy law  Environmental law Outcome 3 On completion of this unit the student should be able to explain one or more area/s of civil law, and discuss the legal system’s capacity to respond to issues and disputes related to the selected area/s of law. Area of Study 4 A Question of Rights: Students examine an instance where an individual or group has suffered an abuse of their rights and sought redress through the court system. They investigate and Australian case and develop an understanding of the ways in which individuals can shape the law, examine instances of people being empowered by the legal system. Outcome 4 On completion of this unit the student should be able to describe an Australian case illustrating rights issues, and discuss the impact of the case on the legal system and the rights of individuals. Assessment in Unit 2 To satisfactorily complete this unit, a student must demonstrate completion of the outcomes above. The assessment tasks used in this unit to demonstrate this may include:  Structured assignment  Essay  Mock-court or role-play  Folio and report  Tests

YEAR 12 (Units 3 and 4) Unit 3 - Law Making In this unit students develop and understanding of the institutions that determine our laws, and their law-making powers and processes. They undertake an informed evaluation of the effectiveness of the law-making bodies and examine the need for the law to keep up to date with 80

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changes in society. Students develop an appreciation of the complex nature of law-making by investigating the key features and operation of parliament, and influences on law-making, with a focus on the individual. Throughout this unit, students examine relevant cases to support their learning and apply legal principles to these cases. Area of Study 1 Parliament and the Citizen: This area of study focuses on the principles that underpin the Australian parliamentary system as well as an investigation of parliament as a law-making body. Through an investigation of the structure and role of parliament, and the processes it follows in passing legislation, students evaluate the overall effectiveness of parliament as a law-making body. Outcome 1 On completion of this unit the student should be able to explain the structure and role of parliament, including its processes and effectiveness as a law-making body, describe why legal change is needed, and the means by which such change can be influenced. Area of Study 2 The Constitution and the Protection of Rights: Students investigate the role of the Commonwealth Constitution in establishing and restricting the law-making powers of State and Commonwealth Parliaments. Students will also analyse the methods used to change the Constitution and explain the significance of such changes. An exploration of the importance of the Commonwealth Constitution in protecting human rights will enable students to develop an awareness of the rights and responsibilities of Australian citizens. Outcome 2 On completion of this unit the student should be able to explain the role of the Commonwealth Constitution in defining law-making powers with a federal structure, analyse the means by which law-making powers may change, and evaluate the effectiveness of the Commonwealth Constitution in protecting human rights. Area of Study 3 Role of the Courts in Law-Making: This area of study focuses on developing an appreciation of the role played by the courts in law making. Students investigate the doctrine of precedent and statutory interpretation and evaluate the effectiveness of courts as law makers. They also explore the relationships between courts and parliament in law-making. Outcome 3 On completion of this unit the student should be able to describe the role and operation of courts in law-making, evaluate their effectiveness as law-making bodies and discuss their relationship with parliament. Assessment in Unit 3 The award of satisfactory completion for the completion of Unit 3 is based on a decision that a student has demonstrated the achievement of the set of outcomes specified for the unit. The decision will be based on the teacherâ&#x20AC;&#x2122;s assessment of a studentâ&#x20AC;&#x2122;s overall performance on assessment tasks designated for this unit. A studentâ&#x20AC;&#x2122;s level of achievement in Unit 3 will be determined by School Assessed Coursework and an end-of-year examination. School Assessed Coursework for unit 3 will contribute 25% to the study score. The level of achievement for Units 3 and 4 will also be assessed by the end-of-year examination which will contribute 50% to the study score. Unit 4 - Resolution and Justice In this unit students examine the institutions that adjudicate criminal cases and civil disputes. They also investigate methods of dispute resolution that can be used as an alternative to civil litigation. They will also investigate the processes and procedures followed in courtrooms and develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post81

VCE Subjects

trial procedures that operate in the Victorian legal system. Students will also evaluate the effectiveness of the legal system and consider reforms or changes that could further improve its effective operation. Area of Study 1 Dispute Resolution Methods: Students investigate the jurisdictions of selected courts in the Victorian court hierarchy, and develop an understanding of the need for a hierarchy of courts. They examine the methods of dispute resolution used by courts and the Victorian Civil and Administrative Tribunal (VCAT) as a means of resolving civil disputes, and the way the institutions operate to resolve the disputes. Outcome 1 On completion of this unit the student should be able to describe and evaluate the effectiveness of institutions and methods for the determination of criminal cases and the resolution of civil disputes. Area of Study 2 Court Processes and Procedures, and Engaging in Justice: Students investigate the major features of the adversary system of trial, and aided by a comparison with the inquisitorial system of trial, evaluate the adversarial approach to dispute resolution. They also examine criminal and civil pre-trial and post-trial procedures. Throughout their investigation of court processes and procedures, students assess the extent to which these processes contribute to an effective legal system. Outcome 2 On completion of this unit the student should be able to explain the processes and procedures for the resolution of criminal cases and civil disputes, and evaluate their operation and application, and evaluate the effectiveness of the legal system. Assessment in Unit 4 The award of satisfactory completion for the completion of Unit 4 is based on a decision that a student has demonstrated the achievement of the set of outcomes specified for the unit. The decision will be based on the teacher’s assessment of a student’s overall performance on assessment tasks designated for this unit. A student’s level of achievement in Unit 4 will be determined by School Assessed Coursework and an end-of-year examination. School Assessed Coursework for unit 3 will contribute 25% to the study score. The level of achievement for Units 3 and 4 will also be assessed by the end-of-year examination which will contribute 50% to the study score. Contact teachers:

Mr R M Morris (Head of Business Studies) Mrs M J Barnes Ms C E Matthews

LITERATURE The nature of this study, focusing on close attention to texts, makes it an appropriate choice for those students who enjoy language, reading and writing. The study aims to involve students in reading, writing and talking about the nature and value of a wide range of literature, to extend students’ understanding of a range of literary texts and to provide opportunities to study literature in depth. Students may enter at Units 1, 2 or 3. It is advised that students complete at least one unit of Literature prior to Unit 3. Subject to Victorian Curriculum and Assessment Authority (VCAA) guidelines, the College will determine the texts used in Units 1 and 2. Staff select texts for Units 3 and 4 from a list published annually by the VCAA.

VCE Subjects

Unit 1 This unit focuses on the way literary texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally and critically and creatively. This variety of approaches to reading invites questions about the ideas and concerns of the text. While the emphasis is on students’ close engagement with language to explore texts, students also inform their understanding with knowledge of the conventions associated with different forms of text such as poetry, prose, drama and/or non-print texts. Unit 2 This unit focuses on students’ critical and creative responses to texts. Students deepen their understanding of their responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text. Students extend their exploration of the ideas and concerns of the text. They understand the way their own culture and the cultures represented in the text can influence their interpretations and shape different meanings. Students make comparisons between texts and identify some of the relationships that exist through features such as a language, characterisation and ideas. Areas of Study Unit 1  Readers and their responses  Ideas and concerns in texts  Interpreting non-print texts Unit 2  The texts, the reader and their contexts  Comparing texts Assessment Unit 1  Discuss how personal responses to literature develop.  Analyse and respond both critically and creatively to the way/s in which a text is produced.  Analyse the construction of a film, television or multimedia text and comment on the way/s in which it presents an interpretation of ideas and experiences. Unit 2  Analyse the development of a personal response to and interpretation of a literary text.  Analyse and respond both critically and creatively to the way/s in which a text produced in an earlier historical period than their own, reflects or comments on the concerns and ideas of individuals and particular groups at that time.  Produce an extended comparative piece of interpretative writing. Units 3 and 4 The study of literature is a means of exploring and making sense of human experience. The process of making meaning involves asking questions such as: whose experiences and what experiences are given voice in the text? How are they created through the text’s use of language and literary devices? What seem to be the main ideas and preoccupations of the text? What does the text’s representation of characters and events suggest about the views and values of the text? In what ways, if any, does the text appear to be shaped by the cultural context in which it was produced? These units examine such questions and involve students in analysing a range of texts, developing skills in reading closely and critically, and discussing and debating various ways of interpreting and evaluating texts. 83

VCE Subjects

Areas of Study Unit 3  Adaptation and transformations  Views, values and contexts  Considering alternative viewpoints Unit 4  Creative responses to texts  Close analysis Assessment Unit 3  Analyse how meaning changes when the form of a text changes  Analyse, interpret and evaluate the views and values of a text in terms of the ideas, social conventions and beliefs that the text appears to endorse, challenge or leave unquestioned.  Evaluate views of a text and make comparisons with their own interpretation. Unit 4  Respond imaginatively to a text, and comment on the connections between the text and the response.  Analyse critically features of a text, relating them to an interpretation of the text as a whole. Contact teacher:

Miss L E Bourke (Head of English)

LOTE (CHINESE 2nd LANGUAGE) YEARS 11 and 12 Preamble At a VCE level, the emphasis is on mastery of the written language (characters), as well as learning to effectively and actively produce the language in a number of different text types (written and spoken). Authentic texts and visual materials from China are used, both to expose students further to the culture of China and to the language styles in use in modern Chinese society. Special Note for those with some Chinese background Native speakers are assessed separately at VCE level from non-native speakers, with native speakers being expected to produce work that is much longer and at a much more complex level. Students should note that the language being taught is Modern Standard Chinese (known as Putonghua or Guoyu in China and often referred to as “Mandarin” in the West). Aims and Objectives The course is designed to enable students to:  further develop and refine their skills in the Chinese language  use the language actively, both orally and in writing  use various different text types and styles of writing  master a greater number of Chinese characters (there is a prescribed list of approximately 480 characters, which students must be able to write by Year 12). Content and Assessment 1. There are a number of different topic areas and in Year 12 students will also undertake a detailed study of one topic.

VCE Subjects

School Assessed Coursework includes a number of different tasks, spread over all five skill areas (listening, speaking, reading, translating and writing).

External assessment includes a 15 minute oral examination, in which students engage in general conversation and also discuss their detailed study, and also a written examination, testing listening comprehension, reading, translating and writing skills.

Contact teacher:

Ms V P Chabant (Head of Languages) Ms S Dong

LOTE (FRENCH) In VCE French there are three prescribed themes and topics. Sub-topics may be negotiated. 1. The Individual  Personal world  Education and aspirations  Personal opinions and values 2. The French-Speaking Communities  Life styles  Historical perspectives  Arts and entertainment 3. The Changing World  Social issues  The world of work  Scientific and technological issues. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes.

YEAR 11 (Units 1 and 2) Unit 1 - Outcomes For this unit students are required to demonstrate achievement of three outcomes:  to establish and maintain a spoken or written exchange related to personal areas of experience  to listen to, read and obtain information from written and spoken texts  to produce a personal response to a text focusing on real or imaginary experience. Unit 2 - Outcomes As with Unit 1, students are required to demonstrate achievement of three outcomes:  to participate in a spoken or written exchange related to making arrangements and completing transactions  to listen to, read and extract as well as use information and ideas from spoken and written texts  to give expression to real or imaginary experience in written or spoken form. Assessment for both Unit 1 and 2 The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit, to be completed in class and under supervision. Students will be assessed in a variety of ways which will include a combination of the following:  formal or informal letters  role-plays 85

VCE Subjects     

interviews listening comprehensions journal entries personal accounts short stories

In addition, once a week a native speaker interacts with individual students. The aim of these classes is to improve the students’ listening and conversation skills.

YEAR 12 (Units 3 and 4) Unit 3 - Outcomes For this unit students are required to demonstrate three outcomes:  to express ideas through the production of original texts  to analyse and use information from spoken texts  to exchange information, opinions and experiences. Unit 4 - Outcomes For this unit students are required to demonstrate two outcomes:  to analyse and use information from written texts  to respond critically to spoken and written texts which reflect aspects of the language and culture of French-speaking communities. Detailed Study As well as acquiring the linguistic resources to function effectively as a non-specialist within all three themes, students are required to undertake a detailed study in Units 3 and 4. This detailed study will relate to the prescribed themes and topics and be based on a selected sub-topic. Assessment for both Units 3 and 4 The award of satisfactory completion for both units is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. There will be three SACs for Unit 3 and three SACs for Unit 4. These will be: Unit 3   

a 250 word personal or imaginative written piece a 3 to 4 minute role-play focusing on the resolution of an issue a response to specific questions extracting and using information from spoken texts

Unit 4   

a 250 to 300 word informative, persuasive or evaluative response on the Detailed Study a 3 to 4 minute interview on an issue related to the Detailed Study a response to specific questions extracting and using information from written texts

The student’s level of achievement for Units 3 and 4 will be determined by School Assessed Coursework (25% per unit of the final assessment) and end-of -year VCE examinations (50% of the final assessment). End-of-Year Examinations The end-of-year examinations are:  an oral examination of approximately 15 minutes  a written examination of 2 ¼ hours.

VCE Subjects

In addition students will interact with a native speaker in special conversation classes once a week. The aim of these classes is to improve studentsâ&#x20AC;&#x2122; listening and conversation skills. Contact teachers:

Ms V P Chabant (Head of Languages) Mrs A M Tymms

LOTE (LATIN) YEAR 11 (Units 1 and 2) The basic aim is to enable the student to read and appreciate Latin literature and thus to gain an understanding of the civilisation which produced it. Unit 1 Students complete their introduction to basic Latin grammar and vocabulary by working through the Cambridge Latin Course, Unit 5. Students are introduced to Latin Literature through the Cambridge Latin Anthology. Unit 2 In this unit students continue with the Cambridge Latin Anthology. Featured authors are Caesar, Pliny, Catullus, Ovid, Martial, Tacitus and Virgil. The assessment for these units includes oral reading, tests on written translation, comprehension, grammar and vocabulary, and assignments on the content of the literary or historical texts studied. Assessment Assessment in tests and examinations involves translation and comprehension of the texts studied and responses to interpretative questions on these texts, as well as comprehension of unseen Latin passages of appropriate grammatical complexity. Grammar and vocabulary continue to be tested regularly.

YEAR 12 (Units 3 and 4) After three years students are ready to read more widely and deeply in the original language, and the aim of the Year 12 course is to allow this to happen at an appropriate pace and level. Two or three key texts are chosen and students are encouraged to explore these texts in depth, both as literature and as historical and cultural artefacts. A balance is struck each year between prose and poetry; Pliny or Caesar or Livy is closely followed by Catullus, Horace or Ovid, and Virgil. A book of Virgil has always been the coping-stone of high school Latin, and this remains the case under the VCE. Assessment The assessment has two components: 1. Approximately six school-based tasks, undertaken as class tests during Terms 1 â&#x20AC;&#x201C; 3. These are based mainly on seen or prepared texts chosen by the teacher and call for knowledge of grammar, vocabulary, literary techniques and the cultural background of the texts. 2.

A two hour examination in November, set and marked by the Victorian Curriculum and Assessment Authority. This contains (a) questions on the Virgil studied state-wide in Unit 4, and (b) an unseen text for translation into English.

Each component is worth 50% of the final mark. There is some overlap between (1) and (2), as the last two school-based tasks, undertaken in Term 3, may be based on some of the Virgil being prepared for the final examination. Contact teachers:

Ms V P Chabant (Head of Languages) Mr M D Andrews 87

VCE Subjects

MATHEMATICS There are three Unit 1 and 2 Mathematics studies and three Unit 3 and 4 studies. The individual studies are described below and then a number of suggested paths are given to indicate the most common two-year course structures undertaken. Several alternative options are available for very capable mathematics students and these will be discussed individually with the students concerned. In all courses there is an emphasis on the use of technology (computers and CAS calculators) to produce results which support the learning of Mathematics and its application in different contexts.

YEAR 11 (Units 1 and 2) GENERAL MATHEMATICS (Units 1 and 2) This flexible course is offered in three configurations at The Geelong College, each of which may be offered if sufficient numbers justify the creation of classes. ď&#x201A;ˇ One Advanced General Mathematics course is designed to provide additional challenge for high achieving students aiming for a high level of success in Mathematical Methods and to provide a strong underpinning for the study of Specialist Mathematics Units 3 and 4 in Year 12. Students planning Specialist Mathematics should select this course as well as Mathematical Methods Units 1 and 2. ď&#x201A;ˇ The other Advanced General Mathematics course is designed to support students undertaking Mathematical Methods and for whom additional support is required to achieve the standard. It also provides a backup for those who ultimately decide upon Further Mathematics as their Year 12 course. The Mathematics Department recommend that students who enrol in Mathematical Methods with a weak algebra background should consider the advantages of selecting this course as well. ď&#x201A;ˇ Standard General Mathematics is tailored for students whose VCE plan is to study Further Mathematics Units 3 and 4 in Year 12. Content The six areas of study and topics within them are: 1.

Arithmetic (Matrices, Integer and rational number systems, Real and complex number systems, Sequences and series).

Data analysis and simulation (Univariate data, Bivariate data, Simulation).

Algebra (Linear relations and equations, Non-linear relations and equations, Algebra and logic).

Graphs of linear and non-linear relations (Linear graphs and modelling, Sketching and interpreting linear and non-linear graphs, Variation, Kinematics).

Decision and business mathematics (Networks, Linear programming, Financial arithmetic).

Geometry and trigonometry (Shape and measurement, Geometry in two and three dimensions, Coordinate geometry, Vectors, Trigonometric ratios and their applications).

MATHEMATICAL METHODS CAS (Computer Algebra Systems) (Units 1 and 2) This course is designed for strong mathematics students who may also have an interest in tertiary studies requiring significant mathematical skills or where Mathematical Methods Units 3 and 4 are a pre-requisite. It is intended as a preparation for the Units 3 and 4 study and there are no options for selection of course material in this study.

VCE Subjects

Content The course material is in four areas of study: 1.

Functions and graphs (including additional study of linear and non-linear functions and relations and their graphs, function notation).

Algebra (developing algebra skills to support the other three areas of study including manipulation, substitution, solution of linear and other equations, simultaneous equations, parameters, logarithms and exponentials).

Rates of change and calculus (including approximate and exact methods of determining gradients and rates of change, motion graphs, introductory calculus – differentiation and integration, informal treatment of limits).

Probability (theoretical and experimental probabilities, simulation, simple, compound and conditional events, independence and various graphical representations of probability sample spaces).

Assessment In all Unit 1 and 2 Mathematics studies the award of satisfactory completion for each unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This will be assessed by means of assignments and tests and by presentation of summary or review notes. In particular the outcomes specify that assessment tasks must include projects, short written responses, problem-solving tasks and modelling tasks. The use of technology appropriate to the various Areas of Study is also specifically required in the outcomes statements and will therefore be assessed. The outcomes statements for General Mathematics and Mathematical Methods require that students demonstrate achievement with regard to using mathematics to solve problems in non-routine situations.

YEAR 12 (Units 3 and 4) FURTHER MATHEMATICS (Units 3 and 4) Students undertaking this course will have usually completed General Mathematics 1 and 2. Content There are two areas of study: 1.

Data analysis – core material (Displaying, summarising and describing univariate data and relationships in bivariate data, Introductory regression and correlation and Time series data).

Applications – module material. A selection of at least three from the following modules: Module 1 – Number patterns Module 2 – Geometry and Trigonometry Module 3 – Graphs and Relations Module 4 – Business-related mathematics Module 5 – Networks and decision mathematics Module 6 – Matrices

For consistency in assessment, students at The Geelong College all study, and are assessed on, Modules 2, 5 and 6. Additional modules may be studied if time permits in some classes. (Year 11 accelerated students may complete other modules). Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The assessment of levels of achievement, by which the final grade for this study is compiled, is comprised of:

VCE Subjects

School Assessed Coursework (34% of study score) Tasks will take on a variety of forms from tests to assignments completed over several days. They will be completed mainly in class and within a limited time frame. In Unit 3 (Term 1) there will be a major Application task worth 40% of the SAC assessment. This task will be spread over several weeks with specific preparation tasks set for completion at home and in preparation lessons and a number of single lesson test type tasks to be completed in class. Unit 3 (Term 2) will also contain one and Unit 4 (Term 3) will contain two Analysis tasks each worth 20% of the SAC assessment. These will be similar to, but on a smaller scale, to the Application task in Term 1. These tasks will be designed to fit neatly with the teaching and learning program and will not add unduly to the workload associated with the program.

Examination 1 (33% of study score) The task will consist of multiple-choice questions drawn from the Data Analysis and Applications areas of study. It will be in November and be of one and a half hourâ&#x20AC;&#x2122;s duration. Calculators (scientific, graphic or CAS) and one bound reference or text (which may be annotated) may be brought to the examination.

Examination 2 (33% of study score) The task will consist of four equally weighted sets of extended-answer questions based on the two areas of study. Similar conditions apply to those for Exam 1.

Summary: This table summarises the SACs and their contribution to the total SAC score. The times given are approximate. Actual dates will be provided early in Term 1. Term 1

Term 2

Weeks 5 to 9 Application Task 40%

Week 4 or 5 Analysis Task 20%

Term 3 Week 4 or 5 Analysis Task 20% Week 8 or 9 Analysis Task 20%

Term 4

VCAA exams

MATHEMATICAL METHODS CAS (Computer Algebra Systems) (Units 3 and 4) This course builds upon the Mathematical Methods Units 1 and 2 course, the entirety of which is considered to be assumed knowledge. Students are expected by the end of this study to be able to apply techniques, routines and processes involving rational and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration with and without the use of technology, as applicable. Students should be familiar with relevant mental and by hand approaches in simple cases. Content There are four areas of study: 1.

Functions and graphs (Power, exponential, logarithmic, circular and modulus functions and their graphs, transformation of graphs, graphs of composite functions and inverse functions, application to modelling).

Algebra (Factorisation of polynomials, exponential and logarithm laws, solving equations involving circular, exponential and logarithmic functions, existence of inverse functions).

Calculus (Graphs of derivative functions and its relationship with its original function, Rules for derivatives of all function types in 1 above, identifying and describing stationary points, rates of change, areas using integral calculus, properties of anti-derivatives).

VCE Subjects

Probability (Continuous and discrete random variables, expectation, standard deviation, Bernoulli trials and Markov chains, binomial distribution, standard normal distribution and applications of these).

Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. The assessment of levels of achievement, by which the final grade for this study is compiled, is comprised of: 1. School Assessed Coursework (34% of study score) Tasks will take on a variety of forms from tests to assignments completed over several days. They will be completed mainly in class and within a limited time frame. Unit 3 will contain a one period test in each of Terms 1 and 2. These will each be worth 10% of the SAC assessment. In Unit 3 there will be an extended Application task worth 40% of the SAC assessment and this will be done early in Term 2. This task will be spread over several weeks with specific preparation tasks set for completion at home and in preparation lessons and a number of single lesson test type tasks to be completed in class. Unit 4 (Term 3) will contain two Analysis tasks each worth 20% of the SAC assessment. These will be similar to, but on a smaller scale, to the Application task in Term 1. These tasks will be designed to fit neatly with the teaching and learning program and will not add unduly to the workload associated with the program. 2. Examination 1 (22% of study score) The task will involve responding to a collection of short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1 (knowledge and skills and standard applications). It will be in November and be of one hour’s duration. No calculators nor prepared notes of any kind are permitted but a formula sheet will be provided with the examination paper. 3. Examination 2 (44% of study score) The task will consist of a collection of multiple-choice and extended-answer questions covering all areas of study and all Outcomes. It is designed to assess students’ ability to understand and communicate mathematical ideas, and to interpret, analyse and solve both routine and non-routine problems. It will be in November and be of 2 hour’s duration. An approved scientific and CAS calculator and one bound reference or text (which may be annotated) may be brought into the examination. A formula sheet will also be provided. Summary: This table summarises the SACS and their contribution to the total SAC score. The times given are approximate. Term 1 Week 5 or 6 Test 10%

Term 2 Weeks 5 to 6 Application Task 40% Week 8 or 9 Test 10%

Term 3 Week 4 or 5 Analysis Task 20% Week 8 or 9 Analysis Task 20%

Term 4

VCAA exams

SPECIALIST MATHEMATICS (Units 3 and 4) This study requires concurrent or previous study of Mathematical Methods Units 3 and 4 and builds upon previous knowledge acquired in Mathematical Methods Units 1 and 2 and General Mathematics Units 1 and 2 (the latter usually at an advanced level). Content There are five areas of study:

VCE Subjects

Functions, relations and graphs (including: ellipses and hyperbolas, Reciprocal functions and Trigonometric and inverse trigonometric functions and identities).

Algebra (including: partial fractions; complex numbers including solving polynomials; representation of relations and regions in the complex plane).

Calculus (including: derivatives of a wide range of functions; second derivatives; antidifferentiation of related functions; relationships between graphs of functions and their derivatives; differential equations; kinematics and rectilinear motion).

Vectors (including: operations; ‘dot product’; vector proofs, vector calculus and the relationship between the position vector and the cartesian path).

Mechanics (including: momentum; force, Newton’s laws; equations of motion; motion of a body under the effect of co-planar forces; equilibrium; friction; constant and variable acceleration).

School Assessed Coursework (34% of study score) Tasks will take on a variety of forms from tests to assignments completed over several days. They will be completed mainly in class and within a limited time frame. Unit 3 (Terms 1 and 2) will contain two Analysis tasks each worth 20% of the SAC assessment. These will be similar to, but on a smaller scale, to the Application task in Term 3. In Unit 4 (Term 3) there will be a major Application task worth 40% of the SAC assessment. Unit 4 will also contain two single period tests. These will each be worth 10% of the SAC assessment each. These tasks will be designed to fit neatly with the teaching and learning program and will not add unduly to the workload associated with the program.

Examination 1 (22% of study score) The task will involve responding to a collection of short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1 (knowledge and skills and standard applications). It will be in November and be of one hour’s duration. No calculators, nor prepared notes of any kind, are permitted but a formula sheet will be provided with the examination paper.

Examination 2 (44% of study score) The task will consist of a collection of multiple-choice and extended-answer questions covering all areas of study and all Outcomes. It is designed to assess students’ ability to understand and communicate mathematical ideas, and to interpret, analyse and solve both routine and non-routine problems. It will be in November and be of 2 hour’s duration. An approved scientific and CAS calculator and one bound reference or text (which may be annotated) may be brought into the examination. A formula sheet will also be provided.

Summary: This table summarises the SACS and their contribution to the total SAC score. The times given are approximate. Actual dates will be provided early in Term 1. Term 1 Week 5 or 6 Analysis Task 20%

Term 2 Week 5 or 6 Analysis Task 20%

Term 3 Weeks 2 to 4 Application Task 40% Weeks 8/9 Two Tests 20%

Term 4 Week 4 onwards VCAA exams

VCE Subjects

PLANNING YOUR VCE MATHEMATICS The variety of courses and ways of combining them to create a complete Mathematics course for VCE can be confusing. We provide the following advice to assist you in making decisions. You should also seek the advice of your Mathematics teacher. The Careers Advisors can assist you to check the pre-requisites or recommendations of tertiary institutions with regard to the areas you wish to study. Previous achievement in Mathematics should also be a guide to expected success. The simplest way to design your course is to consider which will be the highest level of Mathematics you wish to study in Year 12: (a) Specialist Mathematics Units 3 and 4, (b) Mathematical Methods Units 3 and 4, (c) Further Mathematics Units 3 and 4. This will generally guide the selection of other studies over the two-year VCE program. They are arranged in decreasing order of difficulty. The initial comments refer to students following the general course outlines. Additional comments concerning ‘accelerated’ variations are also provided below. (a) Specialist Mathematics (Units 3 and 4) This is appropriate for entry to Physical Sciences, Engineering and Mathematics courses at tertiary level. It is also a useful option for students who really enjoy Mathematics and whose strength in the subject would ensure a high score to contribute to their ATAR. It would be appropriate for strong Mathematics students who have consistently scored A or high B grades throughout their previous mathematical study. If your plan includes the possibility of studying Specialist Mathematics in Year 12, then we recommend you should indicate on your subject selection form: Year 12  Specialist Mathematics Units 3 and 4  Mathematical Methods Units 3 and 4 Year 11  Mathematical Methods Units 1 and 2  Advanced General Mathematics Units 1 and 2 (may have been studied in Year 10) (b) Mathematical Methods (Units 3 and 4) Some tertiary courses such as some Commerce, Business, Science and Medical Science degrees include this study as a pre-requisite. Students selecting this course need a strong foundation of mathematical skills, particularly in Algebra and Coordinate Geometry. Students wishing to proceed to this course would need to have demonstrated strong skills by consistently scoring A, B or high C grades in Enhanced Mathematics groups in Year 10. If your plan includes the desire to study Mathematical Methods Units 3 or 4, then you should indicate on your subject selection form: Year 12 

Mathematical Methods Units 3 and 4

Year 11  

Mathematical Methods Units 1 and 2 Advanced General Mathematics Units 1 and 2 (recommended, but not compulsory)

(c) Further Mathematics (Units 3 and 4) This is a valuable Mathematics program with an emphasis on statistics and mathematical applications in the business world. It is an appropriate course to meet many tertiary pre-requisites and is less demanding than either of the two studies above. The course involves some Algebra and Coordinate Geometry but at a less sophisticated level. This course will also provide mathematical support for some other VCE studies. Students who have maintained grades of C or above in Enhanced or Standard groups in Year 10 would be expected to manage this course. If your plan includes the desire to study Further Mathematics Units 3 and 4, then you should indicate on your subject selection form:

VCE Subjects

Year 12 

Further Mathematics Units 3 and 4

Year 11 

Standard General Mathematics Units 1 and 2

No Mathematics Units 3 and 4 Studies At The Geelong College, the importance of Mathematics as a life skill is recognised and all students are required to complete at least one two unit sequence in Mathematics. Students planning no Mathematics study in Year 12 will be placed in a General Mathematics class in Year 11 unless they have already completed Foundation Mathematics Units 1 and 2 in Year 10. Contact teacher:

Mr D Hibbard (Head of Mathematics)

MEDIA Aims and Objectives This study is designed to enable students to:  investigate and analyse their own and others’ experiences of media  analyse media products to understand how meaning is constructed, and to develop an understanding of the range of meanings carried by media texts  develop an understanding of production processes involved in the construction of media products  develop and refine skills in the areas of production and critical analysis  express their ideas through media forms and gain self-confidence and communication skills through that expression. Unit 1: Representation (Outcome 1) Students develop an understanding of the notion of ‘representation’ in media forms: the idea that each media text is a construction or representation of an individual, event, idea or story and portrays reality in a way which is different from the audience’s direct experience of life. Through a close analysis of one text and the consideration of many secondary texts, students are encouraged to develop an understanding as to how representations are created through selection, omission and construction. Technologies of Representation (Outcome 2) Students enhance their understanding of representation through the production of two separate media products in two media forms. Along with the production of representations, students also compare how the application of the different media technologies can influence the power of media products. New Media (Outcome 3) Students focus on the social consequences of the emergence of new media technologies. The creative implications of new media technologies are considered in the context of their capabilities, their relationship with existing media, and their provision of alternative means of representation. Their cultural significance is also investigated in terms of how they challenge and alter our perception of the world. Unit 2: Media Production (Outcome 1) Students undertake their first major practical media project through a deep study of the three stages of the production process: pre-production, production and post-production. In close

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collaboration with teachers and other students they will design and produce an individual and distinctive media product in order to capture and influence a designated audience. Media Industry Production (Outcome 2) In conjunction with the development of their media product in Outcome 1, students will increase their understanding of the specialist production stages and roles undertaken in the modern media production environment. Students will consider the characteristic stages of a media production within the context of the overall production process of specific products from more than one media form. Australian Media Organisations (Outcome 3) Australian media organisations and their social and industrial framework will be studied, with a close focus on historical, cultural, legal, political, economic and/or institutional factors affecting the conduct and operation of Australian media organisations. Unit 3: Narrative (Outcome 1) Students develop an understanding of production and story elements and analyse the role and significance of narrative organisation in fictional film, radio or television programs. In this context students also consider how production and story elements structure narratives to engage an audience. At least two texts will be considered in detail here in order for students to consider media texts both individually and in connection to their genre. Media Production Skills (Outcome 2) In preparation for the production of their major media project for the year, students plan, undertake and evaluate two production exercises to develop their practical skills. Through the completion of these exercises, students develop an understanding of the possibilities and limitations of production equipment, processes and applications, acquire skills to enable the use of specific media technologies, and explore aesthetic and structural qualities and characteristics of media products. Media Production Design (Outcome 3) Throughout Year 12, students individually design and produce a creative and distinctive media product. Students may either create:  a video or film sequence between 3-10 minutes  a radio or audio sequence of a minimum of 8 minutes  an animation of no more than 10 minutes in length  a print production of at least 8 pages or layouts  a digital and/or online production that demonstrates comparable complexity and provides user accessibility consistent with the other media forms listed  a convergent media production that incorporates aspects of a range of media forms and is consistent with product durations and/or descriptors listed. For this outcome, students develop a Production Design Plan, in which they complete the preproduction stage of the media process. Students will develop design ideas that express imagination and creativity through research, experimentation, testing and feedback. Their design plan will be both written and visual, and will clearly document the student’s capacity to understand the specifications of the media form in which they are working. Unit 4: Media Process (Outcome 1) Throughout Unit 4, students produce a media product for an identified audience from the media production design plan they prepared in Unit 3. Students undertake the production and post-

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production stages of the media process in order to develop a product which is an accurate realisation of their own design. Media Texts and Society’s Values (Outcome 2) Students will analyse the relationship between society’s values and media texts. They will develop an understanding of how media texts reflect and mediate ideas from particular economic, social, cultural, political or institutional points of view. Students undertake the study of an identified significant idea, social attitude or discourse located in a range of media texts to critically analyse its various representations. Media Influence (Outcome 3) Students consider the fine line between media as a source of information, pleasure and relaxation and media as the source of a range of social issues. The role of the media throughout history and the potential influence it has over audiences is considered through a study of communication and audience theory. Assessment The award of satisfactory completion for the completion for Units 3 and 4 is based on a decision that a student has demonstrated the achievement of the set of outcomes specified for the unit. The decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for these units. Assessment tasks may include written responses, tests, oral reports, audio sequences, video sequences, multimedia or print layouts. At least one assessment task for each unit must be a written assessment. Contributions to final assessment: Unit 3 school-assessed coursework: Unit 4 school-assessed coursework: Units 3 and 4 school-assessed task: Units 3 and 4 end-of-year examination:

6 per cent 12 per cent 37 per cent 45 per cent

Contact Teacher: Mrs D Nikolovski

MUSIC PERFORMANCE VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures. Students can specialise in one or more approaches to the study of music, depending on their VCE program overall and the post-VCE pathways that they may be interested in following. Structure The overall study is made up of ten units, a selection of which will be offered at The Geelong College. A comprehensive guide to the Study Design can be found on the VCAA website www.vcaa.vic.edu.au . The study structure is:  Music Performance Units 1 & 2 - Can be commenced in Year 10 or 11  Music Performance Units 3 & 4 - Can be commenced in Year 11 or 12  Music Investigation Units 3 & 4 - Should be studied in Year 12 only (see ENTRY information which follows)  Music Style and Composition Units 1 – 4. Can be studied externally through Distance Education Victoria. Students may enrol in all units or select specific combinations of units that cater for their interests and intended pathways.

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Entry Whilst there are no formal prerequisites for entry to Units 1, 2 and 3 Music Performance, or for entry to Unit 3 of Music Investigation, it is strongly recommended that students have a background of commitment and achievement in music, in order to make the most of the opportunities presented in the course of study. Students are also strongly recommended to undertake Units 3 and 4 Music Performance before or in the same year that they undertake Units 3 and 4 Music Investigation.

MUSIC PERFORMANCE (Units 1 and 2) These units focus on building performance and musicianship skills. Areas of study: 1. Performance (Units 1 and 2)  This area of study focuses on knowledge and skills that students use to present musically engaging performances. Students should be able to prepare and perform a practised program of group and solo works; therefore they must be taking instrumental or vocal lessons, either at the College or elsewhere.  Students may use different instruments for the solo and group components of the unit, however they should complete all or at least a substantial majority of technical work and exercise for Outcome 2 using their main instrument.  In Units 1 and 2 there are no prescribed works. Repertoire is selected according to the level of competency of each student, in both solo and group contexts.  Ensemble groups are formed from within the cohort (and with Unit 3 and 4 students similarly timetabled) and rehearse in timetabled classes under teacher supervision. 2.

Performance technique (Units 1 and 2)  This area of study focuses on the development of techniques for group and/or solo performance and the student should be able to demonstrate technical work and exercises, demonstrate unprepared performance skills (sight reading or improvisation) and describe influences on their approach to performance.  Students should use their main instrument to complete this Outcome.

Musicianship (Units 1 and 2)  This area of study focuses on aural perception, music theory and analysis.

Organisation of sound (Unit 2 only)  This area of study focuses on devising original work as a composition or improvisation, inspired by analysis of music in selected works being prepared for performance. Use of ICT is an important part of the process.

Assessment The range of assessment tasks includes solo performance, group performance, demonstration of technical work and exercises, performance of unprepared material (sight reading or improvisation), written reports, folios of theory and aural exercises, composition and/or improvisation exercises. Assessment in Units 1 and 2 is carried out by the College.

MUSIC PERFORMANCE (Units 3 and 4) This unit prepares students to present convincing performances of group and solo works. Group or Solo Focus In undertaking Music Performance Units 3 and 4 it is important that students choose whether they will present their external end-of-year performance examination program as a member of a group OR as a soloist, as this will determine the choice of repertoire. 97

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Instruments selected for study (includes voice)  Students who elect to present in a solo examination must select an instrument from the Units 3 and 4 Prescribed List of Notated Solo Works (alternative instruments require approval from VCAA).  Students who elect to present in a group examination may select any instrument.  Students may use different instruments for the solo and group components.  Students should complete all or at least a substantial majority of their technical work and exercises for Outcome 2 using their main instrument. Works selected for study The program is based on the requirements for the end-of-year performance examination for group and solo contexts, outlined in the Prescribed List of Group Works or the Prescribed List of Notated Solo Works for the selected instrument as published annually on the VCAA website. Areas of study: 1.

Performance Students will be required to present an informed, accurate and expressive performance of a program of group and solo works. Students should be aware that whilst their end-of-year performance examination will be completed in either a group or solo context, the schoolbased assessments of Outcome 1 in both Units 3 and 4, require the performance of a selection of both solo and group repertoire in a short recital (15 mins for Unit 3, 10 mins for Unit 4). Specific guidelines exist for repertoire selection for this internal assessment.

Performance technique Students will be required to demonstrate performance techniques, technical work and exercises, and describe their relevance to performance program of solo and group works, and present an unprepared performance (sight reading or improvisation).

Musicianship Students systematically develop music theory knowledge and skills in aural comprehension and analysis, and should be able to identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works.

Assessment  School-based assessments of each Outcome (or Area of Study)  School-assessed Coursework tasks which contribute 30% to the Study Score  Unit 3 – Outcome 2 (Technical Work, Description of relevance to performance program and performance of unprepared material) = 10 marks (10% of Study Score)  Unit 3 – Outcome 3 (A test that includes aural, rhythmic and practical components) = 10 marks (10% of Study Score)  Unit 4 – Outcome 2 (Technical Work, Description of relevance to performance program and performance of unprepared material) = 10 marks (10% of Study Score)  An external, end-of-year performance examination which contributes 50% to the Study Score. The duration of the examination depends on the number of assessed performers.  An external, end-of-year aural and written examination based on material in Outcome 3 of one and a half hours duration which contributes 20% to the Study Score.

MUSIC INVESTIGATION (Units 3 and 4) Focus Area Music Investigation Units 3 and 4 involves both performance research in a Focus Area selected by the student and performance of works that are representative of that Focus Area.

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Students use a work they have selected from a prescribed list as a starting point (see Selection of music below), and design an investigation into a specific area of music which becomes their Focus Area. This Focus Area is the basis for study of repertoire, performance, technique and general musicianship. Students should select a Focus Area that is of particular interest to them and that complements their experience and abilities as a performer. Aural and theoretical musicianship skills are developed across all areas of study.

Focus Statement All students will complete a Focus Statement outlining their Focus Area and the relationship of the selected performance program to this area. Group or Solo Orientation Students electing to undertake this study choose whether they will present their end-of-year performance examination program as a member of a group OR as a soloist. Selection of Music  At least one work in the program must be selected from either the Prescribed List of Group Works or the Prescribed List of Notated Solo Works as published on the VCAA website. There are specific guidelines for each orientation (solo or group).  Works selected for the performance program should allow students to demonstrate interpretive mastery of the repertoire as well as highly developed technical skills on their chosen instrument.  The performance program must consist of at least two works including the work selected from the appropriate prescribed list. All works must relate to the Focus Area. The number of works will be dependent upon the length and complexity of typical works in the selected Focus Area. Areas of study: 1.

Investigation  Students elect and describe a Focus Area and research issues relevant to performance practice in that Focus Area.  They use aural comprehension, music theory and general musicianship knowledge and skills as they listen critically to performances and examine relevant texts including musical scores.  They identify, describe and discuss the social, cultural, personal, historical, geographical and commercial influences that have had an impact on their Focus Area and their chosen music.  In Unit 4 they prepare program notes based on their research which will inform the Focus Statement which they must provide for the end-of-year performance examination.

Composition/improvisation/arrangement  Students apply their research finding from Outcome 1 to create a folio of composition or arrangement exercises, sketches, or recorded improvisations that demonstrate understanding of the Focus Area.  Students create a score or recording that can be used to prepare and present a performance of selected exercises.  They also discuss characteristics of their completed exercises in relation to research findings from Outcome 1.  In Unit 4 they perform the work and explain its context in relation to the Focus Area.

Performance  Students plan, rehearse and perform a program of works representative of the selected Focus Area. 99

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They develop relevant instrumental and performance techniques and apply performance practices to build their expertise as performers, including the study of technical work and exercises.

Assessment  School-based assessments of each Outcome (or Area of Study)  School-assessed Coursework tasks which contribute 50% to the Study Score  Unit 3 – Outcome 2 (Present a report that discusses characteristics, techniques and performance practices of works representative of the Focus Area) = 20 marks (20% of Study Score)  Unit 3 – Outcome 3 (Performance of technical work and exercises, and discussion of how it is contributing to development of the performance program) = 5 marks (5% of Study Score)  Unit 4 – Outcome 3 (An oral report that discusses how the composition/ improvisation/arrangement created and performed by the student is related to the Focus Area) = 20 marks (20% of Study Score)  Unit 4 – Outcome 2 (Demonstration of performance strategies, technical work and exercises, and discussion of how it relates to the performance program) = 5 marks (5% of Study Score)  An external, end-of-year performance examination which contributes 50% to the Study Score. The duration of the examination depends on the number of assessed performers. Contact teacher:

Mr M Irwin (Director of Music)

PHYSICAL EDUCATION Aims This study enables students to:  understand the social, environmental, cultural, biological, psychological and physiological factors that influence participation in physical activity  develop a critical perspective on physical activity across the lifespan  investigate the promotion of physical activity in a variety of settings  examine how the body systems work together to produce movement  examine performance enhancement in terms of training programming and recovery, biomechanics, sports psychology, risk management and ethics  analyse the processes associated with skill development and coaching, and strategies and tactics used within game situations  use practical activities to underpin theoretical understanding

YEAR 11 (Units 1 and 2) Unit 1 – Bodies In Motion Areas of Study Body Systems and Human Movement In this area of study students examine the systems of the human body and how they translate into movement. Through practical activities they explore the major components of the musculoskeletal, cardiovascular and respiratory systems and their contributions and interactions during physical activity. Anaerobic and aerobic pathways are introduced and linked to the types of activities that utilise each of the pathways.

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Biomechanical Movement Principles In this area of study students examine biomechanical principles underpinning physical activity and sport. Through their involvement in practical activities, students investigate and analyse movements in a variety of activities to develop an understanding of how the correct application of biomechanical principles leads to improved performance.

Two detailed studies are available in Unit 1. One detailed study is to be selected from:  

Technological advancements from a biomechanical perspective Injury prevention and rehabilitation

Technological Advancements from a Biomechanical Perspective In this detailed study students examine changes that have been made to sporting techniques and equipment (including clothing, footwear and playing fields) and explore the biomechanical effect of the change. By researching a recent change that has occurred in the selected sport, students analyse the biomechanical effect, the result of the change, the impact of the change on performance and participation, rules and the relevant implications of the change (biomechanical, social and ethical). Injury Prevention and Rehabilitation This detailed study focuses on sports injury risk management strategies used to reduce the risk of injury to the participant/athlete, and the rehabilitation practices and processes an individual/athlete may use to ready them for a return to sport and physical activity. Students analyse and demonstrate a range of different strategies that may be implemented at a club, an administration, a coaching or an individual level. Unit 2 - Sports Coaching and Physically Active Lifestyles Areas of Study Effective Coaching Practices In this area of study, students focus on the roles and responsibilities of a coach as well as looking at coaching pathways and accreditation. The effectiveness of a coach may be determined by their style, skills and behaviours. A coach must have an understanding of skill learning practices and interpersonal skills if they are to develop and enhance the performance of athletes. Students apply these skills by coaching a team. Physically Active Lifestyles This area of study focuses on the range of physical activity options in the community. Health benefits of participation in regular physical activity and health consequences of physical inactivity and sedentary behaviour are explored at individual and population levels. Students explore the dimensions of the National Physical Activity Guidelines and investigate the current status of physical activity and sedentary behaviour from an Australian perspective. Students investigate factors that facilitate involvement in physical activity and consider barriers to participation for various population groups. Students create and implement a program that encourages compliance with the National Physical Activity Guidelines for a given age group.

Two detailed studies are available in Unit 2. One detailed study is to be selected from:  

Decision making in sport Promoting active living

Decision Making in Sport This detailed study introduces students to an understanding of games and sport, including how they are categorised. Through a series of practical activities, and for a specific scenario, students analyse and interpret different strategies and tactics used within game situations, and approaches to coaching that develop a player’s ability to implement an appropriate strategic decision.

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Promoting Active Living This detailed study focuses on the promotion of physical activity in a variety of settings. Students develop an understanding of the use of recall surveys and questionnaires in the collection of data related to physical activity levels, and compare these to the National Physical Activity Guidelines. Media communication tools that are used in the promotion of programs to increase physical activity levels are explored.

YEAR 12 (Units 3 and 4) Unit 3 - Physical Activity Participation and Physiological Performance Areas of Study Monitoring and Promotion of Physical Activity This area of study uses subjective and objective methods for assessing the studentâ&#x20AC;&#x2122;s own and another cohortâ&#x20AC;&#x2122;s physical activity and sedentary levels. Students analyse the advantages and limitations of each of these methods to determine the most appropriate measure for a given setting. Students identify components of the social-ecological model to assist in the critique of government and non-government strategies aimed at increasing physical activity within the population. Physiological Responses to Physical Activity In this area of study students explore the various systems and mechanisms associated with the energy required for human movement. They consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They examine the way in which energy for activity is produced via the three energy systems and the associated fuels used for activities of varying intensity and duration. Students also consider the many contributing factors to fatigue as well as recovery strategies used to return to preexercise conditions. Through practical activities students explore the relationship between the energy systems during physical activity. Unit 4 â&#x20AC;&#x201C; Enhancing Performance Areas of Study Planning, Implementing and Evaluating a Training Program This area of study focuses on the components of fitness and assessment of fitness from a physiological perspective. Students consider the manner in which fitness can be improved by the application of appropriate training principles and methods. Students conduct an activity analysis of an elite athlete to determine the fitness requirements of a selected sport. They participate in fitness testing and an individual training program and evaluate this from a theoretical perspective. Performance Enhancement and Recovery Practices This area of study explores nutritional, physiological and psychological strategies used to enhance performance. Students examine legal and illegal substances and methods of performance enhancement and develop an understanding of different anti-doping codes. Students consider strategies used to promote recovery, including nutritional, physiological and psychological practices. Practical Lessons and Excursions Students participate in practical lessons that link closely to the course content being covered. This assists students in the application of knowledge. Students find this course valuable in the sense that information gained can be applied to their own sporting experiences, to ensure success. Such knowledge can also be applied in future tertiary courses and related occupations. Each year students are given the opportunity to attend an excursion to elite training and testing facilities such as BioLab and Exercise Research Australia. Students participate and observe a range of fitness testing procedures and are given lectures by leading sport scientists. 102

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Later in the year our senior Physical Education students have the opportunity to attend various VCE exam revision programs conducted by authors and examiners. These presenters are leaders in their field and are motivating speakers. Assessment This is based on the teacher’s assessment of the student’s overall performance on assessment tasks for the unit, and an end-of-year examination.  Unit 3 25% final assessment  Unit 4 25% final assessment  Examination 50% final assessment Careers As the career you choose will have a tremendous impact on your life, it is essential to consider your interests and happiness when selecting an occupation. The subject of Physical Education is relevant to a range of jobs. Possible careers for those who enjoy or are good at Physical Education are acupuncturist, sports administration, sports coach, aerobics instructor, physiotherapy, sports journalist, defence force, ambulance officer, physical education teacher, dietician nutrition, youth worker, sport scientist, nurse, sporting coach, sports medicine, police officer, marketing manager, recreation centre manager, life guard, chiropractor, university lecturer, sports psychologist, recreation office and outdoor recreation. Contact teacher:

Ms J Utting (Head of Physical Education)

PHYSICS Physics is a theoretical and practical science which contributes to our understanding of the physical universe from the minute building blocks of matter to the unimaginably broad expanses of the Universe. Scientifically literate physics students demonstrate interest in and understanding of the Universe, engage in debates about the nature and evidence, theories and models and appreciate the value of physics in society. The knowledge gained through physics will enhance students’ ability to be innovative and contribute to the intelligent and careful use of resources. The knowledge can be used in industrial, medical, engineering, telecommunications, materials, environmental, electronics and technical applications.

YEAR 11 (Units 1 and 2) Unit 1 - Areas of Study Nuclear and Radioactivity Physics Students learn about radiation from unstable nuclei, its dangers and how we can use it for the benefit of society. They develop knowledge and skills to contribute to informed debate on the use of nuclear and radioactive technological applications. Students learn about Geiger counters, carbon dating, medical and industrial radioisotopes and smoke detectors. Electricity Students use electrical circuits in the contexts of simple battery operated DC devices, household electricity, and car electrical systems. They learn about voltage, current, resistors, power supplies and sources of electrical energy. Practical work gives them a greater understanding of the benefits and costs of our society’s heavy dependence on Electricity. Detailed study chosen from one of the following areas as determined by the school: 1 Medical Physics 2 Astronomy 3 Energy from the Nucleus 4 Astrophysics 5 Flight 6 Sustainable Energy Sources 103

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Unit 2 - Areas of Study Motion Students learn about the way objects move by looking at the early theories of Aristotle and the work of Galileo and Newton. These theories are developed through the examination of aspects of motion including transport, games and sport. Students analyse displacement, velocity, acceleration, force, energy and momentum using practical sessions, graphs and mathematics. Wave-like Properties of Light The wave model of energy transfer is applied to light phenomena. Light phenomena are examples of the interaction of the physical world with human biology. Students will use the wave-like properties of light in the contexts of seeing with the unaided eye, extending visual and communication capabilities, and special theatrical effects. Detailed study chosen from one of the following areas as determined by the school: 1 Medical Physics 2 Astronomy 3 Energy from the Nucleus 4 Astrophysics 5 Flight 6 Sustainable Energy Sources Assessment Year 11 is assessed via a range of strategies including:  short and extended practical investigations  assignments  class tests  semester examinations

YEAR 12 (Units 3 and 4) Students are advised to complete Unit 2 before completing Unit 3 and 4. Unit 3 - Areas of Study Motion in One and Two Dimensions Newtonian theories give important insights into a range of motions and contribute towards safety considerations. Students learn about collisions, projectile, circular and satellite motion. They consider these in relation to the laws of conservation of momentum and energy. Electronics and Photonics Students build on their knowledge of electrical circuits studied in Unit 2 to electronic devices and the new area of photonics. Students compare and explain the operation of electronic and photonic devices and analyse their use in domestic and industrial systems. Unit 4 - Areas of Study One detailed Study is chosen from one of the following areas as determined by the school: 1 Einstein’s Relativity 2 Investigating structures and materials 3 Further electronics 4 Synchrotron and applications 5 Photonics 6 Recording and reproducing sound

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Interactions of Light and Matter Light has been described both as a light and a wave. The electron has wave-like properties as well. These ideas are explored using experimental evidence and the conceptual wave and photon models to explain the interactions of light and matter. Electric Power The generation, transmission, distribution of electric power are crucial to modern life. Students will use evidence and models of electrical, magnetic and electromagnetic effects in the contexts of electric motors, alternators and transformers, and electric power transmission and distribution. Assessment Units 3 and 4 are assessed via a combination of School Assessed Coursework (SAC) and one external end of year examination. School Assessed Coursework contributes 40% of the total mark to the final study score. The external end of year examination contributes 60% of the total marks to the final study score. Contact teachers:

Mrs C E Watson (Head of Science and IT) Ms S E Hallows Ms R E F Palmer

PRODUCT DESIGN AND TECHNOLOGY Scope of Study Product design is part of peopleâ&#x20AC;&#x2122;s responses to changing needs to improve quality of life by designing and creating artefacts. Product design is enhanced through knowledge of social, technological, economic, historic, ethical, legal, environmental and cultural factors. These factors affect the aesthetics, form and function of products developed in the past and those yet to be developed. Central to VCE Product Design and Technology is the Product design process, which provides a structure for students to develop effective design practice. The design process involves identification of a real need that is then articulated in a design brief. The need is investigated and informed by research to aid the development of solutions that take the form of physical, threedimensional functional products. Development of these solutions requires the application of technology and a variety of cognitive and physical skills, including creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation. In VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation. The knowledge and use of resources is integral to product design. These resources include a range of materials, and the tools, equipment and machines needed to transform these materials in a safe manner into useful products. Increasingly, the importance of environmental sustainability is having an impact on product design and development. More sustainable approaches are therefore at the forefront throughout the product lifecycle. Rationale Designers play an important part in our daily lives. They determine the form and function of the products we use. They transform ideas into drawings and plans for the creation and manufacture of useful products that fulfil human needs and wants. In recent history the use of resources to create an ever-increasing array of products has given designers an increased responsibility to think sustainably. Students develop an understanding of the consequences of product design choices. They develop the necessary skills to critically analyse existing products and to develop their own creative solutions. 105

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VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Moreover, VCE Product Design and Technology can inform sustainable behaviours and develop technical skills to present multiple solutions to everyday life situations. It contributes to creating confident and unique problem solvers and project managers well equipped to deal with the multi-disciplinary nature of modern workplaces. Structure The study is made up of four units: Unit 1: Product re-design and sustainability Unit 2: Collaborative design Unit 3: Applying the product design process Unit 4: Product development and evaluation Each unit contains between two and four Areas of Study. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum. Unit 1: Product Re-design and Sustainability This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Finite resources and the proliferation of waste require sustainable product design thinking. Many products in use today have been redesigned to suit the changing needs and demands of users but with little consideration of their sustainability. Knowledge of material use and suitability for particular products is essential in product design. Additionally, knowledge of the source, origin and processing of materials is central to sustainable practices. Students consider the use of materials from a sustainable viewpoint. Sustainable practices claimed to be used by designers are examined. Area of Study 1 provides an introduction and structured approach towards the Product design process and Product design factors. Students learn about intellectual property (IP), its implications related to product design and the importance of acknowledging the IP rights of the original designer. In Area of Study 2, students produce a re-designed product safely using tools, equipment, machines and materials, compare it with the original design and evaluate it against the needs and requirements outlined in their design brief. If appropriate, a prototype made of less expensive materials can be presented; however, the specific materials intended for the final product would need to be indicated. A prototype is expected to be of full scale and considered to be the final design of a product before production of multiples. Unit 2: Collaborative Design In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams that work collaboratively but are spread across the globe.

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In this unit students are able to gain inspiration from an historical and/or a cultural design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics. In Area of Study 1, students work both individually and as members of a small design team to address a problem, need or opportunity and consider the associated human-centred design factors. They design a product within a range, based on a theme, or a component of a group product. They research and refer to a chosen style or movement. In Area of Study 2 the product produced individually or collectively is evaluated. Unit 3: Applying the Product Design Process In this unit students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. These factors include the purpose, function and context of the product; human-centred design factors; innovation and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology. Design and product development and manufacture occur in a range of settings. An industrial setting provides a marked contrast to that of a ‘one-off situation’ in a small ‘cottage’ industry or a school setting. Although a product design process may differ in complexity or order, it is central to all of these situations regardless of the scale or context. This unit examines different settings and takes students through the Product design process as they design for others. In the initial stage of the Product design process, a design brief is prepared. It outlines the context or situation around the design problem and describes the needs and requirements in the form of constraints or considerations. In Area of Study 1, students examine how a design brief is structured, how it addresses particular Product design factors and how evaluation criteria are developed from the constraints and considerations in the brief. They develop an understanding of techniques in using the design brief as a springboard to direct research and design activities. In Area of Study 2, students examine how a range of factors, including new and emerging technologies, and international and Australian standards, influence the design and development of products within industrial manufacturing settings. They consider issues associated with obsolescence and sustainability models. In Area of Study 3, students commence the application of the Product design process for a product design for a client and/or an end-user, including writing their own design brief which will be completed and evaluated in Unit 4. Unit 4: Product Development and Evaluation In this unit students learn that evaluations are made at various points of product design, development and production. In the role of designer, students judge the suitability and viability of design ideas and options referring to the design brief and evaluation criteria in collaboration with a client and/or an end-user. Comparisons between similar products help to judge the success of a product in relation to a range of Product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the Product design factors In Area of Study 1, students use comparative analysis and evaluation methods to make judgments about commercial product design and development. In Area of Study 2, students continue to develop and safely manufacture the product designed in Unit 3, Outcome 3, using materials, tools, equipment and machines, and record and monitor the production processes and modifications to the production plan and product. In Area of Study 3, students evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria and client and/or end-user feedback. Students make judgments about possible improvements. They produce an informative

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presentation to highlight the product’s features to the client and/or an end-user and explain its care requirements. Assessment Satisfactory Completion The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit. Levels of Achievement Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In the study of Product Design and Technology students’ level of achievement will be determined by School-assessed Coursework, School-assessed Task and an end-of-year examination. Percentage contributions to the study score in Product Design and Technology are as follows:  School-assessed Coursework (Units 3 and 4) 20 %  School-assessed Task (Units 3 and 4) 50 %  End-of-year examination: 30 % Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mr R Kayler-Thomson

PSYCHOLOGY Psychology is the scientific study of mental processes and behaviour in humans. In recent years there has been a rapid increase in knowledge, particularly in the fields of cognition and neuroscience. This development has, in part, been stimulated by interdisciplinary approaches, technological advances in imaging and public interest. VCE psychology allows students to explore complex human behaviours and thought processes. Students are assisted to develop skills in communication, research and data analysis. They are also provided with opportunities to develop their abilities in problem-solving and critical evaluation and learn to apply the processes of scientific investigation. The study of psychology leads to opportunities in a wide range of careers working with individuals of all ages, families and communities in a variety of settings.

YEAR 11 (Units 1 and 2) Unit 1 (Semester 1) - Introduction to Psychology ‘What Is Psychology?’ – Students are introduced to the development of psychology from its philosophical beginnings to the scientific study of the human mind and behaviour. They explore the scope of psychology and consider the influences of biological, behavioural, cognitive and socio-cultural factors on how people, feel, think and act. Visual perception is explained through the application of these perspectives. ‘Lifespan Psychology’ – Students will be introduced to a range of theories that describe psychological development of individuals from infancy to old age. The influence of heredity and environment on psychological development is considered. One stage of the lifespan is 108

VCE Subjects

researched in detail. Students also examine mental wellbeing at different stages and successful ageing. Unit 2 (Semester 2) - Self and Others ‘Interpersonal and Group Behaviour’ – Social psychology focuses on how behaviours and perceptions of others are influenced by social and cultural factors including the attitudes and behaviours of groups. Students examine how attitudes are formed and changed and discuss the factors that influence the behaviours of groups. ‘Intelligence and Personality’- Social differences between individuals can be due to differences in intelligence and personality. Students explore ways of describing, measuring and classifying intelligence and personality. The development of skills linked to research methodologies is integral to both units of study. These include designing and carrying out scientific investigations, in addition to critically evaluating classic and contemporary research. Assessment Student assessment will be based solely on internally set and corrected school-assessed coursework. Assessment tasks may include research investigations, annotated folios of practical activities, oral or visual presentations, tests, essays, data analysis and evaluation of research.

YEAR 12 (Units 3 and 4) Unit 3 (Semester 1) – The Conscious Self This unit focuses on the study of the relationship between the brain and the mind through examining the basis of consciousness, behaviour, cognition and memory. Research methodologies used in both classic and contemporary research are integral to the course. Areas of study:  ‘Mind, brain and body’ – focuses on the role of the brain and nervous system in relation to awareness of self, the environment and behaviour. The relationships between consciousness and thoughts, feelings and behaviour are examined by comparing normal waking consciousness with altered states of consciousness. The contribution of developments in cognitive neuroscience to our understanding of consciousness and sleep are also examined.  Memory – students learn that memory is essential to our sense of identity. The factors that influence retention and recall of information, the neural basis of memories and the causes of forgetfulness are all examined. Unit 4 (Semester 2) – Brain, Behaviour and Experience This unit focuses on the interrelationship between learning, the brain and its response to experiences. The brain’s plasticity means that experience changes and reshapes the brain. Learning is a process that leads to the getting of knowledge, development of new abilities and changed behaviours. Learning is also considered as one of several important aspects involved in the analysis of mental health and illness. Students continue to establish their understanding of research methodologies and ethical principles which they were introduced to in Unit 3. Areas of study:  Learning – learning is seen as a process that shapes behaviour. Students examine the neural basis of learning and different types of learning: classical and operant conditioning, observational learning and trial and error learning.  Mental Health – the interaction of biological, psychological and socio-cultural factors in the development of an individual’s mental functioning and well-being are investigated. Students learn to distinguish normal emotional experiences such as stress and anxiety from the chronic conditions of mental illness. The effects of stress are investigated together with strategies for coping with stress. A selected mental disorder is studied in detail. 109

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Assessment Assessment is a mix of external and school based assessment. Unit 3 and Unit 4 work are examined externally in November. Unit 3 School Assessed Coursework (SACs) – 20%, Unit 4 School Assessed Coursework – 20%, end of year examination 60%. Contact teachers:

Mrs C E Watson (Head of Science and IT)

STUDIO ARTS (TEXTILES) Aims and Objectives This study (Units 1, 2, 3, and 4) aims to encourage an independent, practical and creative approach to problem-solving in response to practical based themes which are initiated largely by the students. Students develop skills using a broad range of textile fibres, materials and techniques as a means of expressing ideas in the visual form and are largely given free choice of which mediums they wish to work with. They are encouraged to appreciate the History of Textiles through the study of fashion designers, and art/craft makers from different cultural backgrounds and eras. Skills are developed through critical thinking in relation both to the student’s own work and the work of other artists. This involves the analysis and interpretation of garments and accessories constructed in a variety of cultural and historical settings. The course prepares students for Tertiary entry into courses in such areas as Fashion Design, Fashion Marketing, Interior Design, and many other art or design related courses which involve creative, practical problem-solving and lateral critical thinking.

YEAR 11 (Unit 1) – Artistic Inspiration and Techniques This unit focuses on using sources of inspiration and ideas as the basis for Textile pieces and exploring a wide range of textiles fibres, materials and techniques as tools for translating ideas, observations and experiences into visual form. Students also explore the ways in which artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of Textile pieces. Area of Study 1 and 2 (Outcome 1 and 2) Developing Art Ideas and the use of Materials and Techniques These areas of study focus on the development of ideas and sources of inspiration as starting points for Textile art works and various methods of recording, interpreting and translating these into visual form. Students explore a range of materials and techniques and develop skills and control of particular characteristics and properties. They also investigate the ways various visual effects are achieved and how ideas are conveyed. Students make a garment using a commercial pattern. Area of Study 3 (Outcome 3) Interpretation of Art Ideas through the use of Materials and Techniques This area of study focuses on the way artists from different times and cultures have interpreted ideas and sources of inspiration using manmade fibres in the production of artworks. Students study Fashion Designer Issey Miyake and research the Ancient Silk Road. Assessment The assessment task for Outcome 1 and 2 is:  a selection of exploratory work showing sources of ideas and inspiration translated into visual form through the use of a variety of materials and techniques The assessment for Outcome 3:  theory assignments on Artists from different times and cultures  an examination 110

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YEAR 11 (Unit 2) – Design Exploration and Concepts This area of study focuses on developing artworks through an individual design process based on visual research and understanding. The design process includes the use of sources of inspiration, experimentation with materials and techniques, and the development of aesthetic qualities and potential solutions prior to the production of Textile art works. Students also study the Textile Art and Craft of South-East Asia. Art works from different times and locations are analysed to understand the cultural significance of traditions, religion and spiritual beliefs in the production of costumes, ceremonial garments and practical household textile pieces. Area of Study 1 (Outcome 1) – Design Exploration This unit focuses on developing an individual design process based on visual research and inquiry to produce Textile Art works. Students learn to explore ideas and sources of inspiration, experiment with textile fibres, materials and techniques, practice skills and use visual and, where appropriate other elements to produce particular aesthetic qualities. Students make artwork using collage techniques, found objects, and constructed surface embellishment. Area of Study 2 (Outcome 2) – Ideas and Styles in Art Works This area of study focuses on an analysis of craft and artworks. Craft and artworks by artists and/or groups of artists from different times and cultures are analysed in order to understand how art elements and principles are used to communicate ideas, create aesthetic qualities and distinctive styles. The use of art elements, signs, symbols and images for their implied meaning are also identified and discussed. In analysing textile craft and artworks students further develop appropriate terminology and skills in researching and using a variety of references. Students study Fashion Designer Akira Isogawa and research the art and craft of India. Assessment The award of a satisfactory completion of Unit 2 will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. These assessment tasks are both practical and theoretical. There is also an examination assessing the students’ ability to write about artists from different times and cultures.

YEAR 12 (Unit 3) – Studio Production and Professional Art Practices This unit focuses on the implementation of an individual design process leading to the production of a range of potential solutions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a design process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4. Area of Study 1 (Outcome 1) – Exploration Proposal This area of study focuses on the development of an exploration proposal that creates a framework for the individual design process. The exploration proposal supports the future development of art-making, and remains a reference point for the reflection and analysis of the development of artwork throughout the design process. On completion of this unit, the student should be able to prepare an exploration proposal that formulates the content and parameters of an individual design process and that includes a plan of how the proposal will be undertaken. Area of Study 2 (Outcome 2) – Design Process This area of study focuses on an individual design process that has been documented in the exploration proposal in Area of Study 1. The design process is developed in sufficient breadth and depth to support the student to produce a range of creative potential directions. On completion of Outcome 2, the student should have presented a range of potential directions. From this range the student should select potential directions that will be used to generate artworks in Unit 4 for the production of a cohesive folio.

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Area of Study 3 (Outcome 3) - Professional Art Practices and Styles This area of study focuses on the working practices of professional Textiles Artists and Fashion Designers, and the development of distinctive styles in their artworks. Students investigate the ways in which artists have interpreted subject matter, influences, and cultural contexts, and communicated ideas and meaning in making their artworks. Students analyse considerations arising from the use made of other artists work in the making of new art works. Research is undertaken and appropriate terminology applied throughout this study of textiles practices and garment making. Assessment The School Assessed Task for Unit 3 will contribute 33% to the study score (practical component). The School Assessed Task for Unit 4 will also contribute 33% to the study score (also a practical component). A student’s level of achievement for Unit 3 and 4 will also be assessed by an end-of-year examination (theoretical component). The end-of-year examination will be based on a set of questions from the work covered in Outcome 3, Unit 3 and Outcome 3, Unit 4. These questions will be set by an external examination panel. The examination will contribute 34% to the study score.

YEAR 12 (Unit 4) – Studio Production and Art Industry Contexts Area of Study 1 (Outcome 1) – Folio of Artworks This unit focuses on the production of a cohesive folio of finished artworks. To support the creation of the folio, students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio of finished artworks. The cohesive folio should demonstrate the skilful application of materials and techniques and it should realise and communicate the student’s ideas. Area of Study 2 (Outcome 2) – Focus, Reflection and Evaluation This are of study requires students to reflect on their folio and produce an evaluation of the finished artworks. Students provide written and visual documentation of the selected potential directions that were used as the basis for the final artworks in Unit 4 area of study 1. On completio0n of this unit, the student should be able to provide visual and written that identifies the folio focus and evaluates the extent to which the finished artworks reflect the selected potential directions, and effectively demonstrate a cohesive relationship between the works. Area of Study 3 (Outcome 3) – Art Industry Contexts This area of study focuses on the analysis of requirements and conditions of environments where artworks are presented. Students examine a variety of exhibition spaces and review methods and considerations involved in the preparation, presentation and conservation of artworks. As part of this requirement, students visit two different exhibition spaces in their current year of study. On completion of this unit, students should be able to examine and explain the preparation and presentation of artworks in at least two different exhibition spaces, and discuss the various roles, processes and methods involved in the exhibition of artworks. Assessment The School Assessed Task for Unit 3 will contribute 33% to the study score (practical component). The School Assessed Task for Unit 4 will also contribute 33% to the study score (also a practical component). A student’s level of achievement for Unit 3 and 4 will also be assessed by an end-of-year examination (theoretical component). The end-of-year examination will be based on a set of questions from the work covered in Outcome 3, Unit 3 and Outcome 3, Unit 4. These questions will be set by an external examination panel. The examination will contribute 34% to the study score. 112

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Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

Mrs L C Gallus

VET INTERACTIVE DIGITAL MEDIA (Certificate III in Media – CUF30107) Designed to run over two years:

Year One: Is available to both Year 10 and Year 11 students in 2015. Year Two: Is available to both Year 11 and Year 12 students in 2016.

Entry Requirements and Prerequisites Students will be expected to have demonstrated an aptitude for and interest in design for web, print, video, animation, information technology and the use of multimedia. There are no specific prerequisites for this course. Introduction: VET in the VCE The aims of the VCE VET Interactive Digital Media program are to:  provide participants with the foundation knowledge and skills to achieve competencies which will enhance their employment prospects within the design and creative industries  provide knowledge and skills in the use of a range of technologies  enable participants to gain a recognised credential and make a more informed choice of vocational and career paths. VCE VET Units and ATAR (Australian Tertiary Admission Rank) Certificate III in Media is a recognised VET in the VCE program. On completion of the two year course students will be eligible for VCE VET unit credits, reported on their VCE Statement of Results. Students who complete the Certificate III in Media qualification will be eligible for a Unit 3– 4 sequence towards their VCE. Completion of the Certificate III program will result in a contribution to the student’s ATAR score, if relevant SACs and examinations are completed. Students will rewarded the Certificate III in Media qualification. The Unit 3–4 (Year Two) sequence of VCE VET Interactive Digital Media is not designed as a stand-alone study. Students are strongly advised against undertaking the Unit 3–4 sequence without first completing Year One. ATAR Contribution (Year Two) Students wishing to receive an ATAR contribution for VCE VET Interactive Digital Media must undertake Scored Assessment for the purpose of achieving a Study Score. This consists of three coursework tasks, worth 66% of the overall Study Score and an end of year examination, worth 34% of the overall Study Score. This Study Score can contribute directly to the primary four or as a fifth or sixth study. Completion Requirements (Year One) Achievement of the following units of competence is required for completion of the Certificate III (Year One) qualification. The Certificate III (Year One) course gives students a broad understanding of the multimedia industry including Industry and health and safety knowledge. The units of competency cover industry sectors such as photography, digital imaging, web design, film and DVD authoring, animation and print design. Units of Competence (Year One) Code

Unit of Competence

BSBCRT301A CUSOHS301A

Develop and extend critical and creative thinking skills Follow Occupational Health & Safety Procedures

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VCE Subjects CUFDIG303A CUFIND301A CUFDIG201A CUFSOU301A BSBDES201A

Produce and prepare photo images Work effectively in the screen and media industries Maintain interactive content Prepare audio assets Follow a design process

Unit of Competence

CUFANM301A CUFWRT301A BSBDES302A CUFDIG302A CUFDIG301A CUFDIG304A

Create 2D digital animations Write content for a range of media Explore and apply the creative design process to 2D forms Author interactive sequences Prepare video assets Create visual design components

Assessment The Study Score will be calculated using assessments of each student’s levels of performance An assessment plan is written and approved by VCAA. Judgments about each student’s levels of performance are based on evidence from two sources: Coursework Students will undertake a set of three tasks during their program, assessed by a minimum of two of the following task types:  Work Project  Product  Portfolio Examination A task taken under examination conditions and assessed by a panel of assessors appointed by the VCAA. For further information about assessment please see the VCAA website. Partnership This course is auspiced externally through the Gordon Institute, but is taught on site by Geelong College staff. Resources and Facilities Students will have access to a well-equipped multi-media room and will also be required to use their computer notebooks. Students will experience both Mac and PC operating systems. A range of texts, magazines and other materials are accessible. Work Placement (Year One students) Students will be encouraged to complete a minimum of 40 hours of industry experience. Whilst this is not required for awarding of the certificate, it is strongly recommended that students take the opportunity to demonstrate their skills and apply their knowledge in a real work environment. This experience will occur mostly during the school holidays.

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Fees and Charges Students will be expected to supply their own USB devices. They will be charged for items used such as blank CDs, DVDs, printing requirements and other materials used. Articulation and Pathways Students completing the Certificate III (Year One) program will have met the requirements for two VCE units. When combined with the Certificate III (Year Two) program this entitles students to credit for four VCE units.

Advanced Diploma in Interactive Digital Media Certificate III

Diploma in Interactive Digital Media Tertiary Degree Programs

* Only Certificate III is offered at the College. Higher qualifications must be undertaken with an external provider. Contact teacher:

Mr S L McIntosh (VET Interactive Digital Media Teacher)

VET MUSIC Certificate III in Music – CUS30109 This two-year subject will be delivered internally by the College within Music classes, although we will continue to be auspiced externally through the RTO “Vocational Pathways”. It is offered for study in Years 11 and 12 only. In addition to the normal online subject selection process, students intending to enrol in VET Music must complete a special VET Enrolment Form (available from the Student Administration Office). Introduction: VET in the VCE The aims of the VCE VET Music Industry program are to:  provide participants with knowledge and skill development for the achievement of competence to enhance their employment prospects within the music industry  enable participants to gain a recognised credential  provide participants with a diverse range of choices leading to vocational paths directed to general and more specific areas of expertise in the Music Industry e.g. production, management, sound engineering, performance. Entry Requirements Students will be expected to have demonstrated an aptitude for and an interest in music, and must also undertake instrumental or vocal lessons, either at the College or elsewhere. Completion Requirements for Certificate III in Music Units 1 and 2 (Year 11) 8 units of competence must be completed (this list may change):  implement copyright arrangements  work effectively in the music industry  follow occupational health and safety procedures  make a music demo  compose simple songs or musical pieces  incorporate music technology into performance  contribute to backup accompaniment 115

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assist with sound recordings

Units 3 and 4 (Year 12) 6 units of competence must be completed:  develop technical skills in performance  prepare for performances  develop improvisational skills  apply knowledge of genre to music making  develop and apply aural-perception skills  develop ensemble skills for playing or singing music Please note that:  The Unit 3 – 4 sequence is not designed as a stand-alone study; students must complete the Unit 1 – 2 sequence first.  Students who only complete the Unit 1 – 2 sequence will obtain credit for the units of competency achieved. At a later date students may decide to resume their VET music studies through an external provider and previously completed units may be counted towards future study in Certificate II in Music, Certificate III in Music, Certificate III in Technical Production and certificates of a higher level. Study Score A Study Score is available for students undertaking Certificate III in Music. To be eligible for a Study Score, students must:  

achieve all the units of competency designated as the Unit 3 – 4 in the same enrolment year be assessed in accordance with the tools and procedures specified by the VCAA.

The Study Score will be calculated using assessments of each student’s level of performance based on evidence from two sources: Coursework A set of three tasks students undertake during their program, assessed by a minimum of two of the following task types:  work performance  work project  product  portfolio The coursework score will contribute 66% to the student’s final Study Score and will be reported on the student’s Statement of Results as a letter grade. Examination An individual or group practical examination based on the underpinning knowledge and skills in the units of competence in the 3 and 4 Sequence, held in November under examination conditions and assessed by a panel of assessors appointed by the VCAA. The examination score will contribute 34% to the student’s final Study Score and will also be reported as a letter grade. For further information about assessment http://www.vcaa.vic.edu.au/vet/programs/music

please

visit

the

VCAA

website

VCE VET unit entitlement The VCE VET Music Industry program is designated a Group A study. The Certificate III in Music provides a Unit 3 – 4 sequence for satisfactory completion purposes. Students undertaking Certificate III in Music are eligible for recognition of up to three units at Units 1 and 2 level and a Units 3 and 4 sequence. 116

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Australian Tertiary Admission Rank (ATAR) Students wishing to receive an ATAR contribution for VCE VET Music must undertake Scored Assessment for the purpose of achieving a Study Score. This consists of coursework and an end of year performance examination, undertaken either as a soloist or as a member of a group (guidelines exist for the composition of groups). This Study Score can contribute directly to the primary four or as a fifth or sixth study. Assessment Training packages have specific requirements regarding demonstration of competence and appropriate assessment of competence and may include written assignments, projects, practical tasks, oral and written tests, examinations, portfolios, observation and questioning and simulations. In the Unit 3 and 4 sequence three assessment tasks will be undertaken as part of the Coursework and an external Performance Examination will also be conducted in November. Resources For each area of the course we will be using the training support materials produced by Ausmusic, the national industry peak organisation, which are industry-focused and relevant to current industry practice. They will include Training Plans and a specially designed Student Training Record Book. Students will have access to the well-equipped facilities of the Keith Humble Centre for Music and the Performing Arts, including rehearsal spaces and technology rooms. A range of texts and audio-visual material is accessible. Fees and Charges Although students will be expected to own their own musical instrument(s), amplifiers and other sound-reinforcing equipment will be supplied by the School. Students will be charged for items such as blank CDs, printing requirements and other materials used. Articulation and Pathways

Contact teacher:

Mr M Irwin (Director of Music)

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VISUAL COMMUNICATION DESIGN The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. The study emphasises the importance of developing a variety of drawing skills to visualise thinking. Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors. Students develop the skills to manipulate and organise design elements, design principles, selected media, materials and production methods when creating visual communications. Creative, critical and reflective thinking (design thinking) supports students to progress through and focus on the design process. Throughout the study students explore manual and digital methods to develop and refine presentations.

Year 11 (Unit 1) â&#x20AC;&#x201C; Introduction to Visual Communication Design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practise their ability to draw what they observe and they use visualisation-drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Through experimentation and through exploration of the relationship between design elements and design principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. In this unit students are introduced to three stages of the design process: researching designers, generating ideas and applying design knowledge and drawing skills to develop concepts. Outcome 1: Drawing as a means of communication A folio of observational, visualisation and presentation drawings created using manual and/or digital methods along with final presentations created using manual and/or digital methods. Outcome 2: Design elements and design principles A folio of design exploration, visualisation and presentation drawings created using manual and/or digital methods along with final presentations created using manual and/or digital methods. Outcome 3: Visual communication design in context A written report of a case study, investigating design styles and the broader context of the place and purpose of design.

Year 11 (Unit 2) â&#x20AC;&#x201C; Applications of Visual Communication Design This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation-drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting 118

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ideas. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create visual communications. Outcome 1: Technical drawing in context A folio of technical drawings created using manual and/or digital methods. Outcome 2: Type and imagery A folio of typography and image ideas and concepts created using manual and digital methods accompanied by written and/or oral descriptions and analysis of historical and contemporary design examples. Outcome 3: Applying the design process A folio demonstrating the design process and use of manual and/or digital methods to generate final presentations of visual communications.

Year 12 (Unit 3) â&#x20AC;&#x201C; Design Thinking and Practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Outcome 1: Analysis and practice in context A report accompanied by visuals that explores a range of existing visual communications in the communication, environmental and industrial design fields. Outcome 2: Design industry practice Report accompanied by visuals that investigates how the design process is applied in industry to create visual communications. Outcome 3: Developing a brief and generating ideas Part 1 of the SAT Folio demonstrating three stages of the design process: development of a brief, research and the generation of ideas.

Year 12 (Unit 4) â&#x20AC;&#x201C; Design Development and Presentation The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience. As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused. Students refine and present two visual communications within the parameters of the brief. They reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual communications and devise a pitch to communicate their design thinking and decision making to the client. 119

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Outcome 1: Development of design concepts Part 2 of SAT Folio displaying two separate design processes, students develop and refine design concepts that satisfy each of the needs of the brief established in Unit 3. Outcome 2: Final presentations Production of two final visual communication presentations, which are the refinements of the concepts developed in Outcome 1. This involves selecting and applying materials, methods, media, design elements and design principles appropriate to the designs and selected presentation formats. Outcome 3: Evaluation and explanation A pitch to present and explain their visual communications. Their pitch is informed by an evaluation of the ways that the final visual communications meet the requirements of the brief and the design decisions made throughout the design process. Assessment Student’s level of achievement for Unit 3 and 4 will be determined by School-assessed Coursework, a School-assessed Task (folio) and an end-of-year examination. Contribution to final assessment Unit 3 School-assessed Coursework: Unit 4 School-assessed Coursework: School-assessed Task: End-of-year examination

20% 5% 40% 35%

Exam Format The examination will contain questions that will require students to:  draw and/or render solutions to visual communication tasks  design solutions to visual communication tasks that involve developmental work and/or final presentations  apply knowledge of drawing methods and the design process to stimulus material and/or the student’s own work completed during the examination  write extended and short responses which may require the preparation of drawings to accompany these responses. Material Charges Students may incur additional costs based on the choice of materials to be used in their individual projects. Contact teacher:

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Mr K R Jess (Head of Design & Creative Arts)

Learning Support

Year 9 and 10 – Skills Support This program is designed to provide a broadened platform for entry into the culture and language of the subject disciplines. The activities, tasks and texts presented will promote improvement in reading, writing and oral communication skills across all core and many elective subject areas. Emphasis will also be upon providing time and guidance for students to plan, organise and structure their subject specific products. Study, revision and examination skills will also be overtly taught and practised. Learning Support lessons will contain elements which will enable students to work towards the goal of becoming more creative and metacognitive thinkers. Every endeavour will be taken to characterise the individual student’s learning needs and learning styles and these will be important considerations in the planning of appropriate lessons. The Learning Specialist will also collaborate with the student’s subject teachers to support learning in mainstream lessons. Places within this program will be limited to those students who meet criteria following assessment by the Learning Support Department and have demonstrated they are committed to working towards developing their abilities.

Year 11 – Breaking Through to VCE Breaking Through to VCE is designed to assist students in a learning context in which they can get a better grasp of their course material. This class will provide an opportunity for students to develop revision plans, writing skills, organisational routines and reading strategies. The Learning Support teacher will guide students as they work towards becoming independent learners. If possible, subject expert teachers may also run mini-workshops, giving students the opportunity to work in very small groups to tackle class content. Places in this program will be limited to those students who meet the criteria as determined by assessment, teacher reports and past performances. Those students meeting the criteria will be invited to participate in the course. The classes will run during scheduled Year 11 Private Study periods.

Year 12 – VCE Study Assistance A student who qualifies for Learning Support in Year 12 will have the opportunity to work with a suitable tutor on a small group or individual basis. Sessions will be scheduled during private study periods, the number of which will be negotiated in consultation with the student, the student’s subject teachers, and the tutor. The emphases of these sessions will be to tackle subject content and improve literacy, organisation, forward planning and preparation for SACs and examinations. Places in this program will be limited to those students who meet the criteria, as determined by assessments, teacher reports and past performances. Those students meeting the criteria are then invited to participate in the program. Contact teacher:

Mr T Coburn

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Vocational Education and Training (VET)

What is VET? VET stands for Vocational Educational and Training. The College offers VET for students who want to include practical work skills in their education. As such, it is very much a hands-on educational pathway that will suit some but not all students. Generally, students in Years 11 and 12 might take VET, although this is also possible for Year 10 students. Whatever, it should be regarded as a two-year commitment and each year, VET students can normally count it as one of their required number of VCE studies. There are two methods of delivering or teaching VET courses – internal and external.

Where are VET courses taught? The teaching or delivery of VET courses occurs in two ways. Firstly, there is a huge range of around 30 VET courses offered externally in the Geelong region. In this case, College students complete their external VET course through a Registered Training Organisation (RTOs) such as the Gordon Institute, Bellarine Secondary College, Catholic Regional College, Sacred Heart College, Northern Bay Senior College, or Matthew Flinders. These institutions are contracted by the College to deliver VET courses. This involves an annual fee and whilst in recent times there has been some limited Federal government funding on a per capita basis, the cost difference must be passed onto parents as an additional item on your school account. The tuition fee varies, depending on the course selected. As a rough guide, this may involve an extra charge (over and above normal College fees) of between $800 and $2,300 per year. Precise fee information for 2015 should be available during Term 3, 2014. Secondly, Geelong College also offers VET Interactive Digital Media (Certificate III in Media) and VET Music (Certificate II and Certificate III) as two-year courses for students between Years 10 and 12, and delivers these internally at the College in the same way as any other VCE study (although we are now auspiced externally through the Gordon Institute or Vocational Pathways). For details of these two internal VET courses, see the separate course descriptions in this booklet.

What external VET courses are offered? Using recent years as a rough guide, a wide range of external VET courses is offered to College students including the following:  Animal Studies  Electro technology  Laboratory Skills  Allied Health Assistance  Events  Makeup Services  Automotive Technology  Equine Studies  Modelling  Beauty Services  Fashion Design Technology  Nail Technology  Building and Construction  Fitness  Outdoor Recreation and Sport  Children’s Services  Furniture Making  Plumbing  Community Services Work  Hairdressing  Printing & Graphic Arts (Desktop Publishing)  Dance  Hospitality (Operations)  Retail Operations  Engineering (Fabrication)  Hospitality (Kitchen Operations)  Engineering (Mechanical)  Information Technology However, please be mindful that the composition of this list changes from one year to the next. In the Geelong area, courses run only if there are viable numbers at the time applications are processed. Some course details and brochures are available through the Student Portal (site to be updated as new materials become available).

How do students apply for a VET course? Those students wishing to do a VET course in 2015, whether externally or internally, must complete a special VET Application Form. This form is available from the VET Co-ordinator at the College or the Student Administration Office. A prompt return of completed forms must be made in Week 6 of Term 3, 2014. Late applications may not be possible so if in doubt, it may be best to complete an application and if necessary, later withdraw if you change your mind before the end of the current year. Although most students who apply will be successful in gaining a position, there is no immediate guarantee. In addition to returning the VET Application Form, you must also indicate to the school that you intend to take a VET study when you complete your normal on-line subject preferences. During Term 4 2014, VET students will be notified of the arrangements for VET in Term 1, 2015. External VET students will also need to complete enrolment arrangements at the appropriate RTO.

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Vocational Education and Training (VET)

Is external VET an appropriate study for you? Some advantages of taking VET externally: 

VET may broaden your educational pathways and expand your opportunities beyond those provided by traditional Year 10 and VCE subjects. Through VET, you may be able to develop better your areas of personal interest, and gain more enjoyment and satisfaction from your studies.

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Most VET courses have a ‘hands on’ or practical focus (as well as normal classroom-type learning). This appeals to some students.

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Most (but not all) VET results can beneficially affect, your VCE/ATAR for acceptance into tertiary study. Alternately, VET can help you gain an apprenticeship or traineeship with an employer. Our VCE Coordination can answer specific queries in this regard.

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You can obtain a VET Certificate (as well as your VCE Certificate) and gain valuable industry training that may help you become more employable in full-time or even part-time work (perhaps while a student is at university).

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VET is conducted in a more adult learning environment. Here, students must assume a greater measure of responsibility for the completion of their work and individual performance.

Some disadvantages of taking VET externally: 

There is an extra financial cost to parents of external VET courses, on top of normal College fees. There is no extra charge for internal VET courses.

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For external VET courses, there is no refund of the year’s fees if students withdraw after the first 2 – 3 weeks (trial period) of classes in 2015. Hence, be sure to consider your choice carefully.

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There is some invasion of other Year 10 or Year 11-12 VCE subjects, caused by your absence one afternoon each week from normal classes here at the College. It is not possible to avoid this clash on the timetable.

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VET students need to be organised and be prepared to accept responsibility for monitoring their completion of work.

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Each week, external VET students need to be able to use effectively, extra spares or study periods (3-4 per week) gained from taking one less normal study on the timetable. These study sessions are taken in the Library and they must be used to catch up work missed in normal VCE classes and any other work associated with VET.

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VET is normally a two-year commitment. As with all Year 10 or VCE studies, VET is not a way out of hard work. Additionally, if students drop their VET course during the year, they will be required by the College to take up another subject immediately to make up the full subject load.

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If Year 10, 11 or 12 students select VET as a study, it normally means that they will take one less study at Geelong College (e.g., one less elective at Year 10, only 6 other VCE subjects in Year 11 and 4 other subjects as Year 12).

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There is some travelling involved each week to get to external VET classes that are delivered outside the College. Transport arrangement will need to be organised by parents of students. Boarders or day students will normally be charged extra for taxi fares if this transport is required.

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Some VET courses involve compulsory Work Placement during one of the term holidays. For other courses, this is optional.

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Some VET courses may not add to your ATAR, and you must check this out carefully with the VCE coordinator if this affects your decision.

What things will be studied in an external VET course? In the past, information relating to external VET courses available in the Geelong Region has been published annually in the ‘VET Course Information Sheets’ (available from the VET Co-ordinator). This year’s information should soon be available for courses commencing in 2015. Additionally, there are information brochures to download from the College Intranet (see under ‘Student Portal’, External VET – Vocational Education and Training). In reading these sheets, please take special note of the course details (e.g., outline of the study modules) and requirements (e.g., any prerequisite that must be taken with particular VET courses).

How do students obtain further information about an external VET course? It is anticipated that The Gordon Institute and other external RTOs will be running special information briefings, a Careers Expo and “taster” sessions in late 2014. Additionally, if you have any questions, the College VET Co-ordinator can be contacted at the Staff Room during recess or lunchtime, or at his office. Parents may wish to contact the VET Co-ordinator by telephone on (03) 5226 3176.

Contact teacher:

Mr R M Morris (VET Co-ordinator) 123

Music

The Music Department offers a range of music activities for all students, including individual instrumental or voice lessons, a strong sequential classroom program, and extensive ensemble opportunities. A comprehensive document which outlines conditions of enrolment into the Instrumental Music Program including a schedule of fees for tuition, instrument hire, accompanying and other charges is available from the Director of Music and is also posted online on the Parent Portal. Instrumental/Vocal Lessons Instrumental and vocal tuition is available at all levels. Specialists teach students individually, for a minimum of ½ hour per week; ¾ hour and 1 hour lessons can also be arranged. Lessons are programmed as time out of the student’s normal class time, or before or after school. Expert tuition is offered for the following instruments: Piccolo, Flute, Oboe, Bassoon, Clarinet, Saxophone, French Horn, Trumpet, Trombone, Euphonium, Tuba, Percussion (tuned and untuned), Piano, Pipe Organ, Violin, Viola, Cello, Double Bass, Electric and Acoustic Guitar (all styles), Bass Guitar, Jazz Piano and all Vocal categories. The program aims to develop musical excellence in solo performance, with particular emphasis on tone, technique, music reading and terminology, interpretation of the repertoire, aural perception, and a historical background of the music and chosen instrument. Progressive assessment is made of knowledge and skills, and students are also given the opportunity to enter for external examinations held at various times during the year. All students enrolled in class Music in Year levels 9 to 12 are required to undertake a course of lessons in an instrument or voice. Lessons are also available to students not enrolled in class Music. A schedule of fees for tuition, instrument hire, accompanying and other charges is published during Term 4. Please contact the Director of Music for current fees or view the schedule on ‘Parent Net’ under Co-Curricular. Ensembles The participation of music students in ensembles is an integral part of the performance program at the College. Large ensembles include: symphony orchestra, concert band, string orchestra, stage band, and choir. Smaller groups are formed according to demand. All students learning orchestral strings, woodwind, brass and percussion are expected to join an ensemble or group when they have reached a certain standard of proficiency. Rehearsals are conducted outside time-tabled school hours to enable all year levels to participate, and regular performances are arranged within and outside the school, including the major annual Foundation Concert held in Term 3. Contact teacher:

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Mr Mark Irwin (Director of Music)

Career Edge

Selection of studies for Years 11 and 12 takes careful consideration by students in Year 10 and throughout their VCE years. Whilst it can be difficult to make these changes without having specific career plans, the following guidelines should ensure that students have a high degree of flexibility:  Regan Consulting are the School’s Careers Counsellors in Years 10, 11 and 12 to support students with subject selection, tertiary course selection and career outlines. They are working with Years 10, 11 and 12 starting with testing of all Year 10 students using the Differential Aptitude Test (DAT), Myer Briggs Type Indicator test (MBTI) and Self Directed Search test (SDS). Students will have regular interviews in Years 10 and 11 before they choose their subjects and after testing. They also will have a number of interviews in Year 12 to explore their options after school. There are additional times when Regan Consulting are in the school and students and parents may make appointments.  Students should try to match their subject choices with the areas that they enjoy, and in which they do well. These considerations, plus the specific or general nature of their career plans will hold them in good stead.  In July, the administering body for Tertiary courses – Victorian Tertiary Admissions Centre (VTAC) publishes an on-line guide to the Victorian Tertiary Entry Requirements for entry to tertiary study in the relevant year (the year the student would be going to university). This is known as the VICTER. It can be accessed by students via the VTAC website: www.vtac.edu.au. It is also published by Herald Sun at the end of July. The VICTER is a useful document for checking prerequisite subjects for courses of interest. Minor adjustments and errors are corrected by the universities through VTAC so it is important that students keep abreast of changes by checking course prerequisites with the Careers Centre or through VTAC. The VTAC Guide is provided to all Year 12 students in the first weeks of Term 3. Students use this to check prerequisites and Australian Tertiary Admission Rank (ATAR) as a guide for scores for tertiary studies. It also provides the identification numbers for courses.  It is important to note that prerequisites can differ for the same course from year to year. As there have been many changes to the tertiary education system in recent times, it is critical that students check that their studies are correct for their specific year of tertiary entrance; this specific information comes from the Careers Centre or the VTAC website. Students should ask Regan Consulting if they are in doubt.

Careers Centre Resources 

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CourseLink is a computerised program which will give students a list of courses they can apply for based on the VCE subjects they have chosen. The program can focus on Fields of Interest / Study (for e.g. Education, Agriculture, Engineering, Creative Arts, etc) and study regions (that is where to study e.g. Melbourne Metropolitan, Goulburn, etc). This application is also very useful during the Year 12 Change of Preference time as students can type in their ATAR score and get a list of courses within their ATAR range. To access this program go to www.vtac.edu.au and look for CourseLink. Course Search allows students to research courses available through VTAC on the website: www.vtac.edu.au. The program also gives a brief account of the course structure, major studies and ATAR. The Careers Centre carries course guides, and other course materials from universities and TAFE colleges around the country. In addition, publications on specific industry 125

Career Edge

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areas (e.g. accounting, chemical engineers, agricultural careers, to name a few) are also available and include information on Cadetships, Apprenticeships and Traineeships. Job Guide provides an in-depth look at occupations with related education and training pathways. It also gives useful information about how to work out what occupation suits you best, based on your interests and abilities. The Job Guide can be accessed via the internet http://jobguide.dest.gov.au.

Career Edge Program Work Experience Students have the option of participating in the Work Experience program in Years 10, 11 or 12. Students and parents need to organise a placement independently. This involves contacting a possible employer and seeking their approval for work experience to take place during the first week of the June vacation or immediately after school concludes in December. Further information is available from the Careers Centre. Students need to complete Occupational Health and Safety modules before commencing Work Experience. Careers Expo Our comprehensive Careers Expo takes place on an evening in May and gives students opportunities to explore a range of careers such as Health Sciences, Science and Technology, Sport Careers, the Entertainment, Communication and Media Industries, Business and Law, Fashion and Design, the Building and Construction Industry, and Agriculture, and a variety of careers within each of these fields. It will include both University and apprenticeship pathways. Students in Year 10 and their parents will be able to visit up to two or three areas on the night. Students in Years 11 and 12 are invited to attend the evening, whilst it is compulsory for Year 10 students. Career Events Recent Old Collegians (up to four years out) will be invited as well as parents in different fields. The purpose of these events is to give students in Years 11 and 12 the opportunity to find out about areas of career/courses in which they have an interest and to have the opportunities to hear from people who are currently in the fields and undertaking courses in that area. Information Sessions/Workshops Workshops and information sessions will be offered on UMAT, Interviewing techniques, Residential Colleges, Tertiary institutions. We strongly advise that students attend either The Age VCE and Careers Expo at Caulfield Racecourse during May or the National Careers and Employment Expo during July at the Melbourne Convention Exhibition Centre. We would also advise that students go to Open Days in August and look out for Access Days for an insight into University and tertiary college life. The Access Days are mainly held during term holidays. Contact:

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Mrs J Dâ&#x20AC;&#x2122;Altera (Careers Administrator)

The George Morrison Library

The George Morrison Library provides access to a wide range of resources both traditional and digital and plays a vital part in supporting the information and recreational needs of our students. Digital Resources ď&#x20AC;˘ accessed through the Library Portal Libguides

subject specific webpages aimed at helping students in their research and course work compiled by the Teacher-Librarians.

Databases

full text access to newspapers, journals and reference materials eg World Book, Choice, Grove Art Online, etc.

Clickview Ebooks

online video library. fiction and non-fiction books available as ebooks through the Wheelers ePlatform.

Physical Resources ď&#x20AC;˘ accessed within the Library Books

the Library has a comprehensive collection of both fiction and nonfiction books.

DVDs both movies and documentaries are available. Magazines/Newspapers a large range of newspapers and magazines are supplied for information and recreational uses.

Audiobooks Kindles

many audiobooks are available including class texts.

Equipment Games/puzzles

cameras, recorders and other equipment are available for student use.

these provide an alternative way to read and can be borrowed like other resources. games and puzzles are also available for recreational use.

The Library also provides these services:

Read Well Lessons Year 9 & 10 students are encouraged to explore the world of literature in these lessons.

Ask-a-TL

Students are able to email the Teacherlibrarians requesting research assistance.

After School Study Assist Tutors are available in a range of subjects to assist students after school.

The Library is staffed by professional Teacher Librarians and trained Library Technicians who provide supervision and help from 8:30am until 5:30pm Monday to Friday. Online resources including our library catalogue can be accessed 24/7 through the Library Portal from home and school. Contact teacher librarians:

Mrs A McGucken (Head of Information Services - Library) Mrs H Green Mrs L Paatsch

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