Curriculum Guide 2014 - Corio and Timbertop by Geelong Grammar School

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CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

POSITIVE EDUCATION

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CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

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PRINCIPAL'S REPORT FOR SPEECH DAY - CORIO CAMPUS

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PRINCIPAL'S REPORT FOR SPEECH DAY - CORIO CAMPUS

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SECTION 01 — INTRODUCTION

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Positive purpose Positive relationships Positive accomplishment

Flourish Positive emotions

Positive engagement Positive health

POSITIVE EDUCATION

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MIDDLE SCHOOL YEARS 5-8 Middle School, at the Corio Campus of Geelong Grammar School, provides an education for boys and girls from Years 5 to 8. Students may choose to be either full or weekly boarders, living in one of the three boarding houses, day boarders, who stay to complete homework at school, or day students, who leave at the end of the school day. Transition Middle School at Corio is a vibrant, creative place where a broad liberal approach to education is at the heart of all learning. The natural flow from one year level to the next enables students to make a smooth transition from the primary classroom to the more challenging environment of secondary school. Those who teach in Middle School recognise the importance of these transitional years and are experienced in working with younger students. The Pastoral Care Programme Student life at Corio is co-ordinated through the pastoral care programme. Heads of House assume responsibility for students in each House. Houses are then divided into smaller tutorial groups. The pastoral care programme, small tutorial groups, close attention to academic abilities and standards, and an assessment and reporting programme which closely monitors the progress of each child, ensure that students in Middle School receive individual attention to their particular needs. Whilst Middle School has a long and sound tradition in academic excellence, in sport and other co-curricular pursuits, the most powerful influence in the School is the relationships formed between student and student, between student and teacher, and between teacher and parent. It is the quality of these relationships that gives Geelong Grammar School its distinctive character. An International Dimension Middle School provides a sound, social environment that brings students into contact with children and teachers from many countries. This contact enables them to value other cultures and to develop an understanding of the traditions that comprise our world. Our students are encouraged to look

beyond their own community and to see the demands of a diverse world. The development of citizenship and social awareness is an important goal.

Tutorial Staff (each Tutor is assigned a group of students in the House to monitor and assist).

The Sport and Co-Curricular Programmes

MIDDLE SCHOOL HOUSES

The Sport and Co-curricular programmes enable the Middle School students to move beyond their own egocentric world. At Corio, students are expected to take the opportunity to participate in team games. Such pursuits give them an awareness of their own value to a team and establishes for them a worthy place amongst their peers. Through winning and losing, they come to understand the strengths and weaknesses of their team-mates, of themselves, and their dependence for success on their fellow students. The Middle School programme also provides students with a range of individual challenges and adventure activities.

Barrabool (Boys’ Boarding House Years 7-8) Barwon (Boys’ Boarding House Years 5-8) Connewarre (Girls’ Boarding House Years 5-8) Highton (Boys’ and Girls’ Day House Years 5-8) Otway (Boys’ and Girls’ Day House Years 5-8) Each class in Years 5 and 6 is based in one well-equipped room with a classroom teacher for the majority of their lessons. Years 5 and 6 Academic Programme

Chapel Life The Chapel of All Saints provides a visible expression of the spiritual life of the School. Seen from all parts of the campus and visited regularly on both formal and informal occasions, the Chapel plays an important role in the life of Middle School students. The spiritual dimension of life at Corio finds its expression in many forms. These include Art, Music, Drama and Religious Studies.

Most lessons in Middle School are 50 minutes in duration. In Years 5 and 6, there is generally a focus on core subjects at the beginning of the day. English, Mathematics, Religious Studies, Positive Education and Humanities are usually taught by the classroom teacher, with specialist teachers for Art, Drama, Health and Physical Education, Japanese, Library, Music, Science and Technology. Years 7 and 8 Academic Programme

MIDDLE SCHOOL STRUCTURE Head of Middle School (oversees Middle School) Deputy Head of Middle School (supports issues of student welfare and co-ordinates the Middle School programme) Middle School Student Learning Coordinator (works with the Head of Middle School and the Director of Learning on issues concerning individual students’ academic needs) Middle School Curriculum Co-ordinator (works with the Head of Middle School and the Director of Learning on issues concerning the curriculum, teaching and learning) Head of House (responsible for the welfare of students in their House) Assistant Head of House (assists the Head of House)

Students in Years 7 and 8 are taught by specialist teachers in all subject areas. In Year 7, there are core teachers who teach students in two or three subjects. In addition, some subjects are semesterised to reduce the number of different teachers met by a student each day. Subjects: English, Mathematics, Science, Languages - Japanese, Chinese (Mandarin) or French (and German Year 8 only), Health and Physical Education, Geography/History, Art/Design and Technology, Drama/Religious Studies, Music/Ensemble Music and Positive Education. Middle School Computing Each student and teacher uses his or her personal notebook computer as an integral part of teaching and learning with the aim of successfully integrating the use of information technology into all curriculum areas. In addition to the personal notebook computer owned by each student, centralised computing resources are also available. The

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Prep (Homework) Prep, regularly set as reinforcement (or extension), is the foundation of academic progress in the middle years. Students are required to enter prep in their diary. An orderly, neat diary is almost always a sign that a student is setting about academic matters properly. Tutorial staff in boarding houses are asked to check diaries regularly and to sign them. Parents of day students are asked to do the same. It is important that each student accepts responsibility for his or her own learning and in doing so becomes a life-long learner. Prep is an integral part of the study programme for all students. Teachers place prep on the Portal so that students and their parents have an online resource of their prep details each evening. Middle School Prep Expectation Year 5 30 minutes prep plus 20 minutes reading Year 6 30 minutes prep plus 20 minutes reading Years 7-8 75 minutes prep plus reading Middle School students are encouraged to develop their potential through their involvement in extension activities within the classroom, or within the School, and through an extensive co-curricular programme. Middle School students display a marvellous enthusiasm for learning and participation. It is our aim to build on this by providing a wide range of experiences as well as preparing students academically and socially for their life at Timbertop, Senior School and beyond. Some of the Additional Activities Offered at Years 5 and 6 - Debating - Australasian Problem-solving Mathematics Olympiad - International Competition and Assessment for Schools –Mathematics, Science and English - Accelerated Reading Programme - Geelong Grammar School Speakers’ Festival Some of the Additional Activities Offered at Years 7 and 8 - Legacy Public Speaking Competition - Writers’ Conference - Inter-School Debating - Australasian Mathematics Competition - Dorothy Mackellar Poetry Competition

- Geelong Grammar School Speakers’ Competition - Alliance Française Awards - Tournament of Minds Academic Support Academic Support caters to the needs of individuals in the Middle School. An initial screening test is conducted to identify students who may be underachieving academically, have high intellectual potential or have a specific learning difficulty. Appropriate support structures are then put into place. These include Withdrawal, In-class Support, Acceleration and After-hours Academic Support. Each student’s academic progress is carefully monitored throughout the course of the year. Contact with Parents There is regular contact with parents, through interviews and a comprehensive reporting system. Informal contact with parents is also encouraged via the student diary or contact with the Head of House or Tutor by telephone or email. Years 5 and 6 Term 1 - “Meet the Teachers” Afternoon with Parents - Mid-term Progress Report - Parent Teacher Interview Evening - Interim Attitude and Effort Grades Term 2 - Mid-term Interim Report - Subject Reports and Head of House Report Term 3 - Parent Student Teacher Interview Evening - Mid-term Interim Progress Report - Interim Attitude and Effort Grades Term 4 - Subject Reports and Head of House Report In Years 5 and 6, reports are available at the end of each semester. These are accessed through the Community Portal under Online Reports (for further information see Website). Years 7 and 8 Term 1 - Mid-term Progress Report - Parent Student Teacher Interview Evening (Year 7) - Interim Report

Term 2

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classrooms in Middle School are wellequipped allowing easy access to both the School’s intranet and the internet.

- Parent Student Teacher Interview Evening (Year 8) - Mid-term Interim Report - Subject Reports and Head of House Report Term 3 - Mid-term Interim Progress Report - Parent Student Teacher Interview Evening (Year 7) - Interim Report Term 4 - Parent Student Teacher Interview Evening (Year 8) - Mid-term Interim Report - Subject Reports and Head of House Report In Years 7 and 8, reports are available at the end of each semester. These are accessed through the Community Portal under Online Reports (for further information see Website).

ENGLISH Year 5 Speaking and Listening: Students are encouraged to listen critically, commenting on context, and adjusting their own speaking style for different purposes. They contribute to class and small-group discussions in an informal context and present formal and prepared presentations to the class. Speaking and listening skills are also showcased at a cross-campus Speakers’ Festival. Reading: Students are encouraged to read widely for pleasure and to reflect on their reading strategies. Their class work incorporates skills of reading comprehension, on a number of levels, and responses to a given text in a variety of ways. Writing: Students come to understand conventions such as spelling, grammar and handwriting. They use research skills to locate and interpret information for various texts. They develop their knowledge of word classes, punctuation and sentence structure. Students write for a range of audiences and purposes. Attention is given to the skills of editing, word processing and publishing. Year 6 Speaking and Listening: Students listen to and participate in prepared debates. They produce prepared and sustained spoken texts in a variety of

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situations, dealing with familiar ideas and information. Students are encouraged to listen critically, commenting on context, and adjusting their own speaking style for different purposes.

Year 8

Reading: Students are encouraged to read a variety of books for enjoyment. They read and respond to selected texts, justifying their own interpretation and explaining possible reasons for different interpretations of the texts. Students use their knowledge of linguistic structures and features to explain how texts are constructed. They identify and discuss strategies for locating key information and ideas.

Text Response: Students read and view a range of texts (print and nonprint) of increasing complexity, produce substantiated and critical responses and develop their understanding of the techniques of argument.

Writing: Students use different text types to write about familiar and unfamiliar ideas and information. They are encouraged to adjust their writing to take account of aspects of purpose and audience. Students are introduced to a range of strategies to plan, compose, revise and edit texts. Year 7 This course builds on and extends the language skills established in the primary years. Text Response: Students read and view a variety of texts (print and non-print), develop an understanding of genre, begin to produce substantiated responses and develop an understanding of argument. Writing: Students extend and develop their writing skills (including spelling, sentence and paragraph construction) and develop their ability to write for a range of purposes, in a variety of forms. Particular emphasis is given to the mechanics of expression including sentence and paragraph construction. Oral Communication: Students speak and listen in a range of situations and develop their confidence and competence in addressing different audiences. Language: Students revise and extend their grammar, punctuation, spelling and vocabulary skills through a systematic programme designed to provide a comprehensive grounding in language concepts. ASSESSMENT

1. Text Response (40%) 2. Writing (30%) 3. Oral Communication (15%) 4. Language (15%)

This course builds on and extends the skills established in previous years. The studentâ&#x20AC;&#x2122;s notebook computer is used to reinforce these skills.

Writing: Students extend and develop their writing skills (including spelling, sentence and paragraph construction) and develop their ability to write for a range of purposes and in a variety of forms. Particular emphasis is given to the mechanics of expression, including sentence and paragraph construction. Oral Communication: Students speak and listen in a variety of situations which demand increasing competence and assurance. Language: Students revise and extend their grammar, punctuation, spelling and vocabulary skills through a systematic programme designed to provide a comprehensive grounding in language concepts. ASSESSMENT

1. Text Response (40%) 2. Writing (30%) 3. Oral Communication (15%) 4. Linguistic Structures (15%)

MATHEMATICS Students are encouraged to have fun in Mathematics. They become good mathematicians by observing, representing and investigating patterns and relationships in social and physical phenomena. All students are required to learn, practise and apply mathematical routines and techniques and use them to find solutions to standard problems, to solve problems creatively in unfamiliar situations, and to communicate Mathematics and mathematical findings in an effective manner. Students use appropriate technology, be it the calculator or their personal notebook computer. Year 5 Students extend number skills and develop an understanding of place value for whole numbers and decimals and apply the basic operations to whole

numbers, fractions and decimals. They make and generalise number patterns and estimation skills are explored. Measurement covers the choice of appropriate units, measuring and comparing length, capacity, volume, mass, area, time, temperature and angles. Students study location via grids and networks and the symmetry of objects is considered. The concept of chance and random samples is discussed and students represent, report and interpret data. Students analyse two and three dimensional objects. Personal notebook computers are used to collate and analyse spreadsheets and data. Year 6 Students make, draw and describe 2D shapes and 3D objects and models. They give and follow instructions for moving on plans and maps. Students examine a variety of patterns. Students read, write, estimate, compare, order, add, subtract and multiply large numbers, fractions and decimals. They learn to name fractions as decimals and percentages. Students select and use the appropriate operations and the relevant information to solve a problem. They generate, continue and record the rules for a variety of number sequences and patterns. Students choose and use appropriate units of measurement. They learn to calculate perimeter and area and use a protractor to measure and draw angles. Students use a variety of scales to learn to read 12 hour and 24 hour time. Students summarise data using simple statistics such as percentages and averages. They record information in a variety of forms. Year 7 Students revise the basic number skills for whole numbers, fractions and decimals. Students are introduced to index notation, and addition/subtraction of negative numbers. Geometry is studied and covers angles, two dimensional shapes, constructions and perspective. Measurement is extended to the calculation of the area of common shapes and the concept of perimeter is further explored. Students are introduced to volume and capacity. Statistics introduces the use of spreadsheets and the idea of measures of central tendency including mean, median and mode. Chance is considered via simple probability experiments. Students are introduced to algebra with the emphasis on an intuitive understanding of a variable and its application to solving equations and use in formulae.

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Semester 1 1. Self-directed Tasks (20%) 2. Course Term Tests (40%) 3. Coursework (40%) Semester 2 1. Self-directed Tasks (40%) 2. Course Term Tests (30%) 3. Coursework (30%) Year 8 There are two courses of Mathematics at Year 8 which have been designed to cater for the different mathematical needs of our students. Mathematic Standard Level covers the material which has traditionally been taught to all students in the year group. It provides solid background material for all future mathematical studies. Mathematics Higher Level is designed for students who work at an accelerated level. This course comprises a significant number of extension topics and activities in addition to the Standard Level component. All students participate in the Australian Mathematics Challenge and a small number may continue with the second stage Enrichment Programme run by the Australian Mathematical Trust. The appropriate course for each student is determined initially on the previous year’s performance or testing at the beginning of the year. Some changes may be made during the year. Number is extended to percentages, indices, integers and ratio. The circle, transformations and three dimensional shapes are explored in geometry. Measurement covers the use of formulae to calculate the area of composite shapes, the circle and the volume of common prisms. Statistics is developed to find simple summary statistics and probability considers simulation and the use of tree diagrams. Students are introduced to a formal approach to algebra for solving equations and the manipulation of algebraic expressions is explored. ASSESSMENT

1. Self-directed Tasks (30%) 2. Course Term Tests (40%) 3. Classwork (30%)

POSITIVE EDUCATION Positive Education is a whole school approach to teaching and learning that employs the science of Positive Psychology. Positive Psychology is the scientific study of the strengths and virtues that enable individuals and communities to thrive. Positive Psychology has three central concerns: positive emotions, positive individual traits and positive institutions. Years 5 and 6 In Years 5 and 6, Positive Education is timetabled once a week, as well as threading through all aspects of the curriculum. Students develop a greater understanding of the 24 character strengths and develop an awareness of their own strengths and those of others. Specific mindfulness sessions are conducted throughout the year and the skills and coping strategies are incorporated into classroom practice. Goal setting and reflection are an integral part of the beginning and end of every term as students are encouraged to take responsibility for their own learning and to develop self-efficacy. In the development of interpersonal skills there is a focus on love, forgiveness, hope, kindness, teamwork, gratitude and humour. Years 7 and 8 In Year 7 students spend one hour per fortnight studying Positive Education. Our Year 7 programme teaches The Penn Resiliency Program (PRP), designed by Jane Gillham and Karen Reivich in collaboration with classroom teachers from the University of Pennsylvania as a group intervention for late elementary and Middle School students. The curriculum teaches cognitive-behavioural and social problem-solving skills and is based in part on cognitive-behavioural theories of Aaron Beck, Albert Ellis and Martin Seligman. Through this model, students learn to detect inaccurate thoughts, to evaluate the accuracy of those thoughts, and to challenge negative beliefs by considering alternative interpretations. PRP also teaches a variety of strategies that can be used for solving problems and coping with difficult situations and emotions. Throughout the programme, students learn techniques for assertiveness, negotiation, decision-making, social problem-solving and relaxation. The PRP is complemented with additional sessions on mindfulness training and an

introduction into the important field of character strengths. The skills taught in the programme can be applied to many contexts of life, including relationships with peers and family members as well as achievement in academics or other activities. Key topics covered in Semester 1 include: self-talk role plays, thought - emotion worksheets, character strengths, ATC model, explanatory style, evaluating thoughts, looking for and evaluating evidence, generating alternative beliefs, mindfulness training, putting things into perspective and real-time resilience. Key topics covered in Semester 2 include: assertiveness, negotiation skills, coping strategies, overcoming procrastination, social skills training, effective decision making, problem-solving, mindfulness training and real-time resilience. In Year 8, students spend time focusing on interpersonal skills, which helps students interact more effectively with others, and to cope better with life’s challenges and changes. The curriculum teaches: helpful thinking, self-talk, emotion recognition and regulation, communicating effectively, planning and time management, and how a sense of humour enables an appreciation and enjoyment of life. The programme also examines the role and responsibility of Digital Citizenship in an ever-changing digital world. This is not a formally assessed subject and there is no official written report.

SCIENCE Year 5 The course follows the Australian Science Curriculum that enhances the development of the three inter-related strands of scientific inquiry skills, science as a human endeavour and science understanding. The students develop their understanding of the world around them both locally and globally. The disciplines involved include biological, chemical, earth and space, and physical sciences Biological sciences: students expand their knowledge of all living organisms and their surroundings. They learn how organisms are classified. Chemical sciences: matter and atoms are introduced. Students differentiate between the properties of solids, liquids and gases.

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ASSESSMENT

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Earth and space sciences: students learn about the structure of the earth and surrounding planets.

In Semester 2, students investigate the physical science areas of forces and machines and earth and space science.

Physical sciences: the phenomenon of light is introduced to the students; its properties, sources and how types of shadows are formed.

The key outcomes for the year are an improved understanding of the scientific process, an awareness of the development of science and scientific theory as a continuous human endeavour and an improved knowledge base of the specific topics that are covered.

Year 6 The course follows the Australian Science Curriculum that enhances the development of the three interrelated strands of scientific inquiry skills, science as a human endeavour, and science understanding. Throughout the course of the year the students will develop their understanding of the world around them by studying the following topics: Biological sciences: students investigate that growth and survival of living things are affected by the physical conditions of their environment. Chemical sciences: students investigate that changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting. Earth and space sciences: students investigate that sudden geological changes or extreme weather conditions can affect the earth’s surface. Physical sciences: students investigate that electrical circuits provide a means of transferring and transforming electricity. They will also explore that energy from a variety of sources can be used to generate electricity. Year 7 The course follows the Australian Science Curriculum that enhances the development of the three interrelated strands of scientific inquiry skills, science as a human endeavour, and science understanding. At the start of the year the students are introduced to the need for safe accurate work practices in the science laboratory. Students are encouraged to work scientifically by collecting data accurately, manipulating and presenting data in appropriate ways, drawing conclusions and relating them to the aim of the investigation being undertaken. In Semester 1, students investigate the biological areas of habitats and interactions in addition to classification as well as the chemical areas of properties of substances and mixtures.

ASSESSMENT

1. Classroom tests (50%) 2. Practical work, projects and prep (50%) Year 8 The course follows the Australian Science Curriculum that enhances the development of the three interrelated strands of scientific inquiry skills, science as a human endeavour, and science understanding. The course builds on the knowledge and skills gained in year 7. The students are encouraged to work scientifically by selecting and using a range of equipment, collecting data accurately, manipulating and presenting data in appropriate ways, drawing conclusions and relating them to the aim of the investigation being undertaken. In Semester 1, the key topics of cells, living systems and growth and reproduction are investigated. In Semester 2, the concept of energy underlines the key topics: energy, physical and chemical change; elements, compounds and mixtures; rocks and mining. The key outcomes for the year are an improved understanding of the scientific process, an awareness of the development of science and scientific theory as a continuous human endeavour and an improved knowledge base of the specific topics that are covered. ASSESSMENT

1. Classroom tests (50%) 2. Practical work, projects and prep (50%)

HEALTH AND PHYSICAL EDUCATION Throughout all year levels we explicitly provide learning experiences that develop emotional resilience through a structured and sequential programme.

Year 5 The Health component in Year 5 involves students identifying and evaluating their levels of health related fitness and evaluating available strategies and programmes at Geelong Grammar School and within their community to increase wellbeing through physical activity. Students investigate personal development from a mental, physical, social and nutritional perspective. Concepts of harm minimisation within a community and school setting are also studied. Swimming stroke technique, water safety and strategies that deal with unsafe or emergency situations are covered in aquatics. Motor skills which demonstrate control of movement patterns are developed through dance, gymnastics, athletics and ball games. Year 6 The Health component in Year 6 involves students investigating the development and changes to the human body, including the effect these physical and hormonal changes have on their feelings and relationships. The students develop an understanding of the effect that communities and the environment have on their health. The use of drugs, both legal and illegal, in society and associated health risks are investigated. The motor skills programme aims to develop proficiency in aquatic activities, including stroke technique and water safety, athletic skills, and major games skills. Year 7 This course is aimed at providing knowledge and skills which develop self-confidence and enjoyment from participating in physical activity. Activities covered include aquatics, athletics, gymnastics, dance, ball-handling skills and game strategies. Health issues covered include nutrition, growth and development, decision making, selfesteem and the benefits of an active lifestyle, changes in relationships and sexuality. ASSESSMENT

Semester 1 1. Game Sense (40%) 2. Skill Application (40%) 3. Health and Theory (20%)

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1. Aquatics (30%) 2. Game Sense (25%) 3. Skill Application (25%) 4. Health and Theory (20%) Year 8 Physical Education is aimed at providing students with the knowledge and skills required to participate in a wide variety of physical activities. A high emphasis is placed on promoting self efficacy and the enjoyment of participating in physical activity. Activities include lifesaving, traditional and non-traditional games, orienteering and athletics. Health issues covered include human behaviour and wellbeing, self-concept, self-esteem and developing relationships, effects of drug use, nutrition, sexuality and the relationship between lifestyle and wellbeing. ASSESSMENT

Semester 1 1. Aquatics (50%) 2. Game Sense (20%) 3. Skill Application (20%) 4. Health and Theory (10%) Semester 2 1. Game Sense (40%) 2. Skill Application (40%) 3. Health and Theory (20%)

HUMANITIES Year 5 Students study the ways of life of people in the past, the impact of voyages of discovery and the sequence of major events in Australia. They explore a Personal Identity unit and Indigenous Culture. They undertake a field trip to Sovereign Hill and study pioneers, early settlement and gold. Students develop research skills using a variety of information resources. They develop their presentation skills and learn to present their findings in a range of ways using technology. Other units studied revolve around specific topical issues which vary from year to year. Year 6 In Economics, students describe the difference between needs and wants, and their own roles as producers and consumers of goods and services. The topic of Civics and Citizenship entails students identifying the need for rules

and laws and the values that underpin rule and law making. In students’ studies of Asia, they identify similarities and differences in countries, geography and cultures throughout Asia. The historical aspect of this subject involves students studying significant events and people in Australia’s history since Federation. They explore the sequence of events related to Australia’s history and describe why selected events were significant in the development of Australia as it is today.

GEOGRAPHY Year 7 Students are introduced to the discipline of Geography and to some of the tools and ideas essential to its study. By investigating a variety of environments and concepts, both natural (coasts and rainforests) and human (tourism), students develop key geographic skills of interpretation, analysis and presentation of data. Students are also introduced to fieldwork for the first time, where their skills are used to study the local coastal environment of Limeburners Lagoon. The multi-domain unit involves the Zoo. Students in Geography will examine the spatial distribution of endangered species. Students appreciate that people and environments change over time and from place to place and so they begin to understand that different environments need to be carefully managed now, so that they are still in existence in the future. ASSESSMENT

1. Classwork (20%) 2. Field Report (25%) 3. Research Report (25%) 4. Tests (30%)

upon skills learned in Year 7 such as interpretation, analysis and presentation of data. The primary aim of Geography at Year 8 is to build the students’ awareness of the world around them and to encourage them to understand that the earth is a complex system requiring delicate and educated management. ASSESSMENT

1. Classwork (25%) 2. Field Report (25%) 3. Research Report (25%) 4. Test (25%)

HISTORY Year 7 After a brief introduction to the nature of History and “sources of knowledge”, students examine the histories of ancient Egypt, Greece and Rome. Central to each study is an investigation of historical content and concepts pertaining to tradition, change, culture, belief, cooperation and conflict. A considerable emphasis is placed upon why historians have come to regard these particular centres of human development as central to the growth of Western Civilisation. Ideally, students identify with the process of continuity and change, and develop a curiosity about the past as they explore the collective social memory and archeological evidence attached to these centres of the Ancient World. The three studies rely heavily upon a structured historical approach: Egypt (Old, Middle and New Kingdoms), Greece (Archaic, Classical and Hellenistic periods), and Rome (Kingdom, Republic and Empire). A strong emphasis is placed on reading and writing, study skills and ICT skills. ASSESSMENT

Year 8 Geography at Year 8 continues to develop students’ understanding of the natural and human world that surrounds them. Students study the physical and human aspects of “biomes” (such as mountain, ocean reefs, desert or polar regions) and investigate management issues surrounding these areas. Students will also study urban areas, specifically cities, combined with a field trip to Melbourne to examine urban change over time and inner city regeneration. Year 8 Geography concludes with a study of “Global Inequality”, where they compare two countries. Students will continue to build

1. Research Assignments (25%) 2. Essays (25%) 3. Tested Classwork (25%) 4. Module/Journal (25%) Year 8 Students discover the forces that shaped the revival of Western Civilisation during the period of the European Middle Ages. The English Middle Ages are examined in the context of our own social, political, economic and religious foundations. Students study the following topics: the Anglo Saxons, 1066 and Norman Rule, everyday life in the middle ages and the Crusades. Medieval Japan is used to compare and contrast Eastern

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and Western medieval societies. Using technology to critically examine and present information is an integral part of this course, as is an understanding of the methodologies involved in the study of History. ASSESSMENT

1. Research Assignments (25%) 2. Essays (25%) 3. Tested Classwork (25%) 4. Module/Journal (25%)

RELIGIOUS STUDIES The study of Religion and Philosophy at Geelong Grammar School is undertaken as an academic discipline rather than a confessional activity. As such, it is an important component of a liberal education, contributing to the development of the mind and playing a specific role in promoting a rational dimension to religious knowledge and understanding. The Religious Studies curriculum at each year level is grounded in five essential areas: Philosophy of Religion, Silence and Stillness, Theoretical and Applied Ethics, the Biblical and Christian Tradition, and World Religions. Year 5 At this level the Christian story is studied with particular attention to the birth, death and resurrection of Jesus and the ways these key events are expressed in the seasonal celebrations of the Anglican Church. Students go on to study creation myths from around the world, and examine Aboriginal Dreamtime stories. They consider notions of symbolic meaning, the place of silence and symbols in religious worship, and the use of art in religion and spiritual practice. Year 6 In the first part of the year students explore images of God in the Christian tradition, before considering the Christian doctrine of Trinity. Easter is studied as a saving event, and the key concepts of atonement and salvation explored as the heart of Christianity. This focus is then broadened to an introduction to World Religions through worship practices, particularly prayer. Great religious figures from a range of traditions are then introduced, and their wisdom explored through an individual investigation. Finally, within the context of Positive Education, students discuss character development

and purpose in life based on issues raised in Bunyan’s The Pilgrim’s Progress. Years 7 and 8 In these two years a major commitment is made to the understanding and interpretation of sacred text, particularly the Old and New Testaments of the Bible. Through a careful study of key stories and characters in the Hebrew Scriptures (Old Testament) and the life and work of Jesus of Nazareth in the Gospel of Luke (New Testament), students are encouraged to develop a beginning understanding of the theology of the Judaeo-Christian tradition. Through their encounter with ancient texts, students develop skills in the analysis of language, comprehension, forms of interpretation, politico-historical understanding and the developing meaning attributed to religious texts over time. Within this context, students are reminded of the nature of ethical judgements and the structure of the arguments on which these are based. Attention is also paid to Islam, the third monotheistic faith, so that students obtain a basic understanding of the three world faiths in the Abrahamic tradition – Judaism, Christianity, Islam. ASSESSMENT

1. Journal (20%) 2. Group Assignment (40%) 3. Project (40%)

LANGUAGES The School only offers second language learning. Students cannot take a language if they have been previously taught in schools where that language is the medium of instruction. All students study Japanese in Years 5 and 6. In Year 7 all students select two languages from the three available languages of Chinese, French and Japanese. Specific combinations of languages will be dependent upon student numbers and it must be recognised that some combinations may not be possible in any given year. Students are normally expected to continue with their two chosen languages until at least the end of Year 8. Students new to the School in Year 8, who come without an adequate background in these languages, will need to choose the Beginners’ Courses in German and French. In some circumstances it may be possible for a student to change to German in Year 8 from one of the other languages. German continues to be offered as an accelerated

language to beginners at Year 9. Note: Students with significant prior learning in any of the languages may not be suited to taking the Years 7 and 8 courses in that language. Students have access to our native Language Assistants. They are withdrawn regularly to engage in small group work for dialogues and conversations, as well as individual support to develop their accent and intonation. Students use technology to produce a range of written responses and to build up a database of vocabulary items. A variety of multimedia programmes enables students to reinforce skills learned in the classroom by exposing them to a range of interesting activities on set themes which they are able to complete at their own pace.

Japanese Years 5 and 6 At Years 5 and 6, students average slightly less than two hours per week of Japanese tuition. Understandably, the time allocated does not allow them to develop fluency in the language. Japanese is spoken as much as possible in the classroom and, while unable to understand all they hear, students learn valuable communication strategies in this way. They are encouraged to make routine requests and regular comments in Japanese. In addition, students learn to read and write Hiragana. There is a strong cultural component in the course enabling students to learn and experience as much of Japanese life as possible. At Year 5 students continue their language and cultural study of Japanese through the communicative approach which develops the aural, oral, reading and writing skill areas and through a study of the people, arts and lifestyle in Japan. By the end of Year 6 students are able to recognise and write Hiragana as well as a range of simple words and sentences. They develop their knowledge of the language through incorporating new language items, new structures and vocabulary into known language patterns.

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By the completion of Year 8, students will have learned a number of Kanji (characters derived from the Chinese writing system) and the two Japanese syllabaries, Hiragana and Katakana. It is essential that students learn to read and write using all three of these systems. Year 7 This is a course for beginners which aims to develop the four macro skills of listening, speaking, reading and writing. Students respond to and produce spoken Japanese, read and write Hiragana and some Kanji. Students are required to extract information from a variety of listening resources and develop skills to enable them to write short passages in Japanese. Topics include classroom commands, personal information and school life. Relevant cultural information is also conveyed. ASSESSMENT

1. Comprehension (50%) 2. Communication (50%) Year 8 Students deepen their knowledge of linguistic structures in order to communicate more effectively about themselves, their environment, their daily schedules, and opinions. They learn more Kanji. Students are required to write with more depth and consolidate their ability to use all three scripts. ASSESSMENT

1. Comprehension (50%) 2. Communication (50%)

Chinese (Mandarin) Year 7 This course is designed to introduce beginners to the essential knowledge and skills in the Chinese language, especially using Pinyin and the most basic Hanzi forms. By the end of the course, through learning topics of daily greetings, classroom instructions and personal information and through culturally related activities, students should develop a basic understanding of the language, and be able to use Pinyin fluently. They should also become familiar with up to 100 Hanzi, in speaking, listening, reading and writing them.

ASSESSMENT

1. Comprehension (50%) 2. Communication (50%) Year 8 This course continues to develop students’ four macro skills of listening, speaking, reading and writing in the Chinese language, with a focus on consolidation of Pinyin application and introduction of up to 200 Hanzi characters in the texts. By the end of the course, students need to have learned vocabulary and some simple sentence formats related to family and friends, date and time, work and occupations and transportation. Students are expected to further develop their understanding of the language and culture during the course. Students also establish skills in using word processing and PowerPoint in Chinese. ASSESSMENT

1. Comprehension (50%) 2. Communication (50%)

French Year 7 This is a course for beginners which aims to enable students to communicate effectively in French by placing considerable focus on speaking and listening skills. Classes are conducted exclusively in French and students develop an understanding of the language required to speak about themselves, ask questions, write short texts and describe other people. The use of gestures, games, music and plays enable students to progress to spontaneous fluency as they apply the vocabulary and concepts learned in class. YEAR 7 ASSESSMENT

1. Comprehension (50%) 2. Communication (50%) Year 8 (Continuing) Students continue with the AIM method with additional extension exercises in both grammar and vocabulary. Year 8 (French Beginners) This is a course for beginners which aims to develop the four macro skills of listening, speaking, reading and writing. On familiar topics, students engage in real or simulated conversations, understand the main idea of texts presented orally, read and understand short passages and write, with assistance, a short paragraph.

Content areas covered include: greetings, numbers, family, colours, school, time, food and meal times. Students new to the School can choose French Beginners if they have had no prior study of the language or have not completed the French AIM Course at another school. YEAR 8 ASSESSMENT

1. Comprehension (50%) 2. Communication (50%)

German Year 8 This is a course for beginners which aims to develop the four macro skills of listening, speaking, reading and writing. On familiar topics, students engage in real or simulated conversations, understand the main idea of texts presented orally, read and understand short passages and write, with assistance, a few sentences. Content areas covered include: greetings, numbers, the home, family, colours, school, time, food and meal times. Students entering this course during the year will also have the opportunity to reinforce the materials taught in the early chapters when they continue on to Year 9 at Timbertop. ASSESSMENT

1. Comprehension (50%) 2. Communication (50%)

THE ARTS Music The emphasis in Years 5 to 8 is on practical music making and gaining skills in instrumental ensemble and vocal performance. All classroom music is based around Kodaly principles. In addition to class music for all, students can have individual tuition in a variety of instruments. There are also bands, a string orchestra and choirs. Ensembles: Instrumentalists of a suitable standard in Years 5 to 8 are asked to play in the Middle School Band or Brazier Strings. The Middle School Choir is open to all Middle School students and is voluntary. Instrumental/Vocal Tuition: Private

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Years 7 and 8

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tuition is available in most instruments and voice. Boarders have five 30 minute, supervised practice sessions a week. Years 5 and 6 For two periods a cycle in Semester 1 and 2, students explore musical creativity and develop musical literacy skills using the Kodaly Method. Activities include: composition, improvisation, singing and aural training. For the other two periods a cycle in Semester 1 and 2, students will participate in learning an orchestral instrument. Year 5 and 6 students have the option of taking the instrument they are studying home for further practice and they also play in a band once a cycle. Year 7 In Semester 1, students study the elements of music through listening, composing, improvising and consolidating skills in music literacy using the Kodaly Method. In Semester 2, students either participate in an ensemble class (for those who are already learning an instrument) or learn another instrument in a group situation. Ensemble classes offer students an opportunity to extend their skills on an instrument that they are already learning and also to build on group music making skills. Students who have no knowledge of an instrument will have group tuition on an instrument that is available. This varies from year to year depending on staffing and also availability of instruments. Students learn the basics of handling and making sounds on these instruments and progress at their own rate as competence is developed. ASSESSMENT

1. Classwork (70%) 2. Performance/Tests (30%)

Ensemble classes offer students an opportunity to extend their skills on an instrument that they are already learning and also to build on group music making skills. Students who have no knowledge of an instrument will have group tuition on an instrument that is available. This varies from year to year depending on staffing and also availability of instruments. Students learn the basics of handling and making sounds on these instruments and progress at their own rate as competence is developed. Those who are already learning an instrument are placed in a mixed ensemble and develop skills associated with ensemble playing. ASSESSMENT

1. Classwork (70%) 2. Performance/Tests (30%)

Drama Drama is an expressive art form. The emphasis in Middle School Drama is on creative and confident expression with a special focus on ensemble work that encourages a generous individual contribution. Years 5 and 6 Students experience creative movement, learn techniques for improvisation and mime and are encouraged to experiment with a variety of styles to communicate their ideas. There is a strong emphasis on theatre games as a means of enabling unselfconscious and happy involvement. Students explore ways of expressing simple ideas, verbally and physically, within a dramatic context. Emphasis is placed on team work. Students present their work, ideas and interpretations in small and large group situations. Years 7 and 8

Year 8 In Semester 1, students study the elements of music through listening, composing, improvising and consolidating skills in music literacy using the Kodaly Method. Music appreciation skills are developed through the study of film music. In Semester 2, students either participate in an ensemble class (for those who are already learning an instrument) or learn another instrument in a group situation.

In these years, the aim is to move beyond game-playing and improvisation into the types of activities which require greater technique and invention. Students experience: creative movement; ensemble performance and analysis; experimentation with stereotypes; characterisation and verbal/physical expression; more complex forms of improvisation; voice control and role play. The basis for much of their improvisation and role play is their interpretation of the function of individuals within groups.

They learn to observe the physical/verbal dynamic in groups more closely and use dramatic elements to express ideas and creative responses. Students work collaboratively; the emphasis is, again, on the products of the ensemble. Students have opportunities to explore various roles within small working groups and to experiment with their understanding of the skills and purposes of dramatic exercises. Students acquire a more sophisticated sense of drama taking place within a space and requiring specific materials, language and techniques. ASSESSMENT – YEAR 7

1. Improvisation (20%) 2. Group work (40%) 3. Communication (40%) ASSESSMENT – YEAR 8

1. Monologue (20%) 2. Group work (40%) 3. Communication (40%)

Art Years 5 and 6 Students are exposed to a broad range of media with a focus on developing imaginative and expressive responses to subject matter. Integral to this is the development of skills using a variety of media to create specific effects. The study of art and culture links to a developing understanding of artistic styles and practices. Year 7 Students are introduced to the formal art elements and ways to integrate the design process in the creating and making of art. Using a variety of media, students are exposed to a diverse range of techniques and develop a folio of 2D and 3D work in response to specific subject matter. An integrated appreciation programme enhances understanding of artistic styles and practices. ASSESSMENT

1. Folio (70%) 2. Visual Diary (30%) Year 8 Students continue to extend their understanding of the design process and ways to creatively generate and manipulate image to create specific effects. Observation skills are extended and students are encouraged to advance

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ASSESSMENT

1. Folio (70%) 2. Visual Diary (30%)

DESIGN AND TECHNOLOGY In Design and Technology students learn about technological concepts, systems and processes that are applied to solve practical problems. In addition, students are made aware of the properties of the materials they handle and of safe working practices. Students learn about the design process when designing with wood, metal and plastic. Exercises that lead to practical outcomes in wood, metal, plastics, textiles and the assembly of the electronic and mechanical components are undertaken. Information technology is applied to a number of these practical outcomes as well as to the designs that are generated in the planning stages. Students evaluate their results by comparing the outcomes to the design specifications that are determined at the beginning of each project. Year 5 Through practical skill-based exercises, students explore how the characteristics and uses of materials affect the function and appearance of products. Students use a variety of handtools and machines to produce practical outcomes. Awareness of safe working methods are introduced. Students may also investigate ways that systems have been developed and applied to meet human needs.

Year 7

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the visual communication of their ideas through the generation of personal concepts and the refinement of visual and technical skills using a range of media. An integrated appreciation programme enhances understanding of artistic styles and practices.

This course develops understanding about information, materials and systems. Students examine social, environmental and aesthetic effects on products and processes. Students generate design solutions and plan and carry out steps in the production process considering safe and efficient use of resources. They assess how well their ideas have met their design requirements. Students work in a wide range of materials and practical processes to produce items in a range of resistant materials. ASSESSMENT

1. Test (10%) 2. Folio, Production Work and Evaluation (90%) Year 8 This course develops understanding about information, materials and systems through four modules. In each module, students determine the appropriateness of products and complex processes. They create their own design proposals and organise and implement production processes to their own specification. They then assess the effectiveness of their designs, products and processes in relation to their own design requirements. Students consider the social and environmental implications of their actions. Considerable emphasis is given to the implementation of safe working practices and awareness of potential hazards. Practical experiences in wood, metal, plastics and electronics provide an understanding of different materials ASSESSMENT

1. Research Project (10%) 2. Folio, Production Work and Evaluation (90%)

Year 6 Students continue to explore the characteristics and uses of materials and design of products through practical exercises. They develop preferred solutions to problems. They prepare designs for products by undertaking a range of production processes and evaluate their productions against the design plan. They construct and modify simple systems and report on their performance.

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CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

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CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

SECTION 01 — NAME OF SECTION GOES HERE

POSITIVE EDUCATION

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Term 3

TIMBERTOP YEAR 9 Note: Some parts of the Academic Programme detailed within are subject to change due to possible changes to government requirements and as a result of internal reflection and quality management.

THE ACADEMIC FOCUS The isolation of Timbertop, life in Units and the outdoors programme stand out in the minds of students and anyone who has heard much about Timbertop. Whilst the outdoors programme dominates weekends in Terms 1 and 4 and some other occasions, for five days a week students are involved in a full Year 9 academic programme with a timetable much like any other school. The only real difference is that at Timbertop, they do not have weekends on the same days as most people. For most of the year, weekends are Wednesday and Thursday, and Saturday and Sunday are normal teaching days. The reason for this is that Saturday and Sunday are busy times with bushwalking clubs and other visitors to the area, and so Timbertop changes the order of the week to avoid these busy and congested times. The Academic Programme is a full one and very much a prime focus of the School in order to send students to Senior School at Corio thoroughly prepared for their Year 10 studies. Where students have significant prior learning, contact should be made with the Academic Office to discuss appropriate subject choices. Reports Regular contact with parents is maintained by telephone or email through the Head of Unit. In addition, the following reports are made available to parents over the school year: Term 1 - Progress Report - Interim Report and Head of Unit Report Term 2 - Mid-term Interim Report - Reports for each subject and Head of Unit Report

- Mid-term Progress Interim Report - Interim Report Term 4 - Mid-term Interim Report - Reports for each subject and Head of Unit Report In Year 9, formal assessment occurs twice each term and these grades are accessed through the Community Portal under Online Reports in addition to the reports at the end of each semester (for further information see the Website).

CORE SUBJECTS All students study English, Mathematics, Science, History (The Revolution that shaped the Modern World), the Study of Religion and Spirituality, Health and Physical Education, Outdoor Education and Positive Education.

ELECTIVE SUBJECTS Students choose five semester units from the following: - Chinese (Mandarin), French, Japanese, or German, (subjects that must be taken in both semesters) - Music, Geography, History (Heroes, Villains and Local Legends) (subjects that can be taken in one semester or both) - Visual Arts or Agriculture and Land Management (subjects that can be taken for one semester only).

ACADEMIC SUPPORT Academic Support is designed to cater for students with a diagnosed learning disability. It recognises the individual needs of the students at Timbertop. In order to cater for these needs, screening and diagnostic tests are conducted at the commencement of the school year. These tests assist in the identification of students who are either under-achieving academically or who have high intellectual potential and need to be challenged. The results are used in conjunction with teacher and parent recommendations. Catering for High Achievers Timbertop recognises an inclusive definition of giftedness and encourages excellence in all of its forms of intellectual, academic and creative endeavour. Students who are identified as having

high intellectual ability are offered a place in the Talented and Gifted programme. The team meets once a week for a two hour session. Students can participate in a variety of projects in areas as diverse as animation, dancing, creative writing, art, engineering, computer programming and music. The students are then encouraged to partake in an individual or group project. The projects chosen should be of benefit to the participants as well as the Timbertop community. The session provides the students with the opportunity to meet with like minds and to be stimulated by their intellectual peers. High achievers in other co-curricular domains are given the opportunity to expand their talents, whether they be in physical pursuits, artistic endeavours or community activities. Open-ended programming allows for extension and enrichment to occur. Academic Support Programme (ASP) The Academic Support Programme is a subject offered to a select number of students who are in need of extra assistance in an English language-based subject and/or Mathematics. This elective provides the necessary time for students to work on specific weaknesses identified by either themselves or one or more of their teachers. In addition to this, instruction may be given in: time management, involving the setting of short-term and long-term goals; organisation, incorporating the physical work environment; and study skills, involving strategies for effective study habits. English Support Programme (ESP) The English Support Programme is offered predominantly to a small group of students for whom English is a second language. This programme is run alongside other electives, and is primarily designed to supplement the core subject of English. The course focuses on improving and extending the four macro skill areas of comprehension, pronunciation, vocabulary, and oral and written communication. In addition, the course aims to consolidate and build on already existing English skills. These skills can then be transferred to any subject area that is English language-based. The programme provides opportunities for students to access assistance with comprehension of the day to day routines and expectations placed upon them by the Timbertop curriculum.

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ENGLISH Drawing on the Timbertop experience, this course develops language and literacy skills in four areas. Text Response: Through the study of short stories, a novel, a Shakespeare play and a variety of poetry, students develop their understanding of the writer’s craft and explore the importance of theme, setting, character and style. Students learn to write literary analyses, focusing on the importance of clear structure, the use of close textual evidence and the development of relevant ideas. Wider reading is also fostered through daily reading time. Oral Communication: Students extend skills and gain confidence by speaking and listening in a range of formal and informal contexts, including debates, interviews, oral presentations and dramatic performance. Writing Folio: Students write for a range of purposes and audiences including creative writing, a self-directed writing project and a continuing personal journal. Grammar: Students are taught specific skills in the use of correct sentence structure, punctuation, spelling and the importance of drafting and proof-reading in the production of accurate written work. ASSESSMENT

1. Written (60%) 2. Oral (10%) 3. Module (20%) 4. Grammar (10%) Note: Half of the text mark is determined by the quality and thoroughness of students’ classwork. The other half is determined by students’ textual analyses.

MATHEMATICS There are three courses of Mathematics that are designed to cater for the different mathematical needs of our students. Mathematics Higher Level is designed for students who have a high degree

Mathematics Standard Level is designed for students entering the year with a sound grasp of Year 8 Mathematics. It covers a standard Year 9 curriculum and provides the essential background material and skills for a student entering Year 10. Foundation Mathematics covers a similar range of topics as Mathematics Higher Level and Standard Level but generally moves at a slower pace and with lower student/teacher ratios to allow for maximum teacher support. This course is designed for students who have experienced difficulty in dealing with mathematical and/or numerical thinking and aims to support and address issues at an individual level. The appropriate course for each student is determined at the beginning of the year and is based on the previous year’s performance or diagnostic testing in the first weeks of Term 1. This allocation is not static and may change depending on class numbers and if it is decided that a student is better-suited to another course. All Mathematics Higher Level and Mathematics Standard Level students cover the following topics: - Trigonometry and Pythagoras’ Theorem as they apply to right-angled triangles. - Linear and Quadratic functions, including revision of fractions, basic algebra, transposition, sketching graphs, finding the gradient, finding x- and y-intercepts and using graphs in applications. •Indices and index equations, simplifying index expressions including operations with negative powers, expressing basic numerals in scientific notation to set decimal places.

- Measurement, including perimeter and area of composite shapes, total surface area and volume of prismatic solids. Foundation Mathematics students cover a modified version of these topics with an emphasis on basic operations and relation to real world situations. They also complete a ‘Money Matters’ Unit. All students are required to learn, practise and apply mathematical skills and techniques, utilise knowledge within a problem-solving context and to communicate mathematical method and process in a clear and effective format. Generally mathematical method makes up 40% of each test or assignment mark. ASSESSMENT

1. Classwork and Module (30%) 2. Tests and Examinations (55%) 3. Assignments (15%)

SCIENCE The course includes six main topics, which draw strongly on students to an appropriate balance of theoretical and practical learning methods. Semester 1 The year begins with an introduction to “Science at Timbertop” that involves studies of wood boilers and the related concepts of heat, temperature and energy transfer. In ecology and biodiversity, the students learn about local fauna and flora around the campus. They also learn about the zonation and ecology of the alpine region, which is reinforced as they hike through the Victorian high country. In the study of photosynthesis and respiration, the students explore the chemistry involved in the carbon cycle. The light and optics unit aims to develop students’ understanding of reflection, refraction and lenses, and is focused around the function and structure of the mammalian eye and visual system. Students also explore sources of light, the sun and stars and the wave nature of light across the electromagnetic spectrum. Finally, the students consider the geological processes that have shaped the Earth’s landscape with a particular emphasis on the science of plate tectonics.

•Geometry, including exterior and interior angles of triangles and quadrilaterals, properties of regular polygons and platonic solids as well as congruency and similarity.

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CORE SUBJECTS YEAR 9

of mathematical skill and ability to deal with numerical problems. The course is based on the Year 9 National Curriculum with added enrichment areas of study attached to each topic. This primarily involves using Year 9 Mathematics in applications to more advanced problem-solving tasks. There are a limited number of places in Higher Level Mathematics. Places are determined by the quality of students’ performances and their dedication, perseverance and thoroughness at completing class and prep tasks.

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Semester 2 The study of Chemistry at Timbertop builds on the students’ prior knowledge of the Periodic Table. It aims to strengthen students’ understanding of atomic structure and the relationships between element groups. This knowledge is applied, in particular, to an examination of ionic bonding and basic chemical reactions. The final topic of the year is centred on neurons and hormones. The students are introduced to the role of the nervous and endocrine systems in maintaining homeostasis and responding to stimuli. Further to this, the students learn about diseases and the role the immune system has in responding to disease. The students utilise and build on their ICT skills to create an assignment showcasing their knowledge and understanding of the topic. ASSESSMENT

1. Classwork (20%) 2. Practical Work (40%) 3. Tests (40%)

STUDY OF RELIGION AND SPIRITUALITY The Study of Religion and Spirituality (SRS) at Geelong Grammar School has been developed to encourage both an objective and sympathetic study of religion and spirituality. In particular to look at the beliefs, practices and experience of the Christian faith. The Year 9 syllabus aims at deepening the students’ knowledge and appreciation of faith and spirituality in an Anglican context. Students are encouraged to assess the place of religion, spirituality and personal faith in the overall setting of the Timbertop year. In broad terms the academic studies for SRS are: Term 1 Introduction to the Christian Faith, the Bible and Christian Denominations. Term 2 Overview of prayer, in particular the Lord’s Prayer, and “The Da Vinci Code” Fact or Fiction? Term 3 The “Search for the Jesus of History” and Concepts of Grace and Forgiveness. Term 4 An overview of World Religions and a study of the film “Amazing Grace” which looks at the abolition of slavery. Formal assignments are regularly set in the Study of Religion and Spirituality.

ASSESSMENT

1. Module and Classwork (30%) 2. Written Responses/Assignments (70%)

HEALTH AND PHYSICAL EDUCATION Health and Physical Education encompasses sport education, fitness testing, personal development issues and the basic analysis of the human body’s response to exercise. Students have four HPE lessons in a two week cycle with two of those lessons being practical based. Over the course of the year students improve their co-ordination, motor skills and knowledge of game sense whilst participating in a broad range of activities. To further develop their physical abilities we incorporate speed, strength and flexibility exercises. These activities include aquatics, netball, ultimate disk, softball, soccer, touch oztag, soft lacrosse, and minor games. The classroom-based health course begins with students learning about the body’s systems and how to look after themselves during the physically demanding lifestyle at Timbertop. Other life skills and issues covered include the body’s responses to fitness, the development of skills to effectively deal with adversities and stress and decision-making related to harm minimisation. This subject exposes students to current information, trends and statistics and to the latest articles and resources in each topic. ASSESSMENT

1. Practical Work (50%) 2. Assignments and Tests (30%) 3. Classwork (20%)

HISTORY (AUSTRALIAN CURRICULUM) The Australian Curriculum History course, ‘The Revolution that Shaped the Modern World (1750-1918)’ is compulsory for all students. In addition, an elective subject “Heroes, Villains and Local Legends” is also offered. Both courses aim to impart knowledge and understanding, in addition to the development of skills used in the process of historical inquiry. Significant emphasis is placed upon independent study skills through the promotion of varied research methodologies. History aims both to interest and stimulate students, whilst developing the individual

skills and responsibility required for the continuation of History in the senior years.

The Revolution that Shaped the Modern World This subject aims to teach the origins and development of the modern world from the mid 1700s through to the end of the First World War. The key question that will be explored is how did the 20th Century world come about? Students will study the impact of developing Industrialisation and technology though the 1700 and 1800s and how this translated into the increased movement of peoples as well as the growth of Imperialism and Nationalism. Ultimately the significance of the First World War as the culmination of this changing world will be explored. ASSESSMENT

1. Essay (30%) 2. Tests (50%) 3. Classwork (20%)

OUTDOOR EDUCATION STUDIES (OES) At the commencement of Term 1, students take part in intensive OES classes where they spend time learning the skills and theory that underpin the basis of the hiking programme at Timbertop. The week includes a day hike up Mt Timbertop and culminates in an overnight training hike. For the rest of the term, students take part in TEAM sessions where the focus is: developing their navigation skills and knowledge, orienteering, learning emergency procedures and additional campcraft. Safety procedures and routines are an essential part of the OES curriculum. Snakebite and bushfire procedures are taught with the students having to complete two practical scenarios during their second hike. Basic First Aid is also addressed with the focus being on the contents of the First Aid kits that the students must carry with them. In Term 2, lessons in hypothermia and its treatment are covered, followed by an examination that needs to be passed in order for the students to take part in the Term 3 Winter programme.

POSITIVE EDUCATION Positive Education is a whole school approach to teaching and learning

↓ their theoretical knowledge and practical skills by their involvement with the School’s Murray Grey beef cattle, prime lamb enterprise and the vineyard producing Merlot and Nebbiolo grapes for Timbertop wine production at the Delatite Winery; and other working aspects of the Timbertop farm.

In Year 9, students spend two lessons per fortnight studying Positive Education. Our Year 9 programme particularly focuses on learning a set of Resilience skills which can be applied to the real-life situations and experiences which arise during a student’s Timbertop journey. The skills the students learn are designed to build the key competencies of: self-awareness, self-regulation, optimism, mental agility, strengths of character and strong relationships.

Students are offered one semester to study these sub-systems. Semester 1 is offered during Summer and Autumn and Semester 2 is offered during Winter and Spring, therefore, the fieldwork covered during a semester will vary, depending on the operations occurring during that season. In Semester 1 the students will study animal production including animal husbandry and reproduction and viticulture (establishing and maintaining a vineyard through to testing grapes and pruning vines). In Semester 2 the focus will be on animal husbandry, digestion and reproduction and pastures. This aims to optimise the use of all resources, including natural assets, labour and energy without contributing to environmental degradation.

Another component of our Year 9 programme is an introduction to the field of Character Strengths (Values In Action). Students learn to identify character strengths in self and others; reflect upon using their strengths in adversity; consider ways to nurture individual strengths; explore strengths in different contexts and discuss the shadow side of strengths. The skills taught in the programme can be applied to many contexts of life, including relationships with peers and family members as well as achievement in academics or other activities.

ELECTIVE SUBJECTS YEAR 9 Students choose five semester units. Some subjects, if chosen, must be done for both semesters, other subjects can be done in either or both semesters. It is important that students select subjects that are appropriately challenging whilst preparing them for Year 10 and beyond.

AGRICULTURE AND LAND MANAGEMENT Either Semester The Timbertop campus is set on 325 hectares, approximately 200 hectares of which is farming land. It is well-suited to provide students with an exciting introduction to a diverse range of agricultural studies. Students develop

It is expected that over the year all students studying this elective, whatever their background, will be exposed to a range of practical skills, ethical decisions and problem-solving experiences in a unique environment. The subject places strong emphasis on practical learning with the students being given the opportunity to work in the field on every possible occasion. These lessons will be of value to them in all of their present and future studies.

are experienced users of the language cannot be accommodated at Timbertop as the course is designed for learners of Chinese as a foreign language. Those students who use Chinese as one of their main forms of communication and have had more than one year in a school where Chinese is one of the main languages of instruction, cannot study Mandarin Chinese in the Timbertop programme. They may pursue other avenues in Senior School that will cater for their advanced knowledge of the language. Both Semesters At Timbertop, students who elect to study Mandarin Chinese will continue to develop all four macro skills of listening, speaking, reading and writing. By the end of the year, students will be able to comprehend short texts in Chinese related to the topics in the text book. Students will be able to participate in simple conversations on everyday topics and will be able to write more extended sentence patterns, structured paragraphs and small written pieces. Language learning will always be supported by social and cultural contexts. Students are also instructed on word processing in Hanzi, in preparation for more extended use in Senior School. ASSESSMENT

1. Listening Skills (25%) 2. Reading Skills (25%) 3. Speaking Skills (25%) 4. Writing Skills (25%)

French ASSESSMENT

1. Theory (40%) 2. Practical Skills (40%) 3. Classwork (20%)

LANGUAGES Chinese (Mandarin) The Chinese programme at Timbertop requires that students have a minimum of 100 hours of instruction in Mandarin Chinese in a school where a language other than Mandarin is the main language of instruction. They must be familiar with Pinyin, and be able to recognise the 150 most commonly used Hanzi characters. Students who have no prior knowledge of Chinese (Mandarin), unfortunately cannot be accommodated at Timbertop. Likewise, students who

Both Semesters The Timbertop French course is designed for students who have received about 100 hours of tuition during Years 7 and 8 including a sound understanding of basic structures and grammatical notions in the language. It is a course in which students continue to develop the four macro skills of speaking, listening, reading and writing in order to gather information relevant to various situations in everyday life. Major thematic topics include: The Timbertop environment and school, transport, housing, fashion, shopping, holidays, as well as discussion of themselves, family, friends and teachers. Grammatically, the course covers present tense of regular and irregular verbs, past and near future tenses, reflexive verbs, inversion, negation as well as an introduction to relative pronouns.

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that employs the science of Positive Psychology. Positive Psychology is the scientific study of the strengths and virtues that enable individuals and communities to thrive. Positive Psychology has three central concerns: positive emotions, positive individual traits and positive institutions.

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Classroom activities are varied and consist of plays and role plays, small group conversations, grammar instruction and activities as well as games designed to encourage effective language acquisition. To give a realistic context to the programme, authentic material such as songs, newspaper articles and films are used. The course material is cumulative, and requires students to commit themselves to a consistent programme of study and revision. By the end of the year, students are able to participate in everyday communication and to write one or two linked paragraphs for personal and social purposes as well as creating a story book on a topic of their choice. The Timbertop course aims to foster an interest in and proficiency with the French language that is appropriate for a smooth transition to Year 10 French. ASSESSMENT

1. Listening Skills (25%) 2. Reading Skills (25%) 3. Speaking Skills (25%) 4. Writing Skills (25%)

German Both Semesters This course is designed for students who have no prior knowledge of the language, while making provision for those who are continuing from the Year 8 Middle School programme. This is an accelerated beginners’ course that allows students the opportunity to take up the language whilst preparing them well for future study in German. The course is particularly suited to students with proven linguistic ability. Students who have done the Year 8 Beginners’ course in German at Corio will enhance their knowledge through the more formalised approach in the Year 9 course, particularly regarding grammatical structures and usage. The course content is cumulative in nature and commitment from students in the consistent revision and building on the language is imperative. The four macro skills of listening, speaking, reading and writing are developed through the combined use of the Klasse 1! Textbook, its supplementary workbook and a collection of diverse activities and resources comprising various forms of media. Major topics include: family, school, hobbies and interests, food, shopping, around the home and around town. The

course offers authentic models of spoken and written language and an insight into the culture of young German people.

GEOGRAPHY Either or Both Semesters

A combination of classroom activities such as, small group tasks, role-plays and games, reinforces the vocabulary and grammar instruction covered throughout the course. Classes are often divided into groups to target differing learning abilities, with groups working closely with the native language assistant in either remedial or extension tasks. By the end of the year, students are able to engage in everyday conversation, listen and read for specified items of information and write paragraphs of several linked sentences.

Geography is primarily concerned with describing and analysing the distribution and spatial interaction of phenomena (both physical and human) on the earth’s surface.

ASSESSMENT

Semester 1 - A Sense of Place

1. Listening Skills (25%) 2. Reading Skills (25%) 3. Speaking Skills (25%) 4. Writing Skills (25%)

Japanese Both Semesters The Japanese programme at Timbertop requires that students have some prior knowledge of the language, in particular, both Hiragana and Katakana scripts. Students need to have received about 100 hours of tuition during Years 7 and 8 in order to attempt this course. Students who have no prior knowledge of Japanese, unfortunately, cannot be accommodated at Timbertop. During the Timbertop year, the four macro skills of speaking, listening, reading and writing are given equal attention in class activities and assessment. Learning about the culture of Japan is an integral part of each topic covered. The topics studied include: talking about time, exchanging personal information, school routines, seasons and events and shopping. Students regularly practise their conversation with the native language assistant, and develop these skills over the year with the aim of preparing students for the end of year oral test. The students will begin to accelerate their study of Japanese Kanji script in preparation for further studies at Senior School. ASSESSMENT

1. Listening Skills (25%) 2. Reading Skills (25%) 3. Speaking Skills (25%) 4. Writing Skills (25%)

The Timbertop environment is an ideal platform from which to stimulate student interest and enthusiasm in geographical studies. The geography courses provide students with the opportunity to develop a “sense of place” and become highly competent in methods of geographical inquiry.

In Semester 1, four units of study are investigated: geographic skills 1, bushfire, weather and sustainability practices at Timbertop. The geographic skills unit is based on developing observational and mapping skills. Students are exposed to a range of activities, such as collecting and mapping data, interpreting a range of different maps, using latitude and longitude co-ordinates, and field sketching in the local area. Significantly, these exercises assist students in developing a “sense of place” in their new home. In the unit on bushfire, students study the behaviour and significance of bushfires in the Australian landscape. Fuel assessment fieldwork takes place on the Timbertop property. During the weather unit of study, students will learn how the earth and the sun interact to create seasons, how to read weather maps and why weather changes in the Victorian high country. In the sustainability unit students investigate elements of Timbertop’s sustainability; our consumption, waste, energy and water use, and building design. Semester 2 – Geographic Inquiry In Semester 2, three units of study are investigated: geographic skills 2, catchment studies, and national and global human and environmental issues. The unit on geographic skills introduces new students to a wide range of skills and conventions that will be required both in the upcoming semester and in future studies in Geography. Students develop new skills in data representation, through an investigation into the geographic characteristics of a chosen country. In catchment studies, student activities are focused on examining hydrological patterns and processes. Fieldwork takes place at the Timbertop Creek and Delatite

↓

Both Geography courses provide students with the opportunity to experience learning through interactions with local environments. The knowledge and skills developed have relevance and practical application for students’ everyday lives and will enhance their potential to influence decisions about the environments in which they live. ASSESSMENT

1. Practical Skills (20%) 2. Tests (40%) 3. Written Tasks (30%) 4. Field Work (10%)

HISTORY Either Semester Heroes, Villains and Local Legends This subject aims to teach 19th and 20th Century Australian history with a focus on North East Victoria. Students will study issues of settlement and expansion; the impact of gold; as well as myths and identities in the region. Timbertop History from its beginnings to present day will also be covered. Finally, students will investigate some of History’s greatest heroes and villains, making links in their work to Positive Education Character Strengths. ASSESSMENT

1. Essay (30%) 2. Tests (50%) 3. Classwork (20%)

MUSIC - ENSEMBLE CLASS Either or both semesters In this course there is an emphasis on practical studies. Students are formed into groups to play or sing in small ensembles, as well as developing solo performance. There is some time for individual practice during class. Musicians, who are keen to keep developing their music skills, especially if they intend to take Music as a subject in Senior School, are encouraged to consider this elective. Other areas covered include: aural comprehension, theory, creative organisation, a historical overview of the history of rock and roll in Australia and a study of world music.

Students joining this course will have at least two years’ recent experience on their instrument. Students who have less than two years require approval from the Co-ordinator of Music. Private Instrumental/Vocal Tuition Tuition is available in major instruments. Serious instrumentalists and vocalists are encouraged to take Music Ensemble as well as having private lessons. Students are rostered for two supervised practice sessions a week. Unfortunately, due to the isolation of the campus, lessons on more obscure instruments cannot be guaranteed. In the situation where only a minimal number of students enrol in an instrument, lessons in that instrument may also be unavailable. Students do not have to take the elective subject Music Ensemble in order to have private tuition. However, students who take the elective must be enrolled in private tuition if it is available for their instrument. There is a minimum practice requirement and students are encouraged to make use of other time when available.

diary is an integral component of the developmental processes taught where ideas are defined, developed, extended and refined. The design process integrates the recording of sources of inspiration, technical data, media experimentation and decision-making leading to the planning and production of finished works. A self-directed assignment encourages independent working practices and the creation of an individual style using selected media. At the completion of the assignment, students are required to evaluate, reflect and review outcomes. ASSESSMENT

1. Visual Diary (50%) 2. Folio (30%) 3. Theory (20%)

There are solo and ensemble performance opportunities for instrumental or voice students both within and outside the School. Monday morning recitals in the Chapel are a much-loved part of the Timbertop routine as are concerts held for the School throughout the year. ASSESSMENT – SEMESTER 1

1. Classwork (20%) 2. Aural, Theory and Composition (40%) 3. Ensemble (20%) 4. Projects (20%) ASSESSMENT – SEMESTER 2

1. Classwork (20%) 2. Aural, Theory and Composition (40%) 3. Ensemble (20%) 4. Examination (20%)

VISUAL ARTS Either Semester Students explore a variety of media including drawing, painting, pastels, charcoal and watercolour. Through the study of art and artists and the creation of artworks, emphasis is placed on language and idea development and the capacity to discuss stylistic influences and references. In the practical component, brainstorming strategies are used as a starting point to encourage creative responses to subject matter. The visual

SECTION 03 — TIMBERTOP

River. The issues unit is based on students gaining an understanding of the problems facing our population and environment on a local, national and global scale.

↓ SECTION 01 — NAME OF SECTION GOES HERE

CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

POSITIVE EDUCATION

↓ SECTION 04 — YEAR 10

SENIOR SCHOOL STRUCTURE There are a variety of structures to support students in Senior School. The structures are outlined below (although some roles are across campuses): Head of Campus (oversees all areas of the campus including the co-curricular programme) Academic Office (includes the daily management of all academic programmes and assessment procedures at the Corio campus) Director of Learning (deals with issues across the School concerning curriculum, teaching and learning, including the management of subject selection, particularly in Year 10) VCE Co-ordinator (works with the Director of Learning to ensure the smooth running of all VCE programmes, including communication with VCAA – Victorian Curriculum and Assessment Authority) IB Co-ordinator (works with the Director of Learning to ensure the smooth running of the IB, including communication with the International Baccalaureate Organisation) Head of Careers (assists students to make the transition from school to further study or work, co-ordinating careers counselling sessions for Year 10 students prior to subject selection and the tertiary applications process for Year 12) Pastoral Care (the School has a strong pastoral care programme and the Head of House is the initial contact regarding any student matter academic, co-curricular or pastoral) Director of Student Welfare (deals with pastoral care matters concerning Senior School students and manages the Day Boarding and Boarding arrangements in the School) Two Co-educational Day Houses (Allen and Fraser) Four Senior Girls’ Boarding Houses (Clyde, Elisabeth Murdoch, Garnett, The Hermitage) Four Senior Boys’ Boarding Houses (Cuthbertson, Francis Brown, Manifold, Perry) Each House has the following structures: Head of House (responsible for the welfare of students in their House)

Assistant Head of House (assists the Head of House) Tutorial Staff (Academic staff from different Faculties are included in the Tutorial staff. Each Tutor is assigned a group of students in the House to monitor and assist.) Contact with Parents There is regular contact with parents, through interviews and a comprehensive reporting system. Informal contact with parents is also encouraged by telephone or email with the student’s Head of House or Tutor. The student’s Head of House is the first point of contact on any issue. Students are strongly encouraged to attend Parent Teacher Interviews with their parents or guardians. Term 1 - Mid-term Progress Report - Parent Student Teacher Interview - Interim Report Term 2 - Mid-term Interim Report - Reports for each subject and Head of House Report Term 3 - Mid-term Progress Interim Report - Parent Student Teacher Interview - Interim Report Term 4 - Mid-term Interim Report - Reports for each subject and Head of House Report In Year 10, formal assessment occurs twice each term and these grades can be accessed through the Community Portal under Online Reports in addition to the end of semester reports (for further information see Website).

YEAR 10 Year 10 at Geelong Grammar School provides for the consolidation of academic skills and careful preparation for the programmes offered in the two senior years of school. It also builds on the skills and knowledge acquired at Timbertop. Core Subjects Students continue to study English, Mathematics, Science, and Health and Physical Education in Year 10. History (Australian Curriculum) and Religious Studies are taught as half-

semester units to all students. Positive Education and Values and Ethics classes are taught each cycle to all students. Elective Subjects A very wide range of elective subjects is offered. These choices reflect subjects in the VCE and the International Baccalaureate. Prominent in this range are Arts and Technology choices such as Art, Photography, Visual Communication and Design, Design and Technology, Music, Drama and Agriculture and Horticulture. The elective block also includes French, German, Japanese, Chinese, Business Management, History subjects (Renaissance, Ancient Roman World, International 20th and 21st Century), Geography, Sport Science and Literature. These choices complete a balanced range of subjects from all of the major academic disciplines and offer something of interest and value to all students.

YEAR 10 ELECTIVE SUBJECTS Students choose five semester units from the following: Subjects that must be taken for both semesters: - Chinese (Mandarin), French, German, Japanese. Subjects that can be taken in one semester or both: - Geography, History, Music. Subjects taken for one semester only: - Agriculture and Horticulture, Art, Art Photography, Business Management, Design and Technology-Textiles, Design and Technology - Resistant Materials, Drama, Literature, Sport Science, Visual Communication Design. Note: In order to maintain breadth, students are restricted to no more than two subjects from the Arts and Technology. Student Support General academic support is offered via class teachers, tutors, and often senior students in the House. Sometimes students find themselves in need of special support. Either through their own request or through that of their subject teachers or their Head of House, recommendations can be made for them to be assessed through the Academic Support Centre.

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The support service aims to provide a student-centred approach to curriculum, promote self-regulated learning and develop each studentâ&#x20AC;&#x2122;s identity and confidence with learning. Each student who attends the support centre in a structured way will receive a report from the teacher outlining what has been achieved over the semester. In addition, for students who have significant prior learning, there are some opportunities for acceleration in maths, music and languages. Contact should be made with the Academic Office to discuss appropriate choices. This needs to occur prior to the end of Term 3 to ensure timetabling possibilities can be investigated. Tutoring Students who need specific subjectrelated help with Mathematics or English should request this through their Head of House and make an application on the Portal. Tutorials operate after school and during evening prep sessions. Careers During Semester 1, all Year 10 students undertake a range of different tests, surveys and interest inventories. The information obtained acts as a catalyst in the process of students learning to make subject choices, career plans and decisions about their own abilities and interests. This useful information is followed up with interviews with Tutors, Heads of House and the Careers Counsellors. All Year 10 students will have an individual session with a Careers Counsellor in Term 3. Prep It is important that students practise and consolidate the skills and knowledge learned in the classroom. They need to develop worthwhile work habits, discipline themselves in concentration, persistence and independence; discover and use the available resources and improve their planning and time management. In this way they become more successful students. To these ends, prep or

homework is set on a regular basis and supervised in Houses in an organised way. Teachers place prep on the Portal so that students and their parents have an online resource of their prep details each evening. Access To Resources During evening prep sessions, access to specialist areas outside Houses (e.g. Libraries, the Music School, the Art School, Science Laboratories) is generally encouraged and supervised, although there are restrictions for Year 10 students. Access is dependent on the needs of students, their readiness to make use of the opportunities in a responsible and productive manner, and the need for Tutors on duty in Houses to know precisely where each student is. Access to these specialist areas at other times (after school and at weekends) is strongly encouraged. Timetable For Prep Heads of Houses arrange for a specific fixed length of time to be set aside at the beginning of each prep evening for silent prep with minimal movement about the House. Supervision by Tutors on duty is strict in Year 10 and gradually relaxes as students demonstrate that they can work independently. In Boarding Houses there are two prep sessions and in the second prep session collaborative work is possible. The timetable in Year 10, where teachers may set 25 minutes work to be done each day that the class meets, allows sufficient time for students to complete the basic work that is required to be handed in to teachers. Students are encouraged to use other spare time for wider reading, reflection, revision and independent research. Music practice sessions are timetabled and supervised during evening prep sessions. The Co-Curricular Programme The Activities Programme is a unique and integral part of the offering at Geelong Grammar School and is offered in addition to the Sporting Programme. It provides students with a change of emphasis from that found in either the classroom or in the competitive sports arena and aims to develop student awareness and understanding of the importance of service, both within the School community and outside it. It encourages them to develop self-confidence and self-awareness through the experience of activities, it broadens their experience and it encourages them to make choices and accept responsibility for those choices.

Time after school is therefore made available for: creative artistic activities, help with study skills, career choices, subject choices, service activities, personal development, leadership, dance of various kinds, drama and music. Students will find themselves with a rich choice of activities and the requirement that they undertake a challenging outdoor activity leading up to a camp. Exchanges In Year 10 The Languages department offers a number of exchanges to Year 10 students. Information on these is available on the Community Portal and from the Languages Department. A meeting of interested students is held early in Term 1, when students are provided with further information, including application deadlines.

CORE SUBJECTS YEAR 10 POSITIVE EDUCATION Positive Education is overtly concerned with developing in each individual the belief, resources and personal skills necessary to remain buoyant, to be brave, to cultivate the strengths needed to address life positively, to establish the personal skills that promote life satisfaction, and to lead a full life based upon kindness to others, respect, forgiveness and goodness. All who participate will be more engaged, more appreciative of life, and will give more to others. Engagement will lead to cooperation with others and will inevitably lead to a more meaningful and fulfilling life; one that promotes wellbeing for all. The Year 10 Positive Education curriculum covers a range of topics which fit within the six core pillars of Positive Education at Geelong Grammar School. These pillars are: Positive Emotions, Positive Engagement, Positive Relationships, Positive Accomplishment, Positive Purpose and Positive Health. Concepts and topics introduced to students have supporting scientific evidence from the field of Positive Psychology of their effectiveness in increasing lifesatisfaction and/or reducing rates of depression and anxiety.

SECTION 04 â&#x20AC;&#x201D; YEAR 10

The Academic Support Centre provides pastoral, academic and social support for Senior School students with learning difficulties. It offers a comprehensive individual diagnostic service that ascertains the learning profile of a student with special needs. Programmes include: supervised study, remedial literacy and numeracy, and individual tutorials.

↓ SECTION 04 — YEAR 10

In Semester 1, the major topics which are presented; discussed and experienced by students and teachers include: - Attributes of positive communities and successful teams - Understanding Growth and Fixed Mindsets - Positive Psychology and Mental Health issues - Exploring character strengths in self and others - Broaden and Build Theory of Positive Emotions - A formal introduction to Mindfulness training - Resilience training In Semester 2, the major topics which are presented; discussed and experienced by students and teachers include: - Cultivating character strengths - Enhancing relationships through the skill of Active Constructive Responding - Understanding and expressing gratitude - Decision making and its impact on friendships - Discussing forgiveness and letting go of grudges - Resilience training - Examining meaning and purpose in one’s life - Experiencing a range of service activities This is not a formally assessed subject and there is no official written report.

ENGLISH

the construction of sound essay writing technique. Students are asked to write personally and analytically. The need to be a confident speaker is central to this programme and opportunities to enable students to become articulate are built into the course. ASSESSMENT

1. Text Response (30%) 2. Writing (30%) 3. Oral Communication (10%) 4. Examination (30%)

ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT (EAL/D) Both Semesters Whilst running parallel to mainstream English, English as an Additional Language or Dialect (EAL/D) encompasses differential teaching which focuses on improvement and extension of comprehension skills, pronunciation, vocabulary extension, oral and written communication. Students at this level read and view increasingly complex texts (print and non-print) emanating from topic areas; explore issues and texts that develop their comprehension and understanding of issues; write for a range of purposes and audiences; experiment with different modes of writing; are taught the basic strategies of argument; develop language and structure through the drafting process; speak and listen in a range of situations both formal and informal; demonstrate increasing competence in the uses of the English language and continue to develop pronunciation skills.

Both Semesters The English course develops language equally through reading, writing and speaking. Students encounter increasingly sophisticated texts, (both print and nonprint), which call upon mature responses both to what is being said and the ways in which it is said. The examination of media texts and their techniques of persuasion alert students to varieties of argument as well as schooling them in higher level comprehension. Students are encouraged to write confidently and to craft their writing attentively. Experimentation with different voices, structures and genres is encouraged. The strategies of argument, the establishment of contentions, awareness of bias and use of supporting evidence are all part of

Mathematics Higher Level covers the material studied in Mathematics plus additional problem-solving and extension studies. Foundation Mathematics is based on arithmetical application. Students in Foundation Mathematics are able to enrol in VCE Foundation Mathematics Units 1 and 2. In general, students who achieve success in this course may be able to continue with General Mathematics, Further Mathematics in Year 11 VCE or Mathematical Studies in Year 11 IB. The appropriate course for each student is determined initially on Year 9 performance or testing at the end of the fourth week of the year. Some changes may be made during the year. In each of the three courses, students are required: to learn, practise and apply mathematical routines and techniques and use them to find solutions to standard problems; to creatively solve problems in unfamiliar situations; and to communicate mathematics and mathematical findings in an effective manner. Year 10 students with the exception of Foundation Maths, will use a TI-nspire calculator.

Mathematics Higher Level The work in Semester 1 involves the study of: number covering surds, percentage applications and interest, including exponential growth, length, area and volume, similarity ratios, geometry comprising similar triangles, circle and spherical geometry and locus, sets and Venn diagrams, trigonometry, including applications in two and three dimensions and an introduction to circular functions, and algebra comprising linear equations and graphs.

ASSESSMENT

1. Text Response (30%) 2. Writing (30%) 3. Oral Communication (10%) 4. Examination (30%)

MATHEMATICS Both Semesters There are three courses of mathematics which have been designed to cater for the different mathematical needs of our students. Mathematics Standard Level covers the material which has traditionally been taught to all Year 10 students. It provides solid background material for all future mathematical studies.

The work in Semester 2 involves the study of: number including indices and its applications, probability covering multiple and independent events, direct, indirect, joint and part variation, and algebra, which includes factorisation of trinomials, algebraic fractions, the solution of simultaneous linear equations, up to 3 x 3, the solution of quadratic equations, linear inequations and quadratic inequations and graphing quadratic cubic and hyperbolic functions. ASSESSMENT

1. Self-directed Task (20%) 2. Course Term Tests (30%) 3. Classwork (20%) 4. Examination (30%)

↓ SECTION 04 — YEAR 10

MATHEMATICS Year 10 TERM 1 & 2

Year 10

TERM 3

Year 10

TERM 4

Year 10 HIGHER LEVEL MATHEMATICS

Year 10 STANDARD LEVEL MATHEMATICS

Year 10 STANDARD LEVEL (ALGEBRA) MATHEMATICS

All VCE & IB Mathematics Courses

Year 10 FOUNDATION MATHEMATICS

Year 10 STANDARD LEVEL (ALGEBRA) MATHEMATICS

Year 10 STANDARD LEVEL MATHEMATICS

VCE Further Mathematics & IB Mathematical Studies

Year 10 FOUNDATION MATHEMATICS

No Mathematics Courses

YEAR 11 MATHS

SCIENCE Year 10 TERM 1 & 2

Year 10 TERM 3 & 4

Year 11 SCIENCE NOTE: SOLID LINES INDICATE THE LIKELY PATH FOR MOST STUDENTS.

Year 10 Higher Level Science

All VCE & IB Science Courses

Year 10 Standard Level Science

All VCE & IB Science Courses

Year 10 Foundation Science

VCE Biology

DOTTED LINES INDICATE THAT FEW STUDENTS ARE EXPECTED TO TAKE THESE PATHS, BUT IT IS POSSIBLE.

No Science Courses

↓ SECTION 04 — YEAR 10

Mathematics Standard Level The work in Semester 1 involves the study of: number covering surds, percentage applications and interest, length, area and volume, geometry comprising similar triangles and circle geometry, trigonometry including applications in two and three dimensions and algebra comprising linear equations, inequations and graphs. The work in Semester 2 involves the study of: number including indices and its applications, probability covering multiple and independent events, direct, indirect, joint and part variation, and algebra which includes factorisation of trinomials, algebraic fractions, the solution of simultaneous linear equations, the solution of quadratic equations and graphing quadratic functions. ASSESSMENT

1. Self-directed Task (20%) 2. Course Term Tests (30%) 3. Classwork (20%) 4. Examination (30%) In Semester 2, an additional course is created within Mathematics Standard Level called Mathematics Standard Level Algebra (MAL). This course aims to prepare students for some of the more algebraic mathematical courses in Year 11 such as VCE Mathematical Methods and IB Mathematics SL. Those students remaining in Mathematics Standard Level would most likely be best-suited to VCE Further Mathematics or IB Mathematical Studies in Year 11. The assessment throughout Semester 1 will be used to determine the best class for each student. Particular attention is given to the performance in the mid- year examinations. The work in Term 3 remains the same for both Mathematics SL and MAL and further assessment occurs. In Term 4, Mathematics MAL will have a greater emphasis placed on Algebra and Mathematics SL on Statistics.

Foundation Mathematics The work in Semester 1 involves the study of linear relations; measurement covering length, area, volume, triangle properties and trigonometry, percentage and statistics. The work in Semester 2 involves the study of financial arithmetic, probability, ratio, measurement and spreadsheet skills.

ASSESSMENT

1. Coursework (50%) 2. Examination (50%)

SCIENCE The Year 10 Science Course follows the Australian Science Curriculum that is organised in three interrelated strands: - Science as a human endeavour – which focuses on the nature and influence of science - Science inquiry skills –which focuses on skills essential for working scientifically - Science understanding – which focuses on the important science concepts from across different areas of science (details below) Biological sciences: The transmission of heritable characteristics from one generation to the next involves DNA and genes. The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence. Chemical sciences: The atomic structure and properties of elements are used to organise them in the Period Table. Different types of chemical reactions are used to produce a range of products and can occur at different rates. Earth and space sciences: The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe. Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere. Physical sciences: Energy conservation in a system can be explained by describing energy transfers and transformations. The motion of objects can be described and predicted using the laws of physics.

Through the study of Health and Physical Education students will learn that a range of factors influence health and physical activity values, behaviours and actions. These factors include individual, interpersonal, organisational, community, environmental and policy influences. Students will also develop an understanding that health practices and physical activity participation are, in part, socially constructed. These subjects aim to increase the health and physical literacy of our students. Health literacy is defined as the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health. Students will investigate a range of health issues relevant to young people including mental health, sexual health, healthy eating, personal safety, body image and behaviours associated with substance use. As they do so, students will develop knowledge, understanding and skills (such as early help-seeking strategies, assertive behaviours, conflict resolution, emergency care and first aid management skills) to appropriately respond to a range of situations where their own or others’ wellbeing may be at risk. Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout life. Our Physical Education classes provide students with experiences in traditional and non-traditional sporting and recreational activities. Students will investigate techniques to assess the quality of movement performances and use a range of tools to appraise, analyse and enhance their performances such as movement analysis, visualisation, practice and feedback techniques. They will look at how the musculo-skeletal and energy systems underpin different activities and how to optimise these systems for safe and improved performances.

ASSESSMENT

1. Coursework (25%) 2. Common Tests (25%) 3. Examination (50%)

ASSESSMENT:

Health: 1. Project (25%) 2. Coursework (75%)

HEALTH AND PHYSICAL EDUCATION Students attend one Health and one Physical Education class each week for the duration of the year.

Physical Education: 1. Game Sense (25%) 2. Recreation (25%) 3. Team Work (25%) 4. Movement Performance (25%)

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(a half semester subject)

History: Australia and the Modern World The Australian History Curriculum is taught to all Year 10 students. This one term compulsory course consists of an overview of world history after 1918 with particular reference to the following topics: World War 2, Rights and Freedoms, and Popular Culture. In particular, the consequences of World War 2, the emergence of civil rights throughout the western world and the nature and impact of popular culture (books, film, television, sport, music) since 1945 will be explored. Furthermore, consideration will be given to the influence these events and changes had on shaping modern Australia. ASSESSMENT

1. Coursework (30%) 2. Research Assignment (35%) 3. Test Essay (35%)

RELIGIOUS STUDIES (A half-semester subject)

Private Beliefs and Public Choices This subject is intended to assess dominant values in Australian society and to give students an understanding of the process of ethical decision making. The origins of ethical views in religious and secular beliefs are examined against a range of current issues. Various theories of ethical decision-making are considered, including appeals to religious authorities, in particular the views of the main branches of the Christian Church, at least one other major world religion and secular ethical theories. ASSESSMENT

1. Essay Work (50%) 2. Course Work (50%)

students various topics. The subject is taught by the Head of Campus. This enables a consistency in how the topics are taught, as well as the desire for the Head of Campus to get to know every student. The former reason helps when certain key topics are taught and the latter is important for the development of meaningful relationships. Semester 1: The Values and Ethics course in Semester 1 looks at topics that will help students settle into the School, assist with the understanding of certain key policies and rules, reinforce some of the tenets of Positive Psychology and engage in conversation about what it means to live and be part of a community. Topics include: The Definition of Success in Life, Dealing with Adversity, Are Humans Born Good or Bad? the World of Cyberia, Adolescent Sexual Behaviour and Truth. Semester 2: The Values and Ethics Course in Semester 2 focuses on Environmental Ethics. Three questions are asked at the beginning of the course: Where do humans originate from? How have humans managed Earth since their arrival? How will humans manage the Earth in the future? Topics covered include: How did life start on Earth? Creationism versus Evolution, Mass Extinctions, Evolution of Homo Sapien, the Gaia Hypothesis, the World’s Indigenous Peoples, The Future of Food and Energy. Values and Ethics is not assessed. There are no examinations or tests. There is no set classwork or prep. Despite this, students are engaged in the topics taught. A variety of media are used to get salient points across including: stories, music, film, poetry, YouTube, TV, etc. Healthy discussion is encouraged.

ELECTIVE SUBJECTS YEAR 10 AGRICULTURE AND HORTICULTURE Either Semester

VALUES AND ETHICS Values and Ethics is taught to all Year 10 students throughout the year. A single period is used per cycle to teach

The Corio campus is set on approximately 202 hectares of semi-rural land, approximately 23 of which is used as farming land. It is well suited to provide

students with an ongoing opportunity to continue with a broad range of agricultural and horticultural studies. Students develop their knowledge and practical skills by their involvement with sheep for wool production, intensive vegetable growing, poultry for egg production, native tree propagation, and an introduction to beekeeping and honey production. Students are offered one semester to study these subsystems. Semester 1 is offered during summer and autumn and Semester 2 is offered during winter and spring. Therefore the fieldwork will vary, depending on the operations occurring during that season. The intention of the subject is to develop and continue to use a sustainable approach when conducting practical work by improving the natural resources of the farm. Students will have the opportunity to acquire beneficial skills and experiences within a semi-rural environment, to develop decision-making strategies and to be involved in the ethics of farming practices. Knowledge gained will be of great benefit to students for current and future studies. ASSESSMENT

1. Coursework (25%) 2. Practical work (50%) 3. Examination (25%)

ART AND VISUAL COMMUNICATION DESIGN In Year 10 Art, elective choices are in Art, Photography and Visual Communication Design. For students considering art studies in VCE (Studio Arts or Visual Communication and Design) or IB (Visual Arts) at least one Year 10 Art elective is recommended for entry. Students are also advised to enrol in at least one term of Life Drawing in the Activities programme.

Art Either Semester In the practical component, students explore personal responses to a variety of subject matter across two and three dimensional artforms. In addition

SECTION 04 — YEAR 10

HISTORY (AUSTRALIAN CURRICULUM)

↓ SECTION 04 — YEAR 10

students are introduced to a variety of presentation techniques and are encouraged to develop imaginative and conceptual responses to selected topics. They are encouraged to develop, refine and confidently implement a range of techniques to enhance ideas and imagery using a broad range of media. In the appreciation component, students develop research and analysis skills with a focus on specific artists and artistic styles. ASSESSMENT

1. Folio (70%) 2. Research and Analysis (20%) 3. Examination (10%)

Photography Either Semester In the practical component, students integrate both black and white and digital photography in the development of a folio and explore a range of photographic processes. With a focus on design elements they are introduced to composition and a variety of ways to manipulate image using the camera, darkroom techniques and new media technologies. In the appreciation component, students develop research and analysis skills with a focus on specific artists and styles studied.

In addition, students research and analyse an example of commercial visual design, as well as look at various fields of practice within the design area.

1. Folios (70%) 2. Research and Analysis (20%) 3. Examination (10%)

Either Semester Visual Communication Design relates to design in the following areas: publishing, advertising, architecture, package and multimedia design. It is a single semester course that deals with basic drafting concepts that are used in freehand and mechanical drawing. It has practical applications in architecture, design and engineering. Students are introduced to the basic vocabulary of visual communication through practical exercises in advertising, typography, layout, rendering and computer work. Freehand and instrumental drawing techniques are investigated in a series of practical exercises to produce a number of folios.

Design and Technology– Resistant Materials Either Semester

BUSINESS MANAGEMENT Either Semester This unit examines the role of small business in Australia. Students are introduced to the personal characteristics and managerial skills required to be a successful small business owner. An overview of the steps involved in setting up a small business including finance, legal requirements, location and marketing is provided. Students participate in an online sharemarket game. Students are required to complete several analytical exercises and to design a business plan for a proposed small business. ASSESSMENT

1. Analytical Exercises (20%) 2. Business Plan (30%) 3. Examination (50%)

In this course, students learn how to design and manufacture a number of products by working with various materials, components, tools and equipment. They learn about technological development and the design principles involved in traditional and modern manufacturing industry. They acquire skills in the application of a variety of techniques and processes while working with wood, metal, plastics and fabric. Students examine how specific systems are designed and applied to achieve particular outcomes through the use of electronics and mechanisms. They record their progress in a folio of design and development work. The course includes an excursion to experience industrial design at first hand. Students investigate design-related topics and report on their findings. ASSESSMENT

ASSESSMENT

Visual Communication Design

1. Folio and Production (70%) 2. Research Assignment (20%) 3. Examination (10%)

ASSESSMENT

DESIGN AND TECHNOLOGY 1. Folio (70%) 2. Research and Analysis (20%) 3. Examination (10%)

ASSESSMENT

Design and Technology–Textiles

1. Folio and Production (70%) 2. Research Assignment (20%) 3. Examination (10%)

Either Semester In this course, students are encouraged to develop their skills in the design and manufacture of textile articles and garments using a variety of decorative surface techniques and a combination of hand and machine processes. The surface techniques include printing and painting on fabrics and embroidery and decorative stitching. Through a range of activity-based projects students develop their skills in design and manufacture using domestic and computerised sewing machines. They record their progress in a folio of design and development work. In addition students are required to complete research assignments based on cultural, historic and technological aspects of costume and clothing.

DRAMA Either Semester Acting is believing; it is aesthetic, imaginative and creative. Acting can be exhilarating and risky. It challenges students. It can be funny or magical or moving. As a one semester course, Year 10 Drama offers insight into the world of Drama and Theatre Arts. Our focus on collaboration and group-work develops into ensemble and individual performances. Our introduction to acting skills is complemented by discussions on applied stagecraft, theatre history and play excerpts. Students are involved in theatre games, improvisation and polished improvisation, voice work and movement. Cohesive group work is an objective in the early stages as it fosters confidence, acceptance and experimentation. Concentration on the potential of the

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Students will learn the elements of theatrical production: stage and set design, lighting, costume, make-up and sound. They will learn theatrical terms; they will read extracts from famous texts and discuss how characters might be realised and where moments of conflict or laughter might occur for an audience. Through rehearsals they will come to a greater understanding of the pitfalls and joys of theatrical performance. They will keep a written journal to record their discoveries and to evaluate their own learning in the theatre. Assessment is based on each student’s contribution to class dramatic activities, on the contribution made to the ensemble in performance, on textual analysis, understanding of theatrical terminology and on simple design technique.

interdependence of countries worldwide through the increasing interactions between countries through the internet, travel, education and other transactions that occur globally. The final area of study is “Global Fishing”, investigating the causes and effects of overfishing and an examination of management strategies to cope with the ever-increasing demand for this vital food resource. The field trip undertaken by students this semester is to the Marine Discovery Centre at Queenscliff. Throughout the Year 10 course students are encouraged to address the question of “How should natural and human environments be managed now and in the future?” and to develop a deeper understanding of the world in which they live. ASSESSMENT

1. Classwork (20%) 2. Class Presentation (20%) 3. Report (20%) 4. Examination (40%)

ASSESSMENT

1. Classwork (45%) 2. Performance (30%) 3. Examination (25%)

HISTORY Renaissance

GEOGRAPHY Either Semester or Both Semester 1 will focus on the key skills required in Geography such as mapping, interpretation and analysis of data and graphic presentation techniques. Students are involved in the analysis and evaluation of processes within natural environments (“Plate Tectonics and Natural Resource Management”) and urban systems (“Million + Cities”). Throughout the semester students will learn how natural and human systems evolve and via the study of natural resource management, (with an emphasis on land degradation and management), theory work is complemented by fieldwork in the region. In their study of plate tectonics students will carry out a research task on either a volcanic eruption or a major earthquake. During their study of urban areas, students adopt the role of town planners in a group problem-solving exercise using “SimCity”. In Semester 2 students begin with the study of “Climatic Phenomena” with a focus on specific climatic events such as global warming, hurricanes and El Nino. The next area of study is Globalisation. Students study the growing

Students study the history and culture of Italy during the Renaissance. They examine the role of merchants and trade in generating wealth and new ideas. They analyse the way in which city-states and rulers competed to use the arts to assert their prestige. Specific studies include the role of leaders such as the Medici and the Borgias, and the development of cities such as Florence, Venice and Rome. They also examine the nature of humanist ideas, and their expression in architecture, the visual arts and through key individuals such as Da Vinci, Leonardo and Galileo. ASSESSMENT

1. History Journals/Folders (20%) 2. Research Assignment (40%) 3. Examination (40%)

The Ancient Roman World This unit offered for the first time in 2014, gives a look into one of the most famous Empires in History, the Roman Empire. The unit begins with the study of the founder of the Roman Empire, Augustus and continues with the Julio-Claudian Emperors. Students examine political, social, economic and religious life in first century Rome. Next we turn our attention

to the bay of Naples to study the town of Pompeii. In 79AD a volcanic eruption covered the Roman town of Pompeii in five metres of ash and pumice. Today we are left with one of the best preserved and most widely visited archaeological sites in the world. Students examine the written and archaeological evidence of everyday life in a Roman town 2000 years ago. This unit will give students the opportunity to build and develop historical and critical thinking skills crucial to the study of History in years 11 and 12. ASSESSMENT

1. Coursework (20%) 2. Research Assignment (40%) 3. Examination (40%)

INTERNATIONAL RELATIONS, 20TH & 21ST CENTURY Either Semester Students study the origins and outcomes of Cold War conflicts and the development of Australian Foreign Policy. Areas of study include the interpretations and explanations of Cold War relations, the implications of superpower rivalry, an analysis of a Cold War flashpoint and new foreign policy directions in Asia. Complementing this study of the Cold War, the origins of Terrorism and Espionage will be investigated. Espionage organisations such as the secret police services of the former Communist Europe, the CIA and FBI and the role intelligence played in International Relations and the Cold War will be investigated. These studies will form the background to students examining the current “war on terror” and the impact that this has had on International Relations. Why and how did al Qaeda attack America a number of times, including 9/11? Did US intelligence fail in preventing these attacks? Why has America responded the way it has? Is terrorism a permanent aspect of the 21st century? ASSESSMENT

1. History Journals/Folders (20%) 2. Research Assignment (40%) 3. Tests/Examination (40%)

LITERATURE Either Semester Literature emerges from the social and

SECTION 04 — YEAR 10

individual inside the ensemble evolves into a dramatic production that is performed for a public audience.

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cultural environment of its production. In reading literature, we bring, consciously or otherwise, our own experiences to the text. This interaction between the circumstances of the text’s production and the factors influencing the reader’s response will be the focus of the course. It will emphasise the details of literary texts and the historical and intellectual worlds of which they are a part. The class studies a wide range of poetry to give them an enjoyable introduction to this genre. In addition, students study works of literature from different eras. ASSESSMENT

1. Written Responses (33%) 2. Oral Component (33%) 3. Examination (34%)

LANGUAGES Chinese (Mandarin) Both Semesters This course is designed for second language students who have some background (at least 150 hours) in the study of Chinese and require further development of their skills in order to undertake the study of IB Mandarin or a VCE Chinese Second Language course. Note: This course is not suitable to any student who has attended any school where Chinese is the medium of instruction. It is not suitable for first language learners. In Semester 1, students will work to consolidate and extend vocabulary on a range of familiar topics relating to personal and family profile, school and daily life, food and eating habits in cultural context. In Semester 2, students are expected to participate in spoken and written exchanges with a degree of sophistication and to respond to spoken and written texts in relation to a broad range of topics including weather, health and sports, location and direction and arranging holidays. Traditional forms of writing may be used, but students must be able to read simplified characters. ASSESSMENT

1. Listening Skills (25%) 2. Speaking Skills (25%) 3. Reading Skills (25%) 4. Writing Skills (25%)

French Both Semesters This course continues to develop the four macro skills of listening, speaking, reading and writing. Students communicate appropriately in a variety of situations and use language in familiar situations to influence the listener and negotiate. They read with understanding a variety of short text types, use communication strategies to cope with occasional unfamiliar words and use information from a variety of sources to write four or five linked paragraphs, adapting writing to reflect context, purpose and audience. In Semester 1, content areas include: France; the French-speaking world; language for the French classroom; language courses in France; exchange programmes; host families; Paris; school Life in France, Verlan, Bordeaux, Le Var and French departments; advertising; mobile phones; peer pressure; films and Lyon. In Semester 2, content areas include: holiday and part-time jobs; careers and unemployment; friendship; drugs and alcohol; schoolies week; VillersBretonneux, the Christmas Truce of 1914, Strasbourg and the European Union; reality television; changing eating habits; water pollution and recycling; Futuroscope; overseas departments. Students are able to discuss past, present and future events. The core coursework is complemented by a range of activities, including reading and listening kits; video programmes; computer software and internet access designed to foster individual learning and extend students to their capacity. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. ASSESSMENT

1. Listening Skills (25%) 2. Speaking Skills (25%) 3. Reading Skills (25%) 4. Writing Skills (25%)

German Both Semesters The course continues to develop the four macro skills of listening, speaking, reading and writing. Students interact

orally in a range of situations and use and adapt models to pass on the information gathered to others or use it in an activity. They understand the main ideas in a range of texts and use the information both orally and in writing. They write three or four linked paragraphs for personal, social or information purposes. In Semester 1, content areas include: relationships with family and friends, holidays, transport and weather, daily routine and chores, parts of the body, health and illnesses. In Semester 2, content areas include: the city, town and countryside, the environment, future plans, holidays and jobs, fashion and celebrations, school life, the capital city Berlin. The core coursework is complemented by a range of activities, including reading and listening kits; video programmes; computer software and internet access designed to foster individual learning and extend students to their capacity. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. ASSESSMENT

1. Listening Skills (25%) 2. Speaking Skills (25%) 3. Reading Skills (25%) 4. Writing Skills (25%)

Japanese Both Semesters In order to study Japanese at Year 10 it is expected that students will have completed two to three years of study of the language between Years 7 and 9. This course requires students to have prior knowledge (at least 150 hours) of Japanese and a good grasp of script. In Semester 1 students learn to exchange personal information with greater detail and sophistication. They are able to extract relevant information from written and oral sources despite the presence of unfamiliar elements. Students are expected to create pieces of work using various discourse forms and styles. The number of Kanji introduced is increased and students consolidate their ability to use all three scripts. Content areas include the personal world, shopping and eating out.

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At the end of each unit of work, students are tested on the topic they have studied. The focus of these assessments is on listening and reading. Throughout the units of work students are assessed on their written and oral skills. Assessment tasks, where appropriate, are modelled on the style of assessment used in senior years. ASSESSMENT

1. Listening Skills (25%) 2. Speaking Skills (25%) 3. Reading Skills (25%) 4. Writing Skills (25%)

MUSIC

SECTION 04 — YEAR 10

In Semester 2, students participate in a number of oral activities, being able to both give and receive information and communicate orally in the style appropriate to the occasion. More Kanji are introduced and students continue to consolidate their knowledge of the three scripts. Content areas include; life in Japan, directions and describing people and events.

ASSESSMENT

1. Performance (25%) 2. Creativity (25%) 3. Classwork (25%) 4. Examination (25%)

Music for all Ages Semester 2 Group work is centred on writing songs for young children. Students work in small groups and write and record their own children’s songs, becoming familiar with the recording techniques of the audio visual studio. The final product of this section of work is a collated songbook with accompanying CD.

Music literacy skills are developed using the Kodaly Method. Students are encouraged to work at their own theory levels following the Australia Music Education Boards’ grades. It is expected that a student studying music will be having private lessons on an instrument/ voice and build on their performance skills in an encouraging and non-threatening environment.

Either Semester or Both Semesters Prerequisite: Students should have achieved a Grade 1 AMEB level of theory. If they have not they will be expected to attend lunchtime theory classes to achieve this.

Musicians in an Animated World Semester 1 Group work is centred on Music in Animation. Students work in small groups to record songs and accompaniment for concepts of animation, becoming familiar with the recording techniques of the audio visual studio and i-Movie. They then write or arrange their own songs or orchestrations for these storyboarded films. The final product of this section of the work is a two-minute compilation of storyboards, songs and orchestrations. Music literacy skills are developed using the Kodaly Method. Students are encouraged to work at their own theory levels following the Australia Music Education Boards grades. It is expected that a student studying music will be having private lessons on an instrument/ voice and build on their performance skills in an encouraging and non-threatening environment.

ASSESSMENT

1. Performance (25%) 2. Creativity (25%) 3. Classwork (25%) 4. Examination (25%)

SPORT SCIENCE Either Semester This unit is aimed at providing students with both a theoretical and practical insight into the fields of Sport Science such as exercise physiology, biomechanics and sport psychology. Areas studied include musculoskeletal and cardiorespiratory systems, components of fitness, psychological strategies to enhance performance, techniques and strategies to promote recovery and the use of technology in Sport Science. It is the aim of the unit that students will develop an understanding of the human body and skills that will allow them to improve their levels of fitness, wellbeing and sporting performance. ASSESSMENT

1. Coursework (25%) 2. Project (25%) 3. Examination (50%)

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PRINCIPAL'S REPORT FOR SPEECH DAY - CORIO CAMPUS

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PRINCIPAL'S REPORT FOR SPEECH DAY - CORIO CAMPUS

SECTION 01 — NAME OF SECTION GOES HERE

POSITIVE EDUCATION

↓ SECTION 05 — WHICH SHOULD I CHOOSE?

VICTORIAN CERTIFICATE OF EDUCATION (VCE) OR INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IB) Students entering Year 11 must choose to take either the Victorian Certificate of Education (VCE) or the International Baccalaureate Diploma Programme (IB) for their final two years of schooling. Each of these programmes has its own particular features and merits and each is described in considerable detail on the following pages. Either is capable of being a suitable qualification for further study at university either in Australia or abroad. The VCE is designed to cater for students of all abilities and to provide a suitable pathway for either direct entry into the workforce or for further study at universities, TAFE Colleges or private institutions. The programme provides for a wide range of possibilities from narrow specialisation to a broad general education. Those who wish to concentrate their study on, for example, the Arts or the business subjects or the Mathematics/ Science subjects, may do so. The International Baccalaureate is an international curriculum designed to cater for students who wish to prepare themselves for further study at a university. The programme requires students to be able to work effectively across a broad cross-section of subjects and does not allow for much specialisation. All IB students must study English, a foreign modern language, a Humanities subject, a Science and Mathematics. The sixth subject offers further choice. Of their six subjects, three must be taken at the Higher Level which is more advanced than the corresponding VCE subject (at Year 12). The other three IB subjects chosen by students in Year 12 are taken at the Standard Level. The standard is approximately the same as the corresponding VCE course in most subjects. One of the chief benefits of the Diploma is that its candidates can expect to manage university expectations

successfully. As well as their six Academic subjects all IB students must undertake three core requirements, Theory of Knowledge, the CAS Programme and the Extended Essay. As a rough guide, about 55% of Geelong Grammar School students would be capable of achieving the minimum score necessary to be awarded the IB Diploma. It would therefore be advisable that students who attempted the IB Diploma were achieving the sort of grades in Year 10 that would place them in the top 55% of the year group. Historically, this is equivalent to about a B average. International Baccalaureate students need to be motivated, organised and selfdisciplined students capable of getting on with their work without continual prompting from teachers, parents, Heads of Houses and Tutors. They also need to have a love of reading and a capacity to critically analyse what they have read. Of course VCE students with these same attributes will achieve considerable success although tasks tend to be less open-ended in the VCE. The critical difference is that all students are capable of achieving the VCE provided they make a reasonable attempt to do what they are asked to do, but not all students are capable of achieving an IB Diploma. It would be unwise to undertake the IB programme without a reasonable expectation of being able to achieve the Diploma.

YEAR 11

Term 1 - Mid-term Progress Report - Interim Report Term 2 - Parent Student Teacher Interview Evening - Mid-term Interim Report - Reports for each subject and Head of House Report Term 3 - Mid-term Progress Interim Report - Interim Report Term 4 - Mid-term Interim Report - Reports for each subject and Head of House Report YEAR 12

Term 1 - Mid-term Progress Report - Reports for each subject and Head of House Report Term 2 - Parent Student Teacher Interview - Interim Report Term 3 - Mid-term Progress Interim Report - Reports for each subject Term 4 - Head of House Report - Valete Report

Tutoring Contact with Parents There is regular contact with parents, through Parent Teacher interviews and a comprehensive reporting system. Informal contact with parents is also encouraged via the telephone or email with the student’s Head of House or Tutor. The student’s Head of House is the first point of contact on any issue. In Years 11 and 12, students are strongly encouraged to attend Parent Teacher Interviews with their parents or guardians as each student is responsible for his/her own learning. In Year 12 the reporting process is slightly different from Year 11. Formal assessment occurs twice each term and these grades can be accessed through the Community Portal in Online Reports. (For further information see Website).

Students who need specific English and Maths Tutoring help are able to request this through their Head of House and make an application on Blackboard. Tutorials operate after school and during evening prep sessions. Allocation of tutors is dependent on a student’s ability to demonstrate a commitment to their own learning. Tutoring in other subjects is not organised by the School.

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Choosing subjects demands some awareness of the requirements of tertiary institutions in regard to prerequisites. A prerequisite subject is one that is required by a particular tertiary institution before application for entry to that course will be considered. Not all institutions have the same prerequisites for similarly named courses. This will allow students some flexibility in their subject choices, but students should check carefully the requirements of the institutes of greatest interest. It is very important that students check these statements carefully, with the correct source. For example, if the year of tertiary entrance is 2015, then the VICTER 2015 should be used. This is also available online via the VTAC (Victorian Tertiary Admissions Centre) Website. Houses and the Careers Centre have hard copies. While the VTAC Guide, which predominantly covers entry to Victorian tertiary institutions, is a valuable document, it is only relevant as a source of prerequisite data for the listed year of tertiary entry. Entry requirements for interstate institutions may also differ from their Victorian counterparts. Details should be checked through the relevant documents, or websites for each state. Middle Band Selection: where an applicant’s score falls just outside the minimum for selection, other criteria, such as specific subjects, may allow selection into that course to proceed. Subjects that may be given special consideration are given with prerequisite information in university documents. Below are listed Victorian tertiary institutional requirements, in general terms, over a limited range of course areas. There are some minor differences between requirements for VCE students and those taking the IB, with these differences being most commonly associated with IB requirements for satisfactory completion of their Diploma.

Please note that the following examples of tertiary requirements are not intended to be definitive. Rather, this information should be used merely as a guide to the kinds of subjects needed for some areas of study. Students must check details with individual institutions, for their correct year of entry. Prerequisites are given as Year 12 requirements unless otherwise stated. There is general parity between VCE and IB subjects, with IB Mathematics SL equating to VCE Mathematical Methods. It is important, especially for interstate prerequisite subjects, to clarify specific IB requirements. Agriculture - The University of Melbourne’s Agriculture degree requires English and minimum scores in either Maths Methods or Further Maths. La Trobe University’s Agricultural Science has only English as a prerequisite, but science and maths subjects are valuable. Agricultural Diploma courses do not have any prerequisites other than English. Architecture - There are four courses in Victoria, it is possible to enter undergraduate programmes with Further Maths and English. Some courses require folios and design activities as part of the selection process. Deakin does not have a Maths prerequisite. Art and Design - A number of Art and Design courses have no prerequisites. However, since a major part of the selection process is by folio and interview, it is important to include at least one subject of Visual Communication Design (VCD), Studio Arts or Product Design and Technology. Swinburne introduced VCD as a prerequisite for some of its courses and relies more on ATAR score than folios. Arts - English, with bonuses often offered for some of: languages, histories, literature, geography, in the middle band, depending on the institution and year of entry. Business/Commerce - For example, where there is a prerequisite, it will be English and Maths. Maths Methods is needed for Melbourne University, Monash University (Clayton Campus) and several RMIT courses. Further Maths is the minimum for Monash University (Caulfield Campus), and no Maths is listed for many other courses of this type - depending on the institution

and year of entry. A Maths subject in Year 11 is often required. Although not required for entry, there is value in taking accounting and/or economics, as preparation for these subjects and the opportunity to “try them out” before taking on such a course Computing/Computer Science - English and Maths Methods, depending on the course and year of entry. Computing within a Science degree at Melbourne University requires English, a Science and Maths Methods. La Trobe University and Swinburne University Computer Science also require Maths Methods, depending on year of entry. Engineering - Minimum maths required is Maths Methods, and usually either Physics or Chemistry. Students considering this area of study should choose as much Maths as they can, and preferably include both Physics and Chemistry, at least in Year 11. TAFE Engineering requirements are less stringent, and can articulate into a degree. Health Sciences - There is considerable variety in requirements between institutions. Courses such as Speech Pathology, Occupational Therapy, Podiatry and Physiotherapy at La Trobe offer a selection from sciences and maths, including Physical Education. Physics, Chemistry and Biology are also valuable. Melbourne Biomedicine requires Chemistry and Maths Methods as prerequisites. Law - The only requirement for Law is English. However, most students choose to combine Law with another field such as Commerce or Science, in which case prerequisites will be important, depending on this concurrent degree. History is particularly useful as preparation for Law itself. Subjects that develop essay-writing skills are also valuable. Medicine - Again there are differences between Monash University and The University of Melbourne. Biomedicine at The University of Melbourne, which will lead to the postgraduate medicine course, demands Chemistry and Maths Methods. Science at Melbourne, which also can lead to Medicine, will require Maths Methods and one of Chemistry, Biology or Physics. Monash requires Chemistry. There are also more places available in postgraduate medicine courses than for school leavers, which create additional options for those seeking entry to the profession. Check prerequisites for other states as they may differ. All local

SECTION 05 — WHICH SHOULD I CHOOSE?

TERTIARY ENTRANCE REQUIREMENTS & PREREQUISITE STUDIES

IB students should check individual university statements thoroughly.

â&#x2020;&#x201C; SECTION 05 â&#x20AC;&#x201D; WHICH SHOULD I CHOOSE?

applicants must sit the University Medical Admissions Test (UMAT). International students must sit an ISAT. Some courses also interview. Note that one science subject may not be sufficient to access some science courses. Nursing - There are some courses which only list English as a prerequisite, while others may require a Science and/ or Maths. These latter subjects offer a good preparation for nursing, even if not essential for entry. Psychology - There are generally no prerequisites for psychology, unless it is being studied in a science environment, in which case Maths Methods may be required. Maths and a Science subject are generally considered helpful. Science - Many courses will require a Maths (often Methods) and a Science (Biology, Physics or Chemistry), but there are Science degrees which have no prerequisites other than English. Bridging courses in basic Sciences are sometimes offered early in the course. Interstate Prerequisites They will be similar to Victorian Courses, but they must be checked with individual Tertiary Admission Centres. Some States refer to assumed knowledge of a subject, and whilst not a prerequisite as such, it is an important consideration. Selecting a study programme for the final years of schooling is a balancing act between: - What subjects do you enjoy? - What subjects are you likely to have success in? - What subjects do you need to access specific courses? - What subjects will keep your options open? Information for this guide has been taken from the VICTER 2015, published by VTAC, to be used by VCE students seeking tertiary entrance in 2015. VTAC Course requirements can be easily accessed at: www.vtac.edu.au/courselink/welcome.htm Similar programmes are available at all interstate Tertiary Admissions Centres.

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PRINCIPAL'S REPORT FOR SPEECH DAY - CORIO CAMPUS

SECTION 01 — NAME OF SECTION GOES HERE

POSITIVE EDUCATION

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Studio Arts

ARTS

ENGLISH/EAL

English

ENGLISH

French

Chinese SL/SLA

LANGUAGES

Economics

Accounting

BUSINESS STUDIES

Year 12 History of Revolutions

Year 12 Australian History

Geography

HUMANITIES

Physics

Chemistry

Biology

SCIENCE & TECHNOLOGY

Specialist Mathematics

Mathematical Methods CAS

Further Mathematics

MATHEMATICS

Physical Education

PHYSICAL EDUCATION

CLASSIFICATION OF VCE STUDIES OFFERED AT GGS 2013-2014

Visual Communication Design

Legal Studies

Agriculture & Horticulture

MR JOHN GRAVE.

CONTACT THE VCE CO-ORDINATOR –

VCE STUDIES OFFERED AT GGS, PLEASE

FOR INFORMATION ABOUT ALL THE

German

Year 11 20th Century History

Product Design Technology (Materials & Textiles)

Literature

Japanese SL

Psychology

Theatre Arts

Music Performance

Music Investigation

SECTION 05 — VICTORIAN CERTIFICATE OF EDUCATION

CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

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A student’s programme must include 4 units from the subjects English, English as an Additional Language/Dialect (EAL/D) or Literature. This is referred to as the English requirement. There are no other VCAA requirements although GGS recommends that most students consider including at least two units from the Arts and Humanities areas and at least two units from the Mathematics, Science and Technology areas. From this programme, students must achieve satisfactory completion of at least sixteen units including three units of English, English (EAL/D) or Literature and at least three other Unit 3 and 4 sequences. Normally, at Geelong Grammar School, students in Year 11 undertake 6 subjects and 5 subjects in Year 12.

AUSTRALIAN TERTIARY ADMISSIONS RANK The Australian Tertiary Admissions Rank (ATAR) – previously known as the ENTER - is important for selection into tertiary courses. It is a percentile ranking based on performance in assessment in Units 3 and 4. Scores in the English requirement, plus the next best three subjects plus ten percent of the score in up to two more subjects are included in the calculation. An ATAR is not calculated unless, as well as being awarded a VCE, the student has satisfactorily completed both Unit 3 and Unit 4 of the English requirement mentioned in the previous paragraph. Note: No more than two Mathematics scores can be counted in the top four scores. Important Consideration In Subject Choice - The student thinks that they might enjoy the subject and therefore will be prepared to work hard at it. - There is some evidence to show that the student may be able to do the subject well. - Some of the student’s subjects should be relevant to their future. Entry Into Units 3 and 4 In some subjects, students must have completed Units 1 and 2, in other subjects it is possible to complete Units 3 and 4 without Units 1 and 2 although extensive pre-reading may be required.

Students who have not completed Unit 1 and Unit 2 in a subject and who wish to select a Unit 3 and 4 subject for the following year will need to seek permission from the relevant Head of Department. The student’s academic record and work ethic will be considered before permission is granted. Units 3 and 4 at Year 11 Some students may be interested in the possibility of taking one Unit 3 and 4 sequence during Year 11. While it is accepted that this possibility is appropriate in some circumstances it may be a disadvantage in others. Units 3 and 4 work is based on the development of skills, knowledge and intellectual maturity that Units 1 and 2 studied at Year 11 encourage. While it is no doubt possible to undertake some Units 3 and 4 without this preparation, and to do so with success, the overall picture must be kept in mind before any decision is made. For some Year 11 students, the commitment necessary to succeed at one sequence of Unit 3 and 4 could endanger the proper foundation for Year 12 in other subjects. Moreover, it could mean that participation in the wider life of the School may be hampered. As a result the seeming advantage of an extra final year subject and the bonus points that might be involved is overshadowed by the eventual loss of more points across an entire academic programme and limitation of the wider education of the student. Consequently, some students do not take a Year 12 subject during Year 11. Year 11 students wishing to select a Unit 3 and 4 sequence need to be achieving an overall B average in Year 10 and a B+ in the required prerequisite subject. Students would also need to gain a recommendation from their subject teacher and the relevant Head of Department which would largely be based on the student’s Attitude and Effort grades from Year 10. Entry to a Unit 3 and 4 sequence at Year 11 will only be possible if it can be arranged within the timetable. Subject selection decisions should be discussed with the Tutor, the Head of House, the Head of Careers and the VCE Coordinator. Availability of subjects At the completion of the subject selection process a subject may not proceed if there is an insufficient number of

students choosing that subject. The students involved would be informed of the changes as soon as possible. Special Provision Students with a significant learning difficulty may be eligible for Special Provision. Advice can be sought from the VCE Coordinator early in Year 11 so that appropriate testing and documentation can be put into place, although the final decision rests with VCAA. Exchanges for Year 11 and Year 12 Long term Language exchanges are not supported during term time. The Language Faculty offers shorter language tours in some languages, subject to student interest and availability. VET Equine Industry In the past, some students have completed a two year course with an external provider. This course is completed on weekends and in holiday periods, generally at an external venue such as Glenormiston Agricultural College. This course incurs an additional cost. Any interested students should contact the VCE Coordinator. Students undertaking this course are expected to be able to work without supervision.

ACCOUNTING Unit 1: Semester 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. The cash basis of recording and reporting is used throughout this unit. Using single entry recording of financial data and analysis of accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a service business. Where appropriate, the accounting procedures developed in each area of study incorporate the application of accounting principles and the qualitative characteristics of accounting information.

SECTION 06 — VICTORIAN CERTIFICATE OF EDUCATION

THE VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY (VCAA) REQUIREMENTS FOR THE AWARD OF THE VCE

↓ SECTION 06 — VICTORIAN CERTIFICATE OF EDUCATION

ASSESSMENT

1. Coursework (50%) 2. Examination (50%) Unit 2: Semester 2

Accounting for a Trading Business This unit extends the accounting process from a service business and focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. Students develop their understanding of the importance of ICT in the accounting process by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports. Where appropriate, the accounting procedures developed in each area of study incorporate the application of accounting principles and the qualitative characteristics of accounting information. ASSESSMENT

1. Coursework (50%) 2. Examination (50%) Unit 3: Semester 1

Recording and Reporting for a Trading Business This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is also used. Where appropriate, the accounting procedures developed in each area of study incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Unit 4: Semester 2

Control and Analysis of Business Performance This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit is based on the double entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system. Students investigate the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students interpret accounting information from accounting reports and graphical representations, and analyse the results to suggest strategies to the owner on how to improve the performance of the business.

On completion of this unit students should be able to: describe and explain the make-up of agricultural and horticultural systems; identify the range of factors that influence the maintenance and distribution of these systems in this region of Victoria. They will then apply and justify the use of production skills involved in establishing a small agricultural/ horticultural enterprise. ASSESSMENT

1. Coursework (70%) 2. Examination (30%) Unit 2: Semester 2

Where appropriate, the accounting procedures developed in each area of study incorporate the application of accounting principles and the qualitative characteristics of accounting information. ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

AGRICULTURAL AND HORTICULTURAL STUDIES Rationale Agricultural and Horticultural Studies is designed to give greater understanding of the operations and practices of agricultural and horticultural systems. The focus is on human interaction with the earth and its organisms. The goal of this interaction is to develop an economically and ecologically sustainable system. Throughout the study, students apply their acquired knowledge in managing an agricultural or horticultural enterprise.

Unit 1: Semester 1

Agricultural and Horticultural operations In this unit students study local agricultural and horticultural operations and the factors that influence these

enterprises. Students explore elements that constitute agricultural and horticultural systems; basic animal and plant biology, including identification, classification, structure and growth. They examine the environmental, economic, social and historical factors that influence the development of local agricultural and horticultural systems.

Production This unit focuses on the analysis of production systems in terms of physical, biological, social and economic factors, sustainability and time. Students examine nutrition, reproduction and genetics in plants and animals. They consider the role of agribusiness and horticultural business in adding value to produce. This unit involves investigating the factors that influence the process of production. On completion of this unit students should be able to: explain the nutritive and reproductive processes of plants and animals within an agricultural and horticultural production system; discuss the role of these systems in adding value to agricultural and horticultural produce. They will then evaluate and report on the management of a small agricultural enterprise their group established in Unit. ASSESSMENT

1. Coursework (70%) 2. Examination (30%) Unit 3: Semester 1

Technology Technology in this study refers to the equipment and processes that can be used to maintain and enhance the efficiency and eff ectiveness of agricultural and horticultural systems.

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Unit 4: Semester 2

Management This unit focuses on the management of agricultural/horticultural systems within the context of ecological sustainability. On completion of this unit students should be able to: compare a natural ecosystem with a managed ecosystem; apply appropriate production skills to the enterprise; evaluate the outcomes of a business plan; analyse financial performance. Students report on the conduct of an enterprise including factors influencing its productivity and sustainability and students give recommendations for improvement. ASSESSMENT

1. Coursework - Unit 3 (33%) a) an evaluation of methods for modifying the environment for agricultural/horticultural operations; (30 marks) b) a written report explaining the role of technology in agriculture/horticulture; (20 marks) c) a business plan for a small commercial agricultural/horticultural enterprise which involves the care of living plants or animals. (50 marks) 2. Coursework – Unit 4 (33%) a) an evaluation of resource management practices within agricultural/horticultural operations; (25 marks) b) a case study – analysing concepts of sustainability within agricultural/ horticultural systems; (25 marks) c) an evaluation report – based on the operation and outcomes of a small agricultural/horticultural enterprise in relation to a business plan. (50 marks) 3. Examination (34%)

BIOLOGY Unit 2: Semester 1

Organisms and Their Environment This unit examines the organism in the context of its natural environment. The adaptations (physiological, behavioural and reproductive), that characterise successful species are investigated before moving on to studies of organisms in populations, communities and ecosystems. The complex interactions that sustain life on earth between organisms, and between organisms and their environment, are considered and the unit concludes with a study of the various types of change that can take place in ecosystems. ASSESSMENT

1. Coursework (class tests and practical work) (50%) 2. Examination (50%) Unit 1: Semester 2

Unity and Diversity The first part of this unit examines the similarities and differences between cells of all organisms. Despite a great deal of diversity among living things, the requirements of cells are very similar and processes such as the provision of energy are remarkably similar. The unit moves on to examine the body systems that have evolved to ensure that cells function in an internal environment as close as possible to the optimum. All organisms need to obtain: nutrients, water and a source of energy, a means of disposing of their waste and a suitable method of reproduction. Accordingly, the cardiovascular, urinary, gastrointestinal, respiratory and reproductive systems are studied to understand how they influence the whole organism and allow it to live in its environment. ASSESSMENT

1. Coursework (class tests and practical work) (50%) 2. Examination (50%) Unit 3: Semester 1

Signatures of Life This unit examines the molecules and biochemical processes that are

indicators of life. Nucleic acids, proteins, lipids and carbohydrates are studied in addition to an examination of their biochemical reactions and how they support functioning cells. How organisms sense their environments and respond to changing conditions is also examined in this unit. The structure and function of the nervous, endocrine and urinary systems are investigated to develop an understanding of how organisms maintain a stable internal environment. The nature of infection and how organisms defend themselves against disease are also studied to gain a full understanding of a whole functioning organism.

Unit 4: Semester 2

Continuity and Change In this unit students learn about the process involved in genetics and evolution. The structure of DNA and the production of proteins from the blueprint encoded within its sequence are studied in detail. This aspect of the course is further enhanced by examining the flourishing biotechnological industry that has been born from an understanding of DNA and the powerful laboratory techniques which have been developed from this knowledge. The mechanisms of genetic inheritance and how the environment influences the changes in species over time are also examined in this unit. This lends itself to an examination of the evidence for evolution of life forms and how changes to species have come about over time. ASSESSMENT

1. Coursework – Unit 3 (20%) 2. Coursework – Unit 4 (20%) 3. Examination (60%)

CHEMISTRY Unit 1: Semester 1

Area of Study 1: The Periodic Table Students study the historical development of, and the relationship between the Periodic Table and atomic theory. Students are introduced to many of the major qualitative and quantitative ideas fundamental to chemistry including empirical and molecular formulae and the mole concept. They undertake practical activities that build their understanding of the Periodic Table. On completion of this area of study, students should be able to

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To achieve sustainable agricultural and horticultural systems, operators need to be aware of technology and its role in planning. This unit focuses on the impact of technology on agricultural/horticultural systems, including new methods of obtaining and processing information to improve efficiency in record-keeping and decision-making; production; marketing; and long-term planning. The development of new and improved technology associated with sustainable production, management and marketing will be investigated, and the impact of this production on the environment will be assessed.

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explain how evidence is used to develop or refine chemical ideas and knowledge.

Area of Study 2: Materials This area of study focuses on the structure, properties and applications of materials. Students investigate how the bonding models were developed to explain the properties of materials Students also investigate properties and structures of materials and explore the role of surfaces in the application of nanotechnology. On completion of this area of study the student should be able to use models of structure and bonding to explain the properties and applications of materials. ASSESSMENT

1. Coursework (50%) 2. Examination (50%) Unit 2: Semester 2

how chemical reactions and processes occurring in the atmosphere help to sustain life on earth. ASSESSMENT

1. Coursework (50%) 2. Examination (50%) Unit 3: Semester 1

Area of Study 1: Chemical Analysis Students use a variety of analytical techniques to analyse products in the laboratory. They conduct volumetric analyses using standard solutions for both acid-base and redox systems. Instrumental analyses are investigated and an associated excursion is undertaken where students relate modern instrumental techniques to chemical reactions and the structures of the materials being analysed.

Area of Study 2: Atmosphere The focus is on the interaction between living things and gases of the atmosphere. The kinetic molecular theory is used to explain and predict the behaviour of gases. Students perform calculations using the gas laws, and investigate the vital roles of oxygen, carbon dioxide and nitrogen through studies associated with the impact of human activities on the atmosphere. On completion of this unit the student should be able to explain

The second area of study, supplying and using energy, focuses on the extent of reserves and the use of different energy resources. The students conduct experiments using calorimeters to measure the energy of chemical reactions. Galvanic and electrolytic cells operate by transforming chemical and electrical energy. The electrochemical series is investigated and both types of cells are studied and investigated in the laboratory. Students extend their study of stoichiometry with the application of Faraday’s laws to solve problems for electrolysis reactions. Both areas of study involve the design and performance of experiments, including the generation, collection and evaluation of experimental data. ASSESSMENT

Area of Study 1: Water Students explore the special properties of water which make it so important to living things and relate the properties to chemical bonding characteristics. Aqueous reactions such as acid-base, redox and precipitation reactions are investigated by conducting a variety of practical activities. Equation writing and stoichiometirc calculation skills are used to develop the concepts of solubility, concentration and pH, when dealing with pollution and maintaining the quality of water. An excursion to the Western Treatment Plant forms an integral part of this study. Students investigate the principles of green chemistry. On completion of this area of study the student should be able to write balanced equations and apply these to qualitative and quantitative investigations of reactions involving acids and bases, the formation of precipitates and gases, and oxidants and reductants.

Area of Study 2: Supplying and Using Energy

Area of Study 2: Organic Chemical Pathways Students investigate the structure and properties of a number of organic chemicals. This includes the production of starting materials for particular reaction pathways and the use of biochemical fuels. Students also investigate how forensic analysis relies on the use of organic chemicals (including DNA) and the role of organic chemicals (including proteins) in the development of medicines. Both areas of study involve the design and performance of experiments, including the generation, collection and evaluation of experimental data. Unit 4: Semester 2

Area of Study 1: Industrial Chemisty The first area of study, industrial chemistry, focuses on the factors that affect the rate and extent of a chemical reaction. Students conduct experiments to investigate the factors that affect both rate and equilibria and apply Le Chatelier’s Principle to explain their results. Students explore how factors affecting rate and equilibrium are applied to achieve the optimum reaction conditions in the industrial production of chemicals. One chemical selected from ammonia, ethene, sulfuric acid or nitric acid is studied in detail.

1. Coursework – Unit 3 (20%) 2. Coursework – Unit 4 (20%) 3. Examination (60%)

CLASSICAL STUDIES Unit 1: Semester 1

Mythical Worlds This unit has three main areas of focus. Firstly “Heroes and Monsters” maintains a focus on myths in the ancient Greek and Roman worlds. Secondly “Myths and Archaeology” investigates the possible archaeological bases of myths. Thirdly “Myths in Art and Literature” explores how artistic literary forms expressed in art, architecture, drama and the like reinforced the significance of myths. At the conclusion of this unit, students should be able to: explain the nature of myths and legends in classical societies and cultures and explain the importance of archaeology in establishing the possible historical basis of myths and legends. ASSESSMENT

1. Coursework (25%) 2. Written Tasks (25%) 3. Research Tasks (25%) 4. Examination (25%)

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Classical Imaginations This unit has two main areas of focus. Firstly “Society through Culture” examines classical Greece or Rome through the exploration of a classical work or works. Secondly “Classics through Time” allows for consideration of the classical legacy by discussing the relationship between classical works and a work from a later period. At the conclusion of this unit, students should be able to: explain the way in which the classical society functioned and identify the earliest examples, features and conventions of at least two forms of classical expression. ASSESSMENT

1. Coursework (25%) 2. Written Tasks (25%) 3. Research Tasks (25%) 4. Examination (25%) Units 3 and 4: Semesters 1 and 2

Classical Worlds What was it in the ancient Greek imagination which inspired the extraordinary developments of the classical period? What happened so suddenly to make Athens the centre of art, politics, architecture and theatre? What tragic flaws brought about the demise of the Athenian empire? These units explore fifth century BC Greece, concentrating on the nucleus of Athenian influence. Classical Greek culture is defined by the sophistication of its distinctly human focus. We trace the advance of humanism through the examination of theatre, sculpture, architecture, politics and historical events so that students come to see how an ancient civilisation informed the development of Western culture. At the conclusion of these units students should be able to: evaluate the relationship between historical events and aesthetic artefacts in assessing the effect of historical events in the human imagination through the examination of a number of classical texts; and evaluate the ongoing significance of the classical heritage within the Western tradition by identifying the artefacts which best express the essence of the classical. Students will study a total of six classical texts; two in isolation and two pairs of texts in comparison.

ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

actions of economic decision-makers, and evaluate the impact of the issue on living standards. ASSESSMENT

ECONOMICS Economics is the study of how individuals and societies use resources to satisfy needs. It is central to understanding why individuals and societies behave as they do. VCE Economics equips students with a unique set of concepts, ideas and tools to apply to individual and social circumstances, and helps them to be more informed citizens, consumers, workers, voters, producers, savers and investors.

Unit 1: Semester 1

Economics: Choices and Consequences This unit introduces the basic economic concepts and the workings of markets: places where buyers and sellers exchange goods and services. On completion of this unit the student should be able to explain the role of markets in the Australian economy, how markets operate to meet the needs and wants of its citizens, and apply economic decision making to current economic problems; describe the nature of economic growth and sustainable development and evaluate the impact of these issues on living standards. ASSESSMENT

1. Coursework (50%) 2. Examination (50%) Unit 2: Semester 2

Economic Change: Issues and Challenges This unit focuses on the changing nature of population and demographics, the labour market and other related factors influencing the level of economic prosperity in the country, On completion of this unit, the student should be able to describe the factors that influence Australia’s population and labour markets, and analyse how changes in these areas may impact upon living standards; describe the nature of two contemporary global economic issues, explain how each issue is affected by the

1. Coursework (50%) 2. Examination (50%) Unit 3: Semester 1

Economic Activity In this unit students consider the factors that influence the buying decisions made by consumers in conjunction with the production and supply decisions made by businesses. On completion of this unit the student should be able to explain how markets operate to allocate scarce resources, and discuss the extent to which markets operate freely in Australia; explain the nature and importance of key economic goals in Australia, describe the factors that may have influenced the achievement of these goals over the past four years, and analyse the impact each of these goals may have on living standards

Unit 4: Semester 2

Economic Management This unit focuses on budgetary policy, monetary policy and supply-size policy to achieve its economic goals, and examine how the policies have been implemented over the past four years. On completion of this unit the student should be able to explain the nature and operation of government macroeconomics demand management policies, explain the relationship between budgetary and monetary policy, and analyse how the policies may be used to achieve key economic goals and improve living standards in Australia; explain the nature and operation of government aggregate supply policies, analyse how they may be used to achieve key economic goals and improve living standards in Australia, and analyse the current government policy mix. ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

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Unit 2: Semester 2

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ENGLISH Unit 1: Semester 1 This unit has an emphasis on literary texts. There is a common text which is studied by all classes, and a film is selected by the classroom teacher. Over the course of the unit students are taught the skills of analysing both text and film; essay writing techniques are revised to ensure that students understand the skills of creating a structured and supported argument. Students also study a Context and associated texts from which they generate a range of writing responses. To further develop the skills of argument, students are required to analyse techniques of persuasion and manipulative language in media texts. They will research and present an oral response to either the texts or the media analysis. A formal examination and classroom essays are used to assess the major areas of study in the unit.

Responding, Creating and Presenting and Persuasive Language. Students refine the skills needed for “Presentation of an Issue” which culminates in two formal assessment tasks: “Analysis of Language” (written) and “Point-of-View” (oral). Students study a common written text to which they respond analytically. They also study Context texts to generate ideas upon which they base a range of writing. All formal assessment is conducted along the guidelines of the VCAA. Unit 4: Semester 2 In this unit students continue to fulfil the required VCE outcomes through a variety of school assessed coursework tasks. They study a further literary text as determined by the classroom teacher. The Context is explored with another text and students continue to refine their writing in a range of styles. Students revise the techniques of language analysis, literary essay writing and Context writing in preparation for the final three hour examination in Term 4.

ASSESSMENT

1. Reading and Responding (20%) 2. Creating and Presenting (15%) 3. Persuasive Language (15%) 4. Examination (50%)

ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

Unit 2: Semester 2 This unit explores a Shakespeare play and another text chosen by the classroom teacher. The skills of literary analysis are again prominent, and each study is completed with a formal text response. In this way, key skills necessary for success in Units 3 and 4 are refined. Students continue to write in a variety of styles basing their content on ideas generated from the Context and the associated texts. Students continue to grapple with issues in the media, the emphasis this semester is on research and presenting a point-of-view on a particular issue. Again, a formal examination and classroom essays are used to assess the major areas of study in the unit. ASSESSMENT

1. Reading and Responding (20%) 2. Creating and Presenting (15%) 3. Persuasive Language (15%) 4. Examination (50%) Unit 3: Semester 1 Continuing from Units 1 and 2, and determined by the key VCE outcomes, students focus their attention onto three areas of study: Reading and

ENGLISH (EAL/D) ENGLISH AS AN ADDITIONAL LANGUAGE/ DIALECT (Guidelines from the VCAA Administrative Handbook) For a student to be eligible to study EAL/D because of their comparative unfamiliarity with the English language, they must meet strict criteria set by the Victorian Curriculum and Assessment Authority and provide the School with supporting documentation. If these conditions are met and the documentation is adequate, the student should be granted EAL/D status by the VCAA. 1. If he/she has been a resident in Australia or New Zealand or other predominantly English speaking country for no more than seven years. Note: The period of seven years is to be calculated cumulatively over the student’s whole school life. 2. English has been the student’s major language of instruction for a total period of not more than seven years over the period of their education.

Unit 1: Semester 1 This unit has an emphasis on literary texts and film. There is also an opportunity to study poetry. Over the course of the unit, students are taught the skills of analysing a text and film, formal essay technique and how to develop a personal response to a text. In related studies, students grapple with issues which have been raised in the texts or are current in the media. Students practise their skills of writing through the use of a range of writing styles, including the establishment of a ‘point-of-view’. Students also research and prepare two oral presentations in response to their texts and media issues. ASSESSMENT

1. Reading and Responding (20%) 2. Creating and Presenting (15%) 3. Persuasive Language (15%) 4. Examination (50%) Unit 2: Semester 2 This unit explores a written text in detail. The skills of literary analysis are again prominent, and the study is completed with a formal text response. In this way, key skills necessary for success in Units 3 and 4 are refined. Students continue to write in a variety of styles, with an emphasis upon personal and imaginative writing. To further develop the skills of argument, students are required to analyse techniques of persuasion and manipulative language in media texts. A formal examination assesses the major areas of study in the unit. ASSESSMENT

1. Reading and Responding (20%) 2. Creating and Presenting (15%) 3. Persuasive Language (15%) 4. Examination (50%) Unit 3: Semester 1 The focus of this unit is the development of critical responses to both literary and non-literary texts, including media texts, and the use of oral language to interact positively, critically and confidently with audiences in formal and informal settings. The focus in Term 1 is to develop skills needed to present a point of view on a media issue. On completion of this unit students should be able to discuss in detail the ideas, experiences and issues dealt with in a selected text and in current Australian media texts, and to present complex ideas

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Unit 4: Semester 2 In this unit students continue to fulfil the required VCE outcomes through a variety of internal assessment tasks. Further study of two literary texts from the VCE text list occurs preparing students for a major component of the external examination. Writing for creative purposes and contexts is explored. This culminates in two internal assessment tasks. There is no formal oral presentation requirement, although oral communication activities continue as part of normal classroom teaching. Students revise the techniques of Issues and Text Response in preparation for the final three hour examination in Term 4. ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

GEOGRAPHY Unit 1: Semester 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 investigates how the interactions between natural processes and human activities can also change natural environments. The world’s physical environments are composed of four natural systems (atmosphere, biosphere, lithosphere and hydrosphere) which are fundamental to the operation of all interactions within the environment. There are few places in the world where only natural processes operate. Human activities interact with natural processes, each affecting the other. The nature of change caused by the interaction between natural processes and human activities varies across a range of scales over space and time. Students must investigate at least two natural environments and the effect of human impact. Suitable topics for study may include coasts, mountains, deserts, rivers, volcanoes, glaciers, oceans and rainforests. Suitable topics for the investigation of human impact could

include deforestation, global warming, tourism, urban expansion, mining, pollution and managements such as National (including Marine) Parks. ASSESSMENT

1. Analysis Task (25%) 2. Fieldwork (25%) 3. Classwork (10%) 4. Examination (40%) Unit 2: Semester 2

Human Environments This unit investigates the characteristics of rural and urban environments that are developed by human activities and their interactions with natural environments. Rural and urban environments vary significantly from place to place and across a variety of scales. Rural and urban environments are significant because they are the locations where people live. Their presence creates settlements which vary in size and complexity from individual farmhouses to small villages, regional towns, large metropolitan cities and megacities. Rural environments are those produced by human activities such as farming, forestry, tourism, mining, fishing and rural settlements. Urban environments are those produced by human activities created by housing, work and leisure pursuits. The nature of change in human environments varies across a range of scales over space and time. Rural and urban environments are dynamic. They can be changed in the long or short term by advances in technology, individual and organisational decisions, as well as by natural and human processes and events. Decisions that affect the management and the sustainability of rural and urban environments and the distribution of rural and urban activities are made by governments, organisations and individuals. Students investigate one rural environment and one urban environment. One of these environments must be from Australia and one must be from another country. ASSESSMENT

1. Analysis Task (25%) 2. Fieldwork (25%) 3. Classwork (10%) 4. Examination (40%)

Unit 3: Semester 1

Regional Resources This unit investigates the characteristics of resources and the concept of a region. A resource is anything which occurs naturally or is created by humans to satisfy a need or want. Resources found within regions mean different things to different people over place and time. A study of resources is about the processes and relationships operating in the past, in the present and those which will operate in the future. Regions are areas of various scales that have characteristics and features that distinguish them from other areas according to the elements used to define them. The use and management of resources is dynamic and changes spatially over time in response to the interactions between human activities, natural processes and the legislative processes that humans put into place. Social, historical, environmental, economic and political factors can be used to predict and plan for future policies and strategies to ensure the sustainability of the available resources. Governments and other organisations often use the concept of region for planning purposes when determining the allocation of resources and the development of policies. Although the process of globalisation is influencing the world at a rapid rate, a regional perspective may give identity and help to make sense of such processes. The availability and utilisation of water resources influences settlement patterns, infrastructure, development and decision-making in many Australian regions. Problems of supply and debates about the water resources of rural and urban communities mirror processes that are happening elsewhere on the earth. There are competing demands for water resources within and between regions on local, national and international scales. Students must investigate a regional resource and a local resource in Australia. The regional resource will be water in the Murray-Darling Basin region. Students will use fieldwork to investigate a local resource.

Unit 4: Semester 2

Global Perspectives This unit investigates the geographic characteristics of global phenomena and responses to them. Global phenomena

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and information to an audience through a prepared oral presentation.

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are major natural or human events, processes or activities. Such phenomena are distributed globally and possess the capacity to affect the globe or significant parts of the globe and require more than a local or national response.

Unit 1: Semester 1

Human population studies are significant to understanding the challenges facing our globalised world. Spatial variations in the distribution, composition and growth of human populations are related to the nature of places. A global perspective is a viewpoint or policy designed to guide future action by people or organisations to address the effects of global phenomena. Phenomena such as El Nino, migration, rapid communications technology, earthquake damage, genetically modified crops or globally changing patterns of investment and industrialisation, shared ocean and atmospheric resources, pandemics and other ‘borderless’ phenomena play important roles in shaping community, environments and landscape change.

The first half of the twentieth-century was dominated by mounting international conflict and by the devastating effects of the First World War and the Second World War. Students examine how international rivalry before 1914 provided a war of unprecedented dimensions, and how this war changed the face of European politics and society. They study the peace settlement of the Treaty of Versailles and its effects on German society between the wars. The Weimar Republic, its successes and difficulties, and the rise of Adolf Hitler are also studied. Students analyse the nature of the state he created and of the new society he aimed to introduce.

Governments, organisations, groups and individuals respond to global phenomena in different ways. The type of response is affected by social, economic, historical and political considerations, resource access and distribution, and the nature and scale of the event or process. Policies developed to deal with global phenomena and its effects result in the formation of a global perspective. This unit investigates the distribution patterns of selected global phenomena. It considers the causes, dimensions and impact of global changes and analyses policies and strategies, including those that promote sustainability to enable a better world in the future. Students must investigate two global phenomena, one of which must be population. Other suitable topics include climate change, global fishing, migration, tourism, desertification and wetlands. ASSESSMENT

1. Analysis Task – Unit 3 (12.5%) 2. Field Trip Report - Unit 3 (12.5%) 3. Analysis Task 1 – Unit 4 (12.5%) 4. Analysis Task 2 – Unit 4 (12.5%) 5. Examination (50%)

HISTORY

Twentieth Century History (1900-1945)

ASSESSMENT

1. Research Essay/Tasks (40%) 2. Coursework (30%) 3. Examination (30%) Unit 2: Semester 2

Twentieth Century History (1945-2000) Until the 1950s, African-Americans were denied the civil rights that were afforded to white American citizens. First denied those rights in 1787 because of their largely slave status, attempts to change this situation after the Civil War were undermined by the U.S. Supreme Court supporting the notion of separate but equal facilities for the races. By 1954 the Supreme Court had ruled that separate public facilities, were inherently unequal. This decision stimulated a mass movement on the part of African-Americans and whites to end discrimination. It culminated in the massive 1963 march on Washington to support civil rights legislation pending in Congress. The federal government, initially reluctant to support the movement, finally passed far-reaching legislation in the Civil Rights Act of 1964 and the Voting Rights Act of 1965. The late sixties, particularly after the assassination of Martin Luther King in 1968, saw the civil rights movement split into radicals who argued that change was neither fast enough nor great enough and those who believed that new

political rights created the opportunity for bringing future change. What, finally, were the changes created by the Civil Rights Movement? While there has been some improvement in the rights and living conditions enjoyed by African-Americans, the battle for civil rights continues, and takes on new forms in contemporary America. ASSESSMENT

1. Analytical Essay/Tasks (40%) 2. Coursework (30%) 3. Examination (30%) Unit 3: Semester 1

Australian History (Pre–1914) We study Australian History to gain a greater understanding of ourselves. This unit begins with an examination of why settlers came to the Port Phillip District and why the settlement of the district was the most rapid expansion of European influence in the history of British Imperialism. Students consider the impact of these remarkable events on the Aborigines, what kind of society grew up in the district and how it was transformed by the impact of gold between 1850 and 1860. The second area of study considers the development of an Australian identity between 1888 and 1914. By examining the celebration of the centenary of European settlement, the Federation Movement, national themes in art, literature and architecture and legislation passed by early Commonwealth Governments, a picture of Australia’s national ethos is discovered. The notion of egalitarianism, the culture of the bush, who was to be included as citizens and who was not and the particular roles for women and men are considered in this investigation.

Unit 4: Semester 2

Australian History (Post–1914) Whatever the independence, identity and aspirations of Australia in the early years of the Twentieth Century, there is no doubt World War I significantly tested the new nation. In this unit we examine how Australia responded to the crisis of war, how it shook old certainties and provided opportunities for people to argue for change. We go on to consider how the cohesion of Australian society was affected by the experience and therefore whether or not our culture was redefined by war. The second area

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of study considers an aspect of the growing debate about Australia’s future that developed in the last forty years of the twentieth century. Specifically, we study changing attitudes to Australia’s involvement in the Vietnam conflict. We examine those attitudes during 1965 and 1970, we consider the connections between those two points in time, the degree of change between the two times and why that change took place.

Power to the Soviets”. What exactly was the new society the revolution aimed to create? Who resisted their project, and why? Was this new society as repressive as the one that it had replaced?

ASSESSMENT

LANGUAGES

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%) Unit 3: Semester 1

History Revolutions - French The Old Regime in France was based upon a theory of the absolute power of the king, and upon a society which accepted privilege - and inequality - as a natural part of the social order. How then did people in eighteenth century France begin to imagine a different society? In the 1780s, a financial crisis focused attention on France’s unfair system of taxation, which in turn led to demands for some form of representative government. The dramatic events of 1789 - The Tennis Court Oath and the Capture of the Bastille - did not seek to remove the king, but to make him accept a Parliament. By 1790, the revolution seemed to be over. Yet by 1792, France would be at war with all the European powers, a new invention called the guillotine would be introduced, and some 30,000 French citizens would be executed in the Terror. What had happened to a revolution that had promised Liberty, Fraternity and Equality?

Unit 4: Semester 2

History Revolutions - Russian When Tsar Nicholas II ordered a national holiday to celebrate three hundred years of Romanov rule, the Old Regime in Russia still seemed powerful and unquestionable. In reality, Russian society was under enormous strain: peasant grievances, industrialisation and the impact of disastrous wars in 1905 and 1914 created a dangerous situation. In February 1917, a first spontaneous revolution swept the Old Regime away; in October, a second, planned revolution brought Lenin and the Bolsheviks to power, promising “Peace, Land and All

ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

Enquiries about VCE Languages should be directed to the Academic Office.

Chinese Statement Of Eligibility Criteria for Chinese Second Language and Chinese Second Language Advanced (from VCAA)

Chinese Second Language A student is NOT eligible for Chinese Second Language if they have one of the following: - Twelve (12) months or more education in a school where Chinese is the medium of instruction - 3 years (36 months) or more residence in any of the VCAA nominated countries or regions including China, Taiwan, Hong Kong and Macau.

through studying topics relating to themes of the individual, the Chinesespeaking community and the changing world. Content areas include: personal identities, family and friends, personal beliefs and ideals, school life, rules and routine, and stories from peers in China. Students are required to: establish and maintain a spoken or written exchange related to personal areas or experience; to listen to, read and obtain information from spoken and written texts; and to produce a personal response to a text focusing on real or imaginary experiences, Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. ASSESSMENT

1. Classwork (30%) 2. Coursework (40%) 3. Examination (30%) Unit 2: Semester 2 Students continue to develop their knowledge and skills in listening and speaking, and in reading and writing through studying topics related to themes of the individual, the Chinese-speaking community and the changing world. Content areas include: school life and education, geographical features and scenery sites, film and television, and population and one-child policy.

- They have had no more than 7 years of education in a school where Chinese is the medium of instruction

Students are required to: participate in spoken or written exchange related to making arrangements and completing transactions, to listen to, read, extract and use information and ideas from spoken and written texts and translate from characters into English, and to give expression to real or imaginary experience in written or spoken form.

- The highest level of education attained in a school where Chinese is the medium of instruction is no greater than the equivalent of Year 7 in a Victorian school.

Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills.

Chinese Second Language Advanced A student is eligible for Chinese Second Language Advanced if:

The time periods referred to in these criteria will be counted cumulatively since the time of the student’s birth. Students may use traditional characters in writing but must be able to read simplified characters. Unit 1: Semester 1 This unit is designed to establish and extend students’ knowledge in listening and speaking, and in reading and writing

ASSESSMENT

1. Classwork (30%) 2. Coursework (40%) 3. Examination (30%) Unit 3: Semester 1 This unit is designed to extend a student’s knowledge and skills in understanding, speaking and writing, through the themes of the individual, the Chinese-speaking community, and the changing world.

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Students are required to: express ideas through the production of original texts, analyse and use information from spoken texts, and to exchange information, opinions and experiences. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. Unit 4: Semester 2 This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing, through the themes of the individual, the Chinese-speaking community, and the changing world. Content areas include: future plans and work, work skills and occupations, technology and lifestyle. Students are required to: analyse and use information from written texts and translate part of the text(s) into English; respond critically to spoken and written texts which reflect aspects of the language and culture of Chinese speaking communities. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. The student undertakes a detailed study during Units 3 and 4 which is examined at the end of the year. ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Oral Examination (12.5%) 4. Written Examination (37.5%)

French Unit 1: Semester 1 This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing the language. Students are required to: establish and maintain a spoken or written exchange related to personal areas of experience; listen to, read and obtain information from written and spoken texts; produce personal responses to a text focusing on real or imaginary experience.

Content areas include: introductions, personal information, family relationships, the future and youth issues.

The student undertakes a detailed study during Units 3 and 4 which is examined at the end of the year.

Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills.

Unit 4: Semester 2

ASSESSMENT

1. Coursework (50%) 2. Oral Examination (12.5%) 3. Written Examination (37.5%) Unit 2: Semester 2 This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing the language. Students are required to: participate in spoken or written exchanges related to making arrangements and completing transactions, listen to, read and extract and use information and ideas from spoken and written texts, give expression to real or imaginary experience in written or spoken form. Content areas include: issues of immigration in today’s world, multicultural aspects of modern France, environment, pollution and conservation and travel. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. ASSESSMENT

1. Coursework (50%) 2. Oral Examination (12.5%) 3. Written Examination (37.5%)

This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing the language. Students are required to: analyse and use information from written texts, respond critically to spoken and written texts which reflect aspects of the language and culture of French-speaking communities. Content areas include: France in the past and now and French culture. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Oral Examination (12.5%) 4. Written Examination (37.5%)

German Unit 1: Semester 1 This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing the language. Students are required to: establish and maintain a spoken or written exchange related to personal areas of experience, listen to, read and obtain information from written and spoken texts, produce personal responses to a text focusing on real or imaginary experience.

This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing the language.

Content areas include: classroom communication, relationships, music and fashion, technology, alcohol and drugs, sport and fitness, nutrition, health, travel, tourist information and traffic.

Students are required to: express ideas through the production of original texts, analyse and use information from spoken texts, exchange information, opinions and experiences.

Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills.

Unit 3: Semester 1

Content areas include: tourism, travel in France and overseas, holidays and seasonal work, sport and leisure, disabled people and sport; extreme sports. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills.

ASSESSMENT

1. Coursework (50%) 2. Oral Examination (12.5%) 3. Written Examination (37.5%) Unit 2: Semester 2 This unit is designed to extend students’ knowledge and skills in understanding,

SECTION 06 — VICTORIAN CERTIFICATE OF EDUCATION

Content areas include: legends and fables, festivals and customs, historical events and characters, city and rural life, places of interest in China.

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speaking and writing the language. Students are required to: participate in spoken or written exchanges related to making arrangements and completing transactions, listen to, read and extract and use information and ideas from spoken and written texts, give expression to real or imaginary experience in written or spoken form. Content areas include: the weather, environment and pollution, recycling, German Schools, after school, studying at University, current topics in education; part-time work; the changing face of work and various professions. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. ASSESSMENT

1. Coursework (50%) 2. Oral Examination (12.5%) 3. Written Examination (37.5%) Unit 3: Semester 1 This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing the language. Students are required to: express ideas through the production of original texts; analyse and use information from spoken texts; exchange information, opinions and experiences. Content areas include: fairy tales, World War II, resistance in World War II; the divided Germany; guest workers, foreigners and emigrants; asylum seekers; reunification of Germany; Bavaria – a German state; equal opportunity; animal experiments; stem cell research, cloning, in-vitro fertilisation. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. The student undertakes a detailed study during Units 3 and 4 which is examined at the end of the year. Unit 4: Semester 2 This unit is designed to extend students’ knowledge and skills in understanding, speaking and writing the language. Students are required to: analyse and use information from written texts, respond critically to spoken and written texts

which reflect aspects of the language and culture of German-speaking communities. Content areas include: dependence and addiction; eating disorders; smoking bans and debates of legalisation; the role of women in work; life balance; East Germany: life in a surveillance state; the Stasi and flight stories. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Oral Examination (12.5%) 4. Written Examination (37.5%)

Japanese Second Language This subject is for students of nonJapanese speaking background, or those who have completed no more than seven years of first language study prior to Year 11. According to current VCAA rules, some Japanese Nationals may be eligible for this course. Unit 1: Semester 1 Students continue to extend their knowledge and skills under the prescribed themes of: The Individual, The Japanese Speaking Community and The Changing World. Unit 1 involves the study of topics such as: self-introductions, education systems and school activities, festivals and special events. The student is expected to: converse in Japanese on a range of different topics, be familiar with different styles of writing, be able to extract relevant details from a range of spoken or written texts and extend their knowledge of the Kanji characters. Students undertake a range of coursework assessment tasks throughout the unit. Weekly individual sessions with our native Language Assistants are provided for each student which helps the students to develop their oral skills. ASSESSMENT

1. Classwork (40%) 2. Coursework (30%) 3. Examination (30%)

Unit 2: Semester 2 Students continue to extend their knowledge and skills under the prescribed themes of The Individual, The Japanese Speaking Community and The Changing World. Unit 2 involves the study of topics such as: leisure and fitness, health and sickness, and social and environmental issues such as bullying, protecting the environment. The student is expected to: participate in spoken and written exchanges; extract information from spoken and written texts and give expression to real and imaginary experiences. More Kanji are introduced and students are expected to consolidate their knowledge of these. Students undertake a range of coursework assessment tasks throughout the unit. Weekly individual sessions with the native language assistant are provided for each student which helps the students to develop their oral skills. ASSESSMENT

1. Classwork (40%) 2. Coursework (30%) 3. Examination (30%) Unit 3: Semester 1 Students continue to extend their knowledge and skills under the prescribed themes of The Individual, The Japanese Speaking Community and The Changing World. Unit 3 involves the study of Traditional Japan and Contemporary Japan. The student is expected to: exchange information, opinions and experiences, produce a variety of written texts, analyse information from spoken texts and consolidate their knowledge of Kanji. The student undertakes a detailed study during Units 3 and 4 which is examined at the end of the year. Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills. Unit 4: Semester 2 Unit 4 involves the study of Human Relations including topics such as ideals, lifestyles and gender roles. The student is expected to: analyse and use information from written texts, respond to spoken and written texts and continue to consolidate their knowledge of Kanji.

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ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Oral Examination (12.5%) 4. Written Examination (37.5%)

of civil law and be able to apply them to one or more real or hypothetical cases to justify a decision; evaluate the processes for the resolution of civil disputes and analyse the capacity of these processes to achieve justice; analyse contemporary Australian law and assess its ability to reconcile and reflect conflicting attitudes in order to meet the needs of Australian society and contribute to social cohesion. ASSESSMENT

LEGAL STUDIES

1. Coursework (50%) 2. Examination (50%)

Unit 1: Semester 1 Unit 3: Semester 1

Criminal Law in Action This unit explores the distinction between legal and non-legal rules, the Victorian court hierarchy, and the process of making laws through Parliament. It focuses on the role of police, their powers of investigation, the procedures of a criminal trial and an examination of possible sanctions that are available to the criminal courts. Students explore the concepts of fairness and justice within the criminal system and visit the Geelong Courts. On completion of this unit the student should be able to: explain the principles of criminal law and apply them to one or more cases to justify a decision; evaluate the processes for the resolution of criminal disputes and analyse the capacity of these processes to achieve justice. ASSESSMENT

1. Coursework (50%) 2. Examination (50%) Unit 2: Semester 2

Law-Making The purpose of this unit is to enable students to develop an understanding of the institutions that determine laws and the processes by which laws are made. It considers reasons why laws are necessary and the impact of the Commonwealth Constitution on the operation of the legal system. Students undertake an evaluation of the strengths and weaknesses of the law-making bodies and the processes used to influence change and reform. On completion of this unit the student should be able to: describe the role and effectiveness of Parliament as a law-making body; evaluate the need for change in the law and analyse the ways in which change can be influenced; explain the role of the Commonwealth Constitution in defining law-making powers within a federal structure; and evaluate the effectiveness of the Commonwealth Constitution in protecting democratic and human rights; describe the role and evaluate the effectiveness of the courts in law-making and their relationship with Parliament.

Issues in Civil Law This unit focuses on the effective resolution of civil disputes. It looks at the processes and procedures involved in civil litigation and the possible defences to civil claims within our legal system available to enforce the civil rights of our citizens. As well as the judicial procedure to resolve civil disputes, the unit also investigates the alternative avenues of dispute resolution and their effectiveness. This unit provides students with the opportunity to explore a specific area of law and to analyse contemporary legal issues. On completion of this unit the student should be able to: explain the principles

Unit 4: Semester 2

Resolution and Justice This unit explores the function and jurisdiction of the courts, tribunals and alternative avenues of dispute resolution with a view to comparing and evaluating the operation of the various dispute resolution methods. Students develop an understanding of criminal and civil pre-trial and trial processes and procedures which operate within the Victorian legal system. The current operation of the jury system in criminal and civil trials will be examined and

students will also review the operation of the adversary system, giving consideration to its strengths and weaknesses. Students will compare features of the adversary and inquisitorial systems of dispute resolution. In this unit students evaluate the effective operation of the Victorian legal system and make recommendations for possible improvement and reform. Students visit Barwon Prison to examine the criminal justice system in real life. On completion of this unit the students should be able to: describe and evaluate the effectiveness of institutions for the resolution of civil disputes and the adjudication of criminal cases and of alternative dispute resolution methods; explain the elements of an effective legal system and evaluate the processes and procedures for the resolution of criminal cases and civil disputes and discuss their effectiveness. ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

LITERATURE Unit 1: Semester 1 Imagination, empathy, appreciation of language and its imagery, combined with an awareness of one’s intellectual and emotional responses, are the foundation stones of the study of Literature at Year 11. Students journey through a wide range of texts, thematically and stylistically interrelated from recent multi-cultural prose to thirteenth Century Middle English poetry. They will come to a deeper and more conscious understanding of the complex interaction between the text, the context in which it was produced, and the experience of life and literature that they themselves bring to the text. In the first semester, students study poetry, a set of short stories, a play and a film. They learn about the history, genres and techniques of poetry, and closely analyse selected poems. They are asked to examine the strategies used by writers of prose, and write critical and creative responses. A film is studied with particular emphasis on its construction, and the way it presents an interpretation of ideas and experiences.

SECTION 06 — VICTORIAN CERTIFICATE OF EDUCATION

Regular exposure to our native Language Assistants in small conversation groups helps the students to develop their oral skills.

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ASSESSMENT

1. Personal Response (20%) 2. Ideas and Concerns of a Text (20%) 3. Filmic Representations (20%) 4. Examination (40%) Unit 2: Semester 2 Poetry, prose, film and a play are explored with a view to developing an understanding of how they interpret personal, social and cultural contexts. Students are asked to compare the ways in which texts interpret the ideas and conventions of their time. Students continue to examine their own responses to different texts. ASSESSMENT

1. The text, the reader and their contexts (30%) 2. Comparing Texts (30%) 3. Examination (40%) Unit 3: Semester 1 Studying Literature at Year 12 is both challenging and rewarding. It demands a thoughtful and painstaking engagement with novels, plays, short stories and poems. Students find themselves exposed to contemporary and traditional literature from all over the world. They need to be ready to speculate about the language and the meaning of what they read. They are encouraged to examine their own interpretations and judgements as well as those of the writer. In learning to flesh out their own views they work closely with the text, so discovering its literary features.

ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

MATHEMATICS General Mathematics (Specialist Mathematics and Further Mathematics) Students accepted into this course will be concurrently enrolled in both General Mathematics (Specialist Mathematics) Units 1 and 2 and Further Mathematics Units 3 and 4. The students will complete the work listed below and also the work described in the Year 12 Further Mathematics Units 3 and 4 section.

This unit involves the study of: arithmetic covering matrices, integer and rational number systems, and sequences and series; data analysis and simulation covering univariate, bivariate data and time series data; algebra covering linear relations and equations, linear programming, non-linear relations and systems of equations; vectors including geometric proof, scalar product and introductory statistics.

The first semester starts by asking students how a text changes when it is transposed, for example, into a film. They then examine a novel closely, looking to uncover the views and values revealed by the writer. Finally students are asked to analyse a review of a film text. Unit 4: Semester 2

ASSESSMENT

On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics; use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. ASSESSMENT

1. Coursework including assignments, tests, problem-solving and modelling tasks (34%) 2. Examination 1 (calculator free) (22%) 3. Examination 2 (calculator active and open book) (44%)

Unit 1: Semester 1

The second semester continues the critical engagement with texts where students are taught to pay attention to the way literary texts are put together and the ways in which language constructs meaning. At the start of the semester students are asked to write a creative piece where their style is modelled upon one of their texts. However, for the greater part of the semester they work at literary analysis. In this way they hone their understanding of literary strategies and theoretical perspectives ready for the final examination.

geometry in two and three dimensions; polar coordinates and complex numbers; kinematics.

1. Coursework including assignments, tests, problem solving and modelling tasks (34%) 2. Examination 1 (calculator free) (22%) 3. Examination 2 (calculator active and open book) (44%) Unit 2: Semester 2 This unit involves the study of: number including algebra covering graphs of nonlinear relations, and kinematics; sequence and series and difference equations, decision mathematics covering networks; geometry and trigonometry covering

Specialist Mathematics Unit 3: Semester 1 This unit involves the study of prescribed material covering: complex numbers, vectors, trigonometry, coordinate geometry and integral calculus covering techniques and applications. This work involves extending and developing the material from Mathematical Methods Unit 3. To be enrolled in Specialist Mathematics, students need to have completed or concurrently be studying Mathematical Methods Unit 3 CAS. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics; use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. Unit 4: Semester 2 Prescribed material for this unit is drawn largely from Unit 3 where the study of integral calculus is extended to differential equations, kinematics and vector calculus, but also includes the study of mechanics. Mathematical Methods Units 3 and 4 contain required material for Specialist Mathematics Unit 4. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical

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CONTINUITY OF MATHEMATICS AT GGS

YEAR 11 UNITS 1 & 2

GENERAL MATHEMATICS (SPECIALIST COURSE) & UNIT 3 & 4 FURTHER MATHEMATICS MATHEMATICAL METHODS CAS

YEAR 12 UNITS 3 & 4

SPECIALIST MATHEMATICS MATHEMATICAL METHODS CAS

MATHEMATICAL METHODS CAS

MATHEMATICAL METHODS CAS FURTHER MATHEMATICS

GENERAL MATHEMATICS (FURTHER MATHEMATICS)

NO MATHEMATICS

NOTE: SOLID LINES INDICATE THE LIKELY PATH FOR MOST STUDENTS. DOTTED LINES INDICATE THAT FEW STUDENTS ARE EXPECTED TO TAKE THESE PATHS, BUT IT IS POSSIBLE.

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routines and procedures; apply mathematical processes in non-routine contexts and analyse and discuss these applications of mathematics; use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches ASSESSMENT

1. Coursework – Unit 3 (14%) 2. Coursework – Unit 4 (20%) 3. Examination 1 (22%) 4. Examination 2 (44%)

General Mathematics (Further Mathematics) Unit 1: Semester 1 This unit is designed to have practical significance for the students. It involves the study of statistics, covering the collection, analysis and presentation of univariate data and an introduction to bivariate statistics; linear relationships and formulae covering graphical representation of linear functions, substitution and transposition of equations; and Decision and Business Maths covering interest, depreciation and networks. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics; and use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. ASSESSMENT

1. Coursework including assignments, tests, problem-solving and modelling tasks (34%) 2. Examination 1 (calculator active and open book) (33%) 3. Examination 2 (calculator active and open book) (33%) Unit 2: Semester 2 This unit is designed to have practical significance for the students. It involves the study of geometry covering mensuration, similar triangles and tessellations; coordinate geometry and linear programming; Pythagoras’ theorem; trigonometric ratios and applications; networks.

1. Coursework including assignments, tests, problem-solving and modelling tasks (34%) 2. Examination 1 (calculator active and open book) (33%) 3. Examination 2 (calculator active and open book) (33%)

Further Mathematics Unit 3: Semester 1 The prescribed material for this unit is drawn largely from the core data analysis covering univariate and bivariate data and the study of time series. The first optional module, Graphs and Relations is covered. Assumed knowledge is drawn from either course in General Mathematics Units 1 and 2. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics; use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. Unit 4: Semester 2 This unit consists of the continued study of two modules selected from six available optional modules. At Geelong Grammar School, all classes study the modules, geometry and trigonometry, and networks and decision mathematics and graphs and relations. The study of core material on data analysis from Unit 3 is revisited. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics;

use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. ASSESSMENT

1. Coursework – Unit 3 (20%) 2. Coursework – Unit 4 (14%) 3. Examination 1 (33%) 4. Examination 2 (33%)

Mathematical Methods (CAS) Unit 1: Semester 1 This unit involves the study of functions and graphs covering co-ordinate geometry, polynomial functions, power functions, the concept of a function and domain and range; algebra covering remainder and factor theorems, index laws and logarithm laws, use of parameters; rates of change and calculus covering average and instantaneous rates of change and the use of the gradient of a tangent at a point and the probability covering simple and compound events, conditional probability and independence. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics; use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. ASSESSMENT

1. Coursework including assignments, tests, problem-solving and modelling tasks (34%) 2. Examination 1 (calculator free) (22%) 3. Examination 2 (calculator active and open book) (44%) Unit 2: Semester 2 This unit involves the study of functions and graphs, covering trigonometric functions and their relationships, exponential and logarithmic functions and their applications; algebra covering further work on exponential and logarithmic functions; rates of change and calculus covering differentiation rules, application of differentiation and anti-differentiation and the probability covering combinatorics and two state markov chains.

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ASSESSMENT

1. Coursework including assignments, tests, problem-solving and modelling tasks (34%) 2. Examination 1 (calculator free) (22%) 3. Examination 2 (calculator active and open book) (44%) Unit 3: Semester 1 This unit follows directly on from Mathematical Methods (CAS) Units 1 and 2 and assumes knowledge normally acquired in Unit 2. Prescribed material includes polynomials; functions and graphs; trigonometric, exponential and logarithmic functions; calculus and applications of differential calculus. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics; use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. Unit 4: Semester 2 This unit involves the study of applications of differential calculus; probability covering discrete random variables emphasising the binominal distribution and continuous random variables emphasising the normal distribution. On completion of this unit students should be able to: define and explain key concepts and apply a range of related mathematical routines and procedures; apply mathematical processes in nonroutine contexts and analyse and discuss these applications of mathematics; use technology to produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches

.ASSESSMENT

1. Coursework – Unit 3 (20%) 2. Coursework – Unit 4 (14%) 2. Examination 1 (22%) 3. Examination 2 (44%)

ASSESSMENT – UNIT 1

1. Performance Skill Development (50%) 2. Performance Technique (25%) 3. Musicianship (25%) ASSESSMENT – UNIT 2

It is most important that all students read the VICTER Guide of the student’s year of entrance - eg. the VICTER 2015 contains the Tertiary Entrance Requirements for entry to study in 2015, which is the relevant document for Year 11 in 2013, and so on. This guide advises on prerequisite mathematical studies. (1) A suitable pathway for students wishing to pursue engineering, surveying, computing or the mathematical sciences. (2) A pathway which gives breadth and depth which is a key tool for tertiary study of such subjects as science and economics. (3) A pathway which enables a broad VCE course, whilst concentrating on one area of mathematical study. This pathway is suitable for many tertiary courses. (4) A pathway which is more practical than those involving Mathematical Methods. This combination is suitable for a selection of tertiary courses.

MUSIC PERFORMANCE Unit 1 and Unit 2: Semester 1 and Semester 2 Prerequisite: Students should have achieved a Grade 1 AMEB level of theory. If they have not they will be expected to attend lunchtime theory classes to achieve this. These units focus on building performance and musicianship skills. Students present performances of selected works, study the work of other performers, explore strategies to optimise their own approach to performance and study ways to develop technical and expressive performance skills. Students learn to perform previously unseen music and study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances. Students also devise an original composition or improvisation. There are two streams from which the students may choose: the regular or the jazz streams, both studying basically the same course but each with a different emphasis.

1. Performance Skill Development (50%) 2. Performance Technique (12%) 3. Musicianship (25%) 4. Organisation of Sound (13%)

Music Group Performance (Jazz only) Unit 3: Semester 1 This unit prepares students to present convincing performances of group and solo works. Students develop instrumental techniques that enable them to interpret works and expressively shape performances. Aural perception and comprehension, transcription, unprepared performance and music theory/analysis techniques are also developed. Unit 4: Semester 2 In this unit students refine their ability to present convincing performances of group and solo works by learning to communicate their understanding of the music style of each work that they present. Students continue to develop skills in aural perception and comprehension, transcription, unprepared performance, theory and analysis. ASSESSMENT

1. Coursework – Unit 3 (20%) 2. Coursework – Unit 4 (10%) 3. Performance Examination (50%) 4. Aural and Written Examination (20%) Group Performance for other instruments/styles will be considered on an individual basis but would be run in the Year 11 Solo Music Performance class and in Year 12 would continue as Musical Investigation.

Musical Investigation (Solo only) Units 3 & 4: These units focus on a specialised area of performance known as a Focus Area. For example a student could decide to look at Theatre Music from the 1950s or Improvisation in piano jazz works. The Focus Area is decided upon in negotiation with Music School staff.

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Students prepare a 25 minute solo programme, investigate analytical aspects of their chosen area and also associated performance conventions. Students are encouraged to think deeply about their development as a musician and start to identify who and what were the major influences in their journey. As well as a solo programme, students keep a written journal throughout both semesters; prepare technical work associated with their chosen area; do in-depth analyses of works chosen in their programmes and also study arranging/composing or improvisation. ASSESSMENT

1. Technical performance skills – Unit 3 (5%) 2. Analysis – Unit 3 (20%) 3. Performance Skill Development – Unit 3 (25%) 4. Technical performance skills – Unit 4 (5%) 5. Composing OR arranging OR improvisation – Unit 4 (20%) 6. Performance Skill Development – Unit 4 (25%) There is no end of year written examination for this course. Any enquiries about specific courses in Years 11 and 12 should be directed to the Director of Music at GGS.

PHYSICAL EDUCATION Unit 1: Semester 1

Bodies in Motion In this unit students explore how the body systems work together to produce movement and analyse this motion using biomechanical principles. Through practical activities, students explore the relationships between the body systems and physical activity. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the energy required for movement and the basic characteristics of each pathway.

studies: Technological advancements from a biomechanical perspective and Injury prevention and rehabilitation, which will expand and build on the knowledge and skills introduced in Areas of Study 1 and 2. Students select one of these detailed studies to explore in greater depth. ASSESSMENT

1. Structured Questions (25%) 2. Coursework (25%) 3. Examination (50%) Unit 2: Semester 2

Sports coaching and physically active lifestyles

Unit 3: Semester 1

Physical activity participation and physiological performance This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to the National Physical Activity Guidelines. Students study and apply the socialecological model to identify a range of Australian strategies that are effective in promoting participation in some form of regular activity.

This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. The way in which a coach influences an athlete can have a significant effect on performance. The approach a coach uses, the methods applied and the skills used will have an impact on the degree of improvement experienced by an athlete. By studying various approaches and applying this knowledge to a practical session, students gain a practical insight into coaching.

Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.

Students are introduced to physical activity and the role it plays in the health and wellbeing of the population. Through a series of practical activities, students gain an appreciation of the level of physical activity required for health benefits and investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence participation in regular physical activity, and collect data to identify perceived barriers and the ways in which these barriers can be overcome.

Enhancing Performance

In Area of Study 3, there are two detailed studies: Decision making in sport and Promoting active living, which will expand and build on the knowledge and skills introduced in Areas of Study 1 and 2. Students select one of these detailed studies to explore in greater depth.

Unit 4: Semester 2

Improvements in performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. Students undertake an activity analysis. Using the results of the analysis, they then investigate the required fitness components and participate in a training programme designed to improve or maintain selected components. Athletes and coaches aim to continually improve and use nutritional, physiological and psychological strategies to gain advantage over the competition. Students learn to critically evaluate different techniques and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various practices from sporting competition.

ASSESSMENT

Students apply biomechanical principles to improve and refine movement. They use practical activities to demonstrate biomechanical principles and how the correct application of biomechanics can lead to improved performance in sport and physical activity. In Area of Study 3, there are two detailed

1. Structured Questions (25%) 2. Coursework (25%) 3. Examination (50%)

ASSESSMENT

1. Coursework – Unit 3 (25%) 2. Coursework – Unit 4 (25%) 3. Examination (50%)

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Unit 1: Semester 1 The unit focuses on Physics as a human endeavour. Observations and ideas about the physical world related to aspects of energy are organised and explained through the use of conceptual models. Unit 1 consists of two prescribed areas of study : - Nuclear physics and radioactivity and - Electricity plus a third area of study selected from the six ‘detailed studies’ listed below. ASSESSMENT

1. Coursework (tests, assignments, practical work) (50%) 2. Examination (50%) Unit 2: Semester 2 The unit focuses on the application of models to more complex phenomena – motion and light - developed within contexts that are familiar to students and relevant to their experiences. Newtonian ideas of motion are extended to include a range of movements and more abstract ideas, while the wave and particle models of light provide a framework for exploring light phenomena in real world applications. Students continue to undertake regular and extensive experimental work in the laboratory. Unit 2 consists of two prescribed areas of study : - Motion and - Wave-like properties of light plus a third area of study selected from the six ‘detailed studies’ listed below Detailed Studies In each of Units 1 and 2, one detailed study is selected from: - Astronomy - Astrophysics - Energy from the nucleus - Investigations: flight - Investigations: sustainable energy sources - Medical physics ASSESSMENT

1. Coursework (tests, assignments, practical work) (50%) 2. Examination (50%)

Unit 3: Semester 1 The unit focuses on the ideas that underpin much of the technology found in areas such as communications, engineering, commerce and industry. Motion in one and two dimensions is introduced and applied to moving objects on earth and in space. Circuit models are applied to further aspects of electricity and electronics, and the operation and use of photonic devices are introduced. The detailed studies offer examples of theoretical and practical applications of these technologies. Students undertake regular and extensive experimental work in the laboratory. Unit 3 consists of two prescribed areas of study : - Motion in one and two dimensions and - Electronics and photonics plus a third area of study selected from the following three ‘detailed studies’ : - Materials and their use in structures - Further electronics - Einstein’s special relativity Unit 4: Semester 2 The unit focuses on the development and limitations of models in explaining physical phenomena. A field model of electromagnetism is applied to the generation of electricity, and the development of models that explain the complex interactions of light and matter are considered. The detailed studies provide examples of innovative technologies used for research and communication. Unit 4 consists of two prescribed areas of study : - Electric Power and - Interactions of light and matter plus a third area of study selected from the following three ‘detailed studies’ : - Synchrotron and its applications - Photonics - Sound ASSESSMENT

1. Coursework – Unit 3 (16%) 2. Coursework – Unit 4 (24%) 3. Examination (60%)

PRODUCT DESIGN AND TECHNOLOGY These units encourage students to produce innovative solutions to various set design problems and develop research

skills through a number of investigation assignments. Students work through a series of projects using a range of materials and systems drawn from wood, metal, plastics or fibres, yarns, fabrics. These projects are designed to encourage students to develop skills in investigation and technical reporting, designing, manufacturing and evaluation.

Unit 1: Semester 1

Product re-design and sustainability This unit focuses on the analysis, modification and improvement of product design. It provides a structured approach towards the design process, and looks at examples of design practice used by a designer. The students examine the tools, processes and techniques and knowledge used by a designer to develop a solution to a specific problem. On completion of the unit, students should be able to: use methods and processes used by the designer to design and manufacture a product. They should know how to use and evaluate the use of materials, tools, equipment and processes applied in the production of a product. ASSESSMENT

1. Design Folio (30%) 2. Production (50%) 3. Examination (20%) Unit 2: Semester 2

Collaborative Design In this unit students work as a member of a team to develop a product range or contribute to the design and production of a group product. This mirrors professional design practice where designers often work within a multidisciplinary team to develop a solution to design problems. The students learn about restrictions and parameters within design set by the end-user’s needs, producer’s requirements, social conventions and environmental concerns. This unit focuses on the impact of these factors on the design solution. On completion of this unit students should be able to: work as a member of a team to identify a need and use a structured approach to problem-solving. They should know how to justify, manage, safely use and evaluate appropriate production processes

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PHYSICS

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ASSESSMENT

1. Design Folio (30%) 2. Production (50%) 3. Examination (20%) Unit 3: Semester 1

Applying the Product design process This unit focuses on the design and development of a product for the mass market. It requires students to design for others. Product development in industry is investigated through the study of ways of establishing needs and other considerations that are observed when developing the design and product for a client. On completion of this unit students should be able to: explain the role of the designer and how products are designed and produced to meet the needs of a client. They also need to explain how products are designed and produced within an industrial/commercial setting. Finally students are asked to develop a product for a client. Unit 4: Semester 2

Product Development and Evaluation This unit focuses on how judgements about the success of products can be informed by a comparison in terms of a product’s quality, usefulness and appeal. The role and influence of product promotion and marketing are also considered. On completion of this unit students should be able to: explain the relationships linking aesthetic appeal, function of products and user needs. They need to develop a product for a client and evaluate the final design and production in relation to the needs of the client.

the way psychologists approach their research into the human condition. Psychology provides students with a sophisticated framework for understanding the complex interactions between biological, and psychological factors that influence thought, emotions and behaviour. The study assists students to further develop effective language skills for communication, and numeracy skills for research, data analysis and other applications. In addition, students develop a range of broader skills including those of problem solving, critical evaluation and the application of processes of scientific inquiry. Units 1 and 2 in 2014 Following a successful two-year pilot of Units 3 and 4, Units 1 and 2 Psychology will be offered for the first time in 2014. Unit 1: Introduction to Psychology In this unit students are introduced to the development of psychology from its philosophical beginnings to a scientific study of the human mind and behaviour. Students explore the scope of psychology, its specialist disciplines such as neuropsychology, cognitive, social and human developmental psychology, and its fields of application. Students consider influences on perception and human behaviour from biological, psychological and socio-cultural perspectives. Positive Psychology, as a relatively new paradigm, will also be examined in terms of both the empirical research and application options it offers within the field of Psychology. Area of study 1: What is psychology? Who am I? What is the relationship between my mind and my brain? Why do I behave as I do? Why do I perceive things the way I do? These are some of the questions which have driven the development of psychology since its philosophical beginnings to its present status as a scientific field of study.

ASSESSMENT

1. Coursework – Unit 3 (12%) 2. Coursework – Unit 4 (8%) 3. School Assessed Task (50%) 4. Examination (30%)

PSYCHOLOGY Psychology is the scientific study of mental processes and behaviour in humans. Biological, behavioural, cognitive and socio-cultural perspectives inform

Area of study 2 - Lifespan psychology What makes me the person I am? Was I born this way? Will I stay this way? What will change as I age? These questions are integral to the study of lifespan psychology – the psychological development of an individual from infancy to old age, which includes the complex interaction of heredity and environment. This area of study focuses on changes in the interaction between biological,

cognitive and socio-cultural influences and learned behaviours that contribute to an individual’s psychological development and mental wellbeing at different stages. ASSESSMENT

1. Coursework (60%) 2. Examination (40%) Unit 2: Self and others A person’s attitudes and behaviours affect the way they view themselves and the way they relate to others. Understanding what influences the formation of attitudes of individuals and behaviours of groups can inform and contribute to explanations of individual aggression or altruism, the positive and negative power of peer pressure and responses to group behaviour. Differences between individuals can also be ascribed to differences in intelligence and personality, but conceptions of intelligence and personality and their methods of assessment are contested. Area of study 1: Interpersonal and group behaviour How does my behaviour affect others? How do others affect me? Why do some people seem to behave differently around different people? These questions are concerned with aspects of social psychology. This specialist field of study focuses on how behaviour and perceptions of self and others are shaped by social and cultural influences including the attitudes and behaviours of groups. Area of study 2 - Intelligence and personality What makes me the unique person I am? Why isn’t everyone else like me? What does being intelligent mean? Does everyone think like I do? Questions such as these prompt explorations of the attributes equated with intelligence, and the traits associated with personality. In this area of study, students explore scientific ways of describing, measuring and classifying intelligence and personality. They analyse classic and contemporary theories of intelligence and personality, including the influence of genetic and environmental factors. ASSESSMENT

1. Coursework (60%) 2. Examination (40%) Unit 3: The conscious self This unit focuses on the study of the

↓ ASSESSMENT

1. Coursework – Unit 3 (20%) 2. Coursework – Unit 4 (20%) 3. Examination (60%)

Area of study 1: Mind, brain and body Why do I think and feel the way I do? How does my brain work? What is the relationship between my brain and my mind? What happens when I sleep? Students explore the contribution that classic and contemporary research has made to this area of study and interpret behaviours and states of mind from psychological perspectives. Area of study 2 - Memory Why do I remember some things and forget others? How are memories formed? Can I improve my memory? These questions highlight the characteristics of memory as a cognitive process.

STUDIO ARTS Unit 1: Semester 1 This unit focuses on using sources of inspiration and ideas as the basis for artworks exploring a wide range of materials and techniques as tools for communicating ideas, observations and experiences through artmaking. Students will also explore the ways in which artists from different times and cultures have interpreted ideas and sources of inspiration and used materials and techniques in the production of artworks. ASSESSMENT

Memory is essential to our identity: it connects our past experiences to the present and shapes our future by enabling us to adapt to daily changes in our environment. Students investigate the retention of experiences and learning as memory and the factors that affect retention and recall of information. Unit 4: Brain, behaviour and experience This unit focuses on the interrelationship between learning, the brain and its response to experiences, and behaviour. Area of study 1 - Learning How do we learn? Why do some people learn faster than others? How important are role models in shaping behaviour? This area of study explores the characteristics of learning as a process that plays a part in determining behaviour. Area of study 2 - Mental health What does mental health mean? How can ‘normality’ be defined? Is feeling stressed ‘normal’? What is the relationship between mental health and illness? How can mental wellbeing be enhanced? Students use a biopsychosocial framework to investigate how biological, psychological and sociocultural factors interact to contribute to the development of an individual’s mental functioning and mental health. As students examine classic and contemporary studies, they evaluate the research methodologies used and consider associated ethical issues.

1. Folio (65%) 2. Research (15%) 3. Examination (20%) Unit 2: Semester 2 This unit focuses on establishing and using a design process to produce artworks. The design process includes the use of sources of inspiration, experimentation with materials and techniques, and the development of aesthetic qualities, directions and solutions prior to the production of artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand the artists’ ideas and how they have created aesthetic qualities and identifiable styles. ASSESSMENT

1. Folio (65%) 2. Research (15%) 3. Examination (20%) Unit 3: Semester 1 This unit focuses on the implementation of an individual design process leading to the production of a range of potential directions. 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. It records trialling, experimenting, analysing and evaluating the extent to which their art practices successfully communicate their aims and ideas.

Students also investigate and analyse the response of artists to a wide range of stimuli, and examine their use of materials and techniques. They explore professional art practices of artists in relation to particular artworks and art form/s and identify the development of styles in artworks. Students also consider the issues that may arise from the use of other artists’ work in the making of new artworks. Unit 4: Semester 2 This unit focuses on the production of a cohesive folio of finished artworks. Students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the finished artworks. These artworks reflect the skilful application of materials and techniques, and the resolution of ideas and aesthetic qualities. Students also investigate aspects of artists’ involvement in the art industry, focusing on a variety of exhibition spaces and the methods and considerations involved in the preparation, presentation and conservation of artworks. Students examine a range of environments for the presentation of artworks exhibited in contemporary settings. ASSESSMENT

1. Coursework – Unit 3 (33%) 2. Coursework – Unit 4 (33%) 2. Examination (34%)

THEATRE STUDIES VCE Theatre Studies is a powerful symmetry of Drama and Theatre, producing an expressive balance between the craft of performance and the skills of production. Theatre is a creative discipline, and it is for the student who is curious, imaginative and ambitious, who likes to be challenged, who is prepared to experiment with new ideas, who is able to communicate with others, and who is ready to respond to the dynamic of performance in a way that remains resilient, open and persistent. Theatre Studies allows students to appreciate and participate in expressions of human experience that lie outside their own emotional, cultural and intellectual experiences. Theatrical exploration occurs in the context of the ensemble. Generous commitment to the collaborative work

SECTION 06 — VICTORIAN CERTIFICATE OF EDUCATION

relationship between the brain and the mind through examining the basis of consciousness, behaviour, cognition and memory.

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and growth of the ensemble is essential; it must be actively and consistently demonstrated. Participation in theatrical performance is obligatory; support of theatrical productions is expected. Applied stagecraft is a vital component of the course. The evolution of design and technology skills is fundamental; design and stagecraft skills are assessable components in each unit of work.

the present. It explores new forms of acting styles - naturalistic and nonnaturalistic - and identifies the nature of theatre demanded by the modern audience. Students are involved in a theatrical production that employs modern theatrical styles. They work collaboratively on performance

brief that demonstrates understanding of the creation of character and the application of stagecraft in the performance of a selected monologue; rehearse and perform a selected monologue; analyse and evaluate actors in performance in a selected play.

and learn to apply stagecraft in the realisation of creative design ideas.

ASSESSMENT

Unit 1: Semester 1

On completion of this unit, students should be able to: apply acting and other stagecraft to realise plays or excerpts of plays from the modern era; develop a practical understanding of the application of stagecraft in performance and production; analyse a play in performance from the modern era, focussing on the use of stagecraft in interpretation.

Theatrical Styles of the PreModern Era Here, students begin their adult understanding of how theatre works, of why it can challenge, provoke, enlighten, alienate and amuse its audiences. A close examination of theatre history concentrates on the pre-modern. Students are introduced to the elements of applied stagecraft: design, costume, lighting, sound, direction, dramaturgy and multi-media. Students discuss performance and production values and learn how to analyse professional productions. They are encouraged to attend all kinds of theatrical performance. Students will be engaged in drama activities – in games and exercises of increasing sophistication; they will work on improvisation and polished improvisation, movement and voice. The development of their confidence as an individual, and as a productive member of the ensemble, is of paramount importance. On completion of this unit, students should be able to: apply knowledge of at least three distinctive historical periods of the pre-modern era through interpretation and realisation in the theatre; develop an understanding of the ways in which stagecraft contributes to the development of theatrical styles; analyse a play in performance from the pre-modern era.

ASSESSMENT

1. Coursework (30%) 2. Collaborative Processes and Production (45%) 3. Examination (25%) Unit 3: Semester 1

Developing a Production This unit focuses on the interpretation and production of a play, involving all aspects of production processes: conceptualisation; interpretation; realisation; stagecraft and critical analysis. On completion of this unit, students should be able to: use two areas of stagecraft in the planning, development, season and evaluation of the production of a play; analyse the influences of stagecraft on, and the collaborative processes involved in, the production of a playscript; and analyse and evaluate the relationship between a written play script and its interpretation on stage.

ASSESSMENT

Unit 2: Semester 2

Theatrical Styles of the Modern-Era This unit focuses on the dramaturgy of the modern era - from the 1880’s to

VISUAL COMMUNICATION DESIGN Unit 1: Semester 1

Introduction to Visual Communication Design This unit focuses on using visual language to communicate messages, ideas and concepts. Students practise their drawing skills to record from observation and use visualisation drawing methods to explore their own ideas and concepts. They develop an understanding of the importance of presentation drawings to 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. They 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.

Unit 4: Semester 2

Interpreting a Performance 1. Coursework (45%) 2. Collaborative Processes (30%) 3. Examination (25%)

1. Coursework – Unit 3 (30%) 2. Coursework – Unit 4 (15%) 3. Performance Examination (25%) 4. Written Examination (30%)

This unit focuses on a prescribed play that involves students in the areas of text research, interpretation and performance. Students, as individuals, select a scene containing a prescribed monologue and employing their knowledge of stagecraft and acting skills - develop an appropriate interpretation. On completion of this unit, students should be able to: develop a theatrical

Lastly, students are introduced to three stages of the design process: researching for inspiration, generating ideas and applying design knowledge and drawing skills to develop concepts. ASSESSMENT

1. Folios (70%) 2. Research (30%)

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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 means in which images and type can be manipulated to communicate ideas and concepts in different ways. Students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create visual communications. ASSESSMENT

1. Folios (75%) 2. Examination (25%) Unit 3: Semester 1

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 developing their own design ideas and concepts. Students use their research and analysis of professional designers to support the development of their own work.

They establish a brief and apply design thinking skills through the design process. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.

SECTION 06 — VICTORIAN CERTIFICATE OF EDUCATION

Unit 2: Semester 2

ASSESSMENT

1. Coursework – Unit 3 (20%) 2. Coursework – Unit 4 (5%) 3. School-assessed Task (40%) 4. Examination (35%)

Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and investigation work underpin the developmental and refinement work undertaken in Unit 4.

Unit 4: Semester 2

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. 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. Students revisit stages of the design process to undertake further research or idea generation when developing and presenting their design solutions. 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.

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CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

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CURRICULUM HANDBOOK - CORIO AND TIMBERTOP

SECTION 01 — NAME OF SECTION GOES HERE

POSITIVE EDUCATION

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SECTION 07 — INTERNATIONAL BACCALAUREATE

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GENERAL INFORMATION In Years 11 and 12, Geelong Grammar School offers the International Baccalaureate (IB) Diploma Programme as an alternative to the Victorian Certificate of Education. Established in 1968, the International Baccalaureate (IB), a non-profit educational foundation based in The Hague and Cardiff, offers the Diploma Programme for students in the final two years of secondary school. There are more than 1,095,000 IB students at 3570 schools in 145 countries in 2013. The IB Diploma Programme is a rigorous pre-university course of studies, leading to examinations that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive twoyear curriculum that allows its graduates to fulfil requirements of various education systems, the diploma model is based on the pattern of no single country but incorporates the best elements of many. The aims of the IB are best expressed by the Mission Statement. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IB works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Academic Aims The IB’s academic programme aims to awaken the intelligence of young people and teach them to relate the content of the classroom to the realities of the world outside. Comprehensive and balanced curricula coupled with challenging assessments have established the IB as a unique institution in the

justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

The desired profile of the IB student is that of a critical and compassionate thinker, an informed participant in local and world affairs who values the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life.

Open-minded: They understand and appreciate their

Special Features

own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

The programme offers special features in addition to the traditional strengths of a liberal arts curriculum: Extended Essay; Theory of Knowledge; Creativity, Action and Service; details of which are found later in this handbook.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Characteristics of an IB Student

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

The main characteristic of an IB student are embodied in the IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Inquirers: They develop their natural curiosity. They acquire

Reflective: They give thoughtful consideration to their

the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness,

Programme Design International curriculum planners seek to ensure that the IB’s educational aims are embodied in the structure and content of the programme itself. Subjects are studied concurrently and students are exposed to the two great traditions of learning - the humanities and the sciences. Diploma candidates are required to select one subject from each of the six listed subject groups (see diagram). At least three and not more than four are taken at higher level (HL), the others at standard level (SL). HL courses represent 240 teaching hours, SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period: this is a

SECTION 07 — INTERNATIONAL BACCALAUREATE

INTERNATIONAL BACCALAUREATE

arena of international education. Beyond intellectual rigour and high academic standards, strong emphasis is placed on the ideals of international understanding and responsible citizenship.

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GR0UP 1

German B HL/SL

GR0UP 2

Economics HL/SL

Geography HL/SL

GR0UP 3

Chemistry HL/SL

Biology HL/SL

GR0UP 4

Maths Studies SL

Mathematics SL

Mathematics HL

GR0UP 5

Theatre Arts HL/SL

Visual Arts HL/SL

Music HL/SL

GR0UP 6

CLASSIFICATION OF IB DIPLOMA PROGRAM OFFERED AT GGS 2013-2014

English A: Literature HL/SL

French B HL/SL

Physics HL/SL

Design Technology HL/SL

History HL/SL

Japanese B SL

Sports, Exercise and Health Science SL

Mandarin B HL/SL

Spanish AB Initio SL

SECTION 07 — INTERNATIONAL BACCALAUREATE

FOR INFORMATION ABOUT ALL THE IB

DIPLOMA PROGRAM OFFERED AT GGS,

PLEASE CONTACT THE IB COORDINATOR –

MS DIANNE VELLA

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Distribution requirements ensure that the science-oriented student is challenged to learn a foreign language and that the natural linguist becomes familiar with laboratory procedures. While overall balance is maintained, flexibility in choosing higher level subjects allows the student to pursue areas of personal interest and to meet special requirements for university entrance. Assessment The grading system used by the IB is criterion-referenced. This means that each student’s performance is measured against well-defined levels of achievement consistent from one examination session to the next. Top grades are not simply awarded “on a curve” to a certain percentage of candidates but rather reflect attainment of knowledge and skills relative to set standards equally applied to all schools. Validity, reliability and fairness are the watchwords of the IB’s international examining board. Responsibility for all academic judgements about the quality of candidates’ work rests with more than 5000 examiners worldwide, led by chief examiners with international authority. A variety of assessment methods is used to value both the content and the process of academic achievement and to take into account different learning styles and cultural patterns Conventional external examination techniques (essay, short answer, multiple choice, etc.) are complemented by internal assessments of coursework by the teachers responsible for evaluating students over the two-year period. With classroom teachers and international examiners working in partnership, the emphasis is on ensuring that students have ample opportunity to demonstrate what they know and are able to do.

AWARD OF THE DIPLOMA Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires students to meet defined standards and conditions including a minimum total of 24 points and the satisfactory completion of the Extended Essay, Theory of Knowledge course (TOK) and CAS (Creativity, Action,

Service) activities. The maximum score of 45 points includes three bonus points for an exceptional Extended Essay and work in TOK. All students engage in the full programme. Those who fail to satisfy all requirements or who elect to take fewer than six subjects are awarded a certificate for examinations completed. At Geelong Grammar School, examinations are taken in November.

UNIVERSITY RECOGNITION IB Diploma holders gain admission to selective universities throughout the world. In recent years GGS IB Diploma candidates have been offered places at prominent institutions such as Harvard, Oxford, Cambridge, London School of Economics and Political Science, School of Oriental and African Studies at the University of London, Stanford University, Yale and UCLA. Formal agreements exist between the IB and many ministries of education and private institutions. Some colleges and universities in Australia and abroad may offer advanced standing or course credit to students with strong IB examination results. The Victorian Tertiary Admissions Centre (VTAC), which administers the tertiary selection procedures in Victoria, applies a direct conversion from the IB score to the VCE aggregate score in order for IB students to be given a notional Australian Tertiary Admission Rank (ATAR). From 2012 the top IB score of 45 converts to a notional ATAR of 99.95, and the minimum IB score for the award of the Diploma, 24, converts to a notional ATAR of 68.25. This means that entrance to all Australian universities is a straightforward matter for IB students who achieve their Diploma. VCE Credit for Year 11 IB Study Students who undertake the first year of the IB programme in Year 11 and who then decide to change to study the VCE in Year 12 are given appropriate credit towards their VCE by the VCAA for their Year 11 work. This means that they are awarded an S - Satisfactory completion - for specified subjects. There is no direct contribution to the ATAR for work completed in Year 11 subjects (in either IB or VCE). At GGS, transfer to the VCE occurs at the end of Year 11. Additional costs involved in undertaking the IB Geelong Grammar School incurs a number of significant additional costs in

offering the IB. These include an annual fee to the IB, student registration fees, examination fees and administrative fees such as registered international postage and the management of the CAS programme. Thus we ask that parents contribute a fee towards the differential in IB costs for Year 12 only. The School will bill this in the form of three instalments as part of Terms 2, 3 and 4 fees in Year 12.

GROUP 1 - ENGLISH A: LITERATURE The English A: Literature programme encourages an appreciation of literature and a knowledge of the student’s own cultural setting and of other societies. Through the study of Literature in Translation, students gain a broadened perspective of literature and human thought. The aims of the English A: Literature programme at both levels are to develop the students’ power of expression, both in oral and written communication, and provide the opportunity of practising and developing the skills involved in writing and speaking in a variety of styles and situations; encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary study and criticism; introduce students to literary classics and to a range of modern writing in different literary genres, styles and contexts; promote an international perspective through the study of works from the students’ own culture and other cultures; introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works; develop the ability to engage in close, detailed and critical examination of written text; and promote in students an enjoyment of, and lifelong interest in, literature.

Standard Level The course consists of 4 parts: 1. Works in Translation (2 works): Two works written by a different author chosen from the IB Prescribed Literature in Translation List, originally written in a language other than English and studied in translation; 2. Detailed Study (2 works): One work from each of two different genrebased categories written by different authors chosen from the IB Prescribed

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deliberate compromise between the early specialisation preferred in some national systems and the breadth found in others.

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List of Authors; 3. Literary Genres (3 works): Two works from the IB Prescribed List of Authors, all three in the same genre by different authors; 4. Options (3 works): Three works by different authors, freely chosen in any combination. Further Requirements: At least three periods of literature must be covered in the programme as a whole. ASSESSMENT

Internal Assessment 1. Works in Translation component: One written assignment, internally set and externally assessed. (25%) 2. Oral component: Parts 2 and 4 are internally assessed by the teacher and externally moderated based equally upon an unseen formal commentary and a prepared oral presentation. (30%) External Examination 3. Written Examinations (2 x 1.5 hours, 45%)

Higher Level The course consists of 4 parts: 1. Works in Translation (3 works): Three works written by a different author chosen from the IB Prescribed Literature in Translation List, originally written in a language other than English and studied in translation; 2. Detailed Study (3 works): One work from three different genre-based categories written by different authors chosen from the IB Prescribed List of Authors; 3. Literary Genres (4 works): Four works from the IB Prescribed List of Authors, all four in the same genre by different authors; 4. School’s Free Choice (3 works): Three works by different authors, freely chosen in any combination.

External Examination 3. Written Examinations (2 x 2 hours, 45%)

GROUP 2 - LANGUAGE B (FRENCH, GERMAN, JAPANESE, MANDARIN) Language B is for a language learner who has 2 – 5 years experience of the target language. Currently it is not possible to do two languages unless one is done as an anticipated subject in Year 11. For students wishing to take two languages at GGS, advanced students may join the Year 12 class and complete one language as an Anticipated Subject. This means that candidates can complete the course in Year 11 and attempt the examination at the completion of that year. It must be understood that each course is a second language course and therefore, first language speakers of French, German, Japanese or Mandarin who have completed 12 months in a school where this language is the language of instruction, will not be eligible to enrol.

Standard Level and Higher Level (offered by IB in French, German and Mandarin Only) The main focus of the course is on language acquisition and development in the four primary language skills of listening, speaking, reading and writing. The balance between these four language skills will be appropriate to the needs of the students. - Language B Higher Level is for a language learner who has approximately 4 to 5 years experience of the language; - is not taught other subjects in the target language - and is normally taught outside where the language is spoken Note: It is not possible to study an ab initio language at Higher Level.

ASSESSMENT

Internal Assessment 1. Works in Translation component: One written assignment, internally set and externally assessed (25%) 2. Oral component: Parts 2 and 4 are internally assessed by the teacher and externally moderated based equally upon an unseen formal commentary and a prepared oral presentation (30%)

Social Objectives The aims of the programme are to: - Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes. - Enable students to use the language appropriately.

- Encourage, through the study of texts and social interaction, an awareness and appreciation of the different perspectives of people from other cultures. - Develop students’ awareness of the role of language in relation to other areas of knowledge. - Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language. - Provide students with a basis for further study, work and leisure through language. - Develop students’ awareness of the relationships between the language and cultures with which they are familiar.

Cultural Objectives By the end of the course, students are expected to demonstrate competence in three distinct but interrelated areas: - Language - Cultural interaction - Message Standard Level students are expected to demonstrate an ability to: (extra expectations for Higher Level Students are given in bold type) - Communicate clearly and effectively in a wide range of situations - Understand and use accurately oral and written forms of the language that are a. commonly encountered in a range of situations (SL) b. essential for effective communication in a range of styles and situations (HL) - Understand and use a wide range of vocabulary in common usage - Select a register and style that is generally appropriate to the situation. - Express ideas with general clarity and some (SL) fluency - Structure arguments in a generally clear, coherent and convincing way. - Understand and respond appropriately to written and spoken material of average difficulty (SL) - Understand and analyse moderately complex written and spoken material (HL) - Assess some subtleties of the language in a wide range of forms, styles and registers - Show an awareness of and sensitivity to some elements of the culture(s) related to the language studied

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To supplement the course, students have access to a range of worksheets, authentic newspapers and magazines, films, television programmes, songs, poetry and prose, letters and diagrams in the target language. Information technology is integrated into the course. Students also have regular access to our native language assistants to develop their oral skills. Students are withdrawn both for small group work and individual support. Extra oral classes with the assistants form an integral part of the senior courses. Mandarin–Students may use the traditional form in writing but must be able to read the simplified writing in class.

Text-handling exercises on four written texts, based on the core (five written texts at HL). Paper 2: Written Production skills (1.5 hours) (25%) One written exercise of 250-400 (French and German) or 500-800 (Japanese) words from a choice of five, based on the options. At HL, two compulsory writing exercises: section A: one task of 250-400 words (French and German) or 500-800 characters (Japanese), based on the options, to be selected from a choice of five and section B: response of 150-250 words (French and German) or 300-500 characters (Japanese) to a stimulus text, based on the core.

MANDARIN B Internal Assessment Oral (30%).

ASSESSMENT

French, German and Japanese Internal Assessment (30%) Internally assessed by the teacher and externally moderated by the IB. Individual Oral (8-10 minutes) (20%) Based on the options: 15 minutes preparation time and a 10 minute (maximum) presentation and discussion with the teacher.

External Examinations: Written Component (70%) Paper 1: (1.5 hours) (25%) Four reading texts (5 at HL) with responses in the Language.

Based on the core: three classroom activities assessed by the teacher. External Examinations: Written Component (70%) Written assignment: receptive and written production skills (20%) Intertextual reading followed by a written exercise of 300-400 French and German words or 600-800 Japanese characters, plus a 100 words (French and German) or 200 characters (Japanese) rationale, based on the core. Creative writing of 500-600 words (French and German) or 1000-1200 characters (Japanese) plus a 150 words (French and German) or 300 characters (Japanese) rationale based on one of the literary texts read. Paper 1: Receptive Skills (1.5 hours) (25%)

- Communicate information and some basic ideas clearly and effectively, in a limited range of situations. - Understand and use accurately the essential spoken and written forms of the language in a limited range of situations. - Understand and use a limited range of vocabulary in common usage. - Use a register that is generally appropriate to the situation. - Show an awareness of some elements of the outcome(s) related to the language studies. •Demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics. A core syllabus and language-specific syllabus provide the framework for reaching the objectives of the course. The language-specific syllabus is structured to follow the topics of the core syllabus and include both the prescribed grammar and lexicon necessary for the course. The core syllabus consists of the three topics of: individual and society; leisure and work; urban and rural environment.

Paper 2: (1.5 hours) (25%) ASSESSMENT

One written task in the Language (2 at HL), SL 300-480 Hanzi, HL plus B 1800300 Hanzi in total. Written assignment: (20%)

Interactive Oral Activity (10%)

of the course students will be expected to demonstrate an ability to:

SL 360-480 plus 120 Hanzi rationale based on literature study.

Internal Assessment: Oral Component (25%) A final oral examination over the second year of the course assessed by the classroom teacher and externally moderated.

HL 600-720 plus 180 Hanzi rationale based on literature study.

Individual Oral (10 minutes) (25%)

GROUP 2 - SPANISH AB INITIO

Written Assessment (2 hours) (20%)

Ab initio is for a beginner who has little or no previous experience of the language. The student must have had no formal instruction in the language nor lived in a Spanish speaking country.

A piece of writing under three separate headings based on two, three or four sources:

Standard Level Only The main focus of the course is on language acquisition and development in the four primary language skills of listening, speaking, reading and writing. The aim is to develop all four skills to a similar level of communicative competence. The course focuses on everyday situations and aspects of the culture related to the language. At the end

External Assessment: Written Component (75%)

a) Description b) Comparison c) Reflection Paper 1: Text handling (1.5 hours) (30%) Text handling exercise based on four written texts. Paper 2: Written production (1 hour, 25%) a) Short writing task (7%) from a choice of two. b) Extended Writing task (18%) from a choice of three.

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The four skills of listening, speaking, reading and writing are equally developed through the three course themes: exploring change; exploring groups; and exploring leisure.

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GROUP 3 - ECONOMICS Economics is a dynamic social science, forming part of Group 3 - individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme economics course emphasises the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studies in a vacuum – rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. The economic course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

Section 3: International economics 3.1 International trade 3.2 Exchange rates 3.3 The balance of payments 3.4 Economic integration 3.5 Terms of trade (HL only) Section 4: Development economics 4.1 Economic development 4.2 Measuring development 4.3 The role of domestic factors 4.4 The role of international trade 4.5 The role of foreign direct investment (FDI) 4.6 The roles of foreign aid and multilateral development assistance 4.7 The role of international debt 4.8 The balance between markets and intervention Distinction between SL and HL SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge – as described in the assessment objectives of the programme. While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire a further body of knowledge – including the ability to analyse, synthesise and evaluate that knowledge – and to develop quantitative skills in order to explain and analyse economic relationships. These quantitative skills are specifically assessed at HL in Paper 3.

IB Economics - Syllabus outline

ASSESSMENT

Section 1: Microeconomics

Internal Assessment-Standard and Higher Level

1.1 Competitive markets: demand and supply 1.2 Elasticity 1.3 Government intervention 1.4 Market failure 1.5 Theory of the firm and market structures (HL only) Section 2: Macroeconomics 2.1 The level of overall economic activity 2.2 Aggregate demand and aggregate supply 2.3 Macroeconomic objectives 2.4 Fiscal policy 2.5 Monetary policy 2.6 Supply-side policies

A portfolio of three commentaries on news media extracts of 750 words each. (20%) External Examinations-Standard Level Paper 1: Written examination comprising two extended response questions. (1.5 hours, 40%) Paper 2: Written examination comprising two data response questions. (1.5 hours, 40%) External Examinations-Higher Level Paper 1: Written examination comprising two extended response questions. (1.5 hours, 30%)

Paper 2: Written examination comprising two data response questions. (1.5 hours, 30%) Paper 3: Written examination comprising two HL extension questions. (1 hour, 20%)

GROUP 3 - GEOGRAPHY In contemporary society, issues such as urbanisation, population, development and environmental quality are increasingly important. These and other related themes that express the major concerns of our times reflect the consequences of spatial decisions. Conducting analyses at the local, regional, national and international scales, geography examines the spatial processes and the perceptions of humans, as well as the inter-relationships between the human and natural environments. The questions “where?”, “why?” and “how?” are central to geography. The former introduces the issues of location and of spatial choice and the latter two signify that modern geography is not content merely to describe but that it also seeks to explain. Geography is at the interface of the humanities and the sciences. It examines the manner in which people live, are distributed and interact with their environment. It also has an applied dimension: through the critical evaluation of spatial processes it helps decisionmakers in planning and development at a variety of scales. It also plays a crucial role in fostering international understanding and respect for different cultures. The aim of the geography programme at both higher and standard level is to: promote a global perspective and international understanding through geographical education; encourage an appreciation of the role that geography can play in the analysis of contemporary issues at a variety of scales; develop an appreciation and concern for the diversity of the natural environment and an understanding of human and physical processes; promote a respect for different cultures through an understanding of their development and their inter-relationships; develop an appreciation and understanding of the spatial patterns of physical and human features in the environment; and to understand and apply the tools and techniques of geography. Geographic skills are integrated throughout the course

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There are four compulsory topics in this core theme. 1. Populations in transition 2. Disparities in wealth and development 3. Patterns in environmental quality and sustainability. 4. Patterns in resource consumption Part 2: Optional themes (Standard Level 35% / Higher Level 35%) Two optional themes are required at Standard Level Three optional themes are required at Higher Level. There are seven optional themes; each requires 30 teaching hours. a. Freshwater – issues and conflicts b. Oceans and their coastal margins c. Extreme environments d. Hazards and disasters – risk assessment and response e. Leisure, sport and tourism f. The geography of food and health g. Urban environments Part 3: Higher Level extension – global interactions (Higher Level only – 20%) There are seven compulsory topics in the Higher Level extension. 1. Measuring global interactions 2. Changing space – the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Sociocultural exchanges 6. Political outcomes 7. Global interactions at the local level Fieldwork (Standard Level 25% / Higher Level 20%) Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.

GROUP 3 - HISTORY History is particularly important in the modern world where different cultures and traditions have to understand one another. History is concerned with individuals and societies in the widest context: political, social, economic, religious, technological and cultural. It is concerned with trends and developments, with continuity and change through time,

and with specific happenings. Historical knowledge rests on widely accepted evidence derived from a variety of sources, but also draws on information of a more tenuous nature. Historical accounts involve judgements based on qualitative evidence and these judgements may be provisional. Every generation rewrites its own history in the light of new evidence and of subsequent events and processes, and under the influence of its particular attitudes and prejudices. The process of historical enquiry, explanation and interpretation is a never ending activity, for which historians have developed values and conventions which themselves change over time. The aims of the history programme at both Higher and Standard Levels are to promote: the acquisition and understanding of historical knowledge in breadth and in depth and across different cultures; a developing appreciation and understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations; international awareness and understanding by promoting the achievement of empathy with, and understanding of, people living in diverse places and at different times; a better understanding of the present through an understanding of the past; an appreciation of the historical dimension of the human condition; an ability to use and communicate historical knowledge and understanding; a lasting interest in history. Having followed the programme at Higher or Standard level, students should be able to: demonstrate historical understanding through the acquisition, selection and effective use of knowledge; present clear, concise, relevant and well-substantiated arguments; evaluate, interpret and use source material critically as historical evidence; identify and evaluate different approaches to, and interpretations of, historical events and topics; explain the causes and effects of historical continuity and change. Standard Level Students study the following twentieth century world history topics: causes, practices and effects of war; the rise and rule of single-party states; and the Cold War. In addition, students undertake an indepth study on any historical subject of their choice. The teacher assists the student to make the choice and provides

advice on the area of study, sources, exact focus and format and structure. ASSESSMENT

Internal Assessment Report on the in-depth study of up to 2000 words. (25%) External Examinations Paper 1: A document-based paper set on prescribed subjects drawn from the twentieth century world history topics. (1 hour, 30%) Paper 2: An essay paper based on the twentieth century world history topics. (1.5 hours, 45%) Higher Level In addition to the work undertaken at Standard Level, students also study one of a number of regional options. At Geelong Grammar School, the region chosen is Europe. Within this regional option, the students elect to study topics such as: Tsarist Russia and Communist USSR; World War I; Nazi Germany; Stalin’s USSR, World War II; The Inter-War Years. ASSESSMENT

Internal Assessment Report on the in-depth study of up to 2000 words. (20%) External Examinations Paper 1: A document-based paper set on prescribed subjects drawn from the twentieth century world history topics. (1 hour, 20%) Paper 2: An essay paper based on the twentieth century world history topics. (1.5 hours, 25%) Paper 3: An essay paper based on the regional option: Europe. (2.5 hours, 35%)

GROUP 4 - BIOLOGY Biology is an experimental science in which the scientific method of investigation forms an integral part of the study of living organisms. Within the course, living things are studied from the molecular level through to the macro interactions which occur in the biosphere. By the end of this course, students should have developed an appreciation of the interactions between these levels and of the organisms functioning as entities in

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Part 1: Core theme – patterns and change (Standard Level 40% / Higher Level 25%)

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the biosphere.

one extended response question in each of the two options studied. (1 hour, 20%)

External Examinations

GROUP 4 - CHEMISTRY

Paper 2: Data-based question, several short answer questions and an extended response. (2.25 hours, 36%)

Standard Level The material covered in the core includes: cells, the chemistry of life, genetics, ecology and evolution, human health and physiology and an introduction to statistical analysis. There is an extensive programme of practical investigations. Standard Level students are required to study any two options chosen from: Human Nutrition and Health, Physiology of Exercise, Cells and Energy, Evolution, Neurobiology and Behaviour, Microbes and Technology, Ecology and Conservation. The duration of each option is 15 hours. ASSESSMENT

Internal Assessment A project and investigations. (24%) External Examinations Paper 1: 30 multiple choice questions. (0.75 hour, 20%) Paper 2: Data-based question, several short answer questions and an extended response. (1.25 hours, 32%) Paper 3: Several short answer questions in each of the two options studied. (1 hour, 24%) Higher Level In addition to the Standard Level core work, Higher Level material builds on or includes the following: nucleic acids and proteins, cell respiration and photosynthesis, plant science, genetics, human health and physiology. Higher Level students are required to study any two options chosen from Evolution, Neurobiology and Behaviour, Microbes and Technology, Ecology and Conservation and Further Human Physiology. The duration of each option is 22 hours. ASSESSMENT

Internal Assessment A project and investigations. (24%) External Examinations Paper 1: 40 multiple choice questions. (1 hour, 20%)

Chemistry is an experimental science concerned with the study of the materials of our environment, their properties and the ways in which they react with each other. Laboratory work is an integral part of the course and has a direct bearing on the student’s growing understanding of descriptive and theoretical chemistry. Standard Level Material covered in the core includes: quantitative chemistry, atomic structure, periodicity, bonding, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry and measurement and data processing. Standard Level students are also required to study any two options chosen from Modern Analytical Chemistry, Human Biochemistry, Chemistry in Industry and Technology, Medicines and Drugs, Environmental Chemistry, Food Chemistry and Further Organic Chemistry. The duration of each option is 15 hours. ASSESSMENT

Internal Assessment A project and investigations. (24%) External Examinations Paper 1: 30 multiple choice questions. (0.75 hour, 20%) Paper 2: Data-based question, several short answer questions and an extended response. (1.25 hours, 32%) Paper 3: Several short answer questions in each of the two options (1 hour, 24%) Higher Level Core material includes the same topics as the Standard Level but in more detail. Higher Level students are also required to study any two options chosen from Modern Analytical Chemistry, Human Biochemistry, Chemistry in Industry and Technology, Medicines and Drugs, Environmental Chemistry, Food Chemistry and Further Organic Chemistry. The duration of each option is 22 hours.

Paper 2: Data-based question, several short answer questions and two extended responses. (2.25 hours, 36%)

Internal Assessment

Paper 3: Several short answer questions and

A project and investigations. (24%)

ASSESSMENT

Paper 1: 40 multiple choice questions. (1 hour, 20%)

Paper 3: Several short answer questions in each of the two options. (1.25 hours, 20%)

GROUP 4 – DESIGN TECHNOLOGY Design Technology is based on a model of learning that incorporates knowledge, skills associated with a technological understanding and design principles in a problem-solving context. “To design” can be defined as “to conceive a mental plan for something”. Design consists of gathering information about the present state of the world around us, processing that information and planning for some kind of intervention either by modifying what is already there or introducing something new. This course is structured so that students learn that design involves more than the material environment but also the political, social and economic considerations that affect our quality of life. Technology relies on the laws and properties of nature to create new products and systems, while at the same time providing a means for the development of new techniques and the acquisition of yet more knowledge about the laws and properties of our environment. Students may base their study on engineering, product and construction manufacturing or textile and fashion industries. The Design Cycle The course is structured to equip the student to learn and develop through their use of design and technological concepts. The design cycle is the core of the course and it is expected that the students will use this process in their practical investigation work along with the theory components of the course. Each element of the cycle represents an aspect of design technology which when viewed together, constitutes a holistic approach to the course content. The design cycle is the equivalent of the scientific method. The emphasis is therefore on using the design cycle

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Standard Level The core material provides information about and experience of designing and the role of the designers. At the same time it provides details about materials and processes to get a feel for the work of designers through investigation and project work. The students will cover the following topics in the core: The design process, product innovation, green design, materials, product development, product design and evaluation. Standard level students are required to study one of the following options: Food Science and Technology, Electronic Product Design, CAD/CAM, Textiles or Human Factors Design.

ASSESSMENT

Internal Assessment Investigations and design project. (36%) External examinations Paper 1: 30 multiple choice questions. (1 hour, 20%) Paper 2: Data-based question and several short answer questions and an extended response. (1.75 hour, 24%)

Paper 2: Data-based question, several short answer questions and two extended responses. (2.25 hours, 36%)

Physics aims to develop an understanding of the concepts and principles of this experimental science. The core syllabus provides a non-calculus approach to fundamental Physics. The options lead to a deeper understanding and allow for discussion of some of the techniqueorientated applications.

The material covered in the core includes: measurement, mechanics, thermal physics and the properties of matter, waves, electricity and magnetism and atomic and nuclear physics.

Paper 2: Data-based question and several short answer questions and an extended response. (1 hour, 24%) Paper 3: Several short-answer questions and extended-response questions in the option studied, all of which are compulsory. (1 hour, 20%)

Standard Level students are required to study two options from: Sight and Waves, Quantum and Nuclear Physics, Digital Technology, Relativity and Particle Physics, Astrophysics, Communications, Electromagnetic Waves. The duration of each option is 15 hours. ASSESSMENT

Higher Level The additional higher level material provides explanations and answers to the “why?” questions arising from the core material (some chemistry and applied physics). It extends the content into appropriate technologies and the manufacture and evaluation of the final product. These topics include: energy, structures, mechanical design, advanced manufacturing techniques and sustainable development. Higher Level students are required to study one of the following options: Food Science and Technology, Electronic Product Design, CAD/CAM, Textiles or Human Factors Design.

Internal Assessment

GROUP 4 - PHYSICS

Internal Assessment

Paper 1: 30 multiple choice questions. (0.75 hour, 20%)

ASSESSMENT

A project and investigations. (24%)

Standard Level

External examinations

Higher Level students are required to study any two options from Astrophysics, Communications, Electro-magnetic Waves, Relativity, Medical Physics, Particle Physics. The duration of each option is 22 hours.

Paper 3: Several short-answer questions and extended-response questions in the option studied, all of which are compulsory. (1.25 hours, 20%)

ASSESSMENT

Investigations and design project. (36%)

the Standard Level but with extensions and in more detail.

Internal Assessment A project and investigations (24%) External Examinations Paper 1: 30 multiple choice questions. (0.75 hour, 20%) Paper 2: Data-based question, several short answer questions and an extended response. (1.25 hours, 32%) Paper 3: Several short answer questions in each of the two options studied. (1 hour, 24%) Higher Level

External Examinations Paper 1: 40 multiple choice questions. (1 hour, 20%)

Paper 3: Several short answer questions and one extended response question in each of the two options studied. (1.25 hours, 20%)

GROUP 4 – SPORTS, EXERCISE AND HEALTH SCIENCE Sports, Exercise and Health Science was, for the first time, open to IB schools to offer from September 2012. This subject is currently a Standard Level only subject. The Sports, Exercise and Health Science course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. A combination of theory and experimental work provides the opportunity for students to acquire the knowledge and understanding necessary to apply scientific principles and analyse human performance. This course has strong international dimensions such as international sporting competition and the international bodies that regulate them. Ethical issues that exist within sporting competitions are also considered. Students study six compulsory topics which are: anatomy; exercise physiology; energy systems; movement analysis; skill in sport and measurement and evaluation of human performance. Students will also study two optional topics from: optimising physiological performance; psychology of sport; physical activity and health; nutrition for sport, exercise and health.

Core material includes the same topics as

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to solve a problem using scientific information and production techniques. Practical / investigative work centres on the properties of materials, mechanisms, control systems and production techniques as they apply to constructing a product, or developing skills and ideas useful in carrying out this sort of a project.

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ASSESSMENT

Internal Assessment A project and internal investigations. (24%) External Examinations Paper 1: 30 multiple choice questions. (0.75 hours, 20%) Paper 2: Data-based question, several short answer questions and an extended response. (1.25 hours, 32%) Paper 3: Several short answer questions in each of the two options studied. (1 hour, 24%)

GROUP 5 - MATHEMATICS SL Standard Level This course is designed for competent mathematics students who anticipate a need for a sound mathematical background in preparation for their future studies in, for example, chemistry, economics, geography, psychology and business administration. It is a demanding course covering a broad range of mathematical topics. The course consists of number and algebra: sequences and series, indices and logarithms and the binomial theorem; functions and equations: the concept of a function, transformations of graphs and polynomial, exponential and logarithmic functions; circular functions and trigonometry: identities, graphs and their transformations and the solution of triangles; vector geometry: position vectors, projections, scalar products and lines in planes; statistics and probability; calculus: limits, rules of differentiation, applications of differential calculus, antidifferentiation and areas under curves. One optional topic is studied and is selected from statistical methods, further calculus and further geometry. ASSESSMENT

Internal Assessment An individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20%) External Examinations Paper 1: (1.5 hours, 40%) Paper 2: (1.5 hours, 40%)

GROUP 5 - MATHEMATICAL STUDIES Standard Level This course is designed to provide a realistic mathematics course that caters for students with varied backgrounds and abilities. The students most likely to select this subject are those whose main interests lie outside the field of mathematics. Students likely to need mathematics for the pursuit of further qualifications should study one of the other mathematics subjects. The course consists of number and algebra: sequences and series and the solution of quadratic equations; sets and logic: truth tables, sets and Venn diagrams; geometry and trigonometry: two and three dimensional applications; financial arithmetic: interest and linear programming; functions: polynomial, exponential and trigonometric functions. One optional topic is studied and is selected from matrices and graph theory, further statistics and probability and introductory differential calculus.

polynomial, exponential and logarithmic functions; circular functions and trigonometry: identities, graphs and their transformations, the addition and double angle formulae and the solution of triangles; vector geometry: position vectors, projections, scalar and vector products and lines and planes; matrices and transformations; univariate statistics and probability; calculus: limits, rules of differentiation, applications of differential calculus, antidifferentiation, integration techniques, differential equations and areas under curves. One optional topic is studied and is selected from statistics and probability; sets, relations and groups; calculus; and discrete mathematics. ASSESSMENT

Internal Assessment An individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20%) External Examinations Paper 1: (2 hours, 30%) Paper 2: (2 hours, 30%) Paper 3: (1 hour, 20%)

ASSESSMENT

Internal Assessment A project involving the collection and/or generation of data, and the analysis and evaluation of that data. (20%) External Examinations

GROUP 6 Students may select one of the Arts or a second subject from Group 2 (anticipated), Group 3 or Group 4.

Paper 1: (1.5 hours, 40%) Paper 2: (1.5 hours, 40%)

The School endeavours to satisfy each student’s choices for Group 6 but this will depend on availability.

GROUP 5 - MATHEMATICS HL

GROUP 6 – VISUAL ARTS

Higher Level

Standard Level and Higher Level

This course is designed for very able mathematics students. The majority of students studying this subject will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as engineering, physics and technology whilst others may take this subject because they have a strong interest in mathematics and enjoy meeting the challenges and engaging in its problems.

Students can undertake Option A or Option B (where weighting of assessment differs between options); both require the compulsory completion of practical studio work and theoretical research. Integral to this is the Investigation Workbook. This takes the form of a working journal which contains a record of research into art practices and art appreciation. Equity is given to conceptual development, creative processes, and research and critical analyses of artistic styles, cultural influences and artworks studied, including gallery visits.

The course consists of number and algebra: sequences and series, indices and logarithms, mathematical induction and complex numbers; functions and equations: the concept of a function, transformations of graphs and

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ASSESSMENT

1. Studio Work (60%) 2. Investigation Workbook (40%)

GROUP 6 - MUSIC The music programme aims to promote the acquisition of knowledge and understanding of music from a variety of cultural, historical and stylistic perspectives, which includes a study of continuity and change in Western music, the development of an understanding of the diversity of 20th Century music and an awareness of the music of other cultures. Students develop skills in critical listening and understanding as well as in making music through composing, improvising and performing, which includes performing in ensembles and, in some cases, directing these. The Higher Level prepares students for further formal study of the art and science of music in higher education. Students are expected to: be able to comment on stylistic and technical aspects of a range of selected music; show knowledge of the basic rudiments and acoustics of music; demonstrate creativity; imagination and originality in performance and/or composition, perform, showing technical competence and control of musical elements; show competence in composition, and sense of style and ability to interpret in performance. They are also expected to show an understanding of the aesthetic quality of a piece of music in performance and composition and, finally, show an awareness of personal growth and development in music. Standard Level There are three options at Standard Level from which students may choose: Solo Performance, Group Performance or Composition.

Solo Performance This course is designed for students with a background in musical performance. A solo performance of 15 minutes duration is required for assessment. Group Performance This course is designed for students with a general interest in music or those without appropriate prior experience, particularly members of ensembles. Students will be assessed on their playing in one instrumental or vocal ensemble (which could be an existing School choir, band or orchestra). At least two public performances are recorded during the course of 15 to 30 minutes duration. Composition This course is designed for students with a background in musical composition. Students study musical perception and analysis and composition. They need to submit two compositions.

- A study of musical genres and styles with musical examples from different parts of the world, designed to develop aural perception, musical literacy and historical and cultural knowledge - An independent musical investigation of two distinct musical genres from any tradition, culture or region of the world Solo Performance Students prepare for one or more solo recitals of about 20 minutes on their chosen instrument or voice. Composition Composition skills are developed through practice and experimentation. Three notated and recorded compositions are submitted of about 5 to 15 minutes in total when performed. ASSESSMENT

Internal Assessment

Solo, group and composition Standard Level students also cover:

1. Solo Performance (25%) 2. Composition (25%)

- A study of two prescribed works

External Assessment

- A study of musical genres and styles with musical examples from different parts of the world, designed to develop aural perception, musical literacy and historical and cultural knowledge.

3. Examination: Listening paper – Musical Perception and Analysis. (3 hours, 30%)

- An independent musical investigation of two distinct musical genres from any tradition, culture or region of the world. ASSESSMENT

Internal Assessment (50%) 1. Performance component – group OR solo OR composition component External Assessment 2. Examination: Listening paper. (2.25 hours, 30%) 3. Musical Links Investigation: Media Script, (20%) Higher Level There are three compulsory parts in the Higher Level Course. This course is designed for specialist music students with a background in music performance and composition, who may study music at tertiary level. Students study the following: Musical Perception and Analysis - A study of two prescribed works

4. Musical Links Investigation: Media Script, (20%)

GROUP 6 - THEATRE ARTS Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains and extends the human spirit. It is innately creative and experimental in its philosophy; in its practice, it demands collaboration, curiosity, resourcefulness and risk. Theatre Arts emphasises the importance of working individually and as a member of an ensemble. Students are encouraged to develop the organisational and technical skills needed to express themselves creatively in theatre. A further challenge for students following this course is for them to become aware of their own perspectives and biases, and of the ways in which they function inside a creative group, and to learn to respect and appreciate cultural diversity – as it is communicated through world theatre – and to see the powerful role theatre plays in reflecting the cultural, political and historical prism of the world. At the core of the theatre course lies a concern with clarity of understanding,

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The Investigation Workbooks are initially assessed by the teacher and then sent to an external examiner for moderation. The examiner also reviews them in the context of the studio work during the interview process. The Visual Arts Candidate Record Booklet is then sent to the IB examination centre. This booklet contains: candidate statement, photographs of works (SL: 8–12 pages, HL: 12–18 pages) and copies of workbook pages (SL: 15–20 pages, HL: 25–30 pages).

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critical thinking, reflective analysis, effective involvement and imaginative synthesis – all of which should be achieved through practical engagement with the theatre. The Theatre Arts student is a theatrical practitioner, engaged in all levels of theatrical conception and applied stagecraft. Standard Level 1. Theatre in the Making: The study of at least one stimulus – or play-text that will develop into an action plan for performance. 2. Theatre in Performance: Participation in at least two performances in two different roles/capacities. 3. Theatre around the World: Studies from an international perspective of selected texts and traditions. At least two contrasting practices are studied. 4. Independent Project: Creation and presentation of an original work inspired by any source, from any origin. Pursuit of a specialised interest with rigour and imagination.

3. Theatre around the World: Studies from an international perspective of selected texts and traditions. At least two contrasting practices are studied. 4. Choice of 2 different Options: Option A: Devising Practice – alternative ways of realising, and practical demonstration of, the elements of production. Option B: Exploring Practice – examination and practical critical comparison of theories and the work of one or more forms/practitioners/ theorists/genres. ASSESSMENT

Internal Assessment These components are internally assessed by the teacher and externally moderated. 1. Theatre Performance and Production Presentation: An oral presentation lasting 30 minutes with 7-10 images. (25%)

Internal Assessment

2. Independent Project Portfolio: Production of a Portfolio of 3,000 words on their Independent Project (either Option A or Option B) and its connection to their experiences in the core syllabus. (25%)

These components are internally assessed by the teacher and externally moderated.

External Assessment

ASSESSMENT

1. Theatre Performance and Production Presentation: A 20 minute oral presentation with 5-7 images. (25%)

3. Research Investigation: Production of a Research Investigation of 2,000 – 2,500 words with supporting visual materials. (25%)

2. Independent Project Portfolio: A Portfolio of 2,000 words on their Independent Project and its connection to their experiences in the core syllabus. (25%)

4. Practical Performance Proposal: Production of a Proposal of 250 words with supporting visual materials and a report of 1,000 to 1,250 words. (25%)

External Assessment 3. Research Investigation: Production of a Research Investigation of 1,500 – 1,750 words with supporting visual materials. (25%) 4. Practical Performance Proposal: A Proposal of 250 words with supporting visual materials. (25%) Higher Level 1. Theatre in the Making: The study of at least two different stimuli – or play-texts – that will develop into two action plans for performance. 2. Theatre in Performance: Participation in at least three performances in three different roles/capacities.

guidance of a supervisor (usually a teacher in the School). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is recommended that completion of the written essay is followed by a short, concluding interview, or viva voce, with the supervisor. The Extended Essay is assessed against common criteria, interpreted in ways appropriate to each subject. The Extended Essay which is compulsory for all Diploma Programme students is externally assessed and, in combination with the grade for Theory of Knowledge, contributes up to three points to the total score for the IB Diploma.

EXTENDED ESSAY The Nature of the Extended Essay In the Diploma Programme, the Extended Essay is the prime example of a piece of work where the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice. The Extended Essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects—normally one of the student’s six chosen subjects for the IB Diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the

The Choice of Topic The topic of the Extended Essay is the particular area of study within the chosen subject. In choosing a subject, an essential consideration is the personal interest of the candidate. Before a final decision is made about the choice of topic the relevant subject guidelines should be carefully considered. Candidates should aim to choose a topic which is both interesting and challenging to them. The topic chosen should be limited in scope and sufficiently narrow to allow candidates to collect or generate information and/or data for analysis and evaluation. Candidates are not expected to make a contribution to knowledge within a subject. A broad topic is unlikely to result in a successful Extended Essay. A topic which requires no personal research and/or requires an essentially narrative or descriptive approach is not suitable for an Extended Essay. Similarly, although a reliance on secondary sources is sometimes necessary, an Extended Essay which only provides a summary of such sources will not be successful. Writing a precis of a well-documented topic is unlikely to result in a successful Extended Essay. The IB Learner Profile The learning involved in researching and writing the Extended Essay is closely aligned with the development of many of the characteristics described in the IB learner profile. Students are, to a large extent, responsible for their own independent learning, through which they acquire and communicate in-depth knowledge and understanding. The research process necessarily involves intellectual risk-taking and extensive reflection; open-mindedness, balance and

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Relationship To Theory Of Knowledge Whichever subject is chosen, the Extended Essay shares with the Theory of Knowledge (TOK) course a concern with interpreting and evaluating evidence, and constructing reasoned arguments. Where the two differ is in the emphasis placed on the research process and its formal outcomes. The Research Question When an appropriate topic has been chosen, candidates should narrow the focus of the investigation and formulate a specific research question. For many Extended Essays this will be phrased in the form of a question, but alternatives such as launching the investigation with a hypothesis are acceptable. By frequently referring to this research question, candidates should be able to maintain the purpose and orientation of the investigation. Candidates are encouraged to formulate a challenging research question but to ensure that it can be explored within the constraints of essay length, time and resources available to them. The Supervisor The candidate will be assigned a supervisor from the appropriate department. The supervisor has four principal responsibilities: to encourage and support the candidate throughout the research and writing of the Extended Essay; to provide the candidate with advice and guidance in the skills of undertaking research; to ensure that the Extended Essay is the candidate’s own work, to complete the Supervisor’s report. The amount of time spent by the supervisor with each candidate will vary depending on the circumstances, but will usually be between three and five hours in total. ASSESSMENT

All Extended Essays are externally assessed by examiners appointed by the IB. This maximum score is made up of the total criterion levels available for each essay. The total score obtained on the scale 0 to 36 is used to determine in which of the following bands the extended essay is placed. This band, in conjunction with the band for Theory of Knowledge, determines the number of Diploma points awarded for these two requirements.

The IB band descriptors are: A Work of an excellent standard B Work of a good standard C Work of a satisfactory standard D Work of a mediocre standard E Work of an elementary standard. Award of Diploma points The Extended Essay contributes to the overall Diploma score through the award of points in conjunction with Theory of Knowledge. A maximum of three points are awarded according to a student’s combined performance in both the Extended Essay and Theory of Knowledge. Both the Extended Essay and Theory of Knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student’s performance in each of the Extended Essay and Theory of Knowledge will fall into one of the five bands described previously. The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the Extended Essay and Theory of Knowledge according to the matrix.

THEORY OF KNOWLEDGE (TOK) It is commonplace to say that the world has experienced a digital revolution and that we are now part of a global information economy. The extent and impact of the changes signalled by such grand phrases vary greatly in different parts of the world, but their implications for knowledge are profound. Reflection on such huge cultural shifts is one part of what the TOK course is about. Its context is a world immeasurably different from that inhabited by “renaissance man”. Knowledge may indeed be said to have exploded: it has not only expanded massively but also become increasingly specialised, or fragmented. At the same time, discoveries in the 20th century (quantum mechanics, chaos theory) have demonstrated that there are things that it is impossible for us to know or predict. The TOK course encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content involves questions like these: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge?

The purpose of the TOK programme is to help students critically reflect on their knowledge and experience. This reflection requires a consideration of the various ways we interpret the world in culturally diverse settings. TOK is not philosophy instead it requires students to become aware of personal and ideological biases to their knowledge and to consider what responsibilities knowledge may place on the knower. The course aims to develop a concern for rigour in formulating knowledge claims, intellectual honesty and links to all subject groups in the IB Programme. The programme considers real-life knowledge issues as they often arise in part from questions about what we know; however, it is not a series of debates about such issues. By engaging in an inter-cultural analysis of the concepts, arguments and value judgements that we use, the programme leads students to an understanding of the bases of knowledge and experience, to a recognition of subjective and ideological influences and to the development of ways of thinking based on the critical examination of evidence and rational arguments. The course moves backwards and forwards through these three perspectives and touches on topics such as: - Ways of Knowing: sense perception, language, emotion, intuition, reasoning, memory, faith and imagination - Map like and story-like knowledge - Local and global knowledge - Constrained creativity - Paradigm shifts - Areas of Knowledge: Mathematics, Human Sciences, History, the Arts, Ethics, Natural Sciences, Indigenous Knowledge Systems, Religious Knowledge Systems. ASSESSMENT

External assessment Part 1: Essay on a prescribed title (maximum of 1600 words) (67%) Each student must submit for external assessment an essay on any one of the 6 titles prescribed by the IB for each examination session. Internal assessment Part 2: The presentation (33%) Students must make one or more individual and/or small group

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fairness are key prerequisites for a good Extended Essay.

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presentations to the class during the course. The maximum group size is three.

communities of people or to the local or wider environment.

TOK and the Extended Essay

The programme is designed to provide a challenge to each student in each of the three areas of creativity, action and service; to provide opportunities for service; to complement the academic disciplines of the curriculum and to provide a balance to the demands of scholarship placed upon the student; to challenge and extend the individual by developing a spirit of discovery, selfreliance and responsibility; to encourage the development of the student’s individual skills and interests.

The performance of a student in both Diploma Programme requirements, Theory of Knowledge and the Extended Essay is determined according to the quality of the work, based on the application of the IB Diploma Programme assessment criteria and A – E grades are given. The IB band descriptors are: A Work of an excellent standard B Work of a good standard C Work of a satisfactory standard D Work of a mediocre standard E Work of an elementary standard Using the two performance levels and the Diploma points matrix, a maximum of three Diploma points can be awarded for a student’s combined performance as shown in the Matrix. A student who, for example, writes a satisfactory Extended Essay and whose performance in Theory of Knowledge is judged to be good will be awarded 1 point, while a student who writes a mediocre Extended Essay and whose performance in Theory of Knowledge is judged to be excellent will be awarded 2 points. A student who fails to submit a TOK essay, or who fails to make a presentation, will be awarded N for TOK, will score no points, and will not be awarded a Diploma. Performance in either Theory of Knowledge and the Extended Essay of an elementary standard is a failing condition for the award of the Diploma.

CREATIVITY, ACTION, SERVICE (CAS) CAS is a fundamental part of all Diploma students’ programmes. As a guide, students are expected to complete a minimum of 150 hours during the two years of the Diploma. Creativity is interpreted as imaginatively as possible to cover a wide range of Arts and other activities and to include creativity by the individual student in designing and carrying out service projects. Action can include participation in expeditions, individual and team sports and physical training. It can also include carrying out creative and service projects as well as training for service. Service is community or social service. It can be service to individual people, to

ASSESSMENT

A written, critical self-evaluation of personal performance is required from students for each activity. The self-evaluation or ‘reflection’ process encourages the development of critical thinking skills and enhances students’ awareness of their own strengths and weaknesses. Students consider in their evaluations the extent to which they have developed personally as a result of the CAS activity; the understanding, skills and values acquired through the experience; and how others may have benefited from the activity. Self-evaluations are reflective rather than descriptive, narrative reports. The School is required to record and evaluate all CAS work. These records focus on attendance, punctuality and time spent on the activity; evidence of initiative, planning and organisation; the amount of effort and commitment displayed; and a student’s personal achievement and development, taking into account skills and attitudes at the start of the activity. Students are required to demonstrate a number of Learning Outcomes. As part of this CAS programme students should have: - Increased their awareness of their own strengths and areas for growth - Undertaken new challenges - Planned and initiated activities - Worked collaboratively with others - Showed perseverance and commitment in their activities - Engaged with issues of global importance - Considered the ethical implications of their actions - Developed new skills

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