Teaching and Learning Subjects Guide 2022 by Mentone Grammar

TEACHING GUIDE AND LEARNING 2022 SUBJECTS

COMMERCE / ENGLISH / HEALTH & PHYSICAL EDUCATION / HUMANITIES / LANGUAGES / MATHEMATICS PERFORMING ARTS / SCIENCE / DESIGN AND TECHNOLOGY / VISUAL ARTS

Due to current limitations around the COVID-19 regulations pertaining to schools, our School will endeavour to provide as many subject and cocurricular offerings outlined in this document, as is possible. In the event that our School may need to limit some offerings into the future, we will ensure that our parent community is well advised and that our staff will be available to assist with alternative subject selections or to detail any changes to any of our off-campus learning experiences. At the time of publication, all subjects listed are available at each year level. We thank you for your patience and understanding as we continue to evaluate and update how we can continue to provide a rich learning environment for all. TEACHING & LEARNING TEAM

CONTENTS MENTONE GRAMMAR OVERVIEW

SUBJECTS 2022 YEARS 7-12

Welcome to Mentone Grammar

Teaching and Learning Strategic Vision 2020-2023

Lenses for Learning

Learning Enhancement Wellbeing

Commerce 42 Subject Flowchart

English

Subject Flowchart

Health and Physical Education

Subject Flowchart

Humanities

Subject Flowchart

Languages

Subject Flowchart

CAMPUS LENSES ELC & Eblana Campus Introduction

Eblana Campus Overview

Mathematics

Riviera Campus Introduction

Subject Flowchart

Riviera Years 5 & 6 Overview

Performing Arts

Bayview Campus Introduction

Subject Flowchart

Bayview Years 7 & 8 Overview

Greenways Campus Introduction

Science

Subject Flowchart

101

Design and Technology

102

Greenways Campus Overview

Subject Flowchart

115

Greenways Electives

VCAL

Subject Selection Overview FAQs

Visual Arts

116

Subject Flowchart

121

Need to Know More?

122

WELCOME TO MENTONE GRAMMAR At Mentone Grammar we believe in developing happy, healthy and high achieving young people. Our goal is to develop successful learners, confident and creative individuals and active, informed citizens. Living in a rapidly changing world, our teaching aims to be learner-centred, flexible and a balance between disciplinary knowledge and skills, alongside the development of important dispositions and habits of mind. By focusing on the development of well-rounded young people, students enter the world fully prepared to embrace the challenges that lay before them and are equipped with the tools to thrive in whatever they pursue. We believe strongly that learning is enhanced when a student’s emotional intelligence is maximised. Students with high emotional intelligence are able to recognise and name emotions in themselves and others, they are able to link emotion to cause and consequence and are able to harness their emotion to enhance thinking and deepen understanding. Our differentiated teaching and learning programs utilise the latest research to ensure students develop this capability. The teachers at Mentone Grammar are outstanding. They recognise the importance of building strong relationships with their students and their families. We provide contemporary, supportive and engaging learning environments and allow opportunities for collaborative and individual learning. There is a culture of high expectation, mutual respect, trust and responsibility. Our teachers are learners too, constantly seeking ways to improve and refine their practices. WE ALL LOOK FORWARD TO SHARING THIS JOURNEY WITH YOU. BEST WISHES TEACHING & LEARNING TEAM

TEACHING AND LEARNING STRATEGIC VISION 2020-2023

We believe children learn most powerfully and deeply when they connect with their teacher and they see relevance in what they are learning.

We believe that the fundamental aspect of a modern education is learning how to learn.

We develop our teaching and learning approaches to ensure students have processes in place to know what to do when they don’t know what to do.

We define learning as a transformative process that changes what we know and builds on what we do.

We believe that education should be underpinned by deep disciplinary and transdisciplinary knowledge, include a wide range of skills, key literacies and experiential learning opportunities.

We believe that the development of character and disposition are vital aspects of a modern education.

We believe that our curriculum should include classical, modern and contemporary elements and include a wide variety of student choice. We believe that the best way of catering for the diverse needs of all learners is through the development of a common set of teaching practices that includes learning directly from others, a model of human-centred inquiry, real world projects and ensuring clarity of intent in everything we do.

LENSES FOR LEARNING

THINKING

LEADING

BECOMING

People learn most powerfully and deeply when they focus on the ‘how’ and ‘why’ as well as the ‘what’. Developing an ability to think deeply and clearly, excites, engages and inspires the learner as they grow intellectually and emotionally. Students are encouraged to reflect and unpack their thinking throughout the day. By learning how to question and understand the important role that thinking has on their understanding, students grow as learners and a broad culture of thinking is developed, allowing students to critically and creatively apply their understanding.

Leadership of self and others requires an investment of time, firstly in ourselves, to understand how we function and how we lead, then an investment in those we support to determine their needs, how they can be supported and then our response to it. A range of contexts will exist within this community of leadership.

Our identities, understandings, skills and relationships are shaped by our experiences. As we learn and grow, we change.

As a school we are now moving beyond thinking routines to the type of thinking we want to make routine. We are developing a culture of thinking through a focus on: ■ critical thinking within and across disciplines ■ understanding phenomena from a systems level ■ seeing things from the perspectives of others ■ asking good questions ■ having routines and structures readily available to support deep and deliberate thinking and metacognition

At the forefront we need to draw on the wisdom of our School values:

Respect, Discipline, Care, Resilience, Endeavour, Integrity and Service. These should be drivers of our approach to leading. Opportunities to reflect and collaborate are also required as we work together for the greater good as life-long learners and thoughtful global citizens. Through a range of opportunities for our staff and students, our local and global leadership involves a significant investment in: ■ personal development ■ service to others ■ working in teams ■ coaching

At Mentone Grammar we aim to develop well-rounded young people who are happy, healthy and high achieving through a focus on: ■ Having a sense of belonging that has a powerful effect on their social, emotional, academic, spiritual and physical wellbeing. ■ Understanding notions of Identity – Who am I, how am I developing and what does it mean to be human? ■ Having a sense of agency so that students see themselves as the designers, creators and makers of the world of tomorrow. ■ Humility – not thinking less of yourself but thinking of yourself less. ■ Empathy and responsiveness to the needs of others. ■ Resilience - Students develop strategies to cope and thrive in school and in their lives. ■ Emotional Intelligence and Agility – Able to tolerate high levels of stress and to endure setbacks, while remaining open, engaged and receptive. Facing emotion with curiosity, self-compassion and acceptance.

■ mentoring

LEARNING ENHANCEMENT All students deserve to feel socially connected and academically challenged at school.

ABOUT The Learning Enhancement Department at Mentone Grammar strives to achieve this for all students. Our highly qualified, expert staff analyse the academic data of all of our students using the Robert Allwell assessment tool, and a range of other assessments, both psychometric and academic, according to suitability. From these assessment results, which are regularly updated, students may qualify for additional support to further enhance their learning. Students, who are highly able and meet the program criteria, are presented with a range of academic challenges through Dare 2 Dream! This program focuses on general extension for students in Literacy, Science, Mathematics, Technology, Public Speaking and Philosophical Thinking. Weekly classes are run for highly able students in Years 2 to 10, with specialised Mathematics Extension for students at Years 2 to 9. 8

COMPETITIONS

CHALLENGE

SUPPORT

Competitions are a very important part of this program with inquiry based competition projects completed by students across the School for Science (Term 1), Mathematics (Term 2), Technology (Term 3) and Writing (Term 4). Students can choose to be involved in all of the inquiry based competitions, or just one or two. Where students choose to be involved they will generally be supported by a teacher Mentor who will work with individual students, each week focusing on goal setting, progress checking and discussion around the project’s presentation.

Additionally, highly able Mathematics students are encouraged to be involved in Mathematics competitions including the:

Supporting students with diverse learning needs to reach their full potential.

These mentoring sessions provide a process model for students, regarding how to approach investigative research from the initial idea, to asking the right research questions, to project completion. In time, students learn the process and many choose to initiate their future project plans and structures and complete their competition projects autonomously. Team competitions include options such as Tournament of Minds, Da Vinci Decathlon, Aurecon Bridge Building and GATEways.

Australian Mathematics Competition (AMC), University of New South Wales (UNSW) Mathematics Challenge, Maths Talent Quest (MTQ) and Maths Olympiad. At Year 12, our highly able students work with a teacher Mentor, meeting individually with their Mentor during the week. The focus for these sessions might be goal setting and progress checking, troubleshooting an issue, building social and emotional strength and resilience, reviewing student data, or working to develop a skill that might not be progressing as planned. The aim is to support all students enabling them to reach their full academic potential, whilst further developing personal character.

The Learning Enhancement Department has a diverse role providing support to both the teachers and students. Our highly qualified Learning Enhancement teachers analyse a range of assessment data and specialist reports and make recommendations regarding specific strategies and adjustments to improve learning in the classroom. Students may also qualify for small group specific research-based learning interventions or additional academic assistance, within an inclusive environment, to further enhance their learning. In addition to teaching specialised classes, Learning Enhancement teachers case manage year levels which includes liaising with all stakeholders such as parents, subject teachers and external providers to meet the individual needs of students.

In Bayview (Years 7 & 8), the focus is to continue developing independent learning allowing students to progress with more academic demands in all areas of the curriculum. This may entail the coaching of students to utilise assistive technology to improve outcomes. In Greenways (Year 9), as the academic content increases in complexity, the breadth and depth of learning support also increases, directly aligning with course content. A strong focus is on the development of executive functioning skills and self-advocacy. In Frogmore (Years 10 -12) we extend the curriculum support to assist students to best manage the academic rigour of VCE or alternative pathways such as VCAL. This includes preparing students for potential special provision entitlements and developing higher level study skills.

In Eblana (Foundation to Year 4), our focus is on the identification of students who require early intervention in Literacy and/or Numeracy and the provision of programs recognised as best practice. In Riviera (Years 5 & 6), the predominate focus is targeted intervention in Literacy and Numeracy to advance their skills prior to secondary schooling.

WELLBEING Our student Wellbeing Centre is located on the Frogmore Campus and is available for all students from ELC to Year 12. The Wellbeing team comprises:

PSYCHOLOGISTS COUNSELLORS

CAREERS COUNSELLORS

NURSES AND CHAPLAINS

Our School Counsellors provide confidential counselling for students from ELC to Year 12. The Counsellors work in partnership with School staff to address the general wellbeing of students. They provide individual and group counselling, intervention, case management, specialised sessions, assessments and referral to outside agencies, as appropriate.

The School’s Careers Counsellors provide senior students from Years 9 to 12 with a broad range of information, resources and activities that assist them to develop skills to make informed decisions about future career possibilities. Tertiary selection preparation, subject selection, job seeking skills and counselling support are also provided.

NURSES

Counsellors can conduct psychological and educational assessments as required, and provide recommendations to parents and teachers.

Our School Nurses are available to attend to student illness, emergencies and accidents every day during the term. They also provide: health promotion and primary prevention classroom education focusing on health related discussion and information, individual student health counselling, advice and referrals to assist young people in making healthy lifestyle choices.

CHAPLAINS The School Chaplains provide private and confidential opportunities for spiritual guidance, support, discussion and reflection. They also oversee the School’s Social Service Program. The Chaplains deliver regular religious education to classes and chapel services.

WELLBEING PROGRAM

MENTOR PROGRAM

The Wellbeing Program at Mentone Grammar helps to create an environment where every student in the School Community is known and cared for. The Program aims to create an atmosphere where every student can achieve his or her best academically, socially and emotionally.

Mentoring is an entrenched part of the culture at Mentone Grammar; students and teachers build strong, mutually respectful relationships which enhance the learning environment and where student-student mentoring and staff-student mentoring are also encouraged and embraced.

Mentone Grammar embraces the teaching of the RULER program to students in Eblana, Riviera and Bayview. This program is an emotional intelligence program designed to support a positive and safe school environment. Through tools such as the Class Charter, The Mood Meter, Meta Moments and the Blue Print, students build their ability to recognise emotions in themselves and others, understand the causes and consequences of their emotions and build tools to regulate their emotions. The program was developed at Yale University. Our senior students explore empathy, mindfulness and gratitude through the Resilience Project. The main focus of our mentor program is to build connections, provide support, encourage self-care and build a mental health tool-box.

EBLANA Junior School students in ELC and Foundation to Year 4 have a dedicated classroom teacher who is primarily responsible for the students’ social, emotional and academic progress.

RIVIERA AND BAYVIEW Middle School students in Years 5-8 have a Mentor who they meet with each morning for roll call. The Mentor will teach the student for one or more of their core subjects, and will work with the class during allocated Mentor sessions (2-3 periods per week).

GREENWAYS

FROGMORE Senior students – A Mentor is allocated to each student from within the House system. Each Mentor group has a small number of students from Years 10, 11 and 12. Mentors meet with students daily at roll call and during allocated Mentor sessions, these are the staff who will monitor students’ wellbeing and are the key point of contact between School and home.

LEARNING ENHANCEMENT GIFTED AND TALENTED PROGRAM See Learning Enhancement overview on page 8.

Year 9 students have a Mentor who they meet with each morning for roll call and for one period a week for Mentor class.

LOOKING THROUGH THE LENS

ELC & EBLANA MARY JONES EARLY LEARNING CENTRE At the Mary Jones Early Learning Centre, children feel happy and secure in their environment. They have the opportunity to contribute to the development of their program and build upon personal experiences while making connections. Children develop a sense of ownership towards their learning within indoor and outdoor play spaces. All staff in the ELC are professional, dedicated, passionate and inspired educators who nurture, encourage, engage, and challenge children to reach their full potential. At the Mary Jones Early Learning Centre we believe that family is an integral part of our service and a strong, supportive and joint partnership with the Centre can achieve the best results for your child. Mentone Grammar values and supports a sense of community.

Our program facilitates equal opportunities for both boys and girls. The environment at the Mary Jones Early Learning Centre provides countless opportunities for adventure, discovery, and interactive play so children can begin to develop and acquire preliminary tools and skills for life-long learning. Experiences both inside and outside the classroom foster curiosity, creativity, imagination, reflection and resilience. This is supported by the RULER program within the classrooms. These are integral to maximising and enhancing student learning at Mentone Grammar.

THE LEARNING ENVIRONMENT We believe that three interrelated components combine to form our context for learning. 1. OUR ENVIRONMENT Encompasses all areas of the community that we, our families and children have access to influence and are influenced by. The environment is diverse, safe and engaging. We believe that social interaction with and between peers, families and educators is the foundation for learning these interactions. This opens doors to new ideas and experiences. 2. VALUES Our Community strongly supports the School’s values. Framework documents and our Philosophy provide a foundation for our practice and reflect our aspirations and the broader Australian education context. School is a happy place where families have a sense of ownership and belonging. We feel a deep commitment to our Reconciliation Action Plan. We are committed to environmentally sustainable practices throughout the Early Learning Centre. 3. THE CURRICULUM Combines a blend of intentional teaching moments, child initiated explorations, collaborative inquiry and individualised learning experiences. Our play based curriculum is strongly influenced by the children’s interests. It is subject to ongoing evaluation and modification as we assess and scaffold children’s learning and skill development.

EBLANA FOUNDATION TO YEAR 4 In Eblana, we celebrate the uniqueness of each child, believing they have amazing capacities and potential to learn. We view each student as a person of strength, curiosity, creativity and intelligence. Eblana is a place where children discover who they are; they learn to express their opinion and listen to others; they learn about the world and they fulfil their need to become well-educated.

With a focus on developing positive, personal attributes of good citizenship and responsibility, students take their place as valued members of the Community fulfilling the promise of the School’s motto: Labore et Honore - ‘by work and with honour’.

We believe that children are entitled to develop strong positive relationships with themselves and others. We nurture caring, resilient students, who appreciate the differences in each other in an environment that nurtures relationships. Through the RULER program, we foster an environment where students develop emotional intelligence, self-regulation and the skills to thrive and contribute to society through service to others.

By focusing on both the mind and the heart, we cater for students’ intellectual, social, emotional, physical and spiritual development. The program is underpinned by the Mentone Grammar core values of Endeavour, Caring, Resilience, Integrity, Respect, Discipline and Service.

We recognise that children are naturally curious and eager to experiment and explore in order to make meaning of the world around them. Based on current educational research, learning is facilitated through a combination of inquiry learning and explicit teaching. Our program is not textbook driven, but rather, it is respectful of the individual needs of our students, where our expert teachers take full advantage of the interests and passions of learners to drive inquiries.

With a focus on developing core foundational skills in Literacy, Mathematics, Science, Humanities, and Technology, including ICT, students acquire conceptual understanding and knowledge. Integrating disciplinary areas provides opportunities for students to apply skills across the subjects and enables them to delve more deeply into the concepts and topics they are investigating.

The combination of flexible indoor and outdoor learning environments in Eblana is designed to enhance student learning and connection to nature. Eblana’s ‘Discovery Garden’, climbing equipment and sports field allow for different types of learning through play, and promote appropriate risk-taking and challenge. Contemporary indoor learning spaces can be transformed according to the learning experience. The walls are sources of learning too. Through documentation and curated displays of inquiry processes in each year level, learning is made visible in the space, and this contributes to students’ abilities to reflect and learn from each other.

Personal achievement is central to the Eblana philosophy. Student learning is measured using Victorian curriculum outcomes that indicate what a student should know and be able to do. Ongoing assessment informs differentiated instruction, so that students are catered for according to their needs and next steps in learning. Effective differentiation in classrooms includes teachers partnering with students to set goals, and students knowledgeably participating in the process because they understand themselves as learners.

LOOKING THROUGH THE LENS: EBLANA Continued

LITERACY Language skills, concepts and processes are taught in relevant, authentic and meaningful contexts across the curriculum. Through a variety of instructional strategies, our students are empowered to learn language, learn about language and learn through language. Learning occurs in a language-rich environment in which a strong focus on oral language is maintained. Children are invited to speak, listen, read, write and view. They reflect on multimodal texts with accuracy, fluency and purpose. They develop an appreciation of literature, and gain a sense of the power of language to stir emotions, convey information, form ideas, entertain, persuade and argue.

LANGUAGES Students from Foundation learn Chinese Mandarin through listening, speaking, reading and writing; broadening their comprehension as they progressively move through each year level. Cultural, geographic and historical aspects other than language are also studied to give our students appreciation of others in our world. Children are encouraged to participate in language activities to develop their individual interest and talents.

NUMERACY In today's increasingly technology-based society, knowledge and understanding of mathematics is becoming ever more important in many aspects of everyday life. Mathematics teaching and learning in Eblana aims to develop an enjoyment and fascination with Mathematics, as well as confidence and skills, so that they see the value and importance of it. At each year level, the study of mathematics equips students with understanding, knowledge, skills and practices in the main strands: number and algebra, measurement and geometry, and statistics and probability. Understanding fluency, problem-solving and reasoning are integral. Students progressively develop their abilities to think critically, solve problems of various kinds and communicate their thinking effectively.

SCIENCE During Science, students observe, investigate and respond to such topics as their senses, lifecycles, the needs of living things and changes in substances, taking in biological, chemical and Earth and space scientific investigation. Science in Eblana is designed to develop a student’s interest and appreciation of exploring, discovering and understanding the changing world in which they live. It provides a basic understanding of scientific inquiry methods. In addition, students develop the ability to communicate scientific understanding and use evidence to solve problems and make decisions through a hands-on approach. Science in Eblana is organised in the three interrelated strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour.

HUMANITIES

THE ARTS

During Humanities, students view their importance, place and participation in the family, the neighbourhood and the broader community as well as studying Australia’s people and their unique environment. Through History studies Eblana students develop their capacity and willingness to be active and informed citizens. In the F-4 area, key inquiry questions provide a framework for developing a student’s historical knowledge, understanding and skills.

Education through the Arts touches the mind, body and spirit and is a powerful force in our lives. It can help us develop an appreciation and understanding of ourselves and of cultures of the world. Through listening, performing and creating, opportunities are created for students to gain a deeper understanding of the Arts as a medium of communication and to express themselves. Furthermore, discussion, analysis and reflection help students become educated consumers of art forms.

An opportunity is provided to focus on key concepts such as continuity and change, significance and perspectives; organised in two interrelated strands, Historical Knowledge and Understanding, and Historical Skills. There is an emphasis on Australian History so that students better understand Australian experiences including the past and present experiences of indigenous Australians, their identity and the continuing value of their culture.

In Music, the classroom program is Orff and Kodaly based with the curriculum focusing on developing aural skills and musical appreciation through the aid of percussion instruments, music and movement. Orchestral strings classes are a compulsory part of the curriculum in Years 2 and 3, and offered in Year 4 for those students wishing to continue. Throughout their time in Eblana, students are also encouraged to learn musical instruments on an individual basis through private tuition. Expert tuition from music tutors is available for: piano, strings, woodwind, brass, voice, guitar and percussion. The performing arts program is both exciting and comprehensive and offers a broad range of engaging performance experiences.

The Visual Arts program aims to foster a love of creativity, self-expression and learning. Visual Arts helps to engage students in critical and creative thinking so they can understand themselves and the world. The purpose of the program is to engage and challenge students in a way that encourages them to take risks and have a go, apply their vision and to make artwork that is unique and individual.

The Arts programs in Eblana reflect the cultural diversity of students and communities though exploring music and visual art from different cultures, including the traditions of Indigenous Australians. The annual Christmas performances and the Wakakirri experience combine the elements of Visual Arts, Dance, Drama and Music to provide spectacular opportunities for all students to perform.

Visual Arts allows students to create and critically explore visual culture and artworks that involve the fusion of traditional forms with digital media. Engagement in the Visual Arts allows students to communicate their perceptions, observations and understanding of structures, functions and concepts drawn from other areas of the curriculum. Learning in the Visual Arts is sequential, and students have continuous experience in exploring the principles and elements.

Please note: In accordance with COVID-19 regulations, some Eblana events may be modified during 2022.

LOOKING THROUGH THE LENS

RIVIERA Riviera introduces our Together-Apart-Together model where students across Years 5-8 learn in gender-based environments.

Riviera meets students where they are in their learning journey and empowers them to become self-navigating life-long learners. Students engage with a curriculum developed in response to their specific learning needs. Learning in Riviera is lifeworthy and spectacular. Students become problem finders and solvers through projects that exercise their thinking skills. Students exit Riviera with an understanding of the world not as something that unfolds separate and apart from them but as a field of action that they can potentially direct and influence.

Other highlights of the students' experience across these levels include core subjects in a range of specialist subjects including Digital Technologies, Science, Music, Art & Drama, Entrepreneurship, Design Thinking and a special program called Global Changemakers.

Students also engage in experiential and service-learning opportunities travelling to Shoreham, Canberra and Sovereign Hill to engage in cultural immersion, personal development and service learning as part of our Learning Journeys program.

LOOKING THROUGH THE LENS: RIVIERA Continued

RIVIERA YEARS 5&6

In Years 5 and 6, the program challenges and encourages students to make practical connections between their studies and the real world. Our programs aim to build in students the capacity to respond to challenges in innovative, informed ways, personally and as a collective. Our project based learning and extended investigations approach ensures communication, research, organisation and thinking skills are embedded across the curriculum, thus enabling students to develop skills needed to respond and thrive in our interconnected, culturally diverse and rapidly changing world.

In the spacious purpose-built Keith Jones Centre, our Together-ApartTogether model is lived out with separate classes for girls and boys where they are catered for according to their learning styles and individual needs. The learning space is flexible. Break out areas of various sizes are available for small group, individual and partner work. The central auditorium, a film studio, green room, and study booths enhance learning through the use of technologies. Classroom culture emphasises effort, cooperation, thinking and collaboration.

Our program prioritises the development of self-awareness and personal and social skills. Learners must feel secure and supported in order to reach their potential. Growth in self-awareness about how interactions influence relationships is embedded in our program. Positive, kind and cooperative attributes are valued. When students feel truly valued by the adults who are leading them and their peers, they develop confidence to be effective and committed agents for the change needed to shape a better world.

At Mentone Grammar, we believe that everyone can be creative. Through human centred projects such as Global ChangeMakers and the Community Service Project, our Years 5 and 6 students are provided with the space to nurture their creative confidence and potential. They see themselves as stewards of possibility - searching for outcomes and diving deep into the unexpected and unknown. Students develop empathy, agility as problem solvers and thinkers; they learn skills to collaborate and develop an action mindset and a bias towards doing and making things happen.

The teaching and learning program in Years 5 & 6 is based on the following core values: INQUIRY INTO SIGNIFICANT AND RELEVANT TOPICS AND WORLD ISSUES. A TEACHING APPROACH THAT PROMOTES AGENCY AND OWNERSHIP. ATTENTION TO THE LEARNING ASPIRATIONS AND NEEDS OF STUDENTS. ACADEMIC RIGOUR THAT MEETS THE INDIVIDUAL NEEDS OF STUDENTS. THE DEVELOPMENT OF PHILOSOPHICAL AND CRITICAL THINKING SKILLS. HANDS ON, INTERACTIVE AND EXPERIENTIAL LEARNING. WELLBEING AT THE CENTRE OF LEARNING.

LOOKING THROUGH THE LENS: RIVIERA Continued

ACADEMIC STRUCTURE AND CURRICULUM Literacy and Numeracy knowledge, skills and understanding are at the core of our students’ education. Teachers are guided by the Mentone Grammar written curriculum, aligned to the national curriculum to ensure students’ education has breadth and depth. The academic curriculum has been developed with a clear understanding of the transitional needs of our students. Mentor teachers oversee their pastoral care and are also responsible for teaching core subjects such as English, Mathematics and Humanities. Science, Art and Music are taught by specialist teachers. Our Mathematics program provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and probability. Through mathematical inquiry, students develop the capabilities needed to solve authentic, real world problems. We aim to instil in students an appreciation of the elegance and power of mathematical reasoning and the value and beauty of mathematics that is all around them. The English curriculum is built around the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in reading and viewing, speaking and listening, and writing. Learning in English builds on concepts, skills and processes developed in earlier years, and

teachers will revisit and strengthen these as needed. A love of reading and an appreciation of how language connects us are central to language learning. Our Humanities program includes students being immersed in the areas of: History, Geography, Economics & Business and Civics & Citizenship. Curiosity about how the world works is harnessed in our Science program where scientific generalisations and principles are explored. We aim to expand students’ willingness to ask questions and speculate on the changing world in which they live. Understanding the work of scientists as well as the scientific discoveries made in the past enables students to develop the empathy needed to drive them to take their learning beyond the classroom to solve problems in the world. Our Health and Physical Education program has an important role to play in developing the health and wellbeing of our students. At the core of our program is the goal of inspiring lifelong participation in active pursuits with competence and confidence. Through games and sports, students work as a team, and learn fundamental movement skills. Our approach to teaching Physical Education is strengths based. Rather than focusing on limitations, teachers provide safe, inclusive learning environments where students gain confidence to take appropriate risks and

develop the knowledge, understanding and skills they require to make informed choices that will enhance their own and others’ health and wellbeing, at home, at school and in the community.

Students participate in art workshops while on their Learning Journey at Shoreham. Inspired by the location, students capture the wild and windy foreshore on canvas and in various media.

Our Chinese program offers students opportunities to expand their experience and communication skills both in Chinese and English. Engagement with Chinese language is primarily through speaking and listening. Students begin to read, write and communicate in Chinese.

Students also enjoy a 3D unit incorporating various forms of textiles, engaging in the delicate techniques of stitching, beading and embroidery to embellish collages and sculptures.

Students undertake Technology sessions where they explore Robotics and Programming.

All students work towards displaying their processes and finished artworks at the annual Art & Design Exhibition.

Students are exposed to a wide variety of media and new techniques in our Visual Arts program, whilst researching and exploring in the art studios in the Creativity Centre. All students experience Painting, Printmaking, Drawing and Sculpture in all their many forms. In the Performing Arts, students learn a wind, brass or percussion instrument so that they can participate in a School band program, while in Drama they explore ideas of confidence building and interpersonal skills through play and exploration of expressive skills, Melodrama, Mime and Kabuki.

Please note: In accordance with COVID-19 regulations, some Riviera events may be modified during 2022. 23

LOOKING THROUGH THE LENS

BAYVIEW In Bayview, growing independence moves to centre stage Our students learn to manage multiple demands on their time and attention and make important life choices with increasing ownership and agency.

For the young people of Bayview, change and growth become significant forces. Their capacity to find balance, exercise reasonable judgement and manage a busy schedule is fostered with great care and finesse through their Bayview years. Whether making choices about which clubs, sports and artistic endeavours they will pursue, or managing the pressures of social networks (online and in real life) our Bayview students are supported along their journey to independence.

Bayview students learn to approach the world with a Growth Mindset, a belief that through effort and by applying the feedback provided, they can achieve personal success. They will further develop their organisational and time-management skills. By the end of their time in Bayview, they will understand the nature of wise choices and apply this as they face the challenges of adolescence.

LOOKING THROUGH THE LENS: BAYVIEW Continued

BAYVIEW YEARS 7&8

A focus on: ■

Independence - in

learning

- beyond

School

- whole-self

management

■

a growth mindset

■

organisational skills

■

Managing Intrapersonal - social

change

- online,

social media

- Interpersonal ■

Navigating multiple pressures - club

sport/ School sport … dance/clubs/etc

■

Making positive life choices

■

Ownership and agency over all aspects of learning and life

■

Success through wise choices

ACADEMIC STRUCTURE AND CURRICULUM The academic curriculum is underpinned by the student’s relationship with their Mentor, a teacher who oversees their wellbeing. This will often be a core subject such as English, Mathematics, Science or Humanities, and this arrangement is designed to smooth the transition into the senior years, creating a situation where each student’s academic progress can be monitored more closely and communicated more readily to parents. Students also have a number of specialist teachers who provide them with specialised classes. The subjects studied are English, Mathematics, Science, Humanities, Languages (German/Chinese), Visual and Performing Arts (Art, Music, Dance, Drama), Product Design and Technology, Digital Technology and Food Studies, Physical Education and Health and Religious Education. In Years 7 and 8, students begin to spend more time on the Frogmore Campus using the purpose-built facilities of senior students including sports, sciences and the arts.

Please note: In accordance with COVID-19 regulations, some Bayview programs and events may be modified during 2022. 26

LOOKING THROUGH THE LENS

GREENWAYS Greenways is our Year 9 Campus. Students learn about leadership through service, personal development, a student-led café program, learning journeys, and a range of classical and contemporary core subjects and electives. Our strong academic program includes a broad offering of academic subjects. Through the café program, Greenways students effectively manage a business, learning valuable skills in hospitality, financial literacy, marketing and business management and students all complete an accredited barista certificate and food handling qualification.

LOOKING THROUGH THE LENS: GREENWAYS Continued

GREENWAYS YEAR 9 The Greenways Learning Program invites students to explore personal interests and develop skills, knowledge and understanding in increasingly sophisticated ways.

CORE SUBJECTS

GREENWAYS ELECTIVES

In Year 9, all students study core subjects offered in the learning areas of English, Health, Humanities, Mathematics, Physical Education and Science.

In Year 9, students will have the opportunity to study a number of elective subjects, in addition to the core subjects. Students have an opportunity to submit their preferences for the elective subjects that they wish to undertake.

LEARNING JOURNEYS The Greenways Learning Journeys are experiential learning initiatives aimed at taking students out of the classroom and expanding their comfort zones by immersing them in a range of environments that are fun, challenging and stimulating. Our vision is to provide students with skills that can be transferred to all aspects of their lives whilst still keeping in touch with the school curriculum. Each Year 9 class undertakes experiential activities including: Shoreham Experience, City Experience, Outdoor Challenge Experiences and the Greenways Café.

At Year 9, students must select a total of four units of elective studies. The unit value of a subject depends on the length of the subject: ■ If a subject runs for one semester, it counts for one unit. ■ If a subject runs for two semesters, it counts for two units. Students are able to select any combination of semester/year-long subjects, provided the total value of their elective selections is four units. Students must also select two reserve elective subjects.

Please note: In accordance with COVID-19 regulations, some Greenways programs may be modified during 2022. 30

ELECTIVE STUDIES

MUSIC

DRAMA

VSL LANGUAGES DISTANCE ED

SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

SUBJECT LENGTH: YEAR UNIT VALUE: TWO

This course provides foundational skills and knowledge to students interested in improving musical performance and/or a pathway towards VCE Music. It is designed as an introduction to the key knowledge and skills required for VCE Solo Performance. It will also focus on the practical skills for music making. During the course, students will study 4 units over a single year comprising: performance preparation and playing techniques, musicianship, composition/arrangement/music technology and contemporary music styles.

The Year 9 Drama course allows students to explore ideas and develop skills, knowledge and understanding related to their personal interest in this area of specialisation. Drama provides opportunities for students to continue sequential development of learning that they have undertaken in previous Drama programs or begin their learning in this discipline. Students will apply decision making skills to find the most effective way to implement ideas, design, create and produce works that demonstrate development of personal and creative style and communicate their interpretations by effectively combining and manipulating dramatic conventions.

This course allows students to study a language outside of our mainstream offerings (Chinese and German). Through the Victorian School of Languages, students are able to study French, Italian, Spanish, Indonesian, Japanese, Greek or Latin. Learning is via Distance Education mode, with students regularly submitting work to a teacher at the VSL, and undertaking regular conversational lessons via Skype or phone. Students may take these subjects at either a regular Year 9 level, as a beginner or via an accelerated program.

LOOKING THROUGH THE LENS: GREENWAYS Continued

ELECTIVE STUDIES

CHINESE (CONTINUING)

GERMAN (CONTINUING)

VISUAL ARTS

FOOD STUDIES

SUBJECT LENGTH: YEAR UNIT VALUE: TWO

LENGTH: SEMESTER UNITS: ONE

This course is offered to students who studied Chinese in Year 8. The focus of Year 9 Chinese (continuing) is to reinforce skills previously introduced in Year 8 and extend the understanding and use of them. Cartoons are still used to springboard language concepts, with unit topics being selected for their interest and relevance to teenagers. Topics are drawn from the wider world of students’ experiences and interests, and include family and friends, entertainment, food and sport.

This course is offered to students who studied German in Year 8. The focus of Year 9 German (continuing) is to reinforce skills previously introduced in Year 8 and extend the understanding and use of them. Cartoons are still used to springboard language concepts, with unit topics being selected for their interest and relevance to teenagers. Topics are drawn from the wider world of students’ experiences and interests, and include family and friends, entertainment, food and sport.

Students in Food Studies develop and enhance their practical skills in creative production classes. Students explore challenges and opportunities feeding the world, adapting to climate change, managing the environment and maintaining biodiversity within the food system. Students express their creativity by designing and producing a 3D edible product. Multiple Masterchef style classes are held over the semester allowing student to gain skills needed to cater for the lack of time and convenience in today's society. Students create nutritious, healthy food based on food in season, reduction of waste and consideration of sustainability.

In Visual Arts we aim to help students achieve a sense of fulfilment, to enjoy the experience of creating, to develop their individual skills and to experiment with a wide range of techniques. We also aim to stretch and develop their imagination at an age where pressure from their peers and fear of criticism tend to make them seek approval by playing it safe; this allows them to acquire the ideas and techniques on which to build personal expression. We aim to teach students to appreciate and to react with sensitivity and knowledge when viewing works of art.

The Australian Guide to Healthy Eating underpins the Year 9 course, focusing on nutrition and improving performance in both sport and study.

DIGITAL TECHNOLOGY PROGRAMMING

DIGITAL TECHNOLOGY DATA ANIMATION

DIGITAL TECHNOLOGY CAD/CAM

DESIGN TECHNOLOGY MATERIALS

SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

SUBJECT LENGTH: SEMESTER *RE-PURPOSED FROM DIGITAL ANIMATION

SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

In Year 9 Digital Technology - Programming students investigate the creative and logical processes of problem solving through programming. They develop algorithms to describe logical processes they encounter in everyday life and learn how computer simulations help solve complex problems. Students discover how data is represented in computer systems and ways in which can be manipulated to ensure efficient and secure transmission and storage. Students explore a range of different programming contexts such as robots, web pages and networked components.

Students will develop an understanding of how data is collected, manipulated and presented through a variety of formats, for specific audiences. They learn how privacy concerns can be managed while still collecting important data about the world around them. Students explore a range of techniques to analyse their findings and tell a story to their audience through static and dynamic data visualisation tools such as infographics, spreadsheets, websites and animations.

Students explore a variety of skills and techniques related to 3D design. They make use of CAD and 3D printing to solve pre-set problems. Students investigate, understand and design within constraints that flow from living in a community. They invoke a range of solutions to architectural feature designs and demonstrate design thinking to solve issues.

In Design Technology, students follow the design process throughout the course in order to resolve a concept for production. Students brainstorm ideas using mind mapping, following this they undertake research to develop and refine their idea. With ideas becoming refined students undertake concept sketching before completing resolved 3D drawings. Once concepts are fully resolved, students prepare material supply lists to enable them to move into the production phase. Production in an exciting hands-on experience, where safety is paramount. Reflection and evaluation are important phases that deepen student understanding of all processes and final solutions.

Students start the semester creating a 3D model and render of a simple gear system in CAD software. They then use CAD to create a Beach Box that is 3D printed.

Students are introduced to basic power tools and are instructed on their safe and correct use. Students are encouraged to investigate and implement the best finishing techniques available to complete their designs.

VCAL

Victorian Certificate of Applied Learning

VCAL is an alternative educational certificate to the Victorian Certificate of Education (VCE) and is a recognised senior secondary qualification.

It gives students a practical, work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Students who do the VCAL are likely to be interested in going on to further training at a Technical and Further Education (TAFE) institute or university (Cert IV or Diploma level), starting an apprenticeship, or getting a job after completing school.

Students who complete the VCAL at Mentone Grammar are not eligible to receive an ATAR. At Intermediate level (aligned with Year 11), the focus is on the development of knowledge and employability skills that lead to independent learning, confidence and a higher level of transferable skills. At Senior level (aligned with Year 12) students integrate and apply a range of knowledge and skills to problem-solving and abstract contexts in a more independent manner.

The VCAL’s flexibility ensures students undertake a study program that suits their interests and learning needs. Fully accredited modules and units are selected from the following four compulsory strands:

LITERACY & NUMERACY Literacy in VCAL aims to develop the reading and writing skills of students through tasks of a practical or personally relevant nature. For example, students may look at the specific language and layout of business documents or analyse topical issues through comparing news sites with social media feeds. Intermediate Literacy: Students complete VCE Foundation English Units 1 and 2 for the Literacy component of their VCAL program. Foundation English enables students to improve their skills in comprehending and responding to a variety of texts, and to enhance their overall communication skills. In Unit 1, students focus on developing language and communication skills, primarily through the study of a variety of texts. They develop communication skills in order to listen, speak, read and write effectively in academic, workplace and social contexts. In Unit 2, students focus on the structures and features of written language in both handwritten and digital texts and create their own workrelated texts. Senior Literacy: The purpose of this unit is to enable students to develop the knowledge, skills and attributes to read and write complex texts. The texts will deal with general situations and include some abstract concepts or technical details. Students produce texts that incorporate a range of ideas, information, beliefs or processes and have control of the language devices appropriate to the type of text. In reading, students identify the views shaping the text and the devices used to present that view and express an opinion on the effectiveness and content of the text. An

oral communication unit complements their Literacy skills development. Numeracy in VCAL enables students to develop everyday numeracy skills to make sense of their daily personal and public lives. Numeracy skills corresponding with these social contexts include mathematical knowledge and techniques, financial literacy, planning and organising, measurement, data, representation, design, problem-solving, and using software tools and devices. Students then develop, refine, extend and apply numeracy knowledge and skills through an investigation in a familiar industry area linked to the VET units in their VCAL program or employment. The numeracy involved focuses on Number, Measurement, Financial Numeracy, and Probability and Statistics. This unit seeks to extend students’ understanding of how numerical knowledge and skills can be transferred to an industry area. The key processes involve identifying mathematics, applying it and communicating the results. These topics are repeated at the Senior level, but require students to explore mathematics beyond its familiar and everyday use to its application in wider, less personal contexts such as newspapers and other media reports, workplace documents and procedures, and specific projects at home or in the community. Students may have the option, at both Intermediate and Senior level, to undertake VCE Further Maths as the Numeracy component of their VCAL program. Mathematical performance throughout the preceding year will be considered.

VCAL AT MENTONE GRAMMAR Continued

WORK RELATED SKILLS

INDUSTRY SPECIFIC SKILLS

To increase ‘work readiness’, the VCAL gives students the choice of undertaking either a structured work placement or part-time apprenticeship/ traineeship. They will study units and modules that will help prepare them for work, for example occupational health and safety, job interview skills, and project planning. There is an emphasis on the development of employability skills, including problem solving, communication, initiative and self-management. Students will identify the skills they need to improve and develop strategies to apply these skills in their work placements and integrated projects at school.

The Intermediate VCAL learning program must include industry specific units from Vocational Education and Training in Schools (VETiS) programs or VCE VET, which the students undertake externally at TAFE or other training organisation. However, students are not required to focus on or complete any single VET certificate. The VCAL allows students to try different industries so they gain a wide range of experience and make informed pathways choices. Students complete an additional Certificate II level selected course as part of their program at school, for each year of Intermediate and Senior VCAL.

PERSONAL DEVELOPMENT SKILLS Students develop knowledge, skills and attributes that lead to self-development and community engagement through: ■ family, social, community and environmental responsibilities ■ resilience, self-esteem and efficacy ■ health and wellbeing ■ valuing participation in a democratic society As part of their VCAL learning program, students participate in community-based projects, voluntary work and/or structured activities that will help develop their selfconfidence, organisational ability, teamwork and leadership skills and other skills important for life and work. Projects can be focused at a local level, such as coaching a team or volunteering with a community group, or involve planning, budgeting and fundraising for large scale projects or humanitarian tours.

Examples of external VET offerings include: Allied Health Assistance, Animal Studies, Applied Fashion, Automotive, Beauty Services, Building and Construction, Community Services, Early Childhood Education, Electrotechnology, Engineering, Events, Horticulture, Hospitality, Interior Decoration, I.T., Salon Assistant, Tourism All students attend an interview to ensure VCAL is aligned to their desired pathway. The decision to undertake the VCAL should take into account a student’s: ■ strengths and interests ■ vocational goals and envisaged pathways ■ preferred learning ■ readiness for participation in structured workplace learning or formal vocational education ■ leadership capabilities

Please note, all students should select an appropriate VCE course initially, as entry into the VCAL program. If a student is accepted into the VCAL program, he/she will be removed from the VCE subjects as appropriate.

■ individualised programs with targeted teacher support

STRUCTURE

■ a wide range of real-life learning nominated experiences

Students will attend formal classes at School three days per week, complete their VETiS course either on site or externally one day per week and undertake a day of structured workplace learning one day per week. (Note: VETiS courses will incur additional tuition fees if undertaken off campus and these will be partly subsidised by the School.)

INTEGRATED VCAL CURRICULUM Just as work and life are not compartmentalised into ‘subject areas’ neither is the approach to meeting outcomes in the VCAL. Students will apply appropriate literacy, numeracy, personal development and workrelated skills to a variety of projects that focus on topics such as moving out of home, the travel and tourism industry, healthy lifestyles, sustainability and future finances.

THE MENTONE GRAMMAR SCHOOL DIFFERENCE The greatest value for a student undertaking the VCAL at Mentone Grammar is the opportunity to complete their schooling in a safe and supportive environment and the positive relationships they continue to forge with their peers and teachers. The benefits of our VCAL program include:

■ strong wellbeing care, primarily through the House system ■ access to VCE subjects

■ development of transferable skills applicable to workplaces and future experience ■ creative, rigorous projects designed to enhance literacy and numeracy skills, planning and organisation, time management, teamwork and communication ■ continued participation in cocurricular activities including Sport, Cadets and the School’s formal occasions ■ ongoing career and pathways support that continues beyond school completion ■ guidance and assistance with securing an appropriate and challenging work placement ■ engaging community projects that develop confidence, active citizenship and leadership ■ Duke of Edinburgh program.

Please note: In the event of COVID-19 restrictions, some VCAL offerings may be postponed, modified or cancelled during 2022.

SUBJECT SELECTION FAQS

Students have the opportunity to study a number of elective subjects, in addition to the core subjects. Students have an opportunity early in Term 3 to submit their preferences for the elective subjects that they wish to undertake in the following year. Subject selection is emailed to students to digitally enter their preferences. This process is overseen by the Director of Learning and Teaching, the Head of Frogmore and the School Timetabler. Please note that subjects may not run if they are selected by less than 10 students.

YEAR 9 SUBJECT SELECTION

YEAR 10 SUBJECT SELECTION

In Year 9, students must select a total of four units of elective studies. The unit value of a subject depends on the length of the subject: if a subject runs for one semester, it counts for one unit if a subject runs for the whole year, it counts for two units. Students are able to select any combination of semester/ year-long subjects, provided the total value of their elective selections is four units.

STUDENTS NEED TO SELECT SIX UNITS OF ELECTIVE SUBJECTS ■ If a subject runs for one Semester: It counts for one Unit. ■ If a subject runs for a full Year: It counts for two Units. Every effort will be made to ensure that students receive their first preferences.

INTERNATIONAL STUDENTS SUBJECT SELECTION Students will not be required to undertake Units 1 & 2 Bridging EAL in Year 11 if they achieve: ■ A minimum 70%+ average across their Year 10 subjects, excluding Chinese: First Language and Year 10 Bridging EAL. ■ Students should be eligible to undertake Units 3 & 4 Chinese: First Language in Year 11 if they achieve: a minimum of B+ in Year 10 Chinese: First Language; and a 70%+ average across their Year 10 subjects, excluding Chinese: First Language and Year 10 Bridging EAL. Further information is available in the International Students Handbook detailing CIRCOS/VRQA/Visa conditions and regulations relating to modes of study and attendance.

YEAR 11 UNITS 3 & 4 SUBJECTS STUDYING

APPLYING

YEAR 11 UNITS 3 & 4 SUBJECTS THAT MAY BE UNDERTAKEN

Making the academic transition from Year 10 to a Units 3 & 4 subject is a big step. Not all students are mature enough, both emotionally and academically, in Year 11 to successfully study Units 3 & 4 concepts and subject matter. Each VCE subject is designed to provide a two-year program.

Students may apply to study one Units 3 & 4 subject in Year 11.

Some Units 3 & 4 subjects are more suited to being studied in Year 11 than others. These include:

Units 1 & 2 are nationally and internationally benchmarked to a Year 11 standard. Similarly, Units 3 & 4 are benchmarked to a Year 12 standard. Students will generally be better prepared to study Units 3 & 4 by first studying Units 1 & 2 in Year 11. Studying a Units 3 & 4 subject in Year 11 may mean that an uneven distribution of time is spent on one subject, resulting in a neglect of all other subjects where the important fundamentals of these subjects are taught and learnt in preparation for Year 12.

Approval for students wishing to study Units 3 & 4 during Year 11 will be the decision of the Head of Frogmore and the Director of Learning and Teaching. In every instance, the decision will be based on the best interests of the student. MINIMUM REQUIREMENTS Students who apply to study a Units 3 & 4 subject in Year 11 must meet the following minimum requirements by the end of Year 10: ■ A minimum grade average of B for all Year 10 subjects; ■ A minimum grade of B+ in the precursor subject. Where the student has not met the minimum requirements, the student will be asked to reconsider their subject choices for the following year.

POSSIBLE SUBJECTS

PRECURSOR SUBJECTS

Business Management

Year 10 Business and the Law

Drama

Year 10 Drama

Geography

Year 10 Humanities

Global Politics

Year 10 Global Politics

Health & Human Development

Year 10 Health of a Nation

Mathematical Methods Units 3 & 4

Mathematical Methods Units 1 & 2*

Physical Education

Year 10 Sport Science

Psychology

Year 10 Psychology

Software Development/ Data Analytics

Year 10 Digital Technology or Year 10 Robotics

VET: Creative Digital Media

Theatre Studies (every second year)

Year 10 Drama

* Students need a 95%+ average in Mathematical Methods Unit 1 & 2 in Year 10 to be eligible for this option.

COMMERCE ENGLISH

SUBJECTS 2022 YEARS 7-12

HEALTH & PHYSICAL EDUCATION HUMANITIES LANGUAGES MATHEMATICS PERFORMING ARTS SCIENCE DESIGN AND TECHNOLOGY VISUAL ARTS 41

COMMERCE Year 10 • ACCOUNTING AND ECONOMICS OVERVIEW A semester-based course where students study a combination of Accounting, Financial literacy and Economics.

Year 10 • BUSINESS & THE LAW

ACCOUNTING AND FINANCIAL LITERACY

ECONOMICS

OVERVIEW

Key Concepts covered

■ The basic economic problem of relative scarcity. ■ The need for economic decision-making.

Another semester based course where students study both Business and the Law as separate units.

■ The concept of opportunity cost.

BUSINESS

■ The laws of demand and supply – factors that can influence consumers and supplier.

Key Concepts

■ Financial and organisational goals including budgeting strategies.

■ Effects of changes in demand and supply on equilibrium prices and quantities.

■ Types of Business Structures

■ Managing financial risks and rewards in Australia and the global landscape.

■ Apply economic theory to make economic predictions.

■ Personal financial literacy skills and the role of savings and investment.

■ Gather and interpret relevant data and information about the economic markets.

■ Cash accounting for businesses and analysing how to improve the bank balance.

■ Research current economic issues facing Australia and their impact on society.

■ The effect that consumer and financial decisions of individuals have on themselves, their family, their broader community and the natural, economic and business environment.

■ What is a business? ■ Management Skills ■ The concept of Business Change ■ Corporate Social Responsibility LAW Key Concepts ■ Legal and Non Legal Rules ■ Characteristics of an Effective Law ■ Key Principles of Criminal Law ■ Police Powers and Individual Rights ■ Court Hierarchy ■ Factors in Sentencing ■ Criminal Case Study

COMMERCE ACCOUNTING • Units 1 to 4 OVERVIEW VCE Accounting explores the financial recording, reporting, analysis and decisionmaking processes of a sole trader. Students study both theoretical and practical aspects of accounting and collect, record, report and analyse financial data and report, classify, verify and interpret accounting information, using both manual methods and ICT. Students will also apply critical thinking skills to a range of business situations to model alternative outcomes and provide accounting advice to business owners, taking into account the range of ethical considerations faced by business owners when making decisions.

UNIT 1 ROLE OF ACCOUNTING IN BUSINESS Key Concepts covered ■ Establishment of a business and the role of accounting in the determination of business success of failure. ■ Types of business ownership, sources of business finance and ethical considerations. ■ The role of accounting. ■ Recording financial data and reporting accounting information for a service business. UNIT 2 ACCOUNTING & DECISION MAKING FOR TRADING BUSINESS Key Concepts covered ■ Accounting process for sole traders operating a trading business. ■ Analyse, evaluate the performance of the business and suggest strategies for improvement. ■ Accounting for Inventory. ■ Accounting for and managing accounts receivable and accounts payable. ■ Accounting for and managing non-current assets.

UNIT 3 FINANCIAL ACCOUNTING FOR A TRADING BUSINESS

UNIT 4 RECORDING, REPORTING, BUDGETING AND DECISION MAKING

Key Concepts covered

■ Accounting and financial issues of a small trading business, operating as a sole proprietor.

■ Developing accounting information for management.

■ Recording and analysing financial data using a double entry accrual basis of accounting.

■ Extension of recording and reporting processes with the inclusion of balance day adjustments and alternative depreciation methods.

■ Preparing and interpreting accounting reports, taking into account relevant ethical considerations to evaluate the performance of the business.

■ Budgeting and decision-making—modelling and discussing the effects of alternative strategies on the performance of a business.

BUSINESS MANAGEMENT • Units 1 to 4 OVERVIEW VCE Business Management examines the ways businesses manage resources to achieve objectives. The VCE Business Management study design follows the process from the first idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business and examining the implications of change to ensure continued success. Students develop an understanding of the complexity of the challenges facing decision makers in managing these resources through analysing a wide range of contemporary case studies.

■ Analyse the relationship between business objectives and operations management, and propose and evaluate strategies to improve the efficiency and effectiveness of business operations.

UNIT 1 PLANNING A BUSINESS

UNIT 2 ESTABLISHING A BUSINESS

Key Concepts covered

■ Explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

■ Learn about the establishment phase of a business’s life. ■ Analyse the legal requirements and financial considerations for establishing a business.

UNIT 4 TRANSFORMING A BUSINESS

■ Explain the characteristics of successful business managers and business entrepreneurs and how these characteristics contribute to business success.

■ Analyse and describe effective marketing strategies and processes used in current industries.

Key Concepts covered

■ Evaluate sources of business opportunity such as innovation and entrepreneurship, recognising and taking advantage of market opportunities, changing customer needs, research and development, technological development and global markets.

UNIT 3 MANAGING A BUSINESS

■ Discuss the relationship between business opportunities and business concept development.

■ Apply 7Ps model of marketing.

Key Concepts covered ■ Investigate how the key processes and issues concerned with managing a business efficiently and effectively work to achieve the business objectives. ■ Key characteristics of businesses and stakeholders, and analysis of the relationship between corporate culture, management styles and management skills. ■ Explain theories of motivation and apply them to a range of contexts, and analyse and evaluate strategies related to the management of employees.

■ The importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. ■ Explain the way business change may come about, use key performance indicators to analyse the performance of a business, discuss the driving and restraining forces for change and evaluate management strategies to position a business for the future. ■ Evaluate the effectiveness of a variety of strategies used by managers to implement change and discuss the effect of change on the stakeholders of a business.

COMMERCE

ECONOMICS • Units 1 to 4 OVERVIEW Economics is the study of how resources are allocated to meet the needs and wants of society. It considers how and why individuals behave the way they do and the consequences of their decisions. Studying Economics enables students to explain and debate the world in which they live. UNIT 1 THE BEHAVIOUR OF CONSUMERS AND BUSINESSES Key Concepts covered ■ The basic economic problem of relative scarcity and the need for economic decision-making. ■ The purpose of economic activity and the influence on material and non-material living standards.

UNIT 2 CONTEMPORARY ECONOMIC ISSUES

UNIT 3 AUSTRALIA’S ECONOMIC PROSPERITY

UNIT 4 MANAGING THE ECONOMY

Key Concepts covered

■ The benefits of economic growth and the trade-off between economic growth and environmental sustainability.

■ The relationship between relative prices, resource allocation and living standards.

■ The role of budgetary policy and monetary policy in influencing the level of aggregate demand in the economy.

■ The trade-off between equity in the distribution of income and the efficiency of resource allocation. ■ The effect of poverty and income inequality on individuals and the wider economy. ■ Investigation of a contemporary global economic issue.

■ Reasons for market failure and the effect of government intervention on market outcomes.

■ Analysis of the last two Federal Budgets and their likely effect on the economy.

■ The Australian Government’s domestic macroeconomic goals of low inflation, strong and sustainable economic growth and full employment.

■ Analysis of how changes in interest rates are likely to affect inflation, the rate of unemployment and the rate of economic growth.

■ The influence of Australia’s international transactions on the current account balance, the domestic macroeconomic goals and living standards in Australia.

■ The nature and operation of government policies to influence the level of aggregate supply in the economy.

■ Economic factors that influence decisions made by consumers and businesses. ■ The role of markets in determining prices and the allocation of resources.

COMMERCE LEGAL STUDIES • Units 1 to 4 OVERVIEW Legal Studies, while quite demanding, relates extremely well to life. It offers great insight into our parliamentary and legal system, as well as the opportunity to visit the County and Supreme Court. UNIT 1 GUILT AND LIABILITY Key Concepts covered ■ Legal Foundations. ■ The Presumption of Innocence. ■ Civil Liability. ■ Sources of law and the existence of a court hierarchy in Victoria. ■ Criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute.

UNIT 2 SANCTIONS, REMEDIES AND RIGHTS

UNIT 3 RIGHTS AND JUSTICE

UNIT 4 PEOPLE AND THE LAW

Key Concepts covered

■ The enforcement of criminal law and civil law.

■ The methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes.

■ How the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people.

■ The Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases.

■ The significance of the High Court in protecting and interpreting the Australian Constitution.

■ The rights available to an accused and to victims in the criminal justice system.

■ The relationship between Parliament and the courts in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform bodies in changing the law.

■ The methods and institutions that may be used to determine a criminal case or resolve a civil dispute. ■ The purposes and types of sanctions and remedies and their effectiveness.

■ The roles of the judge, jury, legal practitioners and the parties. ■ The ability of sanctions and remedies to achieve their purposes. ■ The extent to which the principles of justice are upheld in the justice system.

■ Application of legal reasoning and information to actual scenarios.

Eblana & Riviera Global Changemakers

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12 Units 3 & 4 Business Management

Year 7 Humanities

Year 8 Humanities

Year 9 Humanities

Year 10 Humanities

Units 1 & 2 Business Management

History

Year 10 Business and The Law

Units 3 & 4 Business Management

Geography

Civics & Citizenship

Solid Line Indicates: Successful completion of the previous subject is compulsory

Year 10 Accounting & Economics

Units 1 & 2 Legal Studies

Units 3 & 4 Legal Studies

Units 1 & 2 Accounting

Units 3 & 4 Accounting

Units 1 & 2 Economics

Units 3 & 4 Economics

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

ENGLISH Year 7 • ENGLISH

Year 8 • ENGLISH

Year 9 • ENGLISH

Year 10 • ENGLISH

In Year 7 English, students engage with a wide range of texts across various genres, including narrative, persuasive and poetry. The core skills assessed relate to Writing, Writing About Reading, and Oral and Visual Communication. There is a focus on noticing the important details of a text and choices made by the author in their Readers Notebook. Students are also encouraged to develop these strategies in their own writing. The students participate in Literature Circles to develop their Reading and Literature Discussion skills.

In Year 8 English, students continue to delve into a range of texts from various genres, including film, narrative and persuasive. The core skills assessed relate to Writing, Writing About Reading, and Oral and Visual Communication. There is a focus on analysing the intended impact of choices made by the author while also implementing this into the student’s own writing with an increased awareness of target audience and purpose. Students continue to work with their Readers and Writers Notebooks to organise their thinking. The students participate in Literature Circles to continue developing their Reading and Literature Discussion skills.

The Year 9 English curriculum is built around the three interrelated strands of language, literature and literacy. These strands are assessed through the productive and receptive modes of reading, writing, speaking, viewing and listening. Over the course of the year, students build on their work with the Readers and Writers Notebooks as they respond analytically to persuasive, informative and imaginative texts, with increasing focus on the author’s craft and text composition. Students also increase the sophistication of their own writing, showing greater awareness of audience and purpose in the selection of their ideas and language.

English is a core subject in Year 10 that continues to build on the skills, knowledge and thinking developed in the middle years. It introduces students to the expectations of VCE English study and is a taste of the assessments and learning to come. We understand the importance of student choice and so offer students the opportunity to select their text from a recommended text list, prior to the subject selection closing date. READING Students are required to read texts prior to studying them in class. Familiarity with the texts will determine the level of success achieved. Students may choose one of the texts themselves. WRITING Students continue to hone their writing skills using both analytical and creative techniques. We believe the ability to communicate through the written word is crucial regardless of age, interests or goals. SPEAKING One oral presentation is required in Year 10. This experience is nerve-wracking for some (many!), but the sense of achievement after tackling a challenging experience is exhilarating. We can’t wait to hear students persuade their audience through words and persona.

ENGLISH Year 10 • ENGLISH LANGUAGE OVERVIEW If you sit in your English classes and wonderhow does this apply to real life? Then this is the subject for you. Through this course, you will develop a technical understanding of how English works as a language, as well as explore the social attitudes and identities reflected in our language use. We will build a bank of metalanguage terms which are applied to real-world contexts, and students are encouraged to bring examples from their observations, social media and their own experiences to our discussions. This will support you to view language as not only a tool for communication, but also reflective of identities, culture and attitudes. Year 10 English Language is an opportunity to try out the subject before choosing it at a VCE level. It is not compulsory to take this elective in order to select Year 11 English Language, but it is highly recommended due to the technical skills required.

Year 10 • LITERATURE AREA OF STUDY 1 LANGUAGE AND IDENTITY

AREA OF STUDY 3 ATTITUDES TOWARDS LANGUAGE

Key concepts and skills

■ Explore the concept of speech communities and how they reflect identity.

■ Explore attitudes towards language change and language rules.

■ Examine how language shapes the projection of identity in different contexts.

■ Discuss the pragmatic lens of languageWhy are some words seen as appropriate and others seen as offensive? What choices do we make when choosing our words?

■ Explore how context, purpose and audience shape language choices. AREA OF STUDY 2 THE RULES OF LANGUAGE Key concepts and skills ■ Explore the overall subsystems of language. ■ Apply metalanguage terms to texts and infer their function. ■ Analyse real-world examples of language using metalanguage terminology.

■ Examine real life case studies of language change in action (e.g. BLM movement).

OVERVIEW If you are interested in reading and discussing ideas, then Literature is the elective for you. The study of Literature at Year 10 is designed to enable students to: develop an enjoyment of literature; read widely and independently; gain an understanding of the variety of human experience as it is represented in literature; extend their understanding of the different ways in which literary texts are constructed; read closely and critically; use interpretive skills by hypothesising, questioning, and drawing inferences from texts; develop the capacity to present analytical, critical, and creative responses to texts orally and in writing. Year 10 Literature is an opportunity to try out the subject before choosing it at a VCE level. It is not compulsory to take this elective in order to select Year 11 Literature, but it is highly recommended due to the skills required.

ENGLISH • Units 1 to 4 AREA OF STUDY 1 CLOSE ANALYSIS Key concepts and skills ■ Discuss and analyse the construction and features of a text. ■ Explore the connections between features of a text and the conventions appropriate to presenting an interpretation. ■ Explore and analyse the views and values suggested in a text. AREA OF STUDY 2 LITERATURE – SEEKING AND SHAPING CHANGE Key concepts and skills ■ Explore the ways in which Literature has been an agent for social and political change. ■ Explore the active role that words, language and ideas have as a force for change.

AREA OF STUDY 3 MEET THE BARD - A STUDY OF SHAKESPEARE’S MACBETH Key concepts and skills ■ Explore the world of Shakespeare and the connections to a 21st Century context. ■ Exploration of the play Macbeth. ■ Study and discuss the ways in which the structure, style, language, characters, ideas and concerns construct meaning.

All students must study four units of English to complete VCE. Most students choose to study English as it is the most familiar of the English subjects and students are well-prepared for these units of study. Some students, however, will choose English Language. Students considering English Language as an option need to ensure they make an informed and guided decision and should speak with their English teacher and an English Language teacher to determine suitability. No matter which English you choose, it will be included in your top four subjects which counts towards your ATAR. Therefore, it is important that this subject is given a lot of attention. If you choose to do more than one English (for example, English and English Language) the best score is included in your ATAR and the second score is only counted if it is in your top subjects.

Key Skills Covered READING Students are required to read four texts in Year 11 and four texts in Year 12. These range from poetry to plays to fiction and include texts from both acclaimed contemporary and classic writers. WRITING Three types of writing are required: creative, text response and argument analysis. This is an opportunity for students to consolidate and apply the writing skills they have been learning throughout their education. SPEAKING One oral presentation is required in Year 11 and one in Year 12. Students are able to choose an issue that interests them from an array of topics in the media.

■ Study and analyse the range of literary content and form that have facilitated change and reform.

ENGLISH ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) • Units 1 to 4 OVERVIEW

READING

EAL students need to meet the VCAA criteria for enrolment in VCE EAL. To qualify for VCE EAL, students must have received less than seven years of schooling with English as a major language of instruction.

Students are required to read three texts in Year 11 and three texts in Year 12. Texts selected for study are drawn from the past and present, from Australian and other cultures. Other texts are selected for analysis and presentation of argument.

All eligible students must study four units of EAL to complete VCE. EAL will be included in a student's top four subjects which counts towards the ATAR. Therefore, it is important that this subject is given a lot of attention. RATIONALE The study of English as an Additional Language contributes to the development of literate individuals capable of critical and creative thinking. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis.

WRITING Three types of writing are required: creative, text response and argument analysis. This is an opportunity for students to learn and apply the writing skills they will need in their ongoing studies. SPEAKING One oral presentation is required in Year 11 and one in Year 12. Students are able to choose an issue that interests them from an array of topics in the media. LISTENING In this area of study students develop and refine their listening skills. They listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts.

ENGLISH LITERATURE • Units 1 to 4 OVERVIEW

WHO IS ENGLISH LITERATURE FOR?

If you love to read, discuss and respond to text in English already, this might be a good choice for you. VCAA states:

No matter which English a student chooses, it will be included in the top four subjects which counts towards the ATAR.

VCE Literature provides opportunities for students to develop their awareness of other people, places and cultures and explore the way texts represent the complexity of human experience. They develop an understanding and appreciation of literature, and an ability to reflect critically on the aesthetic and intellectual aspects of texts.

WHAT IF I CHOOSE IT, BUT THEN FIND IT’S NOT FOR ME? If you give English Literature a go, but find that you don’t want to continue it is easy to transition to English after Unit 1 or Unit 2.

The study of Literature enables students to consider the power and complexity of language, the ways literary features and techniques contribute to meaning and the significance of form and structure. Students are encouraged to be independent, innovative and creative, developing the ability to read deeply and widely and to establish and articulate their views through creative and analytical responses.

ENGLISH ENGLISH LANGUAGE • Units 1 to 4 OVERVIEW If you wish to learn about how English works within the world and study the grammar, history and evolution of English language, this subject is for you. In English Language we explore how we carefully choose our language to support our social purposes and discuss why our language is changing and how by adapting our language we can change the world. All students must complete four units of English to complete VCE. UNIT 1 LANGUAGE AND COMMUNICATION AND LANGUAGE ACQUISITION

UNIT 2 LANGUAGE CHANGE AND ENGLISHES IN CONTACT Key concepts covered ■ Examine how English has developed over time. ■ Study the factors which cause language to change over time. ■ Predict how our language might continue to change in the future. ■ Consider the effects of the global spread of English. ■ Discuss the development and decline of languages as a result of English contact.

Key concepts covered

■ Examine the development of Creoles, the impact of multilingualism on society.

■ Explore how situational and cultural contexts influence language choices.

■ Predict how societal changes will influence the progress of English in the future.

UNIT 3 LANGUAGE VARIATION AND SOCIAL PURPOSE – INFORMAL AND FORMAL LANGUAGE

UNIT 4 LANGUAGE VARIATION AND IDENTITY

Key concepts covered

■ Explore the range of language varieties which exist in contemporary Australian society.

■ Consider the way in which speakers and writers choose their language to suit their context, purposes and audience in a formal or informal setting. ■ Study how adapting their language can positively or negatively impact the effectiveness of their communication. ■ Critically evaluate other people’s texts to ascertain what makes these texts effective.

Key concepts covered

■ Discuss how these construct our shared national identity. ■ Explore how societal change has influenced our language. ■ Discuss the changing prestige associated with different varieties. ■ Discuss the role of language in reflecting and constructing individual and group identities.

■ Study the 5 subsystems (phonology, morphology/lexicology, syntax, discourse and semantics). ■ Study the theory of child language acquisition. ■ Explore the impact that our environment has on language learning. ■ Discuss the impact of multilingualism on language acquisition.

Given the specialised nature of this subject, it is highly recommended that students consult with their English teacher prior to selecting this course.

Eblana & Riviera Literacy

Year 7 Year 7 English

Year 8 Year 8 English

Year 9 Year 9 English

Year 11

Year 12

Year 11 English Units 1 & 2

Year 12 English Units 3 & 4

Year 10 English

Year 11 English as an Additional Language 1/2

Year 12 English as an Additional Language 3/4

Year 10 English Literature

Year 11 Literature 1/2

Year 12 Literature 3/4

Year 10 English Language

Year 11 English Language 1/2

Year 12 English Language 3/4

Year 10

Students must choose two semesters of English

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

HEALTH AND PHYSICAL EDUCATION Year 7 • HEALTH AND PHYSICAL EDUCATION

Year 8 • HEALTH AND PHYSICAL EDUCATION

Year 9 • HEALTH AND PHYSICAL EDUCATION

HEALTH

Students will complete a unit of work on Respectful Relationships, Nutrition and the benefits of Physical Activity. Students explore how positive choices in these areas will impact their health and wellbeing.

Students complete a unit of work on Respectful Relationships, and explore the physical, social and emotional changes they will experience during adolescence. They also explore the topic of Mental Health with a specific focus on stress. Student’s then investigate strategies to improve personal care to minimise the effects of stress on their daily lives.

Students complete a unit of work on personal identity, sexuality and respectful relationships. They examine the impact of changes and transitions in relationships and how to make healthy and safe personal choices. Students investigate risk taking behaviours and explore the impacts such choices have on individual health and develop strategies for harm minimisation. Students explore nutrition, in particular the role and influence sugar has on the body and evaluate various sources of nutritional information.

PHYSICAL EDUCATION Year 7 students will begin their PE journey at Mentone Grammar with a “Design a Game” unit where they will work collaboratively to come up with a fun and energetic game within small groups. Throughout the year they will be exposed to such topics as Indigenous Games, Footy Codes, Fitness, Invasion Games and Athletics. Year 7 Physical Education will allow students to improve their overall fitness levels with a major focus on skill improvement and enjoyment.

PHYSICAL EDUCATION Physical Education provides the opportunity for students to explore a range of different sports under the Game Sense approach to teaching and learning. This model encourages students to develop their strategic and tactical decision making, as well as developing their fine and gross motor skills, across various sporting codes.

PHYSICAL EDUCATION Course content in Physical Education at Year 9 involves a Game Sense approach to all units of work. This teaching/learning method emphasises the development of tactics and decision making. It encourages participants to think strategically and solve problems that arise in small sided/ modified structured games.

Year 10 • SPORTS SCIENCE LENGTH: YEAR UNITS: 2 OVERVIEW This course focuses on the physiological capabilities of the human body with a specific focus on the bodies skeletal, muscular, respiratory, cardiovascular and energy systems. During these units they will learn structure and function of these systems and how they relate to sporting performance.

Year 10 • HEALTH OF A NATION Key Topics covered ■ Students will then focus on the different training methods of developing these systems in order to achieve positive sporting outcomes. They will design and undertake their own training to determine the effectiveness of the program they have written. ■ Whist this is predominantly a classroom based subject, once a cycle, students will have an opportunity to trial what they have learnt in the ‘field’ in order to reinforce their learning. ■ Students will undertake an excursion to the Richmond Football Club where they will have the chance to view how an elite training facility operates and they will explore possible career opportunities in the field of Sports Science. ■ The Course is closely aligned with VCE Physical Education and Year 10s who excel in Sports Science will have the opportunity to go straight into Units 3/4 Physical Education. Others will have the opportunity to undertake Units 1/2 Physical Education which will better prepare them for Units 3/4 Physical Education.

LENGTH: YEAR UNITS: 2 OVERVIEW This course focuses on equipping the students with awareness and knowledge about the Health of Australians from an individual and community perspective. Students explore the sociocultural factors that impact on individual health outcomes, with an in-depth focus on obesity and road traffic safety. Key Topics covered ■ Students will acquire specific knowledge about key nutrients and their role within a healthy and well-balanced diet and the influences that packaging and advertising can have on food choices. ■ Not all Australians experience the same levels of health and wellbeing or health status, therefore students will investigate aspects of Indigenous history and culture and how these have led to a range of factors contribute to the health inequalities they experienced.

■ With non-communicable or lifestyle conditions increasingly impacting on the health status of Australians, Year 10 students will further their understanding of the role health promotion plays on combatting common causes of ill-health. This then leads to the development and implementation of their own health promotion campaign within the School Community. ■ Finally, the students will explore the Australian health care system and how they can interact with this system in their community, raising their awareness of health resources available to them now and in the future. ■ The course is closely aligned with VCE Health and Human Development (HHD) and those Year 10s who excel in Health of a Nation will have the opportunity to go straight into Units 3/4 HHD. Others will have the opportunity to undertake Units 1/2 HHD, which will better prepare them for Units 3/4 HHD.

HEALTH AND PHYSICAL EDUCATION VCE HEALTH AND HUMAN DEVELOPMENT • Units 1 to 4 UNIT 1 UNDERSTANDING HEALTH AND WELLBEING This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organisation’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, students should consider wellbeing to be an implicit element of health.

Key Topics covered ■ Identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. ■ Multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status. ■ With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.

UNIT 2 MANAGING HEALTH AND DEVELOPMENT This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Key Topics covered

UNIT 3 AUSTRALIA'S HEALTH IN A GLOBALISED WORLD This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Key Topics covered

■ Students look at changes and expectations that are part of the progression from youth to adulthood.

■ Health and wellbeing as a global concept and to take a broader approach to inquiry.

■ Application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

■ Students look at the fundamental conditions required for health improvement, as stated by the World Health Organisation (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians.

■ Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

■ Health promotion and improvements in population health over time. ■ Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

UNIT 4 HEALTH AND HUMAN DEVELOPMENT IN A GLOBAL CONTEXT This unit examines health and wellbeing, and human development in a global context. Key Topics covered ■ Investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. ■ Health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development. ■ Consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people. ■ Global action to improve health and wellbeing and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organisation (WHO). ■ Students also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action. 61

HEALTH AND PHYSICAL EDUCATION VCE PHYSICAL EDUCATION • Units 1 to 4 UNIT 1 THE HUMAN BODY IN MOTION

UNIT 2 PHYSICAL ACTIVITY, SPORT AND SOCIETY

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities, students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective.

Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms.

Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity.

They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines.

UNIT 3 MOVEMENT SKILLS AND ENERGY FOR PHYSICAL ACTIVITY This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

UNIT 4 TRAINING TO IMPROVE PERFORMANCE In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness components, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

Eblana & Riviera Physical Education

Year 7

Year 8

Year 9

Year 7 Physical Education

Year 8 Physical Education

Year 9 Physical Education

Year 7 Health Education

Year 8 Health Education

Year 9 Health Education

Year 10

Year 11

Year 12

Year 10 Physical Education

Units 1 & 2 Physical Education

Units 3 & 4 Physical Education

Year 10 Sport Science

Units 3 & 4 Physical Education

Year 10 Health of a Nation

Units 1 & 2 Health and Human Development

Units 3 & 4 Health and Human Development

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

HUMANITIES Year 7 • HUMANITIES

Year 8 • HUMANITIES

OVERVIEW In the Year 7 Humanities course, students study a term each of Geography, History, Economics and Civics and Citizenship. Beginning in Term 1, and in anticipation of their Learning Journeys to Central Australia in Term 2, students explore Australian Indigenous culture and history. An understanding of the lineage, history and unique culture is developed throughout the term, with the key skills of historical writing underpinning their studies. In Term 2, students will begin to unpack the notion of financial literacy and what it means to be economically independent in an age of increasing debt. Exploring notions like wages, taxes, interest and budgeting, students will be tasked with keeping their group ‘in the black’.

OVERVIEW Through their studies of Geography in Term 3, Year 7 will investigate where water ‘actually’ comes from. Beginning with an analysis of their household usage, individuals will calculate their daily and weekly use and evaluate strategies to minimise their impact. This concept will then be applied to Melbourne as a whole, with broader concepts like grey water and desalination being evaluated as possible solutions. In Term 4, students will investigate what it means to be a Citizen of Australia. By developing an understanding of how laws are made and government is conducted, Year 7 Humanities will delve deeper in to the culture of contemporary Australia.

In the Year 8 Humanities course, students will again get the opportunity to explore a range of Humanities subjects, spanning from Geography and History to Economics, and Civics and Citizenship. Beginning in Semester 1, students will start to explore the formation of Medieval Europe and how the collapse of the Roman Empire gave rise to the foundations of prevailing social conditions such as law and order and political representation. In this semester, students will also extend on understandings developed in Year 7 surrounding entrepreneurship and the formation of a viable enterprise. Through their studies of Geography in Semester 2, Year 8 will investigate the world around them and why certain locations are structured in certain ways and what influences the formation of both social and geographical spaces. Rounding out the semester, students will unpack the Australian identity and the ways in which it has changed, and continues to change, over time. In such exploration, the role of laws, government, and the individual will all be investigated in order to understand the evolving nature of Australian culture.

Year 9 • HUMANITIES OVERVIEW In Year 9 Humanities, students study the four key learning areas of Economics, Geography, History, and Sociology. To this end, they are taken through the key skills of developing a business, designing a business model, and unpacking the global and local implications of operating a business that spans across continents. Through this unit of work, students are encouraged to design their own product and source materials within a global supply chain, identifying the moral, financial, and ethical implications of their choices.

In Geography, this element of globalisation is equally investigated and extended upon, whereby we seek to understand the biomes around the world and the role they play in influencing a wide range of factors such as food production, weather patterns, and human living conditions. In History, students specifically focus their studies on World War One and the impact it had on the global world order. In this, we inquire about both the causes and ongoing effects of the conflict. Finally, in our studies surrounding Sociology, students seek to understand the world around us and the role that the group psychology inherent in patterns of people plays in influencing our lives.

HUMANITIES GEOGRAPHY • Units 1 to 4 OVERVIEW Where? Why? How much? What with? These are some of the questions to which geographers want to find the answers. Geography is the study of places on the earth, the people who live there and the environments that support them. UNIT 1 HAZARDS AND DISASTERS Key Concepts covered ■ Undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. ■ Describe and explain the nature of hazards. ■ Impacts of hazard events at a range of scales. ■ Explore the nature and effectiveness of specific measures such as prediction and warning programs, community preparedness and land use planning, as well as actions taken after hazards become harmful and destructive disasters.

UNIT 2 TOURISM

UNIT 3 CHANGING THE LAND

UNIT 4 HUMAN POPULATION TRENDS AND ISSUES

Key Concepts covered

■ The characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments.

■ Investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Students also explore the interconnections with human activity.

■ The geography of human populations.

■ Describe the changing sources and destinations of different types of tourism. ■ Describe and explain the different types of tourism and tourist locations and destinations. ■ Explain the usefulness of spatial technologies for the tourism industry.

■ The patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world.

■ Identify and describe the change in land use in the selected area at spatial and temporal scales.

■ The distribution of world population characteristics including birth rate, death rate, infant mortality rate, fertility rate and life expectancy.

■ Explain the processes of change, the reasons for change and the resulting land use change in the selected area.

■ The five stage Demographic Transition Model and its use in interpreting population structures and other characteristics.

■ Describe and explain the processes and causes of deforestation, desertification and melting glaciers and ice sheets.

■ Analyse maps, data and other geographic information to develop descriptions and explanations.

HUMANITIES Year 10 • GLOBAL POLITICS OVERVIEW What events led to the environment where ISIS came into being? How did Trump get elected? Why should we care? How did Labour lose the unlosable election? This subject gives students an understanding of the global political arena and exposure to different perspectives which enables them to draw reasoned conclusions about the world in which they live; tools which will be useful in their study of other disciplines and for their life-long learning. Students will examine case studies of interstate war and terrorist groups from the last 50 years in order to gain a deeper understanding of the economic, political, and social impacts these have on local, regional, and international communities.

SEMESTER TOPICS

KEY SKILLS

ASSESSMENTS

Key Concepts covered

■ Develop a critical understanding of the current global political arena and the political, social, cultural, and economic forces that shape our rapidly changing world.

■ Case Study Analysis.

■ Cultivate an awareness of our roles and obligations as active citizens within a democracy.

PATHWAYS

■ What is politics and why should we study it? ■ The global political arena What role do I play as an individual in the global political arena? ■ The most important global actor and why they have such an influence. ■ How can ‘war’ be defined? What are the different types of war? Why does war occur?

■ Recognise and analyse the major debates in global issues, such as the roles of states, international organisations and other actors in resolving these issues such as terrorism.

■ How can ‘terrorism' be defined and the reasons why people become terrorists. What are their goals?

■ Work independently as well as part of a team to find answers and solutions to complex problems and issues.

■ The structure and composition of the global politics today. ■ How 9/11 and ISIS changed the global political arena.

■ Research Essay. ■ Ongoing IT task- posts and reflections by students.

This subject will give students a good background in multiple disciplines and will be beneficial to those wishing to study: ■ VCE Global Politics Units 1 & 2 ■ VCE History Units 1 & 2

AUSTRALIAN AND GLOBAL POLITICS • Units 1 to 4 OVERVIEW Australian and Global Politics offers students the opportunity to engage with key political, social and economic issues, and to become informed citizens and participants in their local, national and international communities. Australian Politics increases awareness of the nature of power and allows students to become informed observers of, and active participants in, their political system. Global Politics provides students with an insight into the political, social, cultural and economic forces that shape our rapidly changing world. Students develop a critical understanding of the world in which they live and of contemporary global issues.

UNIT 1 IDEAS, ACTORS AND POWER

UNIT 3 GLOBAL ACTORS

UNIT 4 GLOBAL CHALLENGES

Key Concepts covered

■ What is politics? What is meant by power and how can it be exercised?

■ The key global actors in contemporary global politics and the power they have.

■ Ethical issues and debates – Human Rights and People Movement.

■ How power is distributed in the Australian political system.

■ What impact do these global actors have on the global political arena and on global issues?

■ The international laws regarding these global issues.

■ The roles and functions of political parties, interest groups, and the media in Australia’s democracy - What impact do they have on the political system? UNIT 2 GLOBAL CONNECTIONS Key Concepts covered ■ How peoples’ lives have been affected by globalisation - politically, socially and economically.

■ The challenges the global actors face in achieving their aims. ■ To what extent has Australia used various types of power to achieve its national interests of national security, economic prosperity, maintaining regional relationships and a positive international standing?

■ What are the ethical debates that surround these global issues and how have global actors responded to these issues? ■ Crises and Responses – Terrorism and Climate Change. ■ The key characteristics and causes of each global crisis. ■ The challenges in effectively resolving these crises.

■ Do citizens and states have global responsibilities? Can the global community meet the challenges of the 21st Century or will the interests of individual global actors compromise the needs of this global community? ■ Challenges key global actors such as the United Nations and NGOs face in resolving issues such as climate change, conflict, people movement and terrorism.

HUMANITIES HISTORY • Units 1 to 4 OVERVIEW The study of VCE History assists students to understand themselves, others and their world and broadens their perspective by examining people, groups, events, ideas and movements. Through studying VCE History, students develop social, political, economic and cultural understanding. It also fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence.

UNIT 1 20TH CENTURY HISTORY

UNIT 2 20TH CENTURY HISTORY

UNIT 3 REVOLUTIONS

Key Concepts covered

■ In Area Study One students explore the events, ideologies and movements of the period after World War 1; the emergence of conflict; and the causes of World War 2.

■ After World War II the United States emerged with the Soviet Union as the global superpowers.

■ The events and conditions that contributed to the outbreak of the Chinese Revolution

■ Investigate the impact of the Treaty of Versailles, the political events between the wars in Germany, and the rise of Hitler and the Nazi Party. ■ The second Area of Study focuses on social life and cultural expression and how it reflected the technological, political and economic changes of the period. Students explore particular art movements such as paintings, architecture, film and music. ■ Explore how the Nazi Party viewed race and changed the social and living conditions of Jewish people and other minority groups in Germany.

■ Causes and consequences of the Cold War; the competing ideologies that underpinned events, the effects on people, groups and nations, and the reasons for the end of this sustained period of ideological conflict between capitalism and communism. ■ The impact of groups challenging established political orders. Students will examine the civil rights campaigns in the USA, and investigate campaigns by terrorist groups such as Hezbollah and Al Qaeda.

■ The ideas that played a significant role in challenging the existing order, including Sun Yixian’s (Sun Yat-sen’s) Three Principles of the People, the New Culture Movement and Mao Zedong Thought (Maoism) ■ The role of individuals in challenging or maintaining the power of the existing order ■ The challenges the new Communist Regime faced in consolidating its power including the Korean War and first Five Year Plan ■ The causes and consequences of the new regime’s cultural, social, and political ideas; including the Great Leap Forward and the Cultural Revolution ■ The diverse experiences of different groups within China, such as women, peasants, Red Guards, and so on.

UNIT 4 REVOLUTIONS

Eblana & Riviera

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Key Concepts covered ■ Popular movements such as Communism contributing to trigger a revolution. ■ The actions of particular individuals such as Lenin and Trotsky contributing to the revolution. ■ How did the consequences of revolution shape the new order? ■ How the revolution affected the experiences of peasants, women, the aristocracy, and workers.

Year 6 Global Changemakers

Year 7 History

Year 8 History

Year 9 History

Year 10 Humanities

Units 1 & 2 20th Century History

Units 3 & 4 History: Revolutions

Year 5 Design Thinking

Entrepreneurship

Year 10 Global Politics

Units 1 & 2 Geography

Units 3 & 4 Geography

Geography

Units 1 & 2 Global Politics

Units 3 & 4 Global Politics

Sociology

Civics & Citizenship

■ To what extent was society changed and revolutionary ideas achieved?

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

LANGUAGES

Year 7 • LANGUAGES

Year 8 • LANGUAGES

OVERVIEW

Students in Year 7 have the option to choose either Chinese or German as their language other than English. Our Year 7 German program is a beginners’ course, allowing all students to take part without having studied German previously. Our Chinese classes in Bayview are streamed, in order to cater for the Advanced group (those who have studied Chinese in junior school, or who have a Chinese-speaking family background) and the Standard group (for example, those starting as beginners in Year 7).

Students in Year 8 continue their language from Year 7 (either German or Chinese). Chinese is streamed into Standard and Advanced classes, but both groups will learn the foundational knowledge required to continue to Chinese in Year 9 and onwards if they choose to do so.

Year 9 • LANGUAGES

Year 10 • LANGUAGES

CHINESE (CONTINUING) SUBJECT LENGTH: YEAR UNIT VALUE: TWO

GERMAN, CHINESE (SECOND LANGUAGE) SUBJECT LENGTH: YEAR UNIT VALUE: TWO

The Year 10 German and Chinese courses aim to develop and refine each student’s use of receptive, productive and interactive language, and to further develop self-awareness and a sense of personal and cultural identity. Topics include: family and hometown; occupations; school activities and cultural events. By the end of each Language Unit students should be able to: listen to and understand short dialogues; participate in simple conversations and oral presentations; read and understand authentic material; and complete simple written tasks.

GERMAN (CONTINUING) SUBJECT LENGTH: YEAR UNIT VALUE: TWO This course is offered to students who studied German in Year 8. The focus of Year 9 German (continuing) is to reinforce skills previously introduced in Year 8 and extend the understanding and use of them. Cartoons are still used to springboard language concepts, with unit topics being selected for their interest and relevance to teenagers. Topics are drawn from the wider world of students’ experiences and interests, and include family and friends, entertainment, food, and sport. VSL Distance Education Languages are also available for Year 9 students.

VSL LANGUAGES – DISTANCE ED SUBJECT LENGTH: YEAR UNIT VALUE: TWO This course allows students to study a language outside of our mainstream offerings (Chinese and German). Through the Victorian School of Languages, students are able to study French, Italian, Spanish, Indonesian, Japanese, Greek or Latin. Learning is via Distance Education mode, with students regularly submitting work to a teacher at the VSL, and undertaking regular conversational lessons via Skype or phone. Students may take these subjects as either a beginner or via an accelerated program.

VCE GERMAN, CHINESE SECOND LANGUAGE AND SECOND LANGUAGE ADVANCED • Units 1 to 4 OVERVIEW

VIEWING

Includes German, Chinese and other languages via Distance Education with the Victorian School of Languages (VSL).

Students will view various authentic audiovisual materials in the language, which then connect to tasks such as writing a review or discussing cultural aspects of the text.

All VCE Second Language subjects cover the skill areas of speaking and writing in the language, as well as reading written texts in the language, listening to conversations and spoken texts and viewing texts such as films or TV shows in the language. In Units 1 & 2, students complete three communication-based outcomes per semester. In Units 3 & 4, the students complete SACs covering the communication skill areas. SACs contribute 50 per cent to the overall study score, with the remaining 50 per cent being the final written and external oral examinations. The exams focus on the language being used, and as such there is not a grammar section on the exam per se, although is it assessed in the context of the written and oral tasks.

LISTENING Listening comprehension includes extracting meaning, both explicit and implied, from texts such as announcements, ads and news reports, as well as conversations. READING Reading skills cover a range of formal and informal texts, including newspaper and magazine articles, short stories, diary entries and book extracts. WRITING Students learn a range of styles of writing, including both formal and informal contexts. These might include writing children’s stories, writing a business letter, writing a report for a magazine, or even writing an evaluative article on a current news topic.

SPEAKING Students complete oral assessment tasks covering language skills such as: sharing information, discussing a resolution to an issue, and giving class presentations on a topic related to the culture or history of the language speaker community.

LANGUAGES CHINESE LANGUAGE, CULTURE AND SOCIETY • Units 1 to 4

VCE CHINESE FIRST LANGUAGE • Units 1 to 4

OVERVIEW

CHINESE CULTURE AND SOCIETY

CHINESE FIRST LANGUAGE

THEMES AND SUB-TOPICS

Chinese Language, Culture and Society is a new subject created to give Australian students a more achievable avenue for Chinese study in VCE. The level of language required is more manageable than regular Chinese Second Language. Additionally, there is a social studies component included, which is taught and assessed in English.

Students read and respond to texts in English about aspects such as Chinese family culture, education in China, traditional myths and legends, and modern societal values and issues. For Units 3 & 4, there will be a prescribed text in English published by VCAA.

Chinese First Language is designed for students who speak Chinese as a first language, and have completed a significant amount of their schooling in China, Taiwan, Hong Kong or Macau, typically having moved to Australia during their secondary schooling.

Students study topics within the areas of Self and Others, Tradition and Change in Chinesespeaking community and Global Issues.

LANGUAGE SKILLS

In Units 1 & 2, students complete communication-based outcomes, which are assessed internally.

In Units 1 & 2, student are assessed internally by their teacher at School. In Units 3 & 4, students complete SACs in class which contribute 50 per cent to the study score. There is also a written and external oral exam, which contribute the other 50 per cent. The written exam will include listening and reading comprehension questions, a written task in Chinese, but also a response in English to the prescribed culture and society text in English.

Students will learn to read, write, speak and understand spoken Chinese on topics including family and school life, travel and geography, leisure and lifestyle, youth issues, and the world of work. VCAA publishes a list of characters and grammar that students need to know by the end of Year 12, this is available in the Study Design from the VCAA website.

In Units 3 & 4, the students complete SACs covering the communication skill areas. SACs contribute 50 per cent to the overall study score, with the remaining 50 per cent being the final written and external oral examinations (10 per cent oral, 40 per cent written).

SKILLS ASSESSED ■ Students will express themselves in a broad range of topics in Chinese, including written and spoken language across a broad range of formal and informal usages. ■ Texts and responses in this subject are to all be in Chinese. ■ The Unit 4 external oral examination will include a detailed study topic from the area of Language and Culture through Literature and the Arts.

ELIGIBILITY Students may not enrol in this subject if they have spent more than two years in a Chinesespeaking country (China, Taiwan, Hong Kong or Macau), or if they have previously studied for six months or more at a school where Chinese is the language of instruction (e.g. in the Chinese-medium schools in countries such as Malaysia or Brunei). Students also may not enrol in this subject if they are also completing another Chinese subject such as Chinese First Language or Chinese Second Language.

It is recommended that students speak to the Head of Languages to discuss eligibility for the different Chinese pathways.

Eblana & Riviera Chinese

Year 7 German or Chinese

Year 8 German or Chinese

Year 9

Year 10

Year 11

Year 12

Year 9 German

Year 10 German

Units 1 & 2 German

Units 3 & 4 German

Year 9 Chinese

Year 10 Chinese: Second Language

Units 1 & 2 Chinese: Second Language

Units 3 & 4 Chinese: Second Language

Units 1 & 2 Chinese Language, Culture and Society

Year 10 Chinese: First Language

Year 9 VSL Languages

Solid Line Indicates: Successful completion of the previous subject is compulsory

Units 1 & 2 Chinese: First Language

Units 3 & 4 Chinese: First Language

Year 10 VSL Languages

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject *Discontinuing Subject

MATHEMATICS

Year 7 • MATHEMATICS

Year 8 • MATHEMATICS

Year 9 • MATHEMATICS

OVERVIEW

The Year 7 Mathematics curriculum is common to all students. The areas developed throughout the course are directly linked to the content listed in the Victorian Curriculum documentation. Students develop and extend their knowledge through three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability.

The Year 8 Mathematics curriculum is common to all students. The areas developed throughout the course are directly linked to the content listed in the Victorian Curriculum documentation. Students develop and extend their knowledge through three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability.

All students study a common Mathematics course in Year 9. The Year 9 curriculum follows and covers the content outlined in the Victorian Curriculum documentation. There are three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability.

Students use technology to help analyse and display data, begin their exploration of algebra, extend their knowledge of number and investigate a variety of rules to measure perimeter and area. Students are assessed on the detail provided in answering questions, the summaries they develop for each topic and the accuracy provided in recalling past knowledge and skills. Students have access to a text resource that helps them consolidate and explore learning in an independent setting.

Students further develop their skills in using technology to help analyse and display data, extend their study of algebra including its use in linear relationships and their associated graphs, develop knowledge of rates and ratios and broaden their rules of measurement to include surface area and circle applications. Students are assessed on the detail provided in answering questions, the summaries they develop for each topic and the accuracy provided in recalling past knowledge and skills. Students have access to a text resource that helps them consolidate and explore learning in an independent setting.

Students will develop their algebraic skills, graphing skills and mental manipulation skills. They also learn to effectively use CAS technology to assist in solving problems and consolidate their understanding of new concepts using the online Hot Maths program that comes with their textbook. Students also have the opportunity to learn to collect and analyse data while on their Learning Journeys, as part of the Statistics strand. Students are also encouraged to enter The Australian Mathematics Competition held during Term 3.

MATHEMATICS Year 10 • MATHEMATICS OVERVIEW At Year 10, there are four options available for study: Year 10 Mathematics (Further); Year 10 Mathematics (Methods); VCE Foundation Mathematics Units 1 & 2 and VCE Mathematical Methods Units 1 & 2. It is recommended that students consult their Year 9 Mathematics teacher and the Head of Mathematics when making this decision.

YEAR 10 MATHEMATICS FURTHER

YEAR 10 MATHEMATICS METHODS

VCE FOUNDATION MATHEMATICS UNITS 1 & 2 FOR YEAR 10 STUDENTS

This area of Mathematics covers recursive relationships and their link to Financial Mathematics including simple interest, depreciation, compound interest and loans; problem solving techniques, including applications to linear equations and inequalities; algebraic and graphical representations of relations; measurement rules that find the surface area and volume of composite solids; the relationships between parallel and perpendicular lines; applications of reasoning to congruence and similar triangles; numerical exercises involving plane shapes; comparison of data sets including summaries and shapes; the description of bivariate data and the statistical relationships that exist between two continuous variables using regression analysis; statistical reports.

This subject covers the Year 10 Mathematics outlined in the Victorian Curriculum documentation and includes some enrichment that helps prepare students for the subsequent study of various implementations of Further Mathematics Units 1 & 2 and/or Mathematical Methods Units 1 & 2 in Year 11. Topics include linear functions, matrices, surds, indices, quadratics, statistics and exponential functions.

Students are selected into the subject by invitation only. It is a terminal Mathematics course that has no follow-on into Year 11. The Mathematics covered is of a very practical nature.

Students must have a minimum grade of B+ in Year 9 Mathematics to study this course.

VCE MATHEMATICAL METHODS UNITS 1 & 2 FOR YEAR 10 STUDENTS The opportunity for students to study VCE Mathematical Methods in Year 10 is limited to a select number and is designed for students who are planning to study the highest levels of Mathematics at School and who seek some flexibility in their choice of subjects at Year 11. It is not open to students who want to finish their study of Mathematics at the end of Year 11.

VCE MATHEMATICAL METHODS UNITS 1 & 2 FOR CURRENT YEAR 9 STUDENTS Current Year 9 students can apply for entry to VCE Mathematical Methods Units 1 & 2 in Year 10, provided they meet the following requirements: ■ Overall and Semester examination grades of A++ (both semesters). ■ At least three Learning Behaviour ratings of ‘Consistently’ in Year 9 Mathematics at years end. ■ Furthermore, in order to be suitably prepared for Mathematical Methods it is recommended that Year 9 students achieve: ■ A++ for all maths topics studied throughout the year. ■ Minimum semester grade average of A for all core subjects (English, Maths, Science, Humanities). ■ Effort rating of ‘Consistently’ in all core subjects (English, Maths, Science, Humanities).

MATHEMATICS VCE MATHEMATICS • Units 1 to 4

FURTHER MATHEMATICS UNITS 1 & 2

FURTHER MATHEMATICS UNITS 3 & 4

MATHEMATICAL METHODS UNITS 1 TO 4

SPECIALIST MATHEMATICS UNITS 1 TO 4

This study may be taken alone or, in special circumstances, in conjunction with Mathematical Methods Units 1 & 2. The units contain assumed knowledge and skills that are linked to material in Further Mathematics Units 3 & 4.

This study is intended to be widely accessible. It provides general preparation for employment or further study where data analysis and financial modelling is important. The assumed knowledge and skills for Further Mathematics Units 3 and 4 are drawn from Further Mathematics Units 1 & 2. Students who have studied only Mathematical Methods Units 1 & 2 will have already acquired the assumed knowledge and skills to undertake Further Mathematics Units 3 & 4.

Units 1 and 2 have a closely sequenced development of material, intended as preparation for Mathematical Methods Units 3 and 4. Mathematical Methods Units 3 and 4 may be taken alone or in conjunction with either Specialist Mathematics Units 3 and 4 or Further Mathematics Units 3 and 4, and provide an appropriate background for further study in, for example, science, engineering, humanities, economics or medicine.

Knowledge and content from Specialist Mathematics Units 1 & 2 are a prerequisite for Specialist Mathematics Units 3 & 4. The Units 3 & 4 sequence is normally studied in conjunction with Mathematical Methods Units 3 & 4, and the areas of study extend and develop material from these particular units. Specialist Mathematics Units 3 & 4 are intended for students with strong interests in mathematics and who wish to undertake further study in mathematics and related disciplines such as engineering, aerospace and the sciences.

Eblana & Riviera Numeracy

Year 7

Year 8

Year 9

Year 10

Year 7 Mathematics

Year 8 Mathematics

Year 9 Mathematics

Year 10 Mathematics (Further)

Number & Algebra

Measurement & Geometry

Statistics & Probability

Measurement & Geometry

Statistics & Probability

Subject to the approval of the Head of Mathematics

Year 10 Mathematics (Methods)

Subject to the approval of the Head of Mathematics

Units 1 & 2 Math Methods

Solid Line Indicates: Successful completion of the previous subject is compulsory

Year 11

Year 12

Units 1 & 2 Further Maths

Units 3 & 4 Further Maths

Units 1 & 2 Math Methods

Units 3 & 4 Further Maths AND/OR

Units 3 & 4 Math Methods

Units 1 & 2 Math Methods

Units 3 & 4 Math Methods

AND/OR

Units 1 & 2 Specialist Maths

Units 3 & 4 Specialist Maths

Units 3 & 4 Math Methods

Units 3 & 4 Specialist Maths

AND/OR

Units 1 & 2 Specialist Maths

University Maths

Units 3 & 4 Further Maths

Units 3 & 4 Math Methods

AND/OR

Units 1 & 2 Specialist Maths

Units 3 & 4 Specialist Maths

Dotted Line Indicates: Successful completion of the previous subject is recommended

PERFORMING ARTS Year 7 • PERFORMING ARTS MUSIC

DRAMA

MUSIC

DRAMA

The Year 7 music is a semester length classroom course, incorporating composition, improvisation, listening, theory and performance. Students will have the opportunity to develop their musical knowledge and experience through a series of activities and assessments focused on key foundational musical skills, with an emphasis on:

Year 7 students will undertake a number of character design elements over one semester. Students learn to develop their dramatic skills by imagining and creating roles and relationships that convey characters consistent with performance styles and situations. Students learn improvisation techniques, thinking about physical codes and conventions of character, unpack ideas around The Hero’s Journey and understand how to communicate meaning and status through movement. Improvisation is the Skill Based Assessment while the Superhero Design & Performance Unit is the Weighted Assessment.

Year 8 Music is a semester length classroom course, incorporating composition, improvisation, listening, theory and performance. Students have the opportunity to develop their musical knowledge and experience through a series of activities and assessments focused on key foundation musical skills, with an emphasis on guitar performance.

Over the course of the semester, Year 8 students continue to develop their dramatic skills by imagining and creating roles and relationships that convey characters consistent with Performance Styles and situations. Students will learn improvisation techniques, thinking about physical codes and conventions of character and will experience the Performance Style of commedia dell’arte and investigate stereotypes. Students will undertake two Units of work over the semester. Unit 1 explores Stereotypes and is a Weighted Assessment, Unit 2 explores Comedy Performance and is a Skill Based Assessment.

■ body percussion and rhythm ■ musicianship musical hearing and comprehension ■ rhythm and melody transcription ■ introduction to body percussion, featuring performances ■ introduction to guitar ■ composition and group work ■ listening assignments based on the elements of song forms.

Year 8 • PERFORMING ARTS

■ musicianship musical hearing and comprehension ■ rhythm and melody transcription ■ continuation of basic guitar course, featuring performances ■ guitar composition, a composition task featuring notated music ■ melody, improvised solos and chordal accompaniment ■ listening assignments based on six elements of music.

Year 9 • PERFORMING ARTS

Year 10 • PERFORMING ARTS

MUSIC LENGTH: SEMESTER UNIT VALUE: ONE

DRAMA LENGTH: SEMESTER UNIT VALUE: ONE

This course provides foundation skills and knowledge to students interested in improving musical performance and/or a pathway towards VCE Music. It is designed as an introduction to the key knowledge and skills required for VCE Solo Performance. It also focuses on the practical skills for music making. During the course, students will study four units over a single year comprising: performance preparation and playing techniques, musicianship, composition/ arrangement/music technology and contemporary music styles.

The Year 9 course focuses on the techniques and practises of Jerzy Grotowski’s Poor Theatre, which suggests if that the theatre cannot be richer than mass entertainment, then let it be poorer. Students explore both the imaginative world and the human condition through the world of Theatre, devising an exaggerated performance based on a moment of emotional resonance from their life. The world of Drama has no boundaries and therefore students must allow themselves to take risks with thinking and expression. Students start to create a concrete understanding of how Play-making skills are used, with particular focus on Improvisation. Students learn to reflect critically on the way they use their expressive skills of voice, movement, gesture and facial expression in developing characters. Students work in partnerships creating their own individual Life Monologues, with each student helping the other in the partnership with their own performance. We explore how Performance Styles create work that moves away from naturalistic and realistic expression.

MUSIC STYLES LENGTH: YEAR UNITS: TWO We call it an Eclectic Performance Style. Students develop critical analytical skills through giving and receiving feedback. They learn to use the language and terminology of drama to enhance their own working practices. Students also design their own set and build a shadowbox while exploring how application of symbol can be represented in production areas and create a greater, deeper meaning within performance. This course also develops a student’s confidence, public speaking and interpersonal skills and encourages emotional intelligence and problem solving. There are three summative assessments: Assessment One is based on Improvisation Skills, Assessment Two is a devised monologue performance and Assessment Three is a set design task.

This course is intended to provide skills and knowledge to students interested in a pathway towards VCE Music. It is designed as an introduction to the key knowledge and skills required for VCE Solo Performance and VCE Styles. During the course, students will study six units over a single year comprising: performance preparation and playing techniques, the history, literature and context of selected works, theory and analysis and composition.

PERFORMING ARTS Year 10 • DRAMA Drama is an art form, which is directly concerned with living and the way in which we lead our lives. Through Drama we explore the way human beings think, feel and communicate, learning to understand others and us more fully. Each time we engage in the imaginative world of drama, we enhance our own self and our understanding of the nature of humanity. The course covers varied techniques and practices and explores both the imaginative world and the human condition. The world of drama has no boundaries and, therefore, students are encouraged to take risks with thinking and expression. Drama is about creating meaning from everyday occurrences through the use of various performance styles, theatrical conventions and dramatic elements. Expressive use of voice, facial expression movement and gesture are important in developing characters, which explore this meaning. The performance skills of focus, timing, energy and the actor-audience relationship will help to develop an ability to portray or realise characters. Students will work with text (scripts) and with stimulus

(art, films, poetry, concepts and themes) to create their own text. Students will work in groups (ensemble performance) and on a solo performance. Also included is how Performance Styles create work that moves away from naturalistic and realistic expression. We call it an Eclectic Performance Style. This is a foundation course for VCE Drama Units 1 - 4 and VCE Theatre Studies Units 3 & 4.

DRAMA • Units 1 to 4 UNITS 1 & 2

PERFORMANCE

In this unit students study three or more performance styles from a range of historical, social and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and or representations of real life as it is lived. Students focus on creating, presenting and analysing a devised ensemble and solo performance based on stimulus material that reflects personal, cultural and community experiences. Students will also analyse their own work and the work of professional drama performers. Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters through a range of performance styles. They document the processes they use through a folio and experiment with production areas, dramatic elements, conventions and performance styles.

Key Concepts Covered

Unit 1 Introducing Performance Styles (includes four Study Outcomes)

■ Production areas appropriate to performance style.

Unit 2 Australian Identity (includes four Study Outcomes)

■ Conventions used in performance styles and how they relate to the relationship between actor and audience.

Students will develop skills and knowledge in: ■ Ways of creating, sustaining and developing a role. ■ Ways stimulus material can be given shape and meaning. ■ The processes in character development through improvisation, script work, the methods of Anton Artaud & Theatre of Cruelty, Expressionism, Absurdism and Commedia Dell'Arte and how we collaborate to create performance. ■ The use of expressive skills – voice, movement, gesture, facial expression. ■ The use of performance skills – focus, energy, timing and actor-audience relationship. ■ Application of symbol, transformation of character, time and place. ■ Application of dramatic elements.

■ Describe and analyse the use of dramatic elements, conventions, styles, and production areas in the presentation of performances. ■ Using stimulus material to create a range of ideas. ■ All of this is explored through the exploration of rituals and rites of passage, status and social roles, from a range of cultural contexts. ANALYSIS Key Concepts Covered ■ Analyse the application of conventions, elements and style in performance. ■ Analyse the actor-audience relationship in performance. ■ Evaluate the expressive and performance skills used to communicate character to an audience.

■ Approaches to recording and documenting play-making techniques.

PERFORMING ARTS DRAMA • Units 1 to 4 UNITS 3 & 4

PERFORMANCE

In these units students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble and solo performance work. Students explore contemporary performance styles, practice and associated conventions from a diverse range of contemporary and/or traditional contexts. Students document, analyse and evaluate the stages involved in the creation, development and presentation of their solo and ensemble performances. They will also analyse and evaluate a professional drama performance as well as their own work and the work of their peers.

Key Concepts Covered

Unit 3 Devised Ensemble Performance (includes three Study Outcomes) Unit 4 Devised Solo Performance (includes three Study Outcomes)

Students develop skills and knowledge in: ■ Ways of creating, sustaining and developing a role. ■ Play-making techniques and the processes in character development through improvisation, script work, the methods of Bertolt Brecht and Epic Theatre, Jerzy Grotowski and Poor Theatre, biomechanics and how we collaborate to create performance.

■ Approaches to recording and documenting playmaking techniques. ■ Describing and analysing the use of dramatic elements. ■ Using stimulus material to create a range of solo and ensemble performances. ■ Collaborating on the construction and presentation of an ensemble performance to an audience.

■ The use of expressive skills – voice, movement, gesture, facial expression.

■ Devising a solo performance in response to a given stimulus.

■ The use of performance skills – focus, energy, timing and actor-audience relationship.

ANALYSIS Key Concepts Covered

■ Application of symbol, transformation of character, time and place.

■ Analyse the application and use of production areas, conventions, elements and style in performance.

■ Production areas appropriate to performance style.

■ Analyse the actor-audience relationship in performance.

■ Conventions used in performance styles and how they relate to the relationship between actor and audience.

■ Evaluate the expressive and performance skills used to communicate character to an audience.

THEATRE STUDIES (NOT RUNNING IN 2022) • Units 3 & 4 UNIT 3: PRODUCING THEATRE In this unit students develop an interpretation of a script through the three stages of the theatre production process: planning, development and presentation. You will specialise in two production roles, working collaboratively, creatively and imaginatively to realise the production of a script. UNIT 4: PRESENTING AN INTERPRETATION In this unit students study a scene and an associated monologue. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the three stages of the production process. Students then develop a creative and imaginative interpretation, they work in production roles as an actor and director, or as a designer.

INTERPRETING A MONOLOGUE In this area of study students focus on an interpretation of a monologue from a scene contained within a script selected from the VCAAVCE Theatre Studies Monologue Examination. Students select a monologue, and study the text of the monologue, the prescribed scene in which it is embedded and the complete script from which the scene is derived. Students apply selected production roles and develop an interpretation of the monologue that is informed by a study of the prescribed scene and the complete script and dramaturgy, including contexts of the play. Students make decisions about how the contexts, theatrical possibilities, elements of theatre composition and theatre styles will inform their interpretation of the monologue. Students work in the selected production roles to realise and present their interpretation of the monologue. They consider the interrelationships between acting, direction and design. Please note: Unit 3 & 4 Theatre Studies is not offered in 2022 but will be offered in 2023 and each alternative year, thereafter.

PERFORMING ARTS VCE VET MUSIC • Units 1 to 4 OVERVIEW

UNITS 1 & 2

CUA30915 Certificate III in Music Industry (Sound Production) is offered to students under the auspices of the College of Sound and Music Production (RTO #41549).

Key Concepts Covered

This qualification is for students who have an interest in music and sound production and are keen to develop skills in a range of areas such as recording, mixing and sound editing. Sound Production Specialisation provides students with the practical skills and knowledge to record, mix and edit sound sources, and operate sound reinforcement equipment for live music events. The program includes core units such as implementing copyright arrangements, performing basic sound editing and developing music industry knowledge. Elective units provide students with the opportunity to learn the essentials of audio engineering and electronic music production. Students gain competencies that will enhance their employment opportunities within the music industry, and a recognised qualification that will assist them in making a more informed choice when considering vocational and career pathways.

■ contribute to health and safety of self and others. ■ implement copyright arrangements. ■ work effectively in the music industry. ■ apply knowledge of style and genre to music industry practice. ■ repair and maintain audio equipment. ■ operate basic lighting. UNITS 3 & 4 Key Concepts Covered ■ operate sound reinforcement systems. ■ record and mix a basic music demo. ■ install and disassemble audio equipment. ■ mix music in a studio environment. ■ manage audio input sources.

VCE MUSIC SOLO PERFORMANCE • Units 1 to 4 OVERVIEW

UNITS 1 & 2

UNITS 3 & 4

Music Performance develops the students’ skills in the following areas as a musician and performer. Students learn written theory and create compositions to extend their musical literacy. They also improve their musicianship skills through aural training exercises using singing and listening activities. Students will also extend their ability to listen to music performances (both recorded and live) and give critical responses using musically sophisticated language. The primary objective is to improve as a solo performer on a chosen instrument. To this end, students prepare solo performance programs which explore a variety of music styles and develop skills in rehearsing, refining and executing performances. Students will be required to have learned an instrument prior to taking on VCE Music Performance and will be expected to have weekly hour long lessons with a suitable VCE skilled instrumental teacher in addition to their regular classes. The concepts explored through Units 1-4 are the same with a rising level of skill required throughout the process.

Key Concepts covered

■ Musicianship and aural – musical hearing and comprehension using singing as a tool to explore and develop understanding.

■ Performance – playing in performance as a soloist, exploring various genres and techniques idiomatic to their instrument.

■ Theory – exploration and development of musical literacy.

■ Composition – exploration and comprehension of the elements of music using a musical notation program.

■ Responding and listening – listening and responding to music performances, exploring and developing musically sophisticated terminology.

■ Singing – exploration and mastery of aural skills through singing practice.

PERFORMING ARTS VCE VET • MUSIC CUA30915 CERTIFICATE III IN MUSIC INDUSTRY (SOUND PRODUCTION) This qualification is for students who have an interest in music and sound production and are keen to develop skills in a range of areas such as recording, mixing and sound editing. Sound Production Specialisation provides students with the practical skills and knowledge to record, mix and edit sound sources, and operate sound reinforcement equipment for live music events. The program includes core units such as implementing copyright arrangements, performing basic sound editing and developing music industry knowledge. Elective units provide students with the opportunity to learn the essentials of audio engineering and electronic music production. Students will gain competencies that will enhance their employment opportunities within the music industry, and a recognised qualification that will assist them in making a more informed choice when considering vocational and career pathways.

CONTRIBUTION TO VCE/VCAL (VIC SCHOOLS ONLY) VCE Students who complete Certificate III in Music Industry will be eligible for up to five Units of credit towards their VCE: up to three at the Units 1 & 2 level and a Units 3 & 4 sequence. VCAL This program contributes to the Industry Specific Skills Strand and may also contribute to the Work-Related Skills Strand of VCAL. ATAR Students wishing to receive an ATAR.

Eblana & Riviera Classroom Music Private Tuition Drama (Riviera)

Year 7 Year 7 Music

Year 7 Drama

Year 8 Year 8 Music

Year 8 Drama

Year 9

Year 10

Year 11

Year 12

Year 9 Music Styles

Year 10 Music Styles

Units 1 & 2 Music Solo Performance

Units 3 & 4 Music Solo Performance

Units 1 & 2 VET Music Industry

Units 3 & 4 VET Music Industry

Units 1 & 2 Drama

Units 3 & 4 Drama

Year 9 Drama

Year 10 Drama

Units 3 & 4 Theatre Studies

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

SCIENCE Year 7 • SCIENCE

Year 8 • SCIENCE

Year 9 • SCIENCE

Year 10 • SCIENCE-CORE

OVERVIEW

Year 7 often represents the first time many students get to experience Science taught in a laboratory on a consistent basis. Therefore, the Year 7 course reflects this new shift in focus by spending time learning about their new environment and working as scientists would work. Divisions within the domain of Science become more clearly defined as topics completed take on a more physical, chemical and biological specialisation. The principles of the scientific method are taught, practised and reported on in greater detail than they have been in the past. Foundations, theories, rules and laws in science are explored through experimentation. A large emphasis is placed on inquiry-based learning, evidence gathering and conclusion formulation throughout the year.

Students begin to explore each of the scientific domains of Biology, Chemistry and Physics in greater depth and detail. Concepts begin to become a little less tangible, so the use of scientific models to explain natural phenomena becomes very important for students to make sense of things that are frequently unable to be detected by the five senses of the human body. Students begin to analyse these models for their features and their flaws in order to explore and interpret the world around them.

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour, arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems.

In Year 10 Science students undertake practical investigations and test key scientific questions to provide empirical evidence about the biological, physical and technological world. Students study the subjects of Biology, Chemistry and Physics, which provide a pathway to VCE study. Students can also choose to undertake further study in Science through the electives of Year 10 Psychology or Investigating Biology, which both link to VCE Pathways.

A typical student in Year 7 can expect to experience time working as a scientist, become familiar with the properties of substances, place an entry into the Science Talent Search Competition, classify living things and where they live, experience the forces that drive the natural world and machines that exploit these forces and separate mixtures.

A typical Year 8 Student will explore energy and its applications and transformations, delve into the biological world of cells and then look outwards into the systems of the body to keep it functioning successfully. They will explore chemical reactions and chemical substances and their application on a local and global stage as well as in relation to energy and systems within the body.

Students study the core subjects of Biology, Chemistry and Physics, which provide a pathway to VCE study. Topics include: The Atom; Heat, Light and Sound; Body Coordination; Radiation; Disease; Reaction Types; and Electrical Energy.

Year 10 • INVESTIGATING BIOLOGY SEMESTER BASED ELECTIVE This elective is for students wishing to further enhance their scientific skills and is expected to act as a precursor for accessing Units 3 and 4 Biology in Year 11. It will build on the content offered in the Science-Core course with a particular emphasis on practical investigation and hands on learning of scientific principles related to VCE Biology. It is suitable for students who are interested in Science and Biology and is good preparation for studying VCE Sciences. TOPIC 1 PROTEINS, GENOMICS AND PROTEOMICS Key Concepts ■ Basics of nucleic acids and their role in protein synthesis. ■ Origami organelles – modelling gene expression. ■ Proteomics and Genomics – new frontiers in diagnosis of disease.

TOPIC 2 FORENSICS, DNA FINGERPRINTING AND GENE EDITING Key Concepts ■ Understanding the nature of the genetic code. ■ Identification of individuals (forensic and medical applications of gene sequencing). ■ Changing organisms by gene editing. TOPIC 3 FROM BACTERIA TO HUMAN, 3.6B YEARS OF ADAPTATIONS Key Concepts ■ Plant and animal adaptation experiments. ■ Focus on the Galapagos and Australian flora and fauna, evidence or relatedness. ■ Bacterial resistance and viral antigenic drift as a model of natural selection. TOPIC 4 FOCUS ON SCIENTIFIC SKILLS Key Concepts ■ Critical analysis of scientific media articles. ■ Literature review techniques and scientific writing skill development. ■ Scientific methodology, organising, analysing and evaluating primary and secondary data.

SCIENCE Year 10 • PSYCHOLOGY YEAR LONG ELECTIVE Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. The study researches human behaviours from biological, cognitive, philosophical and social perspectives. Underpinning all studies in Psychology is the Scientific Method. Students are expected to investigate scientific psychological phenomena and write up practical reports. Students are expected to analyse their results using statistics and draw conclusions.

SEMESTER 1 INTRODUCTION TO PSYCHOLOGY Key Concepts ■ Introduction to Psychology, including nature/ nurture debate. ■ Aggression: why it occurs and how to minimise it. ■ Myself and others: how to make friends and influence people. ■ Research Methods: how to conduct psychological investigations. SEMESTER 2 PERSONALITY AND FORENSIC PSYCHOLOGY Key Concepts ■ Forensic Psychology: why does criminal behaviour occur? ■ Personality, including psychodynamic theory, trait theory and humanistic theories. ■ Research Methods: development of key skills. Assessments ■ Practical Report Write Ups ■ Tests ■ Scientific Posters ■ Practical Folios ■ Presentations.

BIOLOGY • Units 1 to 4 OVERVIEW The study of Biology explores the diversity of life as it has evolved and changed over time and considers how living organisms function and interact. It explores the processes of life, from the molecular world of the cell to that of the whole organism and examines how life forms maintain and ensure their continuity. Students study contemporary research, models and theories to understand how knowledge in biology has developed and how this knowledge continues to change in response to new evidence and discoveries. An understanding of the complexities and diversity of biology provides students with the opportunity to appreciate the interconnectedness of concepts and areas both within biology, and across biology and the other sciences.

UNIT 1 HOW DO ORGANISMS REGULATE THEIR FUNCTIONS? How do cells function? ■ Students examine the structure and functioning of prokaryotic and eukaryotic cells, and how the plasma membrane contributes to survival by controlling the movement of substances into and out of the cell. ■ Students explore cellular growth, replacement and death, the cell cycle and the processes for cell division, including disruptions to the cell cycle and deviant cell behaviour. ■ Students consider the properties of stem cells and their role in differentiation, specialisation and renewal of cells and tissues.

How do scientific investigations develop understanding of how organisms regulate their functions? ■ Survival of organisms requires control and regulation of factors within an organism and often outside an organism and how adaptations enhance an organism’s survival. ■ Students adapt or design and then conduct a scientific investigation to generate appropriate qualitative and/or quantitative data, organise and interpret the data, and reach a conclusion in response to the research question.

How do plant and animal systems function? ■ In this area of study students explore how systems function through cell specialisation in a range of plant and animal systems ■ Students examine how homeostatic mechanisms in animals help maintain their internal environment within a narrow range of tolerance levels and consider malfunctions in homeostatic mechanisms.

SCIENCE BIOLOGY • Units 1 to 4 UNIT 2 HOW DOES INHERITANCE IMPACT ON DIVERSITY? How is inheritance explained? ■ Students describe the production of gametes in sexual reproduction through the key events in meiosis. ■ Students explore the nature of chromosomes and the use of genetic language to read and interpret patterns of inheritance and predict outcomes of genetic crosses. ■ Students explain how a characteristic or trait can be influenced by one gene, many genes acting together, and genes interacting with external environmental or epigenetic factors. How do inherited adaptations impact on diversity? ■ Students analyse the advantages and disadvantages of asexual and sexual reproduction and investigate the use and application of reproductive cloning technologies. ■ Students explore the biological importance of genetic diversity and the structural, physiological and behavioural adaptations that enable species to survive in an ecosystem.

■ Students explore the interdependencies between species, including the importance and impact of keystone species and top predators. ■ Students consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives to the understanding of the adaptations of, and interdependencies between, species in Australian ecosystems. How do humans use science to explore and communicate contemporary bioethical issues? ■ Students explore a contemporary bioethical issue relating to the application of genetic knowledge, reproductive science, inheritance or adaptations and interdependencies beneficial for survival.

UNIT 3 HOW DO CELLS MAINTAIN LIFE? What is the role of nucleic acids and proteins in maintaining life? ■ Students explore the expression of the information encoded in a sequence of DNA to form a protein and outline the nature of the genetic code and the proteome. ■ Students apply their knowledge to the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. ■ Students compare gene technologies used to address human and agricultural issues and consider the ethical implications of their use. How are biochemical pathways regulated? ■ Students focus on the structure and regulation of biochemical pathways. ■ Students examine how biochemical pathways, specifically photosynthesis and cellular respiration, involve many steps that are controlled by enzymes and assisted by coenzymes. ■ Students investigate factors that affect the rate of cellular reactions and explore applications of biotechnology that focus on the regulation of biochemical pathways.

UNIT 4 HOW DOES LIFE CHANGE AND RESPOND TO CHALLENGES? How do organisms respond to pathogens? ■ Students focus on the immune response of organisms to specific pathogens. ■ Students examine unique molecules called antigens and how they illicit an immune response, the nature of immunity and the role of vaccinations in providing immunity. ■ Students explain how technological advances assist in managing immune system disorders and how immunotherapies can be applied to the treatment of other diseases. ■ Students consider that in a globally connected world there are biological challenges that can be mediated by identification of pathogens, the prevention of spread and the development of treatments for diseases. How are species related over time? ■ Students focus on changes to genetic material over time and the evidence for biological evolution. ■ Students consider how the field of evolutionary biology is based upon the accumulation of evidence over time and develop an understanding of how interpretations of evidence can change

in the light of new evidence because of technological advances, particularly in molecular biology. ■ Students consider the biological consequences of changes in allele frequencies and how isolation and divergence are required elements for speciation. ■ Students consider the evidence for determining the relatedness between species and examine the evidence for major trends in hominin evolution, including the migration of modern human populations around the world. How is scientific inquiry used to investigate cellular processes and/or biological change? ■ Students undertake a student-designed scientific investigation in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation involves the generation of primary data relating to cellular processes and/or how life changes and responds to challenges. The investigation draws on knowledge and related key science skills developed across Units 3 and 4 and is undertaken by students in the laboratory and/or in the field.

SCIENCE CHEMISTRY • Units 1 to 4 OVERVIEW VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials. UNIT 1 HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED? Key Concepts ■ Investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. ■ Explore and explain the relationships between properties, structure and bonding forces within and between. ■ Introduction to quantitative concepts in chemistry, including the mole concept.

UNIT 2 WHAT MAKES WATER SUCH A UNIQUE CHEMICAL?

UNIT 4 HOW ARE ORGANIC COMPOUND CATEGORISED, ANALYSED AND USED?

Key Concepts

■ Explore the physical and chemical properties of water.

■ Investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food.

■ Investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. ■ Introduction to stoichiometry and to analytical techniques. UNIT 3 HOW CAN CHEMICAL PROCESSES BE DESIGNED TO OPTIMISE EFFICIENCY? Key Concepts ■ Evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells, electrolytic cells and fuel cells. ■ Investigate the combustion of fuels and the use of stoichiometry to calculate the amounts of reactants and products. ■ Investigate and apply equilibrium law and predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes.

■ Process data from instrumental analyses of organic compounds to confirm or deduce organic structures and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. ■ Use calorimetry as an investigative tool to determine the energy released in the combustion of foods.

PHYSICS • Units 1 to 4 OVERVIEW VCE Physics provides students with opportunities to explore questions related to the natural and constructed world. The study provides a contextual approach to exploring selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves. Students examine classical and contemporary research, models and theories to understand how knowledge in physics has evolved and continues to evolve in response to new evidence and discoveries. UNIT 1 WHAT IDEAS EXPLAIN THE PHYSICAL WORLD? Key Concepts ■ How can thermal effects be explained? ■ How do electric circuits work? ■ What is matter and how is it formed? UNIT 2 WHAT DO EXPERIMENTS REVEAL ABOUT THE PHYSICAL WORLD?

UNIT 3 HOW DO FIELDS EXPLAIN MOTION AND ELECTRICITY? Key Concepts ■ How do things move without contact? ■ How are fields used to move electrical energy? ■ How fast can things go? UNIT 4 HOW CAN TWO CONTRADICTORY MODELS EXPLAIN LIGHT AND MATTER? Key Concepts ■ How can waves explain the behaviour of light? ■ How are light and matter similar? ■ Practical investigation: A student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4. The investigation relates to knowledge and skills developed across Units 3 and 4 and is undertaken by the student through practical work.

Key Concepts ■ How can motion be described and explained? ■ How can human vision be enhanced?

SCIENCE PSYCHOLOGY • Units 1 to 4 OVERVIEW Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach.

UNIT 1 HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED?

UNIT 2 HOW DO EXTERNAL FACTORS INFLUENCE BEHAVIOURS AND MENTAL PROCESSES?

UNIT 3 HOW DOES EXPERIENCE AFFECT BEHAVIOUR AND MENTAL PROCESSES?

Key Concepts

■ In this unit, students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system.

■ In this unit, students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.

■ In this unit, students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them.

■ They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others.

■ Learning: the neural basis that contributes to learning and the models used to explain learning.

■ Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. ■ They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. ■ A student-directed research investigation related to brain function and/or development is undertaken in this unit.

■ A student practical investigation related to internal and external influences on behaviour is undertaken in this unit.

■ Memory: the neural basis of memory; the process and reliability of memory. UNIT 4 HOW IS WELLBEING DEVELOPED AND MAINTAINED? Key Concepts ■ In this unit, students examine the Nature of consciousness, including sleep and sleep disturbances. ■ Mental disorders, including specific phobia. ■ Mental health, including maintenance of mental health.

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Eblana & Riviera

Science Inquiry

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Year 7 Science

Year 8 Science

Year 9 Science

Year 10 Science

Units 1 & 2 Biology

Science Investigation

Year 10 Investigating Biology

Units 3 & 4 Biology

Biology

Units 1 & 2 Chemistry

Units 3 & 4 Chemistry

Chemistry

Units 1 & 2 Physics

Units 3 & 4 Physics

Physics

Units 1 & 2 Psychology

Units 3 & 4 Psychology

Year 10 Psychology

Solid Line Indicates: Successful completion of the previous subject is compulsory

Units 3 & 4 Biology

Units 3 & 4 Psychology

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

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DESIGN AND TECHNOLOGY Year 7 • TECHNOLOGIES

Year 8 • TECHNOLOGIES

DIGITAL TECHNOLOGY

FOOD STUDIES

Students are introduced to the impact of cyber security and information privacy, learning the importance of keeping our information safe. Students explore the systems in a functioning robot. They write block-based code to control the robots, learning how to respond to inputs from sensors. Students understand and employ a range of coding concepts such as variables, loops, binary selection and functions. They use robotic systems to solve simple problems and understand the impact that robotic systems are having on society. Students present their findings in a website format they design, incorporating images, text and video.

Students investigate how people communicate using digital systems. They explore how different technologies allow for efficient transferring of ideas and how different systems connect together. Students evaluate how different systems secured against cyber threats. Students create a digital solution to a real-world problem using a range of technologies.

In this unit, students make informed and healthy food choices when preparing food and how their food choices influence the environment. They understand how a balanced eating plan is critical for optimal growth and development. Students explore the roles and importance of energy, nutrients, fibre and water outlined in The Australian Dietary Guidelines. Students will have the opportunity to understand the importance of food safety, food storage and hygiene practices whilst improving their practical skills. Students explore why food is wasted and what can be done to reduce waste and how they can contribute to a sustainable food system for the future. The Australian Guide to Healthy Eating underpins the Year 8 course, focusing on nutrition and improving performance in both sport and study.

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Year 9 • DESIGN AND DIGITAL TECHNOLOGY DIGITAL TECHNOLOGY – PROGRAMMING SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

DIGITAL TECHNOLOGY – DATA ANIMATION SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

DESIGN & TECHNOLOGY – MATERIALS SUBJECT LENGTH: SEMESTER

This is a design-based curriculum that focuses on critical and creative thinking through the lens of product design. At the core of this unit of study, students implement the design process to develop a viable solution to a specified ‘real-world’ need or problem. Students are encouraged to undertake focussed research, generate a range of design concepts before fabricating their own solution. A reflective evaluation is used to conclude the process. In this unit of study students also employ a range of traditional and digital techniques to produce their final products. As part of this students are further introduced to the safe use of hand tools and plant machinery.

UNIT VALUE: ONE

DESIGN & TECHNOLOGY – CAD/CAM SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE This unit of study is directed in developing a range of highly practical contemporary design and production skills that give students insight into the rapidly changing manufactured world we live in today. Though a design process students research to develop creative yet targeted design concepts that are finally

refined and modelled through Computer Aided Design (CAD) in preparation for manufacture. As a continuation, Computer Aided Manufacturing (CAM) techniques such as Laser Cutting and 3D Printing are then employed to bring the student’s final design to fruition. An analysis of the final product and process is used to evaluate the final design. FOOD STUDIES LENGTH: SEMESTER UNITS: ONE Students explore nutrition and how different nutrients in different foods contribute to growth, energy and health. Students investigate how food is digested and absorbed. The nutritional needs through the life cycle are analysed. Students create nutritious, healthy food based on food in season, reduction of waste and consideration of sustainability. The Australian Dietary Guidelines underpins the Year 9 course, focusing on nutrition to improve performance in sports and study.

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DESIGN AND TECHNOLOGY Year 10 • DIGITAL TECHNOLOGY

Year 10 • PRODUCT DESIGN & TECHNOLOGY – PDT

OVERVIEW In Year 10, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as precisely and accurately describing problems; and the use of modular approaches to solutions. ■ Students have opportunities to analyse problems and design, implement and evaluate a range of solutions, such as websites and simulations. ■ Students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. ■ When defining problems, students consider the functional and non-functional requirements of a solution through creative and critical thinking. ■ They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs.

OVERVIEW ■ Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. ■ When creating solutions, both individually and collaboratively, and sharing them online, students comply with legal obligations, particularly with respect to the ownership of information. SEMESTER 1 TOPICS ■ Data Analysis ■ Web Design ■ Java Script SEMESTER 2 TOPICS ■ Project Management ■ Game Design and Development ■ Networks and Data Security

This is an industry focused curriculum that is designed to develop a range of traditional and contemporary design and manufacturing techniques leading to VCE Product Design & Technology Units 1-4. Delivered through a design process, students are directed to creatively respond to a design brief and to develop a viable product that considers both aesthetic and functional qualities. Much like within the designer/client relationship an analysis of the design process and the final product, throughout its development, concludes the design folio.

SEMESTER BASED ENTRY AND SKILLS REQUIRED Students should ■ Have a passion for problem solving and innovation. ■ An interest in understanding the designer’s role in industry. ■ Enjoy developing new and creative ideas. ■ Be able to plan and organise themselves for extended projects. ■ Enjoy concept generation with both manual and digital methods. ■ Be interested in developing skills with a variety of materials, tools and plant machinery. THE PRODUCT DESIGN PROCESS ■ Investigation – Gather research to establish understanding as well as identify a range of creative directions. ■ Generation – The develop and document a range of possible design solutions. ■ Production – The planning and production of the final design using both traditional and contemporary methods. ■ Evaluation – An analysis of the final of product and the design process.

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Year 10 • ROBOTICS ENGINEERING OVERVIEW Robotics and AI are fast beginning to impact on our daily lives. An understanding of robotics is therefore key to flourishing in a technologically impacted world. In this course, students begin to explore some of the key systems that are needed in order to make a robot perform a real-world function. As the course progresses, students will begin to manufacture their very own peripheral devices in order to enable the robot to have greater capacities. CORE UNDERSTANDING 1: MECHANICAL SYSTEMS CORE UNDERSTANDING 2: ELECTRONIC SYSTEMS AND PROGRAMMING

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DESIGN AND TECHNOLOGY Year 10 • FOOD STUDIES

FOOD STUDIES • Units 1 to 4

YEAR 10

■ UNITS 1 & 2

UNITS 3 & 4

Food Studies can lead students on the right path to one of the 25 million jobs available in the future.

■ The environment including sustainability and food miles.

■ Physiology of food.

YEAR 10 FOOD STUDIES

■ Food science and our food systems.

■ Biological difference in dietary requirements.

The Australian Guide to Healthy Eating underpins the Year 10 course, focusing on nutrition and improving performance in both sport and study. Investigating the role of the metabolism and the nutrients that enable us to make healthy food choices. VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills. ■ Improve practical skills by understanding cooking processes and methods. ■ The environment including sustainability. ■ Food science and how to retain nutrients in food. ■ Nutrition and you. Improve your overall performance. ■ Understanding food labels for optimal health. ■ Nutrition guides and guidelines for selecting food for optimal health. ■ Diet-related diseases and disorders. ■ Factors influencing food choice. ■ Understanding nutrient density and energy density. 106

■ Horticulture veganism, freeganism, lovacore, organics.

■ Microbiology of the digestion system.

■ Physiology of food allergies and intolerances.

■ Global spread of food.

■ Prevention of diet related diseases and obesity.

■ Feeding a burgeoning population.

■ Functional properties of food.

■ Industrialised, technology and globalisation of food availability, production and consumption.

■ Prediction of data and trends and the relationship between systems and behaviours.

■ Are we exhausting our natural resources?

■ Social factors in Australia. Influences on food accessibility, choice and healthy eating.

■ Food production, processing and manufacturing industries as part of the food system. ■ Food subcultures, emerging food movements and changing social behaviours. Practical classes weekly, analysis, incursions, food tastings, excursion to Deakin University and to Peppermint Ridge Farm.

■ Food marketing/media. ■ Feeding a rising population. ■ Environmental sustainability. ■ Environmental effects of food processing and manufacturing. ■ Primary and secondary food production including GM and organics. ■ Policy making and research. ■ Regulatory food standards. Practical classes weekly, analysis of food and tasting and excursions.

APPLIED COMPUTING UNITS • Unit 1 OVERVIEW VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security.

UNIT 1 AREA OF STUDY 1: DATA ANALYSIS Students use software tools such as spreadsheets and data bases to collect, interpret and manipulate data, draw conclusions and create data visualisations that represent their findings. Data visualisations may include charts, graphs, histograms, maps, network diagrams and spatial relationships diagrams. Students examine the features of different design tools to represent the functionality and appearance of software solutions.

APPLIED COMPUTING UNITS • Unit 2 OVERVIEW VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security.

UNIT 2 AREA OF STUDY 1: INNOVATIVE SOLUTIONS Students work collaboratively to develop an innovative solution to an identified need or opportunity. They apply all stages of the problem-solving methodology to investigate the use of digital devices and emerging technologies and their applications. Students choose from a selection of topics to explore in greater detail including AI, assistive and wearable technologies, robotic devices, games development or another innovative digital solution.

AREA OF STUDY 2: PROGRAMMING

AREA OF STUDY 2: NETWORK SECURITY

Students use a programming language (Web-based PHP) and apply computational and design thinking skills when preparing solution designs and transforming them into a working solution. A project plan is prepared to support an organised approach to problem solving. Students record and monitor the progress of their working solution throughout the stages of the problem-solving methodology.

Students investigate how networks enable data and information to be exchanged locally and globally. They examine the hardware and software components and procedures required to connect and maintain wired, wireless and mobile communications technology. They apply this knowledge to design a Local Area Network (LAN), describe its components and explain the transmission of data and information in this network. Students develop an understanding of cybersecurity issues. This subject leads into both Software Development and Data Analytics in Units 3 and 4.

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DESIGN AND TECHNOLOGY VCE PRODUCT DESIGN & TECHNOLOGY • Units 1 & 2

In 1. Identify end-user/s,

Evaluation of product quality using evaluation criteria and end-user/s feedback. Recommend improvements

➜

need, problem or opportunity

2. Design brief

➜

9. Production

Outline of the context, constraints and considerations

3. Evaluation criteria Development of criteria to evaluate how well the

➜

including pattern drafting may be made throughout production

Sequenced plan and timeline, listing tools, equipment and machines with risk assessment and a materials list

➜

production plan

Any step can be revisited throughout the product design process

➜ 7. Working drawings

Drawings including technical drawings, showing product construction methods) needed for production planning

➜

d production ing an n n a Pl

Product and production record.

8. Scheduled

ning de nd ga tin ga sti ve

10. Product evaluation

➜ ➜

In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end-user/s’ needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also use digital technologies to facilitate teams to work collaboratively online. In this unit students gain inspiration from an historical or a contemporary design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics.

n tio a u al Ev

➜

This unit focuses on the analysis, modification and improvement of a product design with consideration of sustainability. It is common for designers in Australia to use products from overseas as inspiration when redeveloping products for the domestic market. Sustainable redevelopment refers to designers and makers ensuring products serve social, economic and environmental needs. Generating economic growth for design and manufacturing in Australia can begin with redeveloping existing products so they have positive social and minimal environmental impact. In this unit students examine claims of sustainable practices by designers. Students consider the sustainability of an existing product, such as the impact of sourcing materials, manufacture, distribution, use and likely disposal. They consider how a redeveloped product should attempt to solve a problem related to the original product. Where possible, materials and manufacturing processes used should be carefully selected to improve the overall sustainability of the redeveloped product.

UNIT 2: COLLABORATIVE DESIGN

➜

UNIT 1: SUSTAINABLE PRODUCT REDEVELOPMENT

6. Design options

(presentation drawings), selection

the design brief

4. Research

Research into factors related to the design brief: materials and process investigations

5. Visualisations

Concept sketches and drawings, mock-ups and 3D modelling of whole or part of potential ideas to meet the requirements of the design brief

preferred option

A series of potential solutions evaluated to determine which best suits the requirements of the design brief

De n) sig tio a n an s i d dev ual elopment (concept 109

DESIGN AND TECHNOLOGY VCE VET CREATIVE AND DIGITAL MEDIA • Units 1 to 4 CERTIFICATE III UNITS 1 & 2 If you have an interest in Vocational Education Training (VET) combined with VCE assessment, then VCE VET Creative and Digital Media (CDM) may be a choice for you. Students develop skills in industry standard Adobe software applications, to produce their creative solutions to given vocational situations. This subject examines the ways in which people at various levels within a design organisation manage resources to achieve the objectives of the organisation. Entry and skills required

Students should ■ Have a passion for creative expression. ■ Enjoy developing new ideas and exploring a range of creative solutions. ■ Be able to plan and organise themselves for detailed projects. ■ Develop concepts on paper using the design process.

This is a two-year course of study whereby students who complete both years will be eligible to receive a VET qualification (issued by IMVC) and also eligible for VCE accreditation of, two units at Units 1 & 2 and two units at Units 3 & 4 levels.

■ Be interested in electronic media.

Students who are assessed as competent for all the modules (Units 1-4) will have successfully completed the Certificate III

The teaching staff at Mentone Grammar assesses the requirements for Units 1 & 2. Work is assessed through initial developmental exercises and culminating in final design projects. Students must also complete semester examinations (20 per cent) demonstrating their ability to apply their developed knowledge within a structured tight timeframe. Student work is shared with Inner Melbourne Vet Cluster (IMVC) who issue a formal certificate (for units covered) to successful students.

in Creative and Digital Media CUA31015. The VCE VET Creative Digital Media program aims to: ■ Provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in media related industries.

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CERTIFICATE III UNITS 3 & 4 ■ Enable participants to gain a recognised credential and to make a more informed choice of vocation or career paths.

■ Be interested in developing an understanding in a variety of industry related areas. ASSESSMENT

This subject continues to examine the ways in which people at various levels within a design organisation manage resources to achieve the objectives of the organisation. Student work is shared with Inner Melbourne Vet Cluster (IMVC) who issue a formal VET certificate to successful students Entry and skills required This is a two-year course of study whereby students who complete both years will be eligible to receive a VET qualification (issued by IMVC) and also eligible for VCE accreditation of, two units at Units 1 & 2 and two units at Units 3 & 4 levels. Students who are assessed as competent for all the modules at Units 1-4 will have successfully completed the Certificate III in Creative and Digital Media CUA31015. The VCE VET Creative Digital Media program aims to: ■ Provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in media related industries. ■ Enable participants to gain a recognised credential and to make a more informed choice of vocation or career paths.

Students should ■ Have an interest in expressing themselves creatively. ■ Enjoy developing new ideas and exploring a range of creative solutions. ■ Be able to plan and organise themselves for detailed projects. ■ Develop concepts on paper using the design process. ■ Develop skills in electronic image and text development, manipulation, and animation, using a variety of computer applications. ■ Be interested in developing an understanding in a variety of industry related areas.

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DESIGN AND TECHNOLOGY IT SOFTWARE DEVELOPMENT • Units 3 & 4 OVERVIEW ■ Solve real world problems. ■ Create web-based programs to meet a need or opportunity. ■ Developing problem solving and systems thinking skills which can apply across wide range of fields, not just IT. UNIT 3 PROGRAMMING Develop a solid grounding in programming fundamentals using PHP, a web-based programming language. Explore different data types and stuctures such as arrays and objects. Read and write with permanent storage. Understand the complexities of sorting and searching algorithms. Validate inputs and test code.

UNIT 4 CYBERSECURITY: SOFTWARE SECURITY Understand different threats to organisations through technology systems and how organisations can mitigate the risks. Identify why organisations use and develop software solutions and manage the collection, storage and communication of data. Develop strategies for solving ethical issues related to data management practices within organisations. SAT INDIVIDUAL MAJOR PROJECT ■ Find your passion – write the code! ■ Find a real world client with a need for your best solution, or develop that killer game or app to change the world. Students will plan, design, develop and test their own program, using PHP and other web languages in support, to meet needs of their users. They will be their own project managers, developing timelines and monitoring progress.

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DESIGN AND TECHNOLOGY DATA ANALYTICS • Units 3 & 4 OVERVIEW ■ Find patterns and meaning in data – lots of data! ■ Creatively communicate that meaning to a range of audiences. ■ Developing problem solving and systems thinking skills which can be applied across wide range of fields. UNIT 3 DATA ANALYTICS Review large amounts of data. Develop strategies and skills for finding and extracting the data relevant to a specific audience. Develop skills for storing and manipulating data using relational database software and spreadsheets. Develop skills for displaying data in meaningful ways for specific audiences, including data visualisations. UNIT 4 CYBERSECURITY: DATA AND INFORMATION SECURITY Understand different threats to organisations through the collection and use of data and information, and how organisations can mitigate the risks. Identify why organisations collect and use data and how they manage the collection, storage and communication of data. Develop strategies for solving ethical issues related to data management practices within organisations. Evaluation of disaster recovery plans.

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SYSTEMS ENGINEERING • Units 3 & 4 (Discontinuing) SAT INDIVIDUAL MAJOR PROJECT ■ Find your passion – do the research – present the findings! ■ Propose a research question on your topic of interest. Students will collect and analyse data around a topic of their choosing, determine a range of relevant information from primary and secondary sources and design a way to present their findings. They will create an infographic or dynamic data visualisation to inform their target audience, be their own project managers, developing timelines and monitoring progress. ASSESSMENT Students are formatively assessed though ongoing developmental tasks. Mentone Grammar staff provide summative assessments of the requirements for Units 3 & 4. The majority of the work (66 per cent) is assessed through major SATs. The students sit a final VCAA examination (34 per cent) that also moderates their SAT marks.

OVERVIEW If you are interesting in knowing how things work, making them better and applying your design skills to bring your ideas to life, if you enjoy learning by doing a project and working with your hands, if you are interested in pursuing a career in engineering, architecture or the technical trades such as electrical, plumbing or building – then Systems Engineering is a good choice for you. In Systems Engineering, you will learn, through a series of projects, about mechanical systems and electronic control systems in order to build a working self-actuating product. You will make use of contemporary technology including 3D Printing, Laser Cutting and CNC Milling in order to produce a device of very high aesthetic quality that also performs a useful function.

UNIT 3 INTEGRATED AND CONTROLLED SYSTEMS In this unit, students study engineering principles used to explain physical properties of integrated systems and how they work. Students design and plan an operational, mechanical and electro technological integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems. UNIT 4 SYSTEMS CONTROL In this unit, students complete the creation of the mechanical and electro technological integrated and controlled system they researched, designed, planned and commenced production of in Unit 3. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts.

Eblana & Riviera

Year 7

Year 8

Year 9

Integrated Technologies

Year 7 Technologies

Year 8 Technologies

Year 9 Digital Technology Programming

Product Design & Technology

Digital Technology

Food Studies

Year 10

Year 11

Year 10 Digital Technology

Units 1 & 2 Applied Computing

Units 3 & 4 Data Analytics

Units 3 & 4 Software Development

Units 1 & 2 Creative & Digital Media

Year 9 Digital Technology Data Animation

Units 1 & 2 Creative & Digital Media

Year 9 Digital Technology CAD/CAM

Solid Line Indicates: Successful completion of the previous subject is compulsory

Year 12

Units 3 & 4 Creative & Digital Media

Units 1 & 2 Product Design

Year 9 Design Technology: Materials

Year 10 Design Technology: Materials

Year 9 Design Technology: Food Studies

Year 10 Design Technology: Food Studies

Units 3 & 4 VET Interactive Digital Media

Units 3 & 4 Product Design

Units 3 & 4* Systems Engineering

Units 1 & 2 Food Studies

Dotted Line Indicates: Successful completion of the previous subject is recommended

Units 3 & 4 Food Studies

Elective Subject *Discontinuing Subject 115

VISUAL ARTS

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VISUAL ARTS

Year 7 • VISUAL ARTS

Year 8 • VISUAL ARTS

OVERVIEW

IN YEAR 7

IN YEAR 8

If you wish to experiment with a range of art materials and create personal artworks that express your own meaning and message, then this subject is for you. Students will also build an understanding of how artists communicate their ideas. Students work with a range of artforms which may include: Drawing, Painting, Printmaking, Photography, Digital Media, Sculpture, Textiles, Film/Video, Installation and Mixed Media.

Students complete four units of work: Drawing, Printmaking, Painting and 3D Form. The core skills assessed relate to Exploring and Expressing Ideas, Visual Art Practices, Presenting and Responding. There is a focus on students learning to work through the studio process to create final artworks. They learn to analyse and interpret the way that artists communicate their ideas. They explore, develop and refine skills in using a variety of materials and techniques, recording and annotating the process in their visual diary and resolve these qualities in their final artworks. We encourage all students to experiment with the creative process, which enhances learning and increases confidence. Students have the opportunity to showcase their work at the annual Art and Design Exhibition.

Students continue to explore a range of artforms to demonstrate increased skills in: ■ Exploring and Expressing Ideas ■ Visual Art Practices ■ Presenting and Responding. Focus continues on the studio process in creating final artworks and a greater understanding of art analysis and interpretation of ideas. Creative exploration and refinement of skills are encouraged through the use of a visual diary in order to resolve these qualities in their final pieces, to be showcased at the annual Art and Design Exhibition.

Year 9 • VISUAL ARTS

Year 10 • VISUAL ARTS

LENGTH: YEAR UNIT VALUE: TWO

ART LENGTH: YEAR UNITS: TWO

STUDIO ARTS (PHOTOGRAPHY) LENGTH: YEAR UNITS: TWO

VISUAL COMMUNICATION DESIGN LENGTH: YEAR UNITS: TWO

Art aims to promote imagination and creativity through a process of teacher-initiated explorations. Students are introduced to a range of art forms and challenged to investigate how Art pushes the boundaries. They will be encouraged to explore new materials, methods and techniques. Art forms considered may include drawing, painting, printmaking, photography, textiles, sculpture, and installation. Students will eventually work independently, investigating and pursuing individual concepts and preferred art forms.

Studio Photography focuses on developing skills, techniques and knowledge in the use of digital photography and photo media as an art form. Students learn to use a DSLR camera and work through assignments based around the different modes and functions of the camera. The course then encourages students to investigate sources of inspiration and individual ideas as the basis for developing artworks. Students explore a wide range of materials and techniques as tools for communicating ideas, observations and experiences through photography. This course utilises industry standard equipment and software to develop fundamental skills in digital image creation and manipulation. The Year 10 Studio Photography course is designed to develop the practical and theoretical skills necessary for future VCE studies in Studio Art-Photography.

Visual Communication Design at Year 10 aims to provide students with an opportunity to improve their freehand drawing, instrumental/digital drawing and creative thinking and writing skills as they work through various skill-based tasks and designorientated tasks. The study also aims to expose students to a range of differing media, materials and methods of presentation, as well as developing a greater understanding of the various Design Elements and Design Principles associated with this study. The Year 10 Visual Communication Design course is designed to develop the practical and theoretical skills necessary for future VCE studies in VCD.

In Visual Arts, students develop specialised skills in a range of art forms. Imagination and creativity are promoted through a process of teacher-initiated explorations: these may include painting, drawing, printmaking, textiles, sculpture, digital photography and design. In Visual Arts we aim to help students achieve a sense of fulfilment, to enjoy the experience of creating, to develop their individual skills and to experiment with a wide range of techniques. We also aim to stretch and develop their imagination at an age where pressure from their peers and fear of criticism tend to make them seek approval by playing it safe; this allows them to acquire the ideas and techniques on which to build personal expression. We aim to teach students to appreciate and to react with sensitivity and knowledge when viewing works of art.

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VISUAL ARTS ART • Units 1 to 4 OVERVIEW If you wish to experiment with a range of art materials and create personal artworks that express your own meaning and message, then this subject is for you. Students can choose to work in any selected artform including: Drawing, Painting, Printmaking, Photography, Digital Media, Sculpture, Textiles, Film/Video, Installation and Mixed Media. UNIT 1 ARTWORKS, EXPERIENCE AND MEANING Key Concepts covered In this unit, students explore the practices of artists who have been inspired by ideas relating to personal and cultural identity. Students undertake two teacher directed tasks that offer different ways of working and develop an understanding about how to use the art process. Students study three artists and examine both historical and contemporary artworks.

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UNIT 2 ARTWORKS AND CONTEMPORARY CULTURE

UNIT 4 ARTWORKS, IDEAS AND VIEWPOINTS

Key Concepts covered

In this unit, students continue to build upon the ideas and concepts begun in Unit 3 and further develop their artistic practice. They focus on the development of a body of work using an art process that demonstrates creativity and imagination. They make a second artwork. Students select the artwork/s of at least one artist not previously studied in Unit 3 and use this artwork/s and selected related commentaries and viewpoints to discuss an art idea and related issues.

In this unit, students explore areas of personal interest using any art form they like. They will be expected to create one artwork that will go on display at the Art and Design Exhibition. Students study four conceptual artists and focus on the way art reflects and communicates the values of contemporary society. UNIT 3 ARTWORKS, IDEAS AND VALUES Key Concepts covered In this unit, students study two selected artists who have produced works before 1990 and since 1990. Students use the Analytical Frameworks for analysing and interpreting the meaning of artworks. Students apply imagination and creativity to develop their ideas through the art process and visual language. Their art making is supported through investigation, exploration and application of a variety of materials, techniques and processes. They make one artwork.

Key Concepts covered

STUDIO ARTS • Units 1 to 4 OVERVIEW If you wish to learn about and practice photography and enjoy researching and analysing other photographers and artists work and visiting exhibitions, then this is the subject for you! UNIT 1 STUDIO INSPIRATION AND TECHNIQUES Key Concepts covered In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to photography using documented evidence in a visual diary. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks.

UNIT 2 STUDIO EXPLORATION AND CONCEPTS Key Concepts covered In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes documenting sources of inspiration, and experimentation with selected photographic materials and techniques. Students explore and develop ideas and subject matter and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks. UNIT 3 STUDIO PRACTICES AND PROCESSES Key Concepts covered In this unit students focus on the implementation of an individual studio process. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas in a visual diary. This process records trialling, experimenting, analysing and evaluating the extent to which their photography practices successfully communicate ideas presented in the

exploration proposal. Students will select some of these trials and experiments from which to develop at least two artworks in Unit 4. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. UNIT 4 STUDIO PRACTICE AND ART INDUSTRY CONTEXTS Key Concepts covered In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks.

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VISUAL ARTS VISUAL COMMUNICATION DESIGN • Units 1 to 4 OVERVIEW If you wish to learn about the world of design, learn how to think creatively and enjoy drawing this is the subject for you! UNIT 1 INTRODUCTION TO VISUAL COMMUNICATION DESIGN Key Concepts covered On completion of this unit, students should be able to create drawings for different purposes using a range of drawing methods, media and materials. Drawing from imagination, observing from real life and presentation drawing will be explored.

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UNIT 2 APPLICATIONS OF VISUAL COMMUNICATIONS WITHIN THE DESIGN FIELDS

UNIT 3 VISUAL COMMUNICATION DESIGN PRACTICES

Key Concepts covered

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 and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. Students will learn about technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields, as well as the communication field of design. In response to a brief, students develop an understanding of the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas.

Key Concepts covered

UNIT 4 VISUAL COMMUNICATION DESIGN DEVELOPMENT, EVALUATION AND PRESENTATION Key Concepts covered The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles create different communication messages and conveys ideas to the target audience. As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the design process. Students learn to reflect and evaluate their design solutions against the brief assisting students with keeping their endeavours focused.

Eblana & Riviera Mixed Media

Year 7

Year 8

Visual Arts

Year 9

Year 9 Visual Arts

Year 10

Year 11

Year 12

Year 10 Art

Units 1 & 2 Art

Units 3 & 4 Art

Year 10 Studio Arts

Units 1 & 2 Studio Arts

Units 3 & 4 Studio Arts

Year 10

Units 1 & 2

Units 3 & 4

Visual Communication Design

(Photography)

Solid Line Indicates: Successful completion of the previous subject is compulsory

Dotted Line Indicates: Successful completion of the previous subject is recommended

Elective Subject

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NEED TO KNOW MORE? For further information on subject offerings please email any questions to: enquiry@mentonegrammar.net

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63 Venice Street, Mentone, Victoria Australia 3194 T: +61 3 9584 4211 E: enrol@mentonegrammar.net www.mentonegrammar.net MENTONE GRAMMAR SCHOOL EST. 1923 ABN 87 616 069 977 CRICOS Code 00323C

Teaching and Learning Subjects Guide 2022

Articles inside

Design and Technology

Visual Arts

Science

Mathematics

English

Languages

Health and Physical Education

Humanities

Commerce

VCAL

Eblana Campus Overview

ELC & Eblana Campus Introduction

Lenses for Learning

Riviera Campus Introduction

Bayview Campus Introduction

Greenways Campus Introduction

Welcome to Mentone Grammar

Teaching and Learning Strategic Vision 2020-2023