37 Graf Road, Somerville, Victoria, 3912 Phone: 5973 1000 Fax: 5977 9842 Email: somerville.sc@education.vic.gov.au Website: www.somervillesc.vic.edu.au

2021

‘Together we use our voice to challenge and grow a confident

community.’

Year 10 Course Selection Book

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Contents

• Principal’s Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

• Introduct ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

• Course selection T imel ine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

• Careers and Pathways at Somervi l le Secondary Col lege . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

• VCAL Victorian Certi f icate of Appl ied Learning (VCAL) in Year 10 and 11 - Accelerated Program . . . . . . . . . . . . . . . . . . . 9

• Extension Opportunit ies in Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

• VCE STUDIES IN 2021 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

• School Based Apprenticeships and Tra ineeships (SBAT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

• Suject Costs 2021 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

• Course Counsel l ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

• Year Ten Teaching and Learning Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

• Year Ten students wil l a lso undertake a week of Work Placement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

• 2021 Courses and Senior Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

• How to: Complete your selection in Edval Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

• Compulsory Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

• English Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

• Maths Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

• Humanit ies Learning Area .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

• Sciences Learning Area .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

• LOTE Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

• The Arts Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

• The Technologies Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

• Health and PE Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

• Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

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Principal’s Welcome

This handbook is designed to assist students and parents in planning programs and pathways for the important senior years of secondary education. It is vital that students entering this stage of their schooling begin to think about educational pathways and career options. Somerville Secondary College provides students with individual pathways which cater to individual differences. The College ensures students receive course counselling and guidance, but decisions should be a joint responsibility between the student, the parent and the school. It is strongly recommended that parents take the time to discuss course direction and long-term goals with their child. Students selections will determine the subject that are run in 2021 Subjects will only be offered where there are sufficient numbers to make up a class. The timetable enables students to access a wide range of electives over a two year period. The School Ethos Student course selection should be viewed in conjunction with personal commitment and the desire to achieve one’s personal best. There is an expectation that students will demonstrate a responsible attitude to the education provided by the College. At Somerville Secondary College we expect a high level of personal commitment to studies as well as to wider school programs, extra-curricular activities and compliance with school policies. Student course selection should be viewed in conjunction with personal commitment and the desire to achieve one’s personal best. There is an expectation that students will demonstrate a responsible attitude to the education provided by the College. In year 9 and 10 we expect a high level of personal commitment to studies as well as to wider school programs, extra-curricular activities and compliance with school policies. Our School ethos is designed to capture the spirit of that commitment. All achievements and behaviours will be linked to our ethos and we expect all students to have an understanding of its significance.

Vision Mission & Values Somerville Secondary College is a learning community that acknowledges both the rights and responsibilities of each individual. A strong pastoral structure enhances a curriculum that seeks to develop the potential of every student. Academic and personal growth are both equally valued with the classroom focus on challenge, engagement, achievement and celebration of success. Our Vision

“Together we use our voice to challenge and grow a confident community”. Our Mission At Somerville Secondary College we aim to achieve our vision by:

● Providing an inclusive, encouraging, caring, safe and secure learning environment ● Developing responsible behaviours through clear expectations and high levels of consistency and

accountability ● Providing an engaging and appropriately challenging learning environment with high expectations

for learners within a culture of continuous improvement ● Providing high quality co-curricular, sport, personal development and leadership programs

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● Actively promoting the development of positive and supportive relationships within the learning community

Our Values At Somerville Secondary College our vision and mission are underpinned by:

● Integrity- acting in accordance with principles of moral and ethical conduct, ensuring consistency between words and actions

● Respect – treating others with consideration and regard ● Responsibility – accepting personal accountability for behaviours, actions and consequences,

including the constructive resolution of differences.

This is an exciting and important process for students to go through, which provides students an opportunity to have choice in their subjects based on interest. The process has been established to provide guidance and support to meet the needs of students as individuals with the support of the staff of the college along the way. We look forward to working with you through this process and establishing your courses for 2021. Sarah Burns Principal

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Introduction

Rationale: Improving academic and student engagement.

Somerville Secondary College is committed to continuously improving the academic outcomes of all our

students. For Year 10 it is an important stage in your learning to engage in your own learning so as to

improve your academic success.

Student engagement levels are affected by many factors which include sense of ownership of their own

learning program; the ability to make their own informed choices within that program; understand that

the programs which they have chosen caters to their own individual interests and needs; to appreciate

their own program choice will link to their future learning and life goals.

Parents and Carers

● Research indicates that parents and carers are the biggest factor affecting how well students want to

do at school.

● All students need the active encouragement and support of parents and carers.

● We want you to be involved and we encourage you to contact the College if you have concerns or

wish to discuss any aspect of your child’s education. Form teachers are your first contact.

● We seek and welcome parents and carers into a partnership. Together we will assist students to set

goals and work towards developing their potential.

● We look for your full support in implementing our College’s policies.

Quick tips

Keep in mind, the decisions you make about your studies now are important, but they’re not the only

chance you’ll have to choose or change your future study and career options. There are many avenues

to tertiary study and the career you want. It doesn’t hurt, however, to do some investigation and

planning so that you give yourself the best opportunity to be happy with your choices in the long run.

It’s your decision

Study choice is your personal decision and requires you to think carefully about what you are good at,

what you are interested in and which studies will help you reach your goals. It’s a good idea to speak to

other people about their experiences and what they think you are good at, but the decisions you make

should be yours.

How to choose

● When choosing subjects think about what interests you and what you are good at.

● Stuck? Consider a broad program. This is the best pathway to take if you have no idea what you

would like to do once you finish school. Pick subjects across the areas you are interested in and

are good at.

● Consider an extension pathway. Would you like to start a VCE Subject in Year 10 or perhaps

start a VET course?

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● Don’t choose studies if you don’t like them or aren’t good at them. Not making informed

decisions and ending up having to settle for what’s available. Be an active participant in Course

Counselling. It is all about YOU.

Key Contacts for Course Selection

Sarah Burns College Principal

Katie Johnson Assistant Principal

Melodie Moltzen Leading Teacher Teaching and Learning

Deb Fleming Leading Teacher Student Engagement

Zach Cuthbert Junior Sub School Leader

Emma Woods Senior Sub School Leader

Sab Holman Learning Specialist Numeracy

Kayla Bentley Learning Specialist Literacy

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Course selection Timeline

Date: Event:

Week of 20th July Handbooks and PowerPoints

Thursday 23rd July Course Information Sessions via WebEx

Tuesday 28th July Individual Course interviews year 8-11 by phone

appointment - No formal classes 7-12

Session Times:

o 8 into 9 – 11am

o 9 into 10 – 12.30pm

o 10 into 11 (Yr.9 invited) – 2pm

Week commencing Monday 3rd August EDVAL codes emailed to students

Friday 7th August Final Date to submit online course

Week 4 Term 3 – remainder Term 3 Preparation of Courses

Term 4 Course confirmation and fee schedules

How to use this Guide—For students and families:

1. Read all sections of this book carefully, especially the section for your 2021-year level.

2. Use the examples of a student timetable.

3. Look ahead to VCE and VCAL pathways to ensure your course aligns with what you may already have Planned.

4. Make sure that your choices will support your future pathway and aspirations.

5. Watch the Course Information Evening ONLINE videos. You will find these on the college website.

6. Write down any questions you may have so you can either email or contact a teacher at school to ask. Make sure you use the Key Contacts listed as they will be able to best answer your queries.

Course Selection Interviews

For Year 9 into 10 students and Year 10 into 11 students, these compulsory interviews will be on Thursday 28th July. The interview will be designed around exploring your future aspirations and pathway preference, as well as, discussing your current academic achievement and locking in a course that is suited to you and enables you to work towards that aspiration or pathway. It is recommended that a parent/guardian participates in your interview.

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Careers and Pathways at Somerville

Secondary College

Somerville Secondary College has a comprehensive Careers and Pathways curriculum which is

distributed across all year levels and follow the Victorian Careers Curriculum Framework.

There are six steps in a young person's acquisition of skills for

career development. These form the structure of the

framework.

Goals at each step are organised into three stages:

● Self-development: young people understand

themselves, build their experiences and achievements

and develop their capabilities.

● Career exploration: young people locate, investigate and

consider opportunities in learning and future work

options.

● Career management: young people make and adjust

career action plans and manage their life choices,

changes and transitions.

Useful Links

The Victorian Skills Gateway - Developed by the Victorian Department of Education and Training (DET),

the Victorian Skills Gateway is a one-stop-shop of Victorian vocational education and training. Searches

can be performed on occupations, course, training providers, video and written case studies. The

website is also viewable via a smartphone interface. Courses listed on the Victorian Skills Gateway

website are either qualifications regulated under the Australian Qualifications Framework (AQF) or short

training programs comprising units of competency from regulated qualifications:

http://www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx

Job Outlook - Careers and labour market research information site: http://www.joboutlook.gov.au/

Defence Forces http://www.defence.gov.au/adfa/

Police Careers http://www.policecareer.vic.gov.au/

My Future - This website will help students start thinking about their careers, explore their interests and

skills and discover different occupations. http://www.myfuture.edu.au/

Career Bulls Eye https://myfuture.edu.au/bullseyes#/

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Career education in Year 10: I Plan

Year 10 students focus on planning their pathway to achieve broad career goals that offer a range of

options. Students use their increased self-knowledge and deeper understanding of education and

training requirements to inform these decisions.

Students investigate national and global economic, social, technological and environment changes on

the type and availability of work and examine the trends that may impact on their chosen career

pathway. They focus on the need to be flexible and the importance of networks to create and make

opportunities.

In their career action plan students identify their preferred future pathway and explore a range of

scenarios that will provide optional pathways.

Students will also have the opportunity to complete a week of Work Experience during Term 2, attend

The VCE and Careers Expo at the Caulfield Racecourse, attend University Campus visits to Monash

University and Deakin and participate in National Careers Week in May.

Over the course of the schooling journey, the students at Somerville Secondary College are well

prepared and armed with a wealth of knowledge to be able to navigate the next two years of their

education and to make well informed decisions about their future.

Over the course of the schooling journey, the students at Somerville Secondary College are well

prepared and armed with a wealth of knowledge to be able to navigate the next two years of their

education and to make well informed decisions about their future.

VCAL Victorian Certificate of Applied Learning (VCAL) in

Year 10 and 11- Accelerated Program Some students enjoy hands-on learning activities and want the chance to obtain practical industry

related experience. The VCAL is a senior secondary certificate that provides you with practical work-

related experience, as well as literacy and numeracy skills that are important for life and work, and for

the first time, Somerville Secondary College is offering Year 10 students to commence a VCAL program

in Year 10. These students will need to go through specialised counselling as they will not complete a

standard Year 10 Program and will complete their schooling

The Victorian Certificate of Applied Learning (VCAL) is an accredited senior secondary school

qualification undertaken throughout Years 10-12. If your main aim is to go to TAFE, get an

apprenticeship or take on-the-job training when you leave school, then you should consider completing

VCAL.

It is an ideal course for students who do not intend going on to university but have a clear vocational

direction in mind. VCAL requires you to have excellent time management skills to be able to manage all

three compulsory components to successfully qualify

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Our VCAL students will spend one day at work, one day in industry training (VET program) and three

days at school. Students will gain practical experience and employability skills, as well as skills to go on

to further training in the workplace or at TAFE.

How do I achieve my VCAL?

To achieve your VCAL, you need to complete 10 units of study from four compulsory strands:

STRAND 1 – Literacy and Numeracy are specifically written for VCAL and are designed to enhance

employability skills.

STRAND 2 – Industry Specific Skills. Students must successfully complete a VET certificate or School

Based Apprenticeship or Traineeship (SBAT).

STRAND 3 – Work Related Skills. This may include part-time work, apprenticeships, traineeships, work

experience or work placement and units such as occupational health and safety or planning for

employment.

STRAND 4 – Personal Development Skills. This may include local and community-based projects,

voluntary work and structured activities to help develop self-confidence, teamwork and other skills

important for life, employment and active citizenship.

Plus the successful completion of a minimum 90 Hours of Vocational Training (VET course or an SBAT)

and 90 hours of Structured Workplace Learning (SWL). Extra credits can be achieved for completing

extra hours.

If you successfully complete your VCAL, you will receive a Statement of Results that details the areas of

study you have completed.

How is the VCAL structured?

The VCAL has three levels: Foundation, Intermediate and Senior. At Somerville Secondary College, VCAL

is offered at two levels: Intermediate and Senior.

What can my VCAL program include?

Your teacher or careers counsellor can help you develop a VCAL program that suits your particular

learning needs and interests.

A VCAL Program can include:

● VCAL units

● VCE units

● VET/Further Education modules or units of competency.

● Structured Workplace Learning Recognition

Your VCAL learning program must include:

● a minimum of two VCAL units

● at least one Literacy unit

● at least one Numeracy unit

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● at least one unit from the Industry Specific Skills strand. At the Intermediate and Senior levels,

this must include a unit of study from a VET qualification

● at least one unit from the Work Related Skills strand

● at least one unit from the Personal Development Skills strand

● six credits at the attempted VCAL level (Foundation, Intermediate or Senior) or above. One of

these credits must be for Literacy Skills and one must be for Personal Development Skills.

How will I be assessed for VCAL?

All units in your VCAL program are assessed by your teacher and/or registered training organisation

(RTO).

An example of the Intermediate Certificate outcomes are outlined below.

Literacy and Numeracy Strand

Unit: Reading and Writing

The purpose of this unit is to enable students to develop the skills and knowledge to read and write a

range of texts on everyday subject matters which include some unfamiliar aspects or material.

At this level students, once they have identified the audience and purpose of the text, use the writing

process to produce texts that link several ideas or pieces of information. In reading, students identify

how, and if, the writer has achieved his or her purpose and express an opinion on the text taking into

account its effectiveness.

Learning outcomes:

▪ Writing for Self Expression

▪ Writing for Practical Purposes

▪ Writing for Knowledge

▪ Writing for Public Debate

▪ Reading for Self Expression

▪ Reading for Practical Purposes

▪ Reading for Knowledge

▪ Reading for Public Debate

Unit: Oral Communication

At the end of this unit students will be able to use and respond to spoken language including some

unfamiliar material within a variety of contexts.

Learning outcomes:

▪ Oracy for Self Expression

▪ Oracy for Knowledge

▪ Oracy for Practical Purposes

▪ Oracy for Exploring Issues and Problem Solving

Unit: Numeracy

The purpose of this unit is to enable students to develop everyday numeracy to make sense of their

daily personal and public lives. The mathematics involved includes measurement, shape, numbers, and

graphs applied to tasks which are part of the students’ normal routine but also extending to applications

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outside their immediate personal environment such as the workplace and the community, whether first

hand or portrayed by the media.

At the end of the unit students would be able to attempt a series of operations or tasks with some

confidence, be able to select the appropriate method or approach required, and would be able to

communicate their ideas both verbally and in written form. They would be at ease with straightforward

calculations either manually and/or using a calculator.

Learning outcomes:

▪ Numeracy for Practical Purposes – Design

▪ Numeracy for Practical Purposes – Measuring

▪ Numeracy for Personal Organisation – Money and Time

▪ Numeracy for Personal Organisation – Location

▪ Numeracy for Interpreting Society – Data

▪ Numeracy for Interpreting Society – Numerical Information

Work Related Skills Strand

Unit 1

The purpose of this unit is to provide a focus for more complex development of appropriate skills and

knowledge in order to provide the necessary OH&S preparation for the workplace.

Learning outcomes:

▪ Learn about basic conditions and entitlements of a specific industry.

▪ Obtain and communicate information in response to a work related OH&S issue.

▪ Develop knowledge and understanding of OH&S in a work related context.

▪ Identify problems or safety hazards that can affect the safety of the work environment.

▪ Contribute to team objectives to achieve safe work procedures.

Unit 2

This unit provides a focus for more complex development of work related and pre-vocational skills in a

context appropriate to the task through:

▪ Use information and communications technology in relation to a work related activity.

▪ Integrating more complex learning about work related skills with prior knowledge and

experiences.

▪ Enhancing the development of employability skills at a more complex level in relevant work-

related contexts.

▪ Developing more complex critical thinking skills that can be applied to work related problem

solving situations.

▪ Developing more complex work related planning and organisational skills that incorporate

evaluation and review.

▪ Developing more complex work related skills, which can be transferred to other work contexts.

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Learning outcomes:

▪ Learn to analyse and organise information for a work related goal.

▪ Communicate information and ideas for a work related goal.

▪ Plan, organise and manage activities for a work related goal.

▪ Identify and solve problems for a work related purpose.

▪ Work with others and in teams to achieve a work related goal.

▪ Use information and communications technology in relation to a work related activity.

Personal Development Skills Strand

Unit 1

The purpose of this unit is to focus on the development of organisation and planning skills, knowledge,

practical skills, problem solving and interpersonal skills through participation in experiences of a

practical nature. The focus of the learning program for Foundation Unit 1 includes:

▪ Subject specific knowledge applicable to a relevant personal, social, educational and/or

community activity

▪ Skills applicable to a relevant personal, social, educational and/or community activity

▪ Development of self-management skills

▪ Development of leadership skills

▪ Interpersonal communication skills

Learning outcomes:

▪ Plan and organise a complex project or activity

▪ Demonstrate knowledge, skills and abilities in the context of an activity or project

▪ Demonstrate self-management skills for goal achievement in the context of a project or activity

▪ Describe leadership skills and responsibilities

▪ Demonstrate interpersonal skills to communicate ideas and information

Unit 2

The purpose of this unit is to focus on the development of organisation and planning skills, knowledge,

practical skills, problem solving and interpersonal skills through participation in experiences of a

practical nature. The focus of the learning program for Personal Development Skills Intermediate Unit 2

includes:

▪ Subject specific knowledge applicable to a relevant personal, social, educational and/or

community activity

▪ Skills applicable to a relevant personal, social, educational and/or community activity

▪ Problem solving and comprehension skills

▪ Presentation and research skills

▪ Communication skills for spoken language and active listening

Learning outcomes:

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▪ Research and analyse the roles of citizens/ members in a community

▪ Plan and organise a complex community project or activity

▪ Use a range of communication strategies to raise awareness of a complex social issue or

community activity

▪ Manage problems related to a complex social issue or community activity

▪ Actively contribute to group cohesion to manage a complex social issue or community activity

Can I switch to the VCE if I change my mind?

If you start your VCAL and then decide the VCE is the right option, you can choose to transfer in 2022.

If you decide to take this option, you must discuss it with your teacher or Amy.

Can I complete a school-based apprenticeship or traineeship as part of my VCAL program?

A school-based or part-time apprenticeship or traineeship can be included in your VCAL program. More

information on SBATs can be found on page 22.

Can part-time work count towards my VCAL?

Part-time work may contribute to your VCAL. Other work activities that may contribute to your VCAL

include:

● a school-based or part-time apprenticeship or traineeship

● voluntary work

● structured workplace learning placements

Extension Opportunities in Year 10

Somerville Secondary College encourages all students to extend themselves and enrol in a VCE subject

or a Vocational Education and Training (VET) course as part of the Year 10 program.

VCE Victorian Certificate of Education

The VCE is a senior secondary certificate that provides pathways to tertiary education, advanced

certificate courses and the workforce. It is a world-class credential that enables students to study a

broad range of subjects. It is recognised nationally and internationally. At Somerville Secondary College

we encourage all our students considering a VCE Pathway to begin their VCE in Year 10 by choosing one

VCE subject.

How is the VCE structured?

The VCE course is made up of studies and units, some of which must be studied as a sequence.

A study is a subject, for example, English or Biology. It is made up of four units (Units 1, 2, 3 and 4), each

of which is a semester in length.

For most students, the VCE is completed over two years. Students typically study Units 1 and 2 in their

first year, and Units 3 and 4 in their second year of the VCE. At Somerville Secondary College we

encourage all our students considering a VCE Pathway to begin their VCE in Year 10 by choosing one VCE

subject.

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The rules for obtaining your VCE

To achieve your VCE you must successfully complete 16 units, including:

● three units from the English group, two of which must be a Unit 3 and 4 sequence

● at least three sequences of Unit 3 and 4 studies, which can include further sequences from the

English group.

While it may be possible to vary the number of units you can enrol in, a typical VCE program at

Somerville Secondary College is made up of 22 units which are completed over two or 3 years.

Generally twelve units at the unit 1/2 level and ten units at 3/4 level would constitute the normal full

time program for most students.

SAMPLE VCE PROGRAM

Example Student A

After finishing school, this

student wishes to

complete an Arts Degree.

They know they will need

to get an ATAR to gain

entry into a course. They

choose the subjects they

are best at to help them to

achieve these results. As a

result of having

undertaken a Unit 1 & 2

subject in Year 10, they

may complete the Unit 3 &

4 sequence in Year 11.

Year 10 Year 11 Year 12

Core Subjects English 1 & 2 English 3 & 4

20th Century History 1 & 2 Revolutions 3 & 4

Legal Studies 1 & 2 Legal Studies 3 & 4

Indonesian 1 & 2 Indonesian 3 & 4

Studio Arts 1 & 2

Studio Arts 3 & 4

Total of 22 Units

What studies can I choose?

You have a variety of study options in the VCE through which you can pursue your interests and build

your skills. There are more than 90 VCE studies and over 20 VCE VET programs across the humanities,

sciences, mathematics, technology, the arts and languages, as well as vocational studies. Somerville

Secondary College does not offer all subjects, but if there is something specific you would like to do or it

is a pre-requisite for post-school pathways you may want to consider Virtual School Victoria or the

Victorian School of Languages (more information on page….), or you can speak to your VCE coordinator

about other options.

How should I choose which VCE subject to do as part of my Year 10?

The best idea is to choose studies that:

● interest you

● you are good at

● lead to a job that interests you

● will help you get into a university or TAFE course that you want to do (pre-requisite)

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Pre-requisites

Before you start picking subjects you need to be mindful that there are pre-requisite subjects and other

criteria for entry into courses post Year 12 if you are planning on going on to University or TAFE. Course

requirements are ‘essential requirements and admission criteria’ you may need to meet to be

considered for selection into a course. These could include prerequisite studies, the completion of

additional assessment tasks (such as tests, interviews or folios), and non-compulsory requirements that

may strengthen your application.

You must meet prerequisites and complete all compulsory course requirements by the dates specified

to ensure your application for the course will be considered

What are prerequisites?

Prerequisites are studies you must have completed to be eligible for selection to a course. Most

prerequisites for courses in are Victorian Certificate of Education (VCE) studies.

Units 1 and 2 prerequisites

If a course specifies Units 1 and 2 of a study as prerequisites, this means that a satisfactory result must

be awarded in both units.

Units 3 and 4 prerequisites

If a course specifies Units 3 and 4 of a study as prerequisites, this means that a minimum VCE study

score of 10 is required, with at least two graded assessments higher than UG. Some courses specify a

higher VCE study score.

Example prerequisite statement

Prerequisites: Units 3 and 4 — a study score of at least 30 in English (EAL) or 25 in any other English

A statement like this means that before you are eligible to be selected for this course, you must have

achieved a study score of at least 30 if you completed English (EAL) or a study score of at least 25 in any

other English (English, English Language, Literature) at Units 3 and 4 level.

Where do I find prerequisites?

Prerequisites are listed in each course description within CourseSearch on the VTAC website.

https://delta.vtac.edu.au/CourseSearch/searchguide.htm

Prerequisites may be listed under ‘Essential requirements for selection and application’ or ‘Admission

criteria’.

VTAC Course and prerequisite explorer

The VTAC Course and Prerequisite Explorer is designed so that students in Years 10 to 12 can enter their

actual or proposed VCE program or a specific VCE study and see which courses that program or VCE

study meets the prerequisites for.

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VCE STUDIES IN 2021 The Arts

● Art

● Dance

● Drama

● Media

● Music

– Music Performance

– Music Investigation*

– Music Style and Composition

● Studio Arts

● Theatre Studies

● Visual Communication Design

Business Studies

● Accounting

● Business Management

● Economics

● Industry and Enterprise

● Legal Studies

English

● English/English as an Additional Language

● English Language

● Foundation English†

● Literature

● Bridging English as an Additional Language†

Health and Physical Education

● Health and Human Development

● Outdoor and Environmental Studies

● Physical Education

Humanities

● Australian and Global Politics

– Australian and Global Politics†

– Australian Politics*

– Global Politics*

● Classical Studies

● Geography

● History

– Ancient History

– Australian History*

– Global Empires†

– Revolutions*

– Twentieth Century History†

● Philosophy

● Religion and Society

● Sociology

● Texts and Traditions

Mathematics

● Foundation Mathematics†

● Further Mathematics*

● General Mathematics†

● Mathematical Methods

● Specialist Mathematics

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Science

● Biology

● Chemistry

● Environmental Science

● Physics

● Psychology

Technology

● Agricultural and Horticultural Studies

● Algorithmics (HESS)*

● Applied Computing†

– Data Analytics

– Software Development*

● Food Studies

● Product Design and Technology

● Systems Engineering

Languages

Somerville Secondary College offers Units 1-4 in

Indonesian.

Please see Amy or Ms Moltzen for a list of available

Languages you can study at the Victorian School of

Language.

Key

† Units 1 and 2 only

* Units 3 and 4 only

How do I achieve marks in the VCE?

Units 1 and 2 are marked by your school; your teachers will set a range of assessments to see how you

are progressing. The assessments have deadlines and you will need to plan and submit your work on

time. Deadlines can only be extended in special circumstances.

For Units 1 and 2 you will receive either S (satisfactory) or N (not satisfactory). Your school may give you

a grade for each unit but only the S counts towards your VCE.

For Units 3 and 4 you will have grades calculated from A+ to E, or UG (ungraded) or NA (not assessed)

for your assessment tasks, as well as an S or N. There are three graded assessments for each VCE study

at the Unit 3 and 4 level.

School-based assessments are set by your teacher following the requirements set by the VCAA in the

relevant study design. They include school-assessed coursework (SAC), which is completed at school,

and school assessed tasks (SATs), which are completed at school and home. These are marked at your

school by your teacher. You can read about the rules for assessment on the VCAA website or you can ask

your teachers.

External assessments are set and marked by the VCAA. They are the same for all students taking the

same VCE study. Usually this will be an examination – written, oral, performance or in an electronic

format. Your external assessments are marked by assessors who are experts in their area of study. All

VCE studies are marked to the same standard and there are multiple checks to ensure that marking is

fair.

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Vocational Education and Training in Secondary Schools (VET)

Studying VET as part of a Year 10 program gives students a head

start on a qualification, which is a great way to fast-track

progress towards a rewarding career, while also developing

independence and time-management skills.

What is VET and who is it for?

Vocational Education and Training (VET) programs come from the VET sector, where they are taught by

TAFE institutes and other Registered Training Organisations (RTOs). All nationally recognised VET

training counts towards a VET qualification as well as the VCE or VCAL. It allows students to mix general

and vocational education and to make a start on training for a career before they leave school. The

training teaches skills and knowledge needed in particular occupations and workplaces, and normally

includes some workplace experience that puts these into practice. An up-to-date list of VCE VET

programs is available from the VCAA website:

https://www.vcaa.vic.edu.au/curriculum/vet/vce-vet-programs/Pages/Index.aspx

The VCAA website called “Get VET” offers a comprehensive list of resources, videos and other relevant

information to see if VET is right for you.

https://www.vcaa.vic.edu.au/studentguides/getvet/Pages/Index.aspx

The number of schools offering VET programs has increased in recent years, and most schools now offer

some VET options to senior secondary students. At Somerville Secondary we offer certificates in

Plumbing, Electrotechnology and Construction Pathways. As well as preparing students for the

workforce, VET programs can lead to further study, either in the VET sector (where students can gain

credit for their VET certificate) or university, since results from some VET programs can be included in

the calculation of an ATAR score. Of course, it is also possible for students to leave school and complete

VET qualifications either full time or in combination with employment.

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Programs are typically completed over one or two years and provide students with a qualification or

partial completion of a nationally recognised certificate. An example of how this may look at Somerville

Secondary College can be seen below:

SAMPLE VET PROGRAM

Example Student B

After finishing school, this

student wishes to

complete a TAFE course in

Health Services. They may

not need an ATAR score,

but choose subjects that

they have enjoyed the

most and will provide them

with the prerequisites for

entering either of the

professions they are

interested in.

Year 10 Year 11 Units Year 12 Units

Core Subjects English 1 & 2 English 3 & 4

Psychology 1 & 2 Psychology 3 & 4

Biology 1 & 2 Biology 3 & 4

Health & HD 1 & 2 Health & HD 3 & 4

VET Health Services VET Health Services

Total Units 22

What can I study?

There are hundreds of qualifications available to study as a VET subject. They are grouped into the

following Industries:

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Speak to Amy Joseph (VET Coordinator) to discuss which VET course would be best suited to your future

pathway.

For more information on VET delivered in other local schools please go to this link

https://www.fmpllen.com.au/resources

For more information on VET delivered at TAFEs please go to this link

Chisholm Institute: https://www.chisholm.edu.au/career-fields/vet-in-schools

Holmesglen TAFE: https://holmesglen.edu.au/vetis/

Box Hill TAFE: https://www.boxhill.edu.au/courses/vet-delivered-to-secondary-students/

School Based Apprenticeships and Traineeships (SBAT) You can commence an apprenticeship or traineeship while you are at school and receive credit towards

your VCE or VCAL. Apprenticeships and Traineeships give you the opportunity to combine part-time

employment with your VET qualification. Apprenticeships and traineeships combine practical hands-on

experience in the workplace with training and assessment from a Registered Training Organisation. A

SBAT is also referred to as a Part-time Apprenticeship or Traineeship.

A school-based apprenticeship or traineeship is when you are released from school for a minimum of

one day per week to undertake the apprenticeship or traineeship. You will need to complete six hours of

training and seven hours of work per week. You get paid at the Apprenticeship Award rate for the hours

or work you complete and any time completed during your SBAT is time credited when you commence a

full time apprenticeship. Many Year 12 students who have completed an SBAT over Year 11 and 12 will

start as a full time 2nd Year apprentice once they finish school.

Credit towards the VCE or VCAL

All apprenticeships and traineeships can provide credit towards your VCE or VCAL.

For every 90 hours of training completed, you will receive one unit towards your VCE or VCAL. VCE credit

will be determined by the certificate. Most apprenticeships or traineeships in VCE VET program areas

provide credit for VCE Units 1 to 4.

Some Certificate II qualifications only provide credit towards the VCE at Units 1 and 2. Qualifications at

Certificate II and above provide credit towards all VCAL levels.

There are many opportunities to complete a SBAT in a range of industries. Somerville Secondary College

runs the following SBATs: Certificate III in Fitness, Certificate III in Allied Health and Certificate III in Early

Childhood Education and Care. Speak to Amy if you would like to find out if there are SBAT opportunities

in your chosen field.

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School fees and associated costs

School Elective Payments

Where student elective/subject choices incur a cost for essential student learning Items, that is those

items, activities or services that are essential to support student learning of the standard curriculum. We

would like to advise that the payments for these subjects are required to be made within the reasonable

timeframe indicated by the college.

To support families to be able to budget for these payments Somerville Secondary College offers

payment plan options for school electives via Centrelink, B Pay or credit card. As a school we want

support our families, if you would like to utilise this option you are able to request payment plan forms

from the school office.

Other family support options include:

The Camps, Sports and Excursion Fund (CSEF) is an initiative of the Victorian State Government to assist

families holding a valid means-tested concession card. CSEF provides a single payment to schools for

eligible students to attend camps, sports and excursions during the year. An application form is included

in enrolment and re-enrolment packs to all families

State Schools Relief (SSR) may assist families in providing uniform, books, shoes and more for

disadvantaged students. Applications are made by the Principal on behalf of the student. Parents need

to make an appointment with the Principal to discuss their requirements.

Unfortunately, Payment Plan options are not available for VET courses. Payments are required in full so

as to secure a placement in the chosen course. The external providers require financial confirmation for

each student prior to commencement of the VET course.

Our aim is to work with families to support viable options however please be advised outstanding

essential student learning accounts from the previous year may impact enrolment in this year’s course

selection submission for your student. All records of payments or contributions and any outstanding

payments by parents and guardians are kept confidential. Please be aware that non-payment of

essential student learning items may impact the ability of students to participate in other extracurricular

activities.

We are here to assist you, so if you would like to discuss participating in the payment plan option please

contact the school office on 5973 1000.

Many electives attract a cost for materials which should be considered when selecting electives for next

year. These costs are additional to the College Council ‘Essential Education Items’.

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Payment of electives is required by 4th December 2020 to confirm enrolment into the selected course. If

you are unable to pay the elective in full by this date, please contact the Administration Office by the due

date to organise an appropriate payment plan.

Subject Cost

Year 10

Core - Advanced Maths $14.00

Core - English $22.00

Core - Maths $14.00

Core - Science $25.00

Indonesian $7.00

Keeping your Balance $10.00

Proud Potterheads Part 2 $14.00

Units 1 & 2 Outdoor & Environmental Studies $950.00

Year 9 & Year 10 Combined Electives

Core - Health & PE $90.00

Advanced Materials $125.00

Around the World in 80 Days $14.00

Art & Design $50.00

A Whole New World $10.00

Cold Wars & Terrorism $10.00

Create, Make & Bake $125.00

Dance $50.00

Digital Art $5.00

Digital Photography $25.00

Digital Technologies $5.00

Drama $60.00

End of the World $10.00

Fitness $90.00

Food Around the World $125.00

Food by Design $125.00

Food for Health & Fitness $125.00

Forensic Science $30.00

Future Beats $5.00

Innovative Wood, Electronics & Design $125.00

Introduction to Materials $125.00

Media $5.00

Music Performance $5.00

Music Production $5.00

Mythological Superheroes $10.00

Nutrition & Health Promotion $5.00

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Outdoor Recreation $335.00

Prototype Construction & Evaluation $125.00

Psyched Up $23.00

Shakespeare Studies $12.00

Sports Coaching $90.00

They Called Australia Home $11.00

WWI History $10.00

WWII History - Europe $10.00

WWII History -The Pacific $10.00

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Course Counselling

Our current Year 9 students will undergo multiple sessions of course counselling which will enable them

to familiarise with the courses on offer and will receive support from our key staff to guide them

through this process so as to design their own program. Course counselling will also include:

● Information sent out via parent/student email on Compass

● Student information sessions delivered by key staff

● Online subject selection tools

● Question and Answer sessions

Students will be requested to complete their course selection preferences by a set date. It will be

stressed that we will do our best to be able to offer students their first choices, however this is not

always possible so students will need to preference additional courses within their selections.

The Year 10 Program at Somerville Secondary College

We aim to provide opportunities, so all students are continually challenged to perform at their best, are engaged in their work and encouraged to regularly attend classes. Our commitment to you is to provide students with access to programs that suit their interests and are directed towards their future goals. We endeavor to establish strong personal and respectful relationships with each student in our care. We aim to present enjoyable, relevant and rigorous teaching and learning programs that reflect the developmental stages of our students, as they move through their adolescent years into the Later Years Program.

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Senior School Pathways

F-10 Victorian Curriculum / Year 10

VCE

(Victorian Certificate of Education)

Usually 20-24 Units

Senior School Certificates

VCAL

(Victorian Certificate of Applied learning)

Literacy and Numeracy Skills, Industry

Specific Skills, Personal Development Skills,

Work Related Skills

Can Include

Must Include

VET

(Vocational Education and Training)

VCE VET Program

School based Apprenticeship & Traineeship

Other VET Certificates

Training: TAFE or School,

Industry, RTO, ACE

Structured Workplace Learning

Completion of VCE

Completion of VCAL

Employment/Apprenticeship/Traineeship

TAFE Certificate I, II, III, IV, Diploma, Advanced Diploma

University

Unscore

d

Scored

ATAR

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Year Ten Teaching and Learning Program

At Year Nine the Core Subjects are English, Mathematics, Humanities, Science and Physical

Education/Health.

The students must choose the following courses:

• Core English

• Core Maths or Core Advanced Maths

• Core Science or 2 Humanities Electives or Both

Minimum requirements across other areas

• Core HPE + 1 PE Elective

• 2 Humanities Electives

• **May Choose VET or VCE but not both

• **Only 1 VCE subject may be chosen

NOTE: If students choose LOTE, then it must be across both semesters.

Whole year level pastoral care focus

The Year Ten Pastoral Care focuses on developing independence in the individual learner. Goal setting, learning styles and improved organisational skills help students to become independent learners, which incorporates the development of Individual Pathways Plan. These plans embrace planning for the future, resume writing, how to apply for a job, covering letters, interviews as well as Occupational Health & Safety topics.

Year Ten students will also undertake a week of Work Placement. Students need to participate in a variety of workplace learning activities while they are still at school to assist in their development of a realistic understanding of the world of work. These activities can help students to:

• Develop employability skills. • Explore possible career options. • Understand employer expectations. • Increase their self-understanding, maturity, independence and self-confidence.

A core component of the College’s Career Education Program is Work Experience. Students at Year 10 are required to undertake a 1 week Work Experience Placement. This placement, planned to take place in Week 5, Term 2, 2021 and forms a key assessment task for the program at Year 10. Students who do not complete a placement may not meet the assessment requirements for Year 10. How do students get a work experience placement? As part of their Careers Education, students at Years 9 and 10 spend class time examining their potential career paths, the world of work and work related skills which include how to secure a work experience placement. It is a critical part of the learning process that the student works to secure their own placement. This will require contacting potential employers either by phone, mail or in person to negotiate a placement.

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Students are advised to start this process as soon as possible to ensure the placement is confirmed. Whilst parent assistance is encouraged, the opportunity for learning is lessened when parents undertake work experience organization for their child. Support to obtain a placement will be given at school by Pastoral Care teachers, Form Teachers and the Careers Teacher but the school will not organise a placement for your child. What do I need to do before I start a placement? It is a legal requirement that students have a completed Work Experience Arrangement Form (Ministerial Order No. 382). This is a legal document and MUST be signed by the host employer, the student and the parent or guardian. Students must also meet the DET Occupational Health and Safety requirements before commencing their placement. This requires that they undertake training and assessment using the Safe@Work Program. Students will complete the General Module during Term One and will then need to complete the Industry Specific Module prior to commencing placement. Students undertake the Industry Specific Module relevant to the occupational area being explored during placement.

Health & Physical Education, Humanities and Science

Look in the elective section for these electives.

Extension and Additional Learning Opportunities

Advanced Maths

In Year 10 Advanced Mathematics, students will complete an in-depth study of the three strands of the Mathematics curriculum: Number & Algebra, Measurement & Geometry, and Statistics & Probability. Advanced Mathematics places particular emphasis on developing high order mathematical reasoning skills in students. Students explore Indices, Ratio, Measurement, Probability, Graphs, Trigonometry, and Statistics. They apply Mathematics in each area and engage in classroom activities that strengthen conceptual understanding and develop logical reasoning.

Entrance into Advanced Mathematics is based on student results, as well as teacher recommendations.

Language

In view of changing global opportunities it is strongly recommended that students continue with their Indonesian or Japanese studies. We have a responsibility to ensure our students are Asia literate in both their cultural understandings and language skills. Like Australia, countries across the globe are making major investments in Asia and knowledge and skills of this region are vital to international competitiveness.

Language studies:

• Develop deeper knowledge and understanding about Asia and regional cultures.

• Develop language skills, knowledge and fluency.

• Focus on reading, writing, listening and speaking.

• Promote social cohesion, boost economic cooperation and address global issues.

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Study Tours: To enhance student language and cultural understandings, study tours to Indonesia are to become available once travel restrictions are lifted.

What a Year 10 Course could look like – no VCE/VCAL

If language continued

Semester

1

4 periods 4

periods

2 periods 2 Periods 2 periods 2 periods 2 periods 2 periods

English Maths Core

Science or

Humanities

elective

HPE LOTE Elective

any area

Elective

any area

Elective

any area

Semester

2

English Maths Core

Science or

Humanities

elective

PE

Elective

LOTE Elective

any area

Elective

any area

Elective

any area

Three reserve Electives need to be chosen as back up

If no language continued

Semester

1

4 periods 4

periods

2 periods 2 Periods 2 periods 2 periods 2 periods 2 periods

English Maths Core

Science or

Humanities

elective

HPE Elective

any area

Elective

any area

Elective

any area

Elective

any area

Semester

2

English Maths Core

Science or

Humanities

elective

PE

Elective

Elective

any area

Elective

any area

Elective

any area

Elective

any area

Three reserve Electives need to be chosen as back up

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2021 Courses and Senior Pathways

English Year 9 Year 10 Year 11 Year 12

CORE: English

CORE: English Units 1 & 2 English Units 3 & 4 English

ELECTIVE: Proud Potterheads Part 1

ELECTIVE: Proud Potterheads Part 2

Units 1 & 2 English Language

ELECTIVE : Shakespeare Studies

ELECTIVE : Mythological Superheroes

ELECTIVE: A Whole New World

ELECTIVE: End of the World

Maths Year 9 Year 10 Year 11 Year 12

CORE: Maths CORE: Maths Units 1 & 2 General Maths

Units 3 & 4 Further Maths

CORE: Advanced Maths CORE: Advanced Maths

Units 1 & 2 Maths Methods

Units 3 & 4 Maths Methods

Humanities Year 9 Year 10 Year 11 Year 12

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ELECTIVE: Dollars & Sense

ELECTIVE: Keeping your Balance

Units 1 & 2 Legal Studies

Units 3 & 4 Legal Studies

ELECTIVE: WW1 History Units 1 & 2 Business Management

Units 3 & 4 Business Management

ELECTIVE: WW2 History – Europe Units 1 & 2 20th Century History

Units 3 & 4 History Revolutions

ELECTIVE: WW2 History - The Pacific Units 1& 2 Geography

Units 3 & 4 Geography

ELECTIVE: They Called Australia Home

ELECTIVE: Cold Wars and Terrorism

ELECTIVE: Around the World in 80 Days

Sciences Year 9 Year 10 Year 11 Year 12

CORE: Science CORE: Science Units 1 & 2 Biology Units 3 & 4 Biology

ELECTIVE: Psyched Up Units 1 & 2 Chemistry Units 3 & 4 Chemistry

ELECTIVE: Forensic Science Units 1 & 2 Physics Units 3 & 4 Physics

Units 1 & 2 Psychology

Units 3 & 4 Psychology

LOTE (Indonesian)

Year 9 Year 10 Year 11 Year 12

Indonesian Indonesian Units 1 & 2 Indonesian

Units 3 & 4 Indonesian

The Arts Year 9 Year 10 Year 11 Year 12

ELECTIVE: Art and Design Units 1 & 2 Studio Arts Units 3 & 4 Studio Arts

ELECTIVE: Drama Units 1 & 2 Drama

ELECTIVE: Digital Art

ELECTIVE: Digital Photography

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ELECTIVE: Dance

ELECTIVE: Future Beats

ELECTIVE: Media

ELECTIVE: Music Performance

ELECTIVE: Music Production

The Technologies

Year 9 Year 10 Year 11 Year 12

ELECTIVE: Product Design Units 1 & 2 Food Studies

ELECTIVE: Electronic Products Unit 1 & 2 Product Design &

Technology

ELECTIVE: Introduction to Materials

ELECTIVE: Advanced Materials

ELECTIVE: Prototype Construction & Evaluation

ELECTIVE: Innovative Wood, Electronics & Design

ELECTIVE: Digital Technologies

ELECTIVE: Create, Make and Bake

ELECTIVE: Food by Design

ELECTIVE: Food Around the World

ELECTIVE: Food for Health and Fitness

Health & PE Year 9 Year 10 Year 11 Year 12

CORE: HPE Units 1 & 2 Physical Education

Units 3 & 4 Physical Education

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ELECTIVE: Sports Coaching Units 1 & 2 Health and Human Development

Units 3 & 4 Health and Human Development

ELECTIVE: Fitness Units 3 & 4 Outdoor and Environmental

Studies

ELECTIVE: Nutrition and Health Promotion

ELECTIVE: Outdoor Recreation

*Units 1 & 2 Outdoor and

Environmental Studies

VCE and VCAL Pathways

Core

Year 10

Victorian Certificate of Education / Victorian Certificate of Applied Learning

Notes

English

Mathematics

Other

• English

• Mathematics

• Advanced Maths At least one unit of Science each semester OR

At least one unit of Humanities each semester

• Health & Physical Education or elective each semester

• 1 Art over the year

• 1 Technology over the year

VCE English

Highly Recommended VCE General Mathematics VCE Mathematical Methods

VCAL Literacy (Intermediate)

VCAL Numeracy (Intermediate) VCAL Numeracy (Senior)

VCAL Industry Specific Strand (VET) VCAL Work Related Skills Strand (Structured Work Placement)

VCE – English or its equivalent is compulsory.

Mathematics is highly recommended at least until the end of Year 11.

VCAL – Literacy & Numeracy (or VCE equivalents), Work Related Skills strand and Personal Development strand are all compulsory. A relevant VET (External) study is compulsory under the Industry Specific strand.

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VCAL Personal Development Strand

Program • Year 10 Recommended Subjects

Complementary Subjects

Future Employment & Tertiary Studies

Art & Design • Create, Make and Bake

• Digital Photography

• Food by Design

• Media Arts

• Music Performance

• Music Production

• FutureBeats

• Dance

• Theatre & Drama Studies

• Innovative Wood and Electronics Design

• Introduction to Materials

• Advanced Materials

• Studio Art

• English or equivalent

• Studio Arts (Photography)

• General Mathematics

• VET Dance

• VET Fashion Design

• VET Information Technology (Games Creation)

• VET Interactive Digital Media

• VET Music Industry

• VET Residential Drafting

Acting Theatre work Dancer, Dance Instructor Teaching Graphic Artist / Designer Photographer

Arts Management Arts Media Dance Fine Arts Theatre & Drama 3D Animation

Commerce & Business Administration

• Keeping Your Balance

• Our World, Our Future

• Business Management

• English or equivalent / VCAL Literacy

• General Mathematics / VCAL Numeracy

• Legal Studies

• Psychology

• VET Business Administration

• VET Games Creation

• VET Retail Operations

• VET Tourism & Events

Advertising Administration Business Marketing Management Personal Assistant Sales / Retail

Business Studies Commerce Hotel Management Office Management Retail Management

Science & Engineering • Prototype Construction and Evaluation

• Science 1 & 2

• Psychology

• Forensic Science

• Biology

• Chemistry

• English or equivalent

• General Mathematics

• Mathematical Methods

• Physics

• Psychology

• Health & Human Development

• VET Computer IT Support

• VET Engineering

• VET Integrated Technology

• VET Laboratory Skills

Allied Health Doctor / Dentist Engineer Nursing Psychologist Scientist Teaching

Civil, Electrical & Mechanical Engineering Environmental Science Medicine Pharmacy Veterinary Science

Trade & Manufacturing

• Create, Make and Bake

• Design Production - Metal

• Electromechanical Systems

• Food by Design

• Introduction to Materials

• Advanced Materials

• English or equivalent / VCAL Literacy

• General Mathematics / VCAL Numeracy

• Business Management

• VET Automotive

• VET Building & Construction

• VET Electrical

• VET Furniture Making

• VET Hair & Beauty

• VET Horticulture

Apprenticeship / Traineeship

• Building

• Carpentry

• Hair & Beauty

• Hospitality

Credit available into relevant TAFE courses

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• VET Hospitality

• VET Plumbing Health & Sports Sciences

• Fitness

• Health & Physical Education

• Sports Coaching

• Nutrition and Health Promotion

• Outdoor and Environmental Studies

• Outdoor Recreation

• VCE Outdoor & Environmental Studies 1&2

• English or equivalent / VCAL Literacy

• Health & Human Development

• General Mathematics / VCAL Numeracy

• Outdoor & Environmental Studies

• Physical Education

• Biology

• Chemistry

• Physics

• Psychology

• VET Sport & Recreation

• VET Health Services

Personal Trainer Sports Trainer Teaching

Sports Management & Administration Human Movement Teaching (HPE & OES)

Languages & Advanced Humanities

• World War 1 History

• World War 2 Europe

• World War 2 The Pacific

• Cold War to Terrorism

• Our World, Our Future

• They Called Australia Home

• Indonesian 1&2

• English or equivalent

• History

• Legal Studies

• Indonesian

• VCE Arts based subjects

• VCE Mathematics & Science based subjects

Government / Public Service Journalist Librarian Legal Worker Researcher Teacher

Geography

Arts Education Humanities / Social Sciences Professional Writing Public Relations

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How to: Complete your selection in

Edval Choice

• Navigate to spring.edval.education

• Enter your unique webcode.

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• The form will display a section for Main units and Reserve units, depending on what the school requires you to complete.

• On the right hand side of the page, there are two tabs: Notes: The school may have entered notes to communicate important information. Rules: Check to see if there are any rules about choosing subjects.

• Select a subject from each drop down menu. It is usually important to choose in preference order, so the more you want a subject, the higher it should appear in your selections.

Note that if the school has included subject costs, these will be totalled. The Units column will also total to ensure you are choosing the correct number of subjects.

If the same subject has been selected twice, it will be highlighted.

• When all choices have been made, select Submit.

A warning message will appear if an incorrect choice has been made. Make the correction and Submit again.

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• When submitted, a summary of your choices will be displayed. This can be printed or emailed.

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Compulsory Subjects

English

This subject prepares students for a number of pathways in later years, whether students go on to VCE English or to VCAL Literacy in Year 11. Students will complete the same themes and text studies across Year Ten classes, and the emphasis is on building the organisational and expressive skills of students in a range of writing tasks. Reading skills of a high order are developed through learning critical reading strategies, while student run class discussions and presentations increase students’ speaking confidence and teamwork skills. Film study, thematic studies and set novels and plays, will all provide students in Year 10 English with classic and modern texts that will develop their critical thinking and analytical skills. The subject fee includes the printing of detailed Unit booklets and a book levy for the purchase of the plays and novels to be studied. Students will need to pay separately for excursions or incursions.

Year 10 English

Year 11

VCE English

Units 1 & 2

Year 12

VCE English

Units 3 & 4

Year 11 VCAL

Intermediate Literacy

Year 12 VCAL

Senior Literacy

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Maths Mathematics in Year 10 helps prepare students for senior pathways like VCAL or VCE, as well as the post-schooling world. Students learn about Financial Mathematics, Geometry & Trigonometry, Probability, Statistics, Measurement and Linear Relationships. Appropriate use of technology to solve application problems is emphasised throughout the course. Students considering including Mathematics in their VCE course are expected to own a CAS calculator.

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English Year 9 Year 10 Year 11 Year 12

CORE: English

CORE: English Units 1 & 2 English Units 3 & 4 English

ELECTIVE: Proud Potterheads Part 1

ELECTIVE: Proud Potterheads Part 2

Units 1 & 2 English Language

ELECTIVE : Shakespeare Studies

ELECTIVE : Mythological Superheroes

ELECTIVE: A Whole New World

ELECTIVE: End of the World

ENGLISH

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English Core

Featured Learning Area English

Additional Learning Areas The Arts (Media), Humanities (History)

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

The Year 10 Core English course aims to prepare students for the VCE with the study and assessment of the key tasks that will appear in the VCE English course. This will include persuasive writing, oral presentations, creative responses with written explanations, language analysis, analytical essays, and also comparative analytical essays. Students will be familiarised with all the different elements of these tasks, from their purposes and function, to their structure and the language skills that are required to complete each piece of writing to a high quality. A range of modern and classic texts will be used to help students develop their text response skills, with the inclusion of both Lord of the Flies and The Hunger Games. The course also aims to help students develop life literacy skills such as critical thinking, creativity, the capacity to develop well informed arguments, and the ability to effectively present information in public speaking roles.

The subject fees include access to class copies of the studied Greek play, as well as printed detailed unit booklets. This unit will include an interactive poetry incursion and an excursion to the Hellenic museum.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Analytical and Creative Response

Students write an analytical and a creative response to the poetry of Wilfred Owen. The creative response will include a written explanation.

2. Oral Presentation Students write a persuasive speech and present it to the class.

3. Language Analysis Students will be provided with a persuasive text, which they will then annotate and analyse.

4. Semester 1 Examination

Students sit an exam in which they will write a language analysis and a creative response.

5. Text Response Questions

Students will answer a series of questions on the two studied texts.

6. Comparative Analytical Essay

Students will write a comparative analytical essay, in which they compare the themes in the two studied texts.

7. Analytical Oral Presentation

Students will write an analytical response to a Greek play, and then present it to the class.

8. Semester 2 Examination

Students sit an exam in which they will write a comparative analysis and an analytical response.

COURSE COSTS

Total Subject Cost: $22 Voluntary Activities Cost: $15

Potential VCE/VCAL Pathways English – Literature- English Language- Media

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Proud Potterheads Part 2

Featured Learning Area English

Additional Learning Areas The Arts (Media)

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

Dear SSC Student, We are pleased to inform you that you have been accepted into your second year at Hogwarts School of Witchcraft and Wizardry. Please find enclosed a list of all necessary books and equipment. Term begins in January 2021. We await your owl reply by no later than 3rd December

Yours sincerely, Minerva McGonagall Last year you completed your first year at Hogwarts and studied the world of Pottermore in the first three books of the series. Now this year, as you enter your second year at Hogwarts, you will delve back into this unaversive to explore the final four novels and their film adaptions. Books will be read, movies will be watched, the Potterverse examined…so what are you waiting for? Even muggles are welcome in this subject!

Note: Spoilers lie ahead! It’s expected that all students in this class will be familiar with the Harry Potter books and films.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Potter Portfolio A portfolio of smaller Harry Potter related tasks, such as career guidance reports, and Quidditch creative pieces.

2. The Daily Prophet Interview

An interview and profile piece written by Rita Skeeter, for The Daily Prophet, on a character chosen by students.

3. Analytical Essay An analytical essay on the themes from the novels, regarding the power of love and friendship to overcome fear.

4. Semester Exam An examination of all topics studied for the semester.

This subject is advised to be completed after Potterheads Part 1

COURSE COSTS

Total Subject Cost: $14

Potential VCE/VCAL Pathways English – Literature- English Language- Media

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Shakespeare Studies

Featured Learning Area English

Additional Learning Areas The Arts (Media)

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

When William Shakespeare died in 1616, he could not have guessed that people would still be in love with his plays and sonnets more than 300 years later. Yet his playful prose and deep insights into the nature of humanity mean that the playwright’s works are still admired and enjoyed in the modern world. This unit aims to help students develop their own love of the bard, as generations of others have before them, with an exploration of not just his actual works, but how the English language evolved with him, and also how the world has adapted his work ever since. Shakespeare Studies will delve into the world and works of the playwright himself as well as look at how the plays and poems of the English language’s most important dramatist has inspired and informed literary works of the modern day, including 10 Things I Hate About You, Westside Story, and even The Lion King. The subject will include assessment tasks designed to prepare students for VCE, as well as portfolio activities where students can pursue their own creative passions and responses to Shakespeare’s work.

This unit also comes with excursions and incursions to see Shakespeare’s plays.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

5. Poster Presentation An informative poster on how Shakespeare influenced the English language, with an accompanying oral presentation.

6. Text Response Essay An analytical expository essay written in response to one of Shakespeare’s plays.

7. Comparative Analysis A comparative analysis of one Shakespeare play and a modern re-interpretation of it in film, such as The Taming of the Shrew and 10 Things I Hate About You.

8. Personal Portfolio A portfolio of student work that is completed throughout the semester. Some set class tasks will be included, but most elements will be additional creative tasks chosen by the students.

9. Semester Exam An examination of all topics covered in the semester.

COURSE COSTS

Total Subject Cost: $12 Voluntary Activities Cost: $78

Potential VCE/VCAL Pathways

English – Literature- English Language- Media

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Mythological Superheroes

Featured Learning Area English

Additional Learning Areas The Arts (Media)

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

Were you devastated by Avenger’s Endgame? Do you worry that the end of this Marvel cycle will mean a lack of superheroes in your life? Well, the good news is that you can continue to share your love of heroes with your classmates in this marvelous unit. In addition to analysing and critique how the narrative features and characterisation of your favourite Marvel films, we will also be looking at the OG heroes from Greek, Roman and Norse mythology. Before Black Widow, Captain America, and Thor, there was Zeus and Athena, Mars and Venus, Odin and, well, Thor again. These characters and their stories have captivated people for centuries, and now’s your chance to join in on the fun!

COURSE ASSESSMENT Common ASSESSMENT TASK DESCRIPTION

1. Creative Response This assessment will allow students to construct their own mythological tale, based on the storytelling traditions from ancient societies, such as First Australians, Aztecs, Mayans, Native Americans and China or India.

2. Expository Essay This expository comparative essay will allow students to compare the mythology of a real society, such as Greece or the Norse, with the modern superheroes, as seen in movies.

3. Memoir This memoir will allow students to tell the story of what makes them a hero, using both ancient and modern definitions of what it means to be a hero.

Semester Exam An examination of all topics studied for the semester.

COURSE COSTS

Total Subject Cost: $10 Voluntary Activities Cost: $28

Potential VCE/VCAL Pathways

English- Literature- English Language- Media

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Whole New World

Featured Learning Area English

Additional Learning Areas The Arts (Media)

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

Students will work with engaging texts and characters from Disney that have been a part of their childhood, such as ‘The Lion King, ‘Aladdin’, ‘Up’, and many more. Using the wonderful world of Disney, this unit is designed to extend English students in their understanding and development of analytical skills in order to equip them for VCE English studies. Students will be exposed to the variety of skills and writing styles such as analytical analysis, creative writing for a purpose, and comparative text study. Through the study of Disney texts, students will develop a knowledge of characterisation, themes and plot structure, all of which will prepare them for VCE English or VCAL Literacy.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Analytical Essay Students write an analytical text response essay in response to a Disney film.

2. Creative Response Students complete a written task in the style of a creative response from a Disney text. To support the creative response students, provide a written explanation outlining the style/voice in which they choose to write in.

3. Comparative Analytical Essay

This task requires students to write an analytical comparative essay which compares and contrasts two Disney texts, in response to a provided prompt.

4. Semester Exam An examination of all topics studied for the semester.

COURSE COSTS

Total Subject Cost: $10

Potential VCE/VCAL Pathways

English- Literature- English Language- Media

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End of the World

Featured Learning Area English

Additional Learning Areas The Arts (Media)

Learning Capabilities Developed Critical & Creative Thinking

COURSE DESCRIPTION Dictators, environmental catastrophes, and of course zombies!

This English elective explores all the ways in which human society can go terribly wrong. End of

the World delves into the dystopian genre and explores a range of texts about the worst

societies that humans can live in, through graphic novels, gaming, films and novels. Texts

include The Interrogation of Ashala Wolf, I, Robot and The Massive.

If you liked The Hunger Games, Divergent, and Maze Runner then this is your dark and gritty

semester-long window into our possible futures!

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Persuasive Argument This assessment will be focused on writing a persuasive argument based on the impact that Artificial Intelligence has on human life, both present and future.

2. Creative Response This creative response will respond to the ideas from The Massive, and its inherent message of environmental change caused by human activity.

3. Text Response Essay This text response essay delves into ideologies belonging to the First Australians and how white Europeans impacted indigenous cultures. This essay is in response to The Interrogation of Ashala Wolf.

4. Semester Exam An examination of all topics studied in class for the semester.

COURSE COSTS

Total Subject Cost: $10

Potential VCE/VCAL Pathways

English- Literature- English Language- Media

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Maths Year 9 Year 10 Year 11 Year 12

CORE: Maths CORE: Maths Units 1 & 2 General Maths

Units 3 & 4 Further Maths

CORE: Advanced Maths CORE: Advanced Maths

Units 1 & 2 Maths Methods

Units 3 & 4 Maths Methods

MATHS

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Humanities Year 9 Year 10 Year 11 Year 12

ELECTIVE: Dollars & Sense ELECTIVE: Keeping your Balance

Units 1 & 2 Legal Studies

Units 3 & 4 Legal Studies

ELECTIVE: WW1 History Units 1 & 2 Business Management

Units 3 & 4 Business Management

ELECTIVE: WW2 History – Europe Units 1 & 2 20th Century History

Units 3 & 4 History Revolutions

ELECTIVE: WW2 History - The Pacific Units 1& 2 Geography Units 3 & 4 Geography

ELECTIVE: They Called Australia Home

ELECTIVE: Cold Wars and Terrorism

ELECTIVE: Around the World in 80 Days

HUMANITIES

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Keeping Your Balance

Featured Learning Area Humanities – Economics, Civics & Citizenship

Additional Learning Areas English, Maths

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

This subject provides the knowledge, skills, understanding and values that form the foundation on which young people make sound decisions on consumer, financial, business, legal and employment issues. This elective will develop skills in investigation and research, critical thinking, discussion, debating and oral presentations. Keeping Your Balance can lead to VCE Legal Studies or Global Politics and other commerce subjects including Business Management and Economics. This subject includes an excursion to the Supreme Court.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Research Report Students research and present an account of an entrepreneur, their achievements, their enterprising skills and their contributions to society.

2. Political Portfolio Students maintain an organized and sequential portfolio of activities, coursework related to the study of the Australian political and legal system.

3. Criminal Case Study Students investigate a criminal legal case, identifying court personnel, court structure and processes, examining evidence and the outcome.

4. Semester Exam An examination of all topics studied for the semester.

This subject is advised to be completed after completing Dollars and Sense

COURSE COSTS

Total Subject Cost: $10 Voluntary Activities Cost: $17

Potential VCE/VCAL Pathways

Business Management- Economics-Legal Studies- Politics

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World War I

Featured Learning Area Humanities – History

Additional Learning Areas Humanities – Geography, Civics

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

In this elective students will look at the first major conflict involving Australia and the world in the 20th Century. Students will look at the events, ideologies and people that impacted on society as a result of the ‘war to end all wars’: World War I. Students will study the ANZACS and their legends, as well as research how the use of new weaponry and trench warfare changed the way in which battles were fought. Students will also look at the ways in which this conflict impacted on the lives of people living during that time and the continuing impact of this conflict on the modern world over the following century, including its influence on our own lives.

This unit includes an excursion to the Shrine of Remembrance.

COURSE ASSESSMENT Common ASSESSMENT TASK DESCRIPTION

1. Analytical Essay An analytical essay about the causes of WWI.

2. Visual Analysis A visual analysis task analysing propaganda posters from WWI.

3. Trench Diorama A hands on activity to create a diorama of trench warfare in WWI.

4. Test A test that covers important dates, people, battles and outcome of World War 1. Students will use their knowledge and skills relating to analysing, discussing and summarising to complete the task.

5. Semester Exam An examination covering all topics studied throughout the semester.

This subject is advised to be completed prior to World War II - or an understanding there is a requirement for pre-reading

COURSE COSTS

Total Subject Cost: $10 Voluntary Activities Cost: $30

Potential VCE/VCAL Pathways

History- Australian or 20th Century History-Politics

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World War II: Europe

Featured Learning Area Humanities – History

Additional Learning Areas Humanities – Geography, Civics

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

This elective is designed to follow on from the WWI elective in Year 9, as it begins with an investigation of how the events at the end of “The Great War” actually lay the groundwork for the rise of the Nazi Party and the beginning of the Second World War of the 20th Century. Students will study how the ideologies and actions of the Nazi Party allowed Hitler to rise to power, and learn more about the awful atrocities that happened as part of the Holocaust. There will also be a focus on the significant battles of World War II, from the German invasion of Poland and Russia, to D-Day and the Battle of Berlin and the collapse of Nazi Germany. The ways in which these conflicts impacted on the lives of the people who lived during this time is also examined, and students will also look at how the end of this war split Europe in half and therefore lay the groundwork for the Cold War battle of ideologies between the US and the USSR.

This unit also includes an excursion to the Jewish Holocaust Centre.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Inter Wars Test .A short answer and visual analysis test about the events of the Interwar Years of 1918-1939, the rise of the Nazis, and the failure of appeasement.

2. Battles of WWII A multimedia mapping project on the major battles of WWII.

3. Holocaust Essay An essay on the causes and impacts of the Holocaust.

4. Passion Project Students will have a Genius Hour once a week in which they will plan, research, and complete a WWII related passion project on a topic of their choice.

5. Semester Exam An examination of all topics studied during the semester.

This subject is advised to be completed after World War I

COURSE COSTS

Total Subject Cost: $10 Voluntary Activities Cost: $30

Potential VCE/VCAL Pathways

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World War II: The Pacific

Featured Learning Area Humanities – History

Additional Learning Areas Humanities – Geography, Civics

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

This elective is designed to follow on from the other WW II elective in Year 10 – WW II Europe, although it is not necessary to have studied the other one as well. Parallels will be drawn between the rise of the Nazis and Imperial Japan during the 1930s, as well as the war crimes of both: of the Holocaust in Germany, and Imperial Japan’s treatment of Asian civilians and British-Australian POWs. Students will learn about the Japanese invasion of Asia, including the Fall of Singapore, and the disastrous impact this had on Australian efforts to protect the continent from Japanese war efforts. This will lead in to an examination of the Bombing of Darwin and Broome, as well as Pearl Harbour and the first air-sea battles in world history, as the US and Australia attempted to push the Japanese back. After studying the efforts at Kakoda in saving Australia from further attack, the course will then look at how the war was brought to an end with atomic bombs, before finishing with a study of how the end of the war in the Pacific lead to the end of Asian colonisation and the start of the Cold War related conflicts the region later suffered from.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. War Crimes Project A written or visual report on the war crimes committed by the Japanese in China, Korea, Thailand, Malaysia, and Singapore.

2. Battles of WW II A multimedia mapping project on the main battles of WWII in the Pacific.

3. Kokoda Essay An essay on the events at Kakoda, and how this one battle protected Australia.

4. Passion Project Students will have a Genius Hour once a week in which they will plan, research, and complete a WW II related passion project on a topic of their choice.

5. Semester Exam An examination of all topics studied during the semester.

This subject is advised to be completed after World War I

COURSE COSTS

Total Subject Cost: $10

Potential VCE/VCAL Pathways

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They Called Australia Home

Featured Learning Area Humanities – History

Additional Learning Areas Humanities – Geography, Civics, Economics

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

This unit explores the lives of people who have lived on the Australian continent throughout history, from pre-1700s Aboriginal nations to the formation of a formal sovereign Australia in 1901. Students will study Aboriginal culture, identity and beliefs and examine the impacts of European colonisation on indigenous peoples when they first arrived in Australia. The course then explores the development of the individual colonies during the 1800s, with a particular focus on the how the gold rushes in Ballarat and Bendigo fuelled the development of Victoria and made Marvellous Melbourne the economic and political centre of the country. Lastly, students will also look at the key events and ideas from Sovereign Hill onwards, which all contributed to the federation of the colonies into the united country of Australia in 1901, where the people of the colonies became Australians.

COURSE ASSESSMENT: Common ASSESSMENT TASK DESCRIPTION

1. Creative Comparative Task

Students create a project in which they tell the story of Australia’s colonisation from the perspective of a First Australian and a convict.

2. Research Project Students complete a research project related to Victoria’s gold rushes and the events at Sovereign Hill.

3. Analytical Essay Students write an analytical essay on the process of Federation.

4. Semester Exam An examination of all topics studied for the semester.

COURSE COSTS

Total Subject Cost: $11 Voluntary Activities Cost: $17

Potential VCE/VCAL Pathways

Business Management- Economics-Legal Studies- Politics

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Cold War to Terrorism

Featured Learning Area Humanities - History

Additional Learning Areas The Arts (Media), Humanities - Geography

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION

Cold War to Terrorism begins with an examination of the social, cultural and political effects of the Cold War on the world in the 20th Century after World War II, when the US and the USSR competed for global dominance. This will involve a study of as communism in East Germany, as well as how the Korean War and the Vietnam War in Asia impacted on Australia. Students will then go on to study how the rise of American power in the 1980s and 1990s has impacted the modern world of the 21st Century, including the rise of terrorism, which culminated in the twin towers attack on the US in 2001 and the subsequent wars in Afghanistan and Iraq. Throughout this semester, students will therefore analyse the way that significant events and people from the past 70 years have impacted the world of 2020 and beyond.

This unit will include an excursion to the Vietnam Museum.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Analytical Essay An analytical essay on the causes of the Cold War.

2. Written Report A written report on the Korean War.

3. Film Analysis An evaluation of the historical accuracy of the film Platoon.

4. Terrorism Case Study An investigation and analysis of a case study involving a terrorist attack.

5. Semester Exam An examination of all topics studied for the semester.

COURSE COSTS

Total Subject Cost: $10 Voluntary Activities Cost: $10

Potential VCE/VCAL Pathways

History- Australian or 20th Century History-Politics

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Around the World in 80 Days

Featured Learning Area Humanities – Geography

Additional Learning Areas Humanities – History, Civics, Economics, Science

Learning Capabilities Developed Critical/Creative Thinking

COURSE DESCRIPTION Are you ready for travel and adventure? Then sign up now for this virtual backpacking experience -

around the world in 80 days - featuring Africa, Central Asia, South Asia and the Pacific Islands. Your

first stop is West Africa, where erratic weather, low rainfall, flooding and poor harvests have

created a food crisis faced by more than 18 million people. Here you will volunteer for Oxfam to

support an emergency relief effort. While in this role you will meet environmental scientists who

teach you about biomes and food shortages in the region. Next, you visit the megacities of China.

Your tour guide, Bolin, is a student who studies human geography at Zhejiang University. He is

keen to discuss the complexity of interconnectivity in these crowded locations. The speed relaxes

upon arrival in South Asia where you are introduced to wellness tourism. Here you meet a social

start-up guru who teaches you about the problems of tourism in “paradise” and the phenomenon

of eco-tourism. Your final experience is in the picturesque Pacific Islands where you observe the

shocking impact of global warming. This life changing expedition will expand your social

consciousness and your understanding of the world.

COURSE ASSESSMENT Common ASSESSMENT TASK DESCRIPTION

1. Newspaper Article Students become journalists and write a newspaper

article on how land is being managed in Africa.

2. Mapping and Data

Analysis

Students then complete a task where they map and

analysis the data from a Chinese megacity.

3. Poster Students lastly prepare a poster project on initiatives that

aim to improve wellbeing in an overseas country.

4. Semester Exam An examination of all topics studied for the semester.

COURSE COSTS

Total Subject Cost: $14 Voluntary Activities Cost: $2

Potential VCE/VCAL Pathways

History- Australian or 20th Century History-Politics

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Sciences Year 9 Year 10 Year 11 Year 12

CORE: Science CORE: Science Units 1 & 2 Biology Units 3 & 4 Biology

ELECTIVE: Psyched Up Units 1 & 2 Chemistry Units 3 & 4 Chemistry

ELECTIVE: Forensic Science Units 1 & 2 Physics Units 3 & 4 Physics

Units 1 & 2 Psychology Units 3 & 4 Psychology

SCIENCES

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Psyched Up

Featured Learning Area Science

Additional Learning Areas Anatomy and Physiology

Learning Capabilities Developed Ethical Capability

COURSE DESCRIPTION

This subject explores the work of psychologists and psychological scientists. Students will examine the history of psychology and how the discipline has developed across time into a science. Students will explore mental health and investigate a range of mental health disorders, including personality and neurocognitive disorders, and the effects these have on an individual’s biological, psychological and social functioning.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Introduction to Psychology Test

Students will complete a test comprising of multiple choice and short answer questions to demonstrate their understanding of the history of psychology throughout time into a scientific study.

2. Mental Health Media Presentation

Students will investigate a mental health disorder of their choosing and present this to the class in the form of a multimedia presentation.

3. Laboratory Report Students will design and conduct a psychological experiment. Students will present their results in the form of a psychological laboratory report.

COURSE COSTS Total Subject Cost $23 Voluntary Activities Cost: $24

Potential VCE/VCAL Pathways

Biology - Chemistry - Physics - Psychology

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Forensic Science

Featured Learning Area Science

Additional Learning Areas Application of Science to Criminal and Civil Laws

Learning Capabilities Developed Critical and creative thinking

COURSE DESCRIPTION

Forensic Science is the application of Science to solve crimes. Forensic Scientists collect and analyse evidence from a crime scene that will allow the police to determine exactly what happened and who probably committed the crime. This elective aims to introduce students to the skills and knowledge of how forensic investigations work. You will explore the topics of Crime scene protocol, Fingerprint identification, Evidence Analysis (hair and fibre), Blood, DNA analysis. You will learn step by step how to make observations and how to collect, record and analyse data to draw conclusions and to answer the ultimate question…...who did it?

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Topic Test A test on crime scene protocols and contact traces.

2. Practical report A practical task and report on DNA extraction.

3. Practical report A practical task and report on blood splatter

4. Exam

COURSE COSTS Total Subject Cost $30

Potential VCE/VCAL Pathways

Biology - Chemistry - Physics - Psychology

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LOTE (Indonesian)

Year 9 Year 10 Year 11 Year 12

Indonesian Indonesian Units 1 & 2 Indonesian

Units 3 & 4 Indonesian

LOTE

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Year 10 Indonesian

Featured Learning Area Languages

Additional Learning Areas International Affairs, Communitive local governments

Learning Capabilities Developed Intercultural Capability

COURSE DESCRIPTION Year 10 Indonesian will continue to explore the rich culture and language of Indonesia and develop strong communication skills and intercultural understanding. The course aims to prepare students for a future that is increasingly multi-cultural, multi-lingual and global, through the study of the language and culture of our closest neighbour. Year 10 students will use written and spoken Indonesian to communicate in increasing depths about personal interests and relationships, routines and experiences, history and culture. They will respond to and create personal, descriptive, informative and imaginative texts to give facts, ask and answer questions and give opinions. As they build their language skills, students will be able to access more interesting and sophisticated topics to compare with their own experiences and broaden their understanding of culture. They will become increasingly fluent in general conversation and by the end of the year, they will be equipped with the skills and knowledge to continue to VCE Indonesian. They will have the opportunity to take part in incursions and excursions that become available throughout the year within the Indonesian-speaking community, and they will be eligible for a position on the Indonesian Study Tour.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Speaking task Role-play

2. Writing task Personal Writing

3. Test / Exam Reading and listening skills

4. Speaking task Conversation

5. Writing task Informative writing

6. Test / Exam Reading and listening skills

COURSE COSTS

Total Subject Cost: $7 Voluntary Activities Cost: $2

Potential VCE/VCAL Pathways

Yr7 IND Yr8 IND Yr9 IND Yr10 IND VCE IND (Compulsory) (Electives)

INSPIRE TO ASPIRE

70

INSPIRE TO ASPIRE

71

The Arts Year 9 Year 10 Year 11 Year 12

ELECTIVE: Art and Design Units 1 & 2 Studio Arts Units 3 & 4 Studio Arts

ELECTIVE: Drama Units 1 & 2 Drama

ELECTIVE: Media

ELECTIVE: Digital Photography

ELECTIVE: Digital Art

ELECTIVE: Dance

ELECTIVE: Future Beats

ELECTIVE: Music Performance

ELECTIVE: Music Production

THE ARTS

INSPIRE TO ASPIRE

72

INSPIRE TO ASPIRE

73

Art and Design

Featured Learning Area Visual Arts

Additional Learning Areas Visual Communication Design

Learning Capabilities Developed Critical and Creative Thinking

This class focusses on drawing both two dimensional and three dimensional. Both manual and electronic drawing methods are used to draw. Tasks will include three dimensional drawing systems including how to render in colour and grey lead. Students will work with some ICT drawing systems developed from their drawing skills. Students will develop a comprehensive folio of art designs, annotations of the art process and potential solutions.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Art Elements and Principles

Learn, understand and apply various art elements and design principles appropriately to design concepts that meet the criteria of briefs from a client.

2. Materials, Techniques and Processes

Learn how to apply various materials, techniques and processes to design commercial based artworks from a design brief from a client.

3. Art and Design History

Study artists and designers styles past and present. Write a 500 word analysis for two artworks by two artists/designers.

COURSE COSTS Total Subject cost $50.00

Potential VCE Pathways

Studio Arts

INSPIRE TO ASPIRE

74

Year 10 Drama

Featured Learning Area 10 Drama

Additional Learning Areas Media

Learning Capabilities Developed Expressive skills & analytical interpretation

COURSE DESCRIPTION

For Year 10 Drama, students reinforce their understanding of dramatic elements and theatrical conventions. They will also venture into the world of various theatrical styles and practitioners in order to understand how famous thespians are able to manipulate an audience’s reactions, as well as fight back against a society dominated by social regimes.

Throughout the semester long subject, students will have an opportunity to watch a professional performance and interpret the director and script writer’s intention behind the piece. They will also observe human nature through verbatim theatre. Lastly, students will devise an ensemble performance through their understanding of contemporary global issues impacting upon minorities around the world.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Performance In this assessment, students will script, devise and perform an ensemble piece focusing on issues surrounding the Asia-Pacific region.

2. Performance In this assessment, students will script, devise and perform a monologue utilizing understanding and conventions of verbatim theatre.

3. Theatre analysis In this assessment, students will attend a professional performance and use their understanding of theatre codes and convention in order write an effective analysis.

COURSE COSTS Total Subject cost $60.00

Potential VCE Pathways

English - Media - Literature - Drama

INSPIRE TO ASPIRE

75

Digital Art

Featured Learning Area Visual Arts

Additional Learning Areas Media Arts, English

Learning Capabilities Developed Critical and Creative Thinking

COURSE DESCRIPTION Digital Art Studies program will enable students to experiment with forms of digital media including photography and computer software. Students will explore issues, concepts, styles, aesthetics, different techniques, processes to make and present their digital artwork.

This elective concentrates on a practical component of digital art creation with a theoretical component of understanding the relationship between artists, artworks from different times and different cultures. Students learn how to use the computer program Adobe Photoshop and Lightroom. Students experiment with various filters, layers, techniques and processes throughout the course.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Tools & Techniques Photoshop

This assignment takes a closer look at the transformation of lines, shapes and patterns in the world around us. Students use the Photoshop skills and knowledge taught to create abstract works of Digital Art. This task is assessed against a rubric.

2. Tools & Techniques Lightroom

In this assignment students put their Lightroom knowledge and skills to the test. Students import, edit, add presets and export photographs to create aesthetically pleasing digital works of art. This task is assessed against a rubric.

3. Advertisement vs Editorial

Students will put their designs skills to the test adding suitable text, products and brand information to their imagery. Students will understand the needs of a consumer and art director when completing this design brief. Students will compare the characteristic features of an advertisement and editorial piece. This task is assessed against a rubric.

COURSE COSTS Total Subject cost $5.00

Potential VCE Pathways

Studio Arts- Digital Photography- Media

INSPIRE TO ASPIRE

76

Digital Photography

Featured Learning Area Visual Arts

Additional Learning Areas Media Arts

Learning Capabilities Developed Critical and Creative Thinking

COURSE DESCRIPTION Students will develop a sophisticated skill set in the art of Digital Photography. A large focus of this course is to develop knowledge in using and controlling the manual settings of the Digital Camera. Students put theory work to practice when given weekly photographic assignments. Students must solve theoretical problems in order to produce the desired ideas and aesthetics to photography briefs. Throughout the course of study students learn how to adjust the camera settings needed to capture a variety of photographic techniques. Students photograph a range of subject matter and art styles. Students use Adobe Photoshop and Lightroom to edit imagery. By the end of this course students create a portfolio of photographic artwork. Furthermore, students study, research and analyse the masters of photography past and present. This subject leads directly into VCE Studio Arts.

COURSE ASSESSMENT Common ASSESSMENT TASK DESCRIPTION

4. Exposure Theoretical test covering camera settings and the visual effects produced using these techniques.

5. Light Practical and theoretical assignment studying and responding to photographers work, producing a range of photographic artworks using natural, studio lights and evaluating upon this process.

6. Nature Practical and theoretical assignment studying and responding to photographers work, producing a range of photographic artworks exploring a variety of subject matter, techniques in the photographic style of nature and evaluating upon this process.

COURSE COSTS Total Subject cost $25.00 Voluntary Activities Cost: $24.75

Potential VCE Pathways

Studio Arts

INSPIRE TO ASPIRE

77

Dance

Featured Learning Area Arts/ Health and Physical Education

Additional Learning Areas Arts

Learning Capabilities Developed Personal and Social

COURSE DESCRIPTION

In Dance, students explore the elements of dance, skills, techniques and processes through the practices of choreography, performances and appreciation. They will have the opportunity to explore a range of dance styles such as hip/hop, contemporary, ballet and jazz. Students will use a variety of stimuli, experiences to make dance and develop skills to respond to dance through evaluating their own and others dance pieces. A highlight of the semester is the choreographing and performing of their own group dance. Throughout the unit students will participate in workshops/performances that will further develop their dance appreciation. This subject also contains a theory component including the history of dance, anatomy, cultural dance and dance from around the world.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. History of Dance Students research a dance style of choice, answering a

range of questions to be presented in format of choice.

2. Dance around the world

Students research a dance style from country of choice

and create an informative presentation along with a 30

second dance which will be taught to the rest of the class.

3. Dance Mash Students work as part of a group to choreograph and perform a dance which combines three of the dance styles we have learnt over the semester.

COURSE COSTS Total Subject Cost $50

Potential VCE/VCAL Pathways

Physical Education – Health and Human Development- Outdoor Education

INSPIRE TO ASPIRE

78

Media

Featured Learning Area Media

Additional Learning Areas Visual Arts

Learning Capabilities Developed Critical and Creative Thinking

COURSE DESCRIPTION

In Year 10 Media Arts students are introduced to the skills needed to create media art works. Students will write and produce a number of Media projects, including a music video, and then use a range of technologies to edit these works. Students will also analyse a range of Media works and explore the changing landscape of the Media world. You could be the next Steven Spielberg or Tim Burton!

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. The style of Tim Burton

In this assessment task students study the art style of director and illustrator Tim Burton. Students learn various story elements and complete a film analysis and create a movie poster in the style of Tim Burton. This task is assessed against a rubric.

2. Premier Pro Students learn the skills and techniques to edit in Premier Pro. Students design a story board and from this create a mini movie trailer. Students apply their skills in production elements. This task is assessed against a rubric.

COURSE COSTS

Total Subject Cost: $5.00

Potential VCE/VCAL Pathways

Media

INSPIRE TO ASPIRE

79

Future Beats

Featured Learning Area Music

COURSE DESCRIPTION This elective is a computer based music subject focusing on computer aided music creation, production, recording and publishing. Digital music performance software and equipment will be used extensively and students will have the opportunity to use these in live music performance and a recording studio setting. Note: You will be required to have access to a computer during this class. Haven’t played an instrument before? There is no prerequisite for this subject so even students who have never played an instrument before can join and succeed. Play an instrument? This subject will be great for you as you will develop skills which can assist you in your music making.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Digital Music Portfolio

Collection of work compiled throughout the course. Items will include compositions, recording projects, samples and video.

2. Live Performance Apply the skills and techniques covered during the course in a live performance.

3. Live Music Set up Set up for music performance and mixing.

COURSE COSTS Total Subject Cost $5.00

Potential VCE/VCAL Pathways

VCE Music - VET Music Performance - VET Music Production

INSPIRE TO ASPIRE

80

Music Performance

Featured Learning Area Music

COURSE DESCRIPTION

This ground breaking course is focused entirely on playing music live on instruments and singing. Throughout the course you will learn how contemporary music is structured, the skills required to perform contemporary music and will play your instrument in every lesson. You will gain experience playing music in a band and have the opportunity to perform live and develop your musicianship.

Note: You will be required to sing and/or play an instrument in this subject so it is recommended that you have some experience playing an instrument. However, you can join the subject without prior experience and instruments will be available to use during classes.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Music Performance This assessment task is a live music performance on your chosen instrument in a band setting.

2. Technical Assessment Technical work is set for you at your level of need and will culminate in a technical work exam

3. Rehearsal Diary You are required to practice daily to succeed in this subject and will need to complete a rehearsal diary as you progress.

COURSE COSTS Total Subject Cost $5.00

Potential VCE/VCAL Pathways

VCE Music - VET Music Production

INSPIRE TO ASPIRE

81

Music Production

Featured Learning Area Music

COURSE DESCRIPTION

Music production is an exciting area of contemporary music making and puts in control of the elements of music in a unique and engaging way. Not all career paths in music require you to perform on an instrument yet require you understand music and this subject unpacks them. From a recording studio to the concert hall to the touring rock band, you will engage with what is required to work and succeed in these fields.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Digital Music Portfolio

Your collection of the projects you have worked during lessons.

2. Production Project A student lead project on an area of Music Production they are interested in. Examples could be a recording project or digital music project.

3. Production Theory The theory and knowledge of Music Production

COURSE COSTS Total Subject Cost $5.00

Potential VCE/VCAL Pathways

VET Music Performance

INSPIRE TO ASPIRE

82

INSPIRE TO ASPIRE

83

The Technologies

Year 9 Year 10 Year 11 Year 12

ELECTIVE: Product Design Units 1 & 2 Food Studies

ELECTIVE: Electronic Products Unit 1 & 2 Product Design &

Technology

ELECTIVE: Introduction to Materials

ELECTIVE: Advanced Materials

ELECTIVE: Prototype Construction & Evaluation

ELECTIVE: Innovative Wood, Electronics & Design

ELECTIVE: Digital Technologies

ELECTIVE: Create, Make and Bake

ELECTIVE: Food by Design

ELECTIVE: Food Around the World

ELECTIVE: Food for Health and Fitness

THE TECHNOLOGIES

INSPIRE TO ASPIRE

84

INSPIRE TO ASPIRE

85

DESIGN TECHNOLOGY Introduction to Materials

Featured Learning Design and Technologies

Additional Learning Areas Arts/ Engineering principles and systems

Learning Capabilities developed Critical and creative /thinking planning, developing and refining design

COURSE DESCRIPTION

Students will develop practical design skills while working with metal, wood, plastics and electronics.

Students will also gain a basic knowledge in manual and computer - based drawing skills, which will

assist them in future courses. Students will apply various production methods to design, create and

produce solutions to different design problems. Students will learn to use machinery.

Students will be presented with a number of design challenges which will allow them to become familiar

with a range of materials, tools, equipment used to fabricate, join, shape and finish.

Activities will require completion of a design portfolio employing the Technology Process of

investigating, devising, producing and evaluating. Students will become proficient in the use of a number

of hand tools, machines while designing and making a range of models. All students will be instructed in

safe workshop practices in the areas of machinery.

COURSE DESCRIPTION

Common ASSESSMENT TASK DESCRIPTION

1. Safe workshop practices Safety standard assessment completion

2. Design Portfolio Production of a small folio of manual and digital drawings using a variety of approaches that contains a brief, evaluation criteria, research, visualisations and design options, working drawings, production plan, and evaluation report.

3. Model/Prototype A prototype or product and records of production and modifications

Preferred starting elective for Advanced Materials

COURSE COSTS Total Subject Cost: $125

Potential VCE/VCAL Pathways VCE Product Design & Technology –Units 1-4, VET Building & Construction

INSPIRE TO ASPIRE

86

DESIGN TECHNOLOGY Advanced Materials

Featured Learning Design and Technologies

Additional Learning Areas Arts/ Engineering principles and systems

Learning Capabilities developed

Critical and creative /thinking planning, developing and refining design

COURSE DESCRIPTION Students will be involved in designing and making a number of products using a variety of different

materials, including wood, metal and plastics. The students will study a range of different designers,

design movements to gain inspiration for their own work and develop a greater understanding of

various manufacturing techniques which can be used with the different materials.

Technical Students who love to make and do will have the opportunity to design and make more

complex projects than in the introduction to materials using wood, metal, plastics, ceramics, or a

combination of these materials also utilising electronics. They will further their understandings of the

properties of materials and reflect on the processes undertaken. As they develop their design skills,

students will identify and critique best possible solutions for their design and the materials utilized. They

will develop criteria for success including sustainability considerations and use these to judge the

suitability of their ideas. Students apply project management skills to document and use project plans to

manage production processes.

This course will assist students in developing their design and technology skills in the materials area of

study. It will provide students with the opportunity to gain confidence with software, tools and

machines used in timber and or metal construction. This course is an excellent foundation course

leading onto VCE Product Design, studying key issues such as sustainability, product analysis, industrial

manufacturing, and the social, economic and environmental issues. Some projects which the students

may be involved in designing are free standing lamps and small furniture pieces. Students will be

expected to keep a design folio of their work.

By applying the design process students will see the required relationship between investigations,

drawing and written presentations, construction and evaluation Projects planned aim to demonstrate

the learned skills and the design process.

Common ASSESSMENT TASK DESCRIPTION

1. Safe workshop practices Safety standard assessment completion

2. Design Portfolio Ongoing assessment which includes all written, drawing and practical work based on the design cycle. Completion of a folio of work

3. Product A product and records of production and modifications that will be showcased

Recommended that Introduction to Materials is completed prior to this unit.

COURSE COSTS - Total Subject Cost: $125

Potential VCE/VCAL Pathways - VCE Product Design & Technology, Units 1 - 4, VET Building & Construction

INSPIRE TO ASPIRE

87

DESIGN TECHNOLOGY Prototype Construction and Evaluation

Featured Learning Design and Technologies

Additional Learning Areas Arts/ Engineering principles and systems

Learning Capabilities developed Critical and creative /thinking planning, developing and refining design

COURSE DESCRIPTION

In the Design and Technology classroom, students develop innovative solutions to design problems.

They investigate products and consider the factors of successful design, including function, aesthetics,

ergonomics and the different characteristics of materials. Students learn to use a variety of tools and

equipment to manipulate resistant materials and to make their products. Students design and construct

functional products before reflecting on their work through analysis and evaluation activities.

Product Design Combine your creativity with design, technology and engineering principles and turn

your ideas into reality by designing and making prototypes. Investigate design, drawing programs,

engineering principles, and build prototypes using workshop tools and machinery. Discover techniques

for modelling prototyping materials, forming and fabrication, and soldering and constructing prototype

components. Put your prototypes into action, then modify your designs to show improvement.

COURSE DESCRIPTION

Common ASSESSMENT TASK DESCRIPTION

1. Safe workshop practices Safety standard assessment completion

2. Design Portfolio Production of a small folio of manual and digital drawings using a variety of approaches that contains a brief, evaluation criteria, research, visualisations and design options, working drawings, production plan, and evaluation report.

3. Model/Prototype A prototype or product and records of production and modifications

COURSE COSTS Total Subject Cost: $125

Potential VCE/VCAL Pathways VCE Product Design & Technology – Units 1-4, VET Building & Construction

INSPIRE TO ASPIRE

88

DESIGN TECHNOLOGY Innovative Wood, Electronics and Design

Featured Learning Design and Technologies

Additional Learning Areas Engineering principles and systems

Learning Capabilities developed Planning, developing and refining design

COURSE DESCRIPTION

This course is designed for students to build their knowledge and skills using wood as their medium to

display their creativity. Students will make a range of small projects, conforming to a predetermined

design brief set by them. A large focus of this course is on the investigating and designing stage which

will enable the students to be as innovative as possible. Small pieces of modern furniture will be made,

and students are required to keep a design folio. This course is an excellent foundation course leading

onto VCE Product Design, studying key issues such as sustainability, product analysis, industrial

manufacturing, and the social, economic and environmental issues.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Safe workshop practices Safety standard assessment completion

2. Design Portfolio Production of a small folio of manual and digital drawings using a variety of approaches that contains a brief, evaluation criteria, research, visualisations and design options, working drawings, production plan, and evaluation report.

3. Model/ prototype A prototype or product and records of production and modifications

COURSE COSTS Total Subject Cost: $125

Potential VCE/VCAL Pathways VCE Product Design & Technology – Units 1-4, VET Building & Construction

INSPIRE TO ASPIRE

89

Create, Make and Bake

Featured Learning Area Food Technology

Additional Learning Areas Technology

Learning Capabilities Developed Critical and Creative Thinking

COURSE DESCRIPTION This elective teaches students how to produce beautifully decorated cakes. Students will learn a range of different cake making skills using a variety of modern techniques. These include sponges, cupcakes, gluten free cakes, vegetables cakes and fancy gateaux. They will also learn a new modern technique in cake decorating which includes baking a chocolate mud cake, setting the cake up with ganache and covering with rolled fondant icing. Through the use of design, students will have the freedom to show their imagination and creative talents. During the course students will be evaluating their products, designs and recipes. Cookery techniques include: basic piping, moulding, flower-making and creating cut-out decorations. This elective cost includes an excursion.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Cake Making Research Task

This task looks at the ingredients, equipment and history of cake making. It is designed for students to develop their research skills and provide an opportunity to further enhance their food literacies.

2. Cup Cake Morning Tea design Brief

This design brief is a collaborative task that involves students planning a morning tea and designing cupcakes suitable for a designated audience. Students engage in the design brief process investigate, plan, produce and evaluate.

3. Let’s Celebrate with Cake design brief

Students work individually on a cake making design brief. They choose a celebration theme and investigate the best options for designs and icing techniques to portray their idea. This task is a project based learning opportunity where they are given twelve lessons to complete the task.

COURSE COSTS Total Subject Cost: $125

Potential VCE/VCAL Pathways

English – Media – Literature - History

INSPIRE TO ASPIRE

90

Food By Design

Featured Learning Area Food Technology

Additional Learning Areas Technology

Learning Capabilities Developed Critical and Creative Thinking

COURSE DESCRIPTION This elective is designed to provide a pathway and introduction to VCE Food Studies. Students are given

the opportunity to experience, explore and extend their food knowledge and skills through the application

of practical food activities developing important skills for life. Their knowledge and cultural awareness will

be extended using a wide range of perspectives. Studying patterns of eating, globalisation of food

production and the physical/social functions of food. Practical components include cooking, creating and

responding to design briefs, nutrition, food sampling/taste testing, product analysis and food science

experiments. The highlight of this unit is the creation, styling and photographing of a ‘Croquembouche’.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Annotated Timeline of Agriculture

Using a technology platform students will create an annotated

timeline of agriculture’s beginnings; map the regions of the

world in which agriculture was first practised, identifying each

region’s major food crops and domesticated farm animals

2. Comfort Food Design Brief

This design brief will discuss what foods people consume as a

comfort food when they are ill and explain why these foods

may make them feel better.

Production - Chicken soup may be one example of

food; Plan a practical food activity where students

prepare a chicken and vegetable soup and discuss how

this food is a comfort food

3. Croquembouche Design Brief

Students will investigate the ingredients used and their function in making Choux Paste. They will plan, create, produce and evaluate their Croquembouche using photos and annotated drawings.

COURSE COSTS Total Subject Cost: $125

Potential VCE/VCAL Pathways

English – Media – Literature - History

INSPIRE TO ASPIRE

91

Food Around the World

Featured Learning Area Food Technology

Additional Learning Areas Technology

Learning Capabilities Developed Critical and Creative Thinking

COURSE DESCRIPTION In Food Around The World, students will enjoy sharing food, exchanging experiences and discovering the delights of dishes from other countries. This is also a wonderful way for students to get to know and accept other cultures and their differences. They will also explore challenging ways to prepare and cook delicious foods and develop important life skills. This elective will extend students’ knowledge, cultural awareness and understanding of many food related topics. They will further their skills in problem solving, time management and decision making and develop an understanding about how good food choices affect future health. Core modules include Safe Practices, Nutrition and Menu Planning, Food Technology and Preparation. Popular units of work include student free choice productions.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Country of Choice Research Task

Students collaborate to research a country of their choice. They investigate history of food, geography, celebrations and food specific to that country. Student have choice how they present this information

2. Country of Choice Food Demonstration

This task involves student s their prior knowledge of the country investigated. In their group they decide on a recipe that can be made and presented in front of the class. They are given a designated lesson to present this they plan, write a food order and consider safety and hygiene during this presentation. As well as given the opportunity to practice their food production skills

3. International Pantry Challenge Design Brief

The design brief for the International Pantry Challenge ask students to develop a meal to be produced in a double lesson using only the pantry items. They need to consider international flavours and how they will be highlighted in their dish.

COURSE COSTS Total Subject Cost: $125

Potential VCE/VCAL Pathways

English – Media - Literature - History

INSPIRE TO ASPIRE

92

Food for Health & Fitness

Featured Learning Area Food Technology

Additional Learning Areas Health and Human Development

Learning Capabilities Developed Critical and Creative Thinking

COURSE DESCRIPTION This practical based food elective focuses on the links between healthy eating and adolescent needs. Student will gain a greater understanding of the role of nutrients in the body and how to fuel their body for the best health and fitness gains. They will develop a deeper awareness of the impact food has on the consumer today as well as the influence of marketing on our food choices. Through a variety of design briefs, students will learn how to plan and manage creative designed solutions for a number of purposes. One of the major units of work is the design of a family meal within a budget, including researching possible options and writing up food orders and a workplan. Students will visit the supermarket within class time, where they purchase the groceries required. They then produce their completed meal the following day. Core Modules include Hygiene and Safety, Nutrition, Sports Nutrition, Sports and Energy drinks, Vegetarian Eating, Food Models for Health and Nutrition and Food Planning and Preparation. Popular units of work include menu planning, baking, celebration cookery and free choice activities.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Nutrient Infographic Students choose a nutrient and design an infographic to help promote the importance of eating healthy food. The infographic is a digital poster that students create and share.

2. Healthy Hamburger Competition Design Brief

This design brief involves student’s trialing and designing their own burger flavours to present in the burger competition. Students investigate healthier choices for sides and sauces. They are expected to use their presentation skills creatively in their completed burger design.

3. Out on your Meal Task A trip to the supermarket to buy your own ingredients to produce a health family meal. This design brief asks students to plan, research and investigate healthy family meals. They search for recipes that meets these requirements, write a shopping list buy their ingredients at the supermarket, produce and evaluate their completed meals.

COURSE COSTS Total Subject Cost: $125

Potential VCE/VCAL Pathways

English – Media – Literature - History

INSPIRE TO ASPIRE

93

Health & PE Year 9 Year 10 Year 11 Year 12

CORE HPE Units 1 & 2 Physical Education

Units 3 & 4 Physical Education

ELECTIVE: Sports Coaching Units 1 & 2 Health and Human

Development

Units 3 & 4 Health and Human Development

ELECTIVE: Fitness Units 3 & 4 Outdoor and

Environmental Studies

ELECTIVE: Nutrition and Health Promotion

ELECTIVE: Outdoor Recreation

Units 1 & 2 Outdoor and

Environmental Studies

HEALTH & PE

INSPIRE TO ASPIRE

94

INSPIRE TO ASPIRE

95

Core Health and PE

Featured Learning Area Health and Physical Education

Additional Learning Areas Active Communities and Health Literacy

Learning Capabilities Developed Personal and Social

COURSE DESCRIPTION This subject exposes students to a broad range of physical disciplines including; invasion, striking and fielding and divided court sports where they will develop their skills and tactics. Students set personal fitness goals, participate in fitness development and testing and experience community based recreational activities. In the theory component of the subject students will cover topics such as harm minimisation and healthy relationships.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Fitness/Health Articles

Report Students choose three articles to investigate and report on relating to teenager’s health. Or Students examine the components of health and how they relate to their everyday lifestyle

2. Practical Activity Report

Students understate pre/post testing for a sport completed during practical classes.

3. Drugs Assignment Students explore their understanding of a drug in terms of its effects on the body.or An investigation into what we eat is undertaken including how and why are food choices occur. The importance of a balanced diet is examined and the purpose of portion sizes and the make -up of macronutrients in the food pyramid.

COURSE COSTS Total Subject Cost: $90

Potential VCE/VCAL Pathways

Physical Education – Health and Human Development- Outdoor Education

INSPIRE TO ASPIRE

96

Sport Coaching

Featured Learning Area Health and Physical Education

Additional Learning Areas Health and Wellbeing, Understanding Emotions, Interacting with others and Health Literacy

Learning Capabilities Developed Personal, Social and Community Health

COURSE DESCRIPTION This elective is focused on providing students with knowledge and skills relevant to sports coaching and sports trainers. Throughout this course they will be given opportunities to gain a coaching accreditation, learn basic anatomy and physiology, performance analysis, prevention of sports injuries as well as basic first aid and CPR. This is a relevant elective for students looking to complete VCE Physical Education. The cost of this subject covers all students for several excursions to use community facilities.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Warm-up/Cool-Down

Report The role of the warm-up and cool-down in physical activity is explored in terms of how it prepares and repairs the body before and after exercise.

2. Peer Coaching Assessment Task

Students will coach the class for a sport of their choice and run a practical class session

3. Profile of a Coach Assignment

An analysis of the skills required to be an effective coach will be undertaken to provide valuable insights into this role.

COURSE COSTS Total Subject Cost: $90

Potential VCE/VCAL Pathways

Physical Education – Health and Human Development- Outdoor Education

INSPIRE TO ASPIRE

97

Fitness

Featured Learning Area Health and Physical Education

Learning Capabilities Developed Movement and Physical Activity

COURSE DESCRIPTION This elective will equip students with the strategies to improve fitness and develop training programs for

individual and team sports. Theory based laboratory activities, projects and practical sessions are used

to develop a basic knowledge of the body systems and fitness components. Practical sessions are

utilised to develop an understanding of fitness training principles, with the ultimate goal of developing

personalised training programs. Practical sessions include community-based activities with fitness

centres and University Sports Science facilities. There is a strong emphasis on Physical Education theory,

making this subject an ideal preparation for VCE Physical Education.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

1. Oxygen uptake laboratory report

Students draw on personal data to investigate and analyse changes in oxygen uptake from rest, during exercise and recovery.

2. Energy system interplay written response

Students will apply their understanding of energy systems to create an extended written response, which outlines the contribution and interplay of each of the three energy systems for a sport of their choice.

3. Training program design

Students participate in a variety of training sessions and complete a reflective folio to document the structure of each session, the method of training undertaken, the application of the relevant training principles and the desired outcome of the session. They will then draw on this data to design a 4-6 week training program.

COURSE COSTS

Total Subject Cost: $90

Potential VCE/VCAL Pathways

Physical Education – Health and Human Development - VCAL PDS

INSPIRE TO ASPIRE

98

Nutrition and Health Promotion

Featured Learning Area Health and Physical Education

Learning Capabilities Developed Personal, Social and Community Health

COURSE DESCRIPTION

This elective looks at the concepts of Health, Wellbeing and Human Development from a number of perspectives. Students will have the opportunity to learn about the function and food sources of major nutrients, evaluate the validity of nutrition information and the factors that influence food selection. Students will also investigate the role that Health Promotion plays in improving health outcomes on an individual, community, national and global scale. Nutrition and Health Promotion provides an ideal pathway for VCE Health and Human Development or those who are interested in Health and Wellbeing.

COURSE ASSESSMENT

Common ASSESSMENT

TASK DESCRIPTION

4. Health and Wellbeing infographic

Students create an infographic outlining the five dimensions of health and wellbeing and how they interrelate with one another in everyday life

5. Lifespan nutrition guide

Students develop a short podcast which outlines key nutrients for a particular stage of the lifespan and provides suggestions about making healthy and informed choices around food

6. Health promotion program

Students research health promotion programs and/or health promoting resources in the local community and evaluate the programs using aspects of the social model of health and/or Ottawa Charter

COURSE COSTS

Total Subject Cost: $5

Potential VCE/VCAL Pathways

Physical Education – Health and Human Development - VCAL PDS

INSPIRE TO ASPIRE

99

Outdoor Recreation

Featured Learning Area Health and Physical Education

Additional Learning Areas Geography/Science

Learning Capabilities Developed Environments

COURSE DESCRIPTION Students participating in this elective will develop skills and knowledge for enjoyable participation in outdoor adventure activities. They will investigate the concept of Outdoor Environmental Studies in the natural environment, study outdoor venues, conservation, commercialization, recreation and develop first aid skills.

Students will have the opportunity to participate in a variety of outdoor adventure activities such as rock climbing, surfing, surf kayaking, snorkelling, laser tag and archery. This elective enables students to build self-esteem, social skills, develop teamwork and group skills and reflect on practical activities through a personal logbook.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Exploring First Aid Test

Students complete a study relating to the basic concepts and what to do in terms of First Aid including: CPR, bleeding, medical conditions and emergency scenarios.

2. Outdoor Recreational Activities Investigation

The influence of the environment and other factors which influence participation in outdoor activities is explored. The local community area is investigated with these aspects in mind.

3. My Special Island Assessment Task

Lifestyle choices are made in this investigation of how the environment of an island can be protected and utilized to meet the needs of a community.

COURSE COSTS Total Subject Cost: $335 Voluntary Activities (Camp) Cost: $150

Potential VCE/VCAL Pathways

Physical Education – Health and Human Development – Outdoor Education

INSPIRE TO ASPIRE

100

Outdoor and Environmental Studies- Middle School Elective

Featured Learning Area Health and Physical Education

Additional Learning Areas Geography/Science

Learning Capabilities Developed Environments

COURSE DESCRIPTION Students participating in this elective will develop skills and knowledge for enjoyable participation in outdoor adventure activities. They will investigate the concept of Outdoor Environmental Studies in the natural environment, study outdoor venues, conservation, commercialization, recreation and develop first aid skills. Students will have the opportunity to participate in a variety of outdoor adventure activities such as rock climbing, surfing, surf kayaking, snorkeling, laser tag and archery. This elective enables students to build self-esteem, social skills, develop teamwork and group skills and reflect on practical activities through a personal logbook.

COURSE ASSESSMENT

Common ASSESSMENT TASK DESCRIPTION

1. Images/Videos of Outdoor Adventure Assignment

A selection of Adventure Sports videos is investigated to explore various aspects of risk. This includes the motivations for activity and how risk is managed.

2. Invaders of Australian Waters Report

Students will examine how invasive species have been introduced to Australia. This will include how they are managed, their effects on the surrounding flora and fauna and how they are managed.

3. Minimal Impact Assignment

The concept of minimal impact camping and activity participation is described and analysed via the selection of different outdoor activities.

COURSE COSTS Total Subject Cost $950

Potential VCE/VCAL Pathways

Physical Education – Health and Human Development- Outdoor Education – Geography-Science

INSPIRE TO ASPIRE

101

Acronyms

• ATAR Australian Tertiary Admission Rank

• GA Graded Assessment

• GAT General Achievement Test

• MIPS Managed Individual Pathways

• N N refers to not satisfactory completion in VCE and

Not Yet Complete in VCAL

• NA Not Assessed

• RPL Recognition of Prior Learning

• RTO Registered Training Organisation

• S S refers to satisfactory completion

• SAC School-assessed Coursework

• SAT School-assessed Task

• SBAT School Based Apprenticeship and Traineeships

• TAFE Technical and Further Education

• UG Ungraded

• VCAA Victorian Curriculum and Assessment Authority

• VCAL Victorian Certificate of Applied Learning

• VCE Victorian Certificate of Education

• VET Vocational Education and Training

• VSN Victorian Student Number

• VTAC Victorian Tertiary Admissions Centre

INSPIRE TO ASPIRE

102

Glossary

Assessing School - The school that is responsible for providing the assessment (through VASS) for one or more units for a student. The assessing school is usually, but not always, the home school. A student may have more than one assessing school

Assessment Task - A task set by the teacher to assess students’ achievements of unit outcomes for School-assessed Coursework (see also Outcomes).

Award Level (VCAL) - In the VCAL there are three award levels: Foundation, Intermediate and Senior.

Examinations - External assessments set and marked by the VCAA. All VCE Units 3 and 4 studies have at least one examination. Written examinations are held in October and November. Performance examinations and oral components of LOTE examinations are held in October.

Home School - Refers to the major school of the student. Only the home school may enter and change a student’s personal details through VASS. A student can only have one home school at a time. The home school is usually, but not always, the assessing school.

Outcomes - What a student must know and be able to do in order to satisfactorily complete a unit as specified in the VCE study design or VCAL unit.

Recognition of Prior Learning (RPL) - Recognition of prior learning (RPL) means recognition of current competencies held. An assessment may be conducted to determine the student’s eligibility to be awarded a VCAL unit in the Work Related Skills or Personal Development Skills strands. The student needs to demonstrate that he/she has met the learning outcomes in the unit.

Registered Training Organisation (RTO) - An organisation that is approved by OTTE and registered by the VRQA to deliver Vocational Education and Training (VET) and Further Education (FE) within a defined Scope of Registration.

Satisfactory Completion (VCE) - The school or other VCE provider decision that a student has demonstrated achievement of the outcomes for a unit. Students receive an S for the satisfactory completion of a unit. If they do not satisfactorily complete a unit, they receive an N for it. Students qualify for the VCE when they satisfy units which meet the program requirements.

Satisfactory Completion (VCAL) - The school or other VCAL provider decision that a student has demonstrated achievement of the outcomes for a VCAL unit. Students receive an S for the satisfactory completion of a unit. If they do not satisfactorily complete a unit, they receive an N for not yet complete. Students qualify for the VCAL when they achieve sufficient credits to satisfy the course.

School-assessed Coursework (SAC) - A school-based assessment that is reported as a grade for either a VCE Unit 3 and 4 sequence or Unit 3 and Unit 4 individually. School-assessed Coursework consists of a set of assessment tasks that assess students’ achievement of VCE Units 3 and 4 outcomes.

School-assessed Task (SAT) - A school-based assessment for a VCE Unit 3 and 4 sequence set by the VCAA and assessed by teachers in accordance with published criteria. Schools’ assessments of tasks are subject to review by a panel appointed by the VCAA.

School Based New Apprenticeships (SBNA) - Structured training arrangements, usually involving on and off the job training, for a person employed under an apprenticeship/traineeship training contract. These may include apprenticeships, part-time apprenticeships or traineeships.

Semester - One half of the academic year. VCE and VCAL units are designed to be completed in one semester

INSPIRE TO ASPIRE

103

Sequence - VCE Units 3 and 4 are designed to be taken together as a sequence at Year 12 level.

Special Provision - Arrangements that are made to allow students who are experiencing significant hardship to achieve the learning outcomes and demonstrate their learning and achievement.

Statement of Results - The document/s issued by the VCAA showing the results a student achieved in the VCE and/or VCAL, and whether he/she has graduated. See also VCE/VCAL Certificate.

Strand - The VCAL contains four curriculum strands; literacy and numeracy skills, industry specific skills, work related skills and personal development skills.

Student Number - The unique number assigned to each student enrolled in VCE, VCE VET and VCAL.

Studies - The subjects available in the VCE.

Study Score - A score from zero to 50 which shows how a student performed in a VCE study, relative to all other Victorian students enrolled in that same study in a result year. It is based on the student’s results in school assessments and examinations.

Units (VCE) - The components of a VCE study that are a semester in duration. There are usually four units in a VCE study, numbered 1, 2, 3 and 4.

Units (VCAL) - VCAL units contain accredited learning outcomes that enable content to be developed and/or planned at the local level

Victorian Certificate of Applied Learning (VCAL) - An accredited senior secondary school qualification undertaken by students in Years 11 and 12.

VCAL/VCE Certificate - The certificate awarded to students who meet the requirements for graduation of the VCAL and/or VCE. See also Statement of Results.

VCAL Provider - A school or other organisation authorised to offer the VCAL.

Victorian Certificate of Education (VCE) - An accredited senior secondary school qualification.

VCE Provider - A school or other organisation authorised to offer the VCE.

Vocational Education and Training (VET) - Nationally recognised vocational certificates. These certificates may be integrated within a VCE or VCAL program.

INSPIRE TO ASPIRE

104

INSPIRE TO ASPIRE

105