year 10 course selection guide 2018 · the course selection process year 10 students are asked to...

Year 10 Course Selection Guide 2018

Table of ContentsIntroduction to VCE in the Senior School 2

VCE Curriculum – Details and Explanation 4

Senior School Academic Pathway 4

The Course Selection Process 5

Year 10 Curriculum Overview 6

The Timetable 6

Year 10 Curriculum – Details and Explanation 7

Acceleration 8

Distance Education 8

Vocational Education and Training (VET) 9

Promotion in the Senior School 10

Study in the Senior School 11

English Faculty 13

Humanities Faculty 19

Mathematics Faculty 27

Science and Information Technology Faculty 33

Art, Design and Technology Faculty 43

Business and Commerce Faculty 55

Health and Physical Education Faculty 59

LOTE Faculty 63

Performing Arts Faculty 67

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Introduction to Year 10

Welcome to Year 10!

There are two achievable goals that are at the foremost in our minds throughout the years of senior schooling here at Flinders:

1. Building Godly character within our students and;

2. Assisting our students to achieve their personal and academic goals.

Building on character formation through the earlier years of education, the focus in Senior School shifts to character formation through the strengthening of relationships across multiple age groups/year levels. Attention is also given to the development of resilience within our students as young adult issues arise and as decisions need to be made to attain goals for career and/or tertiary studies. Here our strong pastoral program delivered through the House system, together with a strong support of our Student Welfare team, Chapel services and morning devotions, play their role in building Godly character. Furthermore, our team of professional teachers, administrative support staff and the various education pathways and programs that we offer, confidently allow us to assist your child as they strive to achieve personal and academic success.

Year 10 is the first step into our Senior School and it provides a range of exciting opportunities for our students to grow and develop and reach their goals.

Academically, students will find that their inquiry and other skills developed throughout Middle School are enhanced through the delivery of the curriculum, though there is a subtle shift, which commences at year 10. This extends more overtly through the VCE years, where the rigorous assessment requirements of the VCE dictate a change in teaching and learning styles. All students begin their VCE course journey with the study of Unit 2 Religion and Society. Many others may choose to accelerate by selecting a full Unit 1 and 2 of another VCE study.

The pastoral care of each student also changes at Year 10. Students are grouped pastorally according to their House, with the House Mentor and Head of House replacing Year Level Co-ordinators as the main drivers of the pastoral care program.

Many chances for personal growth and leadership development are provided which regularly include a vast array of Community based Mission opportunities such as supporting one of Compassion Children or World Vision. Students are encouraged to volunteer for leadership opportunities within their respective House during student lead morning devotions, house activities and social events. Seminars are also provided to enrich their learning potential as well as Careers and VCE subject selection advice, given to all year 10 students and parents. During this time, ‘one on one’ counsel is provided where personal and academic goals are addressed.

Our Senior School Camps program provides numerous exciting options that are educational, challenging and mission based. Some of these Camps are local and inexpensive, while others provide students with an International experience that they will remember for a lifetime. Our sporting teams excel and we are very proud of the number of students who have gone on to compete at a State, and for some, a National level. Many of our Senior Students demonstrate great leadership in the Dramatic Arts such as in our College Productions and our Senior Music program is broad, exciting and always entertaining.

Flinders Christian Community College Senior School:

• Provides a distinctive Christian education,

• Delivers strong academic and vocational pathways,

• Values excellence over mediocrity

• Believes that relationships are based on mutual respect, Christian love, and the acceptance of responsibility

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• Has an effective pastoral care program operated through a contemporary House structure, providing a welcoming, safe, caring, positive and respectful environment for learning, games, community and service

• Provides all students with the opportunity to become confident and successful learners as they prepare themselves to meet the challenges of the future

“So teach us to number our days that we may apply our hearts to wisdom.” Psalm 90:12

Our Senior School will encourage students to:

• Develop their Christian faith

• Achieve their potential (academic and personal)

• Take advantage of the broad range of opportunities provided

• Develop a sense of personal pride and self confidence

• Adopt a global perspective

• Value and respect the needs of others

• Contribute to a community

• Experience and celebrate success

• Develop leadership skills

Our hope is that you as parents will feel:

• Supported and listened to

• Partnered in the educational direction of your child

• That your child is being well prepared for his or her future through spiritual and character development

We hope that as students journey through life they will in their own time, whether here at Flinders Christian Community College or elsewhere, come to appreciate and understand that there is a God who loves and cares for them.

“Prepare your minds for action...” 1 Peter 1:13

“...Be transformed by the renewing of your mind...” Romans 12:1-2

Mr James Kumnick Head of Senior School Tyabb Campus

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Year 10 Curriculum Details and ExplanationEach subject is developed from a Christian framework so that the teaching reinforces the basic Christian values and principles that are necessary for the development of Christian integrity and character.

Learning Outcomes

The Learning Outcomes expressed in each subject outline specify the aims for the unit. These should be recognised as realistic and attainable aims for students at the particular level. Parents, students and teachers should take active roles in monitoring student performance and if a problem arises the Head of House should be alerted. It is our intention that parents, students and teachers work together to ensure all students develop to their full potential.

Assessment Tasks

Assessment Tasks are the means by which a student's level of performance is determined. These tasks may include Tests, Assignments, Essays, Presentations, Reports, Examinations or other specified tasks. The specific information regarding Assessment Tasks will be documented in the Student Course Planning Document which is distributed to students, and also accessible on the School Learning Management System – “Moodle”, at the beginning of each semester.

Senior School Academic PathwayAt Year 10 level, students will complete a core program consisting of: English, Mathematics, Science and Religion and Society (VCE – Unit 2). In addition to this, students will also complete one compulsory semester of History and one compulsory semester of Physical Education.

Students will also select a total of four semester length Electives over the course of the Year.

At VCE Year 11 level (Units 1 and 2), students will generally complete twelve VCE Units over the course of the year. Students take six units in each semester.

At VCE Year 12 level (Units 3 and 4), students will generally complete ten VCE Units; with five units being undertaken in each semester. It is important to note that Units 3 and 4 studies are designed as a sequence and students must complete both units.

At VCAL level, students will complete the four (4) main areas of competency: Literacy, Numeracy, Work Related Skills and Personal Development. This is alongside their VET program and work placement. Year 11 VCAL students work towards VCAL and Year 12 VCAL students work towards Advanced VCAL.

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The Course Selection ProcessYear 10 students are asked to choose one subject from each of the Elective blocks each semester. A detailed explanation of what can be selected is in the section: Year 10 Curriculum Overview. Students and parents are advised to read this section very closely before making any decisions about Electives for 2018.

When selecting a course of study, students need to be aware of their own abilities and interests, as well as where they see themselves heading at the completion of their secondary schooling. The decisions that they are making at this time could impact their range of subject choice or pathways in Year 11. Students are encouraged to think seriously about their choice of elective subjects.

Students needing specific career advice should make an appointment to see our Careers Coordinator. Students should refer to advice received from teachers at the Senior School Expo or at any stage before the end of the year.

During Term Three, the Head of Teaching and Learning -Senior will facilitate Year 9 student meetings to walk students through the process of course selection for their 2018 Year 10 subjects. Students will be given a Web Preferences information sheet which will provide them with a link to a website allowing the selection of subjects they wish to complete in Year 10. Students

will receive a presentation and workshop on how to complete this process and all submission dates will be made clear to students during that session as well as clearly placed on Moodle for students and parents to see.

Any student who is choosing to accelerate into a VCE subject, will need to select the subject using the Acceleration option on the Web Preferences. For information regarding the VCE subject, students will need to refer to the VCE Course Selection Guide. A separate Acceleration application process applies, outlined on page 8.

Please note:

• Both student and parent/guardians are requested to sign the Web Preferences Receipt using pen.

• All attempts will be made to give students their first preferences. However, where there is a case of an insufficient number of students selecting a particular course, students will then be given their next preference.

Should parents or students have any issues or concerns about the course selection process, they should contact the College and seek advice from the Heads of House or the Head of Teaching and Learning - Senior.

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Year 10 Curriculum OverviewThe philosophy of education at Flinders Christian Community College for Year 10 students is that the school should provide a rich, useful, stimulating and enjoyable educational experience; one that provides for the development of their skills and abilities. Options are also provided for students that make available an appropriate range of tertiary pathways.

The Year 10 program has been designed to accommodate the components of the Victorian Curriculum through our core and expanded electives program.

The Core Program

English, Mathematics, Science, History (one semester), Physical Education (one semester) and Religion and Society form the Core program. All students will be involved in these subjects, as well as Chapel and House Group.

The Elective Program

The Year 10 Elective program in 2018 aims to provide students with a rigorous curriculum whilst also ensuring it offers a personalised, student-centred approach. The breadth of elective choices empowers Year 10 students to take much more control of their own programs of study.

In the Elective program, students will choose a total of three subjects each semester from the relevant timetable blocks.

At the Year 10 level we encourage students to expand their horizons and to explore a range of subject options, putting together a learning plan that best suits their needs.

Please note:

• Students who are accepted to accelerate in Sport and Recreation (Outdoor Recreation) are permitted to undertake only the “Body Moving” unit from the Year 10 Physical Education electives

• Students who are accepted to accelerate in General Mathematics (Further) or Mathematical Methods are also required to complete Year 10 Advanced Mathematics.

• Students who are accepted to accelerate in Biology are also required to complete Year 10 Advanced Science.

The TimetableThe Year 10 timetable at Flinders Christian Community College is organised around six 50 minute periods per day in a 10-day cycle. The table below indicates the period allocations per subject per 10-day cycle. For organisational purposes, the compulsory History and Physical Education units are included in the Elective Blocks to give students the greatest amount of flexibility in subject selection.

Subject Periods Per 10-day Cycle

English 9

Mathematics 9

Science 9

Religion and Society 4

Elective Block 1 9

Elective Block 2 9

Elective Block 3 9

Chapel and Mentor Group 2

TOTAL 60 periods

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Each subject is developed from a Christian Perspective so that the teaching reinforces the basic Christian values and principles that are necessary for the development of Christian integrity and character.

Learning Outcomes

The Learning Outcomes expressed in each subject outline specify the aims for the unit. These should be recognised as realistic and attainable aims for students at the particular level. Parents, students and teachers should take active roles in monitoring student performance and if a problem arises the Head of House should be alerted. It is our intention that parents, students and teachers work together to ensure all students develop to their full potential.

Assessment Tasks

Assessment Tasks are the means by which a student's level of performance is determined. These tasks may include Tests, Assignments, Essays, Presentations, Reports, Examinations or other specified tasks. Students are graded on an eleven-point scale from A+ to UG. The specific information regarding Assessment Tasks will be documented in the Student Course Planning Document which is distributed to students, and also accessible on the School Learning Management System – “Moodle”, at the beginning of each semester.

Reporting

Flinders by Design (FbD) Reporting is continuous, dynamic, purposeful and accessible. Parents and students will have continuous access to reports via the Moodle portal. They will be able to log in at any time to see the most up to date results for the following: Subject Attainment (Grades), Course Work Progress, Learning Disposition, Leadership and Participation, Attendance and Lateness, and Organisation and Uniform.

Teachers will update reports frequently. As the marks are entered, the results will be automatically adjusted and be available to students and parents when they log in. Parents can print copies of these reports whenever they choose during the year or access them electronically at the school office.

At the end of each semester, an electronic printable snapshot of the report will be stored in our records. The End of Semester Report will be considered the final and official report. All past reports will also be accessible to parents electronically.

Parent-Student-Teacher Interviews will also be held at regular intervals throughout the year so that the student’s progress can be discussed.

The End of Semester Report for each subject will include the following:

• A grade for each of the school-based Assessment Tasks

• An “Overall Grade” that complies with a directive on reporting from the Federal Government. The Overall Grade is reported on a 6 point scale from A to UG and is calculated on the basis of the Assessment Tasks listed on the report. The report also indicates the relative weighting of each Assessment Task in the calculation of the Overall Grade

• A rating for Work Progress and for each of the three Learning Dispositions: Persistence and Application, Communication and Social Competence, and Thinking and Reflection.

In accordance with Federal Government directives, a Grades Summary Report is also provided. This details the performance of all students studying a particular subject at a given year level.

Homework

College policy is that all Year 10 students should be engaged in a minimum of one and a half hours of homework each week night. This involves completing, reinforcing, revising or practising course work completed recently in class.

This is not to be confused with study. Study is consolidating in an organised manner all of the material covered in a unit of work. This means that students need to be disciplined in their approach to study in order to maximise the learning process.

Year 10 Curriculum Details and Explanation

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AccelerationYear 10 students may apply to accelerate in a Year 11 subject rather than completing a subject in the Year 10 Elective blocks.

The advantage of acceleration is to enable students to take extra VCE subjects without creating an excessive workload in their final year. Students may complete six Unit 3 and 4 VCE subjects and hence gain an increase in their Australian Tertiary Admission Rank (ATAR). This is of particular advantage for entrance into courses requiring high ATAR scores. Please note: acceptance into the Acceleration Program still means that the student is required to undertake five Unit 3 and 4 VCE subjects when in Year 12.

Acceleration is a challenge; students need to possess not just academic strengths, but also a mature commitment to hard work. As a general guideline, only students who are meeting the requirements of that individual subject (eg. 80% in Geography) will be considered eligible to accelerate. It is important to note that only a limited number of places are available for acceleration and students are allocated based on their grade for that individual subject as well as their overall ranking in English, Mathematics, Science, History and Geography.

For information on VCE Acceleration in subjects, please see the VCE Guide to Courses 2018 via this link: https://www.flinders.vic.edu.au/tyabb-campus/handbooks/

Some students see Vocational Education and Training (VET) as a better option. Students may access a large number of external VET courses offered by other providers.

Students who are considering VET courses should consult the VET Section in the VCE Guide to Courses and then speak with the VET Coordinator in order to access the most current information regarding the availability and costs associated with VET courses.

Please note:

• Students who are accepted to accelerate in Sport and Recreation (Outdoor Recreation) are permitted to undertake only the “Body Moving” unit from the Year 10 Physical Education electives.

• Students who are accepted to accelerate in General Mathematics (Further) or Mathematical Methods are also required to complete Year 10 Advanced Mathematics.

• Students need to be aware that subjects listed in the VCE Guide to Courses for possible VCE Acceleration are still subject to change by the College due to class sizes and blocking limitations. For further clarification, speak to the Head of Teaching and Learning – Senior.

Distance EducationWhere there are insufficient numbers for a subject to be taught at the College, or if there is a clash of subjects in the VCE blocks, it may be possible to undertake a subject through Distance Education, providing Education Department Regional Approval can be obtained. Selection of a subject by Distance Education incurs an additional cost of approximately $810 per year – based upon 2017 figures.

Students who wish to undertake a Distance Education subject must first discuss the matter with the VCE Coordinator.

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Vocational Education & Training (VET)Students have the opportunity to study Vocational Education and Training (VET) programs as part of their VCE studies and it is also a crucial aspect of a VCAL program. Vocational Education and Training (VET) Courses can be studied at school or through another Registered Training Organisation such as TAFE.

Further information is available from the VCAA website at http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx

Students who undertake Vocation Education and Training qualifications that are not included in the VCE VET list of VCAA approved programs may be eligible for credit towards their VCE.

VET for VCE

Consider the following when deciding if a VET program is an appropriate option whilst studying VCE:

1. VET studies incur costs additional to College Fees.

2. Students are expected to liaise with staff at the College to ensure VCE studies are not impacted due to attendance at VET classes.

3. Transportation to VET studies is the responsibility of families.

If you are interested in a particular area of VET please contact the VET Coordinator for assistance with regard to program content and availability, contribution to ATAR and the associated costs.

VET for VCAL

Consider the following when deciding which VET program is an appropriate option whilst studying VCAL:

1. VET studies incur costs additional to College Fees.

2. Transportation to VET studies is the responsibility of families.

If you are interested in a particular area of VET please contact the VET Coordinator for assistance with regard to program content and availability and the associated costs.

VET WITHDRAWALS

The cut-off date for the withdrawal from VET programs is the first FRIDAY in March of the year in which the study is undertaken. Families will be charged a $70 administration fee if withdrawal is completed by this date (The administration fee is waived for students continuing after this date). After this date the FULL cost of the program will be charged to families. Written notification from parents of a student withdrawal from a VET program is required and should be addressed to the VET Coordinator. This applies to all VET programs delivered by Registered Training Organisations (RTOs) at Flinders Christian Community College, external providers such as TAFEs and other Secondary Colleges.

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http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx

http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx

Promotion in the Senior SchoolGuidelines for determining the eligibility of a student to be promoted.

1. Promotion to the next year level is not automatic. In order to be promoted, a Year 10 student would be expected to obtain a grade of 50% in all of the Year 10 Core subjects: English, Mathematics and Science. Similarly a Year 11 student would need to obtain a passing grade( 60%) in English or English Literature. Each student in the Senior School will have their academic performance regularly reviewed throughout the year and parents will be contacted when concerns are raised.

2. Students who do not meet this minimum requirement will undergo an individual review. This review may include the following:

• The grades scored in the subjects that the student wishes to pursue at VCE level

• The student’s future pathway in education and training

• Any special circumstances related to the student’s performance

• The concerns of parents.

3. The review will have one of the following outcomes:

• The student is not permitted to proceed to the next year level and may be offered the option of repeating

• The student is permitted to proceed to the next level on probation. For students on probation, special requirements will be established regarding the student’s conduct and performance. This will be followed by a further review during term 1 of the following year

• The student is permitted to proceed to the next year level.

Parents who are concerned about their child’s performance should contact the relevant teachers and discuss measures to assist the student to maintain an appropriate performance level. Support for students and families are available through the Head of House, Careers teacher, Director of Student Well-Being, Chaplain and Head of the Senior School.

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Study in the Senior SchoolAcademic ability and aptitude, while significant, are not the only keys to success in the Senior School studies. What will matter most will be your commitment and application to home study. Your aim should be to develop efficient and systematic study techniques as soon as possible in the first year of Senior School studies. Many students regret later that they did not build a solid study foundation early in their Senior School life. Students in Year 10 are recommended to study at least three hours per subject per week. Students who do not habitually spend this amount of time studying generally find that they get behind in assessment and as a result they cannot put their best effort into these tasks.

The role of the parent

There are a number of things that parents can do to help to give their child the best opportunity to achieve success in homework:

• Provide a quiet, well-lit place to work

• Establish a daily homework routine

• Get a copy of the planning document and assessment task schedule for each subject. Put this on the fridge or somewhere where it will be seen daily

• For VCE studies, visit the VCAA web site (www.vcaa.vic.edu.au) and familiarise yourself with the wealth of information it contains that will be helpful to your child

• Provide positive assistance and support

• Provide positive feedback using encouraging comments

• Contact the teacher if the student experiences problems with the homework

• Contact the teacher if tasks are incomplete or are going to be late.

• Encourage students to maintain a minimum attendance of 80% to all classes

Suggestions for students

• Try to avoid all sources of distraction and keep your desk tidy

• There is little hope of serious study in front of the television, lying in bed, at the noisy kitchen table or with one ear to the radio

• Draw up a home study timetable and be sure to allocate adequate time for each subject

• A subject planner and subject specific planning documents will be given at the start of the term. these are a valuable resource as they give an indication of the placement of coursework requirements and assessment tasks within the semester

• For VCE studies, visit the VCAA web site (www.vcaa.vic.edu.au) and be familiar with the wealth of helpful information it contains

Homework and Revision

It is important to establish healthy study habits. Good organisation can reduce a lot of stress, especially when there are many tasks such as exams and tests looming near.

• Revision should be done weekly. Students should never say to their parents that they have no work to be done at home!

• Students can revise class work by attempting extra textbook questions we well as past test or exam papers. Many of these are available on the school network – Moodle.

• Incomplete class work should be noted in the diary each day as tasks to be completed that evening.

• Summarise notes at the end of each week for each subject to ensure full understanding of the key points taught in each subject. Use your diary to remind you to ask your teacher to clarify areas of concern.

• Prepare ahead of classes. Read through class notes and read ahead in the relevant chapters of your textbook.

• Prepare questions to ask during class.

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English FacultyIn the beginning was

the Word, and the Word was with God, and the

Word was God. He was with God in the

beginning.

John 1: 1-2

How can a young man keep his way pure? By

living according to your word. I will seek you

with all of my heart; do not let me stray from

your commands.

Psalm 119: 9-10

Your word is a lamp unto my feet and a light

unto my path.

Psalm 119: 105

Year 10 English is a core subject that addresses the individual needs of students of all abilities to strengthen prior learning and prepare students for senior school studies and their wider lives in the community and workforce.

English

English Literature:

• From Story to Screen

• From Fantasy to Reality

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EnglishSEMESTER 1 AND 2The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society and plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The English curriculum contributes both to nation-building and to internationalisation, including Australia’s links to Asia.

English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience.

Learning OutcomesOn completion of this unit students should be able to:

• Learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose

• Appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

• Understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning

• Develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

Curriculum Achievement Standards1. Reading and Viewing:

Reading and Viewing involves students understanding, interpreting, critically analysing, reflecting upon, and enjoying written and visual, print and non-print texts. It encompasses reading and viewing a wide range of texts and media, including literary texts. Reading involves active engagement with texts and the development of knowledge about the relationship between them and the contexts in which they are created. It also involves the development of knowledge about a range of strategies for reading.

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2. Writing:

Writing involves students in the active process of conceiving, planning, composing, editing and publishing a range of texts. Writing involves using appropriate language for particular purposes or occasions, both formal and informal, to express and represent ideas and experiences, and to reflect on these aspects. It involves the development of knowledge about strategies for writing and the conventions of Standard Australian English. Students develop a metalanguage to discuss language conventions and use.

3. Speaking and Listening

Speaking and Listening refers to the various formal and informal ways oral language is used to convey and receive meaning. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions, including body language and voice. It also involves the development of active-listening strategies and an understanding of the conventions of different spoken texts.

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English Literature - From Story to ScreenSEMESTER 1

Course ContentThe course aims to expose students to a range of films and the stories or novels that inspired them. Looking at a range of genre (e.g. fantasy; realism; cinema noir; historical drama; western; war; action/adventure; comedy) students will analyse key film techniques and symbolism. They will discuss how directors reinterpret the original texts. Key concepts and skills relevant for literature study at the VCE level will be learnt. This Literature elective is designed for students who have a passion for film, drama and reading. It is for those that enjoy probing deeply into the complex nature of humans and their relations with others, and the places and times they inhabit.

Areas of StudyAnalysis of Text; Close Reading; Comparative Analysis; Craft of Writing; Film as Text.


• Gain an understanding of the variety of human experience

• Read closely and engage in detailed critical analysis of the key textual and filmic features

• Develop interpretive skills by hypothesising about and drawing inferences from different texts

• Develop the capacity to write confident analytical and creative responses to texts

• Develop an enjoyment of literature through reading and viewing widely, imaginatively, critically and independently.

English Literature - From Fantasy to RealitySEMESTER 2

Course ContentThe course aims to expose students to a range of texts that are iconic to the genres of fantasy and reality. Looking at a range of texts, students will analyse the construction of texts and symbolism within them. They will discuss how the ideas of fantasy and reality are portrayed in literature and will include the key concepts and skills relevant for literature study at the VCE level. This Literature elective is designed for students who have a passion for film, drama and reading. It is for those that enjoy probing deeply into the complex nature of humans and their relations with others, and the places and times they inhabit.

Areas of StudyAnalysis of text; Close reading; Comparative analysis; Craft of writing; Film as text.


• Develop an enjoyment of literature through reading and writing widely, imaginatively and independently

• Read closely and engage in detailed critical analysis of the key literary features

• Develop interpretive skills by hypothesising about and drawing inferences from texts

• Extend their understanding of the different ways literary texts are constructed

• Develop the capacity to write confident creative and analytical responses to texts.

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Religion & Society Unit 2

History - Australia in the Modern World

Geography:

• Human Wellbeing

• Are We Destroying the World?

Philosophy

Politics

Humanities Faculty Stand at the crossroads

and look; ask for the ancient paths, ask where

the good way is, and walk in it, and you will find rest or your souls.

Jeremiah 6: 16

So then, just as you received Christ Jesus as Lord, continue to live in

him, rooted and built up in him, strengthened in the faith as you were taught, and overflowing

with thankfulness.

Colossians 2: 6, 7

See to it that no one takes you captive

through hollow and deceptive philosophy,

which depends on human tradition and the

basic principles of this world rather than on

Christ.

Colossians 2: 8

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Religion and SocietySEMESTER 1 AND 2All Year 10 students will complete Religion and Society Unit 2 as a VCE subject. This Unit will be undertaken for four periods per cycle over the course of the year and will contribute to the student’s VCE study requirements.

Course Content Choosing which values to live by in principle and in practice is fundamental to being human. Ethics is a discipline that investigates the various methods for making ethical decisions; it involves reflection on what ‘right’ and ‘wrong’, and ‘good’ and ‘bad’ mean when applied to human decisions and actions. Ethics is concerned with discovering principles that guide practical moral judgment. Ethics is particularly concerned with the justification for moral choices – identifying the arguments and analysing the reasoning behind them.

Areas of Study 1. Ethical decision-making and moral judgement: In this area of study students are introduced to the

nature of ethical decision-making in societies where multiple worldviews coexist. Ethical decision-making involves the selection of methods, which have guiding concepts, principles and theories. Students explore concepts that underpin ethical decision-making and influences of practical moral judgment.

2. Religion and ethics: In this area of study students examine religious ethical perspectives and other influences on moral judgments of at least two religious traditions in societies where multiple worldviews coexist. They also explore the philosophical traditions, which have contributed, to each religion’s understanding of ethics. Certain authorities, values, norms, ideas, and ethical principles inform broad ethical perspectives and in turn moral judgments within religious and philosophical traditions. Other aspects of religion, in particular beliefs and texts, inform the decision-making process for religious traditions.

3. Ethical issues in society: In this area of study students build on the knowledge explored in Areas of Study 1 and 2. Focusing on two or more ethical issues, students apply this knowledge to an examination of debates about ethical issues conducted in the public arena of societies in which multiple religious and non-religious worldviews coexist. The analysis should explain why the issue is regarded as an ethical issue, identify contributors to the debate, including religious traditions, consider the influence of participants’ contributions, and investigate the basis of ethical perspectives and moral judgments used in the debates, including the ethical methods involved in the decision-making process.

Learning Outcomes On completion of this unit students should be able to:

• Explain the variety of influences on ethical decision-making and moral judgment in societies where multiple worldviews coexist. To achieve this outcome, the student will draw on key knowledge and key skills outlined in Area of Study 1.

• Explain how ethical perspectives and moral judgments are formed within at least two religious traditions, in societies in which multiple worldviews coexist. To achieve this outcome, the student will draw on key knowledge and key skills outlined in Area of Study 2

• Explain two or more debates on ethical issues in societies in which multiple worldviews coexist. To achieve this outcome, the student will draw on key knowledge and key skills outlined in Area of Study 3.

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History - Australia in the Modern WorldSEMESTER 1 AND 2

Course ContentThe Year 10 course covers the history of Australia in the Modern World from 1901 to the present. The twentieth century was an important period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a period of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region and its global standing.

Australian Curriculum StrandsHistorical Knowledge and Understanding; Historical Skills.

Areas of StudyAustralia in the Modern World 1901-present; World War 2; Social and Cultural Influence; Rights and Freedoms.


• Account for historical events and developments by making links within and across periods

• Draw conclusions in the context of the actions, motives, values and attitudes of people in the past

• Understand that the past is problematic and identify and explain reasons for differences in historical interpretation

• Consider issues of reliability and usefulness when selecting sources and synthesize evidence by cross-referencing the detail of a range of sources

• Develop an historical argument in written form that is coherent

Historical Concepts and SkillsChronology - Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about. Analyse and evaluate the broad patterns of change over the period 1900 – present.

Historical Sources as evidence - Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability. Analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and values. Evaluate different historical interpretations and contested debates.

Continuity and Change - Identify and evaluate patterns of continuity and change in the development of the modern world and Australia.

Cause and Effect - Analyse the long term causes, short term triggers and the intended and unintended effects of significant events and developments.

Historical Significance - Evaluate the historical significance of an event, idea, individual or place

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Geography - Human WellbeingSEMESTER 1

Course ContentThis unit will focus on people and the places they live. It will focus on issues such as why people are distributed where they are in the local, national and international context and the ever-changing reasons for people migrating around the world and within Australia. There will be focus on the reasons and effects of migration in the world and to Australia in particular including refugees and asylum seekers. These include but are not limited to; Human Wellbeing Index; Human Migration Patterns and Trends; International Organisations; Christian NGO’s

Areas of StudyStudents will explore the manner in which people in the world are affected by the place they find themselves living in. They will investigate and analyse alongside evaluating the reasons for population distribution within a set area and will complete fieldwork to assess these reasons and impacts on people and the area around them. They will empathise and analyse the impacts and effectiveness of both international organisations and Christian NGO’s in the world.


• Understand some of the key geographic issues facing the world today and future generations

• Explore how combinations of various physical and human factors interact to produce observable and predictable patterns at local, regional and global scales

• Investigate the impact that these issues have had on human wellbeing

• Evaluate the effectiveness of projects, policies and strategies designed to manage these issues at a local, regional and global scale.

Geographical Inquiry and Skills1. Develop geographically significant questions and plan an inquiry that identifies and applies appropriate

geographical methodologies and concepts.

2. Collect, select, record and organise relevant data and geographical information, using ethical protocols, from a range of appropriate primary and secondary sources.

3. Evaluate sources for their reliability, bias and usefulness and represent multi-variable data in a range of appropriate forms, for example, scatter plots, tables, field sketches and annotated diagrams with and without the use of digital and spatial technologies.

4. Represent the spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate.

5. Evaluate multi-variable data and other geographical information using qualitative and quantitative methods and digital and spatial technologies as appropriate to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes.

6. Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view.

7. Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions

8. Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate.

9. Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal.

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Geography - Are We Destroying The World?SEMESTER 2

Course ContentThe unit will investigate the major issues, which are occurring in the world today whilst analysing how they affect today’s generation and generations to come. These issues will be looked at in terms of causes, effects, patterns and human responses. Different areas of the globe will be studied in varying depths, depending on the topic, which is being studied. These include but are not limited to; Climate Change; Environmental Impacts of Humans on a Local Area; Land Degradation and Historical Land Management Techniques; Human Impacts on Coastlines.

Areas of StudyStudents will explore the ways in which humans are having both a positive and negative effect on the local, national and international environment. They will be required to complete a fieldwork report based on the local area and the effects which tourism has on the local area.


• Understand some of the key geographic issues facing the world today and future generations

• Explore how combinations of various physical and human factors interact to produce observable and predictable patterns at local, regional and global scales

• Investigate the impact that globalisation has had on the development of these issues

• Evaluate the effectiveness of projects, policies and strategies designed to manage these issues at a local, regional and global scale.

Geographical Inquiry and Skills1. Develop geographically significant questions and plan an inquiry that identifies and applies appropriate

geographical methodologies and concepts.

2. Collect, select, record and organise relevant data and geographical information, using ethical protocols, from a range of appropriate primary and secondary sources.

3. Evaluate sources for their reliability, bias and usefulness and represent multi-variable data in a range of appropriate forms, for example, scatter plots, tables, field sketches and annotated diagrams with and without the use of digital and spatial technologies.

4. Represent the spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate.

5. Evaluate multi-variable data and other geographical information using qualitative and quantitative methods and digital and spatial technologies as appropriate to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes.

6. Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view.

7. Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions.

8. Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate.

9. Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal.

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http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Data

http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Ethical+protocols

http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Secondary+sources


http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Spatial+technologies

http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Spatial+distribution



http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Quantitative+methods


http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Trends

http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&t=Anomalies



PhilosophySEMESTER 1

Course ContentStudents study four key areas of Philosophy:

Philosophy of Religion – Is there a God? Metaphysics – What is real? Epistemology – What is knowledge? Ethics – How should I act?

Through large group and small group discussion, students will debate key philosophical questions and develop their reasoning and critical thinking skills.

Areas of Study1. Philosophy of Religion

Does God exist? How can we prove this through valid argument? Students consider the traditional arguments for the existence of God and consider their own responses.

2. Metaphysics & Epistemology

What is real? What can we know? These are some of the questions that have challenged humans for millennia and underpin ongoing endeavours in areas as diverse as science, justice and the arts. Students study the concepts of dualism and monism as they look at the Mind / Body problem, before considering Personal Identity and the issue of personal continuity. Philosophical viewpoints and arguments, both contemporary and historical, are used to support, stimulate and enhance their thinking about central concepts and problems. Students conduct an investigation into the epistemology of the Internet and look at the truth concerning Aliens and Time Travel. Students investigate relevant debates in applied epistemology and metaphysics, and consider whether the philosophical bases of these debates continue to have relevance in contemporary society and our everyday lives.

3. Ethics

This unit introduces the contemporary Philosopher – Peter Singer and his controversial views on Animal Rights as they explore viewpoints and arguments in this area.


• Develop reasoned logical arguments on matters which are important to them

• Demonstrate that they can apply logic and reasoning to traditional philosophical arguments and that this reasoning can be demonstrated in essays and debates

• Explain basic metaphysical and epistemological problems that have been debated throughout the centuries, and that they have a good understanding of a few famous philosophers and their views such as Plato, Aristotle, Mills or Descartes

• Understand the basis of ethics and how normative ethics can be applied to everyday ethical situations

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PoliticsSEMESTER 2

Course ContentStudents study the government of Australia and in particular the ways in which laws and policies are developed that build and protect Australian society. They will also study Australia’s international obligations and look at issues for global politics such as the international refugee crisis, war in Israel and unrest in the Ukraine.

Areas of Study1. Australia’s Government and Political System

This study area focuses on the Australia’s government at the local, state and federal levels as well as the origins, purposes and objectives of the political system. They explain the roles and responsibilities of government at the local, state and federal levels and evaluate how well democratic values are reflected in the political system. They explore and understand the idea of constituents of political parties and the characteristics and operation of the governmental system, including elections.

2. Democracy

Students will explore the development of democracy such as the origins, purposes and objectives as well as the key elements of modern democracy including the development of Australia’s democracy from Federation, the development of the Australian Constitution and the federal system of government. Students will investigate some historical and contemporary issues such as interpretations of democracy from different perspectives. Through various readings students will compare Australia’s democracy with other democracies and consider the ways that these allow citizens to participate in governance and how well these elements support democratic principles. To be able to coherently combine these elements the students will present a report outlining democratic principles.

3. Leadership and Active Citizenship

Students will investigate the qualities of good leadership and research an outstanding leader from the past. In this study students are introduced to the study of politics as the exercise of power by individuals, groups and nation-states. Students consider key concepts related to power and influence, types of power, political ideology and values, political involvement and active citizenship.

4. Global Politics and Global issues

This study focuses on the contemporary international community. Students examine their place within this community through considering the debate over the existence of the ‘global citizen’. Students consider interconnectedness – the global threads – of the world through the process of globalisation and the ability of the world community to manage areas of global cooperation and respond to issues of global conflict and instability.

Learning Outcomes On completion of this unit students should be able to:

• Define key terminology and use it appropriately.

• Analyse how well democratic values are reflected in aspects of the Australian political system.

• Consider the effectiveness of Leadership within the government, in the Senate, the House of Parliament and within political parties.

• Consider Australia’s presence on the world stage and look at current issues and the politics governing them.

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Mathematics – Possible Pathways

Mathematics - Advanced

Mathematics - General

Foundation Mathematics Units 1 and 2

Mathematics Faculty He determines the

number of the stars and calls them each by

name. Great is our Lord and mighty in power; his understanding has

no limit.

Psalm 147: 4

For by him all things were created: all things

in heaven and on earth; all things were created

by him and for him. He is before all things and

in him all things hold together.

Colossians 1: 16, 17

For the Lord gives wisdom, and from his

mouth come knowledge and understanding.

Proverbs 2: 6

Mathematics – OptionsThere are three Mathematics options available to Year 10 students:

1. Year 10 Mathematics (Advanced) - This course is designed for those students who intend to pursue Mathematical Methods (CAS) at Unit 1 and 2 level in Year 11.

2. Year 10 Mathematics (General) - This course is designed for students who wish to undertake General Mathematics at Unit 1 and 2 levels in Year 11.

3. VCE Unit 1 and 2 Foundation Mathematics - This is a terminating course, which provides for the continuing mathematical development of students at Unit 1 and 2 levels only.

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Mathematics - Possible Courses

YEAR 10 YEAR 11 YEAR 12

1. Engineering, Science Engineering Courses

Mathematics (Advanced) Units 1 and 2Mathematical Methods (CAS)

andSpecialist Mathematics

Units 3 and 4Mathematical Methods (CAS)


2. Economics, Science Courses




and/orFurther Mathematics

3. Business, Accounting Courses



and/orFurther Mathematics

4. General Course

Mathematics (General) Units 1 and 2General Mathematics

Units 3 and 4Further Mathematics

5. General Course

Mathematics (General) Units 1 and 2General Mathematics

6. Terminal Course

Units 1 and 2Foundation Mathematics

SEMESTER 1 AND 2

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Mathematics - AdvancedSEMESTER 1 AND 2Only those students who achieve consistently high marks in Year 9 will qualify to enrol in this course. As a guide, students should be maintaining an 80% test grade average in Year 9. As this course utilises Computer Algebra Systems (CAS), students are required to become proficient at using the TI-nspire CX CAS calculator.

Course ContentThe Year 10 Mathematics course seeks to develop numerical and algebraic literacy and problem solving techniques in routine and non-routine contexts. Students are exposed to a variety of areas of mathematics that range from concrete concepts of arithmetic to abstract concepts of algebra. Competent use of the TI-Nspire CX calculator and documenting worked solutions in a clear and logical manner are essential skills practised through the completion of the course.

Victorian Curriculum Strands Content: Number and Algebra, Measurement and Geometry, Statistics and Probability.

Proficiency: Understanding, Fluency, Problem Solving and Reasoning.

Areas of StudyIntroduction to Computer Algebra Systems; Irrational Numbers; Trigonometry and its Applications; Linear Functions; Measurement & Geometry; Algebra; Functions & Relations; Logarithmic and Exponential Functions; Probability.

Learning OutcomesAt the end of the year the students should be able to:

• Demonstrate a level of competence in skills required for higher mathematics

• Appreciate and enjoy their study of mathematics

• Demonstrate the ability to think clearly, and to solve problems of varying complexity

• Demonstrate proficiency in the use of Computer Algebra Systems (CAS) to solve problems.

Victorian Curriculum Achievement StandardsNumber and Algebra

1. Students solve problems involving linear equations and inequalities, quadratic equations and pairs of simultaneous linear equations and related graphs, with and without the use of digital technology.

2. Students substitute into formulas, find unknown values, manipulate linear algebraic expressions, expand binomial expressions and factorise monic and simple non-monic quadratic expressions. They represent linear, quadratic and exponential functions numerically, graphically and algebraically, and use them to model situations and solve practical problems.

Measurement and Geometry

3. Students solve and explain surface area and volume problems relating to composite solids.

4. Students use parallel and perpendicular lines, angle and triangle properties, similarity, trigonometry and congruence to solve practical problems and develop proofs involving lengths, angles and areas in plane shapes.

Statistics and Probability

5. Students list outcomes for multi-step chance experiments involving independent and dependent events, and assign probabilities for these experiments.

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Mathematics - GeneralSEMESTER 1 AND 2Students who enrol in the General Mathematics course will require a TI-nspire CX CAS calculator.

Course ContentThe study of Mathematics is designed to develop numerical and algebraic literacy, mathematical problem solving and skills in utilising technology to understand Mathematical concepts. Students are exposed to a variety of areas of mathematics that will enable them to develop the skills necessary for daily living and working in our society.

Victorian Curriculum StrandsProficiency: Understanding, Fluency, Problem Solving and Reasoning.

Content: Number and Algebra, Measurement and Geometry, Statistics and Probability.

Areas of StudyThis course consists of Trigonometry; Algebra; Statistics; Measurement; Geometry; Linear & Quadratic Functions and Probability.


• Demonstrate a level of competence in the fundamental skills required for daily living and working in our society

• Appreciate and enjoy their study of mathematics

• Develop the ability to think clearly, and to solve problems of varying complexity

• Adequately use technology for most of the Mathematics studied.

Victorian Curriculum Achievement StandardsNumber and Algebra1. Students recognise the connection between simple and compound interest.

2. Students solve problems involving linear equations, quadratic equations and pairs of simultaneous linear equations and related graphs, with and without the use of digital technology.

3. Students substitute into formulas, find unknown values, manipulate linear algebraic expressions, expand binomial expressions and factorise monic and simple non-monic quadratic expressions, with and without the use of digital technology.

4. Students represent linear, quadratic and exponential functions numerically, graphically and algebraically and use them to model situations and solve practical problems.

Measurement and Geometry5. Students solve and explain surface area and volume problems relating to composite solids.

6. Students use parallel and perpendicular lines, angle and triangle properties, similarity, trigonometry and congruence to solve practical problems and develop proofs involving lengths, angles and areas in plane shapes.

Statistics and Probability7. Students compare univariate data sets by referring to summary statistics and the shape of their displays.

They describe bivariate data where the independent variable is time and use scatter-plots generated by digital technology to investigate relationships between two continuous variables.

8. Students evaluate the use of statistics in the media.

9. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments.

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Foundation MathematicsUNITS 1 AND 2Foundation Mathematics provides for the continuing mathematical development of students entering VCE and needing mathematical skills to support their other VCE subjects and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics. In Foundation Mathematics there is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Students are encouraged to use technology in all areas of their study. These units will be especially useful for students undertaking VET studies or VCAL studies in the future.

Please note: This course is offered as a terminal mathematics course. Students electing to enrol in this course should consult with the Head of Teaching and Learning - Senior to determine whether it is a suitable selection.

Areas of Study1. Space, Shape and Design: this area of study covers the geometric properties of lines and curves, shapes and

solids and their graphical and diagrammatic representations.

2. Patterns and Number: this area of study covers basic number operations and the representation of patterns in number in different forms.

3. Handling Data: this area of study covers the collection, presentation and basic analysis of data.

4. Measurement: this area of study covers the use of the metric system in familiar and everyday measurement activities.


• Define and explain key terms and concepts

• Apply mathematical processes

• Use of technology.

Unit 1 Topics1. Fractions, Decimals, Rounding and Estimation

2. Angle Calculations, Triangles and Pythagoras

3. Units of Measurement, Fitness, Speed, Diet and Nutrition

4. Graphical Representation and Costs of Owning a Car

Unit 2 Topics1. Calculating Length, Area and Surface Area, Designing a Package

2. Scales and Plans, Map Reading and Bearings

3. Business Calculations, Interest and Tax Returns

4. Representing and Interpreting Data

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Science and Information Technology Faculty

In his hand are the depths of the earth, and

the mountain peaks belong to him. The sea

is his for he made it, and his hands formed the

dry land. Come, let us bow down in worship, let us kneel before the

Lord our Maker.

Psalm 95: 4 – 6

And God said, “Let the land produce living

creatures according to their kinds: livestock, creatures that move

along the ground, and wild animals, each

according to its kind.” And it was so.

Genesis 1: 24

Then God said, “Let us make man in our

image, in our likeness, and let them rule over the fish of the sea and

the birds of the air, over the livestock, over all

the earth, and over all the creatures that move

along the ground.

Genesis 1: 26

Science – OptionsThere are two Science course options available for Year 10 students:

1. Advanced ScienceThis course is primarily designed for those students who intend to study a science subject at VCE level. Students who intend to study VCE Chemistry or VCE Physics must maintain at least a 70% grade average.

2. Science This course is designed to provide students with the essential knowledge and skills so that they can function effectively in a scientifically and technologically advanced society.

There will be limited opportunities for students to change classes during the year. Therefore, students are encouraged to select the course that best suits their future goals. Any changes to a student’s course during the year may only be actioned after consultation between parents and the relevant staff at the College.

Advanced Science

Science

Agricultural Studies:

• Sustainability and Technology

• Cows Create Careers and Farm Enterprises

Information Technology Studies:

• Desktop Applications

• Making Websites

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Advanced ScienceSEMESTER 1 AND 2Only those students who achieve consistently high marks in Year 9 will qualify to enrol in this course. As a guide, students should be maintaining a 75% test grade average in Year 9.

Course ContentThis course is designed to develop students’ knowledge and skills in preparation for studying Biology, Chemistry and Physics in Years 11 and 12. Students will gain an understanding of complex scientific concepts, principles and models. They will have the opportunity to develop experimental skills through the planning, implementation, analysis and evaluation of scientific investigation. Students who intend to study VCE Chemistry or Physics must maintain at least a 70% grade average.

Australian Curriculum StrandsScience Inquiry Skills; Science as a Human Endeavour; Science Understanding.

Areas of StudyEach semester of this course involves studies in several selected areas of understanding in Biology, Chemistry and Physics.

Semester 1: Atomic Structure, the Periodic Table and the Properties of Elements; the Types and Rates of Chemical Reactions; Laws and Relationships in the Motion of Objects; DNA, Heredity and Genetic Modification; and Stars and the Scientific Theory of the “Big Bang”.

Semester 2: Chemistry of Metals and Organic Molecules; Energy Transformation and Conservation; the Carbon Cycle and Global Warming; and Biodiversity and the Scientific Theory of Evolution.

Learning OutcomesBy the end of the year students should be able to:

• Describe, analyse, explain, apply, critically discuss and evaluate the science concepts, theories and relationships relevant to the areas of understanding listed in the Areas of Study. They will also be able to show how the models and theories they use have developed over time and discuss the factors that prompted their development

• Evaluate the validity of claims made in secondary sources and construct evidence-based arguments to communicate science ideas by reference to currently held scientific views, the quality of the methodology and the evidence cited

• Develop questions, hypotheses and experimental design, conduct and improve appropriate methods of laboratory experimentation, considering reliability, safety, fairness and ethics in their methods and identifying how the quality of data could be improved. They will also be capable of analysing data, developing and justifying conclusions, and explaining findings and sources of inaccuracy and uncertainty.

Australian Curriculum Achievement Standards1. Students analyse how the periodic table organises elements and use it to make predictions about the

properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within system. They apply relationships between force, mass and acceleration to predict changes in the motion of objects.

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2. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution.

3. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

4. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty.

5. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

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http://www.australiancurriculum.edu.au/Glossary?a=S&t=analyse

http://www.australiancurriculum.edu.au/Glossary?a=S&t=analysing

ScienceSEMESTER 1 AND 2Course ContentThis course is designed to provide students with the essential knowledge and skills so that they can function effectively in a scientifically and technologically advanced society.

Australian Curriculum StrandsScience Inquiry Skills; Science as a Human Endeavour; Science Understanding.

Areas of StudySemester 1: Motion; Space; Genetics and Chemistry – Periodic Tables.

Semester 2: Environmental Science; Evolution and Chemistry – Reactions.


• Complete practical activities including chemical experiments, biological experiments and a number of other practical applications of scientific theory and demonstrate safe working practices in the Science Laboratory, and to work with purpose

• Undertake individual and group work research, in order to assist their own, and their peers, understanding of units covered. Develop scientific reasoning, processing and inquiry skills. Be able to analyse and evaluate from a scientific perspective

• Use technology to enhance thinking and research skills. Process information, draw conclusions based on scientific reasoning and demonstrate an understanding of the scientific principles being studied.

Australian Curriculum Achievement Standards1. Students explain how chemical reactions are used to produce particular products and how different factors

influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within a system. They apply relationships between force, mass and acceleration to predict changes in the motion of objects.

2. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution.

3. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty.

4. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

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http://www.australiancurriculum.edu.au/Glossary?a=S&t=analysing

Agriculture Studies - Sustainability and TechnologySEMESTER 1 Course ContentThe course aims to provide a variety of practical and ‘hands-on’ experiences in a wide range of important agricultural enterprises. It involves working with and caring for the school farm animals and garden as part of a study of horticulture and the Australian sheep, cattle and poultry industries. A large component of the course is practical based with students undertaking basic animal husbandry on a range of animals. The practical component of this course will be influenced by many factors such as cost, season, weather and availability.

Areas of StudyHealth and Safety on the Farm; Maintenance and Sustainability of the School Farm; Modern Agriculture and Horticulture in Australia; Sustainability and Technology; Pest, Weed and Disease Management; Farm Management Practices.


• Understand farm practices and how technology is used in modern Australian agriculture

• Develop knowledge and skills in implementing cooperative and safe work practices in agricultural and horticultural contexts

• Explain how pests, weeds and disease can impact agriculture and horticulture and how they can be managed

• Demonstrate a responsible attitude for and skills in the care of livestock and horticulture

• Understand issues related to sustainability within agriculture and develop an understanding of sustainable and ethical practices that support productive and profitable agriculture.

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Agriculture Studies - Cows Create Careers and Farm EnterprisesSEMESTER 2Course ContentThe course aims to provide a variety of practical and ‘hands-on’ experiences in a wide range of important agricultural enterprises. It involves working with and caring for the school farm animals and garden along with a study of horticulture and the Australian sheep, cattle and poultry industries. The practical component of this course will include care and maintenance of the school farm and livestock. A large component of the course is practically based with students undertaking basic animal husbandry on a range of animals. The practical component of this course will be influenced by many factors such as cost, season, weather and availability.

Areas of StudyHealth and Safety at School and on the Farm; Repair and Maintenance of farm infrastructure and equipment; Modern Agriculture and Horticulture in Australia; Broad Acre Cropping and Sheep Production; Marketing Produce; Farm Management Practices.

Learning OutcomesOn completion of the unit students should be able to:

• Demonstrate knowledge and skills in implementing cooperative and safe work practices in agricultural and horticultural contexts

• Demonstrate a responsible attitude for and skills in the care of livestock and horticulture

• Demonstrate knowledge and understanding of the local and global interaction of agriculture with Australia’s economy, culture and society

• Explain the importance of the Australian Agricultural and Horticultural industries and understand the processes within these industries

• Demonstrate knowledge and skills in the effective and responsible production and marketing of agricultural products.

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Information Technology Studies - Desktop ApplicationsSEMESTER 1Course ContentThis course will enable you to create stunning and useful computer applications using Microsoft Visual Studio for running on a Windows Desktop PC. We study in depth coding, algorithms and software development techniques focussed on practical outcomes.

This course extends on Year 9 programming (Semester 2 – Microworlds) and provides a strong foundation for IT and Computing in Year 11, and in particular Software Development in Units 3 and 4. Unit 1 and 2 have a unit on programming which is tightly aligned

Areas of StudySoftware Programming; Clear Thinking; Designing Algorithms; Meta-Cognition; Thinking Flexibly.

Learning OutcomesBy the end of the year students should be able to:

• Design algorithms

• Create desktop applications

• Debug and test code.

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Information Technology Studies - Making WebsitesSEMESTER 2Course ContentIn this course we learn how to create powerful, dynamic websites using JavaScript, HTML and other languages. The course will focus on learning and applying the skills necessary to develop a website for personal or business use with Microsoft Visual Studio Web.

This course introduces web programming like we see every day and provides a strong foundation for IT and Computing in many topics of the Year 11 and 12 Informatics and Computing courses.

Areas of StudySoftware Programming; Clear Thinking; Designing Algorithms; Logical Debugging; Meta-cognition; Thinking Flexibly Creating, Imagining, Innovating.


• Create dynamic websites

• Effectively program in JavaScript and jQuery to produce interesting and attractive web effects

• Interpret and understand how other commercial websites are structured

• Debug, test and fine-tune their web designs.

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Art, Design and Technology Faculty

Yet, O Lord, you are our Father. We are the clay, you are the potter; we

are all the work of your hand.

Isaiah 64:2Art:

• Life/Figure Drawing

• Urban Street Art

Design and Technology (Textiles):

• Advanced Sewing Techniques

• Fabric Decoration

Design and Technology (Wood/Plastics):

• Timber Joinery

• Clock Making

Food and Technology:

• Amazing Techno Food

• Cook Like a Chef

Photography (Digital):

• Essential Techniques

• Digital Self Expression

Visual Communication and Design:

• Marketing a Product

• Interpreting Drawing

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Art – Portraiture/Figure DrawingSEMESTER 1Course Content:In this course students will conceptualise, plan and design art works that express ideas, concepts and artistic innovations. They will analyse, interpret and evaluate a range of visual art works from various cultures and different historical and contemporary viewpoints. Students will explore and express their own technique and skills through figure drawing and portraiture. They will select and manipulate materials and apply techniques and processes in their artworks.

Area of Study:• Figure Drawing with charcoal, conte, chalk pastels and graphite pencils

• Body of Figure Drawing

• Portrait Painting

• Written Analysis on Archibald Prize Portraits by various artists

• Written Analysis on Ron Mueck Sculptures

• Folio Presentation

Learning Outcomes:• Students will explore and express ideas in life drawing and complete a “body of work” within this theme.

• Students will complete visual artworks in a progressive, active and creative folio, as an introduction to VCE folio expectations. The folio will include artist research, trials, information gathered on techniques and materials, personal sketches, drawings and annotated photographs.

• Students will analyse, interpret and evaluate a range of visual art works from different cultures, historical and contemporary contexts to explore different viewpoints.

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Art – Urban Street ArtSEMESTER 2Course Content:In this course students will explore how artists manipulate materials, techniques, technologies and processes to develop their own intentions in artworks they produce. This will include drawings, sketches, finished pieces and an active progressive folio. Students will analyse and interpret art works to explore the different forms of expression, intentions and viewpoints of the artists and how they are viewed by audiences. This will be developed through the use of a formal framework as a means to analyse and interpret the artist’s work.

Area of Study:• Social Issue Miso inspired Urban artwork

• Street Art – artwork

• Folio of work linked to finished pieces

• Analytical essay on Miso

Learning Outcomes:• Students will explore and express ideas, concepts and themes in the work of Melbourne Urban Street artist,

Miso.

• Students will gain understanding of the difference between causing damage to private property and being commissioned to create a piece of artwork or being given an art space to make artwork legal.

• Students will complete visual art works in a progressive, active and creative folio, as an introduction to VCE folio expectations. The folio will include artist research, trials, information gathered on techniques and materials, personal sketches, drawings and annotated photographs.

• Students will analyse, interpret and evaluate a range of visual art works from various cultures, historical and contemporary contexts to explore different viewpoints.

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Design and Technology (Textiles)Fit to WearSEMESTER 1Course ContentThis course aims to involve the students in designing, making and evaluating items. At first considerable guidance and instruction will be needed but as the students’ progress the aim is for them to work independently. A variety of complex sewing skills will be incorporated into the design and production of practical projects such as shirts, skirts or pants. The Design Process will be used to investigate, generate and evaluate items that are produced.

Areas of StudySafety; the Design Process; reading patterns; understanding size and fabric quantities on a pattern envelope; darts; zips and/or button holes; gathering stitch.


• Choose appropriate materials for the development of items

• Develop ideas for the design and production of items

• Evaluate the success of simple examples of production

• Choose appropriate techniques from the ones practised to suit their selected product.

Design and Technology (Textiles)Creative DesignsSEMESTER 2Course ContentThis course aims to involve the students in designing, making and evaluating items. By looking at a variety of techniques used in fabric decoration and embellishment, students are encouraged to consider the effectiveness of these in achieving the desired design and select the options that best fit their goal of creating a decorated section of a sewn garment or tote bag. The Design Process will be used to investigate, generate and evaluate items that are produced.

Areas of StudySafety; the Design Process; machine embroidery; felting; machine sewn applique; screen printing and other forms of dye application.


• Choose appropriate materials for the development of items

• Develop ideas for the design and production of items

• Evaluate the success of simple examples of production

• Choose appropriate techniques from the ones practised to suit their selected product.

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Design and Technology (Wood/Plastics)Timber JoinerySEMESTER 1Course ContentThis course aims to involve the students in designing, making and evaluating items. At first considerable guidance and instruction will be needed but as the students’ progress the aim is for them to work independently. Timber joints will be incorporated into the design and production of practical projects such as timber serving trays and ornate boxes.

Areas of StudySafety in the workshop; Design Briefs – their structure and use; Methods of joining timber and the discussion of any known joining methods; Understanding the uses and characteristics of different hard and soft woods; Assembling and finishing methods; Evaluation techniques using original criteria and design briefs.


• Understand and effectively use the Design Process

• Communicate ideas from basic sketching through to measured working drawings and evaluate the success of simple examples of production

• Understand construction materials particularly wood and plastics and how their properties differ and how they can be used together in construction

• Understand manufacturing and construction techniques and safely use hand and power tools. Use finishing techniques and skills.

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Design and Technology (Wood/Plastics)Clock MakingSEMESTER 2Course ContentThis course aims to introduce students to the skills involved in designing, making and evaluating items. By looking at another material, (such as plastic) students will be encouraged to consider the properties of both wood and plastic, and choose to incorporate plastic into wooden product design where appropriate. Clocks may be one of the options that students focus on in this unit.

Areas of StudySafety in the workshop; Design Briefs – their structure and use; Methods of joining timber and plastics, and the discussion of any known joining methods; Understanding the uses and characteristics of different hard and soft woods and characteristics of acrylic plastic; Assembling and finishing methods; Evaluation techniques using original criteria and design briefs.


• Understand and effectively use the Design Process

• Communicate ideas from basic sketching through to measured working drawings and evaluate the success of simple examples of production

• Understand construction materials particularly wood and plastics and how their properties differ and how they can be used together in construction

• Understand manufacturing and construction techniques and safely use hand and power tools. Use finishing techniques and skills.

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Food Technology - Amazing Techno FoodSEMESTER 1Course ContentThis unit involves learning about the amazing properties of food. The students will learn about the sensory properties of food including appearance, flavour, texture and aroma. The physical and chemical properties of ingredients will be studied and how these properties work together to form functional properties in cooking and food preparation. The dry and moist cooking techniques, and the importance of preparing healthy meals will also be studied. Students will have the opportunity to cook their food products in a nutritious and safe and hygienic way. The influence of new technology in the production of food is very current in today’s world. Technological advances in new kinds of equipment, and current packaging will be studied. The students will collaboratively use the design process to create a Truffle Tower and design a packaged meal as a Food Technologist.

Areas of StudySensory properties of food; Cooking Techniques; Physical and chemical properties of Food; Functional properties; Using new technology in the production and packaging of food.


• Discuss the sensory, physical, functional properties of food

• Discuss the use of new technologies in the preparing, cooking and packaging food

• Discuss the importance of good nutrition and use of food models in designing food products

• Produce well-presented high quality food products which use different functional properties and cooking techniques and are cooked in a safe and hygienic way

• Collaboratively design and create a response to two design briefs using the design process- investigate, generate, collaborate, produce and evaluate.

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Food Technology - Cook Like A ChefSEMESTER 2Course ContentThis course focuses on learning about the chef industry and the practical skills and techniques used by a variety of chefs. Sensory properties of main ingredients will be explored as well as different cooking processes and cooking techniques. The students will participate in a number of cooking production classes testing out recipes from a variety of chefs in a safe and hygienic way. Topics such as healthy eating, bush foods, culture, preservation, sustainability, and technology will be studied as influences in cooking. The students will collaboratively use the design process to design a meal as a food photographer and produce a celebration cake with fondant icing. The Design Process will include the steps investigate, generate, collaborate, produce and evaluate.

Areas of StudyIntroduction to the chef industry; Sensory properties of ingredients and cooking techniques; Factors influencing the food cooked by chefs.


• Have knowledge of the chef industry and influences on cooking

• Have knowledge on the sensory properties of ingredients and cooking techniques

• Perform production skills to produce well presented, high quality food products safely and hygienically

• To collaboratively design and create a response to two designs briefs using the design process – investigate, generate, collaborate, produce and evaluate.

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Photography (Digital) - Essential TechniquesSEMESTER 1Course ContentWhat makes a photograph great? (Lighting, composition, balance in form/colour/contrast, engaging use of the elements, understanding the relationship between positive and negative spaces, artistic control). Get the most out of your digital SLR camera by learning essential photographic techniques such as in-camera settings, downloading photos, use of flash and studio lighting, enhancing and retouching and preparing photos for print, emailing and web via PC software. Includes advice on which type of camera to use and/or buy.

Areas of StudyKnowledge of the DSLR Camera; Shooting and Presenting Digital Images; Manipulation of Images in Photoshop; Creating a Digital Portfolio.


• Display advanced knowledge of digital camera functions

• Understand advanced compositional techniques

• Competently use studio lighting and relevant techniques

• Use Photoshop to manipulate and improve digital images

• Research techniques of professional photographers

• Produce an effective Visual Diary outlining the Design Process.

Photography (Digital) - Self ExpressionSEMESTER 2Course ContentWhat makes a photograph great? (Lighting, composition, balance in form/colour/contrast, engaging use of the elements, understanding the relationship between positive and negative spaces, artistic control). Get the most out of your digital camera by learning essential photographic techniques such as in-camera settings, downloading photos, use of flash and studio lighting, enhancing and retouching and preparing photos for print, emailing and web via PC software. Includes advice on what type of photographic accessories may enhance your photography.

Areas of StudySelf-evaluating digital images; Advanced Knowledge of the DSLR Camera; Shooting and Presenting High Quality Digital Images; Manipulation of Images in Photoshop and Illustrator; Creating a Digital Portfolio.


• Display advanced knowledge of digital camera functions

• Understand advanced creative and compositional techniques

• Use Photoshop and illustrator to manipulate and improve digital images and produce professional layouts

• Research techniques of professional photographers

• Produce an effective Visual Diary outlining the Design Process.51

Visual Communication Design Marketing a ProductSEMESTER 1Course ContentStudents create a series of designs that are related to the identification, packaging and promotion of a chosen product. This thematic approach involves developing an overall marketing concept for the chosen product including logos, packaging and an advertising campaign. From developmental concepts through to finished presentations a wide range of design styles and media are explored, with a focus on manual and digital drawing methods.

Areas of StudyThe design process; Symbology; Packaging; Advertising; Digital drawing methods.


• Develop a range of product promotions to appeal to a specified market.

• Demonstrate skills in freehand drawing to trial ideas and concepts.

• Develop skills in layout and presentation.

• Critically examine some of the principles of advertising and marketing.

• Build competency in using digital methods to develop and present ideas.

Visual Communication Design Interpreting DrawingSEMESTER 2Course ContentStudents will examine innovative means to present drawings and diagrams for a variety of purposes. Each task involves a unique take on diagrams that are used to depict, direct, inform and explain information in the form of maps, graphs and explanatory diagrams. This topic covers recognition and interpretation of different diagrams, how they are produced and why. Different media and presentation styles are explored, including colour pencil, marker pens and digital methods.

Areas of StudyExplanatory diagrams; Design principles for layout; Illustrating in Adobe Photoshop.


• Interpret different styles of explanatory diagrams and to develop original ones

• Apply sound design principles in presentation and layout decisions

• Effectively adapt the use of various drawing methods and media, including Information and Communication Technology to designs.

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Business and Commerce Faculty

“They should be rich in good works and

generous to those in need, always being ready to share with

others. By doing this they will be storing

up their treasure as a good foundation for the future so that they may

experience true life.”

1 Timothy 6:18b-19

Take the money from this servant, and give it to the

one with the ten bags of silver. To those who use well what they are

given, even more will be given, and they will have an abundance. But from

those who do nothing, even what little they have

will be taken away.”

Matthew 25:28b-29

“Truth, wisdom, learning, and good sense —

these are worth paying for, but too valuable for

you to sell.”

Proverbs 23:23

Business and Commerce:

• Personal Finance Management

• You, Work and the Bigger Picture

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Business and CommerceAustralia in the global economic environmentSEMESTER 1Course Content:Students should understand how resources are allocated and distributed in the Australian economy and the way economic performance is measured. They learn to provide explanations for variations in economic performance and standards of living within and between economies. Students explain the importance of managing consumer and business financial risks and rewards and analyse the different strategies that may be used when making decisions. They explain the nature of innovation and why businesses need to create a competitive advantage and discuss ways that this may be achieved and the enterprising behaviours and capabilities that could be developed by individuals to assist the work and business environments.

Areas of Study:• Australia’s economic growth

• Measuring growth of Australia’s economy

• Living standards and government intervention

• Competitive advantage in business

• Innovation in business

Learning outcomes:• Investigate Australia as a trading nation and its place within Asia and the global economy (VCEBR020)

• Identify and explain the indicators of economic performance and examine how Australia’s economy is performing (VCEBR021)

• Explain the links between economic performance and living standards, including the variations that exist within and between economies, and give reasons for the possible causes of variations (VCEBR022)

• Explain why and describe how people manage financial risks and rewards in the current Australian and global financial landscape (VCEBC023)

• Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market (VCEBB024)

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http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCEBR020



http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCEBC023

http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCEBB024

Business and CommerceWork and the bigger picture in a contemporary worldSEMESTER 2Course Content:Students explore the fundamentals of enterprise and what it takes to become an entrepreneur. Students analyse the reasons why and how the work environment is changing and discuss the implications this has for individuals, businesses and the economy. Students identify economics and business trends, explain relationships and make predictions. They generate alternative responses to familiar, unfamiliar and complex problems taking into account multiple perspectives, and using cost-benefit analysis and appropriate criteria to propose and justify a course of action. Students analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions.

Areas of study:• Enterprise and entrepreneurship

• Changing work environment in contemporary Australia

• Collecting, interpreting and analysing data

• Economic decision making

Learning Outcomes:• Identify the ways enterprising behaviours and capabilities can be developed to improve the work and

business environments (VCEBN027)

• Research the way the work environment is changing in contemporary Australia and analyse the implications for current and future work (VCEBW025)

• Examine the roles and responsibilities of participants in the changing Australian or global workplace (VCEBW026)

• Generate a range of viable options, taking into account multiple perspectives, use simple cost-benefit analysis to recommend and justify a course of action, and predict the intended and unintended consequences of economic and business decisions (VCEBE028)

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http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCEBN027

http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCEBW025

http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCEBW026

http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCEBE028

Physical Education:

• Body Moving

• Outdoor Explore

Health and Physical Education Faculty

Do you not know that your body is a temple

of the Holy Spirit, who is in you, whom you have

received from God?

1 Corinthians 6: 19

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Physical Education - Body MovingSEMESTER 1 AND 2This course is offered in both semesters and may only be selected once.

Course ContentThis study allows students to gain a greater understanding of the areas of personal fitness, health and wellbeing. Students are encouraged to further develop their physical skills within sports that could become part of their lifestyle.

This is a fitness based practical subject and students are required to wear the full sports uniform as indicated in the College Diary.

Areas of StudyTheoretical: Human Anatomy, Components of Fitness; Fitness Programs; Training Principles and Methods; Nutrition.

Practical: Fitness Testing; Fitness Training; Ultimate Frisbee; Racquet sports; Ball sports; Lawn Bowl; Minor Games.

Learning OutcomesOn the completion of this unit students should be able to:

• Demonstrate knowledge of fitness components and be able to link them to appropriate training principles and methods

• Demonstrate a sound understanding of how fitness training can be used to improve personal health and fitness

• Understand the relationship between nutrition and diet related diseases

• Demonstrate advanced skills in a variety of sports

• Demonstrate qualities of sportsmanship, teamwork and leadership

• Understand the basic structure of the human body and how various body systems interrelate with each other.

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Physical Education - Outdoor ExploreSEMESTER 1 AND 2This course is offered in both semesters and may only be selected once. Students who accelerate in Sport and Recreation (Outdoor Recreation) are not recommended to enrol in this subject.

Course ContentThis study allows students to gain a greater understanding and awareness of the outdoors. Students are encouraged to explore community facilities and programs within defined population groups, and develop skills within ‘alternative’ sports and leisure activities that could become part of their lifestyle.

This subject is based on practical activity and students are required to wear the full sports uniform as indicated in the College Diary.

Areas of StudyTheoretical: Teamwork/Initiative and Problem Solving, Water Safety and Survival, Environmental Awareness, Aboriginal Heritage, Technology Influences, Weather and Marine Environment.

Practical: Navigation, Kayaking and Snorkelling, Caving, Water Safety and Survival.


• Engage in a variety of recreational and outdoor adventure activities to develop skills, knowledge and behaviours that enhance healthy and safe participation in these activities

• Understand and perform more advanced movement skills in a variety of outdoor activities

• Investigate community facilities and programs available for specific population groups and understand how to contribute to a healthy and active community

• Learn basic wilderness first aid skills as well as identify and manage emergency aquatic situations

• Work effectively in a group towards common goals, develop teamwork and leadership skills and understanding efficient communication

• Investigate and develop a deeper understanding of the natural world.

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German

Indonesian

LOTE Faculty And this gospel of

the kingdom will be preached in the whole

world as a testimony to all nations.

Matthew 24: 14

Be still and know that I am God; I will be exalted among the nations, I will be exalted in the earth.

Psalm 46: 10

Sing to the Lord, praise his name; proclaim

his salvation day after day. Declare his glory

among the nations, his marvellous deeds

among all peoples.

Psalm 96: 2

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GermanSEMESTER 1 AND 2Students choosing to study a LOTE are recommended to carry it through for both semesters.

Course ContentIn this course, learning will be largely student centred. Students will study a variety of topics, which will expose them to the German culture. To further increase the students’ understanding and use of LOTE and to develop socially and culturally appropriate language and text-types through which communication takes place. The topics chosen will also help to increase the students’ ability to communicate using LOTE in the practical aspects of everyday life. The students participate in role-plays, conversations and presentation using communication and information technologies.

Areas of StudyEntertainment and youth culture in Berlin; Problems facing young people; Relationships with parents and friends; Accommodation; Sightseeing Directions and transport; Student Exchange; Lifestyles; Recycling; Environment and climate change.


• Communicate effectively in speech and writing using LOTE, at the appropriate level

• Appreciate other cultures

• Demonstrate linguistic and grammatical skills in LOTE

• Listen and comprehend spoken and written texts.

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IndonesianSEMESTER 1 AND 2Students choosing to study a LOTE are recommended to carry it through for both semesters.

Course ContentStudents develop further language skills and their knowledge and understanding of the Indonesian culture. Reading, writing, speaking and listening activities are incorporated to enhance their language skills.

Areas of StudyAbout Me: Personality Traits; Potential Career; Customs and Social Etiquette; Being a Good Host or Guest; Accepting Invitations; Ceremonies; Nationality and Origins; Music and Art; Health and Well Being; and Falling in Love.

Activities: Settings and Roles Related to Topics.

Linguistic and Cultural Elements.


• Communicate effectively in the LOTE in speech and writing

• Demonstrate intercultural knowledge

• Demonstrate linguistic and grammatical skills in LOTE

• Comprehend spoken and written texts.

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Drama:

• Comedy Tonight

• Lights, Camera, Action!

Music:

• Careers and Song Writing

• Recording and Performance

Performing Arts Faculty My heart is steadfast,

O God, my heart is steadfast; I will sing and

make music.

Psalm 57: 7

Let us come before him with thanksgiving and

extol him with music and song. For the Lord

is the great God, the great King above all

gods.

Psalm 95: 2, 3

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Drama - Comedy TonightSEMESTER 1Course ContentThis course introduces students to the structure and techniques of Comedy, Parody, Caricature, Slapstick and gives them the opportunity to work with and create scripts. By studying Comedy students are able to appreciate the skills and techniques that help create comedy and can employ these skills in the creation of performance work. The two styles of comedy explored throughout the course are Slapstick and Parody.

Theatre Sports improves students' ability at spontaneous improvisation.

Areas of StudyComedy; Parody; Caricature; Script Writing.


• Use a wide range of expressive skills when creating drama for an audience

• Create strongly theatrical, melodramatic and focussed drama from any given stimulus

• Create a large range of humorous drama for the stage using their newly acquired comedy skills

• Analyse the drama created by others.

Drama - Lights, Camera, Action!SEMESTER 2Course ContentStudents are introduced to the techniques of filmmaking. Students create an ensemble play based on a script about inept Gangsters, and then record it with a video camera. They also create and perform a duologue. The unit concludes with the students performing a scripted monologue to the class. The unit introduces students to new communication conventions and helps them develop increased confidence in front of an audience. A review of a professional theatre production will also be undertaken.

Areas of StudyDramatic Meaning and Focus Exercises; Film Making Techniques; Duologue Performance Techniques; Scriptwriting Techniques; Duologues Creation and Rehearsal; Monologue Performance Techniques; Monologue Rehearsals; Improvisation Activities; Drama Skill Games.


• Create believable, dramatic duologues and monologues

• Perform in front of live audiences

• Analyse live theatre performances

• Create short live action films.

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Music - Careers and SongwritingSEMESTER 1This course can be undertaken as a Semester only study but ideally works as a year-long study. Ideally, it is to be undertaken in conjunction with regular instrumental (or vocal) music lessons (either at Flinders Christian Community College or outside of school by a recognised music teacher). However, interested students not having individual separate music lessons are still very welcome to do the course.

This course includes a number of activities investigating a variety of occupations in the local music industry, including visits to local instrument manufacturers (Maton), and other music industry related work places. Students will speak with industry professionals to gain insight into possible future careers options, including the education or skill requirements involved. Students will gain an understanding of the elements of a variety of modern music styles and discover their musical influences. They will collaborate with each other and with local songwriters/composers to create original compositions and develop processes to enhance their creativity. Students will be taught the building blocks of song writing and composition- melody writing; harmony writing; integration of melody with harmony; and song writing form; rhythm. Students will cultivate the necessary Practice, Aural and Theory skills to advance their overall musicianship.

Course ContentThis Unit aims to develop:

• Insight into a variety of careers within the Music Industry including instrument manufacture/repair, recording industry, composition/song writing, and performance

• Musicianship skills including instrumental playing, theory skills & aural comprehension

• Technical skills related to recording, band setup, and performance

• Performance skills through public performance opportunities in a variety of venues.

Areas of StudyCareers and Instruments; Song Writing and Styles.


• Identify a variety of occupations available within the music industry

• Understand the design, construction and professional maintenance of their instrument

• Create original songs and compositions using processes to enhance creativity

• Utilise aural and theory skills as a foundation for VCE Music

• Develop links and networks within the local music industry.

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Music - Recording and PerformanceSEMESTER 2This course can be undertaken as a Semester only study but ideally works as a year-long study. Ideally, it is to be undertaken in conjunction with regular instrumental (or vocal) music lessons (either at Flinders Christian Community College or outside of school by a recognised music teacher). However, interested students not having individual separate music lessons are still very welcome to do the course.

Students will arrange and rehearse original compositions, developing effective and efficient rehearsal strategies. They will record their compositions or songs by other artists at a professional recording studio and will investigate a variety of studio-related occupations with industry professionals. They will demonstrate operational knowledge of sound reinforcement systems used during band performances and will perform their original compositions at a local venue in a professional setting. Students having formal instrumental or vocal lessons are encouraged to undertake an AMEB/ANZCA examination at an appropriate grade level. Students will cultivate the necessary Practice, Aural and Theory skills to advance their overall musicianship.

Course ContentThis Unit aims to develop:

• Insight into a variety of careers within the Music Industry including recording industry, composition/song writing, and performance

• Musicianship skills including instrumental playing, theory skills & aural comprehension

• Technical skills related to recording, band setup, and performance

• Performance skills through public performance opportunities in a variety of venues.

Areas of StudyRecording; Rehearsal and Setup; Performance.


• Develop efficient rehearsal and performance strategies

• Utilise performance experience in professional music environments

• Extend their basic understanding of modern recording practices and techniques

• Apply skills in operating sound reinforcement equipment for band performances

• Utilise instrumental (or vocal) technique through an assessed solo performance

• Utilise aural and theory skills as a foundation for VCE.

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www.flinders.vic.edu.au

LoveFaith

IntegrityHumility

GraceExcellence

Perseverance

155 Mornington-Tyabb Road Tyabb VIC 3913 | P: (03) 5973 2000 | F: (03) 5977 3375 | E: [email protected]

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