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Senior School Curriculum Handbook 2012

CONTENTS INTRODUCTORY SECTION 4 Senior Pathways 4 ATTENDANCE 4 GUIDE TO SUBJECT SELECTION 5 Some Common Myths and the Reality 7 THE VCE (Victorian Certificate of Education) 8 VCAL 9 WHAT IS (VET)? 10 EXTENSION STUDIES FOR VCE STUDENTS 10 UNIT 1 AND 2 STUDIES IN YEAR 10 11 UNIT 3 AND 4 STUDIES IN YEAR 11 11 AUSTRALIAN QUALIFICATIONS FRAMEWORK 11 MANAGED INDIVIDUAL PATHWAYS (MIPS) 11 REFERENCES & ASSISTANCE IN CHOOSING YOUR CAREER 12 CAREERS INFORMATION 12 FINANCIAL INFORMATION: 12 ASSESSMENT OF VCE, VET AND VCAL 12 Section 2: 15 STUDY DESCRIPTORS 15 VCE SECTION 16 ACCOUNTING 16 ART 16 AUSTRALIAN & GLOBAL POLITICS 17 BIOLOGY 18 BUSINESS MANAGEMENT 18 CHEMISTRY 19 DANCE 20 DRAMA 20 ECONOMICS 21 ENGLISH REQUIREMENTS 21 ENGLISH 22 ENGLISH AS A SECOND LANGUAGE 22 ENVIRONMENTAL SCIENCE 33 FOOD AND TECHNOLOGY 23 GEOGRAPHY 24 HEALTH and HUMAN DEVELOPMENT 24 HISTORY 25 INFORMATION TECHNOLOGY 26

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INDUSTRY AND ENTERPRISE 26 LEGAL STUDIES 27 LITERATURE 28 LOTE - FRENCH 28 LOTE- CHINESE 29 MATHEMATICS 29 FOUNDATION MATHEMATICS 32 GENERAL MATHEMATICS 32 GENERAL MATHEMATICS (FURTHER) 32 GENERAL MATHEMATICS (SPECIALIST) 32 FURTHER MATHEMATICS 32 MATHEMATICAL METHODS 32 SPECIALIST MATHEMATICS 32 MEDIA 32 MUSIC PERFORMANCE 33 MUSIC STYLES 34 OUTDOOR AND ENVIRONMENTAL STUDIES 34 PHYSICAL EDUCATION 35 PHYSICS 36 PRODUCT DESIGN and TECHNOLOGY (WOOD) 36 PRODUCT DESIGN and TECHNOLOGY (TEXTILES) 37 PSYCHOLOGY 38 STUDIO ARTS 38 THEATRE STUDIES 39 VISUAL COMMUNICATION AND DESIGN 40 VET SECTION 40 BUSINESS ADMINISTRATION (OFFICE) VET 40 CISCO COMPUTER NETWORKING (VET) 41 COMMUNITY SERVICES (VET) 41 FINANCIAL SERVICES (VET) 42 HOSPITALITY (VET) 42 INTERACTIVE DIGITAL MEDIA (VET) 43 MUSIC INDUSTRY SKILLS (VET) 43 VCAL SECTION 44 VCAL - LITERACY 44 VCAL - NUMERACY 44 VCAL - PERSONAL DEVELOPMENT SKILLS 45 VCAL - WORK RELATED SKILLS 46

Senior School Curriculum Handbook 2012

Welcome to Senior Studies at Keysborough College. Today there are ever-increasing pressures on young people to perform well in the final years of secondary schooling in order to be successful in a highly competitive world. Achieving success in the senior years is an excellent way of launching your future beyond the compulsory school years. Work at school is challenging, students are expected to strive to achieve personal excellence in their work and we hope you will make full use of the resources within the school when you need assistance. We hope you will have the confidence to ask for help. We want you to set realistic goals and to work hard to achieve them. Keysborough College graduates have had an ever increasing rate of success in gaining entry to tertiary institutions, employment and training. This has, in no small way, been due to commitment, hard work and careful planning for the future by students when selecting their post-secondary pathways. This document contains curriculum information for students entering Year 10, 11 and 12. It is a guide to planning programs and pathways for the important senior years of secondary education. Keysborough College affirms the nature of individual pathways and strives to effectively cater for individual differences. The senior years should be viewed as a three year program and in some cases students may complete their program over four years. It is essential to carefully read the Senior School Handbook, work through the Senior School Curriculum Information and give careful thought to your individual abilities and interests. In planning for the future, students need to consider the past by asking themselves: - What am I good at? - What do I enjoy doing? The senior years can be a most enjoyable experience if students are able to commit themselves to study because they are enjoying the subjects they have chosen.

Yours Sincerely,

Heather Lindsay College Principal

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Senior School Curriculum Handbook 2012

INTRODUCTORY SECTION Senior Pathways What am I interested in? What am I good at? What kind of work or further training do I want to do?

VCE

VCAL

The VCE is a pathway to further study at university, TAFE and to the world of work. It is designed to be undertaken mainly in Years 11 and 12.

The VCAL is based on applied learning. It is a pathway to further training in the workplace or at a TAFE institute. What must I do? You must complete the following compulsory strands:  Literacy skills  Numeracy skills  Work related skills  Industry specific skills selected from a VET subject  Personal development skills  Work experience

What can I choose from?  VCE units  VCE VET programs  Enhancement studies

USING THE HANDBOOK This handbook has been prepared to assist students in making their course selections. The handbook contains an Introductory Section followed by Course Descriptors. An introductory section containing information and advice regarding further education and employment, course structures and requirements, promotion and counselling has been included before the course details. Such information should be read first, as it sets the scene for more accurate understanding of specific subject requirements and will allow for more informed decision making when course selection takes place. COUNSELLING Around the time when students are making their selections, extensive counselling will take place. Factors such as interests, planned career and/or later studies and past performance will be considered.

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STUDENT DECLARATION Before undertaking any Senior Sub-school studies (Year 10 and VCE, VCAL and VET), all students must sign an agreement to abide by the College‘s and the VCAA‘s regulations. Continued enrolment in the Senior Sub-school program at Keysborough College is dependent upon satisfactory academic progress and meeting both VCAA and College requirements. Students also need to complete a declaration regarding the release of data to the Victorian Tertiary Admissions Centre and other organisations to comply with Privacy Legislation requirements.

ATTENDANCE 90% attendance in all scheduled classes (including Xcel and other sub-school assemblies) for each term is required and will be rigidly enforced. Students who are absent without the express permission of the College for more than 10% of scheduled class time for any one unit in semester may receive an N for that unit.

Senior School Curriculum Handbook 2012

GUIDE TO SUBJECT SELECTION If you have decided upon a particular career or pathway, make QUITE SURE you know what qualifications are required for it, and what subjects will enable you to obtain those qualifications. The Career’s Teacher and MIPs Coordinators are the only people qualified to give you advice in this area. If necessary, phone the training institution or an employer of people in the career to find out what is required. MAKE CERTAIN YOU KNOW WHAT IS NEEDED. DO NOT GUESS! You can do this by looking through VTAC Guides and VICTER publications. WHAT IF I HAVE NOT DECIDED ON A FUTURE CAREER OR TERTIARY COURSE? First of all, don’t worry. It is very common for students to be unsure at this stage. You should be using the resources of the Career’s room at school to explore ideas. The Career’s teacher can help provide information, resources and counseling.

The VCE allows students flexibility in choosing their preferred pathway through the VCE. In selecting units to be studied, students are not locked into units chosen at this stage, as changes can be negotiated at a later date, such as after the completion of Units 1 and 2. It must be stressed, however, that not having the background provided by Units 1 and/or 2 may be difficult to overcome. Other than meeting the specified program requirements, students are free to choose from the range of units provided. In order to obtain the highest possible ATAR (Australian Tertiary Admission Rank) score, students are advised to select subjects which are:  Required as prerequisites for tertiary courses.  Subjects which they enjoy, are good at and which they are interested in.  Consistent with career pathways they might be interested in.

SAMPLE CAREER PATHWAYS Interested in: Art/ Design/ Architecture Subjects to consider in addition to 4 units of English/ESL: Art/ Studio Art/ Visual Communication and Design/Media, VET Multi-media, Drama, Physics or Maths (for Architecture or Product Design). This might lead to: TERTIARY STUDIES SUCH AS: Bachelor Degrees: Fine Arts, Art and Design, Visual Arts, Graphic Design, Visual Communication, Interior Design, Bachelor of Arts, Bachelor of Education, Bachelor of Technology, Industrial Design, Fashion, Architecture (some courses). TAFE: Courses in Arts, Design, Advertising, Art & Design, Ceramics, Photography Assistant, Arts (Finished Art, Visual Merchandising), Fashion Design & Production, Architectural Drafting, Art - Visual Art. EMPLOYMENT IN AREAS SUCH AS: Teacher, Designer (Fashion, Interior, Industrial), Architecture, Drafting (Mechanical & Architectural), Art Administrator, Graphic Artist, Advertising, Photographer, Textile Designer, Sign writer, Graphic Composition, Printing Trades areas, Poster designer, Visual Merchandiser (display, exhibitions). Interested in: Business/Accounting/Office/Commerce Subjects to consider in addition to 4 units of English/ESL: Business Management, Economics, Legal Studies, Psychology, VET Financial Services, Vet Office Administration, Maths Methods, Specialist Maths. This might lead to: TERTIARY STUDIES SUCH AS: Bachelor Degrees in Accounting (some courses), Business, Marketing, Office Management, Sports Management, Information Technology, Business Systems, International Trade, Tourism and Hospitality, Teacher Education, Commerce (some courses), Insurance. TAFE: Courses in Business, Computing, Accounting, Marketing, Business Applications, Business/Secretarial Studies, Office Practices, Tourism, Ecotourism, Hospitality. EMPLOYMENT IN AREAS SUCH AS: Banking, Insurance, Marketing, Finance, International Trade, Tourism and Travel, Office Management, Secretary, Retailing. Keysborough College

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Senior School Curriculum Handbook 2012

Interested in: Health/ Physical Education/ Biological and Environmental Sciences Subjects to consider in addition to 4 units of English/ESL: Biology, Physical Education, Outdoor Education and Environmental Studies, Health and Human Development, Psychology, Maths Methods, Specialist Maths, Food and Technology, Physics, Chemistry. This might lead to: TERTIARY STUDIES SUCH AS: Bachelor Degrees in Science, Medicine, Agricultural Science, Behavioral Science, Biological/Cognitive Science, Applied Chemistry, Human Biology, Human Movement, Applied Biology/Biotechnology, Applied Science, Biological Science, Health Promotions, Aquatic Science, Applied Science (Environmental Management, Parks and Recreation), Nutrition, Health Studies, Biomedical Science, Physiotherapy. TAFE: Courses in Fitness Education, Occupational Health and Safety, Dental Technology, Laboratory Technology, Animal Care, Veterinary Nursing, Resource Management, Horticulture, Parks Management. EMPLOYMENT IN AREAS SUCH AS: Child Care, Nursing, Personal Fitness Trainer, Psychologist, Agricultural Science, Physiotherapy, Occupational Therapy, Dental Technician, Medicine, Medicine, Youth worker, Biology, Animal Technician, Veterinary Nursing, Meteorology, Fisheries and Wildlife, National Parks, Environmental Management.

Interested in: Physical Sciences / Engineering Subjects to consider in addition to 4 units of English/ESL: Physics, Chemistry, Maths Methods, Specialist Maths, Information Technology. This might lead to: TERTIARY STUDIES SUCH AS: Bachelor Degrees in Science, Engineering Computer Science, Science Engineering, Applied Science, Communication Engineering, Architecture, Computer Technology, Applied Chemistry, Applied Physics, Surveying, Applied Geology and a range of combined Degrees (e.g. Science/Engineering, Arts/Engineering, Arts/Science, Science/Law). TAFE: Courses in Electronics, Engineering, Laboratory, Technology, Design Drafting, Meteorology, Audiovisual technology. EMPLOYMENT IN AREAS SUCH AS: Medicine, Engineering, Computing, Pharmacy, Dentistry, Laboratory, Technician, Teaching, Surveying, Radiology.

Interested in: Computing and Information Technology Subjects to consider in addition to 4 units of English/ESL: I.T. Maths Methods 1-4, Physics, Chemistry, Biology, Psychology, Business Management, Economics, Accounting, Legal Studies, VET Cisco, General Maths. This might lead to: TERTIARY STUDIES SUCH AS: Bachelor Degrees in Computing (Digital Technology), Computing & Instrumentation (P), Information & Library Management, Accounting/Computing, Business Management, Computer Science, Information Systems, Multimedia Technology (P). [Note: (P) indicates Physics required for some of these] TAFE: Courses in Computer Operations, Information Technology, Applied Science - Information Technology, Computing - Applied Physics, Computer - Business Applications, Computing, Business Microcomputers, and Engineering - Computer Systems. EMPLOYMENT IN AREAS SUCH AS: Accounting, Banking, Insurance, Computer Operations & Management, Computer Programming and Games industry, Library Management.

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Senior School Curriculum Handbook 2012

Interested in: Media Industry (Film, Television, Radio, Print and Multi-Media, Advertising and Marketing) Subjects to consider in addition to 4 units of English/ESL: VET Music Industry Skills, VET Multimedia, Media Studies, Visual Design and Communication, Creative Arts- Drama/Visual, Maths, Science, and Technology, Business. This might lead to: TERTIARY STUDIES SUCH AS: Bachelor of Arts Degrees in Media Studies, Media/Arts, Theatre Studies, Media & Communications. TAFE: Courses in Media, Arts & Design, Arts - Sound Production, Corporate Video Production, Arts, Visual Art. EMPLOYMENT IN AREAS SUCH AS: Media - Film & Television, Games Development, Fashion, Design Industry, Illustrators, Graphic Designers, Media Communications, Radio, Video Production, Public relations, Photography/Film/TV, Screenwriting, Small Business Management.

Interested in: Hospitality A VCAL course could be considered. VCAL is made up of units from 4 strands: - Literacy and numeracy - Industry specific skills - Personal development - Work related skills (the work related skills units can be chosen from a variety of VCE units) This might lead to: TAFE Courses such as Hospitality Management, Event Management, Tourism Management, Hotel, Restaurant & Catering Management. POSSIBLE TERTIARY STUDIES Hospitality Management, Event Management, Human Resources Management, Tourism Management, Tourism & Hospitality Management, Hotel, Restaurant & Catering Management. EMPLOYMENT IN AREAS SUCH AS Hotel Management, Chef, Chef‘s Assistant, Maitre d‘Hotel, Food Styles.

SOME COMMON MYTHS AND THE REALITY FACT 1- This is completely untrue. If you are a good student in any subject area you have the opportunity to obtain a top ATAR score. FACT 2- This is a misguided notion. Scaling is a way of making subjects equivalent in degree of difficulty. You should choose subjects that are in your interest and ability range. If you don’t, you run the risk of a lower score than you might otherwise have obtained even with scaling. FACT 3- A large number of business courses at universities don’t require school business subjects as pre-requisites. You should choose subjects you like or are good at. FACT 4- Most people don’t and most change courses later. Choose subjects to give yourself a wide range of options when you finish.

MYTH 1- It is impossible to obtain a high ATAR score without choosing science subjects. MYTH 2- You should improve your chances of obtaining a good ATAR by choosing subjects that are scaled up. MYTH 3- I should study business subjects for a later career in business even if I don’t like them at the moment. MYTH 4- I should know what my future career will be when I choose subjects.

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Senior School Curriculum Handbook 2012

Victorian Certificate of Education (VCE) The VCE is a two-year certificate for Years 11 and 12. It is made up of half-year or semester length units of study. Studies may be selected from the areas of ENGLISH, ARTS, HUMANITIES, LANGUAGES, MATHEMATICS, SCIENCE, TECHNOLOGY, HEALTH AND PHYSICAL EDUCATION. WHAT YOU WILL HAVE TO DO Most students will do 22 units over two years. Within your 22 units, the units you MUST select are 4 units of English. The idea is to select a program that includes units that meet the requirements plus other units that are appropriate to your interests and aspirations for tertiary study, training and employment. TO GAIN THE VCE To be awarded the VCE, you will have to satisfactorily complete a total of no less than 16 units. These units must include:  at least 3 units of English  at least 3 sequences of Units 3 and 4 studies (other than English)  You may include any number of VET (Vocational Education and Training) units. ENTRY TO STUDIES Students may enter studies at Units 1, 2 or 3. Some study designs include advice that students should complete either or both Units 1 and 2 before attempting Unit 3. Unit 3 and 4 studies are designed to be taken as a sequence. Students MUST undertake Unit 3 of a study before entering Unit 4 of that study. THE VCE AND TERTIARY ENTRANCE Satisfactory completion of the VCE does not ensure automatic entry to tertiary institutions. The following information is the most up-to-date published by the Victorian Tertiary Admission Centre; refer to “Tertiary Entrance Requirements 2013” if you will be in Year 12 in 2012 and “Tertiary Entrance Requirements 2014” if you will be in Year 11 in 2012.

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Entry to tertiary courses consists of two parts: a) General Entry Requirements  Satisfactory completion of the VCE  Satisfactory completion of Units 3 and 4 of English b) Australian Tertiary Admission Rank (ATAR)

Students who successfully meet the VCE criteria and apply to VTAC (Victorian Tertiary Admissions Centre), for a place at a tertiary institution are issued with an ATAR (Australian Tertiary Admission Rank). On the basis of the performance in School Assessed Coursework, and Examinations; each student will be allocated an Australian Tertiary Admission Rank (ATAR) by VTAC. This rank will be derived from the students scaled study scores in English or ESL and the best 3 other studies at Year 12 (Units 3 and 4), plus 10% of up to 2 more studies. This will be a percentile score, an ATAR of 63.4 means that this student has scored better than 63.4% of students in the state. The higher the score, the better the outcome in comparison to other students. c) Special Requirements

Some courses require additional information from students other than just their ATAR. For such courses students might have to:  attend an interview  present a folio  go to an information session  send in an application form detailing reasons for wanting access to a particular course, etc  sit a test e.g. DULSAT (Deakin University Law Schools Admission Test); UMAT (Undergraduate medicine and Health Sciences Admission Test); etc d) LOTE carries a bonus of 5 points, which is added

to the scaled mean. The bonus is not added onto the ATAR (score out of 99.95), but the VCAA study score (out of 50). Do not elect to do a LOTE just because of this, if you do not perform well this may not help your ATAR.

Senior School Curriculum Handbook 2012

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Victorian Certificate of Applied Learning (VCAL) THE STRUCTURE OF VCAL The Victorian Certificate of Applied Learning (VCAL) is an alternative option to the VCE. The VCAL provides practical, work related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Just like the VCE, the VCAL is a recognised qualification and has three levels Foundation, Intermediate and Senior. At Keysborough College, students in Year 11 usually begin their VCAL at Intermediate level, however, this can be negotiated to meet the requirements and needs of individual students. Students who select to do the VCAL are likely to be interested in going on to training at TAFE, doing an apprenticeship, or getting a job after leaving school. The VCAL consists of four separate strands:  Literacy and Numeracy Skills  Industry Specific Skills (selected from a VET subject)  Work Related Skills  Personal Development Skills TO GAIN THE VCAL To gain your VCAL certificate, you need to satisfy the learning outcomes that are specified for each strand you are studying. Once you satisfactorily complete your VCAL, you will receive a certificate and statement of results that details the areas of study that you have completed. WHAT YOU WILL HAVE TO DO

You have to complete the four compulsory strands, plus undertake training in a VET course and participate in a work experience program which is linked to your VET course.  To meet the Literacy Skills strand, you will be required to complete the outcomes specified for this course. Note that once you have completed 2 Units of VCAL Literacy in Year 11, you will not be able to meet the requirements for VCE English and this has an impact on your ability to transfer back into the VCE at Year 12. If you have any concerns about this you should talk to the VCAL Coordinator.

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To meet the requirements of the Numeracy Skills Strand, you will complete the outcomes specified for numeracy by undertaking Yr 11 studies in VCE Foundation Mathematics (description located in the VCE section of this handbook). In Yr 12 you will study a unit of VCAL Numeracy. To meet the requirements of the Industry Specific Skills you are required to undertake a VET course in an area of interest. (NOTE: In some instances you could select VCE units in the areas of Food and Technology or Product Design for a VCAL Foundation certificate only.) To meet the requirements of the Work Related Skills strand, you will study units that will help prepare you for work, for example occupational health and safety or job interview skills. In order to develop 'employability' skills, you will also have to undertake a structured work placement. To meet the requirements of the Personal Development Skills strand, you will participate in projects and/or activities that will help develop your teamwork skills, selfconfidence and other skills important for life and work.

The VCAL gives you a qualification that is recognised by TAFE institutes and employers. Together these will help you move from school into work, an apprenticeship or traineeship and/or further training at TAFE. Alternatively, if you start studying for your VCAL in Year 11 and successfully complete it, you may consider going on to a higher level of VCAL. Once you have completed your VCAL you will have knowledge and skills that are a useful preparation for a trade or industry certificate. This knowledge and skills may also count towards a traineeship or apprenticeship.

Senior School Curriculum Handbook 2012

WHAT IS VOCATIONAL EDUCATION TRAINING (VET)?

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A VET program allows students to complete VCE or VCAL and a TAFE certificate together.

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VET provides options for TAFE curriculum as an integrated part of the VCE or VCAL program. A student enrolls for VCE or VCAL and all results are recorded on their Statement of Results. Upon successful completion of a study a student is awarded a completed VCE Certificate and an Australian Tertiary Admission Rank (ATAR). VCAL students would be awarded their VCAL certificate. Students can also be granted credits towards related TAFE Certificate, Advanced Certificate, Associate Diploma and Diploma courses. VET PROGRAMS Opportunities exist for students to increase vocational education and training opportunities through additional studies programs. This may allow students to gain advanced standing into TAFE courses, while at the same time studying for their VCE or VCAL certificates. ADVANTAGES  Partial or full completion of a TAFE course which will lead to a reduction in time required to complete a TAFE qualification.  Further exploration of the world of work.  Students can expand their career options.  Students can complete a nationally accredited and recognised TAFE program.  Students can experience an adult, tertiary educational environment.  Students will develop vocational skills that are practical and relevant to employers.  When a student applies for a job, they can show greater commitment to, and knowledge of, their chosen career.  VCE/VET subjects contribute towards a student’s ATAR.  Students will gain assistance in finding their chosen career path.  Students will have easy access to TAFE resources through a partnership with the secondary college. VET has unique features. VET units:  Count as part of the 16 units needed to successfully complete the VCE.

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VET units will count as one of the four Unit 3-4 studies in the calculation of an ATAR score if they have a study score calculated for them. Count as part of the units needed to successfully complete a VCAL certificate at either Intermediate or Senior levels.

Successful completion of this program continues to give students a higher education option but also provides additional pathways to training and work, thereby multiplying opportunities.

EXTENSION STUDIES FOR VCE STUDENTS Students who achieve very good results in Units 1 and 2 may elect to become involved in the Extension Studies program. This program allows students to study a first year University subject and gain credit towards their Tertiary Admissions Rank and credit towards a Monash University or Melbourne University degree. Extension studies are there to challenge the most able students. These students are selected by their school using university guidelines. The guidelines help to ensure that selected students are capable of completing their VCE and an extension studies program. A range of subjects are available. Depending upon numbers, these classes may be held at Keysborough College, at neighbouring schools, at the university or by correspondence. The cost of the program is approximately $350 per student. Classes are held after school hours at the host Secondary College and are taken by sufficiently qualified teachers of that college. The time commitment is usually 1 - 2 hours per week as well as occasional weekend tutorials at Monash University campuses. Students who are interested in this program are advised to go to the following websites for further information. - Monash University http://www.monash.edu.au/pubs/enhancement - University of Melbourne http://www.services.unimelb.edu.au/umep For further information and application forms, students should contact head of sub-school.

Senior School Curriculum Handbook 2012

UNIT 1 AND 2 STUDIES IN YEAR 10 Students should consider undertaking a Unit 1-2 study in Year 10. Students must meet certain academic requirements to be eligible to do this, firstly by performing above the expected VELS standard in relevant year 10 subjects. The advantage of this is to increase ATAR possibilities and allow students to complete an additional subject at Year 12 level, while being able to spread the workload. Please see the Head of Senior School for further information.

UNIT 3 AND 4 STUDIES IN YEAR 11 Students should consider undertaking a Unit 3-4 study in Year 11. This has been done successfully in a range of subjects. The advantage of this is to increase ATAR possibilities and allow students to complete an additional subject at Year 12 level, while being able to spread the workload. Please see the Head of Senior School for further information. Secondary School

Senior Secondary Certificate of Education

THE AUSTRALIAN QUALIFICATIONS FRAMEWORK Qualifications certify what has been achieved through courses of study and training or other learning experiences such as on the job training. The Australian Qualifications Framework has been developed and agreed by all States and Territories. The aim is to make qualifications nationally consistent, help to make them better understood internationally and to take account of recent changes in the structure and content of vocational education and training. The Australian Qualifications Framework covers qualifications issued by senior secondary schools, vocational education and training providers (including TAFE and other registered providers) and higher education institutions (mainly universities). The qualifications in the framework are shown below. Each qualification is listed under the education and training sector that is mainly responsible for delivering it.

Vocational Education and Training Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma

Universities and Higher Education Diploma Associate Degree Bachelor degree Graduate Certificate Graduate Diploma Masters Degree Doctoral Degree

Vocational Graduate Certificate Vocational Graduate Diploma Under the Australian Qualifications Framework (revised 2007) it has been required that all courses must be organised under this Framework.

MANAGED INDIVIDUAL PATHWAYS (MIPS) MIPS is a school program that assists students at the college in their journey through school, into higher education and the workplace. The program aims to provide students with mentoring, coaching the ability of knowing how to ask for additional help i.e. Where am I now? Where do I want to be? How do I get there?

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The MIP’s Co-ordinator works with a committed team of Xcel Teachers, Welfare Staff, Year Level Co-ordinators and Careers personnel to ensure all students have a blue print for the future. Exit Plans Each student who believes they will be exiting or not returning the following year is placed on an exit plan program. In this time they are given referrals, resume assistance, a booklet with job agency contacts and various addresses of support within our local community.

Senior School Curriculum Handbook 2012

Tracking All exited students are assisted for a further 6 months after leaving school to ensure the pathway they have chosen is right for them. ‘On Track’ After Year 12 the Department of Education & Early Childhood Development’s ‘On track’ program will keep a regular track of ex-students regarding their career or study destination pathway.

REFERENCES AND ASSISTANCE IN CHOOSING YOUR CAREER Your best contact for careers information is your careers teacher. Assistance can also be found through your parents, friends, other staff and counsellors at Universities and TAFEs. You can also consult:  Careers /MIPs Coordinators  Apprenticeships Victoria: 9613 6700  VECCI: 8662 5333  Centrelink Career Information Centre: 9299 1038 or email: [email protected]  TAFE Course line (DEECD): 131 823

CAREERS INFORMATION CAREER’S ROOM Some of the useful resources that may be available in the Career’s Room at your campus: a) Job Guides: updated each year. Now also available on computer. Outlining the job description, educational prerequisites, personal attributes, training needed and where to get further information about a wide range of jobs. b) Course Link: Students can input an ATAR score to receive a list of all TAFE and University courses for which you could be considered with that ATAR requirement. c) OZJAC: The Job and Course Explorer Computer Program includes job descriptions and courses Australia wide. You can get print outs about jobs or courses or just explore the vast array of information. e) Guides to Careers at TAFE Institutes and Universities. Choosing a post secondary course some issues to consider; VTAC guides. Opportunities for school leavers. f) Handbooks and pamphlets for most Institutes and Universities. g) Information about closing dates for scholarships. h) Information about Open Days - Dates and Times. Tertiary Institutes open their doors for Keysborough College

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prospective students, a good chance to see things first hand. i) Guides for Job Seeking - How to apply for a job - Taking an interview - Preparing resumes - Telephone techniques k) Relevant videos, disks and CDs with career information. l) ATAR Information - lists of clearly in ranks (or cut offs) for courses. m) VTAC Guides - lists courses and entrance requirements. n) VICTER guides - list prerequisite studies for courses. FOR ALL CAREER ENQUIRIES FOR STUDENTS, EXSTUDENTS, PARENTS OR STAFF -TRY THE CAREERS ROOM FIRST.

FINANCIAL INFORMATION: If you stay at school: You may be eligible for YOUTH ALLOWANCE. Youth Allowance (financial support for students) is a Commonwealth payment to help with living costs while you are still a student. If you go on to study at a TAFE College:  You may still be eligible for Youth Allowance.  CSP (Commonwealth Supported Places) contributions do not apply.   

If you decide to leave school and seek work: You may need to cancel your Youth Allowance payments. You may not be eligible to receive a Youth Allowance whilst you are seeking employment.

TO RECEIVE ADVICE AND/OR INFORMATION ABOUT ANY OF THE ABOVE, PLEASE SEE THE STUDENT WELFARE COORDINATOR OR CAREER’S TEACHER.

ASSESSMENT OF VCE, VET AND VCAL The VCE: The VCE comprises just over 40 studies. Most studies are made up of 4 units each. A unit represents one semester of work. Units 1 and 2 are usually undertaken at Year 11, Units 3 and 4 are usually undertaken at Year 12. Assessment is based on a combination of Examinations and School assessed work. There is a strong emphasis on students being assessed on Senior School Curriculum Handbook 2012

work done IN CLASS as part of the teaching program. OUTCOMES Each VCE unit has a set of "Outcome Statements" that a student must demonstrate they have achieved in order to achieve a satisfactory result for that unit. Achievement of an outcome means:  The work meets the required standard.  The work was submitted on time.  The work is clearly the students own.  There has been no breach of Victorian Curriculum and Assessment Authority rules. If all the outcomes for a particular unit are achieved, the student will receive an S (Satisfactory) for that unit. If any of the outcomes are not achieved, the student will receive N (not satisfactory) for the unit. Examples of outcome statements include: SCHOOL ASSESSED COURSEWORK For each VCE study, a series of assessment tools have been prescribed. These must be undertaken as part of the regular teaching and learning program and must be completed mainly in class and within a limited timeframe. They could consist of a written report or essay or a class test. These apply only for units undertaken at Unit 3 and 4 level. These pieces of work will then be marked according to a set of criteria published by the Victorian Curriculum and Assessment Authority. Tasks completed as school assessed coursework will be further moderated against the marks received for the mid-year and end of year examinations. For this reason, examination performance has become much more important than in the past. Teachers will provide specific details of these tasks at the beginning of each semester. ASSESSMENT TASKS For studies at Unit 1 and 2 levels, as a further means of assessing student work “Assessment Tasks” will be conducted. Such a task may be a research project, essay, practical activity, test, etc. Assessment tasks for Units 1 and 2 are internally set and internally assessed. Assessment tasks for Units 3 and 4 in any particular program are common to all students in the state. They are externally assessed, or at least externally verified. Each study includes at least one examination. Keysborough College

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All students enrolled in Units 3 and 4 of a study will receive three assessments for each study. Assessments will be on a ten point scale - “A+” to “E” (all of which are satisfactory) or UG (ungraded). VCE REPORTING The Victorian Curriculum and Assessment Authority will provide all students with a “Statement of Results” on the completion of Units 1 and 2, and again on the completion of Units 3 and 4. A descriptive report will be provided by the college at the end of Units 1, 2 and 3. The Victorian Curriculum and Assessment Authority will provide a detailed description of your achievements at the completion of Units 3 and 4. GENERAL ACHIEVEMENT TEST (GAT) Students undertaking any Unit 3 or 4 study must undertake the General Achievement Test midyear. This test provides information for the Victorian Curriculum and Assessment Authority to adjust scores for school assessed coursework assessed in schools. All students studying one or more subjects at Unit 3 and 4 level must attempt the GAT. The VCAL: In VCAL units, assessment is based upon whether a student has demonstrated that they have met certain criteria. Assessment is usually based upon the work that is done in the class as part of the teaching and learning program. LEARNING OUTCOME STATEMENTS Each VCAL unit has a set of “Learning Outcome Statements” that a student must demonstrate they have achieved in order to provide a satisfactory result for that unit. These statements have been developed by the Victorian Qualifications Authority. Class teachers provide details of each of these learning outcome statements to the students in the class at the beginning of each semester. If all of the learning outcomes for a unit have been demonstrated, the student will receive an S for the unit. If any of the learning outcomes are not achieved, the student will achieve P (Result Pending i.e. still to be completed) for the unit. Examples of learning outcome statements include: Personal Development Skills Intermediate Unit 1: Demonstrate teamwork skills. Students are required to contribute to a collaborative activity, Senior School Curriculum Handbook 2012

describe their contribution to the team work, reflect upon the factors that influence the team behaviour, evaluate the effectiveness of the team for achieving goals and evaluate their own contribution. VCAL REPORTING The Victorian Curriculum and Assessment Authority will provide all students with a “Statement of Results” on the completion of their VCAL Certificate (Intermediate), and again on the completion of their Senior VCAL Certificate. A descriptive report will be provided by the college at the end of Semester 1 and 2 for Year 11 VCAL students and at the end of Semester 1 for Year 12 VCAL students. The Victorian Curriculum and Assessment Authority will also provide a detailed description of your achievements in both your VCAL and VET studies at the end of each year. VET ASSESSMENT and REPORTING Assessment and Reporting in VET programs involves gaining competency in the units that are studied. This is measured by students demonstrating that they have acquired the necessary underlying skills and knowledge that underpin each unit. Assessment will be carried out for each unit in a simulated workplace environment in accordance with the requirements set by VCAA and the relevant Training Package for each VET program.

effectively and are keen to continue learning. These types of skills are known as employability skills. These employability skills now play an important part in the way that students are assessed in each unit of a VET program. The following is a list of employability skills that students will be expected to demonstrate:  Communication  Teamwork  Planning and organizing (or making suggestions to improve work)  Initiative and enterprise  Problem-solving  Self-management (or making goals at work)  Technology (using correctly and safely)  Learning (new things and improving how you work) All VET assessments must also comply fully with the rules of assessment as set out by the Victorian Curriculum and Assessment Authority. A study score is available for most VET programs offered by the college and VET can contribute to both a VCE and VCAL program. See pages 42 to 46 for further details on the ways in which VET studies can contribute to a student’s overall program, including the Australian Tertiary Admissions Rank (ATAR).

For a student to be assessed as competent in each unit, they will need to demonstrate their skills and knowledge in a number of ways over a period of time. The assessment will be carried out in a way that will allow the student to demonstrate that they are competent. During this time, the teacher may do some or all of the following:  Ask you questions about the work done  Observe you carrying out specific tasks  Ask other people to comment on your work  Take into account feedback about your work  Ask you to prepare a portfolio of your work  Ask you to demonstrate your skills  Ask you to complete assessment activities for each major element of the unit  Give you a final assessment to complete Employers today value people who fit well into their workplace, use their initiative to solve problems, work productively, manage their time Keysborough College

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Senior School Curriculum Handbook 2012

Section 2: STUDY DESCRIPTORS VCE SECTION ACCOUNTING ART AUSTRALIAN & GLOBAL POLITICS BIOLOGY BUSINESS MANAGEMENT CHEMISTRY DANCE DRAMA ECONOMICS ENGLISH REQUIREMENTS ENGLISH ENGLISH AS A SECOND LANGUAGE ENVIRONMENTAL SCIENCE FOOD AND TECHNOLOGY GEOGRAPHY HEALTH and HUMAN DEVELOPMENT HISTORY INFORMATION TECHNOLOGY INDUSTRY AND ENTERPRISE LEGAL STUDIES LITERATURE LOTE - FRENCH LOTE- CHINESE MATHEMATICS FOUNDATION MATHEMATICS GENERAL MATHEMATICS GENERAL MATHEMATICS (FURTHER)

16 16 16 18 18 18 19 20 20 21 21 22 22 23 23 24 24 25 26 26 27 28 28 29 29 32 32 32

GENERAL MATHEMATICS (SPECIALIST) FURTHER MATHEMATICS MATHEMATICAL METHODS SPECIALIST MATHEMATICS MEDIA MUSIC PERFORMANCE MUSIC STYLES OUTDOOR AND ENVIRONMENTAL STUDIES PHYSICAL EDUCATION PHYSICS PRODUCT DESIGN (WOOD) PRODUCT DESIGN (TEXTILES) PSYCHOLOGY STUDIO ARTS THEATRE STUDIES VISUAL COMMUNICATION AND DESIGN VET SECTION BUSINESS ADMINISTRATION (OFFICE) VET CISCO COMPUTER NETWORKING (VET) COMMUNITY SERVICES (VET) FINANCIAL SERVICES (VET) HOSPITALITY (VET) INTERACTIVE DIGITAL MEDIA (VET) MUSIC INDUSTRY SKILLS (VET) VCAL SECTION VCAL - LITERACY VCAL - NUMERACY VCAL - PERSONAL DEVELOPMENT SKILLS VCAL - WORK RELATED SKILLS

Further VET subjects are available from external providers- see VET handbook and the Head of Senior School for more information.

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32 32 32 32 32 33 34 34 35 36 36 37 38 38 39 40 40 40 41 41 42 42 43 43 44 44 44 45 46

VCE SECTION ACCOUNTING This study focuses on the financial recording, reporting and decision-making processes of a small business. Students will study both theoretical and practical aspects of accounting. Financial data and information will be collected, recorded and reported using both manual and information and communications technology methods. Many students will go on to further studies in business and finance, and other students will go on to become small business owners, the study of Accounting will enable them to develop their financial knowledge and skills. Unit 1: Establishing and operating a service business This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering, recording, reporting and analysing financial data and information used by internal and external users. Recording and reporting is restricted to the cash basis. Students examine the role of accounting in the decision-making process using single entry recording of financial data and information for the owner of a service business. Unit 2: Accounting for a trading business This unit focuses on accounting for a single activity sole trader. Using the accrual approach, students use a single entry recording system for the recording and reporting of cash and credit transactions stock. They use financial and nonfinancial information to evaluate the performance of a business. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. Unit 3: Recording and reporting for a trading business This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasizes the role of accounting as an information system. Students are introduced to the double entry system of recording using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is used.

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Unit 4: Control and analysis of business performance This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit covers the accrual recording and reporting system for a single activity trading business using the perpetual inventory recording system. Students learn about the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, financial performance and financial position. ASSESSMENT * Unit 3 S.A.C. * Unit 4 S.A.C. * Mid year exam * End of year exam

17 % 17 % 33 % 33 %

ART This study encourages students to explore their ideas through the planning and production of personal artworks. They investigate compositional options and explore of a range of media and technical skills using safe and effective working methods. It also equips students to respond to art in an informed and articulate manner. Students selecting these units may also be required to purchase/pay for additional materials that the college does not normally provide. Entry: There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Unit 1 Area of study 1: Art and meaning Students are supported to learn how to discuss and interpret the meanings and messages of artworks at a meaningful level with the use of analytical frameworks. They examine both historical and contemporary artworks that reflect the social and personal interests, experiences and intention of artists. Students also form personal opinions with reference to artworks. Area of study 2: Artmaking and personal meaning Students are encouraged to develop and apply skills while exploring areas of individual interest to create artworks. They build confidence through investigation and the guided exploration of techniques, materials and processes. In the production of their art making, students focus on Senior School Curriculum Handbook 2012

realising their ideas through observation and imagination.

evaluation as they progressively develop and refine their ideas to develop personal finished artworks.

Unit 2 Area of study 1: Art and culture This area of study focuses on the ways in which art reflects and communicates the values, beliefs and traditions of the societies for and in which it is created. Students explore and investigate the ways in which the world and the artist have changed over time and the factors that influence these changes. They use frameworks to analyse and interpret artworks of artists.

ASSESSMENT *Unit 3 S.A.C. 10 % *Unit 4 S.A.C. 10 % *Unit 3/4 S.A.T. 50 % (This includes a folio of student work developed throughout Units 3 and 4) * Unit 3/4 Exam 30 %

Area of study 2: Artmaking and cultural expression In this area of study students explore areas of personal interest related to their cultural identification and experiment with visual language to present their ideas. Observations, imagination, ideas or concepts may be starting points for them to experiment with techniques, materials, processes and art forms. They analyse formal qualities in their artworks and document their creative and technical processes. Unit 3 Area of study 1: Interpreting art Students will gain an appreciation and understanding of artworks through discussion and through the practice of interpreting and analysing their meanings and messages. They will compare and contrast works by artists from different eras using the Formal, Personal, Cultural Framework and Contemporary Frameworks. Area of Study 2: Investigation and interpretation through artmaking. Unit 4 Area of study 1: Discussing and debating art Students will discuss, debate and compare two or more viewpoints or arguments expressed in commentaries on art regarding an art issue. They will use evidence, refer to commentaries and develop a personal point of view on issues about art using relevant aspects of the Formal, Personal, Cultural Framework and Contemporary Frameworks. Area of study 2: Realisation and resolution Students will use imagination and creativity to develop a folio of their own artworks. They will experiment with a range of materials, techniques, processes and art form/s. They will engage in ongoing exploration, reflection, analysis and

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AUSTRALIAN and GLOBAL POLITICS VCE Australian and Global Politics offers students the opportunity to engage with key political, social and economic issues, and to become informed citizens, voters and participants in their local, national and international communities. Australian Politics increases awareness of the nature of power and its influence. It allows students to become informed observers of, and active participants in, their political system. Global Politics provides students with an insight into the political, social, cultural and economic forces that shape our rapidly changing world. Unit 1: The National Citizen In this unit 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. The nature of and philosophical ideas behind democracy are studied, as well as the operation and nature of contemporary Australian representative democracy. Students examine the reasons why people seek political power, the characteristics of successful political activists and leaders, and the political ideas that motivate them. Unit 2: The Global Citizen This unit focuses on the contemporary international community. Students examine their place within this community through considering the debate over the existence of the ‘global citizen’. They explore the myriad ways their lives have been affected by the increased interconnectedness – the global threads – of the world through the process of globalisation. Students also consider the extent to which the notion of an international community exists, and investigate its ability to manage areas of global

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cooperation and respond to issues of global conflict and instability Unit 3: Global Actors In this unit students investigate the key global actors in twenty-first century global politics. They use contemporary evidence to analyse the key global actors and their aims, roles and power. They develop an understanding of the key actors through an in-depth examination of the concepts of national interest and power as they relate to the state, and the way in which one Asia-Pacific state uses power within the region to achieve its objectives Unit 4: Global Challenges In this unit students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global citizenship. They then evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global crises, and consider the varying effectiveness of responses and challenges to solving them. ASSESSMENT  Unit 3 S.A.C. 25 %  Unit 4 S.A.C. 25 %  Unit 3/4 Exam 50 %

BIOLOGY Biology is the study of living organisms from familiar, complex multicellular organisms that live in the many different habitats of our biosphere to single celled microorganisms that live in seemingly inhospitable conditions. . Biology enables students to understand that despite the diverse ways of meeting challenges of survival; all living things have many structural and functional characteristics in common. Unit 1: Unity and diversity This unit examines the cell as the structural and functional unit of the whole organism. It investigates the needs of individual cells, how specialized structures carry out cellular activities and how the survival of cells depends upon their ability to maintain a dynamic balance between their internal and external environments. Students will explore the diversity of organisms and look for patterns of similarities and differences.

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Unit 2: Organisms and their environment This unit examines the relationships between living things and their environment. It investigates how features possessed by organisms affect their fitness and reproductive success in relation to their habitats. Students consider how species are affected by changes in environmental conditions, whether natural or human induced. Students will also investigate how technologies are being applied to monitor natural ecosystems and to manage systems developed to provide resources for humans. Unit 3: Signatures of life In this unit students consider the molecules and biochemical processes that are indicators of life. They investigate the synthesis of bio-molecules and biochemical common in all cells. Students investigate the structure of DNA; the genes of an organism as functional units of DNA and as code for the production of proteins. Students investigate how cells communicate with each other at molecular level in regulating cellular activities; how they recognise ‘self’ and ‘non-self’ in detecting possible agents of attack; and how physical barriers and immune responses can protect the organism against pathogens. Unit 4: Continuity and change This unit explores evidence for evolution of life forms over time. Students explore hypotheses that explain how changes to species have come about, how the study of molecular genetics has expanded, and how genes are transmitted from generation to generation. They consider the relationship between heritable variations and the environment in accounting for changes to species over time, and for speciation and extinction. ASSESSMENT *Unit 3 S.A.C. *Unit 3 Exam *Unit 4 S.A.C. *Unit 4 Exam

17 % 33 % 17 % 33 %

BUSINESS MANAGEMENT Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. The study recognises that there is a range of management theories rather than a single theory of management. Each unit examines some of these theories and, through exposure to real business

Senior School Curriculum Handbook 2012

scenarios and/or direct contact with business, tests them against management in practice. Unit 1: Small business management Small businesses make up the vast majority of all businesses in the Australian economy. It is the small business sector that provides a wide variety of goods and services for both consumers and industries, such as manufacturing, construction and retail. This, combined with the employment opportunities, makes the small business sector a vital component in the success, growth and stability of Australia. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success. Unit 2: Communication and management This unit focuses on the importance of effective communication in achieving business objectives. It includes communication both internally and externally to business with special attention to the functions of marketing and public relations. Students develop knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in different contexts. Unit 3: Corporate management In this unit students investigate how large-scale organizations operate. Students examine the context in which they conduct their business, focus on aspects of their internal environment and then look at the operations management function. Students develop an understanding of the complexity and challenge of managing large organizations and have the opportunity to compare theoretical perspectives with practical applications. Unit 4: Managing people and change This unit continues the examination of corporate management. It begins with a focus on the human resource management function. Students learn about the key aspects of this function and strategies used to most effectively manage human resources. The unit also includes an analysis of the management of change. Students learn about key change management processes and strategies and are provided with the opportunity to apply these to a contemporary issue of significance. ASSESSMENT *Unit 3 S.A.C. *Unit 4 S.A.C. *Unit 3/4 Exam Keysborough College

25 % 25 % 50 %

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CHEMISTRY Chemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the complex biological interactions occurring in cells, can be described by chemical theories. Although there are no sharp boundaries between sciences such as chemistry, physics and biology, chemistry is used to explain natural phenomena at the molecular level, as well as to create new materials such as medicines and polymers. Unit 1: The big ideas of chemistry The story of chemistry begins with the building of the Periodic Table which provides a framework for studying the chemistry of the elements. A study of the development of our understanding about the internal structure of the atom illustrates the way in which scientific theories and models are formed. Students study models for bonding and consider the widespread use of polymers as an example of the importance of chemistry to their everyday lives.

Students are introduced to the development and application of ‘smart’ materials. Students use the language of chemistry, its symbols and chemical formulas and equations, to explain observations and data collected from experiments. Unit 2: Environmental chemistry Living things on earth have evolved to use water and the gases of the atmosphere in the chemical reactions that sustain them. Students will investigate how chemistry is used to respond to the effects of human activities on our environment. The principles and applications of green chemistry will also be studied. The goal of these processes is to achieve hazard-free, waste-free, energy efficient synthesis of non-toxic products whilst maintaining efficiency. Students are introduced to new, cleaner and more efficient chemical processes that have been designed using these principles. Unit 3: Chemical Pathways In this unit students investigate the scope of techniques available to the analytical chemist. Chemical analysis is vital in the work of the forensic chemist, the quality control chemist at a food manufacturing plant, the geologist in the field and Senior School Curriculum Handbook 2012

the environmental chemist monitoring the health of a waterway. Students will also investigate organic reaction pathways and the chemistry of particular organic molecules. They will also investigate the role of organic molecules in the generation of biochemical fuels and forensic analysis. Unit 4: Chemistry at work In this unit students will investigate the industrial production of chemicals and the energy changes associated with chemical reactions. Chemical reactions produce a diverse range of products we use and depend on every day. Access to large quantities of raw materials and reliable energy supplies for these reactions is necessary to maintain continuous production of high quality useful materials. Students will investigate how energy is produced from available resources and consider the efficiencies, advantages and disadvantages of a variety of energy sources. ASSESSMENT *Unit 3 S.A.C. *Unit 3 Exam *Unit 4 S.A.C. *Unit 4 Exam

17 % 33 % 17 % 33 %

DANCE Students develop skills and awareness in movement to develop dance in ensemble and solo pieces for performance. Students examine choreographed works to develop a dance vocabulary, and use this knowledge in their own choreography. Previously attained dance experience is not essential - just a willingness to try different movements and an energy to learn. Unit 1: In this unit students explore the potential of the body as an instrument of expression. They learn about and develop technical skills. Knowledge of physiology, including care and maintenance of the body is applied to the execution of body actions through the safe use of technical and physical skills. Unit 2: This unit focuses on expanding students’ choreographic skills through the exploration of the elements of movement; time, space and energy and the study of form. Students apply their understanding to the dance-making and

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performance processes involved in choreographing and performing their own dance works created by others. Unit 3: This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the physical execution of a diverse range of body actions and use of technical and performance skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the solo dance work, and learning, rehearsing and performing the learnt dance work are also analysed. A study of selected dance works chosen from a prescribed list will also be undertaken. Unit 4: This unit focuses upon choreography, rehearsal and performance of a dance solo piece. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the dance work. The students understanding of choreographic skills is also developed and refined through an analysis of the ways the choreographers’ intention can be expressed. Cultural influences on choices made are also studied. ASSESSMENT • Unit 3 /4 coursework • Performance exam – Oct • Unit 3/4 Exam

25 % 50 % 25 %

DRAMA Unit 1: Dramatic Storytelling This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories. Students will investigate a range of material and learn about stagecraft, theatrical conventions and performance styles from a range of social and cultural contexts. Students will also analyse their own performance work and the performance of professional and other drama practitioners. Unit 2: Creating Australian drama This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a

Senior School Curriculum Handbook 2012

person, an event, an issue, a place, an art work, a text and/or an icon from a contemporary or historical Australian context. Unit 3: Ensemble performance Students will develop and present a character in an ensemble performance piece. They will be required to; create characters and a storyline based on ideas gained from a variety of sources such as music, poetry and current events, design the staging, costumes sound and lighting; develop their performance skills, direct and rehearse the play and write about the way the characters and storyline were created and brought to the performance stage. Students will also analyse a performance selected from the prescribed Unit 3 Drama Playlist published annually by the Victorian Curriculum and Assessment Authority. Unit 4: Solo performance Students will develop and perform two solo pieces. They will be required to research subject matter from different cultural and historical sources, design and construct a solo performance, develop their acting skills, rehearse and perform their play and then write about the way they developed their solo performance. The second of these solo performances must be selected from the Drama Solo Performance Examination list published annually by the Victorian Curriculum and Assessment Authority. ASSESSMENT • Unit 3/4 SAC • Solo performance

40 % 35 %

Unit 2: Australia and the global economy The focus of this unit is the study of Australia's external relationships and economic issues of importance in the global economy of the twentyfirst century. It examines definitions of economic globalisation, reasons for its emergence and the effects of globalisation on participants in the economy. Examples of economies outside Australia are also examined. Unit 3: Economic activity and objectives This unit focuses on the study of economic activity in Australia and the factors that affect achievement of the objectives of the Australian Government's economic objectives. Unit 4: Economic Management The study of this unit is the study of the management of the Australian economy, which concentrates on budgetary, monetary and microeconomic reform policies. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

25 % 25 % 50 %

ENGLISH REQUIREMENTS From the beginning of 2001, there has been a group of English studies consisting of English, ESL and Literature.

ECONOMICS Economic decisions taken by individuals, groups, businesses and governments have effects on the welfare of nations and regions; today these effects are increasingly global in their impact. The quality of economic decisions will substantially influence individual, national and global welfare. A major challenge facing societies in the twenty-first century is how to balance further growth of living standards and improvement in the distribution of the world’s income and wealth, with protection of the environment and the maintenance of liberal democratic government. A study of economics will help students to become informed global citizens, able to discern economically and socially responsible decisions and to influence others to act likewise.

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Unit 1: The Australian Economy The focus of this unit is the study of markets, economic decision-making and issues of importance to the Australian economy and its people in the twenty-first century.

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The three units from the group of English studies that are required for satisfactory completion of the VCE may be selected from: • English / ESL Units 1 to 4 • Literature Units 3 and 4 For the calculation of a student’s ATAR from 2001, satisfactory completion of both Units 3 and 4 of an approved sequence of English is required. An approved sequence is either English/ESL or Literature. Students should also note that it may not be possible for the college to offer all of these English alternatives. This depends on resourcing, student numbers and blocking constraints. Students who Senior School Curriculum Handbook 2012

may be considering making up their English requirement in any way other than by completing English or ESL Unit 1 - 4 should discuss this with the English coordinator, their English teacher and their Year level coordinator before a final decision is made.

ENGLISH The English language is central to the way in which students understand, critique and appreciate their world, and to the ways in which they participate socially, economically and culturally in Australian society. The study of English encourages the development of literate individuals capable of critical and imaginative thinking, aesthetic appreciation and creativity. The mastery of the key knowledge and skills described in this study design underpins effective functioning in the contexts of study and work as well as productive participation in a democratic society in the twenty-first century. Unit 1: The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts. Unit 2: The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted, and on the development of competence and confidence in creating written, oral or multimodal texts. Unit 3: The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the differing ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading and the ability to explain choices they have made as authors. Unit 4: The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written or multimodal texts Keysborough College

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suggested by their reading and explain creative choices they have made as authors in relation to form, purpose, language, audience and context. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

25 % 25 % 50 %

Prior to course selection time, English teachers will inform students in their English classes of their recommendations for future English studies. Students are advised to discuss these recommendations with their class teachers, parents and course counsellors before final course selections are made.

VCAL LITERACY The VCAL Literacy course is designed for VCAL students who require a more vocationally orientated approach to their studies or may be aiming to directly enter the workforce upon completing their post-compulsory secondary studies. The course will draw on and strengthen the knowledge and skills students have acquired previously however it will have a vocational focus. Students must be enrolled in a VCAL program to select this study. Details of VCAL Literacy Units are located in the VCAL section at the end of the handbook.

ENGLISH AS A SECOND LANGUAGE ESL CRITERIA FOR VCE ENGLISH Any student who wishes to enroll in ESL Units 3 and 4 MUST APPLY for approval to do this. This will be explained by the head of Senior School. Although the Outcome Statements for ESL students are similar to the outcome requirements of English, ESL students have separate assessment criteria for assessment tasks. In order to qualify for selection to the VCE course as an ESL student, both of the following conditions need to be met: - The student must not have been a resident in Australia for more than seven calendar years immediately prior to 1st January for the year in which Units 3 and 4 are undertaken. - The student must not have studied English as her/his major language of instruction for more than seven years prior to the commencement of study for Units 3 and 4. Senior School Curriculum Handbook 2012

In certain other cases, a student may be considered eligible for ESL following discussions with the ESL and sub-school coordinators. The course content for all VCE English as a Second Language Units is the same as for VCE English. ASSESSMENT • Unit 3 S.A.C.: • Unit 4 S.A.C.: • Unit 3/4 Exam

Unit 4: Ecological sustainability This unit investigates pollution and its relationship to the health of humans and the environment. It advances further understanding of managing the environment to ensure development meets human needs while maintaining ecological integrity of the environment. ASSESSMENT • Unit 3 S.A.C.: • Unit 3 Exam • Unit 4 S.A.C.: • Unit 4 Exam

25 % 25 % 50 %

17 % 33 % 17 % 33 %

ENVIRONMENTAL SCIENCE

FOOD AND TECHNOLOGY

Environmental science provides the opportunity to understand the structure, function and diversity of natural ecosystems on this planet and to evaluate the impacts of human activities on them. Students examine strategies to maintain and protect the ecological health of the environments while meeting the needs and desires of human populations.

Food and Technology is engaging and challenging. It enables students to develop an understanding of the relationship between food and technology, and to develop practical skills.

Environmental science investigates the interactions between natural and human systems. It examines the application of environmental science to ecologically sustainable development and environmental management. Unit 1: The environment This unit focuses on the environment and its components. Ecosystems function and the interactions in and between the ecological components will be investigated. The unit presents opportunities to consider the effects of natural and human-induced changes in ecosystems. Unit 2: Monitoring the environment This unit investigates the characteristics of environmental indicators and their use in monitoring programs. Environmental indicator data will be defined, collected and interpreted. Unit 3: Ecological issues: energy and biodiversity This unit will focus on two major ecological issues which provide challenges for the present and the future. The consequences on the atmosphere of natural and enhanced greenhouse effects and issues of biodiversity and its significance in sustaining ecological integrity will be examined.

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The food production industry is diverse and constantly changing. New and modified products are developed to meet the changing social, economic and environmental needs of society. There has been a rapid development of technology related to the manufacture of food. This has influenced the way food is produced, processed, packaged and marketed. Unit 1: Properties of food In this unit students are introduced to the diverse nature of food, how to prepare and store it for the best quality in terms of safety, health and appearance. Students study safe and hygienic food handling practices and apply them in the preparation of food. Food storage practices that maximize the quality of raw and cooked food are also investigated. Unit 2: Planning and preparation of food This unit provides students with the opportunity to investigate the best methods and tools and equipment to use for optimum results, and what to prepare for a range of situations. Students research, analyse and apply the most suitable food preparation and cooking methods to ensure the food is palatable, looks good and is nutritious. Unit 3: Food preparation, processing and food controls. Throughout this unit, students investigate cooking techniques and justify the use of the best techniques for key foods. They develop an understanding of food processing techniques to Senior School Curriculum Handbook 2012

prevent spoilage in industrial and domestic settings, and will also preserve food using some of these techniques. Students will also develop an understanding of food safety in Australia by investigating the causes of food poisoning and food spoilage, and the relevant regulations. Safe work practices will be applied while preparing food. Unit 4: Food product development and emerging trends In this unit students work independently to complete the challenge of implementation of the design plan they established in Unit 3. In completing this task, students apply food safety and hygiene guidelines and evaluate the product planning and processes within the plan. Students will also examine food product development, and research and analyse factors that have contributed to product development including pressures to improve health, technological developments and environmental concerns. They will investigate the process of development of a product including packaging, packaging systems and marketing. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 4 S.A.T. • Unit 3/4 Exam

30 % 10 % 30 % 30 %

GEOGRAPHY Geography is the study of where geographical features are located and why they are there; what makes one place different from another, and how and why these differences matter. It looks at the interaction between human activities and natural processes, and develops understanding of the distribution of human and natural phenomena on or near the surface of the Earth. Unit 1: Natural environments This unit investigates the geographic characteristics of natural environments and landforms and the natural processes that shape and change the Earth’s surface. It investigates how the interactions between natural processes and human activities can also change natural environments. Unit 2: Human environments This unit investigates the characteristics of rural and urban environments which are developed by human activities and their interactions with natural environments. Rural and urban environments vary

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significantly from place to place; they are significant because they are the locations where people live. They can be changed in the long or short term by advances in technology, individual and organizational decisions, as well as by natural and human processes and events. Unit 3: Regional resources This unit investigates the characteristics of resources and the concept of region. Resources found within regions mean different things to different people over place and time. A study of resources is about the processes and relationships operating in the past, the present, and those which will operate in the future. The use and management of resources is dynamic and changes over time in response to the interactions between human activities, natural processes and the legislative processes that humans put into place. Social, historical, environmental, economic and political factors can be used to predict and plan for future policies and strategies to ensure the sustainability of available resources. Unit 4: Global perspectives This unit investigates the geographic characteristics of global phenomena and their impact on people and places. These phenomena may include either natural processes (such as earthquakes or volcanoes associated with 'plate' movements) or human events (such as tourism or migration). This unit investigates the distribution of selected global phenomena; it considers the causes and impact of global changes and analyses policies and strategies to enable a better world in the future. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

25 % 25 % 50 %

HEALTH and HUMAN DEVELOPMENT The central focus of the Health and Human Development study is to examine the factors that promote well being in individuals and communities. This study aims to develop an understanding of the relationship between health and human development. It explores the promotion of health and development firstly at an individual level, and within groups and community settings at national and international levels.

Senior School Curriculum Handbook 2012

Unit 1: Youth health and development This unit provides an opportunity for students to explore the physical, social, emotional and intellectual changes that occur in the transition from childhood to adulthood and the inherited and environmental factors that influence health and development. Students will also identify a range of challenges, and have the opportunity to investigate one challenge in detail and justify recommendations for action that could optimise the health and development of youth. Unit 2: Individual and Community health and development. In this unit, students explore the requirements for optimal health and development throughout childhood and adulthood, and investigate inequitable health and developmental outcomes that can occur as a result of social and environmental factors. Students will also examine the organisation and delivery of health care in Australia and critically evaluate its effectiveness in promoting health and development for all Australians. Unit 3: Youth Health and development This unit examines the health and nutrition status of various population groups in Australia and factors that impact on these. The role of nutrition in public health is also studied. Students analyse the roles and responsibilities of government and non-government organisations in promoting health and they evaluate the effectiveness of diet and non diet related initiatives to optimise health and development. Unit 4: Global health and development Examines the interrelationship between health and development of all people in developing countries across the life span. Students study the determinants of optimal health and development and a range of sustainable health care initiatives developed by governments and international agencies to optimise health and development globally. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

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HISTORY History is making sense of the past. Students study events from different times and places and the people, ideas and institutions that have created present societies. Students build a framework to help them understand and connect the issues of the past with those of their own time and place by developing skills to analyse visual, oral and written records. History is highly valued by employers in TV and film work; government; artistic careers; game development; journalism; work in museums; tourism; heritage; finance; economics; teaching and many other areas. Unit 1: Twentieth-Century History (1900 - 1945) Students investigate the way people lived, the effects of political and economic forces on their lives and the tragedy of the First World War. The rapid and drastic cultural changes in Europe, particularly in Germany and the United States allow students to understand the radically different way of life in the 1920s and 1930s. The rise of new ideas in politics and the profound impact of these are used to frame inquiries into the rise of Nazism and Communism and the clash of the Second World War. Unit 2: Twentieth Century History (1945 - 2000) The impact of the war changed lives dramatically. The new ideas that came from the conflict held the world on the brink of destruction in a Cold War of 45 years. How did people cope? What allowed people to live rich, creative and productive lives in a period of rapid change and economic growth never before seen? Technological advances and huge social changes made the latter part of the 20th century a time of intense debate and conflict. Students investigate the social and cultural upheaval of communism, civil rights, hippies, pop culture and the lingering effects of wars in Asia finishing with the causes and impact of global terrorism. Units 3 and 4: Revolutions Revolutions are major agents for change in modern times and mark deliberate attempts at new directions. They share the common aim of breaking with the past by destroying the regimes and societies that create them and embarking on a program of political and social transformation. For both units students will study revolutionary ideas, leaders, movements and events. They will also examine how revolutionaries set about to create a

25 % 25 % 50 %

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new society and evaluate how successful were the revolutions in achieving the ideals that drove their violent conception. Unit 3 - French Revolution 1780 to 1795 (from Necker’s Compte Rendu to the dissolution of the National Convention) Unit 4 - Russian Revolution 1917 to 1924 (from Bloody Sunday to the death of Lenin)

Area of Study 2 focuses on the use of a relational database management system (RDBMS). Students examine techniques used by organisations to acquire data via websites and consider the relationship between how the data is acquired and the structure of an RDBMS. At the practical level, students acquire and apply knowledge and skills in the use of an RDBMS.

ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

Unit 4: Applications In this unit students focus on how ICT is used by organisations to solve ongoing information problems and on the strategies used to protect the integrity and security of data and information. In Area of Study 1 either a relational database management system (RDBMS) or spreadsheet software is selected and used to create solutions to information problems. In addition, students use web authoring or multimedia authoring software to produce onscreen user documentation.

25 % 25 % 50 %

INFORMATION TECHNOLOGY This study focuses on the processing of data and the management of information to meet a range of individual and societal purposes. Students learn to use information technology and also learn about its capacities, scope and limitations. They need to become innovative in perceiving possible uses of information technology, and to orient themselves towards the future, with an awareness of the implications of these possible uses.

In Area of Study 2, students explore how organisations manage the storage, communication and disposal of data and information in order to minimise threats to the integrity and security of data and information, and to optimise efficient information handling.

Unit 1: IT in Action This unit focuses on how individuals and organisations use, and can be affected by, information and communications technology (ICT) in their daily lives.

ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

Unit 2: IT Pathways

INDUSTRY AND ENTERPRISE

This unit focuses on how individuals and organisations use ICT to meet a range of purposes. Students apply a range of knowledge and skills to create solutions to meet users’ needs. In this unit, students apply all stages of the problem-solving methodology when creating solutions. The following software applications will be studied; image editing, database, spreadsheets, web authoring and programming.

This study is about work and its place in Australian industry and society. It recognizes the vocational, economic and social aspects of work. A key feature of the study is the requirement that students undertake work outside the classroom in order to develop a range of lifelong and work-related skills.

Unit 3: IT Applications The focus of Unit 3 is the World Wide Web and how it supports the information needs of individuals, communities and organisations. In Area of Study 1, students use web authoring software to create prototype websites for particular online communities, taking into account both technical and non-technical constraints.

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25 % 25 % 50 %

VCE Industry and Enterprise develops skills and encourages appropriate attitudes and behaviour in students that allows them to recognise opportunity, manage risks and mobilise resources in relation to community and work settings. Career pathways today are complex and ever changing and traditional meanings of work are no longer applicable to all careers. VCE Industry and Enterprise enables students to develop personal career goals and pathways and encourages them to develop enterprising behaviour in personal, work, social and community settings.

Senior School Curriculum Handbook 2012

Unit 1: Workplace participation This unit prepares students for effective workplace participation. Their exploration of the importance of work-related skills is integral to this unit. Students develop work-related skills by actively exploring their individual career goals and pathways. They observe industry and employment trends and analyse current and future work options. Students build work-related skills that assist in dealing with issues affecting participants in the workplace. Unit 2: Being Enterprising In this unit of study students explore the development of enterprise, leadership and innovation in different settings within industry and in the context of significant issues faced by industry. Students learn that enterprising and leadership behaviours are vital for success in diverse personal, work and community settings. Students investigate the characteristics and qualities of successful entrepreneurs in different settings, and investigate the relationship between leadership behaviour and the development of an individual’s work-related skills. Unit 3: Enterprise Culture In this unit students focus on the development of enterprise culture in community and/or work settings and within Australian industries. The future of Australian industry relies on the ongoing development of a successful enterprise culture. Work settings within Australian industries are continually affected by ongoing forces for change and to succeed they need to respond in enterprising ways. Integral to understanding enterprise culture is the students’ exploration of the importance of work-related skills. Unit 4: Industry Change and Innovation In this unit students investigate the enterprising responses by industry to pressures and opportunities and how these are transforming the Australian workplace. Students also investigate innovation and evaluate its importance for a selected Australian industry. They consider the role of government in supporting innovation within industry, and examine the relationships between technology, training and innovation in developing an enterprise culture. ASSESSMENT • Unit 3 S.A.C. 25 % • Unit 4 S.A.C. 25 % • Unit 3/4 exam 50 % Keysborough College

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LEGAL STUDIES Legal Studies provides students with an analytical evaluation of the processes of law-making and the methods of dispute resolution. Students are able to develop an understanding of the impact our legal system has upon the lives of citizens and the implications of legal decisions on Australian society. Unit 1: Criminal law and justice This unit explores the distinction between legal and non-legal rules, the Victorian court hierarchy, and the process of making laws through Parliament. It focuses on the role of police, their powers of investigation, the procedures of a criminal trial and an examination of possible sanctions that are available to the criminal courts. In addition, students explore the concepts of fairness and justice within the criminal justice system. Unit 2: Civil law and the law in focus This unit focuses on the effective resolution of civil disputes. It looks at the processes and procedures involved in civil litigation and the possible defenses to civil claims within our legal system available to enforce the civil rights of our citizens. This unit also investigates the alternative avenues of dispute resolution and their effectiveness, and provides students with the opportunity to explore a specific area of law and to analyse contemporary legal issues. Unit 3: Law-making The purpose of this unit is to enable students to develop an understanding of the institutions that determine laws and the processes by which laws are made. It considers reasons why laws are necessary and the impact of the Commonwealth Constitution on the operation of the legal system. Students undertake an evaluation of the strengths and weaknesses of the law-making bodies and the processes used to influence change and reform. Unit 4: Dispute resolution This unit explores the function and jurisdiction of the courts, tribunal and alternative avenues of dispute resolution with a view to comparing and evaluating the operation of the various dispute resolution methods. Students develop an understanding of criminal and civil pre-trial and trial processes and procedures which operate within the Victorian legal system.

Senior School Curriculum Handbook 2012

ASSESSMENT  Unit 3 S.A.C. 25 %  Unit 4 S.A.C. 25 %  Unit 3/4 Exam 50 %

ASSESSMENT • Unit 3 S.A.C.: • Unit 4 S.A.C.: • Unit 3/4 Exam

LITERATURE

LOTE - FRENCH

The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. Literature encompasses texts that vary in form and range from past to contemporary social and cultural contexts. The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in future academic study.

The study of a language other than English contributes to the overall education of students, most particularly in the areas of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond.

Unit 1: This unit focuses on the ways literary texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. Unit 2: The focus of this unit is on students’ critical and creative responses to texts. Students deepen their understanding of their responses to aspects of texts such as the style of narrative, the characters, the language and the structure of the text. They develop an understanding of the ways their own culture and the cultures represented in the text can influence their interpretations and shape different meanings. Unit 3: This unit focuses on the ways writers construct their work and how meaning is created for and by the reader. Students consider how the form of text affects meaning and generates different expectations in readers, the way the texts represent views and values and comment on human experience, and the social, historical and cultural contexts of literary works. Unit 4: The focus of this unit is upon students’ creative and critical responses to texts. Students consider the context of their responses to texts as well as the concerns, the style of language and the point of view in their re-created or adapted work.

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25 % 25 % 50 %

The study of French develops students' ability to understand and use a language which is widely learned internationally, and which is the lingua franca of many world organisations and international events. The ability to use and understand French also provides students with a direct means of access to the rich and varied culture of francophone communities around the world. Units 1 - 4 have common areas of study. These areas of study for French comprise themes and topics, grammar, text types, vocabulary and kinds of writing. They are common to all areas of study and they are designed to be drawn upon in an integral way appropriate to the linguistic needs of the students. The themes and topics form the subject of all activities and tasks the students will undertake. The grammar, vocabulary, text types and kinds of writing are linked, both to each other, and to the themes and topics. These themes and topics have been chosen to provide the opportunity for students to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas. There are three prescribed themes: - The individual. - The French-speaking communities. - The changing world. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Oral Exam • Units 3/4 Exam

25 % 25 % 12.5 % 37.5 %

Senior School Curriculum Handbook 2012

LOTE - CHINESE (FIRST LANGUAGE, CHINESE SECOND LANGUAGE / ADVANCED) The areas of study for Chinese Second Language and Chinese Second Language Advanced comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. Unit 1: Chinese Discourse forms and activities for this level are based on themes and topics such as family life, marriage, travel and are aimed to improve students’ receptive, productive and interactive skills through listening, reading, viewing, speaking and writing tasks in relation to selected textstranslating the original texts from Chinese into English. Emphasis is given to sentence construction and techniques of personal and imaginative writing. Unit 2: Chinese Discourse forms and activities for this level are based on themes and topics such as personality, heroes, heroines, friendship, parties and are aimed to improve students’ receptive, productive and interactive skills through listening, reading, viewing, speaking and writing tasks in relation to selected texts- translating the original texts from Chinese into English. Emphasis is given to sentence construction and techniques of informative writing. Unit 3: Chinese Discourse forms and activities for this level are based on themes and topics such as social issues, village life, literature, science and technology and are aimed to improve students’ receptive, productive and interactive skills through listening, reading, viewing, speaking and writing tasks in relation to selected texts. Emphasis is given to sentence-construction and techniques of personal and imaginative writing. Unit 4: Chinese Discourse forms and activities for this level are based on themes and topics such as social issues, community services and social benefits and are aimed to improve students’ receptive, productive and interactive skills through listening, reading, viewing, speaking and writing tasks in relation to selected texts. Emphasis is given to sentence

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construction and techniques of personal and imaginative writing. ASSESSMENT  Unit 3 S.A.C  Unit 4 S.A.C  Unit 3/4 Exams

25% 25% 50%

MATHEMATICS Mathematics is a study of patterns in number and space. It provides a means of symbolic communication that is powerful, logical, concise and unambiguous and a means by which people can understand and manage their environment. Essential mathematical activities include abstracting, inventing, proving, applying and problem solving. VCE & VCAL Mathematics The following VCE and VCAL mathematics units will be offered in 2012 Units 1 and 2 Foundation Mathematics Units 1&2 (equivalent to Intermediate VCAL Numeracy) General Mathematics (Further) 1&2 General Mathematics (Specialist) 1&2 Mathematical Methods 1&2 Units 3 and 4 Senior VCAL Numeracy Further Mathematics 3&4 Mathematical Methods 3&4 Specialist Mathematics 3&4 Students can construct courses with up to 10 units of VCE Mathematics over a two year period. (VCAL Numeracy is outlined in the VCAL section of this handbook) Prior to course selection time, mathematics teachers will inform students in their mathematics classes of their recommendations for future mathematics studies.

Students are STRONGLY advised to discuss these recommendations with their class teachers, parents and course counsellors before final course selections are made. Students in ALL VCE Mathematics subjects (except Foundation Mathematics) MUST have a CAS CALCULATOR. The College booklists TI-nspire CAScalculators.

Senior School Curriculum Handbook 2012

VCE Mathematics Outcomes All 3 outcomes must be satisfied for successful completion of any VCE Mathematics Unit  Outcome 1 Define and explain key terms and concepts and solve related routine mathematical problems.  

Outcome 2 Apply mathematical processes in non-routine contexts. Analyse and discuss these applications. Outcome 3 Select and correctly use CAS technology to develop mathematical ideas and perform analysis.

In Units 3&4 of all Mathematics studies successful completion of the outcomes will be made on the basis of School Assessed Coursework (SACs). The student study score will be made up of 34% SACs and 66% end of year exams. Further Mathematics – Unit 3 SACs 20%, Unit 4 SACs 14% and two end of year exams (both with a calculator and bound volume of reference material) 66%

Enrolment in Units 3 & 4 will only occur with satisfactory completion of Units 1&2 in the corresponding study.

Mathematical Methods – Unit 3 SACs 20%, Unit 4 SACs 14%, end of year exam 1 (calculator and reference free) 22% and exam 2 (with a calculator and bound volume of reference material) 44%

ASSESSMENT In Units 1&2 all outcomes must be satisfactorily completed to successfully complete a unit.

Specialist Mathematics - Unit 3 SACs 14%, Unit 4 SACs 20%, end of year exam 1 (calculator and reference free) 22% and exam 2 (with a calculator and bound volume of reference material) 44%

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MATHEMATICS PATHWAYS 2011 - 2012 YEAR 11 UNITS 1 & 2

YEAR 12 UNITS 3 & 4

VCE FOUNDATION MATHEMATICS UNITS 1 & 2 (Intermediate VCAL Numeracy)  This would be the only Mathematics studied  This subject does NOT lead to any Unit 3 & 4 VCE Mathematics (it is a terminal VCE subject)  This subject leads to Senior VCAL Numeracy in Year 12

SENIOR VCAL NUMERACY UNITS 1 & 2  This must be selected by VCAL students in Year 12  This subject cannot be selected by a VCE student.

GENERAL MATHEMATICS (FURTHER) UNITS 1 & 2  This would usually be the only



FURTHER MATHEMATICS UNITS 3 & 4  This may be studied alone or it may be studied with Mathematical Methods 3&4 if Units 1 & 2 of Mathematical Methods have been successfully completed.  Very capable students may seek recommendation to do this in Year 11 with Methods 1&2

Mathematics studied however it may be taken together with Mathematical Methods 1&2 if recommended This may lead to Further Mathematics if students perform well and are recommended by their teacher

MATHEMATICAL METHODS UNITS 1 & 2  This may be studied alone or together with General Mathematics Specialist or General Mathematics Further  Must be taken if you intend to study Mathematical Methods Units 3&4 and Specialist Maths Units 3&4  Very capable students may seek recommendation to do Further Maths 3&4 in year 11 with Mathematical

MATHEMATICAL METHODS UNITS 3 & 4  This may be studied alone or together with Further or Specialist Mathematics SPECIALIST MATHEMATICS UNITS 3 & 4  This must be taken together with Mathematical Methods Units 3 & 4.  It can also be taken with Further Mathematics.

Methods 1&2 GENERAL MATHEMATICS (SPECIALIST) UNITS 1 & 2  Taken with Mathematical Methods 1&2 as recommended preparation for Specialist Mathematics

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FOUNDATION MATHEMATICS

MATHEMATICAL METHODS

Units 1 & 2 (Intermediate VCAL Numeracy) This study is designed for: a/ students entering VCE needing mathematical skills to support their other VCE subjects including VET studies and who do not intend to undertake Unit 3 and 4 studies in mathematics in the following year. OR b/ Yr 11 VCAL students In Foundation Maths there is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study.

Units 1 & 2 This may be taken alone or with General Mathematics (Specialist) Units 1 & 2. It contains the assumed knowledge for Mathematical Methods Units 3 & 4. The areas of study are Functions and Graphs, Calculus, Algebra and Probability.

GENERAL MATHEMATICS Units 1 & 2 At Keysborough College, General Mathematics Units 1&2 will be offered as 2 different subjects. General Mathematics (Further) is to prepare students for Further Mathematics Units 3&4.

Units 3 & 4 This may be taken alone or with either Further Mathematics or Specialist Mathematics. The areas of study are Coordinate Geometry, Circular Functions, Calculus, Algebra and Probability.

FURTHER MATHEMATICS

General Mathematics (Specialist) is to prepare students for Specialist Mathematics Units 3&4. (It is assumed that General Mathematics (Specialist) 1&2 will be taken together with Mathematical Methods 1&2.

Units 3 & 4 This may be taken alone or with Mathematical Methods Units 3 & 4 or Specialist Mathematics Units 3 & 4. With a teacher’s recommendation, students may choose to do this study in Yr 11 combined with Mathematical Methods 1 & 2. The areas of study are Data Analysis and 3 optional modules. At Keysborough College the modules studied are Number patterns and Applications, Matrices and Graphs and Relations.

GENERAL MATHEMATICS (FURTHER)

SPECIALIST MATHEMATICS

Units 1 & 2 This is designed for students who may be intending to continue with Further Mathematics Units 3&4. A student must achieve good results in this study to be recommended by their class teacher for Further Mathematics.

Units 3 & 4 This is taken with Mathematical Methods Units 3&4 (unless Mathematical Methods Units 3&4 have previously been satisfactorily completed) as that study contains assumed knowledge for Specialist Mathematics.

The areas of study are Statistics and Probability, Arithmetic, Functions and Graphs, Algebra, Geometry and Trigonometry.

The areas of Study are Coordinate geometry, Circular trigonometric functions, Algebra, Calculus, Vectors in 2 & 3 dimensions and Mechanics.

GENERAL MATHEMATICS (SPECIALIST) Units 1 & 2 This study may be taken alone, however it is expected that this be taken with Mathematical methods Units 1&2. It is strongly recommended in addition to Mathematical Methods Units 1&2 as preparation for Specialist Mathematics Units 3&4. The areas of study are Statistics and probability, Arithmetic, Functions and Graphs, Algebra, Geometry and Trigonometry

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MEDIA The Media course is designed to provide students with the opportunity to develop critical and creative knowledge and skills. Media texts, technologies and processes are considered from various perspectives including their structure and features, their industry production and distribution context, audience reception and the impact of media in society.

Senior School Curriculum Handbook 2012

Unit 1: Representation and technologies of representation The purpose of this unit is to enable students to develop an understanding of the relationship between the media, technology and the representations present in media forms. The unit involves the study of the implications of media technology for the individual and society. Students develop practical and written skills, including an understanding of the contribution of codes and conventions to the creation of meaning in media products, the role and significance of selection processes in their construction, and the creative and cultural implications of new media technologies. There is a written exam at the end of the unit. Unit 2: Media production and the media industry This unit will enable students to develop their understanding of the specialist production stages and roles within the collaborative organization of media production. Students develop practical skills through undertaking assigned roles during their participation in specific stages of media production and analyse issues concerning the stages and roles in the media production process. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organizations operate. There is a written exam at the end of the unit. Students selecting these units may also be required to purchase/pay for additional materials that the college does not normally provide to students. Unit 3: Narrative and media production design The purpose of this unit is to enable students to develop an understanding of production and story elements and to recognise the role and significance of narrative organisation in fictional film, radio or television programs. In this context students also consider how production and story elements structure narratives to engage an audience. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They design a media production for a specific media form with the relevant specifications presented as a written planning document with visual representations.

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Unit 4: Media, process, influence and society’s values The purpose of this unit is to enable students to further develop practical skills in the production of media products and to realise a production design. Organisational and creative skills are refined and applied throughout this process. In this unit students also analyse the ways in which media texts are shaped by social values and the influence of social values in the representations and structure of a media text. The role and influence of the media is also critically analysed in this unit. Note: If Media Studies at Unit 3/4 does not run then students wishing to continue their studies in this area are advised to continue with Studio Arts at Unit 3 and 4 level. ASSESSMENT • Unit 3 S.A.C • Unit 4 S.A.C • Units 3 and 4 S.A.T • Units 3 and 4 Exam

8% 12 % 35 % 45 %

MUSIC PERFORMANCE VCE Music offers students opportunities to approach the study of music as a performer, as a creator of music works or arrangements and as a person who studies music works from diverse cultural and historical traditions. Music Performance develops intellectual, aesthetic and cultural understanding of the value and importance of music in solo and group settings. As soloists and members of groups, students develop skills in preparing programs of works. They learn about and apply musicianship as they create music and interpret and analyse solo and ensemble works in a range of styles. Unit 1: Music performance This unit focuses on performance in solo and group contexts, studying approaches to performance and performing, and developing skills in aural comprehension. Students present a solo and a group performance, demonstrate prepared technical work and perform previously unseen music. Unit 2: Music performance This unit further develops skills in practical music and performance in solo and group contexts. Students present a prepared program of solo and group works, demonstrate prepared technical Senior School Curriculum Handbook 2012

work, perform previously unseen music and develop skills in aural comprehension. Selected works are analysed to enhance performance interpretation and to understand their context, influences, characteristics and styles. This unit also focuses on music language that is relevant to performance and used to analyse, compose and improvise music.

MUSIC STYLES In VCE Music Styles, students listen, analyse and respond critically and creatively to music from a range of geographical, social and cultural contexts. Students use a range of practices, including those associated with listening, analysis and creativity, to develop their understanding of ways music can be designed, created and performed. Unit 1: Music styles This unit focuses on a broad survey of music from different styles, traditions, times and places. Students will analyse a range of works, including music from a non-western style or tradition. They will learn about the characteristics of the elements of music and consider ways that music creators use elements of music and compositional devices to make works. Students will compose, arrange and/or improvise brief creative exercises in response to the practices of other composers. Unit 2: Music styles This unit focuses on ways that music is used in multidisciplinary art works that combine music and non-musical elements. These works are in many different forms and are represented in diverse historical and cultural contexts. Students analyse ways that music can be used to create effects or elicit responses, both as discrete works and in works that combine music and other elements, They also create music for an art work that combines music and other elements.

OUTDOOR AND ENVIRONMENTAL STUDIES This is a practical recreation subject and will cost approximately $600 for the course due to many excursions. Students must undertake Units 1 & 2 in Yr10 and Units 3 & 4 in Yr 11 to avoid significant absences from other Year 12 classes that would be caused as a result of attendance at camps and excursions.

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The activities are listed below. VCE Outdoor and Environmental Studies is concerned with the ways humans interact with and relate to outdoor environments. ‘Outdoor environments’ include environments that have minimum influence from humans, as well as those environments that have been subject to different levels of human intervention. The study enables students to make critically informed comment on questions of environmental sustainability and to understand the importance of environmental health, particularly in local contexts. In this study both passive and active outdoor activities provide the means for students to develop experiential knowledge of outdoor environments. The study also examines the complex interplay between human impacts on outdoor environments and nature’s impact on humans. Unit 1 and 2 Activities 1 Day surfing 1 day Rogaining 1 day Bushwalk 1 day XC Skiing 3 day Prom bushwalk 1 day Mtn Biking 1 day Rock Climbing 1 day Rafting 1 day Cycle Touring 2 day Lorne bushwalk Unit 1: Exploring Outdoor Experiences This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments. Students gain insight into a variety of responses to, and relationships with, nature. Unit 2: Discovering Outdoor Environments This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impacts on outdoor environments. Students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments. Students develop the practical skills Senior School Curriculum Handbook 2012

required to minimise human impact on outdoor environments. Unit 3 and 4 Activities 4 day Bogong High Plains bushwalk. 2 day Cycle and Surf at Phillip Island. 1 day Canoeing at Eildon. 1 day Mountain Biking at Murrindindi. 1 day Snowboarding at Mt Buller. 3 day Grampians Bushwalk. 2 day Surf Kayak and Snorkel. Unit 3: Relationships with Outdoor Environments The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students examine the dynamic nature of relationships between humans and their environment. Students are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction Unit 3 SAC 25% Unit 4: Sustainable Outdoor Relationships In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current management strategies and policies for achieving and maintaining healthy and sustainable environments in contemporary Australian society. Students engage in one or more related experiences in outdoor environments. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

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PHYSICAL EDUCATION Physical Education examines the biological, social and cultural influences on performance and participation in physical activity. Theory and practice are integrated in this study which is approached through both the study of, and participation in, physical activity. In each unit, both a practical and theoretical approach towards physical activity is taken. Participation in physical activity and development of performance skills provided opportunities for students to reflect on factors that affect performance and participation in physical activity, as well as improve their own performance. Unit 1: Bodies in Motion In this unit students explore how the body systems work together to produce movement and analyse this motion using biomechanical principles. Through practical activities students explore the relationships between the body systems and physical activity. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the energy required for movement. Students use practical activities to demonstrate biomechanical principles and learn how the correct application of biomechanics can lead to improved performance in sport and physical activity. In Area of Study 3, there are two detailed studies: Technological advancements from a biomechanical perspective and Injury prevention and rehabilitation, which will expand and build on the knowledge and skills introduced in Areas of Study 1 and 2. Students select one of these detailed studies to explore in greater depth. Unit 2: Sports Coaching and Physically Active Lifestyles This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. By studying various approaches and applying this knowledge to a practical session, students gain a practical insight into coaching. Students are introduced to physical activity and the role it plays in the health and wellbeing of the population. Through a series of practical activities, students gain an appreciation of the level of physical activity required for health benefits and investigate how participation in physical activity varies across the lifespan. In Area of Study 3, there are two detailed studies: Decision making in sport and Promoting active living, which will build on the Senior School Curriculum Handbook 2012

knowledge and skills introduced in Areas of Study 1 and 2. Students select one of these detailed studies to explore in greater depth. Unit 3: Physical Activity Participation and Psychological Performance This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery. Unit 4: Enhancing physical performance Improvements in physical performance, in particular fitness, depend on the ability of the individual or coach to acquire, apply and evaluate knowledge and understanding about training. Exercise physiology is concerned with individual responses and adaptations through exercise. Throughout this unit students will experience a variety of practical activities involving a range of training methods and fitness activities, and learn to accurately assess the particular energy and fitness needs of the sport or activity for which the athlete is training. Students learn to critically evaluate different techniques and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various practices from sporting competition. ASSESSMENT • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 Exam

25 % 25 % 50 %

PHYSICS The study of Physics helps us to understand the physical universe from the minute building blocks of matter to the broad expanses of the universe. The knowledge gained will enhance one’s ability to be innovative and contribute to the intelligent and careful use of resources in such areas as industrial, medical and technical applications. Unit 1: This unit focuses upon the study of physics as a human endeavour in which observations and ideas about the physical world are organised and Keysborough College

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explained. Two areas of study are prescribed; Nuclear physics and radioactivity; and electricity. A third area will be chosen from one of the six detailed studies - Astronomy, Astrophysics, Energy from the nucleus, Flight, Sustainable energy sources and Medical physics. Unit 2: The students' understanding of physics is further developed through the application of models to more complex phenomena. Within this unit the two prescribed areas to be studied are motion and wave like properties of light. The third area will be chosen from one of the three studies - Astronomy, Astrophysics, Energy from the nucleus, Flight, Sustainable energy sources and Medical physics. This third area studied will be different from the area studied in Unit 1. Unit 3: This unit focuses on ideas that underpin much of the technology found in areas such as communications, commerce and industry. The unit consists of two prescribed areas of study: Motion in one and two dimensions; and Electronics and photonics. The third area of study will be chosen from one of the three detailed studies: Einstein’s relativity, Materials and their use in structures and further electronics. Unit 4: In this unit the development of models to explain the complex interactions of light and matter is considered. A field model of electromagnetism is applied to the generation, distribution and use of electric power. The detailed studies provide examples of innovative technologies used for research and communication. The unit consists of two prescribed areas of study: Interactions of light and matter; and Electric power. The third area will be chosen from one of the three detailed studies: Synchrotron and applications, Photonics or Sound. ASSESSMENT • Unit 3 S.A.C. • Unit 3 Exam • Unit 4 S.A.C. • Unit 4 Exam

17 % 33 % 17 % 33 %

PRODUCT DESIGN and TECHNOLOGY (WOOD) This study engages students in technological tasks that call on their knowledge and understanding of Senior School Curriculum Handbook 2012

materials and production processes to design and make products suitable for their intended purpose.

judgments about possible improvements. The features of the product are highlighted in a presentation for the client and/or end-user.

Unit 1: Design modification and production This unit focuses on the analysis, modification and improvement of a product design. It focuses on the tools, processes, techniques, knowledge and skills the designer has used to develop a solution to a problem. Students investigate methods and processes used to examine a need and define a problem by generating an appropriate design brief. They consider methods and information used to generate and communicate ideas and determine the suitability of appropriate materials and processes. Students learn about the production techniques used to make the product and how it is evaluated against the needs and requirements outlined in the design brief.

ASSESSMENT: • Unit 3 S.A.C. • Unit 4 S.A.C. • Unit 3/4 S.A.T • Unit 3/4 Exam

Unit 2: Collaborative design In this unit each student works as a member of a team to design and develop a product range or contribute to the design and production of a group product. This mirrors professional design practice where designers often work within a multidisciplinary team to develop solutions to design problems. Restrictions and parameters within design may be determined by end-user’s needs, producer’s requirements, social conventions and environmental concerns. This unit focuses on the impact of these factors on the design solution.

This study engages students in technological tasks that call on their knowledge and understanding of materials and production processes to design and make products suitable for their intended purpose.

Unit 3: Design, technological innovation and manufacture The design and development of a product that meets the needs and expectations of a client or an end-user is influenced by a range of complex factors. In this unit, students investigate a client or end-user’s needs, prepare a design brief, devise evaluation criteria, carry out research and propose a series of design options. They justify the choice of a preferred design option and develop a work plan, and commence production of the product, which will be completed and evaluated in Unit 4. Unit 4: Product development and evaluation Students continue to develop and manufacture the product designed in Unit 3 and record the production processes and modifications to the work plan and product. They evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria. Students make Keysborough College

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10 % 10 % 50 % 30 %

PRODUCT DESIGN and TECHNOLOGY (TEXTILES) The focus of the course will be on functional works constructed from a range of materials including fibre, yarn and fabric. The course will give students the opportunity to develop a folio of work which could be used to pursue further studies in the design, fashion and textiles industries.

Unit 1: Unit 1: Design modification and production This unit focuses on the analysis, modification and improvement of a product design. It focuses on the tools, processes, techniques, knowledge and skills the designer has used to develop a solution to a problem. Students investigate methods and processes used to examine a need and define a problem by generating an appropriate design brief. Students learn about the production techniques used to make the product and how it is evaluated against the needs and requirements outlined in the design brief. Unit 2: Collaborative design In this unit each student works as a member of a team to design and develop a product range or contribute to the design and production of a group product. This mirrors professional design practice where designers often work within a multidisciplinary team to develop solutions to design problems. Unit 3: Design, technological innovation and manufacture The design and development of a product that meets the needs and expectations of a client or an end user is influenced by a range of complex factors. In this unit, students investigate a client or end-user’s needs, prepare a design brief, devise evaluation criteria, carry out research and propose Senior School Curriculum Handbook 2012

a series of design options. This unit also examines how a range of factors influence the design and development of products within industrial/commercial settings. Unit 4: Product development and evaluation Evaluations are made at various points of product design, development and production and evaluation methods used to make judgments about product design and development. Students continue to develop and manufacture the product designed in Unit 3, Outcome 3, and record the production processes and modifications to the work plan and product. Students make judgments about possible improvements. The features of the product are highlighted in a presentation for the client and/or end-user. ASSESSMENT • Unit 3/4 S.A.T • Unit 3/4 Exam

50 % 50 %

PSYCHOLOGY Psychology is the study of the nature and development of mind and behavior in both humans and animals, including the biological structures and processed that underpin and sustain both. Students can develop an understanding of themselves and their relationships with others and their society through the study of psychology. Unit 1: Introduction to Psychology This unit introduces students to the scientific study of psychology as the investigation into human behavior and the mental processes that determine it; including perception, cognition and emotion. Students learn about the use of theories, models and controlled observations to describe and explain human behavior. Unit 2: Self and Others In this unit students learn about different methods and models that describe and explain human behavior. This unit focuses on internal, physical, chemical and biological processes that inform behavior. The context is based on the understanding of neuronal structures and the nervous system at the basic level. Unit 3: The Conscious Self This unit focuses on the study of the relationship between the brain and the mind through examining the basis of consciousness, behaviour, Keysborough College

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cognition and memory. Students study the structure and functioning of the human brain and nervous system, and explore the nature of consciousness and altered states of consciousness including sleep. Students consider the function of the nervous system in memory and investigate the ways in which information is processed, stored and utilized. Unit 3 School-assessed Coursework: 17 per cent Mid-year examination: 33 per cent Unit 4: Brain, Behaviour and Experience. This unit focuses on the interrelationship between learning, the brain and its response to experiences and behavior. Students investigate learning as a mental process that leads to the acquisition of knowledge, development of new capacities and changed behaviors. Students build on their understanding of learning to consider it as one of several important facets involved in a biopsychosocial approach to the analysis of mental health and illness. They consider different concepts of normality, and learn to differentiate between normal responses such as stress to external stimuli, and mental disorders. Unit 4 School-assessed Coursework: 17% End-of-year examination: 33%

STUDIO ARTS The creative nature of Studio Arts provides students with the opportunity for personal growth, the expression of ideas and a process of examining identity. Students generate, explore and communicate ideas through specific studio forms and develop and use specialized skills in a range of media and techniques. Studio Arts provides opportunities for students to extend their experiences in Media. It is preferable that students have access to a manual SLR or digital camera and may also be subject to outlay monies when producing their own projects. Studio Arts students will be involved in digital processes. Students will use manual photographic or film practices to create digital art. Understanding the professional practices of an artist along with the analytical writing of artworks will also be a basis for this subject area. Unit 3: Studio Production and professional art practices The focus of this unit is the implication of the design process leading to the production of a range Senior School Curriculum Handbook 2012

of solutions. Students use a work brief to define an area of exploration and apply a design process to explore and develop their ideas and produce a range of potential solutions. Professional art practices in relation to particular art forms and the development of distinctive styles in artworks are also explored. Unit 4: Studio Production and art industry contexts The focus of this unit is to produce a cohesive folio of finished art works. This unit also explores aspects of artists' involvement in the current art industry focusing on the role of galleries and the methods and considerations involved in the preparation, presentation and conservation of artworks. Students will also analyse current art industry issues and develop and substantiate personal points of views about the issues studied. ASSESSMENT • Unit 3 S.A.T. 33 % • Unit 3/4 Exam 34 % • Unit 4 S.A.T. 33 % (This includes a folio of student work developed throughout Unit 4)

THEATRE STUDIES Theatre Studies focuses on the interpretation of play scripts and the production of plays from the pre-modern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of theatre as an art form. Throughout the study students work with play scripts in both their written form and in performance. They learn about the times, places and cultures of key theatrical developments and develop awareness of the traditions and histories of theatre. This knowledge is applied through use of stagecraft to collaboratively interpret play scripts in performance. Unit 1: Theatrical styles of the pre-modern era This unit focuses on the application of acting and other stagecraft in relation to theatrical styles of the pre-modern era. Students work with play scripts from the pre-modern era of theatre, focusing on works prior to the 1880s in both their written form and in performance. They also study theatrical and performance analysis and apply these skills to the analysis of a play from the premodern era in performance.

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Unit 2: Theatrical styles of the modern era This unit focuses on studying theatrical styles and stagecraft through working with play scripts in both their written form and in performance with an emphasis on the application of stagecraft. Students work with play scripts from the modern era focusing on works from the 1880s to the present. Students study theatrical analysis and production evaluation and apply these skills to the analysis of a play in performance from the modern era. Unit 3: Production development This unit focuses on an interpretation of a play script through the four designated stages of production: planning, production development, production season, and production evaluation. Students specialise in two areas of stagecraft, working collaboratively in order to realise the production of a play script. They analyse the influence of stagecraft on the shaping of the production. Students also attend a performance selected from the prescribed Theatre Studies Unit 3 Playlist and analyse and evaluate the interpretation of the play script in the performance. In this unit stagecraft includes acting, costume, direction, dramaturgy, lighting, make-up, multimedia, properties, promotion, set, sound and stage management. Unit 4: Performance interpretation In this unit students study a scene and associated monologue from the Theatre Studies Performance Examination (monologue list), published annually, and develop a theatrical brief that includes the creation of a character by an actor, stagecraft possibilities, and appropriate research. Students interpret a monologue from within a specified scene through acting and other appropriate areas of stagecraft. Students attend a performance selected from the prescribed Theatre Studies Unit 4 Playlist and analyse and evaluate acting in the production. In this unit stagecraft includes acting, costume, direction, dramaturgy, make-up, multimedia, properties, set and sound. It does not include lighting, stage management or promotion (including publicity). ASSESSMENT: • Units 3 and 4 S.A.C.: • Unit 3/4 Exam • Unit 4 Performance Exam

45 % 30 % 25 %

Senior School Curriculum Handbook 2012

VISUAL COMMUNICATION AND DESIGN

application of the design process and based on the requirements of the brief.

This study is intended to assist students in the understanding, use and interpretation of a range of visual communications. This includes an understanding of, and application of, drawing and drawing conventions, design elements, and principles and function of design in communication. The study also provides the opportunity to develop an informed, critical and discriminating approach to visual communications encountered in everyday life. Students selecting these units may also be required to purchase/pay for additional materials that the college does not normally provide to students.

ASSESSMENT: S.A.C. and an end of year examination • Unit 3 S.A.C. 33 % • Unit 3 and 4 Exam 34 % • Unit 4 S.A.T. 33 % (This includes a folio of student work developed throughout Unit 4)

Unit 1: Visual Communication The main purpose of this unit is to enable students to develop an understanding of instrumental drawing methods and freehand drawing including drawing from direct observation. Students will also be introduced to the visual communication production process and aspects of technology relative to visual communication.

What qualification will I receive?

Unit 2: Communication in context The main purpose of this unit is to enable students to develop and refine practical skills by generating images and developing them through freehand drawing, instrumental drawing and the use of information and communications technology. Students will also develop an awareness of how the design process facilitates exploration and experimentation and how information and ideas are communicated.

What will I learn?

Unit 3: Visual communication practices The main purpose of this unit is to enable students to develop an understanding of visual communication production through the application of the design process to satisfy specific communication needs. Students will investigate the production of visual communications in a professional setting, and examine the nature of professional practice in the design and production of visual communications. Unit 4: Designing to a brief The purpose of this unit is to enable students to apply their knowledge of the components of the design process in the preparation of one design brief. Students apply their practical skills to the development and production of two distinct final visual communication presentations through Keysborough College

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VET SECTION BUSINESS ADMINISTRATION (OFFICE) VET Students who satisfactorily complete the VCE VET Business program will receive Certificate II in Business, as well as a statement of attainment for selected units of competence from Certificate III in Business. This nationally recognised qualification is issued by the Registered Training Organisation (RTO).

Year 11: The VCE VET Unit 1-2 course includes a wide range of modules designed to introduce students to the essential skills required to work in a business or office environment. These include Occupational Health and Safety, communicating in the workplace, teamwork, customer service and personal effectiveness. There is a strong emphasis on developing ICT skills that would be used in the work place. Year 12: The VCE VET Unit 3-4 sequence builds on the skills developed in Y11 core units and introduces new skills such as preparing and processing financial documents, advanced word processing skills, organising personal work priorities and career development, and managing information. What credit will I receive towards my VCE or VCAL? VCE: Students who complete the course will be eligible for four VCE VET units towards their VCE: two units at Unit 1-2 level and two in the Unit 3-4 sequence. A Study Score is available for this program, which can contribute directly to your ATAR - either as one of your best four studies (‘the primary four’) or as your fifth or sixth study.

Senior School Curriculum Handbook 2012

VCAL:The VCE VET Business program (either partial or full completion) may contribute at the Foundation, Intermediate or Senior levels. What career and/or employment opportunities will I have? The Certificate II in Business provides a pathway into training and employment in business and related industries. It provides the knowledge and practical skills necessary to work efficiently and effectively in a wide range of business/office environments. Possible positions include administrative/office assistant, receptionist, information officer and customer service officer.

CISCO COMPUTER NETWORKING PROGRAM (VET) What qualification will I receive? The Cisco Networking Academy Program (Cisco Certified Networking Associate program - Version 4) is available as a VCE VET program. Cisco is delivered by Cisco Local Academies and mapped to two units of competence from Certificate III in Electrotechnology Computer Systems. The nationally recognised qualification is issued by the Registered Training Organisation (RTO). What will I learn? Students who complete half the Cisco Networking Academy program will be eligible for two units credit towards their VCE: one Unit 3–4 sequence. What credit will I receive towards my VCE? VCE: Students who receive a Unit 3–4 sequence will be eligible for a 10% increment towards their ATAR (10% of the average of the primary four scaled studies). What career and/or employment opportunities will I have? Computer Networking, Tertiary study in CCNP, Diploma of Computer Systems(eligible for credits if Cisco course successfully completed), Net+, Certificate III in IT (eligible for credit for competencies in this study if Cisco course successfully completed), Diploma in IT (Network Administration), Careers in most IT studies at tertiary level i.e.: most tertiary institutions will recognize the Cisco Program and give you direct credits towards your diplomas or allow you to sit for recognition of prior learning (RPL).

COMMUNITY SERVICES (VET) The VCE VET Community Services program Keysborough College

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provides students with the knowledge and skills that will enhance their employment prospects in the Community Services or related industries. The Certificate II in Community Services provides a pathway into a Certificate III in Aged Care or Certificate III in Children’s Services apprenticeship with a training credit towards the apprenticeship training plan.

What qualification will I receive? If you satisfactorily complete the VCE VET Community Services program, you will receive the Certificate II in Community Services as well as a statement of attainment of selected units of competence from Certificate III in Community Services Work and Certificate III in Children’s Services. The nationally recognised qualification is issued by the Registered Training Organisation (RTO).

What will I learn? Year 11:The VCE VET Unit 1-2 core units of competence include first aid, occupational health and safety and preparing for work in the Community Services Industry. Elective units include ensuring children’s health and safety, identifying and addressing specific client needs and supporting community resources. Year 12: The VCE VET Unit 3-4 sequence includes working effectively with young people and operating under a case work framework.

What credit will I receive towards my VCE or VCAL? VCE:You will be eligible for credit of up to five VCE VET units towards your VCE: three units at Unit 1-2 level and a Unit 3-4 sequence. A Study Score is available for this program, which can contribute directly to your ATAR - either as one of your best four studies (‘the primary four’) or as your fifth or sixth study.

VCAL:The VCE VET Community Services program (either partial or full completion) may contribute at the Foundation, Intermediate or Senior levels. What career and/or employment opportunities will I have? The Certificate II and Certificate III in Community Services can provide pathways for people thinking about or preparing for work or further study in community services, such as child care, leisure and health industry, aged care, home and community care, drug and alcohol work, people with Senior School Curriculum Handbook 2012

disabilities, social housing or people with mental health issues. Children’s Services can involve using organisational policies, procedures and individual children’s profiles to plan activities and provide care to children, facilitate their leisure and play and enabling them to achieve their developmental outcomes.

FINANCIAL SERVICES (VET) The VCE VET Financial Services program provides students with the knowledge and skills that will enhance their employment prospects in the financial services industries. The Certificate III in Financial Services provides a pathway into roles such as a customer service officer in a financial institution, credit or loans officer, superannuation assistant or accounts clerk.

What qualification will I receive? If you satisfactorily complete the VCE VET Financial Services program, you will receive the Certificate III in Financial Services. The nationally recognised qualification is issued by the Registered Training Organisation (RTO).

What will I learn? Year 11: The VCE VET Unit 1-2 core units includes a wide range of modules designed to introduce students to the essential skills required to work in a financial services or office environment. These include applying health and safety practices, communication, teamwork, monitoring and controlling accounts and using technology in the workplace.

Year 12: The VCE VET Unit 3-4 sequence incorporate core units such as maintaining financial records, preparing financial reports and reconciling and monitoring accounts receivable. Elective units include developing, presenting and negotiating client solutions and establishing client relationships.

What credit will I receive towards my VCE or VCAL? VCE Year 12 in 2012: students who complete the two year course in 2012 will be eligible for credit of up to four VCE VET units towards their VCE: two units at Unit 1-2 level and a Unit 3-4 sequence. A Study Score is available for this program, which can contribute directly to your ATAR - either as one of your best four studies (‘the primary four’) or as your fifth or sixth study. Keysborough College

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VCE Year 11 in 2012: students who begin the two year course in 2012 will be eligible for two units at Unit 1-2 level and two Unit 3-4 sequences at the Unit 3-4 level. Scored assessment will not be available for students completing this program in 2013. However, these students will be eligible for two 10% increments towards their ATAR because of the number of hours of training completed at the Certificate III level. This means two additions of 10% of the average of the primary four scaled study scores will be added to the study scores to determine the ATAR score.

VCAL: The VCE VET Financial Services program (either partial or full completion) may contribute at the Foundation, Intermediate or Senior levels. What career and/or employment opportunities will I have? The VCE VET Financial Services program provides training in preparing financial reports, creating and using simple spreadsheets, maintaining financial records, setting up and operating computerised accounting systems, administering accounts and processing journal entries. The Certificate III in Financial Services provides a pathway into further training in sectors such as retail financial services, credit management, personal trustees, accounting, insurance, conveyance, stock broking and financial planning, and customer service officer.

HOSPITALITY (VET) The VCE VET Hospitality program is designed to provide students with training and skill development for the achievement of competence in areas such as commercial cookery, front office management, housekeeping and food and beverage service. The program will also provide access to a range of potential career paths within the hospitality industry.

What qualification will I receive? If you satisfactorily complete the VCE VET Hospitality and selected units from the Hospitality Operations program, you will receive the Certificate II in Hospitality as well as the Certificate II in Hospitality (Operations). This nationally recognised qualification is issued by the Registered Training Organisation (RTO).

What will I learn? Year 11: The VCE VET Unit 1-2 core units of competence from the Hospitality program include following health, safety and security procedures, Senior School Curriculum Handbook 2012

applying hospitality skills in the workplace and developing and updating hospitality industry knowledge. Units from the Operations program include using basic methods of cookery and cleaning and maintaining kitchen premises.

Year 12: The VCE VET Unit 3-4 sequence incorporates core units such as providing food and beverage service, providing a link between kitchen and service areas and preparing foods according to dietary and cultural needs. What credit will I receive towards my VCE or VCAL? VCE: Students who complete both programs will be eligible for credit of up to eight VCE VET units towards your VCE: four units at Unit 1-2 level and four units at Units 3-4 level. A Study Score is available for this program, which can contribute directly to your ATAR - either as one of your best four studies (‘the primary four’) or as your fifth or sixth study. VCAL: The VCE VET Hospitality and Hospitality (Operations) program (either partial or full completion) may contribute at the Foundation, Intermediate or Senior levels. What career and/or employment opportunities will I have? The Certificate II in Hospitality and Hospitality (Operations) provides employment opportunities in hotels, motels, wineries, bars/bottle shops, function venues and other accommodation establishments. Possible roles could include kitchen hand, cook’s assistant, food and beverage attendant, bar/bottle shop attendant, barista, front office receptionist, reservations clerk and room attendant, customer service officer.

What will I learn? This is a two year course covering both Year 11 & 12 (Units 1 to 4): The VCE VET Unit 1-2 core units of competence include following health and safety procedures, producing and manipulating digital images, working in the screen and media industries and understanding copyright laws. Students will be introduced to software programs such as Flash, Photoshop, and Dreamweaver. The VCE VET Unit 34 sequence incorporates specialist units such as creating web pages with multimedia, preparing video assets and creating digital animations and visual design components.

What credit will I receive towards my VCE or VCAL? VCE: You will be eligible for credit of up to four VCE VET units towards your VCE: two units at Unit 1-2 level and a Unit 3-4 sequence. A Study Score is available for this program, which can contribute directly to your ATAR, either as one of your best four studies (‘the primary four’) or as your fifth or sixth study.

VCAL: The VCE VET IDM program (either partial or full completion) may contribute at the Foundation, Intermediate or Senior levels.

What career and/or employment opportunities will I have? The Certificate III in Media (Interactive Digital Media) can provide pathways into the areas of multimedia design, web design, new media arts, animation, games developer, visual art studio practice, screen arts industries, film, post production companies, printers, IT vendors and internet service providers.

MUSIC INDUSTRY SKILLS (VET) INTERACTIVE DIGITAL MEDIA (VET) The VCE VET IDM program provides students with the knowledge and skills that will enhance their employment prospects within the multimedia industry. Students will explore the world of web design and creation, create interactive animations and learn photo editing and manipulation. What qualification will I receive? If you satisfactorily complete the VCE VET IDM program, you will receive a Certificate III in Media (Interactive Digital Media). This is a nationally recognised qualification and is issued by the Registered Training Organisation (RTO). Keysborough College

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The VCE VET Music Industry program provides students with the knowledge and skills that will enhance their employment prospects within the music industry. Certificate II in Music Industry provides broad based knowledge and skills required for entry into the music industry. The Certificate III qualifications offer specialist training in either performance composition or technology.

What qualification will I receive? If you satisfactorily complete the VCE VET Music Industry program, you will receive either the Certificate II in Music, Certificate III in Music and/or the Certificate III in (Technical Production). These nationally recognised qualifications are issued by Senior School Curriculum Handbook 2012

the Registered Training Organisation (RTO).

What will I learn? Year 11:The VCE VET Unit 1-2 core units of competence include developing and updating music industry knowledge and following health, safety and security procedures. Elective units include laying sound tracks, installing, aligning and testing sound equipment and planning a career in music. Year 12:The VCE VET Unit 3-4 sequence may incorporate core units such as preparing self for performance and extending technical skills in performance or operating a sound mixing console and editing sound using digital systems. What credit will I receive towards my VCE or VCAL? VCE:You will be eligible for credit of up to eight VCE VET units towards your VCE: four units at Unit 1-2 level and two Unit 3-4 sequences. VCAL:The VCE VET Music Industry program (either partial or full completion) may contribute at the Foundation, Intermediate or Senior levels. What career and/or employment opportunities will I have? The Certificate II in Music incorporates industry elements such as performance, critical listening, music management and music promotions. The Certificate III in (Technical Production)incorporates industry elements such as sound track laying, digital editing and mixing, audio visual equipment operations, public address systems and stage management and can be applied to workplaces such as stage productions, radio and medium to large recording studios, among others.

VCAL SECTION VCAL - LITERACY Literacy includes reading, writing and oral communication skills. The purpose of the Literacy Skills units is to enable the development of skills, knowledge and attitudes in literacy that allow progression in the main social contexts of - Family and social life - Workplace settings - Education and training contexts - Community and civic life

Literacy Skills Intermediate Reading and Writing The purpose of this unit is to enable students to develop the skills and knowledge to read and write a range of texts on everyday subject matters which include some unfamiliar aspects or material. At this level students use the writing process to produce texts that link several ideas or pieces of information. In reading, students identify how, and if, the writer has achieved his or her purpose and express an opinion on the text taking into account its effectiveness. Literacy Skills Senior Reading and Writing The purpose of this unit is to enable learners to develop the skills and knowledge to read and write complex texts. The students produce texts that incorporate a range of ideas, information, beliefs or processes and have control of the language appropriate to the types of text. In reading, the students identify the views shaping the text and the devices used to present that view and express an opinion on the effectiveness and content of the text. Literacy Skills Intermediate Oral Communication Skills The Oral Communication units are designed to provide participants with knowledge, understanding and skills in spoken communication for different social purposes. The Oral Communication units reflect the theory that language use varies depending on the social context and purpose of the interaction and this is its main organising principle. The units identify four primary purposes for oral communication which reflect the literacy domains and encompass a range of contexts for spoken interaction. These are: - Self expression. - Knowledge. - Practical purposes. -Exploring issues and problem solving.

VCAL - NUMERACY Numeracy is the ability to use mathematical skills in order to carry out purposes and functions within society related to designing, measuring and constructing, using graphical information, money, time and travel and the underpinning skills and knowledge for further study in mathematics or related fields.

VCAL Literacy runs for the whole year and is not described in semesters as most subjects are. Keysborough College

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The numeracy skills units are designed to provide a link to the vocational pathways and interests of the students. Numeracy Intermediate In Year 11, VCE Foundation Mathematics Units 1 and 2 meets the VCAL Intermediate Numeracy requirement (refer to the course description in the VCE section). The purpose of this Numeracy Unit is to enable learners to develop everyday numeracy to make sense of their daily, personal and public lives. It also introduces learners to the mathematics required outside their immediate personal environment. This may be related to work or the community. At the completion of this unit, learners will be able to undertake a series of numerical tasks with some confidence including straightforward calculations either manually and/or using a calculator. They will also be able to select the appropriate method or approach required, and be able to communicate their ideas both verbally and in writing.

Numeracy Senior The Senior level unit aims to enable learners to explore mathematics beyond its familiar and everyday use to its application in wider, less personal contexts such as newspapers, workplace documents and procedures, and specific projects at home or in the community. Four areas are explored: - Numeracy for Practical Purposes. - Numeracy for Interpreting Society. - Numeracy for Personal Organisation. - Numeracy for Knowledge. VCAL numeracy runs for the whole year and is not described in semesters as most subjects are. The mathematics covered includes measurement, graphs and simple statistics, use of maps and directions and an introductory understanding of the use of formulae and problem solving strategies. Learners who successfully complete the unit are expected to have the capacity to interpret and analyse how mathematics is represented and used, and to recognise and use some of the conventions and symbolism of formal mathematics

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VCAL - PERSONAL DEVELOPMENT SKILLS Personal Development includes self-esteem and personal qualities developed through valuing personal achievement and contributions for the benefit of community or personal growth. This may involve demonstration of leadership, teamwork skills, accepting responsibility for goal achievement and reflecting on knowledge and skills for decisionmaking and problem solving. Students may also have to participate in community service projects. VCAL Personal Development Skills units have been developed to recognize learning not recognized within other qualifications that leads to the development of: - Individual and group responsibility. - Self-confidence and resilience. - Values of integrity, enterprise and excellence. - Empowerment for active citizenship. Unit 1: Intermediate The purpose of this unit is to focus on the development of organization and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The focus of the learning throughout this unit is - Knowledge applicable to a relevant personal, social, educational or community activity. - Skills that apply to the activity. - Development of self management skills. - Development of leadership skills. - Interpersonal communication skills. Unit 2: Intermediate Unit 2 follows very closely upon Unit 1. Students continue to organize and plan an activity and they develop their skills in this area. The focus of the learning throughout this unit is - Knowledge applicable to a relevant personal, social, educational or community activity. - Skills applicable to the activity. - Problem solving and comprehension skills. - Presentation and research skills. - Communication skills for spoken English and active listening. Unit 1 & 2: Senior The purpose of these units is to focus on the development of organization and planning skills, Senior School Curriculum Handbook 2012

knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature. The focus of the Learning Program is: - Knowledge applicable to a relevant personal, social, educational or community goal. - Skills applicable to the goal. - Understanding of cultural values and cultural awareness. - Organisational skills. - Leadership skills and decision-making skills for group or team work.

VCAL - WORK RELATED SKILLS The purpose of the Work Related Skills strand of VCAL is to develop employability skills, knowledge and attitudes valued within the community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from a range of pathways.

- Developing work related skills, which can be transferred to other work contexts. Unit 1 and 2: Senior This unit provides a focus for development of work related and vocational skills in a workplace context or appropriate simulation. The overall aims of the unit include:  Integrating learning of increasing complexity of work related skills with prior knowledge and experiences about work.  Further enhancing the development of Key Competencies through increasingly complex work related activity.  Developing increasingly complex critical thinking skills that apply to problem solving situations in the work context.  Developing planning and organizational skills the incorporate evaluation and review Applying increasingly complex transferable skills to work related contexts.

Work related skills include skills that reflect the Mayer Key Competencies. These are: - Collecting, analysing and organizing information. - Communicating ideas and information. - Planning and organizing activities. - Working with others and in teams. - Using mathematical ideas and techniques. - Solving problems. - Using technology. Work placement will be undertaken within these units, these work placements will provide a link to a student’s VCAL learning program. VCAL students usually spend one day of the week at their work placement developing these skills. Unit 1 and 2: Intermediate This unit provides a focus for development of work related and pre-vocational skills in a context appropriate to the task. This is done through: - Integrating more complex learning about work related skills with prior knowledge and experiences. - Enhancing the development of Key Competencies at an appropriate level in relevant work related contexts. - Developing critical thinking skills that can be applied to work related problem- solving situations - Developing work related planning and organizational skills the incorporate evaluation and review. Keysborough College

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